English for Writing a Bachelor's Thesis: A Guide for BUT Students

© Ma ina V áno á
© B no Uni e si y o Technology
G aphic design © Ma ina V áno á
This publica ion is licensed unde a C ea i e Commons A ibu ion-Noncomme cial-
Node i a i es 4.0 In e na ional Deed
ISBN 978-80-214-6307-3
Con en s
Fo ewo d .................................................................................................................................... 2
1 The bachelo ’s hesis and i s pu pose ...................................................................................... 3
2 The w i ing p ocess ................................................................................................................. 4
3 Fea u es o o mal w i en English ........................................................................................ 15
4 Tex essen ials ........................................................................................................................ 27
5 S uc u e o he bachelo ’s hesis .......................................................................................... 33
5.1 Ti le .............................................................................................................................................. 33
5.2 In oduc ion ................................................................................................................................. 35
5.3 S a e o he a .............................................................................................................................. 40
5.4 Me hods and ma e ials ................................................................................................................. 43
5.5 Resul s and Discussion ................................................................................................................ 46
5.6 Conclusion ................................................................................................................................... 49
5.7 Abs ac and keywo ds ................................................................................................................ 53
6 Academic language unc ions ................................................................................................ 57
6.1 Pa aph asing s a egies ................................................................................................................ 57
6.2 Compa a i e s a egies ................................................................................................................ 62
6.3 Numbe s in echnical w i ing ...................................................................................................... 64
6.4 The language o ma hema ics ...................................................................................................... 66
6.5 Visuals ......................................................................................................................................... 70
6.6 Punc ua ion .................................................................................................................................. 74
6.7 F equen mis akes ........................................................................................................................ 80
6.8 Mis akes in e e encing ............................................................................................................... 90
6.9 Lis o he o ical unc ions .......................................................................................................... 92
Wo ks ci ed and consul ed ...................................................................................................... 104
2
Fo ewo d
Dea s uden s!
You a e abou o emba k on a jou ney o ha dship and hose who ha e picked up his ex book
a e well awa e o i . The bachelo ’s hesis is mos p obably you i s long piece o w i ing. I
is no wonde ha you eel a a loss. You may be asking ques ions such as whe e o s a you
esea ch, how o exp ess you ideas in w i en language, wha language s yle o use, o how o
s uc u e you w i ing. Also, i you a e well e sed in English, you necessa ily eel a need o
ad ance you academic ca ee by w i ing you bachelo ’s hesis in his language o in e na ional
communica ion. W i ing an un amilia gen e in a o eign language is exac ly wha he challenge
will encompass.
Ne e heless, such an endea o is wo hy o a emp and espec . This ex book is a p oduc o
such a espec . To p o e o you ha you decision o w i e you bachelo ’s hesis in English is
a sma one, I ha e decided o gi e you suppo in he o m o de ailed ad ice on how o do i .
This ex book should hus aid you wi h he w i ing pa o you bachelo ’s hesis, no he speci ic
echnical esea ch o inding ele an esou ces and compiling bibliog aphy as he e a e o he
expe s mo e skilled in hese aspec s.
The con en s o his ex book a e composed o explana ions o he gen e speci ics and he
w i ing p ocess, he ea u es o academic English, he s uc u e o he bachelo ’s hesis, and
inally he dis inc ions o unc ional language in echnical ields. Ye , his ex is no a simple
how- o-do-i plan. I hones ly hink ha knowing how o do i is as impo an as knowing why
i is done. Fo his eason, I ha e also employed conside a ions and cla i ica ions o he wide
s ylis ic, linguis ic, he o ical, and cul u al con ex .
This ex book has been designed o i he equi emen s imposed on bachelo ’s heses by B no
Uni e si y o Technology, pa icula ly he Facul y o Mechanical Enginee ing and he Facul y
o In o ma ion Technology. Ou o he p oduc ion o hese wo acul ies also come he examples
used. Fo his eason, a special hanks goes o all hose s uden s who we e b a e enough o w i e
hei heses in English and hus se e as pa agons o ollow. E en hough hei w i ing may no
be lawless, I ne e had an in en ion o c i icize hem he e. Ra he , my analysis o hei w i ing
is mean o be an app ecia ion o hei e o s.
As pe ec ion is a lee ing lo e , I mysel ge kissed by i only now and hen. Thus, i you miss
any hing in his ex book, please d op me a line a a[email p o ec ed].cz. I will y o make up
o i in he nex edi ion.
Ma ina V áno á
3
1 The bachelo ’s hesis and i s pu pose
You ha e come a long way in you educa ion. In o de o inish you bachelo ’s s udies, he e
a e only a ew s eps emaining, one o hem being he bachelo ’s hesis. The bachelo ’s hesis
is a quali ica ion wo k which you will ha e o de end as pa o you inal exams and p o e you
dese e he i s academic deg ee, hus secu ing a chance o mo e on in he uni e si y s udies.
The bachelo ’s hesis is he sho es ou o all academic quali ica ion wo ks. I s leng h is
ypically abou 40 pages o ex . I is also he only academic quali ica ion wo k ha does no
ha e o p esen new in o ma ion, such as esul s o he au ho ’s esea ch ac i i y. I s o he
cha ac e is ics a e, howe e , common denomina o s o all academic ex s:
• The bachelo ’s hesis is w i en in o mal academic language. Mo eo e , in he ha d
sciences and echnology, i s language is p ima ily desc ip i e.
• I p esen s ac s p ecisely, explici ly, and objec i ely as i s au ho assumes esponsibili y
o he con en .
• I deals wi h he a ea o in e es in a complex manne and complex language.
• I is well-o ganized.
• I does no plagia ize o he au ho s’ ideas bu acknowledges hem in he o m o
e e ences and bibliog aphical ci a ions.
• I s goal is o pe suade he eade s ha he au ho is knowledgeable abou his o he ield
o s udy, and hus quali ied o independen wo k.
The bachelo ’s hesis may assume he o m o a e iew o he li e a u e o a s a e-o - he-a
su ey, depending on he p e e ed e minology and he amoun o heo y in ol ed. This o m
does no p esen any new ac s o esul s. The goal is o compile a well-o ganized su ey o a
speci ically de ined a ea o s udy, an issue, o an in e es ing and up- o-da e p oblem and o
iden i y gaps o unde - esea ched a eas in he cu en s a e o knowledge. E en hough i does
no p esen new ac s as such, he au ho ’s con ibu ion is a meaning ul eo ganiza ion o
adi ional ca ego ies and a no el ea angemen o knowledge.
The o he op ion is he s a e o he a supplemen ed by a p ac ical ask. In his case he s a e-o -
he-a sec ion o you bachelo ’s hesis is also subs an ial bu he goal o such a su ey is also
o de elop a heo e ical amewo k upon which you p ac ical ask s ands. The p ac ical ask is
an applica ion o he heo y. I , by any chance, you p ac ical ask is also an inno a ion, he
s a e-o - he a sec ion na ows down o exac ly ha issue which is being inno a ed by you
esea ch.

4
2 The w i ing p ocess
W i ing any ex , om an email o you iend o a whole book, is a complica ed p ocess.
Al hough i ge s mo e complica ed wi h he inc easing leng h, e en a simple elec onic message
o a iend in ol es mos necessa y s eps ha a e p esen in w i ing a bachelo ’s hesis. Le us
say you a e w i ing an email o Geo ge, a iend o you s. The i s decision you make is how
o s a . Will you simply say “Hi!”, o will you add ess you iend by name “Hi, Geo ge!”?
Would Geo ge ge o ended i you s a ed igh away wi h he message wi h no g ee ing? Now
you a e conside ing he ecei e o you message, you audience. When you s a he body o
he email, i will look di e en whe he you a e al eady eplying o a p e ious email om
Geo ge (because he e you can s a simply by answe ing his ques ions) o whe he you a e he
i s pe son s a ing an email con e sa ion (in his case you ha e o in oduce Geo ge in o he
p oblem ha you wan o discuss, a gi l ha you ha e ecen ly me , and you need o gi e him
su icien in o ma ion o help you wi h i ). Does Geo ge know he gi l o do you ha e o desc ibe
he o him? When you a e w i ing abou a p oblem, you ac ually s a hinking abou he o de
in which i is bes o p esen i o Geo ge, e en hough he o de migh be di e en han he
sequence o ac ions in which i happened. So you s a wi h he ac ha you ound a gi l iend,
and only hen you go back in ime and na a e how i had happened. You migh colo ully
desc ibe you gi l iend’s asse s, o you migh simply decide o a ach he pic u e as a p oo .
When you inish w i ing and you see ed wa y lines unde some wo ds, ano he decision is
whe he Geo ge is wo h ano he ew clicks o co ec he spelling.
Le us look a he w i ing p ocess mo e heo e ically. Expe ienced w i e s wi h a lo o p ac ice
p oceed in a linea manne . Inexpe ienced ones will do much mo e bouncing back and o h,
eassessing, e eading, ew i ing, and e ising. Ye , all w i e s will go h ough he ollowing
s ages illus a ed below.
W i ing p ocess
5
Acco ding o Ga dne (2005, p. 111), he indi idual s ages include he ollowing s eps, which
will be discussed in ela ion o a bachelo ’s hesis u he on.
1 Assessing he w i ing si ua ion: conside ing he pu pose, audience, o mal equi emen s,
and choosing he o m o he bachelo ’s hesis.
2 Explo ing and planning: choosing he opic and na owing i down o a esea ch
p oblem, disco e ing, e ining, and inding suppo o ideas ( esea ch o he li e a u e
and p ac ical esea ch), o ganizing ideas and s uc u ing w i ing.
3 D a ing: exp essing and de eloping ideas in a ough o m.
4 Re ising: ew i ing d a s o imp o e con en and s uc u e.
5 Edi ing and p oo eading: checking o wo d choice, sen ence s uc u e, g amma ,
punc ua ion, e ining igu es, gi ing he ex a publishable o ma .
Assessing he w i ing si ua ion
In he p e ious example si ua ion, you ake decisions abou you w i ing nea ly unconsciously
because you ha e w i en housands o emails o you iends. Howe e , you ha e p obably
ne e w i en a bachelo ’s hesis be o e. Thus, his new si ua ion is wo h aking a s ep back
and hinking be o e ac ually del ing in o i . We mus esol e wha he pu pose is, who he
audience is, in wha o m and whe e he hesis will be published, and wha he o mal
equi emen s a e.
Le us be qui e ank and p agma ic. The p ima y pu pose o you bachelo ’s hesis is o ge he
deg ee. You will be judged and assessed based on you w i ing, and you cou se o li e will
change o e e . This assessmen aspec is a c ucial one o bea in mind pa icula ly in ollowing
all o mal equi emen s. E en i you ha e b illian ideas, i hey a e no p esen ed in he p ope
gen e o a bachelo ’s hesis, you will no succeed. The o he pu pose is he same o all esea ch
w i ing. An academic ex is he ou come o he au ho ’s esea ch ac i i y. The ex is oo ed in
al eady es ablished knowledge and published ex s so ha i can yield he au ho ’s own no el
ideas. Thus, he o he pu pose o you bachelo hesis is o p esen he ou comes o you esea ch
which a e new con ibu ions o he s a e o knowledge in you ield, o in o m he academia and
o he expe s abou you no el ideas. This condi ion seems o be asking a lo om a s uden
who has been s udying a pa icula ield o less han h ee yea s. Only a ew a his low s age
o academic s udies a e able o con ey hei own o iginal esea ch and epo abou i .
Ne e heless, he no el y o you esea ch migh simply be you own app oach o an issue
whe e you ea ange he old knowledge in a new way. This is pa icula ly ue o bachelo s’
heses which a e limi ed o he s a e-o - he-a su ey. This leads o a e y impo an ealiza ion.
Whe e e possible, make a clea dis inc ion be ween wha is al eady known, wha he
es ablished app oaches o you opic a e, and wha is you own inno a ion, you own
ea angemen . This will also help you p o esso s o assess you o iginali y.
Jus like he e a e wo p ima y pu poses o he bachelo ’s hesis, he e wo main ypes o
audiences. The i s ype o audience will assess you abili ies: you supe iso and you
e iewe , possibly o he p o esso s a he de ense who a e in e es ed in you opic and ead a
pa o you ex . I is hus impo an o choose you supe iso wisely; i should be a pe son
whose ideas p edominan ly align wi h you s and who you conside an au ho i y, which means
you will be willing o inco po a e his o he ad ice in o you w i ing. The issue o he e iewe
and he de ense commi ee canno be easily se led so you ha e o abide by he ules o academic
w i ing which all membe s o he academia should espec . The second ype o audience is o he
6
bachelo -deg ee candida es w i ing hei own heses a e you. They will s udy om you hesis,
use i as a e e ence sou ce, o a leas conside i a model o hei w i ing. E en hough hese
wo ypes o audience seem disc epan when i comes o he le el and amoun o in o ma ion
p esen ed, hey su p isingly collide. Since he assessmen o you knowledge and skills is he
p ima y eason why he p o esso s ead you hesis, you will ha e o show you knowledge o
he subjec and hus p esen , in a logical and o de ly manne , mo e in o ma ion, pa icula ly in
he s a e-o - he-a sec ion, han is absolu ely necessa y so ha you show hem ha you know
you way a ound you subjec o esea ch. A he same ime, you ole as a w i e akes on a
sligh pedagogical in as well. When conside ing he younge s uden s eading you hesis, you
ha e o gi e hem su icien amoun o in o ma ion con eyed in an unde s andable way,
app op ia e o hei le el o knowledge. Thus, again you will p esen o hem a li le mo e han
is absolu ely necessa y in a manne ha assis s unde s anding.
Ano he pa o assessing he w i ing si ua ion is isualizing he end p oduc . You bachelo ’s
hesis will no only be p esen ed o you p o esso s bu also s ay publicly a ailable in an online
lib a y a chi e. The public s a us means ha he o m o he hesis ma e s. Fo mal equi emen s
o o ma ing, submi ing, and publishing inal heses a e s a ed in se e al di ec i es
(“Smě nice: Úp a a, ode zdá ání a z eřejňo ání zá ě ečných p ací”). The mos gene al one,
se ing he minimum equi emen s, is he di ec i e issued by he ec o ’s o ice. This can be
modi ied by a di ec i e issued by he dean’s o ice o a pa icula acul y. Bo h di ec i es and
hei supplemen s (“doda ek ke smě nici”) can be ound on he BUT websi e o you acul y
websi e unde he ab “Fo s uden s.” These di ec i es a e, howe e , subjec o equen
modi ica ion and supplemen a ion, which makes i essen ial o you o ind he la es ones.
Some imes e en indi idual acul y ins i u es o depa men s se hei own equi emen s. I is,
o example, possible o aise he numbe o pages, hus modi ying he minimum equi emen
se by he ec o ’s di ec i e. I in doub , you p o esso s leading he bachelo ’s hesis semina s
will be able o help you. The e a e also empla es ha will help you o ma he bachelo ’s hesis
and keep he o mal equi emen s.
One hing you may be able o choose is he o m o he bachelo ’s hesis. T adi ionally,
bachelo s’ heses had he o m o he e iew o he li e a u e o s a e-o - he-a su ey. The
pu pose o such a subgen e is o p o e ha he bachelo -deg ee candida e is able o conside he
selec ed opic as a complex whole and p esen i s o e iew, o ca ego ize and classi y he a ge
in o ma ion acco ding o c i e ia, o e alua e and analyze he esea ch subjec , ind po en ial
p oblems, and o sugges possible solu ions o hem. Ne e heless, wi h he ongoing
accumula ion o knowledge and in oduc ion o AI in o p ocessing in o ma ion, his o m o he
bachelo ’s hesis has been eceding. The mo e common p ac ice now is o supplemen he
s a e-o - he-a pa wi h a p ac ical ask which simula es esea ch (o may e en be o iginal
esea ch). In his case, e en hough he s a e-o - he-a sec ion will s ill o m a subs an ial pa
o he bachelo ’s hesis, i will be ollowed by a desc ip ion o he p ac ical ask which copies a
esea ch ex s uc u e. The s a e-o - he-a sec ion will o m a basis o he iden i ica ion and
de e mina ion o a p oblem which is hen p ocessed and es ed p ac ically, and a solu ion o i
is p oposed. The goal o such a bachelo ’s hesis is o ca y ou he p ac ical esea ch ask and
epo on i , clea ly exp ess whe he he p ac ical ask was success ul o no , and e alua e one’s
own con ibu ions o he p oblem being ackled. This ype o bachelo ’s hesis is basically a
small-scale esea ch p ojec , hus epo ing on i ollows he usual s uc u e o esea ch ex s.
7
Explo ing and planning
The i s pa o explo a ion is o decide wha o explo e, i.e., choose he opic o you bachelo ’s
hesis. You choice should be guided by se e al c i e ia:
• In e es ing opic: Na u ally, i you a e in e es ed in you opic, i is easie o lea n and
w i e abou . Howe e , in e es is no enough. I mus be educa ed in e es , i.e., you ha e
al eady s udied he opic and know a conside able amoun abou i .
• Theo y o p ac ice: This is a choice be ween a s a e-o - he-a e iew and an added
p ac ical ask. In case o he p ac ical ask, is he e a acili y, a acul y labo a o y, o a
company wo kshop whe e you can ca y i ou ? Is necessa y equipmen a ailable?
• Choosing om a lis o coming up wi h you own opic: Lo s o s uden s simply choose
a opic om a lis published by he acul y’s ins i u es o depa men s on hei websi es.
In his way you can be su e he e is an expe on he opic who can supe ise you hesis.
I you come up wi h you own opic, you mus s a soon because you need o ind he
po en ial supe iso you sel and discuss you ideas wi h him o he . Then you
supe iso has o submi you opic o he science counsel o he acul y (“ ědecká
ada”) o app o al. This akes some ime.
• Supe iso : The expe ise o you po en ial supe iso mus be aken in o accoun . Can
he o she ac ually help you o a e hey only “s awmen” who ag ee o supe ise a hesis
because nobody else in he depa men wan s o? In he la e case, can you manage on
you own o can you ind a eal expe in, o example, he Academy o Science o a a
ac o y/company which deals wi h you opic? Ano he ques ion o conside is how busy
he schedule o you supe iso is. Will he o she ind he ime o ead you d a s? And
inally, you supe iso ’s pe sonali y ma e s oo. You will no choose an expe who
you know you do no ge along wi h.
• A ailabili y o li e a u e: Be o e se ling down on a opic, do a quick lib a y and online
da abase sea ch. A e he e enough sou ces a ailable? Can you easily ge hem in ull- ex
o do you ha e o ile a lib a y loan?
• You own skills: Ha e a p ope look in o you sel . Does he opic seem oo complica ed
o con using? Can you deal wi h a g ea amoun o li e a u e o s udy? Can you ead
mos sou ces in a o eign language?
You acul y’s ins i u es and depa men s o e possible bachelo ’s hesis opics in a ious
o ms. You can ind only he opic a ea in a ew wo ds (e.g., using AI in ai c a con ol), o a
pa ag aph o desc ip ion, o e en a whole webpage no only desc ibing he opic in mo e de ail
bu also sugges ing he possible di ec ions o looking a he opic and ou lining he possible
goals o a bachelo ’s hesis. No ma e how de ailed he desc ip ion, you will always ha e o
na ow he opic down o a manageable piece. I you only ge a opic, you ha e o come up wi h
you hesis di ec ion and goals you sel ; i you ge a de ailed desc ip ion, you ha e o pick and
choose as he pa icula supe iso de ini ely coun s on ha ing mo e han one s uden w i ing
abou he same opic bu assuming a di e en app oach. The McLaughlin Lib a y a he
Uni e si y o Guelph o e s an e icien guide o na owing down he hesis opic. I consis s o
ou ques ions you should conside :
• When?
Which ime pe iod will you deal wi h? How a back in his o y will you esea ch o he
li e a u e go? Fi e o en yea s may p esen a g ea di e ence in he amoun o
in o ma ion o p ocess. The ime does no ha e o always mean a his o ical pe iod. I
14
W i e ull,
3
whose license has been acqui ed by BUT and can be downloaded by all s uden s and
employees. Apa om he basic spell-checking op ions, W i e ull also o e s sugges ions on
how o o mula e key ideas used in in oduc ions, commen ing on igu es, o on o he he o ical
unc ions.
Re e ences and bibliog aphic ci a ions also need o be p ecise. BUT policy demands using he
Czech no m ISO 690 o ci ing and e e encing. This s yle o ci a ions can be gene a ed in
Ci acePRO qui e p ecisely. Should you by any chance use a di e en ci a ion s yle (e.g., IEEE),
he Ci acePRO is no he bes choice o ci a ion gene a o as in in e na ional s yles i is qui e
e oneous.
4
In his case, you ha e o s udy he pa icula s yle’s ci a ion guides you sel o use
a di e en ci a ion gene a o , e.g., Mendeley. Bo h Ci acePRO and Mendeley can also be
ins alled in o you wo d p ocesso in he o m o an add-on. This unc ion does no only gene a e
he o ms o e e ences bu also es ablishes a hype link be ween he in- ex e e ence (sho
o m) and he end e e ence ( ull o m). This means you will no o ge o include an in- ex
sou ce in you end e e ences as hese wo a e linked. I he e a e s ill any unclea issues, i is
ad isable o consul Výklad no my ČSN ISO 690: 2022 (010197) a he han he ac ual no m
i sel , which may be due o i s legal language di icul o na iga e. Mo e no es on he use o he
no m in a ex w i en in English can be ound in sec ion 6.8.
Wha o emembe
• The pu pose o he bachelo ’s hesis is assessing you abili y o p esen ing a p oblem
in a meaning ul and comple e manne and o sha e you new ideas and app oaches.
• Find he la es di ec i es on o mal equi emen s and s ick o hem me iculously.
• Whe e e possible, emphasize you own ea angemen o ideas o no el app oaches.
• Fi you w i ing o you p ima y audience (i.e., you supe iso , e iewe , and younge
s uden s).
• Choose he ype o bachelo ’s hesis. Only s a e o he a o also a p ac ical pa ?
• Choose you opic wisely and always na ow i down o a manageable piece.
• Gi e you sel mo e ime han you expec .
• De elop a me hod o anno a ing sou ces and keeping no es.
• I you do no know how o s a w i ing, ake a pencil o open a blank ile and s a
yping all he ideas ha come o you mind no ma e he o de o s yle.
• Keep you opic, mo i a ion, and goals whe e you can cons an ly see hem.
• While e ising, pay a en ion o all ex le els.
• The s uc u e o you ex and he o de in which you p esen you ideas mus enhance
you hesis s a emen .
• While e eading you ex , be pa ien . I will pay in he end.
• Use a so wa e assis an o check he co ec ness o you language.
• Make he e e ences and bibliog aphical ci a ions as p ecise as possible.
3
h ps://www. u .cz/uk/eiz/da abaze/w i e ull
4
This is unde s andable as he Ci acePRO gene a o is de eloped by a Czech company, which p ima ily
concen a es on he Czech no m.

15
3 Fea u es o o mal w i en English
Each si ua ion in ou li es equi es a di e en ype o language so ha we sound na u al and
app op ia e o his pa icula si ua ion. This is wha linguis s call egis e . Deli e ing he same
in o ma ion in a di e en se ing o a di e en pe son will equi e di e en egis e . Imagine
ha you a e in a ba wi h ano he s uden who is a iend o you s and you a e explaining you
bachelo ’s hesis o his pe son. You language will sound like his: “Hey, man, his whole new
hingy is made up o h ee pieces.” When you p esen you hesis o an assembly o p o esso s
a he de ense, you will explain he same in a di e en egis e : “P o esso Wagne , my
inno a ion consis s o h ee elemen s.” Fo he mos pa , we a e conce ned wi h he o mali y
o language. On an imagina y con inuum o language o mali y, a he u mos in o mal end
he e is a go and slang (including p o essional slang, i.e., ja gon). A he o he end, he e is he
a chaic language o he Bible and also legal English. As laws ha e o be o mula ed e y
p ecisely so ha misin e p e a ion is no possible, i a o mula wo ked once, i is used o e and
o e again. The esul is an inc eased le el o o mali y mani es ed h ough he use o a chaic
language. Academic English will occupy he space oughly om he neu al middle owa ds he
highe deg ee o o mali y.
5
Language con inuum
In o mal
Fo mal
a go
slang and
ja gon
colloquial
language
neu al language
academic
w i ing
legalese
a chaic
language
“boo y”
o
“loo ”
o
s olen
goods in
hie es’
a go
add essing
a pe son
“dude”
“app” o
applica ion
“ops” o
ope a ions
“ha d o
swallow”
“di icul o
belie e”
“impossible
o p o e
objec i ely”
“I, he
unde signed,
he eby
decla e …”
language
o he
Bible
“Thou
shall no
sin.”
Taking in o conside a ion he ac ha w i en exp ession ends o be mo e o mal han he
spoken one, wha a e he ea u es o o mal academic English?
Technical ocabula y
The language o you bachelo ’s hesis will always con ain h ee kinds o ocabula y: echnical,
academic, and gene al. Technical ocabula y is e minology speci ic o a pa icula ield o
s udy, e.g., la he o selec i e lase mel ing in mechanical enginee ing, and ha d d i e o mobile
game in as uc u e in compu e s udies. Academic ocabula y means wo ds used in he con ex
o academic disciplines bu any disciplines, e.g., analysis, esea ch, elemen . Gene al
5
Each si ua ion asks o a di e en egis e . E en hough he e in his ex I am using o mal language, I am s ill
awa e o i s p ima y mo i a ion, which is o make you, s uden s, ead i and ake my ad ice o hea . This goal is
hen aided by s epping down om he o mali y ladde by using you when add essing my eade s and making my
language sligh ly easie o unde s and. Thus, ins ead o saying ha he same ph asing o legal con ac s is used
pe sis en ly, I op ed o a much mo e comp ehensible exp ession o e and o e again. Logically, in a pedagogical
con ex , i is no a good idea o each di icul language in simila ly di icul language.
16
ocabula y is e e yday ocabula y, e.g., ha e, ield, many. W i en academic language will
always be a combina ion o all h ee; ye echnical and academic ocabula y will p e ail.
Technical ocabula y is scien i ic e minology which is in English p ima ily based on wo ds o
La in and G eek o igin, e.g., esin, ini e elemen analysis, algo i hm. The only eliable way o
acqui e echnical ocabula y is by eading academic publica ions in you discipline.
Technology has he g ea ad an age ha mos publica ions, including jou nal pape s, a e in
English. This means ha as you ead li e a u e o you bachelo ’s hesis, you will also acqui e
e minology. I is ad isable o compile a wo dlis o e ms so ha you use hem consis en ly in
you w i ing. I he e is e minological inconsis ency, choose he mos i ing e m bu men ion
his issue in you hesis wi h a no e saying which e m you will use and why.
I he e is s ill a need o ansla e e minology, some echnical dic iona ies do exis , bu hei
numbe is e y limi ed. Lingea has a echnical Czech-English dic iona y,
6
bu i mus be
pu chased. You can also use some online dic iona ies, e.g., a echnical dic iona y a Po ál
p o esionálů.
7
Ne e heless, cau ion is ad ised. I you look up a e m in a dic iona y, sea ch o
a pic u e online o make su e ha he e m is eally he pa , ins umen , o concep ha you
ha e in mind. Ano he good s a egy is b owsing Wikipedia and swi ching languages o
indi idual en ies. Also, no ms and s anda ds in English dealing wi h he opic o you hesis
can be consul ed.
Speci ic and no e y common abb e ia ions mus be accompanied by hei explana ions in
b acke s. While FEM is an abb e ia ion o a a he elemen a y echnical esea ch me hod and
hus may be le unexplained, LLD (low-densi y lipop o ein) o SLM (selec i e lase mel ing)
dese e an explana ion he i s ime hey a e used in he ex ; om his poin onwa ds only he
abb e ia ion can be used. When in doub whe he he abb e ia ion is well-known o no ,
explain i . A e all, you will do i only once.
Wha mus also be a oided is he use o echnical and p o essional ja gon. E en hough,
especially in he ield o compu e s udies, p o essionals, and also inc easingly he gene al
public, a e used o alking abou bugs, apps, and sc a ching al e na i es, in o mal w i ing hese
exp essions mus be exchanged o hei e minologically neu al o ms, i.e., coding e o s,
applica ions, and elimina ing al e na i es.
Academic ocabula y
Allow me a dig ession. Judging by dic iona y en ies, English has he la ges ocabula y ou o
all languages in he wo ld. “I has mo e han 200,000 wo ds in he Ox o d English Dic iona y,
including 171,476 wo ds in use and 47,156 obsole e wo ds” (Mon eil, 2020, n.p.). The easons
a e his o ical and ha e e y li le o do wi h he nowadays use o English as a global lingua
anca o wi h he sp ead and in luence o he B i ish Empi e in he pas . The his o ical eason
is much olde , s a ing in 1066 wi h he No man Conques o B i ain. When he No mans se led
as he new ule s o he coun y, a socio-linguis ic change occu ed. The uling class, he
No man nobili y, spoke No man F ench. Thei subjec s, bo h he de ea ed Anglo-Saxon nobili y
and he commone s, spoke English. This change had such a p o ound impac ha e en hough
6
h ps://www.lingea.cz/lexicon7-anglicky- echnicky-
slo nik.h ml#:~: ex =Ak u%C3%A1ln%C3%AD%20 echnick%C3%BD%20slo n%C3%ADk%20Lingea%20L
exicon,obo %C5%AF%20sou%C4%8Dasn%C3%A9%20 %C4%9Bdy%20a%20 echniky.
7
h ps://www.s oji ens i.cz/slo niky
17
in hei own ime he o iginally No man noblemen lea ned o speak English, hey impo ed hei
own F ench wo ds in o i .
8
Since his his o ical e a, we can, wi hou exagge a ion, say ha o
mos hings o men al concep s English has had wo wo ds – one coming om Anglo-Saxon
and he o he coming om La in p ocessed hough F ench. Deducing om his his o ical and
social si ua ion, he wo ds o Anglo-Saxon o igin will o m he neu al- o-in o mal pa o he
con inuum o language o mali y whe eas he F ench/La in wo ds will be conside ed mo e
o mal.
Wha consequence does his his o ical su ey ha e o you bachelo ’s hesis? You will be using
lo s o F ench and La in wi hou ac ually speaking hese languages. The bes example o his
language o mali y spli is he ph asal e bs. Ph asal e bs a e o Anglo-Saxon o igin; hus,
hey will be p ima ily used in con ex s which ask o e e yday language. In my example abo e,
I used made up o when my p o agonis was speaking o a iend in a ba . Howe e , I eph ased
he same sen ence wi h consis s o when I swi ched he si ua ion o he bachelo ’s hesis de ense.
Below a e examples o ph asal e bs and hei mo e o mal La in-based one-wo d equi alen s.
A wa e u bine is a ec ed by
bubbles bu s ing ou .
A wa e u bine is a ec ed by bubbles
ca i a ing.
The expe imen was made up o
se e al phases.
The expe imen consis ed o / was
composed o se e al phases.
I u ned ou ha he modi ied
equa ion was mo e p ecise.
The modi ied equa ion
appea ed/p o ed o be mo e p ecise.
Simila ly, o he wo ds o Anglo-Saxon o igin ha e a endency o be si ua ed on he
neu al- o-in o mal pa o he language con inuum. This is no o say ha , o example, he
e b show canno be used. Na u ally, i can as i is neu al. Ye , i can also be a some poin o
he ex exchanged o o he La in-based e bs, e.g., demons a e o illus a e, ha shi he
whole ex up on he le el o o mali y. Con e sely, colloquial exp essions, e.g., p e y much o
a mus , ha e no place in academic w i ing. Below you can see examples o neu al, in o mal,
and colloquial exp essions and hei o mal equi alen s.
Inc eased wo kload and s ess show
hemsel es in a whole ange o
symp oms.
Inc eased wo kload and s ess a e
mani es ed / a e demons a ed / a e
e ealed in a a ie y / an a ay o
symp oms.
The ini ial guess o he modi ied
Chaboche pa ame e s was done
acco ding o Helm e al. [6].
The ini ial es ima ion o he modi ied
Chaboche pa ame e s was
accomplished acco ding o Helm e
al. [6].
8
The poli ical, cul u al, and linguis ic exchange be ween G ea B i ain and F ance did no s op wi h he No mans
bu ex ended o many cen u ies. I is e y p obably s ill going on. An in e es ing and en e aining po ayal o he
in e wo en his o ies o hese wo coun ies is deli e ed by S ephen Cla ke in his 1000 Yea s o Annoying he
F ench.
18
The mono onic iso opic ha dening
is p e y much gi en.
The mono onic iso opic ha dening is
essen ially gi en / basically p ese /
i ually p ede e mined.
The e olu ion o backs ess
pa ame e s is a mus in he
modi ied Chaboche model.
The e olu ion o backs ess
pa ame e s is
undamen al/impe a i e/compulso y
in he modi ied Chaboche model.
How o acqui e he p ope o mal La in-based ocabula y sui able o you bachelo hesis? You
can look i up in Academic Wo d Lis (AWL) c ea ed by A e il Coxhead (2000) a
h ps://www.wg n.ac.nz/lals/ esou ces/academicwo dlis . AWL is a lis o he mos equen ly
used academic ocabula y dis ega ding e minology o speci ic ields. I was compiled ou o a
co pus o 3.5 million w i en academic ex s, is composed o 570 wo d amilies, and is a anged
in o en sublis s om he mos common wo ds (sublis 1) o he leas common (sublis 10). On
he websi e, you can download all he sublis s and ge edi ec ed o language exe cises and o he
use ul websi es. This p ojec has been so success ul ha ex books o academic English a e
based on i , and he e ha e been many ollow-ups. Fo example, he e is he New Academic
Wo d Lis de eloped by Cha les B owne, B en Culligan, and Joseph Phillips in 2013.
9
Wi hou being an e ymologis , how can you assess ha you w i ing is o mal and academic
enough? On he websi e o he EAP Founda ion, whe e you can ind lo s o o he use ul ea u es
o s udy academic English, he e is an AWL Highligh e .
10
You can copy and pas e a piece o
you ex , click on Submi , and you will see how many wo ds ea u ing in AWL you w i ing
con ains.
Example ex (Sloup, 2022, p. 25) analyzed by AWL Highligh e
9
h ps://www.eap ounda ion.com/ ocab/academic/nawl/
10
h ps://www.eap ounda ion.com/ ocab/academic/highligh e /
19
The same ex wi h highligh ed echnical ocabula y
The igu es abo e show he AWL highligh ed wo ds (g ey and yellow). A i s sigh , he e a e
no oo many. Wha also needs o be accoun ed o is he echnical ocabula y, which is
highligh ed in blue. None o hese highligh ed wo ds needs imp o emen . Inspec ing he ex ,
howe e , some wo ds o ph ases which dese e mo e o mal exp ession could be iden i ied:
iden i ica ion is made, o gi e us he bes esul . To ind mo e o mal equi alen s o hese
exp essions, we need a hesau us. The e a e nume ous websi es o use. A sea ch a
hesau us.com immedia ely p oposes se e al meanings in he abs. I selec ed “enac , execu e”
and iden i ied possible mo e o mal al e na i es: iden i ica ion is
conduc ed/es ablished/pe o med/execu ed.

20
The same p ocedu e may be epea ed wi h he wo d gi e. Ye in his case, i migh also be
impo an o conside a ele an colloca ion wi h he wo d esul . A colloca ion is a cus oma y
usage o wo o mo e wo ds nex o one ano he . Colloca ions a e no ixed exp essions, such
as idioms, bu hei co ec use makes language sound na u al. I na i e speake s unde s and
wha you say o hem, bu hey ell you ha i does no sound like good English, you a e no
using co ec colloca ions. You can say ha you ha e expe ienced a huge deal o ouble w i ing
you hesis con eying he idea o “many.” Howe e , he co ec combina ion o wo ds is a g ea
deal o o a good deal o . Such cus oma y combina ions can be ound by co pus analysis
so wa e, e.g., in Ske ch Engine o Language Lea ning (SKELL) a
h ps://skell.ske chengine.eu/. In he abs below he sea ch ba , you can swi ch be ween example
sen ences, simila wo ds ( hesau us ea u e), and “wo d ske ch,” which is a e m his so wa e
uses o he mos equen combina ions o wo ds. By inspec ing he mos equen e bs used
wi h esul as an objec , we can conclude ha inge p in s o good quali y can
yield/p oduce/deli e he bes esul s.
21
Impe sonal e bal cons uc ions and passi e oice
A scien i ic ex p esen s objec i e da a ha a e o be elied on. Fo his eason, any cons uc ion
shaded wi h subjec i ism sounds suspicious o a leas cau ious.
11
To elay he objec i e u h,
impe sonal cons uc ions a e p e e ed. A use ul cons uc ion is i is/was/will be + adjec i e +
o in ini i e as in he examples below.
I was necessa y o implemen hese elemen s in o he p ima y design o he
expe imen .
I may be mo e ad an ageous o use a modi ied me hod in he u u e.
I is use ul o comple e he epo wi h addi ional in o ma ion.
Passi e cons uc ions a e equen ly used i he agen o he ac ion ha he sen ence desc ibes
– mos o en he human subjec – is “ob ious, e y gene al, unimpo an , o unknown”
(Pa e son and Wedge, 2013, p. 83). Conside his example om a Me hods sec ion o a
bachelo ’s hesis; one ex is ew i en in he ac i e oice and he o he emains in he o iginal
passi e.
Re ised in ac i e oice
In he i s s ep, he au ho a e aged he da a
om TH channels (TH 2; 3; 4; 6; 7) so ha
hey yielded a single igu e o an a e age
empe a u e a he su ace o HCP o e e y
gi en ime ame. The au ho did he same
wi h he TC channels. Ano he alue o
in e es was he di e ence be ween he CCP
empe a u e and he empe a u e in he
TVCH, which he au ho measu ed by a
he mocouple in a Hea Flux (HF) senso .
The au ho ob ained a di e ence in he
absolu e alue. In he hi d s ep, he au ho
had o calcula e HF.
O iginal passi e oice
In he i s s ep, he da a om TH channels
(TH 2; 3; 4; 6; 7) we e a e aged o yield a
single igu e o an a e age empe a u e a
he su ace o HCP o e e y gi en ime
ame. The same was done wi h he TC
channels. Ano he alue o in e es was he
di e ence be ween he CCP empe a u e and
he empe a u e in he TVCH, which was
measu ed by a he mocouple in a Hea Flux
(HF) senso . A di e ence in he absolu e
alue was ob ained. In he hi d s ep, HF had
o be calcula ed.
(adap ed om Čapka, 2022, p. 38)
When desc ibing a scien i ic p ocedu e, you eade s a e p ima ily in e es ed in how i was
done, i.e., he s ep-by-s ep p ocedu e i sel . Mo eo e , i is na u ally unde s ood ha i was you,
he au ho , who conduc ed he p ocedu e. Thus, he agen o he ac ion, he au ho , is edundan
o men ion.
The so a p o ided easons o using impe sonal and passi e cons uc ions could be applied o
mos languages. Howe e , you could ha e no iced ha he occu ence o passi e oice is
signi ican ly mo e equen in English han i is in Czech. No ma e wha le el o o mali y we
11
Subjec i e cons uc ions may be used when p edic ing u u e esul s, sugges ing u u e applica ions, o
iden i ying di ec ions o u he esea ch. Ye e en he e, less di ec language is used o “make you iews mo e
measu ed and cau ious” (Pa e son and Wedge, 2013, p. 124). I you say ha you calcula ions may be used in a
pa icula applica ion, you “dis ance you sel o some ex en om he claim,” hus educing he subjec i ism
(Pa e son and Wedge, 2013, p. 124).
22
assume, passi e cons uc ions will always be an essen ial pa o u e ances in English, whe eas
hey will emain a he sca ce in Czech. English makes an ex ensi e use o passi e
cons uc ions in o de o con ey in o ma ion om he au ho o he eade in a ce ain manne .
A go e ning p inciple hus is ha di e en languages use di e en means o achie e he same
e ec .
Ano he logical p oposi ion is ha he easies way o be unde s ood is o s a om a poin
which is well-known bo h o he w i e and he eade and inish wi h a new piece o
in o ma ion – o s a a a common g ound which p epa es he ecei e o he message o
some hing new. As S e en Pinke , a wo ld-known cogni i e psychologis s, pu s i , people
“don’ like i when a ac is hu led a hem om ou o he blue and hey ha e o keep i le i a ing
in sho - e m memo y un il hey ind a ele an backg ound o embed i in a ew momen s la e ”
(2015, p. 131). This leads o a ealiza ion ha he wo mos impo an places in a sen ence a e
he beginning ( he opic, which is known) and he ending ( he commen , which is he new
in o ma ion): “Topic- hen-commen and he gi en- hen-new o de ings a e majo con ibu o s
o cohe ence” (Pinke 2015, p. 131).
Below a e Czech and English examples o sen ences cons uc ed in such a way ha he i s and
he las elemen s a e he same so ha he in o ma ion is o de ed in he same way.
P o eso Hošek zaslal zp á u
g an o é agen uře.
P o esso Hošek sen he epo o
he g an agency.
Zp á u zaslal (p o eso Hošek)
g an o é agen uře.
The epo was sen o he g an
agency.
Zp á u g an o é angen uře zaslal
p o eso Hošek.
The epo was sen o he g an
agency by p o esso Hošek.
G an o é agen uře zaslal (p o esso
Hošek) zp á u.
The g an agency was sen he
epo .
A Czech w i e simply makes use o a mo eable wo d o de and swi ches he posi ions o wo ds.
Because o wo d endings (pa icula ly case ma ke s), i is always clea who he agen is
(p o esso Hošek), which wo d is he manipula ed objec (zp á u), and which wo d is he
ecei e o he objec (g an o é agen uře). An English-speaking w i e , howe e , mus obse e
he subjec - e b-objec ixed wo d o de no o con use he eade . Thus, he only possible way
o o de ing in o ma ion in he same way is using he passi e oice.
The simples , e en hough no he only, pa e n o o de ing in o ma ion in a ex is o s a wi h
wha is known (ma ked g een in he ollowing example) and p oceed o a new piece o
in o ma ion (ma ked ed), which in u n becomes he known in o ma ion s a ing he nex
sen ence and p oceeding o ano he new piece o in o ma ion. The example bellow illus a es
his easy, ye e ec i e, low o in o ma ion which is helped by he use o passi e oice in he
hi d sen ence (These can be pu …).
23
Exis ing games commonly use addi ional ewa d o boos playe
engagemen . Widesp ead ewa ds in gami ica ion a e badges.
These can be pu in a game o be on pe manen display in a locked
o o he wise incomple e s a e which eases playe s o collec and
comple e hem.
(adap ed om Hubík, 2022, p. 6)
Exis ing games → ewa d o boos
Widesp ead ewa ds → badges
These → pe manen display
which → collec and comple e hem
Wha will happen i he hi d sen ence is ansc ibed in o he ac i e oice? Fi s , a subjec –
game p oduce s – mus be in oduced o keep he subjec - e b-objec wo d o de . This subjec
is, howe e , unnecessa y o he message he au ho wan s o co ey and, wha is mo e
impo an , eme ges unexpec edly, su p ises he eade s, and hus in e up s he smoo h p ocess
o eading. The e is no connec ion be ween he badges as ewa ds o gaming and he game
p oduce s in he example below.
Exis ing games commonly use addi ional ewa d o boos playe
engagemen . Widesp ead ewa ds in gami ica ion a e badges.
Game p oduce s pu hese in a game
so ha hey a e on pe manen display in a locked o o he wise
incomple e s a e which eases playe s o collec and comple e hem.
Exis ing games → ewa d o boos
Widesp ead ewa ds → badges
Game p oduce s → hese
hey → pe manen display
which → collec and comple e hem
One mo e side e ec o his un o una e ans o ma ion is making his passage much longe ,
which is agains he b e i y o exp ession p e e ed in academic w i ing.
Use o I
Wha has been explained abo e necessa ily leads o he conclusion ha he passi e oice is he
main exp ession used in academic w i ing, omi ing he au ho and diminishing his o he ole.
Wha can ne e be done in English, bu is equen ly used in Czech academic w i ing, is he use
o plu al we o achie e objec i i y. The Czech language uses we because o i s limi s in he
passi e oice. English, on he o he hand, has ha dly any limi s in his ega d, which is why he
passi e oice mus be used whene e possible as in he example below.
12
12
The only excep ion is pu ely ma hema ical w i ing (see sec ion 6.4). Ma hema ics uses o mulaic language like
“we deno e” o “le us de ine” as s anda d exp essions o in oducing equa ions and in e ing p oo s.
30
example o he numbe o egional adio s a ions. Finally, he concluding sen ence s esses he
abili y o ge ing news quickly and ocusing on e en s which o he wise would no be o na ion-
wide in e es .
In he example o a agmen ed pa ag aph below, he au ho s a s wi h a opic sen ence which
ells he eade s ha he pa ag aph will gi e hem in o ma ion on he e alua ion o da a al eady
discussed abo e, his ime applied o he speci ic case o ae odynamic loads. Such a opic
sen ence is qui e sa is ac o y. Howe e , he whole ex is a desc ip ion o one p ocess, meaning
ha i ep esen s one idea. Thus, se ing o e e y s ep in he p ocess in o i s own pa ag aph
wi h he leng h o one o wo sen ences hinde s unde s anding. The agmen a ion is u he
unwi ingly emphasized by a combina ion o wo g aphical de ices – inden a ion and la ge
space.
F agmen ed pa ag aph
Co ec ed pa ag aph
When i comes o he inal e alua ion
o ae odynamic loads da a, he
app oach is he same o all cases. The
only di e ence is in he numbe o
measu ed poin s – di e en eloci ies
measu ed.
As was men ioned abo e, he
measu ing p ocess consis s o : (a)
ze o alues be o e wind unnel is
u ned on, (b) measu ed da a o a
gi en speed, and (c) ze o alues a e
wind unnel was u ned o .
He e, only he gene al p ocess
is shown. Mo e de ailed in o ma ion
can be ound in appendix C.2.
The i s s ep o he e alua ion
is a e aging he measu ed alues o e
he en i e measu ing pe iod.
The nex s ep is o sub ac he
a e age ze o alues om alues a
di e en eloci ies. A e ha , hese
alues a e mul iplied by he balance’s
calib a ion ma ix. This s ep yields
momen alues a poin s o s ain
gauge b ides. These momen s a e
mul iplied again by a ans o ma ion
ma ix ha ans o ms momen s a
s ain gauge b idges in o loads ac ing
a he model a achmen poin .
A his poin , loads ac ing
sepa a ely on a balance a e
sub ac ed. Then he calcula ed alues
a e componen s o ae odynamic load
When i comes o he inal e alua ion
o ae odynamic loads da a, he
app oach is he same o all cases. The
only di e ence is in he numbe o
measu ed poin s – di e en eloci ies
measu ed. As was men ioned abo e,
he measu ing p ocess consis s o : (a)
ze o alues be o e wind unnel is
u ned on, (b) measu ed da a o a
gi en speed, and (c) ze o alues a e
wind unnel was u ned o ( o
de ailed in o ma ion see appendix
C.2.). The i s s ep o he e alua ion
is a e aging he measu ed alues o e
he en i e measu ing pe iod. The nex
s ep is o sub ac he a e age ze o
alues om alues a di e en
eloci ies. A e ha , hese alues a e
mul iplied by he balance’s
calib a ion ma ix. This s ep yields
momen alues a poin s o s ain
gauge b ides. These momen s a e
mul iplied again by a ans o ma ion
ma ix ha ans o ms momen s a
s ain gauge b idges in o loads ac ing
a he model a achmen poin . A his
poin , loads ac ing sepa a ely on a
balance a e sub ac ed. Then he
calcula ed alues a e componen s o
ae odynamic load ac ing a he model
a achmen poin . This has o be
ans o med in o loads ac ing a he
o igin o he coo dina e sys em

31
ac ing a he model a achmen poin .
This has o be ans o med in o loads
ac ing a he o igin o he coo dina e
sys em de ined in sec ion 7.1.
Las bu no leas ,
dimensionless coe icien s as de ined
in sec ion 7.1.2 can be calcula ed.
Again, o de ailed
desc ip ion o he e alua ion see
appendix C.2.
(F yš ák, 2016, p. 104–05)
de ined in sec ion 7.1. Las ly,
dimensionless coe icien s as de ined
in sec ion 7.1.2 can be calcula ed.
My co ec ion o his ex is e y s aigh o wa d. I joined he sen ences in o one pa ag aph and
kep only he ini ial pa ag aph inden a ion. Fo he sake o s yle, I also eplaced he no oo
o mal exp ession “las bu no leas ” wi h “las ly” and sho ened he sen ence-long e e ences
o an appendix in o a ph ase in b acke s.
Conclusion
A conclusion is much mo e han only a summa y. The main unc ion o a conclusion is o
p o ide a c i ical e alua ion o he inspec ed issue. E en hough you w i ing up o now migh
be s ic ly desc ip i e, you conclusion mus syn hesize, assess, o ca ego ize he discussed ac s
o issues in such a way ha he eade s can easily ep oduce he main idea and i s suppo ing
p oo s. Also, he eade s mus ha e he imp ession ha he ex was wo h eading because a e
eading i , hey now unde s and he issue a hand.
Conclusions also ha e h ee elemen s, he sequence o which is logically e e sed han i is in
he in oduc ion. We s a wi h he mos speci ic poin and open up o gene aliza ions:
1 Res a ing he hesis s a emen : A e eading a long piece o ex ull o de ails, he
eade s mus be eminded o wha exac ly he ex was ying o p o e. Thus, he i s
sen ence in a conclusion ypically es a es he hesis s a emen . Whe e he in oduc ion
inished, he conclusion begins.
2 Summa y o he main poin s: The middle pa con inues he hesis es a emen and
p esen s he main poin s ( ypically esul s o you esea ch) oge he wi h he assessmen
o hei alidi y (including limi a ions). This pa ypically ea u es e alua i e
adjec i es, such as essen ial, signi ican , o in aluable.
3 Opening up: The las pa o a conclusion p esen s a la ge , mo e gene al, and usually
u u e-o ien ed ou look. This may be a summa izing opinion, a sugges ion o u u e
p ac ice, a ecommenda ion o imp o emen , implica ions o o he a eas o in e es , o
p edic ions o he u u e.
Wha mus ne e occu in a conclusion is a leng hy desc ip ion o backg ound like in he
in oduc ion, mo i a ion o w i ing he ex ( oo la e), and comple ely new ac s.
1By a ge ing e y speci ic audiences, ha ing a
p og am adap able o pa icula egions o a
coun y, and being cheap, he adio has p o en
o be an essen ial means o communica ion
1 Thesis es a emen
32
i eplaceable by he na ion-wide ele ision o
global in e ne . 2Radio s a ions wi h hei ocus
on e y pa icula a eas o in e es can each
e y pa icula audiences, by p o iding a ic
b oadcas , speci ic music choices, o e en a
eligious ocus. Radio can e y quickly
p o ide in o ma ion ele an o a speci ic
egion, o e en a ci y, which would no be o
any in e es o na ion-wide b oadcas . Finally,
no only is se ing up a adio s a ion a much
cheape endea o han a TV s a ion, bu
nowadays people ha e a buil -in adio ecei e
in hei mobile phones, making e e ybody a
po en ial audience wi hou he need o in es in
addi ional expensi e equipmen . 3Fo all hese
easons, adio b oadcas is unlikely o
disappea in he nea u u e.
2 Summa y o main poin s
3 Fu u e p edic ion
The example abo e p esen s a possible conclusion o he essay discussing he bene i s o adio.
Fi s , exac ly he same h ee poin as in he hesis s a emen in he in oduc ion a e epea ed,
e en hough in sligh ly di e en wo ds. Second, he mo e pa icula poin s, which p o ide a
suppo o he hesis s a emen , a e summa ized. Finally, a p edic ion o he u u e is o e ed.
No e also he use o e alua i e exp essions: essen ial, ele an , cheape , expensi e, and
unlikely.
Wha o emembe
• Each ex is go e ned by numbe 3.
o Tex : in oduc ion, body, conclusion.
o In oduc ion: hook, connec ing in o ma ion, hesis s a emen .
o Body pa ag aph: opic sen ence, suppo ing sen ences, concluding sen ence.
o Conclusion: es a ing he hesis s a emen , summa y o main poin s, opening up.
• In oduc ion s a s o m gene al in o ma ion abou he opic and inishes wi h he mos
speci ic in o ma ion, i.e., he hesis s a emen .
• Conclusion s a s wi h he speci ic hesis s a emen and opens up o mo e gene al
e alua ion o u u e p edic ion.
33
5 S uc u e o he bachelo ’s hesis
5.1 Ti le
Gene a ing a good i le is a skill ha ha akes some ime o acqui e. A good i le canno be oo
gene ic. I mus be in o ma i e enough so ha he eade s know wha exac ly hey will be
eading abou . This is exac ly he p oblem wi h many uni e si y se ings (no exclusi ely BUT)
whe e s uden s a e equi ed o make hei selec ed opic o he bachelo ’s hesis also i s i le.
Topic mus be gene ic enough so ha se e al s uden s can w i e abou he same issue om
di e en pe spec i es o ocusing on di e en pa s o he same opic. The guidelines ha ollow
a e hus applicable o he si ua ion when you can in en you own i le. Ask you supe iso i
i is possible. I no , I do no ecommend ansg essing he ules.
A good i le has se e al unc ions (Hai s on and Keene, 2003, p. 73; Wallwo k, 2011, p. 163):
• I p edic s he con en o he ex .
• I ca ches he a en ion o he igh ype o eade s and is immedia ely comp ehensible
o hem.
• I e lec s he one o he piece o w i ing (i.e., se iously academic and scien i ic in his
case).
• I con ains keywo ds ha make i accessible by a compu e sea ch.
To se you i le apa om he gene al opic, you can ollow he usual scien i ic p ac ice and
say wha you exac ly do wi h he opic. A e you analyzing i , p o iding a su ey, o e alua ing
i ? Thus, wo ds like analysis, su ey, o e alua ion can s a a i le. Booksha ing: A mobile
applica ion o sha ing books (adap ed om Baláž, 2023) is an insu icien i le because he
eade does no know wha was ac ually done wi h he applica ion. Did he au ho c ea e i o
added some ea u es o i ? Booksha ing: A de elopmen o a mobile applica ion o sha ing
books would be a mo e e ealing i le.
Howe e , he e a e wo p oblems. Fi s , such i les usually need an inde ini e a icle when used
in he singula unless hey a e uncoun able. The uncoun able ones a e, o example, esea ch,
lack, eedback, equipmen . Second, hese nouns a e no always ollowed by o as mos s uden s
assume.
Ti les s a ing wi h coun able nouns
An analysis o compu a ion demands on sel -co ec ing codes16
A classi ica ion o domain names gene a ed by DGA
A p oposal o a ool/me hod/ins umen o p ocessing spo s ideos
An inqui y/in es iga ion in o long-dis ance bel anspo
A ma hema ical solu ion o a ne wo k designing p oblem
An examina ion o was e hea s o age sys ems
A su ey o p ecision o ging echnologies
16
Lo s o nouns, like analysis, may be bo h coun able and uncoun able. When hey e e o he p ocess (o
analyzing), hey a e uncoun able. Howe e , when hey e e o he esul o he p ocess, hey a e coun able. As
you bachelo ’s hesis p esen s he inal esul o you wo k, hese nouns should be used as coun able in he i le.
34
An e alua ion/assessmen o hea sou ces o a amily house
A design o a mulche o he agg ega ion wi h a ac o
A e iew o unce ain y quan i ica ion in Deep Lea ning
Ti les s a ing wi h uncoun able nouns
Resea ch in/on/in o he mal con ol sys ems o mic osa elli es
Quan i ica ion o calo ime ic da a
Op imiza ion o he cold-sp ay me hod by hea ea men
Visualiza ion o neu oe olu ion in neu al ne wo k lea ning
Wha is o be, howe e , a oided in i les a e ei he oo many o s uc u es o long s ings o
nouns. Bo h a e di icul o comp ehend. Bo h sho comings can be ixed by including -ing
s uc u es. No only do ge unds make he i le mo e comp ehensible, bu hey also make i mo e
dynamic and eye-ca ching. Ge unds a e e bal o ms and e bs exp ess ac ions which in ol e
he eade .
O iginal e sions
An implemen a ion o algo i hms o
he compensa ion o he e ec o
linea accele a ion
An implemen a ion o linea
accele a ion e ec compensa ion
algo i hms
Re ised e sion
Implemen ing algo i hms o
compensa ing he e ec o linea
accele a ion
You can also capi alize you i le by pu ing each ini ial le e in he uppe case. The only wo ds
which a e no capi alized a e a icles, p eposi ions, and conjunc ions (and, o ). Howe e , i you
choose o capi alize he i le o you bachelo ’s hesis, you mus be consis en and capi alize
i les and sub i les o all you chap e s h oughou he whole ex .
Uncapi alized i le
A ma hema ical solu ion o a
ne wo k designing p oblem
Capi alized i le
A Ma hema ical Solu ion o a
Ne wo k Designing P oblem
Wha o emembe
• Follow he guidelines o you acul y.
• I you can c ea e you own i le, y o speci y he pe o med ac i i y by a noun ph ase
o an -ing cons uc ion.
35
5.2 In oduc ion
The e is much mo e o an in oduc ion han in oducing he opic o you w i ing. An
in oduc ion o a bachelo ’s hesis, o any o he academic ex , has se e al pu poses. Bailey lis s
hese (2006, p. 52):
• o de ine some o he mos impo an e ms (usually included in he i le),
• o gi e you opinion on he opic,
• o show ha you ha e ead esea ch on he opic,
• o show ha he opic is impo an o w i e abou ,
• o explain which pa s o he opic you will deal wi h and which no and also why,
• o ge he eade ’s a en ion
• o show how you in end o o ganize you ex .
I will add h ee mo e pu poses which a e he Achilles heel o many Czech s uden s:
• o b ie ly and succinc ly o mula e he p oblem o you bachelo ’s hesis,
• o sugges a solu ion o his p oblem,
• o p ecisely exp ess he aims o you esea ch.
Wha was said abou in oduc ions in he Tex essen ials sec ion is s ill ue. An in oduc ion o
you bachelo ’s hesis has h ee pa s – hook, connec ing sen ences, and hesis s a emen .
Howe e , wha exac ly should be included in each, especially in he connec ing sen ences, and
how o phase each pa will be discussed he e.
Hook
The hook is he i s sen ence in he in oduc ion whose unc ion is o ge you eade s’ a en ion.
Making eade s in e es ed in wha you ha e o say means appealing o hem and ying o
pe suade hem. I all goes back o good old A is o le who iden i ied h ee modes o pe suasion:
e hos de i ed om p esen ing he cha ac e o he au ho in a o able ligh , pa hos awakening
emo ional esponse in he audience, and logos employing he logic and appealing o he a ional
capaci ies o he audience (Kennedy, 1991, p. 119). All ex s ea u e all h ee appeals, ye each
o a di e en deg ee. E hos is ypical o poli ical speeches whe e he audience mus belie e
ha he speake eally means wha he o she p omises. In science, expe ienced esea che s build
up hei e hos by doing eliable esea ch and u h ully epo ing on i in pee - e iewed jou nals.
Ye , as an unde g adua e s uden you ha e no done any esea ch ye , so you canno possibly
e e o i a he beginning o you hesis. Pa hos is he leas ep esen ed appeal in scien i ic
w i ing; emo ions do no play a ole. Pa hos, on he con a y, is sui able o es i e occasions.
A you g adua ion ce emony, when he ice-dean gi es a sho speech celeb a ing all he e o s
you ha e exe ed in o de o inish you s udies, which will make you pa en s p oud and pain
you u u e b igh , he o she will be employing pa hos. Finally, logos is he bes choice o
science eade s. You p ima y eade s, he supe iso and he e iewe , will abo e all be
in e es ed in he con en o you wo k and how you ha e p ocessed i . This means ha he bes
s a egy o s a you in oduc ion is o employ keywo ds and pu hem as close o he beginning
o he i s sen ence as possible. This will ensu e ha you eade s will immedia ely know wha
hey ead abou , and i will ul ill hei expec a ions.

36
This is a ypical pa e n o in oduc o y sen ences in scien i ic w i ing (Bailey, 2015, p. 76):
Time ph ase
Topic o you hesis
exp essed in keywo ds
De elopmen
Since 2008,
elec ic ca s
ha e become a se ious
comme cial p oposi ion.
Cu en ly,
elec ic ca owne ship
domina es only in No way
ou o all EU coun ies.
Such sen ences say ha he opic o you bachelo hesis is impo an in nowadays si ua ion.
The i s ime ph ase is hus connec ed o he p esen : cu en ly, ecen ly, a p esen , nowadays,
since 2008, in he las 15 yea s. The ime ph ase is ollowed by he opic (being one o you
keywo ds), and he de elopmen o eshadows a p oblem.
Lo s o heses o e en scien i ic publica ions s a wi h ph ases like: This hesis deals wi h …,
In his pape we will examine …, The aim o his bachelo ’s hesis is …. While he main unc ion
o he i s sen ence is p ese ed, i.e., announcing he opic o w i ing, he mos impo an piece
o in o ma ion ha ge s he eade ’s a en ion, he keywo ds, is delayed un il he end o he
sen ence. Mo eo e , such beginnings a e so common ha “you a e no di e en ia ing you sel
om he o he s” (Wallwo k, 2011, p. 184).
This is no o say ha you canno employ a bi o pa hos. Wi h cau ion, pa hos en icing a su p ise
o humo in he eade s can se e as a e y e ec i e hook. Conside hese h ee examples:
Tesla is no he mos equen ly
sold elec ic ehicle, con a y o
wha mos Eu opeans o
Ame icans hink.
This hook may be su p ising o mos
wes e n-wo ld eade s as Tesla is he
eponymous elec ic ca make . A e his,
he au ho may go on and s a e ha he
mos equen ly sold elec ic ehicle in
he wo ld is he Chinese make BYD and
possibly con inue o a compa a i e s udy
o a ious ea u es o elec omobili y.
The u u e is no se .
(Kůdela 2014, p. 8)
Since he au ho deals wi h s ochas ic
op imiza ion, which an i e a i e me hod
in compu a ional ma hema ics whe e
e en he sligh es measu e o andomness
can change he inal esul immensely, he
op ed o a amous quo e om The
Te mina o , which is he i s sen ence o
he ilm’s p ologue. Recognizing he
quo e will de ini ely aise a eeling o
pleasu e and un in he eade .
37
The quan um ield heo y has
become a ba le ield among
cu en scien is s.17
Ano he ex dealing wi h heo e ical
physics plays upon he wo d pun o ield
– ba le ield, which is no only amusing
bu also s a es a ac abou he
innume able dispu es in his a ea o
science.
T u h is ha he less p ac ical and he mo e heo e ical he opic o a ex is, he easie i is o
employ pa hos and make he opening s a emen in e es ing. Rega dless o his, all h ee hooks
e ec i ely appeal o he eade s logos as he i s wo ds a e hei keywo ds d awing a en ion
o hei subjec ma e .
Connec ing sen ences
The connec ing in oduc ion sen ences ypically include his in o ma ion:
• con ex , backg ound o he p oblem, na owing down he opic owa ds he esea ched
issue,
• e iew o he cu en s a e o he a o a ailable li e a u e on he p oblem, which leads
o he iden i ica ion o a gap in he cu en esea ch ha needs o be ocused on and
ha becomes he opic o he pa icula ex ,
• he impo ance o his esea ch.
I we adap he s uc u e o he bachelo ’s hesis, we ha e o bea in mind one hing – he
p ac ical ask ha subs i u es he ac ual esea ch may no be comple ely o iginal, which is why
you will no be p obably sea ching o a gap in he cu en esea ch. Ne e heless, you s ill need
o emphasize how impo an he a ea o s udy is, wha indus ial o echnical po en ial i has
and ha by he p ac ical ask you a e con ibu ing o he cu en s a e o he a . Also, as mos
o you bachelo ’s hesis is he s a e-o - he-a su ey, i is ele an o poin ou he mos
p ominen ends, concep s, de elopmen s, o heo e ical pa e ns, and also which o hese you
p ac ical ask ollows. The adap ed s uc u e o he middle pa o he in oduc ion may look
like his:
• con ex , backg ound o he p oblem, na owing down he opic owa ds he esea ched
issue,
• b ie iden i ica ion o he mos p ominen ends, concep s, de elopmen s, o heo e ical
pa e ns and saying which ones a e ele an o you p ac ical ask,
• he impo ance o you a ea o s udy.
Thesis s a emen
The hesis s a emen is he inal and he mos impo an pa o he in oduc ion as mos eade s
o academic li e a u e simply ead he las ew sen ences o he in oduc ion o ind ou wha
he aims o he pape a e, wha app oach owa ds he esea ch p oblem he au ho adop ed, and
in which o de he indu ial aims a e p esen ed. Fo his eason, equen ly he aims o he
bachelo ’s o mas e ’s heses a e se apa om he p eceding pa s o in oduc ion as a sepa a e
17
I ha e o admi ha his hook has been in en ed by one o my doc o al s uden s. Howe e , I ha e no been able
o ind his mas e ’s hesis whe e his ingenious sen ence allegedly appea s.
38
chap e . E en i you do no make a sepa a e chap e , he hesis s a emen will be se apa as he
las pa ag aph o you in oduc ion.
Le us inspec an example o wo hesis s a emen s in which s uden s a e o exp ess whe he
hey ag ee o disag ee wi h he ollowing quo a ion, o wha ex en , and suppo hei opinions
(Chazal and McCa e , 2012, p. 62): “Some adi ional subjec s, o example his o y, a e
becoming less impo an in oday’s echnology and business o ien ed wo ld. Uni e si ies should
he e o e ocus on subjec s such as enginee ing which will ha e he maximum economic
impac .”
Fi s ly, he social and economic
easons why i is impo an o
keep adi ional subjec s a
uni e si ies a e examined. This
is ollowed by an analysis o
why su icien b ead h in he
uni e si y con inuum canno be
p o ided by a na ow ocus on
subjec s such as enginee ing.
This hesis s a emen clea ly exp esses a
con adic o y opinion owa ds he quo e
abo e. I uses sequence s ( i s ly, his is
ollowed) o poin ou he o de o discussed
poin s and also e bs ypical o hesis
s a emen s (examine, p o ide). The
ph asing uses p esen simple (a e examined,
is ollowed, canno be p o ided), which is
one o he ypical e b enses o
in oduc ions.
This epo will ocus on he
impo ance o science,
medicine, and echnology in
oday’s globalized economy
and discuss he ex en o which
uni e si ies a e expec ed o
e lec he eali y be o e
sugges ing some long- e m
expec a ions.
This hesis s a emen links he p og essi e
subjec s wi h globaliza ion, which speaks
o hei impo ance. I does no make use o
sequence s bu simply a anges he
indi idual poin s in he same o de as hey
will appea in he ex . Once again i uses
ypical e bs o hesis s a emen s ( ocus,
e lec , sugges )18 and u u e simple (will
ocus), which is a comple ely accep able
ense as he eade is only abou o ead he
body o he ex .
As he abo e examples we e aken om he ealm o humani ies, he e is ano he example. This
is an in oduc ion o a bachelo ’s hesis dealing wi h deep lea ning o image s i ching.
1A pano ama is a b oad pe spec i e o a physical
a ea, ypically ep esen ed by a pho og aph o
pain ing. 2Taking pano amic pic u es is well
known o almos e e y sma phone use . Such
pic u es can be challenging due o a ious
s uggles. Obscu i ies, like he p ope mo emen
o he came a, uns eady hands, shallow dep h o
ield, and lens dis o ion, a e e y common. All
o hese p oblems can c ea e no iceable seams o
dis o ed pic u es. 3Ye e en wi h ama eu skills,
ou comes a e usually su icien as he p ocess o
1 The hook is a de ini ion,
which is a good s a egy.
I may no be su p ising
bu i de ini ely s a s wi h
he mos impo an
concep exp essed in a
keywo d.
2 The backg ound
downscales o a p oblem.
18
Ve bs ypically used in hesis s a emen s and o he ph ases o exp essing cogni i e concep s (e.g., compa isons
o composi ions) can be ound in sec ion 6.9.
39
image-s i ching is unning in he backg ound o
he de ice. One can c ea e a seamless image wi h
he assis ance o eal- ime s i ching. Se e al
images wi h o e lapped ields need o be aligned
as pa o he image-s i ching p ocess. This
p ocess and i s a ious app oaches will be he
ocus o his bachelo ’s hesis.
4Image s i ching plays an impo an ole no jus
in pho og aphy bu in many o he p o essions as
well. I has applica ions in i ual eali y,
gaming, su eying, secu i y, and su eillance. In
he medical indus y, s i ching is also essen ial
when i comes o asks like aking X- ay images.
I is also essen ial o he p ocedu e ha
gene a es mic oscopic images o he highes
quali y. The p ecision o pano amic
image-making needed in such p o essions elies
on aining neu al ne wo ks o s i ch he images
seamlessly.
5The main goal o his hesis is o use he powe
o Supe Poin and Supe Glue neu al ne wo ks o
c ea e a g id ma ching pipeline o mic oscopic
images. Supe Poin and Supe Glue will be
e alua ed and compa ed o handc a ed
app oaches, such as SIFT. Du ing he p ocess o
ge ing amilia wi h image s i ching and neu al
ne wo ks, a ious expe imen s we e conduc ed
and e alua ed. The expe imen s consis ed in
aining he neu al ne wo ks on a ious asks,
such as keypoin de ec ion and homog aphy
es ima ion.
(adap ed om D žíko á, 2023, p. 2)
3The solu ion is
emphasized o be
wo hwhile in es iga ing
and pe ec ing.
4 The impo ance o he
solu ion is suppo ed by a
a ie y o applica ions.
5 The hesis s a emen
clea ly s a es ha he
wo k’s aim is a
compa ison o wo ypes
pano ama so wa e.
“Ge ing amilia ” was he
i s s ep, i.e., a e iew o
cu en ly a ailable
p oduc s, and aining
neu al ne wo ks in some
pa icula asks was he
second s ep.
Wha o emembe
• Typical s uc u e o a bachelo ’s hesis in oduc ion: hook, backg ound downscaling o
a p oblem, p ac ical solu ion and i s impo ance, hesis s a emen .
• Place you keywo ds as close o he beginning o he i s sen ence as possible.
• In he connec ing sen ences, iden i y he leading ends and de elopmen s in you a ea
o in e es and poin ou which a e he ones ha you p ac ical ask is based on.
• The hesis s a emen , he mos impo an pa on in oduc ion, is he las ew sen ences,
p e e ably se apa as a sepa a e pa ag aph o e en a chap e . He e you s a e he aims
o you hesis and in which o de you will deal wi h hem.
46
5.5 Resul s and Discussion
When i comes o epo ing esul s, ha dly anybody doub s wha his pa is abou . Ne e heless,
esul s mus be accompanied by hei discussion, which is a s umbling block in he way o a
success ul hesis. When p esen ing esul s, you choose hose esul s which a e ep esen a i e,
decide on he sequence in which you will p esen hem and whe he hey a e signi ican enough
o be also p esen ed in a isual manne (g aphs, ables, pho og aphs, e c.). Each ac ual
s a emen o esul s is, howe e , o be discussed, i.e., e alua ed, assessed, o compa ed. Wha
a e hus he main ques ions o you o conside and answe in he discussion?
• Do you esul s ul ill he aims o you bachelo ’s hesis? O did you possibly di e ge
om he se asks?
• Do you esul s con i m you expec a ions be o e you s a ed he p ac ical pa ?
• How do you esul s compa e wi h hose o o he esea che s? Re e back o he
s a e-o - he-a sec ion and say which esul s a e in ag eemen wi h he cu en
de elopmen s and which a e no and possibly why.
• Wha do you esul s mean? Always commen on hem in a quali a i e manne , in e p e
hem.
• When doing he p ac ical pa , we e he e any unexpec ed hinde ances? How did you
deal wi h hem? Did you manage o o e come hem, o did hey ha e an impac on you
esul s?
• How can he encoun e ed limi a ions be elimina ed in he u u e?
• We e he e any nega i e esul s? Wha we e hey caused by and how can hey be
amended?
• Does you p ac ical ask ha e any implica ions o he indus ial p oduc ion?
Language o Resul s
You did he p ac ical ask and ob ained esul s be o e you s a ed w i ing he hesis, which is
why his pa is w i en in he pas e b ense, ypically pas simple, in a combina ion o passi e
and ac i e oices. In he ex below, he au ho uses pas simple and con inuous, ac i e and
passi e, o epo esul s, and hen he s a es he so- a -in- he-li e a u e-undiscussed echnical
e o s, which is exac ly he discussion pa . He also iden i ies whe e exac ly and why hose
e o s happened, which is ano he ypical ea u e o discussions.
The Wo dChain applica ion was dis ibu ed o a es ing g oup o eigh use s
by an access link o limi ed public es ing on Google Play app s o e6. Each
use was unning he app on his o he own And oid sma phone. The es ing
p ima ily ocused on he online game i sel , bu eedback was also collec ed
abou he use in e ace and accompanying ea u es.
[…]
Use es ing e ealed p e iously undisco e ed echnical issues, p edominan ly
wi h use in e ace on de ices wi h di e en display a ios and sys em
con igu a ions (such as di e en And oid e sions and ex size se ings) and
se e al e o s ela ed o eal- ime communica ion implemen a ion.
(adap ed om Hubík, 2022, p. 43)

47
Commen ing on igu es
The ule o humb is ha he ex and isuals accompanying i ( igu es, ables, g aphs,
pho og aphs, e c.) a e complemen a y, which means ha bo h combined oge he make up a
whole uni o meaning. This ule has se e al implica ions:
• All isuals mus be e e ed o in you ex . You canno include a igu e wi hou
commen ing on i .
• A igu e should be placed as close o i s commen a y as possible. E en hough, o
example in he discussion, i migh be necessa y o e e back o an ea lie igu e, i s
p ima y commen a y, he ex whe e you e e i o he i s ime, is igh abo e o below
i .
• Wha you say in he ex is in o ma ion which canno be easily ead jus by looking a
he igu e. I you ex says basically he same hing as he legend below he igu e, i is
edundan .
• You ex ual desc ip ion o a igu e mus be i s in e p e a ion, e alua ion, and discussion.
I , a e eading he app op ia e commen a y on he igu e, you eade s ill has o inspec
i closely and make in ellec ual e o o de i e i s meaning, you ha e ailed.
Below a e wo pa ag aphs o igu e commen a y om a mas e ’s hesis on a design o a so wa e
applica ion which, ins alled in a sma phone wi h a came a, helps body builde s exe cise
co ec ly. The pa ag aph abo e he igu e is made up o only wo sen ences. No only is his
ha dly su icien in o ma ion, bu he ex only announces wha can immedia ely be ead in he
igu e’s labels and cap ion. Ac ually, he cap ion p o ides mo e in o ma ion han he pa ag aph
ex , which is no co ec . The main ocus should always be shi ed o he hesis ex a he han
addi ional in o ma ion in he igu e cap ion. Mo eo e , he au ho does no commen on he
eason why he included g aphs o bo h he absolu e and smoo hed de ia ion. Is he in o ma ion
abou he absolu e de ia ion eally necessa y? I so, i mus be s a ed why.
In Figu e 7.10 we can see he esul s o he eloci y calcula ed on mul iple
de ices along wi h he measu emen o Qualisys and he absolu e de ia ion
om he measu emen o Qualisys. De ails abou used de ices a e desc ibed
in Appendix D.
Figu e 7.10. Resul s o compa ison expe imen s wi h Qualisys mo ion cap u e sys em.
The eco dings we e eco ded wi h he main back came a in p esen modes and
compu ed om h ee epe i ions o deadli exe cise. The black dashed line indica es
he Qualisys measu emen , which is assumed o be g ound u h.
48
Du ing expe imen s wi h mul iple de ices (Figu e 7.10), de ia ion om
g ound u h was ound. A e he examina ion o he de ices, a possible
co ela ion was disco e ed be ween he ocal leng h o he came a and he
magni ude o he de ia ion. […] A e a ious e alua ions o OHP exe cises
om se e al sessions, i was ob ious ha he came a’s ocal leng h does no
impac he de ia ion, o a leas i is no he majo issue. Field expe imen s
showed comple ely di e en esul s. Theo e ical compu a ions in he
GeoGeb a ool8 can be ound in Appendix H. We ound ou ha he main
p oblem is p obably he di e en angle and pe spec i e changes.
(adap ed om Klem, 2024, p.73)19
The pa ag aph below he igu e, howe e , gi es mo e aluable in o ma ion abou a possible
cause o de ia ion which canno be seen only om he igu e. Thus, i is impo an o s a e i ;
o he wise, he eade s could make hei own assump ions which could be absolu ely w ong.
This ype o commen a y is uly essen ial o unde s anding he ole o he igu e.
The e is one mo e s ylis ic sho coming. Bo h pa ag aphs include e y long e e ences o he
igu e (In Figu e 7.10 we can see…) and appendix in o ma ion (Theo e ical compu a ions in
he GeoGeb a ool8 can be ound in Appendix H.). In he i s case, he long sen ence beginning
poses a delay om eading he impo an in o ma ion a he han emphasizes i . In he second
case, he whole inse ed sen ence in e up s he p ocess o eading and dis ac s he eade ’s
a en ion.
In he esul s and discussion sec ion, you only e y a ely dedica e a whole pa ag aph o he
desc ip ion o one igu e. You ollow he line o hough which bes sui s he p esen a ion o
esul s and whe e e necessa y you e e o isual ma e ial illus a ing he poin in ques ion.
Fo his eason, i is o en e y dis ac ing in oducing e e ences o igu es by whole clauses,
such as As can be seen in Fig. xx, In Fig. xx we can see, o Fig. xx shows. The key is o be as
succinc as possible in e e encing and a he ocus on he con en o he igu e. This s a egy
was nicely adap ed by he au ho a he beginning o he second pa ag aph whe e he igu e is
e e ed o only in b acke s. Re e ences o appendix could go ei he o he end o he pa ag aph
o , mo e app op ia ely, o oo no es.
Wha o emembe
• Choose only ep esen a i e esul s and decide on he bes o de o p esen hem.
• Only uly signi ican esul s a e p esen ed in a isual manne .
• Each piece o in o ma ion in he esul s mus also be e alua ed, assessed, o compa ed.
• The commen a y on a igu e mus be as close o he igu e as possible.
• The igu e and i s commen a y p esen complemen a y in o ma ion. Figu es p esen
ac ual in o ma ion, commen a y hei in e p e a ion.
• Make you ex ual e e ences o igu es as b ie as possible.
19
Figu es ep oduced wi h au ho ’s pe mission.
49
5.6 Conclusion
A conclusion is much mo e han a summa y. I he goal o he ex ended li e a u e esea ch is o
c i ically assess he s a e o he a , in he conclusion you mus p esen a syn hesis and e alua ion
o he cu en knowledge and highligh which heo ies, ends, o me hods we e used as a basis
o you p ac ical ask. Also, he esul s o you p ac ical ask mus be e alua ed agains he
aims o you bachelo hesis. Did you eally ul il hem all o o wha ex end? Once again, he
key o saying whe he you conclusion is well w i en is o iew i om he eade ’s poin o
iew. Imagine ha he e iewe o you bachelo ’s hesis will i s ead he in oduc ion and
conclusion be o e inspec ing he emaining ex , as i usually happens. Will he o she ind all
he essen ial in o ma ion and i s c i ical e alua ion in hese wo pa s?
A ypical conclusion ollows a e e se logic o ha o he in oduc ion. I s a s wi h he mos
speci ic poin and opens up o mo e gene al i ems. The s uc u e o a ypical conclusion is he
ollowing one:
1 a e isi o he hesis s a emen o a eminde o he goal,
2 a b ie summa y o he mos impo an poin s, bo h heo e ical and p ac ical,
3 an e alua ion o he impo ance o he indings,
4 limi a ions o he s udy and sugges ions o imp o emen ,
5 an iden i ica ion o he u u e di ec ion o esea ch, possible p ac ical applica ions,
o ecommenda ions.
A conclusion ne e ea u es a gene al opic and backg ound desc ip ion as in he in oduc ion,
mo i a ion o w i ing, o comple ely new da a.
Language o conclusions
In he conclusion, you ypically e e back o (a) he esea ch ac i i ies you did be o e you
s a ed w i ing you hesis and (b) wha you ha e jus w i en and you eade has jus ead. This
dis inc ion is also mi o ed in g amma by he use o e b enses. When you p esen he
summa y o you indings, you use pas simple as in he esul s sec ion. Howe e , he i s
sen ence o a conclusion usually s a es wha has jus been w i en o ead, hus using p esen
pe ec . Conside he ollowing example:
The hesis has p esen ed an algo i hmic solu ion o e alua ing he quali y o
dac yloscopy aces based on s a is ical and con ex ual alues o an image. The
p oposed algo i hm had sub-algo i hms which e alua ed inge p in ea u es
based on a ious ac o s and g ades and classi ied hem acco dingly. […] The
solu ion also consis ed o all necessa y s eps needed be o e he a ing o he
inge p in can s a .
(adap ed om Sloup, 2022, p. 50)
No only does he i s sen ence o he conclusion e e o he hesis which has jus been ead
and he ollowing sen ences epo on he esea ch which was done be o e w i ing, he passage
also ollows he logic o announcing pas news o e en s. The i s sen ence in news epo s
s a es he happening o some hing in p esen pe ec because he ocus is on he o e all ac ion:
The e has been an acciden on D1. Wha ollows is sen ences ocusing on de ailed in o ma ion
o who, whe e, when, o how: A 8 o’clock a uck back ailed a ca causing a chain eac ion.
50
The eade ’s a en ion mus be main ained e en in he conclusion. Fi s , ph ases like This hesis
has p esen ed … a e so common in academic w i ing ha hey ha e become a cliché and should
be a oided. Jus like he i s sen ences in he abs ac and he in oduc ion, he i s sen ence in
he conclusion should s a immedia ely wi h he opic o he hesis exp essed in keywo ds.
O iginal e sion
The hesis has p esen ed an
algo i hmic solu ion o e alua ing he
quali y o dac yloscopy aces based
on s a is ical and con ex ual alues o
an image.
(adap ed om Sloup, 2022, p. 50)
Re ised e sion
An algo i hmic solu ion o e alua ing
he quali y o dac yloscopy aces
based on s a is ical and con ex ual
alues o an image has been
p esen ed.
Conside ing he ac ha mos e iewe s ead he abs ac , in oduc ion, and conclusion i s
be o e looking in o mo e pa icula de ails in he o he pa s o he hesis, he conclusion hus
mus p esen he in o ma ion on you esul s. Do no say wha you did, i.e., commen on he
o m, bu a he say how and why. Le us conside his example:
In he p ac ical pa o he hesis he con igu a ion o a p oposed es o MLI’s
pe o mance is desc ibed. In he i s pa he used de ices a e named and a e
ha he p ocess o es s is explained. Following a e he esul s and hei
in e p e a ion.
(adap ed om Čapka, 2022, p. 51)
The ac ha he pe o mance o mul iple laye insula ion is desc ibed, i s pa s a e named, and
he p ocess is explained does no say any hing abou he con en a all. The conclusion asks o
clea judgmen o he success o wha you did and o de ailed in o ma ion. The au ho should
ha e said whe he his pa icula design o he MLI me he equi emen s ha had been se a he
beginning o he p ojec , unde which condi ions i pe o med well and unde which no so well.
I he ac ual ypes o b ands o de ices used a e impo an o know, hey should ha e been
ac ually named he e, and he p ocess o selec ion ou o an a ay o de ices s essed. Also, he
ac ual ype o es s should clea ly ha e been iden i ied. The wo s mis ake, howe e , is s a ing
ha he au ho a i ed a esul s and hei in e p e a ions bu ne e saying wha hey we e. Do
no s a e he ob ious – o cou se, you mus a i e a esul s – bu say wha hey we e and, e en
mo e impo an ly, wha hey mean.
Below is an example o a skill ully cons uc ed conclusion, jus i ying he au ho ’s choices,
e alua ing he success, and p o iding in e p e a ion o esul s.
O iginal e sion
The main goal o his hesis was o
p opose, design, implemen and es
a mobile game o p ac icing
English, based on he ules o wo d
chain, wi h he pu pose o helping
S uc u e and commen a y
1 Re isi o he hesis s a emen
The au ho co ec ly s a s wi h
eminding he eade s o he goal o he
hesis. Ne e heless, he opening
sen ence could be made mo e empha ic
by di ec ly s a ing wi h he keywo ds
51
use s wi h expanding and p ac icing
hei ocabula y.
and using he p esen pe ec o s ess
ha he goal has jus been achie ed: A
mobile game o p ac icing English,
based on he ules o wo d chain, wi h
he pu pose o helping use s wi h
expanding and p ac icing hei
ocabula y has been p oposed,
designed, and implemen ed.
Fi s , a game-based lea ning and
mobile-assis ed lea ning e alua ion
was conduc ed, which concluded
ha a well-designed mobile game
can combine educa ional aspec s
wi h en e ainmen and inc eased
engagemen . This knowledge was
complemen ed by he assessmen o
cu en ly exis ing solu ions, a
numbe o which u ned ou o be
based on e y simila ideas. The new
design could hen build on hei
ob ious s eng hs while a oiding
possible sho comings.
[…]
2 Summa y o he mos impo an
poin s
The au ho does no only say wha was
done (“a game-based lea ning and
mobile-assis ed lea ning e alua ion
was conduc ed”) bu also s esses he
ou comes (“which concluded ha a
well-designed mobile game can
combine educa ional aspec s wi h
en e ainmen and inc eased
engagemen ”). He also jus i ies he
logic o his decisions: “The new design
could hen build on hei ob ious
s eng hs while a oiding possible
sho comings.”
Based on esul s and use eedback
ga he ed om his es ing, ixes and
mino modi ica ions we e
implemen ed. Use s con i med ha
hey we e able o lea n new English
wo ds and app ecia ed he Wo d
His o y ea u e.
3 E alua ion o he impo ance o
indings
The au ho does no only s a e ha
eedback was ga he ed and
implemen ed bu also poin s ou he
pluses o eedback implemen a ion.
Imp o emen sugges ions included a
o ei and in i e- o-play ea u es,
which could be add essed in u he
de elopmen .
4 Limi a ions and hei imp o emen
The au ho con i ms his own balanced
sel -e alua ion and builds up c edi as
a conscien ious esea che by poin ing
ou he weaknesses and how hey
should be ixed.
The p oduc o his hesis is a mobile
applica ion con aining a one-on-one
online game accompanied wi h
addi ional unc ionali ies ha may
se e as a basis o u u e expansion.
(adap ed om Hubík, 2022, p. 45)
5 Fu u e esea ch, applica ions, o
ecommenda ions
The ac ha he p oduc se es as a
basis o be buil upon p o es i s
use ulness in he u u e.

52
Wha o emembe
• The conclusion s a s wi h he mos speci ic i em, i.e., a eminde o you hesis
s a emen . Then i p esen s a summa y o he main poin s oge he wi h hei e alua ion
and in e p e a ion, iden i ies limi a ions, and o e s sugges ions o imp o emen .
Finally, i opens up o mo e gene al applica ions, ecommenda ions, o u u e esea ch
di ec ions.
• Make a dis inc ion be ween e e ing back o ac i i ies be o e w i ing he hesis (pas
simple) and e e ing o you w i ing (p esen pe ec ).
• Do no s a e he ob ious.
• Do no only say wha you did, bu always say why.
53
5.7 Abs ac and keywo ds
W i ing a good abs ac is one o he mos di icul skills o de elop, ye one o he mos
impo an ones. The di icul y esides in he skill o being b ie , ye comple e. A concise abs ac
says e e y hing essen ial abou you wo k in only a ew hund ed wo ds. The abs ac is he i s
hing any academic eade eads. When you e iewe has ead you abs ac , he o she should
be con en o know you wo k in i s comple eness and complexi y. Only hen will hey s a
eading he whole wo k, which now assumes he ole o an ex ension o you abs ac .
An abs ac is hus a b ie ly, concisely, p ecisely, and comp ehensi ely o mula ed summa y o
you hesis. I mus be comple e as i unc ions as a whole se aside om you ex . We ead
abs ac s i s and only hen do we decide o ead he ex i sel , some imes much la e . This
means ha an abs ac mus con ain all essen ial in o ma ion, including you esul s,
conclusions, and c i ical e alua ions. No hing impo an can emain a mys e y o be ead la e
in he ex .
An abs ac enables he eade o quickly na iga e in he ex i sel . This implies wo hings.
Fi s , an abs ac con ains keywo ds poin ing o he con en o he wo k. Second, an abs ac
desc ibes he pa s o he ex in he same o de hey a e p esen ed in he wo k i sel .
Bachelo ’s hesis abs ac s
A quick sea ch o abs ac s on he In e ne will show you ha he e a e many ypes o abs ac s.
Based on he app oach o he con en , he e a e in o ma i e, desc ip i e, c i ical, and highligh
abs ac s. Based on he o m, he e a e uns uc u ed, s uc u ed, ex ended, and con e ence
abs ac s.
20
Fo he pu pose o a bachelo ’s hesis in English, you will ha e o w i e h ee
abs ac s. Two abs ac s a e uns uc u ed in o ma i e, one in English and he o he in Czech.
The hi d abs ac is an ex ended in o ma i e abs ac in Czech, ye i s o m is i ed o he
pu pose o a bachelo ’s hesis, which means i will be sligh ly di e en hen an ex ended abs ac
o a esea ch pape .
No ma e which o hose wo abs ac s you w i e, hei s uc u e is he same:
• in oducing he opic, s a ing he p oblem and i s backg ound,
• pu pose o he hesis, mo i a ion, and aims,
• summa y o indi idual chap e s including you c i ical s andpoin s o conclusions,
• u u e ou look, ecommenda ions, applica ions in p ac ice, nex s eps in esea ch.
An uns uc u ed in o ma i e abs ac in ol es no mo e han one sen ence o each o he poin s
abo e, esul ing in a pa ag aph o 120–200 wo ds. An ex ended in o ma i e abs ac
21
will keep
he s uc u e, ye will be mo e de ailed, and will hus esul in one o wo pages o ex .
Le us now inspec wo o bachelo ’s hesis abs ac s and analyze hem. The i s one is om a
hesis called Seman ic Segmen a ion o Images om O - oad En i onmen (Spilko á, 2024).
20
Some in o ma ion can be ound, o example, he e:
h ps://www.s udysma e .co.uk/explana ions/english/summa y- ex /abs ac /.
21
Typical esea ch pape ex ended abs ac s look like minipape s. They ha e all pa s pape s do, including i le,
in oduc ion, conclusion, and e e ences. Some o hese abs ac s also ha e hei own one-pa ag aph abs ac . The
eason is ha hese a e sen o jou nal e iewe s o con e ence o ganize s be o e he ac ual pape is w i en. As
his is no you si ua ion, you ex ended abs ac will no include a i le o e e ences.
54
O iginal e sion
The main ocus o he bachelo ’s
hesis is o explo e di e en seman ic
segmen a ion me hods o o - oad
e ain images.
S uc u e and commen a y
1 Topic and p oblem
Only he opic is men ioned bu no
p oblem o base he hesis on. Also,
he beginning is a ypical cliché ph ase
(The main ocus o he bachelo ’s
hesis is o), delaying he keywo ds by
eigh wo ds.
2 Pu pose and mo i a ion
As he au ho does no s a e any
p oblem, he hesis also lacks any kind
o mo i a ion o mend o emedy such
a p oblem.
In he heo e ical su ey a e
desc ibed he basic p inciples o
seman ic segmen a ion, mul iple
app oaches o he p oblem, he
me hods o seman ic segmen a ion
and di e en da ase s. The p ocess o
e alua ing and aining mul iple
models wi h a ious pa ame e s and
he c ea ion o a new e alua ing
da ase a e desc ibed nex . The
a ained esul s a e compa ed o he
esul s om he heo e ical su ey
and he nex s eps o imp o ing he
accu acy o he models a e p oposed.
3 Summa y o chap e s
The mis ake he au ho makes is ha
she s a es wha she did, bu ne e how,
why, o wi h wha esul . Dis ega ding
he Czech wo d o de (In he
heo e ical su ey a e desc ibed he
basic p inciples – ad e bial- e b-
subjec ), he au ho should ha e said
wha he basic p inciples a e and wha
app oaches and me hods he e a e.
Ins ead o saying ha models a e
e alua ed, she should ha e p esen ed
how hey we e e alua ed, based on
wha c i e ia, and why a new da ase
was needed. Finally, compa ing he
esul s o a p ac ical ask wi h a
heo e ical su ey is a necessa y
demand ha does no need o be
s a ed. Ra he , he au ho should ha e
assessed how he p ac ical ask
pe o med in compa ison o he
heo y.
(Spilko á, 2024, n.p.)
4 Fu u e ou look and
ecommenda ions
Missing comple ely.
E en hough my analysis o he p e ious example ea u ed a lo o c i icism, i mus be said ha
his is a ypical case among bachelo ’s hesis abs ac s. The ollowing one, om a hesis called
Was e Hea Reco e y om an Indus ial Laund y D ye (Kyzlinko á, 2023), co esponds o he
ideal abs ac s uc u e much be e .
55
O iginal e sion
On a daily basis we lis en o issues
associa ed wi h ene gy p ices
cons an ly inc easing, non enewable
esou ces unning ou and challenges
o u ilize e e y joule o ene gy
possible. These issues can be
add essed by was e hea eco e y
which has become he main opic o
his hesis.
S uc u e and commen a y
1 Topic
E en hough he au ho does no s a
he i s sen ence wi h keywo ds, she
a oids he usual clichés, which makes
he hook sound esh. She p oceeds o
naming he opic, i.e., was e hea
eco e y.
The ideal si ua ion would be o
eco e all he hea ha indus ial
p ocesses elease wi hou use. The
hesis ocuses on laund y indus y and
especially was e hea eco e y om
indus ial laund y d ye s. The hea in
he lue gas om d ye s is no used in
laund ies mainly because i con ains
small ex ile pa icles om laund y
and he e is a isk o ouling o he
was e hea eco e y sys em. The
hesis assesses he po en ial bene i o
using his was e hea .
2 P oblem and mo i a ion
Qui e sma ly, he au ho links he
p oblem o he mo i a ion o w i ing
he hesis. Was e hea om indus ial
laund y d ye s is no eco e ed
because i con ains ex ile pa icles.
The ques ion now is wha measu es
should be aken o make i wo k.
The main ocus was on calcula ion o
was e hea om mul iple laund y
d ye s loca ed in an indus ial laund y
acili y as well as i s economic
e alua ion. I was ound ha he
eco e y o his was e hea can b ing
up o 89 kW o hea ou pu in his case
s udy. Recupe a ed hea can be
u ilized o wa e hea ing, and he eby
educe he ope a ing cos s o he
p ocess. A shell and ube hea
exchange was p oposed as he bes
solu ion i cleaned daily o minimize
p esence o he ex ile esidues.
3 Summa y o chap e s
No ice ha he au ho does no was e
ime and space by e e ing o he
chap e s, e.g., The i s chap e deals
wi h … Ra he she di ec ly poin s he
eade ’s a en ion o he con en , i.e.,
he calcula ion o was e hea ,
pa icula ly i s economic aspec . She
hen s a es he esul s o he
calcula ions and p oposes a solu ion.
The esul o he hesis can ind
applica ion in a numbe o laund y
acili ies.
(adap ed om Kyzlinko á, 2023, n.p.)
4 Applica ion
E en hough he applica ion is only
one sen ence, i is su icien and,
based on he abo e ex , well ounded.
62
6.2 Compa a i e s a egies
Whene e he e is a need o compa e i ems in w i ing, he e a e wo s a egies a ailable, no
ma e how long he ex . A block s uc u e akes each i em o be compa ed and enume a es all
i s ea u es (poin s). I hen mo es o he nex i em o be compa ed and once again enume a es
all poin s conce ning his i em. Thus blocks (e.g., pa ag aphs) o poin s abou each i em a e
c ea ed. A poin -by-poin s uc u e e e ses he o de . I akes each poin o ea u e ela ed o
he cen al esea ch ques ion and aces i in each o he i ems o be compa ed.
Block s uc u e
• Pa ag aph 1: I em 1 ea u ing
o poin A
o poin B
o poin C
• Pa ag aph 2: I em 2 ea u ing
o poin A
o poin B
o poin C
Poin -by-poin s uc u e
• Pa ag aph 1: Poin A as a
ea u e o
o i em A
o i em B
• Pa ag aph 2: Poin B as a
ea u e o
o i em A
o i em B
• Pa ag aph 3: Poin C as a
ea u e o
o i em A
o i em B
Below a e wo examples o each o he s uc u es abo e. The i s is a compa ison o wo models
o neu al ne wo ks o image s i ching – keypoin de ec ion and homog aphy es ima ion. The
poin s o compa ison o each i em a e aining, elemen s, and a chi ec u e. The second is a
poin -by-poin s uc u e. Two ypes o na u al gas s o age anks – sphe ical and memb ane –
a e compa ed by he poin s o anspo e ec i eness, space occupa ion, and isibili y.
Block s uc u e
As keypoin de ec ion is one o he
mos c ucial s eps in image s i ching,
an app op ia e de ec o is needed. The
pu pose o his model is o ge amilia
wi h ea u e de ec ion. This neu al
ne wo k was ained unsupe ised
wi h no labels. The a chi ec u e o he
neu al ne wo k consis s o an encode
and a decode wi h a sigmoid on he
ou pu laye . The model is simple; he
encode con ains h ee con olu ional
laye s and he decode h ee anspose
con olu ional laye s. […]
The second model ha was p oposed
is a neu al ne wo k o homog aphy
ma ix es ima ion. This model was
ained o compu e he homog aphy
Poin -by-poin s uc u e
LNG s o age anks can be compa ed
based on se e al aspec s. The i s
one aken in o conside a ion is hei
anspo e ec i eness. This aspec is
signi ican ly in luenced by he BOR
(boil-o a e – e apo a ion o he
olume pe day), which is speci ied
as max. 0.15% a he sea wa e
empe a u e o 32°C and ambien
empe a u e o 45°C. Bo h mos
equen ly used cons uc ion models,
sphe ical and memb ane, easily
sa is y his condi ion. […]
How much space is occupied by a
ank plays a g ea ole. While
sphe ical anks p o ide be e sa e y

63
ma ix be ween wo images The
au ho s o Supe Glue and Supe Poin
p oposed an a chi ec u e o
homog aphy es ima ion [5]. This
model consis s o con olu ional laye s
and p oduces a 4-poin
pa ame e iza ion o he homog aphy.
The a chi ec u e o his model will be
adap ed wi h a change in an ou pu
laye . The p oposed model will be
p oducing a classic 3 × 3 ma ix.
(adap ed om D žíko á, 2023, pp. 30–31)
and hus use only one ba ie , hei
shape does no i he ship hull and, in
con as memb ane s o age anks,
p o ide inapp op ia e space
occupa ion.
LNG s o age anks can also be
compa ed by he isibili y om he
ship b idge. This aspec is a majo
disad an age o sphe ical anks
because hei uppe hal is abo e he
boa d (Fig. 7). This c ea es a “blind
spo ” in he iew, which is he eason
why ships wi h sphe ical s o age
anks ha e he i s ank in he shape
o an ideal sphe e, no blocking he
iew [13].
( ansla ed om Přibyl, 2017, p. 23)
64
6.3 Numbe s in echnical w i ing
The i s s ep is o ealize a dis inc ion be ween numbe s used o quan i ies and numbe s used
o alues. In he ph ase ou samples each 4 mm long, he numbe o samples deno es hei
quan i y, and hei leng h is a alue.
Quan i ies
E en hough ules di e , quan i ies up o en a e always w i en as wo ds. Quan i ies a he
beginning o sen ences a e also always w i en as wo ds. The h ee ze os o housands a e
sepa a ed by a space, and millions and billions a e usually a combina ion o a nume al and a
wo d deno ing he pa icula la ge quan i y.
Inco ec
Se 1 consis s o 4 bille s wi h he
dimensions o 14 mm in wid h, 4 mm
in heigh and 66 mm in leng h.
Ni ogen has 7- imes highe
molecula weigh han helium.
35 expe imen al uns we e made.
35 housand $1.3 000 000 000
Co ec
Se 1 consis s o ou bille s wi h he
dimensions o 14 mm in wid h, 4 mm
in heigh and 66 mm in leng h.
Ni ogen is se en imes hea ie han
helium.
Thi y- i e expe imen al uns we e
made.
35 000 $1.3 billion
When you e e o pa s o p in ed ma e ials, howe e , he ph ase has no a icle, capi al le e
o he pa , and he app op ia e nume al: Chap e 5, Sec ion 2, Figu e 6 o Fig. 6, Table 9 o
Tab. 9.
Inco ec
The Fig. 7 shows …
The exac alues can be ound in he
Table 11.
Co ec
Fig. 7 shows …
The exac alues can be ound in
Table 11.
Values
All alues ha ha e been measu ed o calcula ed a e exp essed by nume als e en i hey a e
lowe han 10. I he nume al is ollowed by a uni o measu e, he e is a space be ween hem,
wi h he excep ion o % o pe cen ages, k o housands in mone a y alues, and ° o deg ees.
I is bes o inse non-b eaking spaces o ensu e he exp ession is no cu in hal and mo ed o
he nex line. Do no abb e ia e a uni ha ollows an app oxima e alue. I you exp ess
dimensions, use a sign o dimensions, no le e x.
65
830 MHZ 9 µg 200 Å
52% $100k 56° 15°C
ens o kilohe z, housands o ol s, se e al millime e s
a me al sample wi h he dimensions 3 cm × 5 cm × 6 cm
I you wan o make a noun ph ase wi h a nume ical exp ession, you mus hyphena e i . Only
pe cen ages o oo long, complica ed exp essions a e no hyphena ed. I an inde ini e a icle
p ecedes such an exp ession, i is go e ned by he ules o p onuncia ion, i.e., a be o e
consonan s and an be o e owels.
a 5-mm-long h ead, an 8.5- weigh se
a 52% inc ease, a 25 w .% solu ion
Spans use dashes, no hyphens. Also, do no combine a dashed exp ession wi h p eposi ions
om o be ween.
Inco ec
wi h empe a u es 5-25°C
om 2008-2013
be ween 11-17
Co ec
wi h empe a u es o 5–25°C
om 2008 o 2013
be ween 11 and 13
Symbols (G eek o La in le e s) o physical quan i ies and ma hema ical concep s a e
i alicized in ex . Howe e , a p oblem wi h a icles a ises. Ei he he e is no a icle be o e he
name o he physical en i y and i s symbol because he quan i y is hen de ined by he symbol,
o he e is a de ini e a icle be o e he name o he physical quan i y and i s symbol is any added
wi hin commas; hus i is an addi ional elemen which can be le ou .
Inco ec
The o ce a ied be ween 15 pN
and 17 pN.
The elec ic po en ial φ is 12 V.
Since he ec o s Gi a e o hogonal
…
an ope a o wi h he domain H2
Co ec
Fo ce a ied be ween 15 pN and 17
pN.
The o ce, , a ied be ween 15 pN
and 17 pN.
Elec ic po en ial φ is 12 V.
The elec ic po en ial, φ, is 12 V.
Since ec o s Gi a e o hogonal …
an ope a o wi h domain H2
Fo mo e de ailed in o ma ion on quan i ies and uni s, consul he In e na ional S anda ds ISO
80000-1:2022 and ISO 80000-2:2019.
66
6.4 The language o ma hema ics
W i ing ma hema ics o e en he whole hesis on a ma hema ical opic is usually conside ed a
special kind o ex o a gen e. Ye , lo s o hings al eady s a ed in p e ious chap e s a e
applicable.
Ma hema ical w i ing mus p ima ily be well-o ganized. I is no only a lis o calcula ions. The
ex be ween he calcula ions gi es hem logic and s uc u e. Calcula ions wi hou con ex o
explana ions demons a e ha you ha e spen ime doing ma hema ics, bu i does no mean ha
you will be unde s ood. Wi hou he accompanying ex , you do no communica e you ideas.
Fo his eason, do no unde es ima e he alue o ex a ound you equa ions and o mulas. The
ex gi es you ma hema ical e o meaning.
Good academic w i ing p esen s a ques ion and o e s an answe . Such is also he s uc u e o
w i ing in ma hema ics, p ima ily exp essed in he in oduc ion. As you migh emembe , a
good in oduc ion s a es a opic, gi es i s backg ound, p esen s a p oblem and i s signi icance,
and o e s a solu ion. Such is also he essen ial s uc u e o ma hema ical pape s. Thei
in oduc ions may be much sho e han in o he ields bu good ma hema icians do no assume
ha hei eade s know e e y hing hey do; hus, hey gi e some backg ound o he issue hey
s udy. A e desc ibing he p oblem, hey also s a e i s signi icance. This is e y impo an o
you as s uden s o applied ma hema ics. You mus be awa e o he la ge pic u e. How will you
calcula ions be used and wha will hey help o accomplish in eal-li e condi ions?
Some ma hema ical ex s hen s a e how he solu ion will be achie ed and end he e. O he s also
p e iew he ac ual end esul . This is a choice ma hema icians a e en i led o. I he end esul
is he mos impo an elemen , you may wish o place i o he end o he in oduc ion in o de
o en ice he eade . In o he ins ances, howe e , he me hod o a i ing a a esul is he mo e
impo an pa . In his case, he in oduc ion should b ie ly p e iew he me hod, bu you can
lea e he esul o he end.
The c ucial ques ion is ma hema ics is how much o w i e. The key o his ques ion is, once
again, hinking abou he eade s. On he one hand, you should no assume ha he eade s a e
amilia wi h he p oblem you a e sol ing. Unlike younge s uden s, you p o esso migh bu
hey also wan you o show ha you know wha you w i e abou . On he o he hand, you
w i ing mus emain ele an o he p oblem a hand. Decide which de ails you need o
include and which is oo i ial o be omi ed.
In my expe ience, s uden s w i ing on ma hema ics end o o e use he p esen simple e b
ense. I is ue ha ma hema ical language is e y o mulaic, i.e., uses ixed exp essions.
Calcula ion a e, indeed, in oduced by sen ences in p esen simple and easoning p oceeds in
he same e b ense. Howe e , when you make a dis inc ion be ween solu ions which we e
p e iously p oposed and you solu ion which you p opose now o will p opose u he on in he
hesis, you mus use app op ia e e b enses, pas simple and p esen o u u e simple
espec i ely. The same applies o he dis inc ion be ween p ocedu es which a e ypically
unde aken (p esen simple) o sol e a p oblem and hose which you unde ook (pas simple).
Ano he linguis ic ea u e ha w i e s in ma hema ics no o iously o e use is we. Once again,
due o ixed o mulaic exp essions, ma hema ics does indeed use we and us e y o en, e.g., le
us conside , we deno e. Such exp essions ha e a didac ic cha ge as i you as he w i e ake he
eade by he hand and oge he you in es iga e he p oblem s ep by s ep. Howe e , when you
67
use we ou side o p esen ing you ma hema ical easoning, you un he isk o sounding oo
a chaic. Fo example, an announcemen o you aim in he in oduc ion we will analyze he
popula ion by nume ical me hods can easily be exchanged o he popula ion will be analyzed
by nume ical me hods. In English, he passi e always wins.
He e a e examples o exp essions ypically used in ma hema ical w i ing.
De ini ion
• Se S is dense i …
• Se S is called / is said o be dense i …
• We call a se dense i …
• We call m he p oduc measu e.
• Le be gi en/de ined by = …
• We de ine T o be AB + CD.
• Le E = L , whe e is …
• Le us de ine E as …
No a ion
• We will deno e by Z he se …
• Le us deno e by Z he se …
• Le Z deno e he se …
• The closu e o A will be deno ed by …
• The no a ion aRb means ha …
• He e and subsequen ly, K deno es …
• Th oughou he p oo , K s ands o …
• Le us in oduce empo a y no a ion F o Gg.
P ope y
• The/An elemen such ha …
• The/An elemen wi h he p ope y ha …
• The/An elemen sa is ying LF = …
• The/An elemen all o whose subse s a e …
• The/An elemen desc ibed by equa ions …
• Bo h X and Y a e ini e.
• Nei he X no Y is ini e.
• None o he unc ions, Fi, is ini e.
• Se X is no ini e; no /nei he is Y.
• We conclude ha X is emp y; so is Y.
• Hence X belongs o Y, bu Z does no .

68
Assump ion, condi ion, con en ion
• We will make he ollowing assump ions: …
• The ollowing assump ion will be needed h oughou he pape : …
• Unless o he wise s a ed / Un il u he no ice, we assume ha …
• In he emainde o his sec ion, we assume g o be …
• …, whe e g is subjec o / sa is ies he condi ion ha Lg = 0.
• Now, eq. (4) holds unde he condi ion ha … / unde some u he
es ic ions on …
• I is unde s ood ha ≠ 1.
Theo em o mula ion
• Le M be … Then …, p o ided ha m ≠ 1.
• Suppose ha … Then …, unless m = 1.
• Assume ha … Then …, wi h g sa is ying …
• Fu he mo e/Mo eo e , …
• Acco dingly/Thus, …
• Le assump ions 1–5 hold. Then …
• Le us men ion wo impo an consequences o he heo em.
A gumen s
• By he de ini ion o …
• By assump ion, …
• By a simila a gumen , …
• Theo em 4 shows/yields/implies ha = …
• Since/As is compac , i ollows ha …
• I is compac , and consequen ly M = N.
• We can conclude om eq. (5) ha …, hence ha …, and inally ha
…
• The same easoning applies o …
• The p oo is s ongly dependen on he assump ion ha …
Good w i ing always obse es he ules o g amma , and ma hema ics is no excep ion. E en
ma hema ics is w i en in p ope sen ences and pa ag aphs. Ma hema ical symbols co espond
o wo ds (pa s o speech in a sen ence). Le us conside he ollowing exp ession.
1 + 1 = 2.
One plus one equals wo. This is a whole sen ence whe e = s ands o he e b equals. As such,
i is ollowed by a ull s op. Ano he exp ession may be his one,
5x2 – 10y,
which is p onounced as i e x o he powe o wo minus en y. The e is no e b in his
exp ession, which is he eason why i is ea ed as a noun and in he p eceding sen ence i is
69
sepa a ed by commas. Thus, i is impo an o ead o mulas and equa ions ou loud and
ansc ibe you eading wi h he ules o g amma o a w i en o m.
Ma hema ical exp essions, o he same eason o clea o ien a ion in he ex , a e p esen ed on
a new line in he middle o he page.
23
This, howe e , does no mean ha pa ag aphs a e no
obse ed. On he con a y! Below is a o ma ing omission, which is qui e common in s uden ’s
wo ks.
Inco ec
Le V be an n-dimensional ec o
space o e g ound ield K, and le Q
be he quad a ic o m o V. By he
Cli o d algeb a, i is unde s ood as
T (V) / I (Q) = T (V) / ( ⊗ – Q ( ) 1) (2.6)
Whe e T (V) is a enso algeb a o
ec o space V, I (Q) is a wo-sided
ideal gene a ed by he quad a ic o m
Q and 1 is he mul iplica i e iden i y
in V.
Co ec
Le V be an n-dimensional ec o
space o e g ound ield K, and le Q
be he quad a ic o m o V. By he
Cli o d algeb a, i is unde s ood as
T (V) / I (Q) = T (V) / ( ⊗ – Q ( ) 1), (2.6)
whe e T (V) is a enso algeb a o
ec o space V, I (Q) is a wo-sided
ideal gene a ed by he quad a ic o m
Q and 1 is he mul iplica i e iden i y
in V.
(adap ed om Michálek, 2023, p. 17)
The e a e h ee mis akes in he inco ec e sion. Fi s , he equa ion mus be ollowed by a
comma which sepa a es i om he explana ion, which in g amma ical e ms is a non-de ining
ela i e clause. The o he wo mis akes conce n he ela i e p onoun whe e. As he sen ence
con inues, whe e canno be spelled wi h a capi al le e o be se o as a new pa ag aph.
Fo mo e de ailed in o ma ion on ma hema ics in ype consul he In e na ional S anda ds ISO
80000-1:2022 and ISO 80000-2:2019.
23
I you a e in he ield o ma hema ics, you p obably know ha you can use LaTeX o o he simila so wa e o
help you wi h o ma ing and symbols.
70
6.5 Visuals
Fo con enience, wha is unde s ood as a isual he e is any elemen ha s ands ou and is se
apa om he su ounding con inuous ex . Visuals include he ollowing ca ego ies.
1 Figu es (illus a ions, pho og aphs, schemes, cha s, g aphs, maps)
2 Tables (including ma ices)
3 Code/Sou ce/P og am lis ings
4 Algo i hms
5 Ma hema ical exp essions
Visuals should be placed as close o he accompanying ex as possible. In he ex , do no only
e e o a isual by such ph ases as in he igu e below bu use numbe ing, e.g., in Fig. 4.
24
Also,
e e ing o isuals by numbe s helps you o e e back in you w i ing (e.g., in he discussion).
Each ca ego y o isuals is numbe ed sepa a ely. In he ex , bo h abb e ia ed and whole wo ds
may be used; jus be consis en .
1 igu e 12 o ig. 12, Figu e 12 o Fig. 12 (You can use he capi al le e i you conside
he e e ence he name o he isual as used in he cap ion.)
2 able 6 o ab. 6, Table 6 o Tab. 6
3 lis ing 9 o Lis ing 9
4 algo i hm 8 o Algo i hm 8
5 equa ion (5) o eq. (5) (Capi al le e s a e no usual in e e ing o ma hema ical
exp essions.)
I you decide o include an appendix in you hesis, igu es in i should be numbe ed A.1, A.2,
e c.
Figu es mus be clea ly isible. The usual ecommended minimum esolu ion is 300 DPI.
Cau ion is ad ised when adop ing a igu e om he li e a u e and displaying i in you own ex .
Fo mos illus a ions, pho og aphs, o e en g aphs, i is no enough o ci e he sou ce. Such
isual ma e ial is subjec o copy igh , which means ha you mus ha e he au ho ’s pe mission
o use i in you wo k. I e e ing o ano he au ho ’s igu e which is absolu ely necessa y,
conside doing i only in he ex . Saying Klem illus a es his applica ion a chi ec u e by a
scheme whe e a s eng h spo s clien o coach akes a pho og aph o he ainee’s body pose
and sends i o a se e , ge ing back in o ma ion abou he co ec ness o he pose (2024, p.
42) may be qui e su icien . Al e na i ely, you can conside p oducing you own e sion o he
isual and ci ing he o iginal sou ce as an inspi a ion.
Visuals (p ima ily igu es and ables) a e accompanied by cap ions. A cap ion is an explana o y
ex appea ing ou side he isual. Cap ions o igu es a e usually below, bu o o he isuals
hey appea abo e hem. A cap ion may consis o a wo d, a ph ase, an incomple e o comple e
sen ence, se e al sen ences, o a combina ion. No punc ua ion is necessa y when he cap ion is
no a comple e sen ence. I he e is one comple e sen ence o mo e, include closing punc ua ion
a he end.
A able should be simple so ha e en a eade un amilia wi h you ex should be able o make
gene al sense o i . Tables a e used o p esen ing a la ge amoun o simila da a so ha i can
be se side by side and compa ed. To make a clea able, i is ecommended o limi he numbe
24
The isual ma e ial in his publica ion has no been numbe ed because i is no he gen e o a esea ch epo bu
a ex book whe e isuals a e no numbe ed.
71
o ules (ho izon al and e ical lines sepa a ing cells) as in he example below whe e he au ho
omi ed he e ical ules. Table i les, unlike igu e cap ions, a e placed abo e he able and
should be in a noun o m (ph ases no sen ences).
Table 11. A summa y o de ices used in expe imen s and e alua ion
sessions
(adap ed om Klem, 2024, p. 86)25
When you include code lis ings in you hesis ex , you mus ensu e eadabili y, cla i y, and
p ope o ma ing. The ollowing ips will be connec ed o he example below.
(Klem, 2024, p. 33)26
• In o de o dis inguish he code om he su ounding ex , use monospaced
( ixed-wid h) on . In he example abo e, he au ho used Cou ie .
• Op ionally, you can also numbe he code lines o ensu e be e o ien a ion.
• A oid including long code lis ings. Include only ha pa which is necessa y o
unde s anding. I you conside he ull lis ing ele an o he hesis, mo e i o he
appendix.
25
Rep oduced wi h au ho ’s pe mission.
26
Rep oduced wi h au ho ’s pe mission.
78
The e is a isk o wa e le els alling again, in which case he local
au ho i ies will ha e o conside a ioning.
Tha
No ma e whe he used as a ela i e p onoun in a de ining ela i e clause o a conjunc ion in
an objec clause, ha is ne e p eceded by a comma.
Col an is a dull black me allic o e ha con ains he elemen s niobium
and an alum.
This means ha he in e acial bond is s ong.
Colons
Colons a e p ima ily used o gi ing explana ions, p esen ing lis s, and in oducing quo a ions.
No h op p esen s a gene al de ini ion o was e hea : “ene gy
gene a ed du ing indus ial p ocesses as a byp oduc , eleased in o he
a mosphe e o in o he sewe wi hou any use” (2003, p. 35).
The ollowing me hods we e sugges ed o be combined: FEA, gai
analysis, and e e se enginee ing echniques.
Dashes
Dashes can be used o sepa a ing addi ional in o ma ion (usually wi h spaces a ound hem).
Also, hey a e used in spans (wi hou spaces). The mos impo an hing is no o con use he
cha ac e wi h ha o a hyphen. Hyphens a e sho -. Dashes a e long –.
Hideo Suzuki – one o Japan’s leasing en ep eneu s – was Senco’s
main inancial backe .
5–20 cm
pp. 125–36
Full s ops (pe iods)
Apa om indica ing he end o a sen ence, ull s ops a e used o La in abb e ia ions and as a
decimal poin .
i.e. e.g. p. 56 pp. 125–36
0.56 mm 89.6%
Hyphens
Hyphens a e used o compound adjec i es, pa icula ly be o e nouns, o p e ixes, and o noun
ph ases con aining a uni (e.g., yea , millime e , g am).
high- ech designs, lowe -limb p os hesis, single-use medicine ials
p e-hea ed u nace, coun e -clockwise mo emen , co-au ho
a 25-yea -old pa ien , 60-g am samples, a 20-me e -long pla o m

79
Quo a ion ma ks (in e ed commas)
Quo a ion ma ks a e ypically used o ma k di ec speech. Technical ex s do no ea u e di ec
quo a ions e y o en which is why he ules p esen ed he e a e a he gene al and go e ned by
Ame ican English (in science jou nals he mos o en used a ie y). Uppe double quo a ion
ma ks a e conside ed s anda d. Also, use he ype cu led inside, no ou side like in Czech. All
punc ua ion always s ays inside he quo a ion ma ks.
As Higson (2009, p. 56) s a es, “ he isk o inju y can be educed by
he use o a sa e y ha ness.”
As Higson (2009, p. 56) s a es: “The isk o inju y can be educed by
he use o a sa e y ha ness.”
The e m “passi e esis ance,” o en open o misin e p e a ion, is used
by …
Quo a ion ma ks a e some imes used o ma k ph ases wi h a conno a ion. These can be i onical
wo ds o no ye well-es ablished e ms. The dange he e is o e emphasizing such ph ases by
combining he quo a ion ma ks wi h so-called. Choose only one.
Inco ec
he so-called “In e ne gene a ion”
Co ec
he “In e ne gene a ion”
he so-called In e ne gene a ion
Semicolons
Some imes in Czech we connec wo independen sen ences by a comma. This p ac ice is
conside ed s ylis ically inco ec in English. You mus ei he sepa a e he sen ences in o wo
independen ones o make hei ela ionship explici by including a conjunc ion. I you wan o
keep he ela ionship hidden, only implied, you mus use a semicolon.
Inco ec
In he i s expe imen he samples
we e p e-hea ed, in he subsequen
expe imen s hey we e no .
Co ec
In he i s expe imen he samples
we e p e-hea ed. In he subsequen
expe imen s hey we e no .
In he i s expe imen he samples
we e p e-hea ed, bu in he
subsequen expe imen s hey we e
no .
In he i s expe imen he samples
we e p e-hea ed; in he subsequen
expe imen s hey we e no .
80
6.7 F equen mis akes
Allow
Ve bs allow, enable, and pe mi always need o be ollowed a g amma ical objec , ei he a
hing o a pe son, and a ull in ini i e.
Inco ec
The py hon-based applica ion allows
analyzing pa icula sequences …
These da a analysis me hods enable
o inco po a e he whole spec al
s uc u e.
I is, he e o e, necessa y o de elop
an app oach ha pe mi s o es ima e
he cu en si ua ion.
Co ec
The py hon-based applica ion allows
us o analyze pa icula sequences …
These da a analysis me hods enable
an inco po a ion o he whole spec al
s uc u e.
I is, he e o e, necessa y o de elop
an app oach ha pe mi s he cu en
si ua ion o be es ima ed.
Apply
Ve b apply in he sense o p ac ically using some hing o a pu pose only colloca es wi h
p eposi ion o.
Inco ec
The concep o Ra ed Ene gy
Consump ion is applied on a na u al
gas dehyd a ion uni .
Co ec
The concep o Ra ed Ene gy
Consump ion is applied o a na u al
gas dehyd a ion uni .
Au oma iza ion
Au oma iza ion is a Czenglish hyb id. The e b is o au oma e; he noun is au oma ion.
Se e al o he wo ds simila in o m o hei Czech coun e pa s can pose such p oblems.
Inco ec
au ho iza e
au oma iza ion
de e mina e
occupa e
op imalize
Co ec
au ho ize → au ho iza ion
au oma e → au oma ion
de e mine → de e mina ion
occupy → occupa ion
op imize → op imiza ion
Conside
Conside is no ollowed by as, unlike i s synonym ega d.
Inco ec
O he W E acili ies can be
conside ed as compe ing acili ies.
Co ec
O he W E acili ies can be
conside ed compe ing acili ies.
81
O he W E acili ies can be ega ded
as compe ing acili ies.
Coun
Coun ing e e s o only simple algeb a, such as coun ing on you inge s o coun ing how many
ees he e a e in a ga den. Complica ed ma hema ical ope a ions a e calcula ed.
Inco ec
The leng h sequence could be
coun ed di ec ly in he sc ip .
Co ec
The leng h sequence could be
calcula ed di ec ly in he sc ip .
Coun abili y
Fi s , lo s o wo ds ela ed o he academic en i onmen a e uncoun able: esea ch, da a,
so wa e, equipmen , in o ma ion. None o hese can be p eceded by an inde ini e a icle. I you
wan make hem plu al, you mus add ano he noun o make a noun ph ase, e.g., esea ch
p ojec s. Second, numbe is a modi ie o coun ables, and amoun o uncoun ables. Thi d,
wo d c a , meaning ehicle, is coun able, bu i s singula and plu al a e he same.
Inco ec
an expensi e equipmen
an excessi e amoun o necessa y
samples
a g ea numbe o in o ma ions
These complex so wa e a e no
limi ed o simula ing ...
Many spacec a s use mul i-laye
insula ion.
Co ec
expensi e equipmen
an excessi e numbe o necessa y
samples
a g ea amoun o in o ma ion
These complex so wa e
packages/applica ions a e no
limi ed o simula ing ...
Many spacec a use mul i-laye
insula ion.
Di e en
Di e en can only be used i he desc ibed i ems a e comple ely dissimila : The es ed i ems
we e di e en in size and weigh . I you wan o say ha he e a e many i ems, use a ious.
Inco ec
Such so wa e allows simula ion o
obo s by di e en manu ac u e s.
The p esen ed me hod was applied o
ca i a ion bubbles o di e en adii
( om 5 µm o 100 µm).
Co ec
Such so wa e allows simula ion o
obo s by a ious manu ac u e s.
The p esen ed me hod was applied o
ca i a ion bubbles o a ious adii
( om 5 µm o 100 µm).
82
E ec i i y
Wo d e ec i i y does no exis in English. The co ec o m o desc ibing he p oduc ion o a
desi ed esul is e ec i eness. Howe e , he e is also e iciency, which is he p oduc ion o a
desi ed esul wi hou was ing ma e ials, ime, o ene gy.
Inco ec
he e ec i i y o he p oposed
solu ion
he e ec i i y o he u bocha ge
Co ec
he e ec i eness o a p oposed
solu ion
he e iciency o he u bocha ge
Focus
Ve b ocus is ollowed by p eposi ion on and used in he ac i e oice when desc ibing he opic
o ex .
Inco ec
This bachelo ’s hesis is ocused o
he op imiza ion o …
Co ec
This bachelo ’s hesis ocuses on he
op imiza ion o …
Fo compa ison
This exp ession is a ansla ion om Czech ha does no wo k in English. I mus be subs i u ed
by o he exp essions.
Inco ec
Fo compa ison, ou models we e
calib a ed.
Co ec
Fo he pu pose o compa ison / Fo
compa ison pu poses / To compa e /
To make a compa ison, ou models
we e calib a ed.
Fo example + e c.
I you lis se e al i ems o illus a e you poin , do no combine exp essions o example and
e c., as you hus double he signpos ing ph ase. Use ei he one o he o he .
Inco ec
The es condi ions a e cons an ly
changing, o example, he wea he ,
he oad su ace empe a u e, he
d i e ’s beha io , e c.
Co ec
The es condi ions a e cons an ly
changing, o example, he wea he ,
he oad su ace empe a u e, o he
d i e ’s beha io .
The es condi ions, he wea he , he
oad su ace empe a u e, he
d i e ’s beha io , e c., a e cons an ly
changing.
83
Howe e
Howe e (also ne e heless and none heless) is an ad e bial signaling con as . I is no a
conjunc ion, which means i canno be used in place o bu . I can be pu anywhe e in a sen ence
whe e he emphasis is needed and mus always be sepa a ed by commas.
Inco ec
Di e ences in wa e balance a e he
only dis inc inconsis ency, howe e
his was caused by inaccu a e design.
Co ec
Di e ences in wa e balance a e he
only dis inc inconsis ency. Howe e ,
his was caused by inaccu a e design.
Di e ences in wa e balance a e he
only dis inc inconsis ency. This was,
howe e , caused by inaccu a e
design.
Inc easing o
Nouns de i ed om e bs pe aining o a change in alues ha e he same o m as hei e bs:
an inc ease, a dec ease, a ise, a all, a d op, a decline. The only one ha ing a di e en o m
han i s e b is a g ow h. Also, hese nouns a e ollowed by p eposi ion in indica ing he a ea
o change.
Inco ec
The g ea es inc easing o ampli udes
occu ed be ween 36 and 42 seconds.
Co ec
The g ea es inc ease in ampli udes
occu ed be ween 36 and 42 seconds.
I egula plu als
Lo s o wo ds in scien i ic English come om G eek o La in. Many o hem s ill keep hei
o iginal plu al o m.
Singula
analysis
axis
c isis
hesis
hypo hesis
c i e ion
phenomenon
echo
modulus
adius
ocus
nucleus
s imulus
bac e ium
medium
maximum
minimum
spec um
Plu al
analyses
axes
c ises
heses
hypo heses
c i e ia
phenomena
echoes
moduli
adii
oci
nuclei
s imuli
bac e ia
media
maxima
minima
spec a

84
appendix
index
helix
ma ix
o ex
se ies
species
appendices
indices
helices
ma ices
o ices
se ies
species
Look like
The ph asal e b desc ibing appea ance colloca es wi h wha , no how.
Inco ec
The pho og aph in Fig. 3 shows how
he es ing pla o m looks like.
Co ec
The pho og aph in Fig. 3 shows wha
he es ing pla o m looks like.
No mal
No mal is only an adjec i e in English. The noun is no m.
Inco ec
The s ain inc emen di ec ions di e
om he no mal.
Co ec
The s ain inc emen di ec ions di e
om he no m.
P axis
P axis is he o iginal G eek wo d which e e s o he p ac ice o an a , science, o skill. In his
o m, as he p ac ical applica ion o heo y, howe e , i is used in abs ac , humanis ic, o
philosophical con ex s, such as democ a ic p axis o e olu iona y p axis. In he meaning o
ac ual, hands-on applica ion in he indus y, he English equi alen , p ac ice, is used. You can
also come up wi h o he exp essions
Inco ec
The p o o ype was es ed in p axis.
Co ec
The p o o ype was es ed in p ac ice.
The p o o ype was p ac ically es ed.
The p o o ype was es ed in eal-li e
condi ions.
The p o o ype was es ed in ield
condi ions.
85
P oblema ics
The e is no such wo d as p oblema ics in English. I is a p oblem o an issue. Also, e y o en
hese a e edundan wo ds which can simply be le ou .
Inco ec
This e iew deals wi h he
p oblema ics o compu a ional
echniques used o …
Co ec
This e iew deals wi h he issue o
compu a ional echniques used o …
Realize
Realize mos ly means o become ully awa e o some hing. The meaning o causing some hing
o happen is limi ed o only a ew exp essions in English. Fo his eason, a he use e bs o
c ea e, o deploy, o implemen , o o pu some hing in o p ac ice.
Inco ec
The squa e ice model was
success ully ealized by a e ical
sepa a ion o wo subla ices.
The desc ibed app oach o was e
composi ion will be ealized on a
case s udy a a mic o- egional le el.
Co ec
The squa e ice model was
success ully c ea ed by a e ical
sepa a ion o wo subla ices.…
The desc ibed app oach o was e
composi ion will be implemen ed
in o a case s udy a a mic o- egional
le el.
The desc ibed app oach o was e
composi ion will be deployed as a
case s udy a a mic o- egional le el.
Respec i ely
Respec i ely does no e e o an al e na i e. This meaning is con eyed by o , o a he , in o he
wo ds, o mo e p ecisely. Respec i ely is used o connec wo sepa a e se s o i ems and say ha
he la e se e e s o he o me in he same o de o he i ems gi en. Holmes and Wa son, he
de ec i e and he doc o , espec i ely means ha Holmes is he de ec i e and Wa son he doc o ,
ne e he e e se. Also, espec i ely is always sepa a ed by commas.
Inco ec
Compu a ion de ec ion o he
adso ba e’s posi ion equi es h ee,
espec i ely wo, esonan equencies.
Bo h di ec and indi ec CO2 emissions
could be educed by 25% and 15%,
espec i ely while main aining p oduc
quali y.
Co ec
Compu a ion de ec ion o he
adso ba e’s posi ion equi es h ee,
o a leas wo, esonan equencies.
Bo h di ec and indi ec CO2
emissions could be educed by 25%
and 15%, espec i ely, while
main aining p oduc quali y.
86
Sho cu
A ou e geog aphically sho e han he o iginal one is a sho cu . Ini ials used ins ead o a
long phase a e an abb e ia ion.
Inco ec
SLM is a sho cu o Selec i e Lase
Mel ing, which is an inc easingly used
me hod o addi i e manu ac u ing.
Co ec
SLM is an abb e ia ion o
Selec i e Lase Mel ing, which is an
inc easingly used me hod o
addi i e manu ac u ing.
Sol e
Czech na i e speake s ha e a endency o o e use he e b sol e. The mos equen
colloca ions in English a e o sol e a p oblem, a puzzle, a mys e y, an equa ion, a c ime, a
c isis, an issue, a iddle, a mu de , a case. In o he ins ances, y o come up wi h a pa aph ase,
such as o deal wi h, o pe o m, o ca y ou , o add ess, o in es iga e, o jus o do. Also, he
noun solu ion is ollowed by o, no o .
Inco ec
The CDF analysis was sol ed in he
OpenFoam-de so wa e.
Va ious nume ical schemes ha e been
p oposed o ob ain nume ical
solu ions o some speci ic cases o
ca i a ion.
Co ec
The CDF analysis was ca ied ou /
was pe o med in he OpenFoam-de
so wa e.
Va ious nume ical schemes ha e
been p oposed o ob ain nume ical
solu ions o some speci ic cases o
ca i a ion.
Sugges , p opose, ecommend
These e bs, when e e ing o gi ing an incen i e o conside a ion, can be ollowed by se e al
cons uc ions. The sa es ones a e an -ing o m o a clause wi h should. Ne e a e hey ollowed
by an in ini i e.
Inco ec
I sugges o app oach his issue om
a di e en di ec ion.
I is ecommended o adop se e al
measu es.
Co ec
I sugges app oaching his issue om
a di e en di ec ion.
I is ecommended ha se e al
measu es should be adop ed.
Adop ing se e al measu es is
ecommended.
Theo e ical concep s
Names o heo e ical concep s ollow wo pa e ns in English. They can ei he be o med wi h
possessi es, e.g., New on’s laws o mo ion, o he e is a de ini e a icle, he name o he pe son,
and he concep , e.g., he Eule equa ions. Which o hese wo pa e ns is cus oma y in a
pa icula case canno easily be de e mined. Howe e , he edi o s o Wikipedia do a g ea job
87
o checking hese concep s and e en adding a ian s i he e a e any. I wo o mo e a ian s
a e possible, choose one and use i consis en ly. The key is o ne e make a hyb id: he Eule ’s
equa ions. He e a e some ypical examples.
Possessi e
Eule ’s o mula
Eule ’s heo em
Kelle ’s eagen
Lag ange’s heo em
Lag ange’s esol en
Hooke’s law
Pon yagin's maximum p inciple
Rod igues’ o a ion o mula
Young’s modulus
The + name
he Dena i -Ha enbe g pa ame e s
he Eule equa ions
he Eule -Lag ange equa ion
he Lag ange esol en
he Lag ange in e pola ing
polynomial
he New on-Co es me hod o
nume ical in eg a ion
a Klein geome y (Inde ini e a icle
sis used because mo e such pai s a e
possible.)
The only excep ion whe e you can combine a de ini e a icle and possession is when you w i e
abou a special kind o he concep . Then he e can be, o example, he appa en Young's
modulus, he calcula ed Young's modulus, he expe imen ally de e mined Young's modulus.
The adjec i e e e ing o he con inuing adi ion based on a pa icula p inciple is hen o med
by -ian, e.g., New onian physics, Lag angian mechanics, Eule ian app oach.
Tha
When you use ha is academic w i ing, i always e e s o some hing e y dis an . I can be
dis an his o ically, o i can be an opinion wi h which you do no ag ee. I you simply ollow
he idea om a p e ious sen ence wi hou implying any con adic ion, use his.
Inco ec
Such unce ain ies esul in a
non-linea cons ain , i.e., wo
a iables. Tha can lead o a
challenging op imiza ion p oblem.
Co ec
Such unce ain ies esul in a
non-linea cons ain , i.e., wo
a iables. This can lead o a
challenging op imiza ion p oblem.
Usage
Usage is a noun wi h limi ed use. I e e s o a cus oma y o i mly es ablished p ac ice,
especially he cus oma y manne in which wo ds a e used in a language. When you simply e e
o an ac o using o o a pu pose o which some hing is u ilized, use is he co ec choice.
Inco ec
In he ollowing condi ions, he usage
o esin is limi ed.
These ma e ials ha e many possible
usages.
Co ec
In he ollowing condi ions, he use o
esin is a he limi ed.
These ma e ials ha e many possible
uses.
94
o A he same ime, … / Simul aneously, …
o nex / hen/subsequen ly
o in he nex / ollowing s age/phase/s ep
o la e / ollowing his
o when / as soon as / a e
o E en ually, … / Finally, … / Las ly, …
Classi ying
• G oups:
o ypes
o kinds
o pa s
o classes
o componen s
o ea u es
o ca ego ies
o so s
o a ie ies
• Ve bal s uc u es:
o X consis s / is composed o ...
o X comp ises ...
o X can be di ided/classi ied/ca ego ized in o Xi, Xii ...
o Xi may be classi ied/ca ego ized as ...
o Xi belongs o a g oup o ...
o X is dis inc om Y in ...
o X may be di e en ia ed om Y by ...
o X includes A, B, and C.
o A, B, and C all unde he heading o X.
o A, B, and C all in o he same g oup.
• P inciple o classi ica ion:
o acco ding o
o on he basis o
o depending on
o based on a c i e ion o
Examples
• X is shown/exempli ied/illus a ed/demons a ed by Y.
• Y shows/exempli ies/illus a es/demons a es X.
• Smi h gi es/p esen s an example o ...
• Fo example/ins ance, ...
• ... , such as / o example / e.g., X and Y, ...

95
Pu pose
• o he pu pose(s) o ...
• subo dina e clause o pu pose:
o (in o de / so as) o + in ini i e
We use o, in o de o and so as o + in ini i e when he
subjec o bo h clauses is he same.
Ben on has de ined quali y con ol s anda ds in o de o
mee minimum p oduc speci ica ions.
Ene gy is gene a ed om di e en uels so as o a oid
eliance on one sou ce.
o so ha / in o de ha ollowed by a e b
We use so ha o in o de ha whe e he subjec o he
clauses is di e en . These clauses usually include modal
e bs can ( o p esen ) o could ( o pas ).
Elec ici y p oduce s a e able o exchange powe so ha one
u ili y can assis ano he .
We sample and moni o all p ocesses so ha cus ome needs
a e exceeded.
o o + noun ollowed by an in ini i e + o
Fo ze o de ec s o be achie ed, we will ha e o in oduce
igh e p e en ion con ols. (= So ha ze o de ec s can be
achie ed, we ...)
Desc ibing isual in o ma ion (g aphs, ables, igu es)
• The g aph in Fig. 1 shows / illus a es / indica es / demons a es /
e lec s / gi es in o ma ion abou ... / gi es a b eakdown o X in o ... /
p esen s / desc ibes ...
• The alue o X is/s ands a 68.
• Desc ibing ends (pas ends in pas simple, p esen ends in
p esen con inuous):
o X inc eased / g ew / ose / wen up by 25% (25 %).
o X dec eased / ell /declined / wen down om 200 o 155.
o The e was an inc ease/g ow h/ ise in X.
o The e was a dec ease/ all/decline by 25%.
• Adjec i es and ad e bs modi ying “inc ease” and “dec ease”:
o sligh /sligh ly
o s eady/s eadily
o g adual/g adually
o d ama ic/d ama ically
o signi ican /signi ican ly
o adical/ adically
o sha p/sha ply
o s eep/s eeply
96
Cause → e ec
• X causes Y.
• X accoun s o Y.
• X leads o Y.
• X esul s in Y.
• X b ings abou Y.
• X gi es ise o Y.
• X is esponsible o Y.
• consequen ly
• he e o e
• his/which is why
• hus
• cause/o igin o
• eason o
E ec ← cause
• Y esul s om X.
• Y a ises om X.
• Y is a ibu able o X.
• Y s ems om X.
• as a consequence o
• as a esul o
• because
• Fo /Since/As (a he beginning o a sen ence)
• because o /on accoun o /owing o/due o
• hanks o
Compa ison
• In oduc o y ad e bials:
o In compa ison, ... (sepa a ed by a comma)
o In con as , ...
o Simila ly, ...
• Compa a i e ph ases:
o in compa ison o/wi h
o in con as o/wi h
o X is simila o Y.
o X is he same as Y.
o X is di e en om Y.
o X is like/unlike Y.
o X beha es in he same way as Y.
o on he one hand ... on he o he hand
• Sen ence s uc u es:
o adjec i e -e (+ han) + ph ase / clause
In gene al, hese p oduc s need o be cheape han
e olu iona y ones.
97
o mo e/less adjec i e + han
Regula use s a e less ad en u ous han inno a o s.
o no as + adjec i e + as + ph ase / clause
The isks o hese p oduc s a e no as high as o he
e olu iona y p oduc s.
o oo + adjec i e + o- clause
This p oduc is oo expensi e o succeed among egula
cus ome s.
o adjec i e + enough + o- clause
A p oduc needs o be di e en enough om i s compe i o s
o be in e es ing o consume s.
• Conjunc ions:
o bu , while, whe eas, no only ... bu also
Es ablishing he impo ance o he opic
• X is he main/leading/p ima y/ majo cause o …
• Xs a e among he mos widely used / commonly discussed /
well-known / well-documen ed / widesp ead / commonly in es iga ed
ypes o …
• X is inc easingly becoming / is se o become a i al ac o in …
• Xs a e unde going a e olu ion / a e gene a ing conside able in e es
in e ms o …
• X has many uses/ oles/applica ions in he ield o …
• A s iking/use ul/ ema kable ea u e o …
Ou lining he his o y o X
• Ini ial / P elimina y / The i s s udies o X conside ed i o be …
• Un il now / Fo many yea s / Since 1993 X has been seen as …
• X has ecei ed much a en ion in he las decade due o …
• In he pas i e yea s / Since 2015, he e has been a apid ise in he
use o Xs.
• The pas decade has seen a enewed impo ance in X …
• Recen de elopmen s in indings ega ding X ha e led o …
Ou lining he u u e
• The nex decade is likely o see/wi ness a conside able ise in X.
• ln he nex ew yea s X will become …
• By 2025 / Wi hin he nex en yea s, X will ha e become an
impo an componen in …
• X will soon/sho ly/ apidly/ine i ably be an issue ha …
98
Indica ing he gap in esea ch and possible limi a ions
• P e ious wo ks ha e only ocused on / ha e been limi ed o …
• A challenging / An in iguing / An impo an / A neglec ed a ea in he
ield o …
• Cu en solu ions o X a e inconsis en /inadequa e/inco ec /
ine ec i e/ine icien /o e -simplis ic/unsa is ac o y …
• The cha ac e is ics o X a e no well/ ully in es iga ed.
• Techniques o sol e X a e compu a ionally demanding / subjec o
high o e heads / ime consuming / imp ac ical / equen ly
un easible.
• In spi e o / Despi e i s sho comings, his me hod has been widely
applied o … Howe e , he e is s ill a need o …
• To da e / Un il now his me hodology has only been applied o …
S a ing he aim
• This wo k/ hesis ou lines/p oposes/desc ibes/p esen s a new app oach
o …
• This wo k/ hesis examines / ocuses on / discusses / in es iga es how
o sol e …
• The p esen hesis aims o alida e / call in o ques ion indings
ega ding …
• X is desc ibed/analyzed/compu ed/in oduced … in o de o …
Explaining e minology
• The e m X is gene ally unde s ood o mean …
• X usually e e s o …
• Molo o [3] uses he e m X o denomina e/de e mine …
• Vi ous [15] p o ides / pu s o wa d / p oposes a new de ini ion o X
in which …
• In b oad/gene al e ms, X can be de ined as a way o …
Gi ing he s uc u e o he hesis
• This hesis is o ganized as ollows: …
• This hesis is di ided in o i e sec ions.
• The i s sec ion / Sec ion 1 gi es a b ie o e iew o …
• The second sec ion examines/analyses …
• In he hi d sec ion a case s udy is p esen ed.
• This chap e begins by examining …
99
P o iding he s a e o he a
• The e is a conside able/ as amoun o li e a u e on …
• Wha is known abou X is la gely based on …
• Ve y li le is known abou …
• Va ious app oaches ha e been p oposed / pu o wa d o sol e his
issue.
• In hei seminal/g oundb eaking/cu ing-edge pape …
• The i s in es iga ions in o / s udies on X ound ha …
• Expe imen s on X we e conduc ed/ca ied ou /pe o med on X in
2009 by a g oup o esea che s [54].
• Since 2011, much mo e in o ma ion on X has become a ailable.
• Many a emp s ha e been made [9; 10; 11] in o de o / wi h he
pu pose o / aimed a …
Repo ing on speci ic au ho s/s udies
• The wo k by Pe y e al. indica es/demons a es/ e eals/shows ha ...
• In hei s udy, B adley e al. ound ha ...
• As Hollis e poin s ou / s a es / epo s / indica es / no es, ...
• Pa ke d ew a en ion o he ac ha ...
• Fle che makes clea ha ...
• Acco ding o Ka lson, ...
• In an a icle by Schumann, ...
• Resea ch by Me ge e al. sugges s ha ...
• Halley exp essed a simila iew.
• Ga dne s a es/obse es/concludes/a gues ha ...
• Y es comes o he conclusion / eaches he conclusion ha …
• Bu gess, an au ho i y on X, no es/men ions/highligh s/ s a es/a i ms
ha …
• This esea ch eam make/d aw a dis inc ion be ween …
• Thei heo y/solu ion/p oposal/me hod/app oach is based on X.
• They d aw a en ion o / ocus on X.
Desc ibing he pu pose o es ing / me hods used
• In o de o iden i y/unde s and/in es iga e/s udy/analyze X, a Y
me hod was employed.
• This me hod enables/allow us o …
• To see/de e mine/check/ e i y whe he …
• So ha we could do X, …
• ln an a emp / e o o do X, …
• X was done in o de o …

100
Desc ibing equipmen and ma e ials
• The ins umen used/u ilized/adop ed/employed was …
• The appa a us consis s o / is composed o …
• The de ice was designed / de eloped / se up in o de o …
• Ma e ials we e ob ained om / supplied by Y Company Inc.
• The so wa e applica ion/p og am/package used o analyze he da a
…
• The da a we e ob ained/collec ed using X.
• We used comme cially a ailable so wa e X.
• Measu emen s we e aken using pu pose-buil /cus om-buil /
cus omized equipmen …
• Samples we e p epa ed in acco dance wi h / in compliance wi h / as
equi ed by …
Indica ing a ime ame in a p ocess
• ln he i s s ep / Du ing he i s phase / ln he ini ial s age o he
p ocess …
• Once / As soon as / A e X has been ca ied ou , we can p oceed o
he nex s ep.
• Wi h he comple ion o hese s eps / When hese s eps ha e been
comple ed, we a e now eady o …
• This condi ion canno be eached un il / unless X has been …
• By educing he amoun o X, Y can hen be done.
• Subsequen ly, …
Explaining how you go you esul s
• To assess X / e alua e X / dis inguish be ween X and Y, Z was used.
• X analysis was used o es /p edic /con i m Y.
• Changes in X we e iden i ied/calcula ed/compa ed using …
• The co ela ion/di e ence be ween X and Y was es ed.
• The i s se o analyses in es iga ed/examined/con i med/
highligh ed he impac o …
S a ing wha you ound
• These es s e ealed/showed/highligh ed ha …
• S ong/Some/No e idence o X was ound …
• In e es ingly/Su p isingly/Unexpec edly, high alues o X we e
ound …
• On a e age / Gene ally speaking / B oadly speaking, we ound alues
o X …
• No signi ican di e ence/co ela ion was ound/iden i ied/
e ealed/de ec ed/obse ed/highligh ed be ween …
• None o hese di e ences we e s a is ically signi ican .
101
• The mos s iking/ ema kable/conspicuous esul o eme ge om he
da a is ha …
• I is in e es ing/c i ical/c ucial/impo an / undamen al o no e ha …
• This unde lines/s esses/p o es/demons a es jus how impo an X is.
Admi ing limi a ions
• As was / migh ha e been expec ed, ou indings we e o en
con adic o y.
• Con a y o expec a ions, we ound …
• Ou esul s we e disappoin ing/inadequa e/unsa is ac o y/ below
expec a ions. Howe e , …
• This s udy was unsuccess ul in p o ing ha …
• We a e awa e ha ou esea ch may ha e limi a ions. The i s is …
The second is … These limi a ions e eal / unde line / a e e idence
o he di icul y o collec ing da a on …
• I is plausible ha a numbe o limi a ions may/migh /could ha e
in luenced he esul s ob ained.
• Ano he possible sou ce o e o is …
• A majo sou ce o un eliabili y/inaccu acy/con amina ion is in he
me hod used.
• One downside / disad an age / nega i e ac o ega ding ou
me hodology is ha …
Summa izing esul s in he conclusion
• In conclusion / In summa y / In sum / To sum up, his wo k …
• The esul s om his s udy sugges / imply / poin owa ds …
• We ha e managed o do / succeeded in doing / been able o do X.
• We ha e ound an inno a i e / a new / a no el / a cu ing-edge
solu ion o …
• We ha e ob ained accu a e/sa is ac o y/comp ehensi e esul s
p o ing / demons a ing / showing ha …
• We ha e de ised a me hod/p ocedu e which …
• The s eng h / s ong poin / alue / impac / bene i / use ulness /
signi icance / impo ance o his wo k lies in …
Sugges ing applica ions and u u e esea ch
• This me hod/ echnique/app oach/p ocedu e could be applied o …
• One possible/po en ial/p omising applica ion o ou echnique would
be …
• This could e en ually/concei ably/po en ially/hypo he ically lead o
…
• Fu u e wo k will concen a e on / ocus on / explo e / in es iga e /
look in o …
• Fu u e s udies should concen a e on enhancing he quali y o X.
102
• Fu u e esea ch should a ge / aim a / examine / deal wi h / add ess
X.
Re e ing o o he pa s o wo k
• Table 1 compa es/lis s/de ails/summa izes he da a on X.
• Table 2 shows/demons a es/illus a es ha X is …
• I we now u n o / Tu ning now o …
• As a as X is conce ned, …
• As ega ds / Rega ding / Rega ding he use o / As o X …
• As was men ioned/s a ed/no ed/discussed/ epo ed in he Me hods, …
• As epo ed abo e/p e iously/ea lie /be o e …
• These ac o s will be discussed below/la e .
Signaling ansi ion
• P e iewing sec ions o ex :
o The sec ion below desc ibes …
o In he ollowing pages, I will p esen …
o The ollowing is a b ie desc ip ion o …
o The ollowing pa o his pape mo es on o desc ibe in
g ea e de ail he …
o A summa y o he main indings, oge he wi h …, is
p o ided in he nex chap e .
o The nex chap e desc ibes he p ocedu es and me hods used
in his in es iga ion …
• In oducing a new opic:
o Rega ding X, …
o As ega ds X, …
o In e ms o X, …
o In he case o X, …
o Wi h ega d o X, …
o Wi h espec o X, …
o As a as X is conce ned, …
• Rein oducing a opic:
o As discussed/explained/s a ed abo e/ea lie , …
o As p e iously s a ed, …
o As men ioned in he p e ious chap e , …
• Mo ing om one sec ion o he nex :
o Tu ning now o he expe imen al e idence on …
o Be o e p oceeding o examine X, i is impo an o …
o So a his pape has ocused on X. The ollowing sec ion will
discuss …
o Ha ing discussed how o cons uc X, he inal sec ion o his
pape add esses ways o …
• Indica ing addi ion o con as :
o Ano he signi ican aspec o X is …
o In addi ion, i is impo an o ask …
103
o Unlike Smi h, Jones (2014) s a es …
o Despi e his, li le p og ess has been made in he …
o Howe e , his sys em also has a numbe o se ious
d awbacks.
• Summa izing a sec ion:
o Thus a , he hesis has deal wi h …
o The p e ious sec ion has shown ha …
o To conclude his sec ion, he li e a u e iden i ies …
o This sec ion has e iewed he h ee key aspec s o …
o In summa y, i has been shown om his e iew ha …
o This chap e has desc ibed he me hods used in his
in es iga ion...
o This sec ion has a emp ed o p o ide a b ie summa y o he
li e a u e ela ing o …
Schola ly abb e ia ions
• abb .
• app.
• c .
• ed.
• e.g.
• eq.
• e al.
• e c.
• ex.
• ig./Fig.
• i.e.
• incl.
• no. (plu al nos.)
• p., pp.
• supp.
• ol.
abb e ia ed, abb e ia ion
appendix
compa e
edi o , edi ion
o example
equa ion
and o he s ( o mo e han h ee au ho s)
and so on
example
igu e
ha is
including
numbe
page, pages
supplemen
olume
Acknowledgemen s
• I am indeb ed / pa icula ly g a e ul o D . X o …
• We g a e ully acknowledge D . Y o he help / aluable sugges ions.
• The au ho s wish o hank P o . X, who ga e us much aluable
ad ice in he ea ly s ages o his wo k.