Thesis Translation: Why? How? When?

Why thesis editing and translation is something you need to think about now.

Female academic writes her thesis

If you are a graduate student or a postdoctoral fellow at a university outside of the English-speaking world, chances are that you have spent some time thinking about when and whether to translate your research into English. In the humanities and the sciences alike, English is the dominant language of academic scholarship, and few would doubt that there are enormous advantages to producing journal articles and books in English. What younger scholars-in-training increasingly realize is that they also have good reasons to consider taking their first scholarly steps in English, even before their first academic article is published. Indeed, with wise use of thesis translation or thesis editing services, graduate students can get a head start in some very important ways.

translate of thesis

Why produce a thesis in English?

Unlike a book or a journal article, a thesis or dissertation only officially needs to be accepted by your university department or your committee. This prevents some graduate students from ‘thinking big’ about the reach of their thesis or dissertation. Many universities outside of the English-speaking world offer the option of submitting a thesis in English, yet some graduate students don’t consider the option seriously. Here are a few reasons why it is worth doing so:

  • Wider audience for your thesis itself: While a thesis is not officially a ‘publication’ in the way a book or journal article are, in the 21st century your thesis will be as widely accessible to scholars globally as many academic journals, through ProQuest and other electronic repositories. Scholars looking for the latest research in your field will be much more likely to find – and use – your work if it is available to them online in a language that they can read.
  • Future applications: If you are writing an M.A. thesis, chances are that you are thinking about applying to doctoral programs. If you are finishing a doctoral dissertation, you might be thinking about post-doctoral fellowships. Whatever your next step, the application process is likely to require submission of a writing sample. If your best research is already in English, you will be able to use it as part of your application for most programs worldwide.
  • Future publication: Of course, most young scholars aspire to eventually publish their research in book or article form. If your thesis is in English, you will have a much wider range of publishers and journals to choose from. And once you are published, your work will be accessible to a wider range of readers.

translate of thesis

Thesis translation: How and When?

Convinced? If so, the next question is when and how to go about translating articles into English. There are three main options:

  • Thesis Editing: write it in English, then get it edited . If you have good English, you might decide to write your thesis or dissertation in English from the outset. If your supervisor and department give their blessing, this option might be the most efficient. Once your work is completed, you can employ thesis editing services to ensure it has the highest level of polish and clarity.
  • Thesis translation before submission . Perhaps you are most comfortable writing in your mother tongue, but still want the advantages of a thesis in English. If so, you can employ thesis translation services as you go along – perhaps on a chapter-by-chapter basis. If your university gives permission, you may be able to submit the English translation as the official version of your thesis.
  • Translation after acceptance . Even if your thesis needs to be submitted to your university in another language, it is never too late to produce an English version. When translating an already-accepted thesis into English, you might choose to think about it already as a book manuscript draft (or drafts of a series of articles). In fact, you might even want to edit and alter the original version before sending it for translation, in order to tailor it to your desired publishing house or journals.

In short: A scholarly output in English can be of great benefit, even at the earliest stages of an academic career. And there are many ways to make it happen!

  • Our Mission and Values
  • Journals and Publishers
  • Research Authorities
  • Foundations and Museums
  • Language Experts
  • Translation
  • Academic Writing Coaching
  • Academic Review
  • Book Proposal Assistance
  • Journal Finder
  • Table and Graph Formatting
  • Manuscript Preparation
  • Grant Services
  • Post-Publication Services
  • Grant Proposal Assistance
  • Publication Support
  • Our Seven Step Recipe For Success
  • Pricing & Turnaround
  • Success Story- Grant Proposal Assistance
  • Success Story- Translation
  • Success Story: Editing
  • Success Story: Publication Support
  • Success Story- Junior Scholar
  • 'Publication Success' Interview Series: Previous Recordings
  • FAQ: People
  • FAQ: Projects
  • FAQ: Timeline and Pricing
  • Author Resources
  • Newsletter Archive
  • Upcoming Live Events

Voice speed

Text translation, source text, translation results, document translation, drag and drop.

translate of thesis

Website translation

Enter a URL

Image translation

Linguation

Master’s Thesis Translation Services

Linguation

You may need a translation of your master’s thesis for a number of reasons

You may require a translation of your master’s thesis , often called a master’s dissertation, for numerous reasons. Applications for doctorate / PhD programs in a foreign university may require you to provide a translation of your master’s thesis / dissertation. With an increasing number of collaborative research projects, you may require a translation of your master’s thesis to share with your research partners. A translation of your master’s thesis might be required for it to be published in a book or journal. Moreover, for your research to be accessible to a wider audience, a translation of your master’s thesis / dissertation into a more frequently used language, such as English, might be beneficial. Linguation can provide high-quality translation of your master’s thesis / dissertation whatever the reason.

Quality translation of your master’s thesis

The hard work and effort you put into your master’s thesis / dissertation should be recognized. Therefore, you can count on Linguation to ensure that your thesis translation is given the careful consideration it merits and that your final translated thesis is accurate and written in the target language to the highest academic level. For this reason, Linguation will assign a qualified translator with subject expertise in the relevant field of your master’s thesis / dissertation. From our global team of translators, we will allocate a translator able to operate at the required academic level in the necessary academic area and with the ability to adeptly translate the relevant complex topics and concepts.

Linguation offers a secure and reliable online system

Irrelevant of the length of your master’s thesis / dissertation, simply upload your document to Linguation’s safe and secure online system and you will be provided with immediate price information. On confirmation of your order, Linguation will assign a native speaker to the translation of your master’s thesis / dissertation, taking the translator’s qualifications and subject expertise into account. Our translator would be happy to work with a glossary of key terms should you wish to provide one. Let us know prior to the start of the translation and this can be arranged with the translator. Furthermore, for your peace of mind, Linguation’s online service offers a tracking system throughout the translation and quality assurance process.

Guarantee of translation quality

  • Sworn translators
  • Two-stage quality control
  • Free editing service

Do you have questions? Chat with us now: Live Support

Rising Star Linguation

Your verified partner for certified translations

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

  • We're Hiring!
  • Help Center

paper cover thumbnail

"Twenty-Two Theses on Translation"

Profile image of Douglas Robinson

Related Papers

Ricardo Muñoz Martín

translate of thesis

Ágnes Somló Abstract Nowadays the position of translators has changed significantly in a world of increasing cultural influences and effects of IT. We are gradually translated into a new person, obtaining a kind of multicultural identity, much in the way Salman Rushdie has stated several times, among others in his novel Shame, when describing himself as a " translated man ". The metaphor can also be used in the case of translators and translation proper so the two – translation as a metaphor and translation proper – will partly overlap in this paper. We will attempt to find some explanations for changes generated by migration and try to detect some of their roots in the information revolution defined by technology (IT). Thus I am attracted by the signs of a changing concept of translation, and would make an effort to capture the changing role of translator/interpreter in an increasingly multicultural world. This paper will rely on a train of thought evoked by Salman Rushdie's writings as well as some interviews with him. By elaborating on the state of the individual in Rushdie's system we will examine it and compare it to a more or less similar, albeit more generalized, description of peripheral systems in Even-Zohar's theory. Then continue by touching upon the connection between migration and translation, differentiating different phases as well as periods in the process. And finally, we will look at some ideas in a thought-provoking article by Harish Trivedi dealing with the rudimentary difference between translating culture and cultural translation, and will try to connect them both to previous thoughts concerning changes in the position of translators today. During the past decades our position as translators seems to have drastically changed due to an increasing amount of cultural influences to which we are now exposed as well as the ever accelerating attack of the mass of information worldwide. However, looking at translation from a historical point of view we see that in a way it has always strived to fulfil the task of transmission by crossing borders in nearly all fields of life, whether cultural,

Nike Pokorn

Daniel Gile

Translation spaces

Hanna Risku

Southern African Linguistics and Applied Language Studies

olawale kayode

TRANSLANG JOURNAL

Federica Abate

Mario López Farías

RELATED TOPICS

  •   We're Hiring!
  •   Help Center
  • Find new research papers in:
  • Health Sciences
  • Earth Sciences
  • Cognitive Science
  • Mathematics
  • Computer Science
  • Academia ©2024

More results...

The 95 Theses – a modern translation

1. When Jesus said “repent” he meant that believers should live a whole life repenting

2. Only God can give salvation – not a priest.

3. Inwards penitence must be accompanied with a suitable change in lifestyle.

4. Sin will always remain until we enter Heaven.

5. The pope must act according to canon law.

6. Only God can forgive -the pope can only reassure people that God will do this.

7. A sinner must be humbled in front of his priest before God can forgive him.

8. Canon law applies only to the living not to the dead.

9. However, the Holy Spirit will make exceptions to this when required to do so.

10. The priest must not threaten those dying with the penalty of purgatory.

11. The church through church penalties is producing a ‘human crop of weeds’.

12. In days gone by, church penalties were imposed before release from guilt to show true repentance.

13. When you die all your debts to the church are wiped out and those debts are free from being judged.

14. When someone is dying they might have bad/incorrect thoughts against the church and they will be scared. This fear is enough penalty.

15. This fear is so bad that it is enough to cleanse the soul.

16. Purgatory = Hell. Heaven = Assurance.

17. Souls in Purgatory need to find love – the more love the less their sin.

18. A sinful soul does not have to be always sinful. It can be cleansed.

19. There is no proof that a person is free from sin.

20. Even the pope – who can offer forgiveness – cannot totally forgive sins held within.

21. An indulgence will not save a man.

22. A dead soul cannot be saved by an indulgence.

23. Only a very few sinners can be pardoned. These people would have to be perfect.

24. Therefore most people are being deceived by indulgences.

25. The pope’s power over Purgatory is the same as a priest’s.

26. When the pope intervenes to save an individual, he does so by the will of God.

27. It is nonsense to teach that a dead soul in Purgatory can be saved by money.

28. Money causes greed – only God can save souls.

29. Do we know if the souls in Purgatory want to be saved ?

30. No-one is sure of the reality of his own penitence – no-one can be sure of receiving complete forgiveness.

31. A man who truly buys an indulgence (ie believes it is to be what it is) is as rare as someone who truly repents all sin ie very rare.

32. People who believe that indulgences will let them live in salvation will always be damned – along with those who teach it.

33. Do not believe those who say that a papal indulgence is a wonderful gift which allows salvation.

34. Indulgences only offer Man something which has been agreed to by Man.

35. We should not teach that those who aim to buy salvation do not need to be contrite.

36. A man can be free of sin if he sincerely repents – an indulgence is not needed.

37. Any Christian – dead or alive – can gain the benefit and love of Christ without an indulgence.

38. Do not despise the pope’s forgiveness but his forgiveness is not the most important.

39. The most educated theologians cannot preach about indulgences and real repentance at the same time.

40. A true repenter will be sorry for his sins and happily pay for them. Indulgences trivialise this issue.

41. If a pardon is given it should be given cautiously in case people think it’s more important than doing good works.

42. Christians should be taught that the buying of indulgences does not compare with being forgiven by Christ.

43. A Christian who gives to the poor or lends to those in need is doing better in God’s eyes than one who buys ‘forgiveness’.

44. This is because of loving others, love grows and you become a better person. A person buying an indulgence does not become a better person.

45. A person who passes by a beggar but buys an indulgence will gain the anger and disappointment of God.

46. A Christian should buy what is necessary for life not waste money on an indulgence.

47. Christians should be taught that they do not need an indulgence.

48. The pope should have more desire for devout prayer than for ready money.

49. Christians should be taught not to rely on an indulgence. They should never lose their fear of God through them.

50. If a pope knew how much people were being charged for an indulgence – he would prefer to demolish St. Peter’s.

51. The pope should give his own money to replace that which is taken from pardoners.

52. It is vain to rely on an indulgence to forgive your sins.

53. Those who forbid the word of God to be preached and who preach pardons as a norm are enemies of both the pope and Christ.

54. It is blasphemy that the word of God is preached less than that of indulgences.

55. The pope should enforce that the gospel – a very great matter – must be celebrated more than indulgences.

56. The treasure of the church is not sufficiently known about among the followers of Christ.

57. The treasure of the Church are temporal (of this life).

58. Relics are not the relics of Christ, although they may seem to be. They are, in fact, evil in concept.

59. St. Laurence misinterpreted this as the poor gave money to the church for relics and forgiveness.

60. Salvation can be sought for through the church as it has been granted this by Christ.

61. It is clear that the power of the church is adequate, by itself, for the forgiveness of sins.

62. The main treasure of the church should be the Gospels and the grace of God.

63. Indulgences make the most evil seem unjustly good.

64. Therefore evil seems good without penance or forgiveness.

65. The treasured items in the Gospels are the nets used by the workers.

66. Indulgences are used to net an income for the wealthy.

67. It is wrong that merchants praise indulgences.

68. They are the furthest from the grace of God and the piety and love of the cross.

69. Bishops are duty bound to sell indulgences and support them as part of their job.

70. But bishops are under a much greater obligation to prevent men preaching their own dreams.

71. People who deny the pardons of the Apostles will be cursed.

72. Blessed are they who think about being forgiven.

73. The pope is angered at those who claim that pardons are meaningless.

74. He will be even more angry with those who use indulgences to criticise holy love.

75. It is wrong to think that papal pardons have the power to absolve all sin.

76. You should feel guilt after being pardoned. A papal pardon cannot remove guilt.

77. Not even St. Peter could remove guilt.

78. Even so, St. Peter and the pope possess great gifts of grace.

79. It is blasphemy to say that the insignia of the cross is of equal value with the cross of Christ.

80. Bishops who authorise such preaching will have to answer for it.

81. Pardoners make the intelligent appear disrespectful because of the pope’s position.

82. Why doesn’t the pope clean feet for holy love not for money ?

83. Indulgences bought for the dead should be re-paid by the pope.

84. Evil men must not buy their salvation when a poor man, who is a friend of God, cannot.

85. Why are indulgences still bought from the church ?

86. The pope should re-build St. Peter’s with his own money.

87. Why does the pope forgive those who serve against him ?

88. What good would be done to the church if the pope was to forgive hundreds of people each day ?

89. Why are indulgences only issued when the pope sees fit to issue them ?

90. To suppress the above is to expose the church for what it is and to make true Christians unhappy.

91. If the pope had worked as he should (and by example) all the problems stated above would not have existed.

92. All those who say there is no problem must go. Problems must be tackled.

93. Those in the church who claim there is no problem must go.

94. Christians must follow Christ at all cost.

95. Let Christians experience problems if they must – and overcome them – rather than live a false life based on present Catholic teaching.

Instantly translate and preserve the layout of any document format into any language . Free.

Preserves the layout of your documents, 109 languages supported and growing, no installation required, no registration required, top 20 translation quicklinks.

  • Translate English to Indonesian
  • Translate English to Spanish
  • Translate English to Portuguese
  • Translate English to Russian
  • Translate English to French
  • Translate English to Arabic
  • Translate English to Italian
  • Translate Spanish to English
  • Translate French to English
  • Translate English to Persian
  • Translate English to Chinese (Simplified)
  • Translate German to English
  • Translate English to Korean
  • Translate English to German
  • Translate Russian to English
  • Translate Indonesian to English
  • Translate Chinese (Simplified) to English
  • Translate English to Ukrainian
  • Translate English to Vietnamese
  • Translate English to Polish

Reliable, quick, and hassle-free

Preserves the layout of your original office document

Upload your document and we'll instantly translate it for you while preserving its delicate layout. Your document's text is extracted taking special care in maintaining the exact format and styling of each section.

Doc Translator uses the awesome power of Google Translate to translate your documents. Why re-invent the wheel? Doc Translator relies on the ever-improving abilities of the Google Translate service to process the text from your documents and return it in the language you need.

The translated text is re-inserted into your document, preserving the original layout. No more copy/pasting text in and out of your documents. Doc Translator intelligently grabs and then re-inserts text exactly where it belongs.

Upload your original document

Google Translate performs the translation

Download your translated document

Doc Translator Guide: How do I use ... Please enable JavaScript Doc Translator Guide: How do I use Doc Translator? 109 languages supported and growing

Translate any document's text to english:.

  • Azerbaijani
  • Chinese (Simplified)
  • Chinese (Traditional)
  • Haitian Creole
  • Kinyarwanda
  • Kurdish (Kurmanji)
  • Luxembourgish
  • Myanmar (Burmese)
  • Odia (Oriya)
  • Scots Gaelic

Supported document formats

We support all major office document formats. Upload your document in one of these formats and we'll handle the rest.

Right-to-Left (RTL) Language Support

As part of our mission to create a world where everyone can belong, we help connect more than 300 million Arabic, and Hebrew-speakers with support for right-to-left (RTL) languages - including enhanced support of cursive scripts, rendering of complex text layouts, document layout mirroring, and text alignment for bidirectional languages.

Information is read from right to the left in right-to-left layouts.

Information is read from right to the left in right-to-left layouts.

Online Doc Translator now fully supports translations of the following right-to-left languages:

Helping people connect

Every minute of every day companies and individuals around the globe rely on our service in order to better conduct business, communicate, and understand the world in which we live.

Helping to bring people together, regardless of language is our mission and we are proud of the part we're playing.

109 languages supported

12,031 featured articles world wide

167,321,728 documents translated since 2010

We try our very best to make cool things which people find useful. All over the world, every day, we help thousands of people save their valuable time through the use of our tools:

Online Image Tool

Frequently Asked Questions

U.S. flag

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

  • Publications
  • Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

  • Advanced Search
  • Journal List
  • Saudi J Anaesth
  • v.11(Suppl 1); 2017 May

Guidelines for developing, translating, and validating a questionnaire in perioperative and pain medicine

Department of Epidemiology, Columbia University, New York, NY, USA

Colin F. Royse

1 Department of Surgery, University of Melbourne, Melbourne, Victoria, Australia

2 Department of Anesthesia and Pain Management, The Royal Melbourne Hospital, Parkville, Victoria, Australia

Abdullah Sulieman Terkawi

3 Department of Anesthesiology, University of Virginia, Charlottesville, VA, USA

4 Department of Anesthesiology, King Fahad Medical City, Riyadh, Saudi Arabia

5 Outcomes Research Consortium, Cleveland, OH, USA, USA

The task of developing a new questionnaire or translating an existing questionnaire into a different language might be overwhelming. The greatest challenge perhaps is to come up with a questionnaire that is psychometrically sound, and is efficient and effective for use in research and clinical settings. This article provides guidelines for the development and translation of questionnaires for application in medical fields, with a special emphasis on perioperative and pain medicine. We provide a framework to guide researchers through the various stages of questionnaire development and translation. To ensure that the questionnaires are psychometrically sound, we present a number of statistical methods to assess the reliability and validity of the questionnaires.

Introduction

Questionnaires or surveys are widely used in perioperative and pain medicine research to collect quantitative information from both patients and health-care professionals. Data of interest could range from observable information (e.g., presence of lesion, mobility) to patients’ subjective feelings of their current status (e.g., the amount of pain they feel, psychological status). Although using an existing questionnaire will save time and resources,[ 1 ] a questionnaire that measures the construct of interest may not be readily available, or the published questionnaire is not available in the language required for the targeted respondents. As a result, investigators may need to develop a new questionnaire or translate an existing one into the language of the intended respondents. Prior work has highlighted the wealth of literature available on psychometric principles, methodological concepts, and techniques regarding questionnaire development/translation and validation. To that end, this article is not meant to provide an exhaustive review of all the related statistical concepts and methods. Rather, this article aims to provide straightforward guidelines for the development or translation of questionnaires (or scales) for use in perioperative and pain medicine research for readers who may be unfamiliar with the process of questionnaire development and/or translation. Readers are recommended to consult the cited references to further examine these techniques for application.

This article is divided into two main sections. The first discusses issues that investigators should be aware of in developing or translating a questionnaire. The second section of this paper illustrates procedures to validate the questionnaire after the questionnaire is developed or translated. A model for the questionnaire development and translation process is presented in Figure 1 . In this special issue of the Saudi journal of Anesthesia we presented multiple studies of development and validation of questionnaires in perioperative and pain medicine, we encourage readers to refer to them for practical experience.

An external file that holds a picture, illustration, etc.
Object name is SJA-11-80-g001.jpg

Questionnaire development and translation processes

Preliminary Considerations

It is crucial to identify the construct that is to be assessed with the questionnaire, as the domain of interest will determine what the questionnaire will measure. The next question is: How will the construct be operationalized? In other words, what types of behavior will be indicative of the domain of interest? Several approaches have been suggested to help with this process,[ 2 ] such as content analysis, review of research, critical incidents, direct observations, expert judgment, and instruction.

Once the construct of interest has been determined, it is important to conduct a literature review to identify if a previously validated questionnaire exists. A validated questionnaire refers to a questionnaire/scale that has been developed to be administered among the intended respondents. The validation processes should have been completed using a representative sample, demonstrating adequate reliability and validity. Examples of necessary validation processes can be found in the validation section of this paper. If no existing questionnaires are available, or none that are determined to be appropriate, it is appropriate to construct a new questionnaire. If a questionnaire exists, but only in a different language, the task is to translate and validate the questionnaire in the new language.

Developing a Questionnaire

To construct a new questionnaire, a number of issues should be considered even before writing the questionnaire items.

Identify the dimensionality of the construct

Many constructs are multidimensional, meaning that they are composed of several related components. To fully assess the construct, one may consider developing subscales to assess the different components of the construct. Next, are all the dimensions equally important? or are some more important than others? If the dimensions are equally important, one can assign the same weight to the questions (e.g., by summing or taking the average of all the items). If some dimensions are more important than others, it may not be reasonable to assign the same weight to the questions. Rather, one may consider examining the results from each dimension separately.

Determine the format in which the questionnaire will be administered

Will the questionnaire be self-administered or administered by a research/clinical staff? This decision depends, in part, on what the questionnaire intends to measure. If the questionnaire is designed to measure catastrophic thinking related to pain, respondents may be less likely to respond truthfully if a research/clinical staff asked the questions, whereas they may be more likely to respond truthfully if they are allowed to complete the questionnaire on their own. If the questionnaire is designed to measure patients’ mobility after surgery, respondents may be more likely to overreport the amount of mobility in an effort to demonstrate recovery. To obtain a more accurate measure of mobility after surgery, it may be preferable to obtain objective ratings by clinical staff.

If respondents are to complete the questionnaire by themselves, the items need to be written in a way that can be easily understood by the majority of the respondents, generally about Grade 6 reading level.[ 3 ] If the questionnaire is to be administered to young respondents or respondents with cognitive impairment, the readability level of the items should be lowered. Questionnaires intended for children should take into consideration the cognitive stages of young people[ 4 ] (e.g., pictorial response choices may be more appropriate, such as pain faces to assess pain[ 5 ]).

Determine the item format

Will the items be open ended or close ended? Questions that are open ended allow respondents to elaborate upon their responses. As more detailed information may be obtained using open-ended questions, these items are best suited for situations in which investigators wish to gather more information about a specific domain. However, these responses are often more difficult to code and score, which increases the difficulty of summarizing individuals’ responses. If multiple coders are included, researchers have to address the additional issue of inter-rater reliability.

Questions that are close ended provide respondents a limited number of response options. Compared to open-ended questions, these items are easier to administer and analyze. On the other hand, respondents may not be able to clarify their responses, and their responses may be influenced by the response options provided.

If close-ended items are to be used, should multiple-choice, Likert-type scales, true/false, or other close-ended formats be used? How many response options should be available? If a Likert-type scale is to be adopted, what scale anchors are to be used to indicate the degree of agreement (e.g., strongly agree, agree, neither, disagree, strongly degree), frequency of an event (e.g., almost never, once in a while, sometimes, often, almost always), or other varying options? To make use of participants’ responses for subsequent statistical analyses, researchers should keep in mind that items should be scaled to generate sufficient variance among the intended respondents.[ 6 , 7 ]

Item development

A number of guidelines have been suggested for writing items.[ 7 ] Items should be simple, short, and written in language familiar to the target respondents. The perspective should be consistent across items; items that assess affective responses (e.g., anxiety, depression) should not be mixed with those that assess behavior (e.g., mobility, cognitive functioning).[ 8 ] Items should assess only a single issue. Items that address more than one issue, or “double-barreled” items (e.g., “My daily activities and mood are affected by my pain.”), should not be used. Avoid leading questions as they may result in biased responses. Items that all participants would respond similarly (e.g., “I would like to reduce my pain.”) should not be used, as the small variance generated will provide limited information about the construct being assessed. Table 1 summarizes important tips on writing questions.

Tips on writing questions[ 15 , 16 ]

An external file that holds a picture, illustration, etc.
Object name is SJA-11-80-g002.jpg

The issue of whether reverse-scored items should be used remains debatable. Since reverse-scored items are negatively worded, it has been argued that the inclusion of these items may reduce response set bias.[ 9 ] On the other hand, others have found a negative impact on the psychometric properties of scales that included negatively worded items.[ 10 ] In recent years, an increasing amount of literature reports problems with reverse-scored items.[ 11 , 12 , 13 , 14 ] Researchers who decide to include negatively worded items should take extra steps to ensure that the items are interpreted as intended by the respondents, and that the reverse-coded items have similar psychometric properties as the other regularly coded items.[ 7 ]

Determine the intended length of questionnaire

There is no rule of thumb for the number of items that make up a questionnaire. The questionnaire should contain sufficient items to measure the construct of interest, but not be so long that respondents experience fatigue or loss of motivation in completing the questionnaire.[ 17 , 18 ] Not only should a questionnaire possess the most parsimonious (i.e., simplest) structure,[ 19 ] but it also should consist of items that adequately represent the construct of interest to minimize measurement error.[ 20 ] Although a simple structure of questionnaire is recommended, a large pool of items is needed in the early stages of the questionnaire's development as many of these items might be discarded throughout the development process.[ 7 ]

Review and revise initial pool of items

After the initial pool of questionnaire items are written, qualified experts should review the items. Specifically, the items should be reviewed to make sure they are accurate, free of item construction problems, and grammatically correct. The reviewers should, to the best of their ability, ensure that the items do not contain content that may be perceived as offensive or biased by a particular subgroup of respondents.

Preliminary pilot testing

Before conducting a pilot test of the questionnaire on the intended respondents, it is advisable to test the questionnaire items on a small sample (about 30–50)[ 21 ] of respondents.[ 17 ] This is an opportunity for the questionnaire developer to know if there is confusion about any items, and whether respondents have suggestions for possible improvements of the items. One can also get a rough idea of the response distribution to each item, which can be informative in determining whether there is enough variation in the response to justify moving forward with a large-scale pilot test. Feasibility and the presence of floor (almost all respondents scored near the bottom) or ceiling effects (almost all respondents scored near the top) are important determinants of items that are included or rejected at this stage. Although it is possible that participants’ responses to questionnaires may be affected by question order,[ 22 , 23 , 24 ] this issue should be addressed only after the initial questionnaire has been validated. The questionnaire items should be revised upon reviewing the results of the preliminary pilot testing. This process may be repeated a few times before finalizing the final draft of the questionnaire.

So far, we highlighted the major steps that need to be undertaken when constructing a new questionnaire. Researchers should be able to clearly link the questionnaire items to the theoretical construct they intend to assess. Although such associations may be obvious to researchers who are familiar with the specific topic, they may not be apparent to other readers and reviewers. To develop a questionnaire with good psychometric properties that can subsequently be applied in research or clinical practice, it is crucial to invest the time and effort to ensure that the items adequately assess the construct of interest.

Translating a Questionnaire

The following section summarizes the guidelines for translating a questionnaire into a different language.

Forward translation

The initial translation from the original language to the target language should be made by at least two independent translators.[ 25 , 26 ] Preferably, the bilingual translators should be translating the questionnaire into their mother tongue, to better reflect the nuances of the target language.[ 27 ] It is recommended that one translator be aware of the concepts the questionnaire intend to measure, to provide a translation that more closely resembles the original instrument. It is suggested that a naïve translator, who is unaware of the objective of the questionnaire, produce the second translation so that subtle differences in the original questionnaire may be detected.[ 25 , 26 ] Discrepancies between the two (or more) translators can be discussed and resolved between the original translators, or with the addition of an unbiased, bilingual translator who was not involved in the previous translations.

Backward translation

The initial translation should be independently back-translated (i.e., translate back from the target language into the original language) to ensure the accuracy of the translation. Misunderstandings or unclear wordings in the initial translations may be revealed in the back-translation.[ 25 ] As with the forward translation, the backward translation should be performed by at least two independent translators, preferably translating into their mother language (the original language).[ 26 ] To avoid bias, back-translators should preferably not be aware of the intended concepts the questionnaire measures.[ 25 ]

Expert committee

Constituting an expert committee is suggested to produce the prefinal version of the translation.[ 25 ] Members of the committee should include experts who are familiar with the construct of interest, a methodologist, both the forward and backward translators, and if possible, developers of the original questionnaires. The expert committee will need to review all versions of the translations and determine whether the translated and original versions achieve semantic, idiomatic, experiential, and conceptual equivalence.[ 25 , 28 ] Any discrepancies will need to be resolved, and members of the expert committee will need to reach a consensus on all items to produce a prefinal version of the translated questionnaire. If necessary, the process of translation and back-translation can be repeated.

As with developing a new questionnaire, the prefinal version of the translated questionnaire should be pilot tested on a small sample (about 30–50)[ 21 ] of the intended respondents.[ 25 , 26 ] After completing the translated questionnaire, the respondent is asked (verbally by an interviewer or via an open-ended question) to elaborate what they thought each questionnaire item and their corresponding response meant. This approach allows the investigator to make sure that the translated items retained the same meaning as the original items, and to ensure there is no confusion regarding the translated questionnaire. This process may be repeated a few times to finalize the final translated version of the questionnaire.

In this section, we provided a template for translating an existing questionnaire into a different language. Considering that most questionnaires were initially developed in one language (e.g., English when developed in English-speaking countries[ 25 ]), translated versions of the questionnaires are needed for researchers who intend to collect data among respondents who speak other languages. To compare responses across populations of different language and/or culture, researchers need to make sure that the questionnaires in different languages are assessing the equivalent construct with an equivalent metric. Although the translation process is time consuming and costly, it is the best method to ensure that a translated measure is equivalent to the original questionnaire.[ 28 ]

Validating a Questionnaire

Initial validation.

After the new or translated questionnaire items pass through preliminary pilot testing and subsequent revisions, it is time to conduct a pilot test among the intended respondents for initial validation. In this pilot test, the final version of the questionnaire is administered to a large representative sample of respondents for whom the questionnaire is intended. If the pilot test is conducted for small samples, the relatively large sampling errors may reduce the statistical power needed to validate the questionnaire.[ 2 ]

Reliability

The reliability of a questionnaire can be considered as the consistency of the survey results. As measurement error is present in content sampling, changes in respondents, and differences across raters, the consistency of a questionnaire can be evaluated using its internal consistency, test-retest reliability, and inter-rater reliability, respectively.

Internal consistency

Internal consistency reflects the extent to which the questionnaire items are inter-correlated, or whether they are consistent in measurement of the same construct. Internal consistency is commonly estimated using the coefficient alpha,[ 29 ] also known as Cronbach's alpha. Given a questionnaire x , with k number of items, alpha ( α ) can be computed as:

An external file that holds a picture, illustration, etc.
Object name is SJA-11-80-g003.jpg

Cronbach's alpha ranges from 0 to 1 (when some items are negatively correlated with other items in the questionnaire, it is possible to have negative values of Cronbach's alpha). When reverse-scored items are [incorrectly] not reverse scored, it can be easily remedied by correctly scoring the items. However, if a negative Cronbach's alpha is still obtained when all items are correctly scored, there are serious problems in the original design of the questionnaire), with higher values indicating that items are more strongly interrelated with one another. Cronbach's α = 0 indicates no internal consistency (i.e., none of the items are correlated with one another), whereas α = 1 reflects perfect internal consistency (i.e., all the items are perfectly correlated with one another). In practice, Cronbach's alpha of at least 0.70 has been suggested to indicate adequate internal consistency.[ 30 ] A low Cronbach's alpha value may be due to poor inter-relatedness between items; as such, items with low correlations with the questionnaire total score should be discarded or revised. As alpha is a function of the length of the questionnaire, alpha will increase with the number of items. In addition, alpha will increase if the variability of each item is increased. It is, therefore, possible to increase alpha by including more related items, or adding items that have more variability to the questionnaire. On the other hand, an alpha value that is too high ( α ≥ 0.90) suggests that some questionnaire items may be redundant;[ 31 ] investigators may consider removing items that are essentially asking the same thing in multiple ways.

It is important to note that Cronbach's alpha is a property of the responses from a specific sample of respondents.[ 31 ] Investigators need to keep in mind that Cronbach's alpha is not “the” estimate of reliability for a questionnaire under all circumstances. Rather, the alpha value only indicates the extent to which the questionnaire is reliable for “a particular population of examinees.”[ 32 ] A questionnaire with excellent reliability with one sample may not necessarily have the same reliability in another. Therefore, the reliability of a questionnaire should be estimated each time the questionnaire is administered, including pilot testing and subsequent validation stages.

Test-retest reliability

Test-retest reliability refers to the extent to which individuals’ responses to the questionnaire items remain relatively consistent across repeated administration of the same questionnaire or alternate questionnaire forms.[ 2 ] Provided the same individuals were administered the same questionnaires twice (or more), test-retest reliability can be evaluated using Pearson's product moment correlation coefficient (Pearson's r ) or the intraclass correlation coefficient.

Pearson's r between the two questionnaires’ responses can be referred to as the coefficient of stability. A larger stability coefficient indicates stronger test-retest reliability, reflecting that measurement error of the questionnaire is less likely to be attributable to changes in the individuals’ responses over time.

Test-retest reliability can be considered the stability of respondents’ attributes; it is applicable to questionnaires that are designed to measure personality traits, interest, or attitudes that are relatively stable across time, such as anxiety and pain catastrophizing. If the questionnaires are constructed to measure transitory attributes, such as pain intensity and quality of recovery, test-retest reliability is not applicable as the changes in respondents’ responses between assessments are reflected in the instability of their responses. Although test-retest reliability is sometimes reported for scales that are intended to assess constructs that change between administrations, researchers should be aware that test-retest reliability is not applicable and does not provide useful information about the questionnaires of interest. Researchers should also be critical when evaluating the reliability estimates reported in such studies.

An important question to consider in estimating test-retest reliability is how much time should lapse between questionnaire administrations? If the duration between time 1 and time 2 is too short, individuals may remember their responses in time 1, which may overestimate the test-retest reliability. Respondents, especially those recovering from major surgery, may experience fatigue if the retest is administered shortly after the first administration, which may underestimate the test-retest reliability. On the other hand, if there is a long period of time between questionnaire administrations, individuals’ responses may change due to other factors (e.g., a respondent may be taking pain management medications to treat chronic pain condition). Unfortunately, there is no single answer. The duration should be long enough to allow the effects of memory to fade and to prevent fatigue, but not so long as to allow changes to take place that may affect the test-retest reliability estimate.[ 17 ]

Inter-rater reliability

For questionnaires in which multiple raters complete the same instrument for each examinee (e.g., a checklist of behavior/symptoms), the extent to which raters are consistent in their observations across the same group of examinees can be evaluated. This consistency is referred to as the inter-rater reliability, or inter-rater agreement, and can be estimated using the kappa statistic.[ 33 ] Suppose two clinicians independently rated the same group of patients on their mobility after surgery (e.g., 0 = needs help of 2+ people; 1 = needs help of 1 person; 2 = independent), kappa ( к ) can be computed as follows:

An external file that holds a picture, illustration, etc.
Object name is SJA-11-80-g006.jpg

Where, P o is the observed proportion of observations in which the two raters agree, and P e is the expected proportion of observations in which the two raters agree by chance. Accordingly, к is the proportion of agreement between the two raters, after factoring out the proportion of agreement by chance. к ranges from 0 to 1, where к = 0 indicates all chance agreements and к =1 represents perfect agreement between the two raters. Others have suggested к = 0 as no agreement, к = 0.01 − 0.20 as poor agreement, к = 0.21 − 0.40 as slight agreement, к = 0.41 − 0.60 as fair agreement, к = 0.61 − 0.80 as good agreement, к = 0.81 − 0.92 as very good agreement, and к = 0.93 − 1 as excellent agreement.[ 34 , 35 ] If more than two raters are used, an extension of Cohen's к statistic is available to compute the inter-rater reliability across multiple raters.[ 36 ]

The validity of a questionnaire is determined by analyzing whether the questionnaire measures what it is intended to measure. In other words, are the inferences and conclusions made based on the results of the questionnaire (i.e., test scores) valid?[ 37 ] Two major types of validity should be considered when validating a questionnaire: content validity and construct validity.

Content validity

Content validity refers to the extent to which the items in a questionnaire are representative of the entire theoretical construct the questionnaire is designed to assess.[ 17 ] Although the construct of interest determines which items are written and/or selected in the questionnaire development/translation phase, content validity of the questionnaire should be evaluated after the initial form of the questionnaire is available.[ 2 ] The process of content validation is particularly crucial in the development of a new questionnaire.

A panel of experts who are familiar with the construct that the questionnaire is designed to measure should be tasked with evaluating the content validity of the questionnaire. The experts judge, as a panel, whether the questionnaire items are adequately measuring the construct intended to assess, and whether the items are sufficient to measure the domain of interest. Several approaches to quantify the judgment of content validity across experts are also available, such as the content validity ratio[ 38 ] and content validation form.[ 39 , 40 ] Nonetheless, as the process of content validation depends heavily on how well the panel of experts can assess the extent to which the construct of interest is operationalized, the selection of appropriate experts is crucial to ensure that content validity is evaluated adequately. Example items to assess content validity include:[ 41 ]

  • The questions were clear and easy
  • The questions covered all the problem areas with your pain
  • You would like the use of this questionnaire for future assessments
  • The questionnaire lacks important questions regarding your pain
  • Some of the questions violate your privacy.

A concept that is related to content validity is face validity. Face validity refers to the degree to which the respondents or laypersons judge the questionnaire items to be valid. Such judgment is based less on the technical components of the questionnaire items, but rather on whether the items appear to be measuring a construct that is meaningful to the respondents. Although this is the weakest way to establish the validity of a questionnaire, face validity may motivate respondents to answer more truthfully. For example, if patients perceive a quality of recovery questionnaire to be evaluating how well they are recovering from surgery, they may be more likely to respond in ways that reflect their recovery status.

Construct validity

Construct validity is the most important concept in evaluating a questionnaire that is designed to measure a construct that is not directly observable (e.g., pain, quality of recovery). If a questionnaire lacks construct validity, it will be difficult to interpret results from the questionnaire, and inferences cannot be drawn from questionnaire responses to a behavior domain. The construct validity of a questionnaire can be evaluated by estimating its association with other variables (or measures of a construct) with which it should be correlated positively, negatively, or not at all.[ 42 ] In practice, the questionnaire of interest, as well as the preexisting instruments that measure similar and dissimilar constructs, is administered to the same groups of individuals. Correlation matrices are then used to examine the expected patterns of associations between different measures of the same construct, and those between a questionnaire of a construct and other constructs. It has been suggested that correlation coefficients of 0.1 should be considered as small, 0.3 as moderate, and 0.5 as large.[ 43 ]

For instance, suppose a new scale is developed to assess pain among hospitalized patients. To provide evidence of construct validity for this new pain scale, we can examine how well patients’ responses on the new scale correlate with the preexisting instruments that also measure pain. This is referred to as convergent validity. One would expect strong correlations between the new questionnaire and the existing measures of the same construct, since they are measuring the same theoretical construct.

Alternatively, the extent to which patients’ responses on the new pain scale correlate with instruments that measure unrelated constructs, such as mobility or cognitive function, can be assessed. This is referred to as divergent validity. As pain is theoretically dissimilar to the constructs of mobility or cognitive function, we would expect zero, or very weak, correlation between the new pain questionnaire and instruments that assess mobility or cognitive function. Table 2 describes different validation types and important definitions.

Questionnaire-related terminology[ 16 , 44 , 45 ]

An external file that holds a picture, illustration, etc.
Object name is SJA-11-80-g007.jpg

Subsequent validation

The process described so far defines the steps for initial validation. However, the usefulness of the scale is the ability to discriminate between different cohorts in the domain of interest. It is advised that several studies investigating different cohorts or interventions should be conducted to identify whether the scale can discriminate between groups. Ideally, these studies should have clearly defined outcomes where the changes in the domain of interest are well known. For example, in subsequent validation of the Postoperative Quality of Recovery Scale, four studies were constructed to show the ability to discriminate recovery and cognition in different cohorts of participants (mixed cohort, orthopedics, and otolaryngology), as well as a human volunteer study to calibrate the cognitive domain.[ 46 , 47 , 48 , 49 ]

Sample size

Guidelines for the respondent-to-item ratio ranged from 5:1[ 50 ] (i.e., fifty respondents for a 10-item questionnaire), 10:1,[ 30 ] to 15:1 or 30:1.[ 51 ] Others suggested that sample sizes of 50 should be considered as very poor, 100 as poor, 200 as fair, 300 as good, 500 as very good, and 1000 or more as excellent.[ 52 ] Given the variation in the types of questionnaire being used, there are no absolute rules for the sample size needed to validate a questionnaire.[ 53 ] As larger samples are always better than smaller samples, it is recommended that investigators utilize as large a sample size as possible. The respondent-to-item ratios can be utilized to further strengthen the rationale for the large sample size when necessary.

Other considerations

Even though data collection using questionnaires is relatively easy, researchers should be cognizant about the necessary approvals that should be obtained prior to beginning the research project. Considering the differences in regulations and requirements in different countries, agencies, and institutions, researchers are advised to consult the research ethics committee at their agencies and/or institutions regarding the necessary approval needed and additional considerations that should be addressed.

In this review, we provided guidelines on how to develop, validate, and translate a questionnaire for use in perioperative and pain medicine. The development and translation of a questionnaire requires investigators’ thorough consideration of issues relating to the format of the questionnaire and the meaning and appropriateness of the items. Once the development or translation stage is completed, it is important to conduct a pilot test to ensure that the items can be understood and correctly interpreted by the intended respondents. The validation stage is crucial to ensure that the questionnaire is psychometrically sound. Although developing and translating a questionnaire is no easy task, the processes outlined in this article should enable researchers to end up with questionnaires that are efficient and effective in the target populations.

Financial support and sponsorship

Siny Tsang, PhD, was supported by the research training grant 5-T32-MH 13043 from the National Institute of Mental Health.

Conflicts of interest

There are no conflicts of interest.

Recommended pages

  • Undergraduate open days
  • Postgraduate open days
  • Accommodation
  • Information for teachers
  • Maps and directions
  • Sport and fitness

MA Translation Studies

Extended translation projects.

  • English Translation of a mini-anthology of texts from the Deutsche Zeitschrift für Sportmedizin on the shared topic of marathon running , David Twyman

Dissertations

  •  * Translation Types and Repetition: A Finnish Version of Psalm 49 Evaluated , Sirkku Carey
  • * Strategies for Translating Idioms and Culturally-Bound Expressions Within the Human Development Genre , Noor Balfaqeeh
  • * Acknowledging and establishing the hierarchy of expertise in translator-reviser scenarios as an aid to the process of revising translations ,  Spencer Allman
  • * Upgrading Film Subtitling to the Level of Literary Translation , Alexandra Palmer 
  • Norms in the Chinese translations of Adam Smith's 'The Wealth of Nations' (1776) , Lung Jan Chan
  • A study on the narrator's voice in the chinese translation of A Room of One's Own , Law Tsz   Sang
  • The Use of Translation as a Teaching Technique within the Context of Learning English as a Foreign Language in Greece by Elena Arkadi.
  • A Theological Approach to Equivalence: Comparing Judeo-Christian Belief with Shinto/Buddhist Thought by Dianne Cook.
  • The Translation of Culture-Specific Items: An Analysis of Helen Fielding’s ‘Bridget Jones’s Diary’ and its Greek Translation by Dimitra Panagioutou.
  • Analysis of Agatha Christie’s The ABC Murders and its Greek Translation by Eleni Panagioutou
  • Medical Interpreting: Serving the Needs of Linguistic Minority Groups in the City of Birmingham by Alexandra Roupakia.
  • Translating Behaviour in the Late Qing Period: A Case Study of Lin Shu and His Translation of Robinson Crusoe by Chan Iut Va
  • Investigating the Issue of Translation Policy in a Multicultural Urban Setting: Birmingham  by Dominika Brzezina.
  • The Subtitling of Film and the Strategies used in the Translation of Humour: An Evaluative Overview by Anastasia Doulakaki.
  • Comparison and Contrast of Two Greek Translations of Tennesse Williams' A Streetcar Named Desire by Fotini Sagmatapoulou.
  • *Anthologies of Modern Greek Poetry Translated into English (1974-2000): What the Introductions Say by Anna Tsapoga.
  • Winnie the Pooh's Most Grand Adventure and Its Multi-media Translations into Greek by Sotiroula Yiasemi.
  • Translating Culture-Specific References: A Study on Lu HSun's " The True Story of Ah Q" and Its English Translation by Siu Mui Yim
  • Assessing Acceptability of a Translated Linguistics Book , by Ida Dewi.
  • The Representation of Gender in Shakespeare's King Lear. A Critical Analysis of the English Text and Three Greek Translations , by Dimitra Kouskoubekou.
  • * Media and Translation: The Influence of Cultural Views on the Translation of Newsweek into Japanese , by Chie Otani.
  • Translation and Media: A Comparative Analysis of Cosmopolitan and its Greek Translation , by George Papaioannou.
  • Translation Issues and Cultural Diversity in English - Greek Specialist Magazines , by Chrysanthi Pelekou.
  • A History of Early Translation into Japanese: How the Translations Made in the Meiji Era Contributed to the Modernization of Japan , by Atsuko Takano.
  • Translation Strategies for Dealing with Cultural Issues in Two Kimiiru Bible Versions and the Theological Implications of the Translation , by John Ataya.
  • Translating Humour. A Comparative Analysis between English and Greek , by Emmanouela Fanouraki.
  • The Translation of Metaphors in The Catcher in the Rye by J.D. Salinger by Alexandra Geka.
  • The Art of Translating Poetry - A Focus on Processes , by Kiriaki Mela
  • A Discussion on the Translation of Slang and Taboo Words in Quentin Tarantino's Pulp Fiction , by Ioannis Melissopoulos.
  • An Analysis of Cohesive Patterns in an English text and its Japanese Translation , by Miki Nakamura.
  • Textual Issues in Translation. An Analysis of the Opening Section of a German Annual Report and its English Translation , by Konrad Schafer.
  • News on the World Wide Web and Translation , by Man Yee Tai.
  • Theme and Topic Translation: From English into Chinese , by Feng-Mei Chao.
  • Intertextuality in Two of Cavafy's Poems and Their Translation into English , by Antigoni Kantrantzi.
  • Transferring Dialect: An Analysis of Irvine Welsh's Trainspotting and its Greek Translation , by Eirini Koufaki.
  • Information Selection and Cohesion: A Case Study of Thai Translations of English International News Broadcast on Channel 5 TV News , by Usana Larbprasertporn.
  • European Parliamentary Debates: Interpersonal Choices and Translation , by Giovanna G. Marcelli.
  • Gender and Translation. How Women are Represented in Language , by Yoshiko Shimizu.
  • Translating Salina into English: Loss and Compensation , by Intan Safinaz Zainuddin.
  • Across Culture - Taking the Translation of Food, Modes of Address and Animals as Examples in the Chinese version of Alice's Adventures in Wonderland , by Fu-Chi Chen.
  • Training Interpreters: An Evaluation of USM Interpreting Courses , by Leelany Ayob.
  • Wordplay in English and Italian. Written Adverts and the Implications for Translation , by Maria Antonietta Armao.
  • Transferring Drama: A Study of Two Translations of Harold Pinter's Old Times into Greek , by Evangelia Chaidemenou.
  • Cohesion: A Translation Perspective , by Adamantia Karali.
  • The Role of the Court Interpreter , by Evan Nga-Shan Ng
  • Transitivity and the Translation Process: An Examination of the Shifts that Occur in Translation from Italian to English , by Lorraine Quinn-Adriano.
  • Loss and Compensation in Translation: An Analysis of a Japanese Text and Its Translations , by Tomoko Kudo.
  • The Translations of Metaphors in Newspaper Articles (English <=> Greek) , by Dimitra Sorovou.
  • The Translation of Address Forms from New Testament (Greek into Dobel) by John Hughes.
  • A Study of Compensation: A Comparative Analysis of Two Spanish Translations of Ulysses , by Gema Echevarria.
  • Resources Home 🏠
  • Try SciSpace Copilot
  • Search research papers
  • Add Copilot Extension
  • Try AI Detector
  • Try Paraphraser
  • Try Citation Generator
  • April Papers
  • June Papers
  • July Papers

SciSpace Resources

What is a thesis | A Complete Guide with Examples

Madalsa

Table of Contents

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

title-page-of-a-thesis

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

  • Title of your thesis
  • Your full name
  • Your department
  • Your institution and degree program
  • Your submission date
  • Your Supervisor's name (in some cases)
  • Your Department or faculty (in some cases)
  • Your University's logo (in some cases)
  • Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

Abstract-section-of-a-thesis

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

Acknowledgement-section-of-a-thesis

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

Table of contents

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

Table-of-contents-of-a-thesis

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

List-of-tables-and-figures-in-a-thesis

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

Introduction-section-of-a-thesis

  • Present the research topic : Clearly articulate the central theme or subject of your research.
  • Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
  • Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
  • Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
  • State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
  • Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

Literature-review-section-thesis

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Methodology-section-thesis

Here's a breakdown of what it should encompass:

  • Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
  • Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
  • Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
  • Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
  • Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
  • Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

  • Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
  • Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
  • Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
  • Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Results-section-thesis

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Conclusion-section-thesis

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

References-section-thesis

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools  to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Appendices-section-thesis

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

Glossary-section-of-a-thesis

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.
Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

  • Is the thesis statement clear, concise, and debatable?
  • Does the introduction provide sufficient background and context?
  • Is the literature review comprehensive, relevant, and well-organized?
  • Does the methodology section clearly describe and justify the research methods?
  • Are the results/findings presented clearly and logically?
  • Does the discussion interpret the results in light of the research question and existing literature?
  • Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

  • Is the writing clear and free of jargon?
  • Are ideas and sections logically connected and flowing?
  • Is there a clear narrative or argument throughout the thesis?

Research quality

  • Is the research question significant and relevant?
  • Are the research methods appropriate for the question?
  • Is the sample size (if applicable) adequate?
  • Are the data analysis techniques appropriate and correctly applied?
  • Are potential biases or limitations addressed?

Originality and significance

  • Does the thesis contribute new knowledge or insights to the field?
  • Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

  • Is the thesis formatted according to institutional guidelines?
  • Are figures, tables, and charts clear, labeled, and referenced in the text?
  • Is the bibliography or reference list complete and consistently formatted?
  • Are appendices relevant and appropriately referenced in the main text?

Grammar and language

  • Is the thesis free of grammatical and spelling errors?
  • Is the language professional, consistent, and appropriate for an academic audience?
  • Are quotations and paraphrased material correctly cited?

Feedback and revision

  • Have you sought feedback from peers, advisors, or experts in the field?
  • Have you addressed the feedback and made the necessary revisions?

Overall assessment

  • Does the thesis as a whole feel cohesive and comprehensive?
  • Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

You might also like

How To Write An Argumentative Essay

How To Write An Argumentative Essay

Monali Ghosh

Beyond Google Scholar: Why SciSpace is the best alternative

Types of Literature Review — A Guide for Researchers

Types of Literature Review — A Guide for Researchers

Sumalatha G

  • Deutschland
  • United Kingdom

Dissertation Proofreading Services for a Successful Graduation

  • PhD Dissertations
  • Master’s Dissertations
  • Bachelor’s Dissertations
  • Scientific Dissertations
  • Medical Dissertations
  • Bioscience Dissertations
  • Social Sciences Dissertations
  • Psychology Dissertations
  • Humanities Dissertations
  • Engineering Dissertations
  • Economics Dissertations
  • Service Overview
  • Revisión en inglés
  • Relecture en anglais
  • Revisão em inglês

Manuscript Editing

  • Research Paper Editing
  • Lektorat Doktorarbeit
  • Dissertation Proofreading
  • Englisches Lektorat
  • Journal Manuscript Editing
  • Scientific Manuscript Editing Services
  • Book Manuscript Editing
  • PhD Thesis Proofreading Services
  • Wissenschaftslektorat
  • Korektura anglického textu
  • Akademisches Lektorat
  • Journal Article Editing
  • Manuscript Editing Services

PhD Thesis Editing

  • Medical Editing Sciences
  • Proofreading Rates UK
  • Medical Proofreading
  • PhD Proofreading
  • Academic Proofreading
  • PhD Proofreaders
  • Best Dissertation Proofreaders
  • Masters Dissertation Proofreading
  • Proofreading PhD Thesis Price
  • PhD Dissertation Editing
  • Lektorat Englisch Preise
  • Lektorieren Englisch
  • Wissenschaftliches Lektorat
  • Thesis Proofreading Services
  • PhD Thesis Proofreading
  • Proofreading Thesis Cost
  • Proofreading Thesis
  • Thesis Editing Services
  • Professional Thesis Editing
  • PhD Thesis Editing Services
  • Thesis Editing Cost
  • Dissertation Proofreading Services
  • Proofreading Dissertation

PhD Dissertation Proofreading

  • Dissertation Proofreading Cost
  • Dissertation Proofreader
  • Correção de Artigos Científicos
  • Correção de Trabalhos Academicos
  • Serviços de Correção de Inglês
  • Correção de Dissertação
  • Correção de Textos Precos
  • Revision en Ingles
  • Revision de Textos en Ingles
  • Revision de Tesis
  • Revision Medica en Ingles
  • Revision de Tesis Precio
  • Revisão de Artigos Científicos
  • Revisão de Trabalhos Academicos
  • Serviços de Revisão de Inglês
  • Revisão de Dissertação
  • Revisão de Textos Precos
  • Corrección de Textos en Ingles
  • Corrección de Tesis
  • Corrección de Tesis Precio
  • Corrección Medica en Ingles
  • Corrector ingles
  • Choosing the right Journal
  • Journal Editor’s Feedback
  • Dealing with Rejection
  • Quantitative Research Examples
  • Number of scientific papers published per year
  • Acknowledgements Example
  • ISO, ANSI, CFR & Other
  • Types of Peer Review
  • Withdrawing a Paper
  • What is a good h-index
  • Appendix paper
  • Cover Letter Templates
  • Writing an Article
  • How To Write the Findings
  • Abbreviations: ‘Ibid.’ & ‘Id.’
  • Sample letter to editor for publication
  • Tables and figures in research paper
  • Journal Metrics
  • Revision Process of Journal Publishing
  • JOURNAL GUIDELINES

Select Page

Quoting and Translating Languages Other than English in PhD Theses

Posted by Rene Tetzner | Nov 11, 2021 | PhD Success | 0 |

Quoting and Translating Languages Other than English in PhD Theses

8.4 Quoting and Translating Languages Other than English

Many doctoral candidates will need to quote material from languages other than modern English in their theses, so some advice on quoting and translating such material may prove useful. Generally speaking, the rules, principles and practices used when quoting passages in English should be applied when quoting foreign languages as well, so all that I have said about quotations in the earlier sections of this chapter applies here as well. There may, however, be special characters, diacritics and particular conventions to follow for certain languages: for more information on the use of foreign languages in English texts, see Butcher et al. (2006, Section 6.6 and Appendices 5, 7, 9 and 10), the Chicago Manual of Style (2003, Chapter 10) and Ritter (2005, Chapter 12), all of which contain lists of the alphabets and special characters used in particular languages. The assumption behind quoting material in languages other than English is that the quotations will be understood by the intended audience, which means that those readers will need to be fluent or specialists in the language quoted and/or the topic discussed: in a literary study of a German author, for instance, it can usually be assumed that interested readers will understand the original language, and in a thesis aimed at classicists, it is most likely that passages in Greek and Latin will be accessible to those readers. You should therefore have a good idea of who your intended readers are and what languages they are likely to read; if you think English translations will help your readers understand the quotations you use and thus your argument and thesis as a whole, it is wise to provide such translations.

In many cases, providing an English translation of a passage originally in a foreign language is more appropriate than quoting the original language. You should, however, inform readers that they are reading a translation, which is usually done by quoting from a reliable published English translation and providing an appropriate reference. As a general rule, only if an available translation is unsuitable for your purposes should the passages you wish to quote be newly translated. If you do use your own translations in your thesis, you should include some indication that the translation is your own. This can be achieved most easily immediately after a translated quotation by adding in parentheses along with the reference or in a note ‘my translation’ or ‘translation mine.’ If you have yourself translated all of the quotations from non-English texts (or from any one non-English text) that you use in your thesis, an explanation in conjunction with the first instance (whether with the parenthetical reference or in a note) can explain the situation: ‘All translations of passages quoted from foreign languages are my own’ would work or perhaps ‘Unless otherwise noted, all translations from Les Misérables are my own.’ Remember that while previously published English translations and your own new English translations of foreign texts are acceptable for quotation in scholarly writing, retranslations are not: for example, if a book was originally published in English, but you have used it in a German translation, any quotations from that book should nonetheless be taken from the original English, not translated back into English from the German translation (the German translation might be included along with the original source in your reference list, however).

translate of thesis

If language is a focus in your thesis or quotations are discussed in detail, you may want to provide both the original language and a translation of any quotations. There are various different ways of supplying this combination: the foreign language or the translation might precede the other; the original might be provided in full with only partial translations or the translation might be complete with only occasional words from the original; the original and the translation might both be embedded or set as block quotations, or one might appear in the text in one of these forms while the other is relegated to a note; translations of poetry might take the form of verse or prose, and for quotations from Middle or Old English texts, a more modern version of difficult words might be provided as glosses. The following are common formats and practices for providing foreign-language and translated quotations:

translate of thesis

  • Original and translation of an entire quotation: whether the original language or the translated version is provided first in the text, the other should normally follow and be enclosed in either parentheses or square brackets. University or department guidelines will rarely indicate a preference for square brackets or parentheses in such situations, but style guides seem to recommend parentheses more often than square brackets, as in the following example: In Watts (1912, p.462) the line reads ‘Dicebam haec, et flebam, amarissima contritione cordis mei (I was saying these things and weeping in the bitterest contrition of my heart).’ When square brackets are used, they tend to be used more often in displayed quotations, while parentheses are the usual choice for the second version in embedded quotations. Occasionally, a slash with spaces on both sides is used between the original and translated versions of a quotation, in which case no brackets are necessary – ‘Dicebam haec, et flebam, amarissima contritione cordis mei / I was saying these things and weeping in the bitterest contrition of my heart’ – but this is rare compared with the use of brackets and parentheses. If the second version in a block quotation is the original language, it can be set in italics instead of brackets, and while this may be acceptable for distinguishing the original language in such situations, quotations in any language should not usually be set in italic font. If the second version of a quotation (either in the original language or a translation) is presented in a note instead of in the main text, no brackets are used in the note; instead, the passage in the note should be placed in quotation marks.

translate of thesis

  • Original, translation and reference: if a second version of a quotation, whether it is the original or a translation, is needed as well as a parenthetical reference, there are four possibilities. The second version of the quotation can be provided in square brackets and the reference in parentheses; both can be provided in the same set of parentheses with a semicolon separating the two; each can be provided in a separate set of parentheses with the closing parenthesis of the first backing onto the opening one of the second; or either the second version or the reference can be provided in a note instead. The first and last of these methods are probably the best in terms of both clarity and style, with the first taking this form: ‘Dicebam haec, et flebam, amarissima contritione cordis mei [I was saying these things and weeping in the bitterest contrition of my heart]’ (Watts, 1912, p.462).
  • Entire original or translation with partial translation or original: when either the original language or the translation of an entire quotation is provided along with only certain words of the translation or the original, parentheses or square brackets are used inside the main quotation to enclose the words provided from the other version. This method is also the preferred method for providing modern equivalents of Old and Middle English words. The added words often appear in italic font, especially if they represent the foreign language, in which case italics allow you to use the nominative form of a word from an inflected language (see Section 6.2.2 above), but roman font and/or quotation marks can be used instead, particularly for translated words. Parentheses seem to be the most common choice for such interpolated words, whether they are in the original language or translations – ‘I was saying these things ( haec ) and weeping in the bitterest contrition of my heart ( cor )’ – and parentheses in such situations have the advantage of distinguishing the foreign or translated words from other interpolations or comments that you may need to add in square brackets. Though used less frequently than parentheses for adding original or translated words, square brackets are nonetheless appropriate for this purpose because the words from the second version are interpolated into the quotation, and such brackets are especially appropriate if you wish to offer any comments along with the words from the second version. If, however, either parentheses or square brackets are used for other purposes in the quoted passage (parentheses for parenthetical information provided by the original author, for example, or square brackets for variant readings that you include), it will be clearest not to use that type of bracket for words from the original text or a translation as well.
  • Quotation marks: when quoting and translating foreign languages in the form of block quotations in the main text of a thesis, no quotation marks are necessary around either the original or the translation. If, however, original and translated versions are embedded in your text or presented in a note, quotation marks should be placed around both. Often the quotation marks enclose the whole structure, with the opening quotation mark placed at the beginning of the first version quoted and the closing quotation mark placed after the closing parenthesis or bracket surrounding the second version, as in this example: In Watts (1912, p.462) the line reads ‘Dicebam haec, et flebam, amarissima contritione cordis mei (I was saying these things and weeping in the bitterest contrition of my heart).’ This is certainly the format that should be adopted if square brackets are used to enclose the second version, and it is also the best approach when partial translations or occasional original words are interpolated (either in parentheses or square brackets) in an embedded quotation (see my example using the same Latin passage in the preceding bulleted paragraph). When, however, an original version or translation follows the other and is enclosed in parentheses, two sets of quotation marks are sometimes used, with the first surrounding the first version and the second appearing within the parentheses and enclosing the second version: ‘Dicebam haec, et flebam, amarissima contritione cordis mei’ (‘I was saying these things and weeping in the bitterest contrition of my heart’).

Although it may be appropriate in a single thesis to use one format for quoting a foreign language in one situation and a different one in another, or to provide more of the original or more of the translation in one case than in another in order to communicate whatever might be necessary to enable readers to understand the quotations you use, consistency of style and practice should be observed as much as possible throughout a thesis. The consistent use of brackets (parentheses or square) for the same purposes in all quotations presented in a thesis is particularly important for ensuring that the source is accurately represented and the reader is able to determine what is intended in each case, so their use needs to be carefully planned to accommodate all the situations presented by the quoted passages, and any remaining anomalies should be clearly explained. Finally, your own translations of any quotations should represent the original as faithfully as possible, achieve a scholarly standard of correct English (with allowances for informal speech or writing if that is what you happen to be quoting) and present the material in the way that best serves your particular purposes and supports or advances your overall argument.

PRS Tip: If your thesis contains your own translations of quotations (or even a selection of words or phrases) borrowed from a language other than English and you are planning to engage the services of a professional proofreader, it is always a good idea to let the proofreader know that the translations are your own. An acknowledgement of the kind I have recommended above indicating that the translations are your own will communicate this fact to your proofreader as it does to other readers, but you may want to make your translating activities more explicit in any instructions you provide for your proofreader so that he or she feels free to check and correct if necessary the English of your translations. This is especially important if your first language is not English, because it is often difficult to express in a language with which you are less familiar the subtleties or profundity of the quotations that you have deemed worthy of use. If you also quote a passage in its original language, your proofreader may be able to judge how accurately you have conveyed the original author’s meaning (many of the proofreaders used by PRS, for instance, read and work in other languages as well as English), but even if the original is not available to your proofreader, he or she will be able to determine whether your translation is clear and grammatically correct, and also whether it expresses what other aspects of your text suggest the quotation should express. You can then compare your proofreader’s suggestions with the original text and make whatever adjustments might be necessary. Dealing with translated material is only one among many reasons to treat yourself to the proofreading services offered by PRS, which are quick, affordable and completely confidential. The PRS drop box at https://www.hightail.com/u/CEDS offers a safe and efficient way to submit your writing for proofreading, and the PRS team is more than happy to answer questions and provide any help you may need 24 hours a day from Monday to Friday. Please visit the PRS web site at http://www.proof-reading-service.com for further information.

Why PhD Success?

To Graduate Successfully

This article is part of a book called "PhD Success" which focuses on the writing process of a phd thesis, with its aim being to provide sound practices and principles for reporting and formatting in text the methods, results and discussion of even the most innovative and unique research in ways that are clear, correct, professional and persuasive.

translate of thesis

The assumption of the book is that the doctoral candidate reading it is both eager to write and more than capable of doing so, but nonetheless requires information and guidance on exactly what he or she should be writing and how best to approach the task. The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples.

translate of thesis

The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples. PhD Success provides guidance for students familiar with English and the procedures of English universities, but it also acknowledges that many theses in the English language are now written by candidates whose first language is not English, so it carefully explains the scholarly styles, conventions and standards expected of a successful doctoral thesis in the English language.

translate of thesis

Individual chapters of this book address reflective and critical writing early in the thesis process; working successfully with thesis supervisors and benefiting from commentary and criticism; drafting and revising effective thesis chapters and developing an academic or scientific argument; writing and formatting a thesis in clear and correct scholarly English; citing, quoting and documenting sources thoroughly and accurately; and preparing for and excelling in thesis meetings and examinations. 

translate of thesis

Completing a doctoral thesis successfully requires long and penetrating thought, intellectual rigour and creativity, original research and sound methods (whether established or innovative), precision in recording detail and a wide-ranging thoroughness, as much perseverance and mental toughness as insight and brilliance, and, no matter how many helpful writing guides are consulted, a great deal of hard work over a significant period of time. Writing a thesis can be an enjoyable as well as a challenging experience, however, and even if it is not always so, the personal and professional rewards of achieving such an enormous goal are considerable, as all doctoral candidates no doubt realise, and will last a great deal longer than any problems that may be encountered during the process.

translate of thesis

Interested in Proofreading your PhD Thesis? Get in Touch with us

If you are interested in proofreading your PhD thesis or dissertation, please explore our expert dissertation proofreading services.

translate of thesis

Rene Tetzner

Rene Tetzner's blog posts dedicated to academic writing. Although the focus is on How To Write a Doctoral Thesis, many other important aspects of research-based writing, editing and publishing are addressed in helpful detail.

Related Posts

PhD Success – How To Write a Doctoral Thesis

PhD Success – How To Write a Doctoral Thesis

October 1, 2021

Table of Contents – PhD Success

Table of Contents – PhD Success

October 2, 2021

The Essential – Preliminary Matter

The Essential – Preliminary Matter

October 3, 2021

The Main Body of the Thesis

The Main Body of the Thesis

October 4, 2021

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Quoting and Translating

OWL logo

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

This resource provides information on strategies that the students can use when incorporating languages other than English in their academic texts.

Foreign Words and Phrases in an English Texts

In your research, you might find that certain key concepts important to your work do not have a direct English equivalent. In this case, keep the term in the foreign language and italicize it:

After introducing the key term, you can explain to your audience the meaning of the term and how it might compare and contrast with similar terms they know. Using the word without explanation (e.g. anguish instead of toska ) can be seen as misrepresenting the key term, because it does not invoke the other layers of meaning.

Popular Foreign Words

There are a number of commonly used foreign words, abbreviations and phrases that are part of American English: ad hoc, cliché, concerto, genre, sic, versus. Such popular words can be found in a dictionary and are considered a part of the English language. There is no need to translate them, unless they are used by the author in an innovative and unusual ways. In such case, you can provide more context for them.

Quotations Entirely in a Non-English Language

If you are quoting a whole sentence, you do not have to italicize the non-English words.

Keeping the whole sentence untranslated is a strategy that you could use when you are expecting your readers to know the language to some degree, or if you decide that the readers would benefit from reading and appreciating the original text. This is also the case, when the sentence might not be recognizable as an English translation, but is very well known in the original version.

Some texts that you are using might already contain specific formatting in a non-English language. In the example below, part of the quotation was written in italics. Preserve that original formatting in your quotation.

In this quotation, Anzaldúa provides a direct translation of the saying she heard as a child. Note that the saying she heard in Spanish is kept in original (just as she heard it and as she wrote it – in italics ). She also provided a translation of the saying to make it understandable for the readers who might not understand it otherwise.

Cambridge Dictionary

  • Cambridge Dictionary +Plus

Translation of thesis – English–Spanish dictionary

Your browser doesn't support HTML5 audio

  • I wrote my thesis on literacy strategies for boys .
  • Her main thesis is that children need a lot of verbal stimulation .

(Translation of thesis from the Cambridge English-Spanish Dictionary © Cambridge University Press)

Translation of thesis | PASSWORD English–Spanish Dictionary

(Translation of thesis from the PASSWORD English–Spanish Dictionary © 2014 K Dictionaries Ltd)

Examples of thesis

Translations of thesis.

Get a quick, free translation!

{{randomImageQuizHook.quizId}}

Word of the Day

a medical student or doctor

Sitting on the fence (Newspaper idioms)

Sitting on the fence (Newspaper idioms)

translate of thesis

Learn more with +Plus

  • Recent and Recommended {{#preferredDictionaries}} {{name}} {{/preferredDictionaries}}
  • Definitions Clear explanations of natural written and spoken English English Learner’s Dictionary Essential British English Essential American English
  • Grammar and thesaurus Usage explanations of natural written and spoken English Grammar Thesaurus
  • Pronunciation British and American pronunciations with audio English Pronunciation
  • English–Chinese (Simplified) Chinese (Simplified)–English
  • English–Chinese (Traditional) Chinese (Traditional)–English
  • English–Dutch Dutch–English
  • English–French French–English
  • English–German German–English
  • English–Indonesian Indonesian–English
  • English–Italian Italian–English
  • English–Japanese Japanese–English
  • English–Norwegian Norwegian–English
  • English–Polish Polish–English
  • English–Portuguese Portuguese–English
  • English–Spanish Spanish–English
  • English–Swedish Swedish–English
  • Dictionary +Plus Word Lists
  • English–Spanish    Noun
  • PASSWORD English–Spanish    Noun
  • Translations
  • All translations

Add thesis to one of your lists below, or create a new one.

{{message}}

Something went wrong.

There was a problem sending your report.

Monash University

Translating tourism: a cultural journey across conceptual spaces

Principal supervisor, additional supervisor 1, year of award, department, school or centre, degree type, campus location, usage metrics.

Faculty of Arts Theses

  • Tourism not elsewhere classified
  • Bibliography
  • More Referencing guides Blog Automated transliteration Relevant bibliographies by topics
  • Automated transliteration
  • Relevant bibliographies by topics
  • Referencing guides

Dissertations / Theses on the topic 'Arabic translation'

Create a spot-on reference in apa, mla, chicago, harvard, and other styles.

Consult the top 50 dissertations / theses for your research on the topic 'Arabic translation.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

Shaheen, Muhammad. "Theories of translation and their applications to the teaching of English/Arabic-Arabic/English translating." Thesis, Connect to e-thesis, 1991. http://theses.gla.ac.uk/637.

Almohimeed, Abdulaziz. "Arabic text to Arabic sign language example-based translation system." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/345562/.

Al-Amri, Khalid Hadi. "Arabic/English/Arabic translation : shifts of cohesive markers in the translation of argumentative texts : a contrastive Arabic-English text-linguistic study." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/1753/.

Alkhoury, Ihab. "Arabic Text Recognition and Machine Translation." Doctoral thesis, Universitat Politècnica de València, 2015. http://hdl.handle.net/10251/53029.

Trotter, William. "Translation Salience: A Model of Equivalence in Translation (Arabic/English)." University of Sydney. School of European, Asian and Middle Eastern Languages, 2000. http://hdl.handle.net/2123/497.

Sesanti, Andiswa Theodora. "Translating the Arabic Qur’an into isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80138.

Deeb, Zakia Ali. "A taxonomy of translation problems in translating from English to Arabic." Thesis, University of Newcastle Upon Tyne, 2005. http://hdl.handle.net/10443/229.

Moreton, John Evelyn. "Translating Saddam : ideology, intertextuality and communicative equivalence in Arabic-English translation." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/4054/.

Bayar, Monia. "Intentionality in translation : with a special reference to Arabic/English translation." Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/17540.

Aransa, Walid. "Statistical Machine Translation of the Arabic Language." Thesis, Le Mans, 2015. http://www.theses.fr/2015LEMA1018/document.

Ihsheish, Shaher, of Western Sydney Nepean University, and Faculty of Education. "Morphological aspects of Arabic verb in translation." THESIS_FE_XXX_Ihsheish_S.xml, 1998. http://handle.uws.edu.au:8081/1959.7/332.

Ihsheish, Shaher. "Morphological aspects of Arabic verb in translation /." Campbelltown, N.S.W. : University of Western Sydney, Macarthur, Faculty of Education and Lnaguages, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030806.094016/index.html.

Lataiwish, Muftah S. "An analysis of literary translation Arabic/English." Thesis, University of Glasgow, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288057.

Tanjour, Maisaa. "Bridging cultural gaps in English-Arabic translation." Thesis, University of Leeds, 2011. http://etheses.whiterose.ac.uk/5792/.

Sabtan, Yasser Muhammad Naguib mahmoud. "Lexical selection for machine translation." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/lexical-selection-for-machine-translation(28ea687c-5eaf-4412-992a-16fc88b977c8).html.

Muhaidat, Fatima Muhammad Sulaiman. "A tale of two cities in Arabic translation." Diss., Online access via UMI:, 2005.

Al-Mazrooa, Nada. "Arabic localisation : key case studies for translation studies." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/117575/.

Tawbi, Hassan, of Western Sydney Macarthur University, and Faculty of Education. "Translation quality assessment." THESIS_FE_XXX_Tawbi_H.xml, 1994. http://heston.uws.edu.au:8081/1959.7/57.

Benhaddou, Mohamed. "Translation quality assessment : a situational/textual model for the evaluation of Arabic/English translations." Thesis, University of Salford, 1991. http://usir.salford.ac.uk/2082/.

Abdalla, Mohamed Siddig. "The influence of translation on the Arabic language : a study on the translation of English idioms in Arabic satellite TV stations." Thesis, SOAS, University of London, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697718.

Kosoff, Zoe M., and Zoe M. Kosoff. "Register variation in Arabic translations of the WPAI: Balancing localization standards and Arabic language norms." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/626393.

Khalifa, Abdelwahab Ali. "Problems of translation of modern Arabic poetry into English." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441806.

Ibrahim, Yaser. "The translation of collocation into Arabic problems and solutions." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/4402/.

Kuhn, Amanda J. "A Study in Computerized Translation Testing (CTT) for the Arabic Language." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3108.

Madi, Yamen. "The translation of context-based proverbial expressions from Arabic into English." Pretoria : [S.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07082009-161339.

Frankel, David Harry. "Studies in Saadiah Gaon's Arabic Translations." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338315987.

Kaddoura, Maha. "Le passage de la traductologie vers l'arabe. Rôle d'une terminologie en devenir." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030035.

Alanazi, Mohammad S. "THE USE OF COMPUTER-ASSISTED TRANSLATION TOOLS FOR ARABIC TRANSLATION: USER EVALUATION, ISSUES, AND IMPROVEMENTS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1570489735521918.

Sharkas, Hala. "Genre and translation quality : perspectives in quality assessment of English-Arabic translations of popular science genres." Thesis, University of Portsmouth, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419067.

Jawad, Hisham Ali. "Repetition in Arabic literary discourse : patterns, shifts and translation strategies." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24738.

Hall, Michael Fitz-Gerald. "Discourse analysis of fictional dialogue in Arabic to English translation." Thesis, SOAS, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497629.

Kashoob, Hassan S. "Cultural translation problems with special reference to English/Arabic advertisements." Thesis, University of Glasgow, 1995. http://theses.gla.ac.uk/1147/.

Ibrahim-Sakre, Mohammed M. A. "A fast and expert machine translation system involving Arabic language." Thesis, Cranfield University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305302.

Ghezal, Chokri Ben Raouf. "Exotericising through translation : style and its effects on Arabic readers." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43115.

Alduhaim, Asmaa. "Multimodal translation analysis : Arab Spring speeches in Arabic and English." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8561/.

Al, Ghussain Reem Abed Al Latif. "Areas of cultural and linguistic difficulty in English-Arabic translation." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/1416/.

Darwish, Ali. "Translation and news making : a study of contemporary arabic television." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30402/1/Ali_Darwish_Thesis.pdf.

Darwish, Ali. "Translation and news making : a study of contemporary arabic television." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30402/.

Al-Jabr, A. M. "Cohesion in text differentiation : a study of English and Arabic." Thesis, Aston University, 1987. http://publications.aston.ac.uk/10288/.

Alzahrani, Mohammed Omar. "THE READER'S TURN: THE PACKAGING AND RECEPTION OF CONTEMPORARY ARABIC LITERATURE IN ARABIC AND IN ENGLISH TRANSLATION." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1606425465610702.

Al, Taai Lamia. "A Comparison of Arabic Literature Translation into English and Swedish : Inverstigating Domestication in the Translation of Arabic Cultural Words - Imarat Yaqubyan as acase in point." Thesis, Stockholms universitet, Tolk- och översättarinstitutet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-63975.

Al-Ghadban, Fatima A. "Evaluating the Face Validity of an Arabic-language Translation of a Food Security Questionnaire in Arabic-speaking Populations." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343055581.

Vagelpohl, Uwe. "The early Greek-Arabic translation phenomenon : the case of Aristotle's Rhetoric." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619582.

Hamouda, Wafya. "Anaphora resolution for Arabic machine translation : a case study of nafs." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2632.

Mousli, Mohammad M. "Insertion of English acronyms & single words/terms in Arabic translation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/743.

Lounis, Hassane. "Discourse connectives in translation : a relevance-theoretic account with special reference to translation from and into Arabic." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/26782/.

Vollandt, Ronny. "Transmission of the Judaeo-Arabic pentateuch translation of Rav Saadiah Gaon in Arabic letters a case of textual diffusion /." [S.l.] : [s.n.], 2005. http://digitool.haifa.ac.il:80/webclient/DeliveryManager?pid=532539&custom_att_2=simple_viewer.

Mouzughi, Huda. "A discourse perspective on the translation of children's literature : the case of English/Arabic translation of fairy tales." Thesis, Heriot-Watt University, 2005. http://hdl.handle.net/10399/1105.

Iraqi, Amina. "Communication as a cultural construct at the United Nations Arabic Translation Service." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2919.

Ali, Khudeir Ahmed. "Some aspects of the translation of political language beween English and Arabic." Thesis, SOAS, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296223.

  • The Student Experience
  • Financial Aid
  • Degree Finder
  • Undergraduate Arts & Sciences
  • Departments and Programs
  • Research, Scholarship & Creativity
  • Centers & Institutes
  • Geisel School of Medicine
  • Guarini School of Graduate & Advanced Studies
  • Thayer School of Engineering
  • Tuck School of Business

Campus Life

  • Diversity & Inclusion
  • Athletics & Recreation
  • Student Groups & Activities
  • Residential Life
  • [email protected] Contact & Department Info Mail
  • COVID-19 Guarini Updates
  • Frank J. Guarini '46
  • Board of Advisors
  • Guarini School Impact and Initiatives
  • Visual Identity
  • From the Dean
  • Visiting Dartmouth
  • Get Involved
  • Living Here
  • Student Services
  • Guarini Student Survey
  • Camella Pham, Guarini '23
  • Rachel Garlick, Guarini '21
  • News & Events
  • PhD Innovation Program at Dartmouth
  • IvyPlus Exchange Scholar Program
  • Internship and Experiential Learning Courses for Undergraduate and Graduate Students at Dartmouth
  • Interdisciplinary Programs
  • Summer Research Opportunities
  • Postbac Research Education Program (DPREP)
  • Investiture and Commencement
  • Mental Health Awareness Month
  • Ethics Training Sessions
  • Orientation
  • Graduate Student Appreciation Week
  • Postdoc Appreciation Week
  • Academic Requirements
  • Academic Standing
  • Transcript Requests
  • Enrollment Verification
  • Academic and Conduct Regulations
  • Academic Policies
  • Thesis and Dissertation Forms
  • Admissions & Financial Aid
  • Applying to Dartmouth
  • Fellowships
  • Awards & Grants
  • Tuition & Living Costs
  • Barrier Removal Funds
  • Childcare Subsidy
  • Emergency Loan Funds
  • Institutional Financial Aid
  • International Students
  • Non-Degree Applicants
  • Student Support
  • Graduate Student Council Resource Guide
  • Grievance Policy
  • Mental Health
  • Title IX Office
  • Dartmouth Compliance and Ethics Hotline
  • Ethics Training
  • Professional Development
  • Language Support for International Graduate Students and Postdocs
  • Disability-related Accommodations
  • Teaching Support
  • CVs and Resumes
  • Correspondence
  • Individual Development Plan (myIDP)
  • Interview Practice & Techniques
  • Student Professional Development Groups
  • Academic Jobs
  • Non-Academic Jobs
  • For Employers
  • Finding Funding
  • Get in Touch
  • First-Generation Students
  • LGBTIQA+ Persons
  • Students with Disabilities
  • Service Members and Veterans
  • Campus Diversity Initiatives
  • Recruitment
  • Postbac Research Education Program (Dartmouth PREP)
  • Scholar's Program
  • International Scholars
  • Affiliated Fellows
  • Postdoc Research Day
  • National Postdoc Association Core Competencies
  • Professional Affiliations
  • Professional Development Award
  • National Postdoc Association
  • Mentoring Resources
  • Dartmouth Postdoc Community Resources

Search form

Camella pham, guarini '23, wins american comparative literature associations's top thesis honor.

Camella Pham

Camella Pham, Guarini '23, has been awarded the American Comparative Literature Association's Presidential Master's Prize for Best Master's Thesis for "Colonial Translation Turned Vietnamization: Pham Quỳnh and the Discourse of Transculturation".

The award honors comparative work broadly construed at the level of a master's thesis. The work is judged on theoretical rigor, comparative breadth, and lucidity of exposition with an emphasis on work that is engaged in comparison across linguistic boundaries.   

"The ACLA Presidential Master's Prize is undeniably the most prestigious award I have received since embarking on my higher education journey in the U.S. Personally, this award serves as a testament to the exceptional support and mentorship I have received at both my undergraduate institutions and Dartmouth," said Pham.

Growing up in Vietnam immersed in multiple languages, including Vietnamese, French, English, and Chinese, Pham often pondered the abstract nature of language and its emotive power. Vietnam, with its many languages, was a perfect place to study how the interplay of languages created a "complex nexus of negotiations and transformations." Pham's thesis examines how "translation in colonial Vietnam played a pivotal role in the colonial and post-colonial periods as various factions "weaponized languages and scripts to serve their divergent aims."

Pham chose Dartmouth because of the breadth of faculty research specialization and their strong mentorship. "Dartmouth has all the faculty mentors whose research specializations are invaluable for the development of my intended project on colonial Vietnamese literature, which is marked by linguistic contestations and ideological interactions among various parties," said Pham. 

She credits the unwavering encouragement and tireless mentorship of her professors with her success winning the prestigious award. In the future, Pham hopes to enroll in a doctoral program in comparative literature with a focus on critical translation studies in Vietnam and Southeast Asia. 

Read the complete interview.

  • The Student Experience
  • Financial Aid
  • Degree Finder
  • Undergraduate Arts & Sciences
  • Departments and Programs
  • Research, Scholarship & Creativity
  • Centers & Institutes
  • Geisel School of Medicine
  • Guarini School of Graduate & Advanced Studies
  • Thayer School of Engineering
  • Tuck School of Business

Campus Life

  • Diversity & Inclusion
  • Athletics & Recreation
  • Student Groups & Activities
  • Residential Life

Comparative Literature Program

  • [email protected] Contact & Department Info Mail
  • Undergraduate
  • Learning Objectives
  • Courses Recommended For First Year Students
  • Course Descriptions
  • How to Apply
  • Minor in Translation Studies
  • Thesis Timeline
  • Past Theses
  • Awards & Prizes
  • Undergraduate Alumni Stories
  • Tell Us Your Story
  • About the Program
  • Degree Requirements
  • Graduate Alumni Stories
  • Academic Achievement Award
  • COLT MA Graduate Handbook
  • News & Events
  • Annual Hoffman Lecture
  • Annual Zantop Memorial Lecture

Search form

The bridge: translation from, for and to april 12 & april 13, 2024.

The Bridge_Tribute to Monica Otter

The Leslie Center for the Humanities, The Office of the Associate Dean for Interdisciplinary Programs, The Department of English & Creative Writing and The Comparative Literature Program Presents:

The Bridge Translation From, For and To An event in honor of Monika Otter Conversations with translators, publishers and editors on bridging distances in language and culture.

Featured Speakers: Barbara Epler Alta Price Daisy Rockwell Jill Schoolman Jonathan Smolin Alex Zucker

Friday, April 12 Public Event 3:45-5:30 PM Sanborn Library

Saturday, April 13 Translation Workshops for Students Students please register below 10:30-12:00 PM Sanborn Library

QRCodeforStudentRegistration.png

QRCodeforStudentRegistration

Scan the QR code to register for a spot in the translation workshops

Questions? Please write to [email protected] .

SEP home page

  • Table of Contents
  • New in this Archive
  • Chronological
  • Editorial Information
  • About the SEP
  • Editorial Board
  • How to Cite the SEP
  • Special Characters
  • Support the SEP
  • PDFs for SEP Friends
  • Make a Donation
  • SEPIA for Libraries
  • Back to Entry
  • Entry Contents
  • Entry Bibliography
  • Academic Tools
  • Friends PDF Preview
  • Author and Citation Info
  • Back to Top

Supplement to Descartes’ Life and Works

Descartes’ law thesis.

In 1616 Descartes earned a degree and license in Canon and Civil Law from the law school of the University of Poitiers. But, it would not be until an unexpected find in 1981 that we would know anything about his early interests in law. While reframing a seventeenth-century engraving that had been hanging in a museum restaurant, a curator for the Sainte-Croix Museum discovered stuffed in the back of the engraving a public broadsheet, printed in 1616, which advertised the oral defense of one René Descartes. As was customary for the time, a student would have advertisements (broadsheets) of his upcoming defense printed, the broadsheets usually containing an introduction or dedication and a list of several statements that the student was prepared to defend. They would be posted in public places.

In 1986 the discovery of the broadsheet was officially documented in the Archives departementales de la Vienne , at Poitiers. Jean-Robert Armogathe, Vincent Carraud, and Robert Feenstra have verified the document’s authenticity. In 1988 they published a brief history of the document’s discovery, a Latin transcription of the original, and the first French translation in Nouvelles De La Republique Des Lettres .

Descartes’ broadsheet (hereafter referred to as the “1616 Law Thesis”) contains an elaborately worded dedication to his maternal uncle, René Brochard, followed by a list of forty statements—thirty-six of which would appear to be commonly held and uncontroversial. Unfortunately, a corner of the original document has been torn, and so the section of text containing the last four statements, which very likely express the main (or at least the unique part) of his thesis, is missing.

The dedication is flowery (and beautiful). It tells us of a young Descartes who nursed at the well-springs of the liberal arts, desiring only to “drink in the poetical waters.” However, he could hear below (in the ground) the roar of a great current, which drew him to wanting to drink from “the wider rivers of eloquence.” But, in time, he discovered that neither the poetical waters nor the wider rivers of eloquence quenched his thirst for knowing. He followed the rivers out to the ocean, the sciences, from which all rivers of knowledge flow (the analogy, of course, is a bit off, for rivers flow to the ocean, not from it). He claims that at first he wanted to drink in every river and stream. But, he came upon the stream of his uncle, and discovered how silly his attempt at drinking in everything was. The stream that supplied his uncle’s well-spring with the purest waters was that of the Law. And, it was to this stream that he would dedicate the rest of his life. The metaphor changes and Descartes tells us that a goddess had appeared to him, Themis (Justice), and she enslaved him. He ends the dedication by expressing his hope that his uncle, René Brochard, will “unite to me the favor and benevolence of so lovable a goddess.”

The thesis itself deals with the legal concept of inheritance, which is expressed by way of the forty propositions that follow the dedication. Because of the missing section of text, it is impossible to say with certainty what Descartes’ main point was. However, given what has survived, the bulk of it suggests that he was arguing that in certain cases a specific branch of law, namely Singular Law, could be applied in the making of a will.

There were several branches of Canon Law: Common Law, Universal Law, General Law, and Singular Law. They are distinct in light of the domain of objects over which they operate. For instance, Common Law operates over things (owned), Universal Law over territories, and General Law over (classes) of persons. Singular Law operates over those individual cases which the other branches cannot adequately handle. Since last wills deal with the dispensing of things, they fell under the jurisdiction of Common Law.

At the beginning of the 1616 Law Thesis , Descartes draws a well-known distinction between Civil Law ( jus civilis ) and Law of the Nations ( jus gentium ). The latter refers to those laws found in common with all nations. It was sometimes referred to as ‘natural law’. It was customary in Rome (and very likely in seventeenth-century France) that when a strict application of Civil Law would result in an injustice, a court could appeal to Law of the Nations for help in hopes that a just decision could be reached.

Common Law, says Descartes, requires either that the one making the will orally proclaim the will or state it in writing. In either case seven witnesses are needed. Common Law is apparently very strict not only in respect to the number of witnesses, but in respect to how the will is proclaimed or written (and sealed), and so on. Descartes mentions several special cases (Propositions 37-39) in which meeting the criteria of Common Law is impossible—for example, in the case of a soldier in battle, a farmer isolated in the countryside, or a man who has come down with the plague. It may be impossible for them to fulfill the seven witness criterion, for example. Justice would not be brought about if these individuals were not able to make a last will. Descartes’s thesis seems to be that in these cases Singular Law could be applied, and justice could be brought about. The precedent, it seems, is the court’s already appealing to Law of the Nations to deal with those cases which Civil Law cannot handle.

Further Documentation

Descartes’ 1616 Law Thesis — Copy of Original Document Descartes’ 1616 Law Thesis — Latin Transcription Descartes’ 1616 Law Thesis — English Translation

Acknowledgments

Thanks to Roger Ariew and Helen Hattab for their advice on this project, and to Daniel Garber for providing me with a copy of the original document. I am also indebted to Holly Johnson (co-translator of the English translation) for making the thesis clearer to me, in our many discussions.

Return to René Descartes’ Life and Works

Copyright © 2023 by Kurt Smith < smithkurtsmith @ gmail . com >

  • Accessibility

Support SEP

Mirror sites.

View this site from another server:

  • Info about mirror sites

The Stanford Encyclopedia of Philosophy is copyright © 2023 by The Metaphysics Research Lab , Department of Philosophy, Stanford University

Library of Congress Catalog Data: ISSN 1095-5054

Suggestions or feedback?

MIT News | Massachusetts Institute of Technology

  • Machine learning
  • Social justice
  • Black holes
  • Classes and programs

Departments

  • Aeronautics and Astronautics
  • Brain and Cognitive Sciences
  • Architecture
  • Political Science
  • Mechanical Engineering

Centers, Labs, & Programs

  • Abdul Latif Jameel Poverty Action Lab (J-PAL)
  • Picower Institute for Learning and Memory
  • Lincoln Laboratory
  • School of Architecture + Planning
  • School of Engineering
  • School of Humanities, Arts, and Social Sciences
  • Sloan School of Management
  • School of Science
  • MIT Schwarzman College of Computing

Unlocking mRNA’s cancer-fighting potential

Press contact :.

Gloved hands and eye dropper hovers over mRNA strands and shown over synthetic biology iconography

Previous image Next image

What if training your immune system to attack cancer cells was as easy as training it to fight Covid-19? Many people believe the technology behind some Covid-19 vaccines, messenger RNA, holds great promise for stimulating immune responses to cancer.

But using messenger RNA, or mRNA, to get the immune system to mount a prolonged and aggressive attack on cancer cells — while leaving healthy cells alone — has been a major challenge.

The MIT spinout Strand Therapeutics is attempting to solve that problem with an advanced class of mRNA molecules that are designed to sense what type of cells they encounter in the body and to express therapeutic proteins only once they have entered diseased cells.

“It’s about finding ways to deal with the signal-to-noise ratio, the signal being expression in the target tissue and the noise being expression in the nontarget tissue,” Strand CEO Jacob Becraft PhD ’19 explains. “Our technology amplifies the signal to express more proteins for longer while at the same time effectively eliminating the mRNA’s off-target expression.”

Strand is set to begin its first clinical trial in April, which is testing a proprietary, self-replicating mRNA molecule’s ability to express immune signals directly from a tumor, eliciting the immune system to attack and kill the tumor cells directly. It’s also being tested as a possible improvement for existing treatments to a number of solid tumors.

As they work to commercialize its early innovations, Strand’s team is continuing to add capabilities to what it calls its “programmable medicines,” improving mRNA molecules’ ability to sense their environment and generate potent, targeted responses where they’re needed most.

“Self-replicating mRNA was the first thing that we pioneered when we were at MIT and in the first couple years at Strand,” Becraft says. “Now we’ve also moved into approaches like circular mRNAs, which allow each molecule of mRNA to express more of a protein for longer, potentially for weeks at a time. And the bigger our cell-type specific datasets become, the better we are at differentiating cell types, which makes these molecules so targeted we can have a higher level of safety at higher doses and create stronger treatments.”

Making mRNA smarter

Becraft got his first taste of MIT as an undergraduate at the University of Illinois when he secured a summer internship in the lab of MIT Institute Professor Bob Langer.

“That’s where I learned how lab research could be translated into spinout companies,” Becraft recalls.

The experience left enough of an impression on Becraft that he returned to MIT the next fall to earn his PhD, where he worked in the Synthetic Biology Center under professor of bioengineering and electrical engineering and computer science Ron Weiss. During that time, he collaborated with postdoc Tasuku Kitada to create genetic “switches” that could control protein expression in cells.

Becraft and Kitada realized their research could be the foundation of a company around 2017 and started spending time in the Martin Trust Center for MIT Entrepreneurship. They also received support from MIT Sandbox and eventually worked with the Technology Licensing Office to establish Strand’s early intellectual property.

“We started by asking, where is the highest unmet need that also allows us to prove out the thesis of this technology? And where will this approach have therapeutic relevance that is a quantum leap forward from what anyone else is doing?” Becraft says. “The first place we looked was oncology.”

People have been working on cancer immunotherapy, which turns a patient’s immune system against cancer cells, for decades. Scientists in the field have developed drugs that produce some remarkable results in patients with aggressive, late-stage cancers. But most next-generation cancer immunotherapies are based on recombinant (lab-made) proteins that are difficult to deliver to specific targets in the body and don’t remain active for long enough to consistently create a durable response.

More recently, companies like Moderna, whose founders also include MIT alumni , have pioneered the use of mRNAs to create proteins in cells. But to date, those mRNA molecules have not been able to change behavior based on the type of cells they enter, and don’t last for very long in the body.

“If you’re trying to engage the immune system with a tumor cell, the mRNA needs to be expressing from the tumor cell itself, and it needs to be expressing over a long period of time,” Becraft says. “Those challenges are hard to overcome with the first generation of mRNA technologies.”

Strand has developed what it calls the world’s first mRNA programming language that allows the company to specify the tissues its mRNAs express proteins in.

“We built a database that says, ‘Here are all of the different cells that the mRNA could be delivered to, and here are all of their microRNA signatures,’ and then we use computational tools and machine learning to differentiate the cells,” Becraft explains. “For instance, I need to make sure that the messenger RNA turns off when it's in the liver cell, and I need to make sure that it turns on when it's in a tumor cell or a T-cell.”

Strand also uses techniques like mRNA self-replication to create more durable protein expression and immune responses.

“The first versions of mRNA therapeutics, like the Covid-19 vaccines, just recapitulate how our body’s natural mRNAs work,” Becraft explains. “Natural mRNAs last for a few days, maybe less, and they express a single protein. They have no context-dependent actions. That means wherever the mRNA is delivered, it’s only going to express a molecule for a short period of time. That’s perfect for a vaccine, but it’s much more limiting when you want to create a protein that’s actually engaging in a biological process, like activating an immune response against a tumor that could take many days or weeks.”

Technology with broad potential

Strand’s first clinical trial is targeting solid tumors like melanoma and triple-negative breast cancer. The company is also actively developing mRNA therapies that could be used to treat blood cancers.

“We’ll be expanding into new areas as we continue to de-risk the translation of the science and create new technologies,” Becraft says.

Strand plans to partner with large pharmaceutical companies as well as investors to continue developing drugs. Further down the line, the founders believe future versions of its mRNA therapies could be used to treat a broad range of diseases.

“Our thesis is: amplified expression in specific, programmed target cells for long periods of time,” Becraft says. “That approach can be utilized for [immunotherapies like] CAR T-cell therapy, both in oncology and autoimmune conditions. There are also many diseases that require cell-type specific delivery and expression of proteins in treatment, everything from kidney disease to types of liver disease. We can envision our technology being used for all of that.”

Share this news article on:

Related links.

  • Strand Therapeutics
  • Department of Biological Engineering

Related Topics

  • Biological engineering
  • Bioengineering and biotechnology
  • Drug development
  • Tissue engineering
  • Synthetic biology
  • Innovation and Entrepreneurship (I&E)

Related Articles

Synthetic biology circuit diagram

Synthetic biology circuits can respond within seconds

Zoom screenshot of Roger Kamm, Linda Griffith, and Ron Weiss

MIT launches Center for Multi-Cellular Engineered Living Systems

MIT biological engineers have devised a way to regulate the expression of RNA once it gets into cells, giving them precise control over the dose of protein that a patient receives, as shown in this conceptual image.

This RNA-based technique could make gene therapy more effective

Previous item Next item

More MIT News

A blind man uses a laptop, and in the background is a bar graph that resembles how audio bars look to show sound.

New software enables blind and low-vision users to create interactive, accessible charts

Read full story →

DNA strands attached to the surface of a cathode, a blue bar, with catalysts, depicted as blue circle, attached to the ends. Set of five tri-molecules change from carbon dioxide to carbon monoxide, indicated by change in red and gray circles.

Engineers find a new way to convert carbon dioxide into useful products

Five children wearing purple shirts stand against a wall displaying the words “Geodesic Greenhouse.” Two geodesic models are on a table in front of them.

A revolutionary, bold educational endeavor for Belize

A worker cleans up a flooded, debris-filled street after a bomb cyclone hit Santa Cruz, CA.

MIT-derived algorithm helps forecast the frequency of extreme weather

Illustration of an architected reef protecting buildings on a shoreline

Artificial reef designed by MIT engineers could protect marine life, reduce storm damage

Jonathan Zong poses for a photo on MIT's Hockfield Court, with a cement building and a red sculpture in the background

Q&A: How refusal can be an act of design

  • More news on MIT News homepage →

Massachusetts Institute of Technology 77 Massachusetts Avenue, Cambridge, MA, USA

  • Map (opens in new window)
  • Events (opens in new window)
  • People (opens in new window)
  • Careers (opens in new window)
  • Accessibility
  • Social Media Hub
  • MIT on Facebook
  • MIT on YouTube
  • MIT on Instagram

IMAGES

  1. Thesis Template Format

    translate of thesis

  2. Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

    translate of thesis

  3. How to Write a Research Paper in APA Format

    translate of thesis

  4. Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

    translate of thesis

  5. (PDF) Analysis of Graduation Thesis for Master's Degree in English

    translate of thesis

  6. How To Write A Thesis Statement (with Useful Steps and Tips) • 7ESL

    translate of thesis

VIDEO

  1. Unlock the Secret to Islamic Research with ChatGPT!

  2. Google Translate Having a STROKE for OVER 20 Minutes

  3. What Is a Thesis?

  4. How to Translate a document in Google Translate

  5. Thesis pronunciation

  6. Диссертация по-английски

COMMENTS

  1. Thesis Translation: Why? How? When?

    Thesis translation before submission. Perhaps you are most comfortable writing in your mother tongue, but still want the advantages of a thesis in English. If so, you can employ thesis translation services as you go along - perhaps on a chapter-by-chapter basis. If your university gives permission, you may be able to submit the English ...

  2. Google Translate

    Google's service, offered free of charge, instantly translates words, phrases, and web pages between English and over 100 other languages.

  3. Master's Thesis Translation Services

    A translation of your master's thesis might be required for it to be published in a book or journal. Moreover, for your research to be accessible to a wider audience, a translation of your master's thesis / dissertation into a more frequently used language, such as English, might be beneficial. Linguation can provide high-quality ...

  4. Thesis Translation Services

    Thesis Translation Services. One of the things Protranslate is proven to be successful is the thesis translation service. Translators go through a diligent elimination process and are always challenged. They work hard to contribute to the quality of translations. Protranslate also arranges thesis translation cost regularly to be more accessible.

  5. PDF Papers in Translation Studies

    contexts. They investigate translation from and into a wide range of languages including Arabic, Chinese, English, French, German, Kurdish, Portuguese, Spanish and Turkish. Areas of investigation range from contrastive linguistics and translation to natural language processing and machine translation as well as translator training.

  6. How to translate foreign-language theses into English?

    4. If you have access to the digital copies, then dump the entire thing into Google translate so you can skim read it. Having done that, it would be a good idea to find a native speaker and get them to check the translation of specific sections that seem relevant on the basis of the automated translations. I wouldn't suggest asking a native ...

  7. "Twenty-Two Theses on Translation"

    The metaphor can also be used in the case of translators and translation proper so the two - translation as a metaphor and translation proper - will partly overlap in this paper. ... We could imagine a weak and a strong form of this thesis: The weak form: translation theory should be creative and enjoyable only in private; the public ...

  8. The 95 Theses

    95. Let Christians experience problems if they must - and overcome them - rather than live a false life based on present Catholic teaching. 1. When Jesus said "repent" he meant that believers should live a whole life repenting 2. Only God can give salvation - not a priest. 3.

  9. Qualitative Research Methods in Translation Theory

    How does a discipline think? When translation studies emerged as a discrete area of academic enquiry, James Holmes (1988), in a landmark paper, drew on Michael Mulkay (1969, p. 136) to argue that science moves forward by revealing "new areas of ignorance."He went on to provide a tentative mapping of research in the nascent field, dividing it into two branches, "pure" and "applied."

  10. (PDF) The Machine Translation of Literature: Implications for

    Machine translation is an important technology socio-politically, commercially and scientifically, despite many misconceptions about its success or lack of it over the decades. The emergence of ...

  11. Free Online Translator

    Translate now Right-to-Left (RTL) Language Support As part of our mission to create a world where everyone can belong, we help connect more than 300 million Arabic, and Hebrew-speakers with support for right-to-left (RTL) languages - including enhanced support of cursive scripts, rendering of complex text layouts, document layout mirroring, and ...

  12. (PDF) Analysis of Translation Techniques in Thesis ...

    PDF | On Jan 1, 2021, Zalinda Firdausyiah and others published Analysis of Translation Techniques in Thesis Abstracts of English and Indonesian Language and Literature Undergraduate Students ...

  13. Guidelines for developing, translating, and validating a questionnaire

    The initial translation from the original language to the target language should be made by at least two independent translators.[25,26] Preferably, the bilingual translators should be translating the questionnaire into their mother tongue, to better reflect the nuances of the target language. It is recommended that one translator be aware of ...

  14. MA Translation Studies

    Extended Translation Projects. English Translation of a mini-anthology of texts from the Deutsche Zeitschrift für Sportmedizin on the shared topic of marathon running, David Twyman; Dissertations 2011 * Translation Types and Repetition: A Finnish Version of Psalm 49 Evaluated, Sirkku Carey 2009 * Strategies for Translating Idioms and Culturally-Bound Expressions Within the Human Development ...

  15. What is a thesis

    A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic. Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research ...

  16. Quoting and Translating Languages Other than English in PhD Theses

    Quotation marks: when quoting and translating foreign languages in the form of block quotations in the main text of a thesis, no quotation marks are necessary around either the original or the translation. If, however, original and translated versions are embedded in your text or presented in a note, quotation marks should be placed around both.

  17. Quoting and Translating

    Gloria Anzaldúa switches between two languages when she talks about her childhood: "En boca cerrada no entran moscas. 'Flies don't enter a closed mouth' is a saying I kept hearing when I was a child." (2947) In this quotation, Anzaldúa provides a direct translation of the saying she heard as a child. Note that the saying she heard ...

  18. THESIS

    THESIS translate: tesis, tesis. Learn more in the Cambridge English-Spanish Dictionary.

  19. University of Massachusetts Amherst ScholarWorks@UMass Amherst

    Because video game translation is such a complex and new process, I will devote. the first section of this paper to describing the various aspects involved in it, with the aim. of introducing the subject to readers and demonstrating the ways video game translation. sets itself apart from other types of translation.

  20. Dissertations / Theses: 'Translation theory and studies'

    APA, Harvard, Vancouver, ISO, and other styles. Abstract: This thesis examines the concepts of textual order and chaos, and how Relevance Theory can be used to translate texts that do not adhere to conventional textual practices. Relevance Theory operates on the basis of presumed order in communication.

  21. PDF PhD thesis An Analysis of the Translation of Vocabulary Lists in ...

    translation and enables the original meanings of Chinese words to be analysed through various perspectives, especially for Chinese and English vocabulary analysis and translation; 3) I draw on translation quality evaluation theory to generate a translation quality evaluation framework which can serve as a

  22. Translating tourism: a cultural journey across conceptual spaces

    Research on the translation of TPMs has concentrated mainly on individual case studies and has generally not taken account of the overall context, that is, the entire process of promoting tourism across cultures. ... Cultural conceptualisation Translation practice Translating urban tourism Open access cross-cultural analysis thesis ...

  23. Dissertations / Theses: 'Arabic translation'

    The thesis aims to establish a connection between localisation and Translation Studies, by exploring the ways in which this area can be theorised starting from the approaches developed by Lawrence Venuti (in particular the notions of foreignisation and domestication), and Christiane Nord (translation as interpersonal activity).

  24. Camella Pham, Guarini '23, Wins American Comparative Literature

    Camella Pham, Guarini '23, has been awarded the American Comparative Literature Association's Presidential Master's Prize for Best Master's Thesis for "Colonial Translation Turned Vietnamization: Pham Quỳnh and the Discourse of Transculturation". The award honors comparative work broadly construed at the level of a master's thesis. The work is judged on theoretical rigor, comparative breadth ...

  25. The Bridge: Translation From, For and To April 12 & April 13, 2024

    An event in honor of Monika Otter, Conversations with translators, publishers and editors on bridging distances in language and culture, April 12 and April 13, 2024. April 12, 2024 is a public event @ 3:45 pm Sanborn Library, April 13, 2024, Translation Workshops for Students only @10:30 am.

  26. Descartes' Law Thesis

    Descartes' 1616 Law Thesis — Copy of Original Document. Descartes' 1616 Law Thesis — Latin Transcription. Descartes' 1616 Law Thesis — English Translation. Acknowledgments. Thanks to Roger Ariew and Helen Hattab for their advice on this project, and to Daniel Garber for providing me with a copy of the original document.

  27. Unlocking mRNA's cancer-fighting potential

    Strand's first clinical trial is targeting solid tumors like melanoma and triple-negative breast cancer. The company is also actively developing mRNA therapies that could be used to treat blood cancers. "We'll be expanding into new areas as we continue to de-risk the translation of the science and create new technologies," Becraft says.