3 dissertation mistakes that cost you marks (and how to fix them)

Every year, students pour months of effort into their dissertations, only to lose marks over avoidable mistakes. These errors don’t usually come from weak ideas or poor research. More often, they’re structural slip-ups that weaken your argument.

The good news? They’re easy to fix. In fact, avoiding them can be the difference between an average grade and a top one.

In a recent video on my Dissertation Academy YouTube channel, I walk through three common dissertation mistakes I see year after year. Below is a summary of the key lessons, but if you want to see real examples of what works and what doesn’t, I recommend watching the full video.

Mistake 1: Inconsistency between the title and the aim

Your dissertation title and research aim must say the same thing. It sounds obvious, but many students unintentionally use different wording - or even focus on different aspects - when writing them.

For example, a dissertation title might mention cultural change and traditions, while the aim focuses on wedding rituals and guest dynamics. Both might be related, but this inconsistency signals confusion about the project’s true focus.

Here’s a simple rule to remember:

“The aim is the title, the title is the aim.”

If your dissertation has multiple aims, long-winded phrasing, or wording that doesn’t match the title, you’re setting yourself up for trouble later. Clear alignment between the title and the aim provides a solid foundation for everything that follows.

Mistake 2: Putting sample characteristics in the results chapter

Another frequent misstep is starting the results chapter with pages of participant demographics or sample characteristics. While this information is important, it doesn’t belong in the results.

Why? Because the results chapter should focus on findings that answer your research objectives. Sample characteristics explain who you studied, not what you found.

Instead, place this information in the methodology chapter. That’s where you describe how the study was conducted - sampling methods, participant profile, and why your chosen sample fits the research.

Handled correctly, sample characteristics add transparency, help readers judge generalisability, and provide context for interpreting your findings. But in the wrong place, they distract from your main arguments and waste valuable space.

Mistake 3: Ignoring objectives in the conclusion

Perhaps the biggest missed opportunity comes at the very end. Too many students write conclusions that summarise the process (how data was collected, which methods were used) instead of answering their objectives. You can and should provide a brief summary of the research at the begging of the conclusion chapter, but the essence of this chapter is to answer the research objectives.

Remember: in your introduction, you set objectives. In your conclusion, you’re expected to show the answer to each one. This helps you to demonstrate that your dissertation delivered on its promises and makes your contribution clear. What does a strong conclusion look like? I explain five important characteristics of a well-addressed objective.

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To see real student examples of these mistakes (and how to fix them), check out the full video on the Dissertation Academy YouTube channel. Sometimes, seeing what not to do is the most powerful way to get it right.

If you’d like to avoid even more mistakes that could bring your grade down, the Virtual Tutor Resource offers over 15 hours of tutorials packed with practical tips and proven tools to help you aim for the top grade. And if you’d prefer a more personalised approach, you can also work with me directly to build your dissertation progress on a solid foundation.