The topic of the diploma determines the essence of the tasks to be solved, the logic of the review of sources, the conduct of theoretical research and practical work. A well-written chapter saves time for the supervisor, reviewer, and defense commission, focusing on the statement of each task, the study, and the result.
Introduction and Conclusion
Everything in the diploma matters, but the introduction and conclusion is a system of goals and the results of its achievement. Each chapter, starting with a review of the literature, ending with the chapters of the analysis of the research (the practical part) and the justification of economic results, forms the reader's idea of ​​what constitutes the relevance, novelty and main content of the work performed.
If in the process of writing each chapter all the goals and tasks that will become the basis of the conclusion are clarified, then how to write the conclusions correctly will be a matter of wording.
Introduction is a very important part of the diploma, it is the main part of the study, decomposes its purpose into composite tasks and determines what will be studied, what methods and what to expect from the conclusion.
The introduction is constantly discussed - it is a dynamic component that changes in the process of working on a diploma. Conclusion is a fixed result, which is determined by the work performed. The conclusion cannot be changed, because the question of how to write conclusions in chapters in a diploma will determine what exactly to put in conclusion.
Literature review
The idea of ​​any diploma is usually determined by the topic. The selection of literature and a review of sources is a secondary procedure preceding the research part, which substantiates the practical and economic parts of the work.
In this context, how to write the conclusion correctly can be determined by the topic line and the content of the selected sources. The topic will determine the range of tasks to be solved, and therefore, determine what will determine the wording of the chapters and conclusions. A review of the literature allows us to understand what will justify the relevance, novelty and content of the work.
A diploma is a strict formalized document. The wording of each paragraph and each chapter should be extremely simple and compact. How one or another research method was chosen will determine subsequently how to write conclusions in chapters in the diploma in the end.
Wording sequence
The goal, literature and research itself is an approximation to conclusions. The practical and economic part is the rationale. How to write conclusions on examples of solving specific problems?
For example, a diploma covers the topic “Organization of dialogue in intelligent systems”.
A simple option is a local software product for organizing the company's office work. Here, “intelligence” can be applied in terms of adapting to changing document flows and tracking employee actions. The system can accumulate “experience” and adapt to the dynamics of the company.
A difficult option is a web resource as an intelligent system, as a “live”, dynamic and self-adaptive site. This is a modern technology: the resource is available locally and is "visible" from the Internet. The term “intelligence” here may raise questions that will be difficult for the student to answer. Internet technologies impose more restrictions than local programming languages ​​and require more skill.
The question of how to write conclusions is more complicated in the second version. It is important to avoid uncertainty and misunderstanding by the supervisor, reviewer and members of the academic council on defense.
If justifying a web resource as an intelligent system is not a problem, then giving an example of a “live” site and showing it will be difficult. Especially if the basis of the work will be the provisions of modern CMS.
The rigidity of designs in modern programming languages ​​will require substantiation of what exactly is the dynamism of the work, its uniqueness and novelty. In this context, how to write conclusions in conclusion, will determine how the central provisions are formulated, the implementation of the idea in all chapters.
The conclusion is the tip of the iceberg, the foundation of which will determine:
- goal setting;
- literature review;
- examples of web resources and justification of what exactly their "liveliness" and dynamism consists of;
- examples of native code and justification for differences.
And this difference should be clarified, substantiated for each chapter, and as a result the decision will be made automatically, how to write conclusions on all positions that are reflected in the thesis.
The breadth of topics and presentation logic
The topic “Organization of dialogue in intelligent systems” is too broad, in reality it should be specified, but it is better to remove the word “intellectual”. It is better to simplify the topic as much as possible and paint it on the minimum possible number of subtasks.
A diploma is not a doctoral and not the main business of life for a student. This is simply a confirmation of the knowledge gained and the ability to put it into practice. It is important for the academic council, scientific adviser, reviewer, and opponents to understand exactly how the topic was revealed, what system of tasks was proposed, and what conclusions were drawn.
Strict consistency in revealing the topic and clear conclusions are a guarantee of success.
The student wrote a “live” site, it should be clearly stated in the introduction what exactly is meant by this, and in the conclusions how it was done. The main part of the diploma should contain the logic of justification and the dynamics of formulations that do not allow uncertainties in understanding.
A proper understanding of the topic and adequate conclusions are ideal protection.