Tips for writing a Bachelor/Master thesis · Formulating a research question 1-1 Choosing a topic In choosing a topic, you should consider the following issues: 1. Motivation: Choose

Tips for writing a Bachelor/Master thesis

Sebastian T. Braun 5/4/2018 History & Economics, Master of Arts

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FACULTY OF CULTURAL STUDIES

The New Master ProgrammeHistory & EconomicsThe economy is constantly changing. Thelatest economic crises have taught usthat a long-term perspective can help usto better understand changes in theeconomy. For this reason, the field ofeconomic history has been experiencinga boom over the past several years. Moreand more experts are needed to analysecomplex economic relationships anddevelop integrative approaches toachieving solutions on the basis ofhistorical experience.

History & Economics, Master of Arts (M.A.)

Overview

Formulating a research question

StructureIntroductionLiterature ReviewEmpirical StrategyDataResultsConclusion

Writing tips

Additional tips

Resources

Formulating a research question 1-1

Choosing a topic

In choosing a topic, you should consider the following issues:

1. Motivation: Choose a topic that you find interesting.2. Literature: Choosing a topic with a large literature is often a

good idea, as you can build on previous work.3. Feasibility: Appreciate your time and resource constraints.4. Originality: What will be your point?

5/4/2018 History & Economics, Master of Arts


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Formulating a research question

I Avoid spending too much time on broad, vague problems.I Instead, focus on specific questions early on.



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What is a good research question?

1. Important: The ’So what?’ question.2. Specific: Narrow down your focus.3. Answerable: The question should be answerable within your

constraints.4. Innovative: What will be your point?



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What is a good research question? Example

I Bad: What happens to native workers when there is a lot ofimmigration?

- Important, but not specific. Might not be answerable (within yourconstraints).

I Good: What was the effect of Cuban immigration to Miami in theaftermath of the Mariel Boatlift on wages of non-Cubanlow-skilled workers? (Card, 1990)1

1Card, D. (1990). The Impact of the Mariel Boatlift on the Miami Labor Market. ILR Review43(2): 245-257.



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Framing a hypothesis

A hypothesis is a potential answer to a research question.

Why is it a good idea to formulate hypotheses?

I Having a potential answer in mind narrows the scope of yourproject to a specific aspect of a research problem.

I Hypotheses tell you what data to collect, what ingredients yourmodel should have, or how to design an experiment.

I Hypotheses based on economic theory make your empiricalresults more convincing.



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What is a good hypothesis?

A good hypothesis should:

1. Answer your question.2. Be specific.3. Be falsifiable. There should be a reasonable ’alternative’

hypothesis.



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An example from my own research

Observation: Unemployment rate of forced migrants in post-warGermany differed greatly across West German regions.

0.0% - 3.9%4.0% - 7.9%%8.0% - 11.9%12.0% - 15.9%16.0% -19.9%20.0% - 23.9%24.0% - 27.9%28.0% - 31.9%> 32% or more

Abbildung 1: Unemployment of forced migrants in W Germany, 19505/4/2018 History & Economics, Master of Arts


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An example from my own research (ctd.)

Observation: Unemployment rate of forced migrants in post-warGermany differed greatly across West German regions.

I Q: Why did unemployment rates of forced migrants in post-warGermany differed greatly across regions?

I H: Higher immigrant inflows increased the unemployment rate offorced migrants.

I Q’: Did higher inflows of forced migrants increase theunemployment rate of forced migrants in post-war Germany?



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In this example, framing a hypothesis is useful:

I To narrow down the research question.I To clarify minimum data requirements (data on regional migrant

shares and migrant unemployment).I To base the empirical exercise on economic theory (if the

hypothesis can be rationalized by an economic model).



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In this example, a bad hypothesis may read:

I Regional unemployment rates of migrants will vary with regionalimmigrant inflows (not specific).

I Higher immigrant inflows have no effect on the unemploymentrate of native workers (does not answer your question).

I Higher immigrant inflows increase, decrease or leave constantmigrant unemployment (not falsifiable).

I Higher immigrant inflows increase the number of immigrants (noreasonable alternative).



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Structure 2-1

Structure–General remarks

I Don’t write your thesis like a crime story–with the (surprising)punch line coming last.

I Instead, figure out your one central contribution and put thiscontribution right at the beginning of your thesis.

I Your readers are busy and impatient–help them to get yourcontribution quickly!



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Structure 2-2

Example: Chetty et al. (2014)2

’The United States is often hailed as the ’land of opportunity,’a society in which a child’s chances of success depend littleon his family background. Is this reputation warranted? Weshow that this question does not have a clear answer becau-se there is substantial variation in intergenerational mobilityacross areas within the U.S. The U.S. is better described as acollection of societies, some of which are ’lands of opportuni-ty’ with high rates of mobility across generations, and othersin which few children escape poverty.’ (Page 1554)

2Chetty, R., N. Hendren, P. Kline and E. Saez (2014). Where is the Land of Opportunity? TheGeography of Intergenerational Mobility in the United States. QJE 129(4): 1553–1623.



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Structure 2-3

Structure–Overview

The typical structure of a paper in quantitative economic history is:

1. Introduction2. Literature Review3. Historical Background4. Data5. Empirical Strategy6. Results7. Conclusion



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Structure 2-4

Structure–Overview (ctd.)

Of course, there are many variants of this structure:

1. The Literature Review is often part of the Introduction.2. You will sometimes see a separate Discussion section.3. The Data section often precedes the Empirical Strategy.4. (...)

The structure of your thesis might well look different!



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Structure 2-5

Introduction

The Introduction should be brief and concise–and motivate thereader to read the rest! What should be in it?

I Which question/hypothesis do you address/test?I How do you answer the question?I Why should we care about this question?I What is the contribution of the paper?I What are the main results and what are their implications?



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Structure 2-6

Example: Butcher and Card (1991)3

Introductions often progress through four ’moves’ which can appear indifferent order (Dudenhefer 2014):

1. Establish a research territory: Introduce your subject andindicate its importance.

’More immigrants entered the United States during the pastdecade than in any comparable period since the 1920s.Among the issues raised by this influx, none is as controver-sial as its effect on the labor market opportunities of native-born workers.’ (Page 292)

3Butcher, K.F. and D. Card (1991). Immigration and Wages: Evidence from the 1980’s. AER81(2): 292-296.



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Structure 2-7

Example: Butcher and Card (1991) (ctd.)

2. Point towards literature: Briefly point towards the literature.3. Identify niche: Point out potential gaps and uncertainties in the

literature.

’Evidence on the labor market consequences of immigrationis limited (see Greenwood and McDowell 1986 and Borjas1990).’ (Page 292)



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Structure 2-8

Example: Butcher and Card (1991) (ctd.)

4. Occupy niche: Describe how you address these deficienciesand what you find.

’This paper presents new evidence on the effects of immigra-tion, based on changes in the distributions of wages in 24major cities during the 1980s. Our empirical analysis revealslarge differences across cities in the relative growth rates ofwages for low- and high-paid workers. Nevertheless, thesedifferences bear little or no relation to the size of immigrantinflows. Our results therefore confirm the findings of earlierstudies [...] that suggest that the labor market consequencesof higher immigration are relatively small.’ (Page 292)



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Structure 2-9

How to begin the Introduction?

There are many ways to begin your thesis. Here are some examplesfrom the AER:

I State what you do: ’This paper evaluates the welfare effects ofcorporate income tax cuts on business owners, workers, andlandowners.’ (Serrato and Zidar, 2016: 2582)

I State relevant background: ’The age of mass migration fromEurope to the New World was one of the largest migrationepisodes in human history.’ (Abramitzky et al., 2012: 1832)

I State an economic question or fact: ’What should the marginaltax rate on top income earners be?’ (Ales and Sleet, 2016: 3331)



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Structure 2-10

Why undertaking a literature review?

I To increase your breadth of knowledge and demonstrate yourfamiliarity with academic work on the topic.

I To avoid re-inventing the wheel.I To identify gaps or shortcomings in the literature and motivate

your work.I To be able to build on existing work and put your results into

perspective.



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Structure 2-11

What should a good literature review do?

A literature review should NOT just summarize, in no particular order,a series of studies on a topic. Instead, it should:

I Analyze critically, and organize, a body of research.- A good review has structure.

I Provide context and motivation for your own research.- A good review describes how your work builds upon and extends

the existing literature.



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Structure 2-12

Suggestions for writing a review

I Begin with comments about the body of research as a whole.- Are there many studies or few? Are they mainly empirical or

theoretical?- Is there a general consensus on certain issues? Is there

disagreement on others?- (...)

I Organize your review according to themes (methodology,conclusion, data,...), not by individual papers.



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Structure 2-13

Suggestions for writing a review (ctd.)

I Begin paragraphs with a sentence that puts in explicit contextwhat follows.

- Don’t leave it to the reader to infer the point you are making.

I Critically discuss merits and shortcomings of the literature.- Be explicit!



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Structure 2-14

Suggestions for writing a review (ctd.)

I Explain how your work builds upon and adds to the existingliterature.

- Do you have new data?- Do you add a twist to a model?

I Your contribution is usually a direct response to a shortcomingidentified in the review.



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Structure 2-15

Example: Kerr and Kominers (2015)4

’Research on the spatial horizons over which different agglo-merative forces act often takes one of two approaches. A firstapproach considers regional evidence. (...) In parallel, a se-cond strand of work considers local evidence on agglomera-tive interactions. (...) There is a substantial gap between the-se two approaches. (...) This project examines these issuestheoretically and empirically.’ (Page 877)

4Kerr, W.R. and S.D. Kominers (2015). Agglomerative Forces and Cluster Shapes. RESTAT97(4): 877–899



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Structure 2-16

Empirical Strategy

The Empirical Strategy section discusses the empirical methodsyou use to test your hypothesis. What should be in it?

I Describe the empirical methods you will use (OLS, 2SLS,...).- Assume your readers know the basics of the method.- Do not assume they know how you apply the specific method in

your context.



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Structure 2-17

Empirical Strategy (ctd.)

I Write out the basic econometric specification and explain eachvariable and the parameters of interest.

- Was the equation derived from theory? Has it been used before?- Why do you include certain variables (and not others)?



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Structure 2-18

Example: Boustan et al. (2010)5

726 Boustan et al.

Fig. 1.—In-migration rates and the probability of out-migration among existingresidents by metropolitan area, 1935–40. Each dot represents one of the 69 met-ropolitan areas with complete data in the sample. The numbers of male in- andout-migrants are taken from the 1940 census volume on internal migration (U.S.Bureau of the Census 1943).

IV. Estimating the Relationship between Internal Migration andEconomic Outcomes

A. Ordinary Least Squares Specification

We are interested in the effect of internal migration to a metropolitan areaon the employment rate, annual earnings, and out-migration rate of ex-isting residents. Let Yijr 40 represent an economic outcome for a nonmi-grant i who lives in metropolitan area j in region r in 1940. We posit thatYijr 40 will be a function of the migrant-induced change in labor supply:

′ ′Y p a � bm � go � F Y � W X � P � � ,ijr 40 jr 40�35 jr 40�35 jr 35 ijr 40 r ijr 40 (1)

where mjr 40�35 represents the in-migration rate to area j and ojr 40�35 rep-resents the out-migration rate from area j. In the earnings and employmentequations, we expect b to be negative and g to be positive. The mostflexible specification, presented here, allows in- and out-migration to havedistinct effects on labor market outcomes. For parsimony, we often restrictarrivals and departures to exert equal and opposite effects by including

5Boustan, L.P., P.V. Fishback and S. Kantor (2010). The Effect of Internal Migration on LocalLabor Markets: American Cities during the Great Depression. JOLE 28(4): 719-746.



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Structure 2-19

Empirical Strategy (ctd.)

I If you wish to interpret a parameter as causal (here: β), criticallydiscuss the assumptions you need to make.

- It is far better to acknowledge potential problems than to makeunsupported statements.

I Describe additional specifications or tests you will perform.- Alternative samples.- Additional control variables. Alternative variable definitions.- Alternative regressions methods. (...).



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Structure 2-20

Data

The Data section is usually short. What should be in it?

I Identify data source(s): Where do the data come from?I Describe data source(s): Periods covered; number and unit of

observations; panel, cross section or time series; (...).I Describe limitations and strengths: Missing observations;

sample attrition; representativeness; (...).I Describe construction of sample and variables: Deleted

outliers? Combined two variables to get a third? (...).



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Structure 2-21

Data (ctd.)

The second part of the Data section presents descriptive statistics.

I Report at least the mean and standard deviation of variables,and the number of observations.

I For categorical data, report the percentage of observations ineach group.

I You may want to distinguish between outcome, independent andcontrol variables or between different sample subgroups.

I Discuss the most relevant variables–you don’t have to discussevery single mean!



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Structure 2-22

Useful questions

I How does your data compare with other data sources used in theliterature? Might help you to identify your contribution.

I What would the ideal data look like? Might help you to identifyweaknesses.

I Are there any data features that obviously affect your results?Might inform you about robustness checks or future work.



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Structure 2-23

Results

There are essentially two decisions to make when presenting yourresults (Neugeboren and Jacobsen, 2014)6:

1. How many of your results should be presented (and which)?2. How should these results be described?

6Neugeboren, R. and M. Jacobson (2014). Writing Economics. Harvard Writing Guides.5/4/2018 History & Economics, Master of Arts


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Structure 2-24

How many results should I report?

I Less is usually more.I Pages of parameter estimates etc. muddy the message of your

thesis.I Present those estimates that directly speak to your topic.

- If it’s not worth writing about in the text, it’s probably not worthputting in a table or figure.



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Structure 2-25

Visualizing data

I Good figures really make a paper come alive.I Three basic principles (Schwabish, 2014)7:

1. Show and emphasize the data. The data are the most importantpart of the graph.

2. Reduce clutter. Unnecessary or distracting visual elements tendto reduce effectiveness.

3. Integrate the text and the graph. Integrate legends. The figureshould contain enough information to stand alone.

7Schwabish, J.A. (2014). An Economist’s Guide to Visualizing Data. JEP 28 (1): 209-34.5/4/2018 History & Economics, Master of Arts


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Structure 2-26

An original line chart (Schwabish, 2014)212 Journal of Economic Perspectives

The Line ChartFigure 1A summarizes regression results of the correlation between the long-Figure 1A summarizes regression results of the correlation between the long-

run unemployment rate in the United States and Supplemental Nutrition Assistance run unemployment rate in the United States and Supplemental Nutrition Assistance Program caseloads for four groups.Program caseloads for four groups.11 Instead of a single line chart with multiple Instead of a single line chart with multiple series or four large, separate charts, the authors have used a “small multiples” series or four large, separate charts, the authors have used a “small multiples” approach in which four smaller charts are grouped together. Instead of packing as approach in which four smaller charts are grouped together. Instead of packing as much information as possible into a single graph, researchers should probably use much information as possible into a single graph, researchers should probably use this approach more often. However, in other ways the graphs violate the three prin-this approach more often. However, in other ways the graphs violate the three prin-ciples outlined above.ciples outlined above.

Perhaps most importantly, a graph should emphasize the data, but the darkest Perhaps most importantly, a graph should emphasize the data, but the darkest and thickest line on these graphs is the 0 percent gridline. Your eye is immediately and thickest line on these graphs is the 0 percent gridline. Your eye is immediately drawn to that thick, horizontal gridline rather than to the important parts of the graph, drawn to that thick, horizontal gridline rather than to the important parts of the graph, namely the coeffi cient line and the standard errors. Also notice that the data values in namely the coeffi cient line and the standard errors. Also notice that the data values in the last point of the WE and SS charts actually exceed the 15 percent data marker—the the last point of the WE and SS charts actually exceed the 15 percent data marker—the graphs fail to show all data points.graphs fail to show all data points.

Some elements add unneeded clutter. For example, the y-axis labels and Some elements add unneeded clutter. For example, the y-axis labels and percentage signs are redundant and add clutter (there are 28 percentage signs percentage signs are redundant and add clutter (there are 28 percentage signs in all!) and the tick marks on the y-axes also seem unnecessary.in all!) and the tick marks on the y-axes also seem unnecessary.

1 The authors were kind enough to send me the data behind their fi gure for reproduction here.

Figure 1AAn Original Line Chart

Source: Klerman and Danielson (2011).

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Structure 2-27

An original line chart (Schwabish, 2014) (ctd.)

The graphs violates the three principles outlined above:

I The graph does not emphasize the data:- Your eye is drawn to the horizontal gridline.

I Some elements add unneeded clutter.- The y-axis labels and percentage signs are redundant.

I The figure does not stand alone.- What do AO, NC, WE, and SS mean in the figure?



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Structure 2-28

A revised line chart (Schwabish, 2014)An Economist’s Guide to Visualizing Data 213

Finally, what do AO, NC, WE, and SS mean in the fi gure? In this article, these Finally, what do AO, NC, WE, and SS mean in the fi gure? In this article, these terms are explained on the third and fourth pages, 15 pages before this fi gure is terms are explained on the third and fourth pages, 15 pages before this fi gure is presented. It seems unfair to ask a reader to search the paper to decode the meaning presented. It seems unfair to ask a reader to search the paper to decode the meaning of those labels. Instead, the text and the graphs can be integrated.of those labels. Instead, the text and the graphs can be integrated.

Figure 1B offers an alternative version of this fi gure. The darkest line now shows Figure 1B offers an alternative version of this fi gure. The darkest line now shows the data (in this case, the coeffi cient estimate). The gridlines have been lightened, the data (in this case, the coeffi cient estimate). The gridlines have been lightened, but leaving the 0 percent gridline slightly darker so it can provide a baseline for the but leaving the 0 percent gridline slightly darker so it can provide a baseline for the series that dip below zero. Because the charts are aligned vertically and horizontally, series that dip below zero. Because the charts are aligned vertically and horizontally, I eliminated two sets of labels to reduce clutter and to help highlight the central I eliminated two sets of labels to reduce clutter and to help highlight the central message. I eliminated the percent signs and identifi ed the unit in parentheses below message. I eliminated the percent signs and identifi ed the unit in parentheses below the title. This last edit is essentially a style choice—there is nothing inherently wrong the title. This last edit is essentially a style choice—there is nothing inherently wrong with using rotated text on the vertical axis, but it does require readers to turn the with using rotated text on the vertical axis, but it does require readers to turn the page sideways or tilt their heads (Robbins 2013a).page sideways or tilt their heads (Robbins 2013a).

The title is now above the graph—some publishers place titles below graphs even The title is now above the graph—some publishers place titles below graphs even though readers tend to start reading from the top left, move down along the left margin, though readers tend to start reading from the top left, move down along the left margin, and then move to the right. Repositioning the word “Caseload”and then move to the right. Repositioning the word “Caseload” into the title—used into the title—used four times in the original—leaves room to spell out the abbreviations. One could, of four times in the original—leaves room to spell out the abbreviations. One could, of course, argue about many of the choices illustrated here: Perhaps four sets of axis labels course, argue about many of the choices illustrated here: Perhaps four sets of axis labels are better than two, or dotted standard error lines would be preferable to solid ones. are better than two, or dotted standard error lines would be preferable to solid ones. But surely, a number of these changes are clear improvements on the original fi gure.But surely, a number of these changes are clear improvements on the original fi gure.

Figure 1BA Revised Line Chart

Implied Impulse Response Functions for Different Caseloads(Percent change)

No Cash

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Structure 2-29

A revised line chart (Schwabish, 2014) (ctd.)

I The darkest line now shows the data.I Two sets of labels have been eliminatedI The title now identifies the unit; the percent signs in the figure

have been deleted.I Repositioning the word ’Caseload’ into the title leaves room to

spell out the abbreviations.



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Structure 2-30

How should I describe my results?

I Describe your tables, graphs and figures clearly and precisely.I Introduce a table (figure) and identify the main points made by

the data in the table (figure).- You cannot simply refer to a table and leave it at that.

I Guide readers and focus their attention on the important parts ofthe table, in the right order.

I Establish the main point of the table in the topic sentence of aparagraph.



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Structure 2-31

Example: Neugeboren and Jacobsen (2014)

’Table I shows that including a measure of ability in the wageequation dramatically lowers the predicted effect of educationon earnings. Column 1 does not include an ability measureand indicates that a year of education raises wages by 9.1percent. Column 2 adds the ability measure and the educa-tion effect drops to 3.1 percent. Columns 3 and 4 show thatthis general pattern is repeated even when state level dummyvariables are included. The estimates in Table I are thereforeconsistent with the hypothesis that the OLS estimates sufferfrom an upward ability bias.’ (Page 27)



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Structure 2-32

Example: Neugeboren & Jacobsen (2014) (ctd.)

I Focus on the parameter(s) of interest.I The reader should be able to understand the table without

having to look back at the text- Define the dependent variable.- Do not report your estimates in terms of α and β, give variables

informative names.- Add table notes.

I Don’t report 1.23456789.I After presenting your main results you may want to discuss

additional robustness check(s).



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Structure 2-33

How should I describe my results? (ctd.)

I Discuss your results as honestly and carefully as possible.- Tell readers if your results do not sit well with your hypothesis.

I Explain the economic significance of central numbers, not justtheir statistical significance.

- Explain what the numbers mean. Provide units.



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Structure 2-34

Conclusion

The Conclusion is brief. It usually looks both back at a paper andahead of it.

I Briefly restate your principal contribution and finding.I Briefly discuss the wider implications of your thesis.

- Has your finding policy implications? Is it relevant beyond yourspecific context?

- Avoid normative judgments. Don’t speculate. Rely instead oneconomic analysis.



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Structure 2-35

Conclusion (ctd.)

I Briefly identify limitations of your project. You might also suggestavenues for future research.

- Recall: It is way better to acknowledge limitations than to makeunsupported claims.



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Structure 2-36

Example: Kline and Moretti (2014)8

The Conclusion basically proceeds in three steps:

I Step 1: Restate main contribution.

’This article makes two primary contributions. Our substan-tive contribution is to estimate the local and aggregate ef-fects of one of the largest place-based policies in U.S. history.To our knowledge, we are the first to empirically quantify thelong-run social costs and benefits of such a policy. [...]’ (Page327)

8Kline, P. and E. Moretti (2014). Local Economic Development, Agglomeration Economies, andthe Big Push: 100 Years of Evidence from the Tennessee Valley Authority. QJE 129(1): 275–331.



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Structure 2-37

Example: Kline and Moretti (2014) (ctd.)

I Step 2: Discuss policy implications.

’Our empirical findings are policy relevant. The evaluation de-sign of Section III provides strong evidence that the TVA spedthe industrialization of the Tennessee Valley and provided la-sting benefits to the region in the form of high-paying manu-facturing jobs. [...] (Page 328)



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Structure 2-38

Example: Kline and Moretti (2014) (ctd.)

I Step 3: State limitations. Discuss future research.

’We caution, however, that our findings do not necessarilyapply to all contexts, as the strength and shape of agglome-ration economies may well vary across industries, periods,and levels of aggregation. Our results are specific to the ma-nufacturing sector and a period of U.S. history when manu-facturing employment was expanding and earnings were re-latively high. An important task for future work is to assesswhether similar qualitative results hold for modern develop-ment efforts, such as those centered on building high-techclusters.’ (Page 328)



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Writing tips 3-1

Writing tips (Dudenhefer, 2014)

I Use the active voice.X In this paper, the effect of immigration on native wages is studied.X This paper studies the effect of immigration on native wages.

I Express key actions as verbs.X There is opposition among many voters to nuclear power plants.X Many voters oppose nuclear power plants.



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Writing tips 3-2

Writing tips (ctd.)

I Keep your grammatical subjects short.X An explanation of why the model cannot accommodate this

particular case of omitted variables bias is given in the appendix.X The appendix explains why the model cannot accommodate this

particular case of omitted variables bias.

I Avoid unnecessary words.- Change ’is equal to’ to ’equals’.

I Keep sentences short. Be specific.



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Writing tips 3-3

Writing tips (ctd.)

I Avoid adjectives and verbs that are overly dramatic.- ’The results shatter our expectations’ is too much.

I Use ’I’ when you mean ’I’ and use ’we’ when you mean ’we’.I It may seem boring to keep using phrases like ’The results

show...’, ’The estimated coefficient on...’. Use them anyway.- Use them anyway or use anything equally clear.

I Revise and polish. Revise and polish. Revise...



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Additional tips 4-1

Additional tips

I Introduction and Conclusion are usually written at the end of yourproject.

I The more economics papers you read, the more familiar you willbecome with their structure, conventions and style.

I You may not reach conclusive results. It is better to acknowledgeshortcomings than to make unsupported claims.

I Rejecting your hypothesis is totally fine (as long as thehypothesis is reasonable to begin with).



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Additional tips 4-2

Additional tips (ctd.)

I Don’t underestimate the time to organise data and write-upresearch.

I Time management is key.I Back up often and in multiple places.I Plan the meeting with your supervisor.I Get a smart friend to read your proposal/thesis.I Never ever plagiarise.



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Resources 5-1

Resources

...which I have used to prepare these slides.

I Dudenhefer, P. (2014). A Guide to Writing in Economics. DukeUniversity. (available here)

I Neugeboren, R. and M. Jacobson (2014). Writing Economics.Harvard Writing Guides. (available here)

I Nikolov, P. (2013). Writing Tips For Economics Research Papers.Mimeo, Harvard University. (available here)

I Schwabish, J.A. (2014). An Economist’s Guide to VisualizingData. JEP 28 (1): 209-34.

I Zinnser, W. (2016). On Writing Well: The Classic Guide toWriting Nonfiction. Harper Perennial.



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Tips for writing a Bachelor/Master thesis · Formulating a research question 1-1 Choosing a topic In choosing a topic, you should consider the following issues: 1. Motivation: Choose