Resumen

NAIDOO, Mergan; SUTHIRAM, Kimera T.  y  DULLIE, Luckson. Writing for a Doctor of Philosophy (PhD): A guide to developing a strong and coherent thesis. Afr. j. prim. health care fam. med. (Online) [online]. 2025, vol.17, n.2, pp.1-9. ISSN 2071-2936.  https://doi.org/10.4102/phcfm.v17i2.5164.

Academic writing is a central yet often under-estimated component of doctoral education. More than a mechanism for transcribing research findings, writing is a generative and iterative process through which doctoral candidates cultivate a scholarly voice, construct persuasive arguments and make an original contribution to knowledge. This article provides a comprehensive guide to writing a coherent and compelling Doctor of Philosophy (PhD) thesis, offering both conceptual clarity and practical strategies. The article begins by exploring how doctoral candidates can develop authoritative academic writing, with emphasis on writing style; consistency, coherence and cohesion; the iterative writing process; and how to develop argumentation. The article outlines the typical structural formats of the PhD thesis, with a focus on both the traditional monograph and the increasingly common thesis by publication. Particular attention is given to the integration of conceptual or theoretical frameworks, research paradigms and study design, and analytical frameworks - ensuring that research design is underpinned by methodological rigour and philosophical consistency. A dedicated section offers guidance on writing the final synthesis chapter, detailing approaches for critically engaging with findings, connecting them to theoretical perspectives and articulating their contribution to the field. By demystifying the thesis writing process and offering actionable insights, this article aims to empower doctoral candidates to write with clarity, confidence and scholarly rigour - ultimately producing a thesis that reflects academic maturity and meaningfully advances their discipline.

Palabras clave : PhD thesis writing; academic argument; doctoral education; synthesis chapter; theoretical framework; conceptual framework; thesis structure; scholarly identity; higher education.

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