hypothesis english class

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• Knowing the subject
• Teaching Knowledge database D-H

Hypotheses are possible ideas about language rules that learners form as they receive information.

Learners test their hypotheses by using language and these ideas change as new information is received.

Example A learner has noticed that English often uses the suffix -ness to form a noun from an adjective and so develops a hypothesis that this is a rule. The teacher gives them more information and the learner adjusts the hypothesis accordingly.

In the classroom Learners often make systematic errors as they test hypotheses. For example, overuse of the past -ed may be due to an incorrect hypothesis about past forms in English. Teachers can find out a lot about learners' current understanding of the new language from noticing the errors learners make.

Further links:

https://www.teachingenglish.org.uk/article/integrating-pronunciation-classroom-activities

https://www.teachingenglish.org.uk/article/theories-reading

https://www.teachingenglish.org.uk/article/presenting-new-language

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• English Grammar

Wishes and hypotheses

Level: intermediate

We use the verb wish or the phrase if only to talk about things which we want but which are not possible:

I wish I could see you next week. If only we could stop for a drink. I wish we had a bigger house. They are always busy. If only they had more time. John was very lazy at school. Now he wishes he had worked harder.

We use wish and if only with past tense forms :

• We use past tense  modals   would and could to talk about wishes for the future :

I don't like my work. I wish I could get a better job. That's a dreadful noise. I wish it would stop. I always have to get home early. If only my parents would let me stay out later.

• We use past simple and continuous  to talk about wishes for the present :

I don't like this place. I wish I lived somewhere more interesting. These seats are very uncomfortable. I wish we were travelling first class. I wish I was taller. John wishes he wasn't so busy. I'm freezing. If only it wasn't so cold.

• After I/he/she/it , we can use were instead of was :

I wish I was/were taller. John wishes he wasn't/weren't so busy. I'm freezing. If only it wasn't/weren't so cold.

• We use the past perfect  to talk about wishes for the past :

I wish I had worked harder when I was at school. Mary wishes she had listened to what her mother told her. I wish I hadn’t spent so much money last month.

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Hypotheses (things we imagine)

Expressions.

When we are talking about hypotheses, we use expressions like:

We use these expressions:

• with  present tense forms  to talk about the present or future  if we think something is likely to be true or to happen:

We should phone them in case they are lost. Those steps are dangerous. Suppose someone has an accident.

• with past tense forms  to talk about the present or future to suggest something is not likely to be true or to happen:

Imagine you won the lottery. What would you do with the money? What if he lost his job? What would happen then?

• with the past perfect   to talk about things in the past which did not happen :

Suppose you hadn't passed your exams. What would you have done? What if he had lost his job? What would his wife have said?

Modal verbs

We use modals   would and could for a hypothesis about the present or future :

We can't all stay in a hotel. It would be very expensive. Drive carefully or you could have an accident.

We use would in the main clause and the past tense in a subordinate clause for a hypothesis about the present or future :

I would always help someone who really needed help. I would always help someone if they really needed it.

We use modals with have to talk about something that did not happen in the past :

I didn't see Mary, or I might have spoken to her. It's a pity Jack wasn't at the party. He would have enjoyed it. Why didn't you ask me? I could have told you the answer.

We use would have in the main clause  and the past perfect in a subordinate clause to talk about something that did not happen in the past :

I would have helped anyone who had asked me. I would have helped you if you had asked me.

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Hello, I'm writing a comment about our new training system at work. Could you please help me with the last sentence?

I can't help but notice the quality of some tasks in the new program. It almost seems that they were created by AI and not by a human. For example, the task I am enclosing here. I haven't had a single newcomer who wouldn't have troubles with this task . As I understand it, wouldn't is used to talk about repeated past actions, and it's probably okay, but wouldn't it be better to use 'wouldn't have had' ? I think 'wouldn't have had' would add some counterfactual vibe to it: I haven't had a single newcomer who wouldn't have had some trouble with it.  

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Hello Abu_Abu,

...wouldn't have had... is indeed better here as you are talking about the past: I haven't had thus far a single... In other words, you are talking about your experience up to the present, so a perfect form is appropriate.

As you say, wouldn't suggests something counterfactual. That is to say, you are speculating how the past newcomers would have done with the task rather than relating how they actually did with the task. If they had actually done the task and had trouble with it then ...who didn't have trouble... would be appropriate.

The LearnEnglish Team

Hello Peter,

I don't understand your last sentence:

" If they had actually done the task and had trouble with it then ...who didn't have trouble... would be appropriate."

What do you mean?

Hello again Abu_Abu,

Here are the two sentences:

I haven't had a single newcomer who wouldn't have troubles with this task . I haven't had a single newcomer who didn't have troubles with this task .

In #1 the speaker is speculating. No newcomers actually did the task but the speaker is convinced that if they had done it they would have had difficulty with it.

In #2 the speaker is talking about a real situation. Newcomers have done the task and every one of them had difficulty with it.

Hello Peter, 

​I think I understand:

#1 I haven't had a single newcomer who didn't have any trouble with this task. (they tried and had trouble - factual)

#2 I haven't had a single newcomer who wouldn't have any trouble with this task. + if they tried it - hypothesis, they haven't tried yet, but if they tried now or in the near future, they would have trouble with it. (The Second Conditional)

#3 I haven't had a single newcomer who wouldn't have had any trouble with this task. + if they had tried it in the past - hypothesis about the past/counterfactual, the factual situation is that they did not try in the past. (The Third Conditional)

#4 All the newcomers that I've had would have had some trouble with this task. (the same as #3, without negations)

Have I got the idea right?

Yes, that's all correct. Well done!

Thank you for your help. 

Hello Kirk Why do you use the simple past with wish with some verbs are correct with other verbs are incorrect and both meaning are not true examples about future those example are incorrect and I mean is not true I wish you came tomorrow I wish it rained tomorrow

and those example are correct and I mean is not true I wish John wasn't busy tomorrow I wish that we didn't need to work tomorrow

examples about present this example is incorrect and I mean is not true I wish it didn’t rain heavily now

this example is correct and I mean is not true I wish it wasn't raining heavily now I wish that I had a big house now I wish my students studied more ( I don't know about now or repeatedly or regularly )

I think with wish with simple past I use stative verbs only to talk about now and future and Non-stative verbs I use to talk about repeatedly or regularly same meaning simple present

The difference between the first two sentences and the second two is that the second two are clearly referring to scheduled events; it's as if we're looking at a diary and can see that John is busy and that we have to work. The past tense refers to an unreal/untrue situation.

The first two sentences are unnatural. You could say 'I wish you were coming tomorrow'; the continuous tense has the same idea as the present continuous does for talking about the future. The second sentence is unnatural because we don't use the present simple to talk about the weather at a specific time like tomorrow; in the same line, we don't use the past simple to refer to an unreal event at a specific time.

The fifth sentence is not correct because it's a simple tense. We use continuous tenses to talk about the weather at a particular time like now.

Hope this helps.

Best wishes, Kirk LearnEnglish team

Hello Team Do stative verbs with the simple past mean now and also the future and means simple present habits and facts? I wish I was taller means now I wish John wasn't busy tomorrow means future I wish that he didn't need to work all my life means simple present habits and facts but with Non-stative verbs with simple past can not use for now and future I can use only for mean simple present habits and facts

• 'I wish I was taller.' 
• 'I wish John wasn't busy tomorrow.' 
• 'I wish that he didn't need to work all my life.'

As you say, 1 refers to the present. It's a wish about your height now.

As you say, 2 refers to the future ('tomorrow').

In 3, the past verb form 'didn't need' refers to the present. It means that he does need to work all my life, but you that you wish this was not true.

Unless I'm forgetting something, it doesn't matter whether the verb after 'I wish' is stative or not. Non-stative verbs have similar meanings to 1-3 above. For example, 'I wish we were travelling first class' is very similar to 3. Or 'I wish my students studied more' also refers to a present situation and talks about a situation that is not true.

Does that answer your question?

Hello, how are you? Can you tell me if I have understood correctly? 1 - I wish my English would get better with more practice → I think it"s impossible 2 - I hope my English will get better with more practice → I think it's possible Thank you in advance and happy new year! Fanny

Hello Pompsinette,

Yes, those sentences are correct. However, the first one does not mean that it is impossible but rather than it is not happening yet. That means a dialogue like this is possible:

A: I wish my English would get better with more practice, but it just doesn't seem to be happening. B: Don't give up! Sometimes you don't see any progress and then suddenly there's a leap forwards!

Hi, I have a few questions: 1) When I say I wish it would stop raining, does it mean it won't happen ( it probably won't stop raining) 2) If yes, does 'wish' prefer something likely to happen while 'hope' prefers something unlikely to happen 3) When I say "I wish you a good day" and "I hope you have a good day", is there any difference in the meaning like the probabilities of something will happen? Thanks in advance

Hello wkey12,

1) It means a) that it is raining and b) that you expect it to continue raining. You don't like the situation but you're pretty sure that it will continue.

2) We use 'wish [that]' to speak about something we would like to happen but which we consider unlikely. Your previous sentence about the rain is a good example. It can also be used to speak about a regret, i.e. a wish that something was different in the past: 'I wish I had worked harder in school. Now I could get a better job if I had.'

3) The use of 'wish' in 'I wish you a good day' is different from 2. In this case, 'wish' means 'hope you have'. Except for its use in some set expressions (e.g. 'I wish you a Merry Christmas' or 'Wishing you a happy birthday'), this use of 'wish' as a verb is unusual in most situations nowadays. There is no difference in meaning or probability between the two forms. The difference is that 'wish' is a form we don't use nearly as much as 'I hope'.

Great questions!

All the best, Kirk LearnEnglish team

Hello can I use past simple for future examples I wish it rained tomorrow I wish you came tomorrow I wish I stayed with you longer is this correct ?

No, the past tense forms here don't express wishes for the future. Instead, they communicate the idea of something that doesn't exist or isn't true or possible:

• 'I wish it were raining' means that it's not raining now but that I want it to rain
• 'I wish you could come tomorrow' means that I would like you to come tomorrow but you cannot
• 'I wish I could stay with you longer' means I'd like to stay longer but I can't

We often use 'hope' to express wishes for the future. So your sentences should be something like:

• 'I hope it rains tomorrow'
• 'I hope you come tomorrow'
• 'I hope I can stay with you longer'

Does that make sense?

Please help me know which sentence is correct: It rains heavily, so I can’t go out. I wish it didn’t rain heavily so that I can go out. Or I wish it didn’t rain heavily so that I could go out.

Hi Rita_79,

If you are talking about rain at this moment (the moment of speaking), it would be better to use a continuous form (e.g.  It's raining ). Simple forms ( it rains  = present simple;  it didn't rain  = past simple), mean the idea of raining repeatedly or regularly (e.g.  It rains very often in London ).

So, to talk about the rain right now, you can say either of these options.

• It's raining  heavily, so I can’t go out.
• I wish it wasn't raining heavily so that I could go out.  ("could" is needed, because this is an unreal action, not a real action)

I hope that helps.

LearnEnglish team

Hello respected team, school boards have the power to change this situation. Were they, for example, to mandate that every school employ a nutritionist to oversee cafeteria offerings as well as conduct healthy eating workshops, this could easily change the reality on the ground and going forward. The sentence "Were they, for example, to mandate that every school.." why "were" is in the beginning of the sentences? Where can I read about this? Thank you

Hi Hosseinpour,

This structure is called an inverted second conditional. The meaning is the same as "If they mandated that ..." or "If they were to mandate that ...". You can read more about this on our new C1 grammar page, Inversion and conditionals (linked) . 

I hope it helps.

Thank you sir for the help and time. Thank you

Hi, I have a wonder. In this article, you say 'when we talk about wishes for futures, we use wish + would/ could", but in a video of BBC Learning (I attached the link below), they say "we use 'hope' for wishes in the futures'. Can you explain this difference? Thanks! https://www.youtube.com/watch?v=LJcXRxy-nDU

Hello janele9284,

We use wish + could/would to talk about situations in the future that we do not believe will come true. In this sense they are true wishes, not expectations or beliefs. In all of the examples on the page, the situation is one in which the desired outcome is a dream or fantasy, not a reality:

I don't like my work. I wish I could get a better job. [...but I can't] That's a dreadful noise. I wish it would stop. [...but it won't] I always have to get home early. If only my parents would let me stay out later. [...but they won't ]

Hope (or other verbs like want, desire, plan, mean, intend, expect etc) suggests that something is a realistic possibility. We have some optimism that it can occur. For example:

I hope I win the lottery! [I have a ticket - there's a chance] I wish I could win the lottery! [I don't believe it will happen - in fact, I may not even have a ticket]

Hi! What verbs would you use in a sentence where another clause is inside a hypothetical clause? For example:

I wish that the class were one of the one that was offered to everyone.

Should the "was" be another "were"? "that were offered to everyone"? "that would be offered to everyone"? Which of these is most right?

Hello bbctol,

The correct sentence would be as follows:

I wish that the class were one of the ones that was offered to everyone.

Inside the relative clause here (that was offered...) there is no hypothetical meaning. It has an adjectival function providing a description of the preceding noun phrase.

Dear teacher, I have a question about the usage of wish in the present and in the future. I think they should be all the wish in the future, due to it's contrary to the fact of this moment, nothing is real now, so can I use all the present wish with wish structure in the future (with "would", "could") ?. For example, I'd use lesson examples:

I don't like this place. I wish I lived somewhere more interesting. ==> Can I say : I don't like this place. I wish I could live somewhere more interesting ? John wishes he wasn't so busy. ==> Can I say : John wishes he wouldn't be so busy. Don't you ever wish you ___ more free time? ==> the answer is "had", but I want another answer, can I say Don't you ever wish you could have more free time ?

Hello lien.t,

Re: 1, you can say both 'I wish I lived' and 'I wish I could live', but there is a slight difference in meaning. 'I wish I could live' focuses on your ability to live in a different place -- perhaps, for example, you have the money to live in a different city, but you need to stay where you are so that you can take care of your elderly parents. 'I wish I lived' doesn't focus on ability; it's less specific.

Re: 2, we don't typically use 'I wish I would + verb' but instead 'I wish I verb-ed' (past form). We do use 'I wish (some other subject) + would + verb'. In this case, 'would' expresses the idea of the person or object not being willing to act as we wish. This is mentioned on our Wishes: 'wish' and 'if only' page.

3 is similar to 2. It's not correct to say 'John wishes he wouldn't be so busy'.

Re: 4, yes, you could also say 'could have'. It's similar to 1.

Does that help make sense of it?

Dear teacher Kirk, yes I can understand now. Thank you so much!

Hello, About the verb "wish", in the present tense form, for something is likely to be true or to happen. In the two sentences below: I wish my English becomes better with practice or I would like my English to become better with practice Is there any difference, or is the meaning the same?

Thanks for your reply.

Hello User_1,

'I wish my English becomes better with practice' is not correct -- we use a past form of some sort after 'wish' to express the idea of unreality, i.e. that things are not how we want them to be. I don't know Italian, but in Spanish and Catalan, for example, a subjunctive form is used to express this idea; in English, we use a past form as a kind of subjunctive form for the same purpose.

So you could say ' I wish my English became better with practice' and that would be correct. This expresses a wish that you don't think can be fulfilled; it means that your English is not improving despite your practice.

Or you use 'I hope' to express a wish for the future: ' I hope my English becomes better with practice'. This expresses a wish that you do think can be fulfilled.

I hope this helps you.

Hello Kirk, I am really sorry for my mistake. I got confused. Thanks for your explanation.

For sure, I prefer the expression "I hope my English becomes better with practice", and I hope this becomes reality.

All the best

No need to apologize! Making mistakes is an essential part of the learning process and I'm glad the explanation was useful.

Which one correct 1. It is raining outside. I wish I slept I wish I was sleeping

Hi MirnaS,

It should be  I wish I was sleeping  - because the idea is sleeping as a continuous action going on at the moment of speaking.

I hope that helps!

Hello everyone!

I have a question about “wish” when it refers to present and past. Here’s a situation:

Robin: I go to work by car. How do you go to work? Jack: I always go to work on my foot. I wish I went to work by car.

Robin: I don’t smoke. What about you? Jack: I smoke. I wish I didn’t smoke.

Do these wish sentences are correct If we consider them as a state?

Hello khaledA15,

Yes, those sentences are fine. You can also use modal verbs to refer to possibility:

I wish I could go to work by car but it's not possible.

I wish I was able to stop smoking, but it's too difficult.

Thank you so much for this clarification

Please help I am so confused about this kind of sentences: The situation is: I did not pass the exam just now. Can I say: 1) I wish I passed the exam as a present wish. Or 2) I wish I had passed the exam as a past regret. ???

Hello AboodKh9,

After 'wish' we move the tense (time reference) backwards to show that we are talking hypothetically. Thus, a wish or regret about the present uses past:

I wish I was taller! [wishing something about the present]

A wish or regret about the past uses past perfect:

I wish I had passed the exam.

Thank you, and I appreciate your effort. But I want to know exactly about this situation: After I took my exam mark and I failed, I said "I wish I passed" it's correct or not?!

I will be so grateful if you clarify it to me.

Hello AboodKh9,

No, you need to use the past perfect as passing the exam was an act in the past:

Let me wrap it up,please.When we don't know about the result of an event so that we could wish for something different, we use 'hope',whether it's in the past ,present or future.Like: I hope you did well on your test.(hope for a past event) I hope you do/will do well on your test.(hope for a present or future event) Did I get it right,Sir?

Hi Sajatadib,

Yes, that's right!

Hello dear teachers,I've got a question concerning "hope".As it's been said in one of the comments,"hope" is used when the action is possible, but are these sentences correct: I hope you will win the game.( hope for the future) I hope you win the game.( hope for the present or future) Many thanks.

Hello Sajatadib,

We generally use the present simple after 'hope' ('I hope you win the game') and so I would recommend that version, but it's OK to use 'will' ('I hope you will win the game').

All the best, Kirk The LearnEnglish Team

Hello! Could you please explain the difference between usage wish and past perfect and would + present perfect (modals with have) for actions which didn't happen in the past? like: Suppose you hadn't passed your exams. What would you have done? Suppose you wouldn't have passed your exams. What would you have done?

Hi Kristina Karp,

Traditionally, only the first sentence is correct. So, if you are taking an exam (for example), I would recommend using that structure.

However, in modern English usage, it is becoming fairly common to use "would" as in your second sentence. Here's another example: " If you would have called me , I would have helped you." This is usually heard in speaking, especially in informal situations, but there are many people who consider it incorrect too. In any case, the meaning is the same as the first sentence.

It's a bit complicated but I hope that helps!

Hello there, I wanted to know if we could use wish with simple present tense like "I wish I score good mark" and if yes what does it imply or mean by that. Thanks

Hello NobelZ,

To express a wish that we think is possible but we don't know will happen or not, we actually use 'hope' (+ present simple) instead of 'wish': 'I hope I score a good mark'. We can also use this same structure to express good will or intentions to others, e.g. 'I hope you get a good mark on your exam'.

It's also possible to use 'wish' to express good will, but the structure is different. We can say 'I wish you success on your exam' ('wish' + indirect object 'you' + direct object 'success on your exam').

More often, we use 'wish' to speak about a wish that we regard as not possible. That is the grammar explained on this page. If you wished you could get a good mark on an exam but see it as impossible, the most direct way of saying it is probably 'I wish I could get a good mark'.

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Learn English Writing: the Hypothesis

Learning how to write a sentence with a hypothesis helps ESL students organize text, summarize complex ideas, and write with style.

Summarizing information is a challenge for my EFL students. For example, if I ask students to summarize a short story in a video, they tend to present information in the same sequence as the story. There is no synthesis of information, no presentation of a theme, no defense of an idea.  It’s all very cook bookish.

Teaching students how to write a hypothesis is one solution. The idea is that students synthesize information into a specific sentence pattern and then spend the balance of the text defending the idea or at least explaining it with evidence and details.

Part 1. Basic Hypothesis Format

A hypothesis is a sentence that tells us two (or more) things are related to each other. What is not in the hypothesis is an explanation about HOW the two things are related.

Hypothesis sentences are useful for two reasons.

• They can summarize complex ideas in one sentence.
• They tell us what to expect in the future.

Here are some basic patterns for a hypothesis sentence:

• the more this, the more that
• the more this, the less that
• the less this, the more that
• the less this, the less that

Part 2. Examples

• The longer I study, the higher my grades.
• The more I exercise, the more weight I lose.
• The more junk food teenagers eat, the more pimples they get.
• The more I work, the less happiness I feel.

In each of these examples, answer these questions:

• What are the two things that are related to each other?
• How are they connected?
• Are these claims accurate?

Part 3. Practice

Open this pdf file and look at the chart .

• Summarize the chart data by writing one hypothesis sentence that connects two things that seem to change.
• Do you think the assertion is true?

Part 4. More Practice

Work with a partner. Write five hypothesis sentences.

Part 5. Even More Practice

Read the story below about teaching styles. Write at least one hypothesis based on this study.

This story is about a research project that looked at the impact of different teaching styles on student achievement and attitudes. It is based on 1954 research at the University of Michigan with a large first year psychology class.

All students were divided into 3 groups.

• Group A had a traditional lecture.
• Groups B and C were tutorials and discussions.

At the end of the semester, two differences were noticed. Students in the lecture class (Group A) got higher final scores than students in the discussion classes. Plus, the teacher in the lecture class got a higher rating by students than teachers in the other groups.

Initially, the research seems to suggest that traditional lecturing is more effective. But, researchers followed the students after the first year. None of the students in the lecture class decided to major in psychology. But 14 of the students from the tutorial and discussion class decided to major in psychology.

Part 6. Apply New Skills

Now you know how to write a hypothesis sentence. Let’s put that knowledge into practice.

Click here  to go to a longer writing exercise. Your task is to:

• watch the video
• summarize the information in a hypothesis
• use your creative thinking to explain this relationship
• write your own ideas about this argument – do you think it is true?

Teach writing?

If you are looking for new lesson ideas and activities for your writing class, take a look at my ebook  Teach Essential Writing Skills . Transform the quality of EFL student writing by focusing on four essential skills.

Save time. Teach well.

Note: the story about psychology students comes from The Art and Science of Teaching by Ted Wragg.

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How to Write a Hypothesis in 6 Steps, With Examples

A hypothesis is a statement that explains the predictions and reasoning of your research—an “educated guess” about how your scientific experiments will end. As a fundamental part of the scientific method, a good hypothesis is carefully written, but even the simplest ones can be difficult to put into words. 

Want to know how to write a hypothesis for your academic paper ? Below we explain the different types of hypotheses, what a good hypothesis requires, the steps to write your own, and plenty of examples.

Write with confidence Grammarly helps you polish your academic writing Write with Grammarly  

What is a hypothesis? 

One of our 10 essential words for university success , a hypothesis is one of the earliest stages of the scientific method. It’s essentially an educated guess—based on observations—of what the results of your experiment or research will be. 

Some hypothesis examples include:

• If I water plants daily they will grow faster.
• Adults can more accurately guess the temperature than children can. 
• Butterflies prefer white flowers to orange ones.

If you’ve noticed that watering your plants every day makes them grow faster, your hypothesis might be “plants grow better with regular watering.” From there, you can begin experiments to test your hypothesis; in this example, you might set aside two plants, water one but not the other, and then record the results to see the differences. 

The language of hypotheses always discusses variables , or the elements that you’re testing. Variables can be objects, events, concepts, etc.—whatever is observable. 

There are two types of variables: independent and dependent. Independent variables are the ones that you change for your experiment, whereas dependent variables are the ones that you can only observe. In the above example, our independent variable is how often we water the plants and the dependent variable is how well they grow. 

Hypotheses determine the direction and organization of your subsequent research methods, and that makes them a big part of writing a research paper . Ultimately the reader wants to know whether your hypothesis was proven true or false, so it must be written clearly in the introduction and/or abstract of your paper. 

7 examples of hypotheses

Depending on the nature of your research and what you expect to find, your hypothesis will fall into one or more of the seven main categories. Keep in mind that these categories are not exclusive, so the same hypothesis might qualify as several different types. 

1 Simple hypothesis

A simple hypothesis suggests only the relationship between two variables: one independent and one dependent. 

• If you stay up late, then you feel tired the next day. 
• Turning off your phone makes it charge faster. 

2 Complex hypothesis

A complex hypothesis suggests the relationship between more than two variables, for example, two independents and one dependent, or vice versa. 

• People who both (1) eat a lot of fatty foods and (2) have a family history of health problems are more likely to develop heart diseases. 
• Older people who live in rural areas are happier than younger people who live in rural areas. 

3 Null hypothesis

A null hypothesis, abbreviated as H 0 , suggests that there is no relationship between variables. 

• There is no difference in plant growth when using either bottled water or tap water. 
• Professional psychics do not win the lottery more than other people. 

4 Alternative hypothesis

An alternative hypothesis, abbreviated as H 1 or H A , is used in conjunction with a null hypothesis. It states the opposite of the null hypothesis, so that one and only one must be true. 

• Plants grow better with bottled water than tap water. 
• Professional psychics win the lottery more than other people. 

5 Logical hypothesis

A logical hypothesis suggests a relationship between variables without actual evidence. Claims are instead based on reasoning or deduction, but lack actual data.  

• An alien raised on Venus would have trouble breathing in Earth’s atmosphere. 
• Dinosaurs with sharp, pointed teeth were probably carnivores. 

6 Empirical hypothesis

An empirical hypothesis, also known as a “working hypothesis,” is one that is currently being tested. Unlike logical hypotheses, empirical hypotheses rely on concrete data. 

• Customers at restaurants will tip the same even if the wait staff’s base salary is raised. 
• Washing your hands every hour can reduce the frequency of illness. 

7 Statistical hypothesis

A statistical hypothesis is when you test only a sample of a population and then apply statistical evidence to the results to draw a conclusion about the entire population. Instead of testing everything , you test only a portion and generalize the rest based on preexisting data. 

• In humans, the birth-gender ratio of males to females is 1.05 to 1.00.  
• Approximately 2% of the world population has natural red hair. 

What makes a good hypothesis?

No matter what you’re testing, a good hypothesis is written according to the same guidelines. In particular, keep these five characteristics in mind: 

Cause and effect

Hypotheses always include a cause-and-effect relationship where one variable causes another to change (or not change if you’re using a null hypothesis). This can best be reflected as an if-then statement: If one variable occurs, then another variable changes. 

Testable prediction

Most hypotheses are designed to be tested (with the exception of logical hypotheses). Before committing to a hypothesis, make sure you’re actually able to conduct experiments on it. Choose a testable hypothesis with an independent variable that you have absolute control over. 

Independent and dependent variables

Define your variables in your hypothesis so your readers understand the big picture. You don’t have to specifically say which ones are independent and dependent variables, but you definitely want to mention them all. 

Candid language

Writing can easily get convoluted, so make sure your hypothesis remains as simple and clear as possible. Readers use your hypothesis as a contextual pillar to unify your entire paper, so there should be no confusion or ambiguity. If you’re unsure about your phrasing, try reading your hypothesis to a friend to see if they understand. 

Adherence to ethics

It’s not always about what you can test, but what you should test. Avoid hypotheses that require questionable or taboo experiments to keep ethics (and therefore, credibility) intact.

How to write a hypothesis in 6 steps

1 ask a question.

Curiosity has inspired some of history’s greatest scientific achievements, so a good place to start is to ask yourself questions about the world around you. Why are things the way they are? What causes the factors you see around you? If you can, choose a research topic that you’re interested in so your curiosity comes naturally. 

2 Conduct preliminary research

Next, collect some background information on your topic. How much background information you need depends on what you’re attempting. It could require reading several books, or it could be as simple as performing a web search for a quick answer. You don’t necessarily have to prove or disprove your hypothesis at this stage; rather, collect only what you need to prove or disprove it yourself. 

3 Define your variables

Once you have an idea of what your hypothesis will be, select which variables are independent and which are dependent. Remember that independent variables can only be factors that you have absolute control over, so consider the limits of your experiment before finalizing your hypothesis. 

4 Phrase it as an if-then statement

When writing a hypothesis, it helps to phrase it using an if-then format, such as, “ If I water a plant every day, then it will grow better.” This format can get tricky when dealing with multiple variables, but in general, it’s a reliable method for expressing the cause-and-effect relationship you’re testing. 

5  Collect data to support your hypothesis

A hypothesis is merely a means to an end. The priority of any scientific research is the conclusion. Once you have your hypothesis laid out and your variables chosen, you can then begin your experiments. Ideally, you’ll collect data to support your hypothesis, but don’t worry if your research ends up proving it wrong—that’s all part of the scientific method. 

6 Write with confidence

Last, you’ll want to record your findings in a research paper for others to see. This requires a bit of writing know-how, quite a different skill set than conducting experiments. 

That’s where Grammarly can be a major help; our writing suggestions point out not only grammar and spelling mistakes , but also new word choices and better phrasing. While you write, Grammarly automatically recommends optimal language and highlights areas where readers might get confused, ensuring that your hypothesis—and your final paper—are clear and polished.

• How To Write A Hypothesis

How to Write a Hypothesis: Types and Tips to Remember

Many people might not know what a hypothesis is, the purpose of a hypothesis or where a hypothesis is needed. A hypothesis is a statement that explains the research’s predictions and the reasons behind the research. It is an “educated guess” of the final result of the research problem and is written for an academic research paper. A good hypothesis is carefully stated as a key aspect of the scientific method, yet even the simplest ones can be difficult to explain.

If you are unaware of the process of writing a hypothesis, we are here to help you with all your queries. Read the article and learn how to write a hypothesis for your academic paper/thesis.

Table of Contents

What is a hypothesis.

• Simple Hypothesis
• Complex Hypothesis
• Null Hypothesis
• Alternative Hypothesis
• Logical Hypothesis
• Empirical Hypothesis
• Statistical Hypothesis

Writing a Good Hypothesis – Points to Remember

• How to Write a Hypothesis

Frequently Asked Questions on How to Write a Hypothesis

A hypothesis is prepared in the early stages of a research project. Based on the preliminary research observations, a hypothesis is framed. It is the prediction of the end result of the research problem. For example, suppose you have observed that the plants grow up better with regular watering. In that case, your hypothesis can be “Plants grow better with regular watering”. Once you have got your hypothesis, you can begin the experiments required to support and prove it.

A hypothesis must include variables. It can be some events, objects or concepts which are to be observed and tested for your research experiments. There are two kinds of variables – dependent variables and independent variables. The independent variables are the ones which can be modified in the experiment, and the dependent variables are the ones which can only be observed.

Hypotheses are a crucial part of the research paper since they influence the direction and arrangement of the research methods. The readers will want to know if the hypothesis was proven right or wrong, and therefore it must be mentioned clearly in the introduction or the abstract of the paper.

Types of Hypotheses

Depending on the nature of the research and the findings, the hypothesis can be categorised into one or more of the seven major categories.

1. Simple Hypothesis

A simple hypothesis states the relationship between the two variables (dependent and independent variables).

2. Complex Hypothesis

A complex hypothesis entails the existence of a relationship between two or more variables. It can be two dependent variables and one independent variable or vice versa.

3. Null Hypothesis

A null hypothesis is a statement that states that the variables have no relationship.

4. Alternative Hypothesis

The null hypothesis is the polar opposite of the alternative hypothesis. It states that the two variables under study have a link (one variable has an effect on the other).

5. Logical Hypothesis

In the absence of verifiable proof, a logical hypothesis indicates a relationship between variables. Assertions are based on inference or logic rather than evidence.

6. Empirical Hypothesis

An empirical hypothesis, often known as a “working hypothesis,” is one that is being researched right now. Empirical hypotheses, unlike logical assumptions, are supported by evidence.

7. Statistical Hypothesis

When you test a sample of a population and then use the collected statistical evidence to draw conclusions about the full population, you’ve generated a statistical hypothesis. You test a section of it and then make an educated guess about the rest based on the results.

A good hypothesis is written following the same format and guidelines. To write a good hypothesis, the below-mentioned information has to be added.

Causes and Effects: A hypothesis always includes a cause-and-effect relationship where one variable causes another to change or not change, depending on the type of hypothesis.

Measurable Prediction: Other than logical hypotheses, most hypotheses are designed to be tested. Before you commit to any hypothesis, make sure that it is experimented. Select a testable hypothesis involving an independent variable over which you can have complete control.

Dependent and Independent Variables: You can define the type of variables of your research for the readers.

Language used in a Hypothesis: Make sure to write the hypothesis in simple and clear language.

Adhere to Ethics: Before conducting your research, keep an eye on what you are experimenting with. Those hypotheses which are objectionable, questionable or taboo can be avoided unless they are absolutely necessary.

How to Write a Hypothesis?

A good hypothesis can be written in the following six steps.

Asking a Question

Arousing curiosity in the minds of the readers can be a good way to start a hypothesis. It would make the readers think about the topic critically.

Conducting a Preliminary Research

Before writing the hypothesis, it is essential to get background information regarding the topic. The preliminary research can be done through various web searches, reading books, etc.

Defining the Variables

After you have decided on your hypothesis, you can now decide on your variables. Keep in mind that the independent variables are the ones over which you have complete control and accordingly decide the limits of your hypothesis.

Writing the Hypothesis in the “if-then” Statement

While writing a hypothesis, keep in mind that it must be written in an “if-then” format statement which is a reliable method of expressing the causes and effects. A simple example would be, “If we water the plants daily, then they might grow really well.”

Collection of Adequate Data to Back the Hypothesis

A hypothesis is written to reach the conclusion of the research. After writing the hypothesis, the experiments can be conducted. See to it that you collect the adequate data needed to support the hypothesis.

Writing with Confidence

After you have collected enough data, you can start writing the hypothesis. Make sure you write confidently, without any errors. It would be good to get your writing counter-checked by an expert if you are not confident about it.

What is a hypothesis?

A hypothesis is a statement that explains the research’s predictions and the reasons behind the research. It is written based on various observations.

Why is a hypothesis important?

A hypothesis is important in an academic paper because it explains the result of the research problem. It will help the researcher, as well as the audience, to stay focused and not deviate from the main idea.

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• Knowledge Base

Methodology

• How to Write a Strong Hypothesis | Steps & Examples

How to Write a Strong Hypothesis | Steps & Examples

Published on May 6, 2022 by Shona McCombes . Revised on November 20, 2023.

A hypothesis is a statement that can be tested by scientific research. If you want to test a relationship between two or more variables, you need to write hypotheses before you start your experiment or data collection .

Example: Hypothesis

Daily apple consumption leads to fewer doctor’s visits.

Table of contents

What is a hypothesis, developing a hypothesis (with example), hypothesis examples, other interesting articles, frequently asked questions about writing hypotheses.

A hypothesis states your predictions about what your research will find. It is a tentative answer to your research question that has not yet been tested. For some research projects, you might have to write several hypotheses that address different aspects of your research question.

A hypothesis is not just a guess – it should be based on existing theories and knowledge. It also has to be testable, which means you can support or refute it through scientific research methods (such as experiments, observations and statistical analysis of data).

Variables in hypotheses

Hypotheses propose a relationship between two or more types of variables .

• An independent variable is something the researcher changes or controls.
• A dependent variable is something the researcher observes and measures.

If there are any control variables , extraneous variables , or confounding variables , be sure to jot those down as you go to minimize the chances that research bias  will affect your results.

In this example, the independent variable is exposure to the sun – the assumed cause . The dependent variable is the level of happiness – the assumed effect .

Prevent plagiarism. Run a free check.

Step 1. ask a question.

Writing a hypothesis begins with a research question that you want to answer. The question should be focused, specific, and researchable within the constraints of your project.

Step 2. Do some preliminary research

Your initial answer to the question should be based on what is already known about the topic. Look for theories and previous studies to help you form educated assumptions about what your research will find.

At this stage, you might construct a conceptual framework to ensure that you’re embarking on a relevant topic . This can also help you identify which variables you will study and what you think the relationships are between them. Sometimes, you’ll have to operationalize more complex constructs.

Step 3. Formulate your hypothesis

Now you should have some idea of what you expect to find. Write your initial answer to the question in a clear, concise sentence.

4. Refine your hypothesis

You need to make sure your hypothesis is specific and testable. There are various ways of phrasing a hypothesis, but all the terms you use should have clear definitions, and the hypothesis should contain:

• The relevant variables
• The specific group being studied
• The predicted outcome of the experiment or analysis

5. Phrase your hypothesis in three ways

To identify the variables, you can write a simple prediction in  if…then form. The first part of the sentence states the independent variable and the second part states the dependent variable.

In academic research, hypotheses are more commonly phrased in terms of correlations or effects, where you directly state the predicted relationship between variables.

If you are comparing two groups, the hypothesis can state what difference you expect to find between them.

6. Write a null hypothesis

If your research involves statistical hypothesis testing , you will also have to write a null hypothesis . The null hypothesis is the default position that there is no association between the variables. The null hypothesis is written as H 0 , while the alternative hypothesis is H 1 or H a .

• H 0 : The number of lectures attended by first-year students has no effect on their final exam scores.
• H 1 : The number of lectures attended by first-year students has a positive effect on their final exam scores.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

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A hypothesis is not just a guess — it should be based on existing theories and knowledge. It also has to be testable, which means you can support or refute it through scientific research methods (such as experiments, observations and statistical analysis of data).

Null and alternative hypotheses are used in statistical hypothesis testing . The null hypothesis of a test always predicts no effect or no relationship between variables, while the alternative hypothesis states your research prediction of an effect or relationship.

Hypothesis testing is a formal procedure for investigating our ideas about the world using statistics. It is used by scientists to test specific predictions, called hypotheses , by calculating how likely it is that a pattern or relationship between variables could have arisen by chance.

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How to Write a Great Hypothesis

Hypothesis Definition, Format, Examples, and Tips

Verywell / Alex Dos Diaz

• The Scientific Method

Hypothesis Format

Falsifiability of a hypothesis.

• Operationalization

Hypothesis Types

Hypotheses examples.

• Collecting Data

A hypothesis is a tentative statement about the relationship between two or more variables. It is a specific, testable prediction about what you expect to happen in a study. It is a preliminary answer to your question that helps guide the research process.

Consider a study designed to examine the relationship between sleep deprivation and test performance. The hypothesis might be: "This study is designed to assess the hypothesis that sleep-deprived people will perform worse on a test than individuals who are not sleep-deprived."

At a Glance

A hypothesis is crucial to scientific research because it offers a clear direction for what the researchers are looking to find. This allows them to design experiments to test their predictions and add to our scientific knowledge about the world. This article explores how a hypothesis is used in psychology research, how to write a good hypothesis, and the different types of hypotheses you might use.

The Hypothesis in the Scientific Method

In the scientific method , whether it involves research in psychology, biology, or some other area, a hypothesis represents what the researchers think will happen in an experiment. The scientific method involves the following steps:

• Forming a question
• Performing background research
• Creating a hypothesis
• Designing an experiment
• Collecting data
• Analyzing the results
• Drawing conclusions
• Communicating the results

The hypothesis is a prediction, but it involves more than a guess. Most of the time, the hypothesis begins with a question which is then explored through background research. At this point, researchers then begin to develop a testable hypothesis.

Unless you are creating an exploratory study, your hypothesis should always explain what you  expect  to happen.

In a study exploring the effects of a particular drug, the hypothesis might be that researchers expect the drug to have some type of effect on the symptoms of a specific illness. In psychology, the hypothesis might focus on how a certain aspect of the environment might influence a particular behavior.

Remember, a hypothesis does not have to be correct. While the hypothesis predicts what the researchers expect to see, the goal of the research is to determine whether this guess is right or wrong. When conducting an experiment, researchers might explore numerous factors to determine which ones might contribute to the ultimate outcome.

In many cases, researchers may find that the results of an experiment  do not  support the original hypothesis. When writing up these results, the researchers might suggest other options that should be explored in future studies.

In many cases, researchers might draw a hypothesis from a specific theory or build on previous research. For example, prior research has shown that stress can impact the immune system. So a researcher might hypothesize: "People with high-stress levels will be more likely to contract a common cold after being exposed to the virus than people who have low-stress levels."

In other instances, researchers might look at commonly held beliefs or folk wisdom. "Birds of a feather flock together" is one example of folk adage that a psychologist might try to investigate. The researcher might pose a specific hypothesis that "People tend to select romantic partners who are similar to them in interests and educational level."

Elements of a Good Hypothesis

So how do you write a good hypothesis? When trying to come up with a hypothesis for your research or experiments, ask yourself the following questions:

• Is your hypothesis based on your research on a topic?
• Can your hypothesis be tested?
• Does your hypothesis include independent and dependent variables?

Before you come up with a specific hypothesis, spend some time doing background research. Once you have completed a literature review, start thinking about potential questions you still have. Pay attention to the discussion section in the  journal articles you read . Many authors will suggest questions that still need to be explored.

How to Formulate a Good Hypothesis

To form a hypothesis, you should take these steps:

• Collect as many observations about a topic or problem as you can.
• Evaluate these observations and look for possible causes of the problem.
• Create a list of possible explanations that you might want to explore.
• After you have developed some possible hypotheses, think of ways that you could confirm or disprove each hypothesis through experimentation. This is known as falsifiability.

In the scientific method ,  falsifiability is an important part of any valid hypothesis. In order to test a claim scientifically, it must be possible that the claim could be proven false.

Students sometimes confuse the idea of falsifiability with the idea that it means that something is false, which is not the case. What falsifiability means is that  if  something was false, then it is possible to demonstrate that it is false.

One of the hallmarks of pseudoscience is that it makes claims that cannot be refuted or proven false.

The Importance of Operational Definitions

A variable is a factor or element that can be changed and manipulated in ways that are observable and measurable. However, the researcher must also define how the variable will be manipulated and measured in the study.

Operational definitions are specific definitions for all relevant factors in a study. This process helps make vague or ambiguous concepts detailed and measurable.

For example, a researcher might operationally define the variable " test anxiety " as the results of a self-report measure of anxiety experienced during an exam. A "study habits" variable might be defined by the amount of studying that actually occurs as measured by time.

These precise descriptions are important because many things can be measured in various ways. Clearly defining these variables and how they are measured helps ensure that other researchers can replicate your results.

Replicability

One of the basic principles of any type of scientific research is that the results must be replicable.

Replication means repeating an experiment in the same way to produce the same results. By clearly detailing the specifics of how the variables were measured and manipulated, other researchers can better understand the results and repeat the study if needed.

Some variables are more difficult than others to define. For example, how would you operationally define a variable such as aggression ? For obvious ethical reasons, researchers cannot create a situation in which a person behaves aggressively toward others.

To measure this variable, the researcher must devise a measurement that assesses aggressive behavior without harming others. The researcher might utilize a simulated task to measure aggressiveness in this situation.

Hypothesis Checklist

• Does your hypothesis focus on something that you can actually test?
• Does your hypothesis include both an independent and dependent variable?
• Can you manipulate the variables?
• Can your hypothesis be tested without violating ethical standards?

The hypothesis you use will depend on what you are investigating and hoping to find. Some of the main types of hypotheses that you might use include:

• Simple hypothesis : This type of hypothesis suggests there is a relationship between one independent variable and one dependent variable.
• Complex hypothesis : This type suggests a relationship between three or more variables, such as two independent and dependent variables.
• Null hypothesis : This hypothesis suggests no relationship exists between two or more variables.
• Alternative hypothesis : This hypothesis states the opposite of the null hypothesis.
• Statistical hypothesis : This hypothesis uses statistical analysis to evaluate a representative population sample and then generalizes the findings to the larger group.
• Logical hypothesis : This hypothesis assumes a relationship between variables without collecting data or evidence.

A hypothesis often follows a basic format of "If {this happens} then {this will happen}." One way to structure your hypothesis is to describe what will happen to the  dependent variable  if you change the  independent variable .

The basic format might be: "If {these changes are made to a certain independent variable}, then we will observe {a change in a specific dependent variable}."

A few examples of simple hypotheses:

• "Students who eat breakfast will perform better on a math exam than students who do not eat breakfast."
• "Students who experience test anxiety before an English exam will get lower scores than students who do not experience test anxiety."​
• "Motorists who talk on the phone while driving will be more likely to make errors on a driving course than those who do not talk on the phone."
• "Children who receive a new reading intervention will have higher reading scores than students who do not receive the intervention."

Examples of a complex hypothesis include:

• "People with high-sugar diets and sedentary activity levels are more likely to develop depression."
• "Younger people who are regularly exposed to green, outdoor areas have better subjective well-being than older adults who have limited exposure to green spaces."

Examples of a null hypothesis include:

• "There is no difference in anxiety levels between people who take St. John's wort supplements and those who do not."
• "There is no difference in scores on a memory recall task between children and adults."
• "There is no difference in aggression levels between children who play first-person shooter games and those who do not."

Examples of an alternative hypothesis:

• "People who take St. John's wort supplements will have less anxiety than those who do not."
• "Adults will perform better on a memory task than children."
• "Children who play first-person shooter games will show higher levels of aggression than children who do not." 

Collecting Data on Your Hypothesis

Once a researcher has formed a testable hypothesis, the next step is to select a research design and start collecting data. The research method depends largely on exactly what they are studying. There are two basic types of research methods: descriptive research and experimental research.

Descriptive Research Methods

Descriptive research such as  case studies ,  naturalistic observations , and surveys are often used when  conducting an experiment is difficult or impossible. These methods are best used to describe different aspects of a behavior or psychological phenomenon.

Once a researcher has collected data using descriptive methods, a  correlational study  can examine how the variables are related. This research method might be used to investigate a hypothesis that is difficult to test experimentally.

Experimental Research Methods

Experimental methods  are used to demonstrate causal relationships between variables. In an experiment, the researcher systematically manipulates a variable of interest (known as the independent variable) and measures the effect on another variable (known as the dependent variable).

Unlike correlational studies, which can only be used to determine if there is a relationship between two variables, experimental methods can be used to determine the actual nature of the relationship—whether changes in one variable actually  cause  another to change.

The hypothesis is a critical part of any scientific exploration. It represents what researchers expect to find in a study or experiment. In situations where the hypothesis is unsupported by the research, the research still has value. Such research helps us better understand how different aspects of the natural world relate to one another. It also helps us develop new hypotheses that can then be tested in the future.

Thompson WH, Skau S. On the scope of scientific hypotheses .  R Soc Open Sci . 2023;10(8):230607. doi:10.1098/rsos.230607

Taran S, Adhikari NKJ, Fan E. Falsifiability in medicine: what clinicians can learn from Karl Popper [published correction appears in Intensive Care Med. 2021 Jun 17;:].  Intensive Care Med . 2021;47(9):1054-1056. doi:10.1007/s00134-021-06432-z

Eyler AA. Research Methods for Public Health . 1st ed. Springer Publishing Company; 2020. doi:10.1891/9780826182067.0004

Nosek BA, Errington TM. What is replication ?  PLoS Biol . 2020;18(3):e3000691. doi:10.1371/journal.pbio.3000691

Aggarwal R, Ranganathan P. Study designs: Part 2 - Descriptive studies .  Perspect Clin Res . 2019;10(1):34-36. doi:10.4103/picr.PICR_154_18

Nevid J. Psychology: Concepts and Applications. Wadworth, 2013.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Definition of hypothesis

Did you know.

The Difference Between Hypothesis and Theory

A hypothesis is an assumption, an idea that is proposed for the sake of argument so that it can be tested to see if it might be true.

In the scientific method, the hypothesis is constructed before any applicable research has been done, apart from a basic background review. You ask a question, read up on what has been studied before, and then form a hypothesis.

A hypothesis is usually tentative; it's an assumption or suggestion made strictly for the objective of being tested.

A theory , in contrast, is a principle that has been formed as an attempt to explain things that have already been substantiated by data. It is used in the names of a number of principles accepted in the scientific community, such as the Big Bang Theory . Because of the rigors of experimentation and control, it is understood to be more likely to be true than a hypothesis is.

In non-scientific use, however, hypothesis and theory are often used interchangeably to mean simply an idea, speculation, or hunch, with theory being the more common choice.

Since this casual use does away with the distinctions upheld by the scientific community, hypothesis and theory are prone to being wrongly interpreted even when they are encountered in scientific contexts—or at least, contexts that allude to scientific study without making the critical distinction that scientists employ when weighing hypotheses and theories.

The most common occurrence is when theory is interpreted—and sometimes even gleefully seized upon—to mean something having less truth value than other scientific principles. (The word law applies to principles so firmly established that they are almost never questioned, such as the law of gravity.)

This mistake is one of projection: since we use theory in general to mean something lightly speculated, then it's implied that scientists must be talking about the same level of uncertainty when they use theory to refer to their well-tested and reasoned principles.

The distinction has come to the forefront particularly on occasions when the content of science curricula in schools has been challenged—notably, when a school board in Georgia put stickers on textbooks stating that evolution was "a theory, not a fact, regarding the origin of living things." As Kenneth R. Miller, a cell biologist at Brown University, has said , a theory "doesn’t mean a hunch or a guess. A theory is a system of explanations that ties together a whole bunch of facts. It not only explains those facts, but predicts what you ought to find from other observations and experiments.”

While theories are never completely infallible, they form the basis of scientific reasoning because, as Miller said "to the best of our ability, we’ve tested them, and they’ve held up."

• proposition
• supposition

hypothesis , theory , law mean a formula derived by inference from scientific data that explains a principle operating in nature.

hypothesis implies insufficient evidence to provide more than a tentative explanation.

theory implies a greater range of evidence and greater likelihood of truth.

law implies a statement of order and relation in nature that has been found to be invariable under the same conditions.

Examples of hypothesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'hypothesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Greek, from hypotithenai to put under, suppose, from hypo- + tithenai to put — more at do

1641, in the meaning defined at sense 1a

Phrases Containing hypothesis

• counter - hypothesis
• nebular hypothesis
• null hypothesis
• planetesimal hypothesis
• Whorfian hypothesis

Articles Related to hypothesis

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This is the Difference Between a Hypothesis and a Theory

In scientific reasoning, they're two completely different things

Dictionary Entries Near hypothesis

hypothermia

hypothesize

Cite this Entry

“Hypothesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/hypothesis. Accessed 4 Sep. 2024.

Kids Definition

Kids definition of hypothesis, medical definition, medical definition of hypothesis, more from merriam-webster on hypothesis.

Nglish: Translation of hypothesis for Spanish Speakers

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Britannica.com: Encyclopedia article about hypothesis

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Teacher Resource Guide

From finding key moments to highlighting unfamiliar words. From character analysis to questioning evidence. From analyzing rhetorical appeals to online peer revision. The boundaries of annotating are limited only by the learners’ and facilitator’s lack of imagination. Hypothes.is is a long awaited tool to engage and encourage collaborative interaction with online text.

– Janelle Bence, English teacher, New Tech High School @Coppell

Here’s a set of resources from tutorials to sample assignments that can help you get started using the Hypothesis web annotation app in the classroom.

• Quick Start Guide for Teachers (non-LMS)
• Using Chrome
• Dr. Greg McVerry introduces students to Hypothesis (on YouTube)
• Installing the LMS app in Instructure Canvas
• Installing the LMS app in Blackboard
• Installing the LMS app in D2L Brightspace
• Installing the LMS app in Moodle
• Installing the LMS app in Sakai
• Installing the LMS app in Schoology
• Installing the Chrome Browser Extension
• Installing the Bookmarklet (for other browsers)
• Using the “Via” Proxy
• Using the WordPress Plugin
• Using Hypothesis in Pressbooks
• Adding Hypothes.is to Your Website
• An Illustrated Taxonomy of Annotation Types  (notes, page-notes, replies, etc.
• Profile Pages
• Creating Groups
• Annotating with Groups
• The Group Home Page
• YouTube Tutorial Videos
• OCRing PDFs
• Hosting PDFs
• Annotating PDFs
• Adding Links, Images, and Videos in Your Annotations
• Using the Stream
• Quick Start Guide for Students
• Annotation Tips for Students
• College students annotating poetry  (University of Pittsburgh-Greensburg)
• College students annotating a novel (Hunter College)
• College students annotating court decisions  (Grand Valley State)
• Grad students annotating a scientific journal article  (New Mexico State University)
• More classroom examples…

Testimonials

• Teacher Testimonials
• Student Testimonials

Assignments

• Annotation as Sustained Reading Practice
• Annotation as a Reading “Action”  (Brian Watkins, Austin College)
• Close Reading Exercise (coming soon!)
• Primary Source Annotation  (Jeff McClurken, University of Mary Washington)
• Curate a Novel Chapter  (Tony Fassi, St. Stephen’s Episcopal School)
• Adopt a Poem  (Elisa Beshero-Bondar, University of Pittsburgh-Greensberg)
• Scholarly Article Annotation  (Karin Akre, Hunter College)
• Create an Annotated Class Anthology
• Annotation as Questions and Answers  (Matthew Roberts, Grand Valley State)
• Annotation as Research and Pre-writing (Sean Hackney, Joliet Township High School)
• The Pedagogy of Collaborative Annotation
• Hypothesis in the Canvas LMS
• On Collaborative Annotation in the History Classroom
• On Web Annotation in the English Classroom
• On Social Reading in the Writing Classroom
• National Writing Project Webinar on Annotation in the Classroom
• Introducing Hypothesis for Education
• 10 Ways to Annotate with Students
• Jon Udell on PDF Annotation
• Making Photocopies Annotatable
• Receiving Hypothesis Notifications via Slack
• Undergraduate Student Testimonial
• Reading as a Social Act (Mia Zamora at DML Central)
• Howard Rheingold interviews Jeremy Dean (DML Central)
• What I Like About Hypothes.is (Maha Bali at Chronicle of Higher Education )
• Annotating to Engage, Analyze, Connect and Create  (Jeremy Dean and Katherine Schulten at New York Times Learning Network)
• Massively Open Online Reading  (Chris Sloan at International Literacy Association)
• Cool Tools for School (Barbara Fister at Inside Higher Ed )

Other Resources

• Guide to Markdown (at GitHub)
• How to Get an Image URL (at WikiHow)