The success rate of graduate thesis is generally not too high, so graduate students must have a well-thought-out plan and write it with great confidence. If they fail, you can appeal again. Then the chances of success are slim.

Many problems are often found in the preliminary examination of master's thesis, such as improper topic selection, improper structure, language errors, errors in materials and composition, errors in quoting documents, and errors in literature review. After the preliminary examination, the author will make amendments according to the opinions of the reviewers. The natural pass rate of second instance is high.

If a paper fails blind review, there are usually reasons for not passing. As the author of the paper, he will be told what opinions the experts put forward and why they didn't pass. If you don't agree with the expert's opinion, you can apply for reconsideration, and then you will find another expert to review the paper. As for the possibility of reconsideration, it still depends on the quality of the paper itself. If the quality is high, it is likely to be adopted.

Master's thesis writing guidance;

1, focusing on cultivating the ability of writing papers, and improving students' comprehensive quality in all directions. Most students who have just entered the graduate stage have a shallow understanding of thesis writing and lack the basic process cognition and ability needed for real scientific research and academic writing.

Through classroom guidance, this course stimulates students' autonomous learning and self-cultivation of scientific research ability. In addition to the first time, it also cultivates graduate students' reading (learning) ability, (work) planning ability, (innovative) thinking ability, hands-on (experiment) ability, scientific research ability and (social) communication ability.

2. Seamless connection between scientific research and teaching, careful design of scientific research learning materials and ability training programs, and reform of traditional teaching modes and methods. Change the traditional large class teaching to small class teaching with about 40 students, increase classroom teaching links such as classroom discussion and curriculum design to stimulate students' interest, organize study groups according to the subject direction, simulate the whole process of paper search and submission, and realize the integration of scientific research and teaching through teaching guidance and group tasks.

3. Pay attention to the construction of curriculum ideas. Combing the elements and functions of ideological and political education included in this course, including but not limited to scientific research integrity, academic spirit, academic norms and academic ethics. We will incorporate the elements of ideological and political education into the content of the handout and syllabus of this course, build a new system of curriculum education, and complete the fundamental task of "educating people with moral education".