Thesis Defense
A thesis defense is commonly employed in order to test a student's knowledge of the material he or she has been researching. Typically, a defense will consist of a panel of faculty advisors who then listen to the presentation by the student. Once the presentation is completed, the student will then be subjected to rounds of questioning by the thesis defense panel, all of whom are experts in finding flaws in methodology, structure, tone, and other important elements of a quality thesis.
When it comes to defending a thesis, it is important to note that the thesis itself is not an analysis or an exposition or a mere statement of position; rather, a thesis is a position or concept that is put forth by a student and supported by relevant arguments and research materials. A thesis defense panel will not be impressed by a merely elongated essay, as the thesis must present new knowledge in a unique way that is supported by existing research. In the end, a thesis must argue or claim a point or position and defend it from all angles.
At the defense itself, you will be required to explain how your thesis is supported by arguments and evidence. This can take many forms, depending on the sort of thesis you are using.
Example 1: People use Method/Process A to complete Task B.
In this sort of argument, the student will be faced with a serious challenge. First, the student must somehow demonstrate that A is an effective and tested tool at completing a given task, and since the thesis must present new knowledge, the student will be forced to create a copious amount of experimental data in order to back up their claim.
Example 2: Method/Process A is an effective way to complete Task B.
In this sort of argument, the student can utilize a defense based on experimental data. In essence, this position can be defended with an analysis of the method/process itself and the associated limitations. A thesis defense panel will need to see experiment methodology, practical applications, and other elements in order to be convinced by your arguments.
Example 3: Task B necessarily requires Method/Process A
In this sort of argument, the student must somehow present evidence that Method/Process A is required to complete Task B. This is very difficult, as the argument is predicated on the idea that A is absolutely necessary to B, and that no alternative can exist.
Example 4: Method/Process A is ineffective at completing Task B (or) scholars do not utilize Method/Process A to complete Task B.
In this sort of argument, the student must show how Method/Process A is a valid method of completing Task B. The key to this sort of defense is that Method/Process A cannot be a farce or a clearly weak method of completetion; rather, A must be something that is or can be used in research and is considered to be a valid process. The defense, in this example, would consist of a study that covers the weaknesses, impracticality, and limitations of A.
