But if this is the case, then it is important to make it clear to the reader what the point of a long review is! "In order to appreciate the significance of ..., it is first important to consider ...").
All theses require introductions and literature reviews, but the structure and location of these vary considerably.
Options that are used include: Regardless of the approach taken, the Introduction to a thesis answers the three questions: May be stated in terms of both general aims (e.g. ), with more detailed motivation for precise goals coming out of a literature review (Why look at the particular aspects you do?
One possibility: look to see if your campus is having a Three Minutes Thesis competition this term; the first round at U of T is being held on March 22.
When I approach a thesis introduction, I start from the assumption that the reader shouldn’t have to wait to hear your guiding problem until they have the full context to that problem.
A few weeks ago, I had a post on writing introductions, in which I discussed the standard three moves of an introduction.
This model works very naturally in a short space such as a research proposal or article but can be harder to realize on the bigger canvas of a thesis introduction.
However, writing "working" abstracts and introductions as you go along can be useful to force you to think about the overview of, and motivation for, what you are doing.
And while they will have to be revised and fine-tuned, having a general sense of where you are going and why is very useful when making the journey.
Many thesis writers struggle with the need to provide adequate contextualizing detail before being able to give a satisfying account of their problem.
Truth be told, this inclination—the feeling that our problem is so complex that any explanation will require extensive background—can be a bit of a graduate student weakness.