As a task, the reader’s diary is usually assigned to students in elementary, sophisticated form, as well as secondary schools – a frequent requirement in the maturitní zkouška exam. This is a collection of separate book entries that the reader has read. How should a newspaper be conceived? What should it contain and what is not necessary? This will be answered in the following.

The first decisive factor for the creation of a reader’s diary is the reason why it is written – the difference is whether one leads it “voluntarily” as a kind of chronicle of the books he has read in his life, or whether he is obliged to keep a reader’s diary strictly. Of course, the second case is more common among students, and more specific requirements are usually given to what should be found in the reader’s diary, or which books should be characterized in the reader’s diary (eg, mandatory reading).

In the first place, the reader’s diary should be devoted to a brief presentation of the author – there is no need to write his extensive biography, just a few essential information about the period of his life, the literary direction in which he was created, his most important creative activities, the topics he is working on, his contemporaries. Then the work itself should be characterized – in terms of its meaning, the social background in which it was created, the genre used, or the existence of autobiographical features.

The content, that is, what the work deals with, it is appropriate to elaborate in more detail – what is the main idea, what is the storyline, characteristics and position of important characters, gradation of the story, its point, or hidden message to the readers. It is advisable to take note of the language the author uses – whether it is, for example, “their form”, whether literary vs. used. slang expressions, the existence of direct speech, the division of text into chapters and paragraphs, readability, etc. – thanks to these records, the reader later recalls the details he noticed when reading the book.

The reader’s diary should not only be informative, but also partly analytical or critical. This means that the student is usually expected to have his or her own thought, assessment, opinion on the work, substantiated argumentation and above all an original approach to the topic.

If you decide in your bachelor’s or master’s thesis to write a practical, application, or empirical part, you will inevitably have a decision on how to accommodate that part. One of the options is a questionnaire survey, which can be part of both qualitative and quantitative research.

The questionnaire survey is a method that is not suitable for all types of research. If you are still considering whether to use a questionnaire or an interview, some things need to be clarified. The first is the purpose of the research. Do you need only a few respondents to confirm your research assumption, or do you need a large number? Do you just have answers from respondents in your area or do you need to cover a larger area? Will respondents be able to respond in writing (eg seniors)?

Are they mature enough to understand the questions (little children)? Your choice of questionnaire also plays a role in your time options etc. So the questionnaire is useful wherever it is necessary to have more respondents, it is assumed that respondents will be interested in responding sincerely and truthfully, trying to save time or money. However, the overall research concept should always be considered.

However, the creation of the final questionnaire is not easy and one cannot ask one question after another. Before starting to create a questionnaire, it is necessary to set hypotheses or research assumptions on which the questionnaire will try to find answers leading to their verification. When compiling a questionnaire, it is also necessary to take into account what you write in the theoretical part of the thesis, because it is not possible to ask a question in a questionnaire about any matter that you have not mentioned in the theoretical part of the thesis. Here too, be careful about linking content. If you do not succeed, or do not dare to do so, have a look on our website.

At the beginning of each questionnaire, respondents should be informed about the purpose of the interview, the interview process (whether they should always only have one answer, or more, etc.) and assure them of anonymity. The questionnaire usually includes identification questions (gender, age, education, etc.). Sometimes it is recommended to leave them to the end so that they do not poison the respondent and do not discourage the filling. At the end of the questionnaire, the respondent should be thanked for his time and willingness.

The optimum number of questions in the questionnaire differs according to the purpose of the research, the number of hypotheses set, but in general no more than 20 to 25 questions are recommended, so that the respondent does not lose interest again and the questionnaire does not fit into the basket in the middle of the questioning. Also important is the graphic layout of the questionnaire and its clarity! Even with this we are able to help you.

The questionnaire has a high risk of return, which can be quite low, especially in the case of non-personal interviewing. It is necessary to reckon with it and it is suitable to even double the number of respondents than you want to get filled in questionnaires, or to respond to emails several times, etc. 100 respondents are considered optimum, but there are 30 respondents or others where need to reach 1 000 respondents.

If you have decided to fulfill the goals of your bachelor’s or master’s thesis with the help of a questionnaire survey and you have already realized it, another difficult task is waiting for you. Questionnaires need to be processed and evaluated and the results processed into graphs or tables. MS Excel plays a big role here. If you don’t understand it too much, it’s time to meet.

First, I recommend to rewrite or copy all the questions and answers from the questionnaire to Excel and create a basis for further work, ie creating tables or graphs. Then a lengthy work consisting of counting the answers for each question awaits you. If you have everything counted, the number of respondents is written in Excel for each answer variation, I highly recommend using the sum (Ʃ) function to verify that you have the full number of respondents for each question (Everyone answered?), Because it does not exceptionally happen that recalculation, some respondent or answer is omitted.

Now you have to decide if you want to process the results into graphs or tables (both are possible at the same time). The graphs are clearer at first glance, but especially the color variations of the graphs can make the work more expensive. Anyway, I recommend to display the graphs, as well as tables, the results converted to percentages (relative values). If you can work in Excel, it’s a matter of minutes. If you do not dare to do so, we will be happy to help you with this, as well as with the whole processing of the questionnaire.

Excel offers several variations of graphs, but in general it is possible to recommend pie charts if you have uniform results and do not differentiate or compare categories. If you want to compare more categories in research, such as men and women, employed and unemployed, etc., bar graphs are more appropriate. Line graphs are useful for continuous phenomena and are used rather rarely (eg to affect the development of a variable). When creating a graph I recommend displaying the values ​​for better clarity.

It is advisable to pay attention to the labels of the x and y axes, or if they are not described in the graph, it is necessary to pay attention in the graph label. If you have a description or a graph title directly in the graph generated by Excel, it is no longer meaningful to repeat its name in the label.

Charting in the bachelor’s or master’s thesis text should also be of a certain level, the graphs should ideally be the same big, but not too much, and their uniformity must be observed. If this is too much for you, contact the experts on our website, where they know all the rules and rules and add quality and level to your work.

Introduction and conclusion of the thesis are extremely important parts of bachelor’s and master’s thesis. In conclusion, it is assumed that it is actually written at the end. However, it is advisable to keep writing the introduction of the final thesis. The introduction is important especially because when writing a scientific text (which should be a bachelor’s and master’s thesis) often the introduction decides whether the reader decides to read the entire article.

The introduction of the thesis serves to acquaint the reader with some kind of anchoring of the work, with the reason for choosing the given topic and should also indicate why the topic is so important and what the reader can expect from the next reading of the thesis. At the beginning of the introduction, it is advisable to generally outline the issue, its surroundings and to put the work into the overall context. The introductory words should guide the reader to why this topic of bachelor’s or master’s thesis was chosen and its importance.

If this is not a separate chapter, then the introduction is also a place where the goal of the entire thesis should appear. There should also be an outline of the process of writing a bachelor’s or master’s thesis. It is also not brief to introduce the reader to individual chapters of theoretical or analytical or practical part of the thesis.

The conclusion of the bachelor or diploma thesis then serves, as the name implies, to the final summary of the thesis. Again, there is a place for some kind of general “sauce” on the subject, but most importantly, the goal of the work, and possibly the research goal and the commentary on how and to what extent have been fulfilled. In conclusion, the reader should learn what results you have achieved and how, what the results mean, and possibly what suggestions you have made for improvement and why. It is possible to think at the end and eventually to the topic or to propose further, more detailed investigation of the issue.