In the process of writing a thesis, you will inevitably constantly fall into the “knight at the crossroads” position, bumping into “logical forks” you can go in this direction, and in this, and in this. There will be a lot of such “forks” on your way, and you, naturally, cannot walk all the ways, the whole life will not be enough for this. Therefore, you choose the only road that you consider the main, promising. If the “fork” is of fundamental importance for the work as a whole, you justify why you are going in the chosen direction, and not in some other direction. But don’t make excuses why you didn’t do something else. After all, all scientists who have experience writing scientific papers know about such “logical forks” by themselves, and your choice, if justified, is completely natural.
Excuses do not decorate the work, but may also cause unnecessary suspicions by analogy with the famous scene of L.V. Solovyov in The Tale of Khoja Nasreddin: “In no case do not think about obyazanu!” So it is better to prove what you have done, and do not make excuses for what could be done. The same applies to your oral presentations when discussing your work, including the dissertation defense procedure. When constructing a thesis, it is often necessary to use various classifications and introduce their own classifications. Moreover, they are even desirable, because they give the work a certain harmony. But, in view of the mistakes often made by the author, in the work with classifications, it seems, it would be appropriate here to list the main requirements for classification: Each classification can be carried out on only one basis.
This is perhaps the most important requirement, the most often violated. Introducing any classification, you must immediately specify and on what basis it is introduced. The basis of the classification is a feature that makes it possible to divide the scope of a generic concept (the entire set of objects classified by this classification) into species (species concepts members, parts of this aggregate). For example, the basis for the division of a comprehensive school into primary, secondary secondary and secondary is the level of general education given to students at each level. At the same time, it is impossible, for example, in one classification to divide pupils of a school by age and academic achievement or, say, attending elective classes.
The size of the classification members must be exactly equal to the volume of the entire class being classified. Suppose if we have divided a group of students into well-performing students who are middle-aged and those who do not succeed, then the sum of the number of those others and the third should exactly coincide with the total number of students in the whole group.