can't come up with thesis

While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

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Writing Tutorial Services

How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Come up With a Thesis

Last Updated: January 29, 2023

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. This article has been viewed 126,512 times.

All students, whether in high school or college, need to write standard expository (explanatory) or persuasive essays. Each essay must include a thesis statement. A thesis statement is your main point and is presented as an argument. Writing a thesis statement involves answering the main question and doing a bit of research to make sure your thesis can be backed up.

Understanding Your Topic

• Think about your assignment topic. What are you expected to write about? Then take this topic and make it a question you can answer. [1] X Research source
• For example, if you are assigned a paper or report on explaining the safety benefits of buckling your seatbelt in the car, make it into a question you can answer.
• Your topic becomes “What are the safety benefits of buckling your seatbelt?”
• The answer to this question is the beginning of your thesis statement.

• Knowing what kind of paper you’re writing will further help you construct a quality thesis. Though you may be writing a paper about World War II or The Great Gatsby, your statement should contain similar attributes.
• A good thesis statement answers the question asked of you. It’s your interpretation of the subject. It should aim to make a claim that others can dispute.
• Your thesis should also express one main idea that can be developed enough to cover all parts of the assignment.

• Whether you’re given a broad assignment like a paper on The Great Gatsby, or a more specific topic like the benefits of wearing seatbelts, you need to take a side and explain it clearly.
• Break down your topic into an argument that you can adequately speak about. For example, if your topic is about the benefits of seatbelts, you have many points of view to explore. You can take a broader route and decide to talk about the decrease in fatal accidents since seatbelts became required. Or, you can get more specific and discuss the laws about wearing your seatbelt in the back seat. Your argument right now is that seatbelts save lives.
• Consider a variety of viewpoints before settling on your thesis. Your argument may be that seatbelts don’t provide any new benefits. This side may be harder to argue in such a broad area, however. Because there may be a lot of information against you, you may consider getting more specific. You may consider arguing that seatbelt technology hasn’t improved safety in X amount of time. You may find that there is more information on the advancement of other vehicle safety measures which has progressed much farther than seatbelts.
• If your topic is even broader, like a report on The Great Gatsby, you have to find an angle that you can argue about or what intrigues you about the book. Perhaps after reading the book, you became interested in how American consumerism and monetary pride led to the Great Depression.
• Tailor how specific your topic is based on the required length of your paper. If you have a longer paper, you may want to explore a topic broadly, but for a shorter paper, you may need to be very specific.

• You might have the question: “What are the real world ramifications of the themes presented in The Great Gatsby?”
• Therefore, you begin with this conclusion written as a sentence: “The monetary pride and dichotomy of old and new money depicted in The Great Gatsby led to the Great Depression”. This isn’t your thesis statement yet. This isn’t a well enough formed argument, but it allows you to have a starting opinion and main idea.
• Remember that you want to take a stance that reasonable people could argue. This doesn’t mean that you have to take an unpopular opinion, but you should be able to create a conversation with your thesis.

• You have already begun to do this by finding your point of view. However, your argument isn’t fully formed yet.
• After you come up with your idea, do a little research to see if you have enough credible information to back it up.
• Perhaps you look up seatbelt statistics and find that there isn’t enough information to argue that seatbelt technology hasn’t improved enough. Or, that there isn’t enough information to provide a counterargument. While researching, you read about front seat seatbelts and rear seat seatbelts. You then decide your argument is that backseat passengers should be required to wear seatbelts. Seatbelts are not always required to be worn in the back seat depending on the region. You find this topic has enough information to explore.
• Now write down a few different sentence options that argue your point of view. Try to make a slightly different point in each sentence. One sentence may be: “Backseat passengers should be required to wear seatbelts at all times.” Another could be: “Not wearing your seatbelt in the backseat increases the risk of serious injury by X percent.”
• If you are writing about a broader topic, like your book report on the Great Gatsby, you may find through research that your current argument is too hypothetical. You may not find enough factual correlation to support your topic in the context of your paper’s requirements. Further research is required to support or change your argument.

Gathering Information and Brainstorming

• If you decide to argue that seatbelts should be worn in the back seat, find sources that give you crash and safety statistics. Look for articles and facts that argue both sides of the argument.
• If you’re writing about the themes of consumerism and pride depicted in The Great Gatsby serving as a roadmap to the Great Depression, research causes of the Great Depression. Do further research to see if other people have a similar argument to yours. See how other similar topics and articles go about relating the actual story in The Great Gatsby to the Great Depression.

• With enough information to back up your thesis, it’s time to go back to what you have written already and see what you may need to change about it. Perhaps your research gave you a new angle to include.
• While you previously had “Backseat passengers should be required to wear seatbelts at all times,” you realize that this doesn’t fulfill all of the requirements of your thesis. Though you have a solid argument, you haven’t fully answered your question.
• The question: “What are the benefits of buckling your seatbelt?” still needs to be addressed. Look through your research to find some specific stats to back up your statement.

• While “Backseat passengers should be required to wear seatbelts at all times,” expresses your opinion, it doesn’t provide an argument yet that someone can really contest.
• Get specific with the “why’s” or “what’s”. “Due to X percent of unbelted backseat passengers being ejected and fatally wounded in car accidents, backseat passengers should be required to buckle up at all times.” is a more structured thesis that provides a “why”.
• The same applies to your potential book report. “The monetary pride and dichotomy of old and new money depicted in The Great Gatsby led to the Great Depression.” doesn’t exactly offer a specific interpretation of the literary work. Consider, “The fear of muddled class systems and the pursuit of the American Dream depicted in The Great Gatsby led to an age of consumerism and excess, which triggered The Great Depression.” This sentence more clearly defines your stance. It also passes the “So what?” test because you have outlined a controversial point of view which presents an interpretation of the literature.

• Getting more specific in your thesis is good, but it can sometimes cause you to wander as you try to incorporate everything you want to say. Remember, your thesis is a one-sentence introduction that gives an outline for the body of your paper.
• You don’t have to include every little detail you will touch on in your thesis. It should provide a well-structured overview.
• If your original question is “What are the safety benefits of buckling your seatbelt?” read over your current thesis and see if it still answers that question. “Due to X percent of unbelted backseat passengers being ejected and fatally wounded in car accidents, backseat passengers should be required to buckle up at all times.” Your current thesis doesn’t exactly answer this question, so it’s time to revise it again.
• “What are the real world ramifications of the themes presented in The Great Gatsby?” is answered in our current statement: “The fear of muddled class systems and the pursuit of the American Dream depicted in The Great Gatsby led to an age of consumerism and excess, which triggered The Great Depression.” However, we can still revise and tighten our statement.

Finalizing Your Thesis Statement

• Your thesis is a statement that others may hold a different opinion about. And which you will develop in your essay to show why you have this point of view.
• Check to make sure your thesis contains an argument that hits on the focus of your question.
• Revising your seatbelt thesis to: “Increasing seatbelt laws to include mandatory buckling in back seats will provide further safety benefits by reducing the percentage of fatalities in vehicle accidents.” better answers your original question.

• While “The fear of muddled class systems and the pursuit of the American Dream depicted in The Great Gatsby led to an age of consumerism and excess, which triggered The Great Depression.” answers your question, it’s slightly broad.
• “The themes of wealth disparity in American royalty, and pursuit of the American Dream presented in The Great Gatsby depict a parallel to real-world consumerism and excess which led to the Great Depression.” narrows down that you will talk about specific themes in the book and compare these fictional themes to the real world.
• This is also an example of a thesis statement which can be broken up into two sentences.

• If your assignment was to discuss the benefits of seatbelts, read your thesis again and ask yourself if it can cover the criteria.
• “Increasing seatbelt laws to include mandatory buckling in back seats will provide further safety benefits by reducing the percentage of fatalities in vehicle accidents.” In this thesis, you have taken a position that can be argued.
• You have made it specific by narrowing your topic a particular aspect of seatbelt safety. And you have given an answer to how your argument will discuss the benefits of seatbelts.

• Before beginning your paper, make sure you have fulfilled all the criteria. Do you answer a question? Are you taking a position others can challenge or oppose? Is your thesis specific enough? Does it pass the “So what?” and “how and why?” test.
• If your thesis doesn’t fulfill these requirements, take a break and then go back and revise. Sometimes, after taking a step back, you can come back with a better angle.
• As you write your essay, follow your thesis and outline, but don’t feel that you have to compromise your paper to fit your thesis. If you find yourself needing to revise your thesis throughout your essay, do so.

Expert Q&A

• Your thesis may appear as the first sentence of a short essay (2-3 paragraphs), but usually it is the last sentence of your introduction. Thanks Helpful 0 Not Helpful 0
• Be sure to follow up your opinion throughout the essay, without going off into another topic. Thanks Helpful 0 Not Helpful 0
• Look for good sample thesis statements in your textbook, handbook, or writing lab. Thanks Helpful 0 Not Helpful 0
• Be sure you don't simply copy something you find on the internet. Plagiarism is illegal and can get you removed from the class and school. Teachers can easily go on websites and check for plagiarism. Thanks Helpful 1 Not Helpful 0

You Might Also Like

• ↑ http://writingcenter.fas.harvard.edu/pages/developing-thesis
• ↑ https://owl.english.purdue.edu/owl/resource/545/01/
• ↑ http://writingcenter.unc.edu/handouts/thesis-statements/

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How to Pick a Master’s, Ph.D., or Undergraduate Thesis Topic

Last Updated: February 2, 2024 Fact Checked

• Brainstorming Topics

Narrowing Your Focus

• Crafting Your Question

This article was co-authored by Christopher Taylor, PhD and by wikiHow staff writer, Danielle Blinka, MA, MPA . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 75,198 times.

Choosing a topic for your thesis , whether it be for a master’s, Ph.D., or undergraduate, can feel like a daunting task, but it can also be exciting. Your thesis is your chance to dive deep into a topic that interests you and contribute something new to your field. To pick the right topic for you, start by brainstorming potential topics without worrying if they're good or not. Then, narrow your topics based on feasibility and your personal strengths. Finally, start researching so you can craft a good thesis question.

Things You Should Know

• Jot down your interests in your topic of study. Then, research your interests and go through your past papers to find unanswered questions in your field.
• Narrow down your interests to potential topics you can add value to. Then, find a professor who has experience in your area of study.
• To formulate your research question, research your topic. Brainstorm a few questions you might ask, then select the one you can best answer.

Brainstorming Possible Topics

• Review all of the classes you've taken and the subjects you've covered.
• Think about why you got into your field of study.
• Consider what you like to read about in your free time, especially things related to your field. This might be books, news articles, or blogs.
• Think of people in your field who you admire or aspire to be like. Then, ask yourself what you like about them.
• Consider if you'll continue your academic studies after graduation, as well as what you'd want to study.

• Consider any lingering questions you had working on past projects as a starting point for your new thesis.
• It’s best to stick to your recent work because it will better reflect your current knowledge and abilities.
• You can use the same topic you used in your prior work, or you can use your old work to point you in the direction of a new topic.

Tip: Your past coursework can also tell you what you didn’t like studying. Consider the assignments that you struggled through and the research topics you hated. Then, avoid topics like them.

• For example, let’s say you’re studying politics. You might read about current presidential candidates and reflect on how their platforms have diverted from the historical platforms for their political party.
• If you’re writing a literature thesis, look at the novels that are being nominated for this year’s literary awards and consider their genre, theme, or style.
• For a thesis on psychology, you might look for news about PTSD research or read articles about pop psychology that people are sharing on social media.
• For an aeronautical engineering thesis, you could read up on what SpaceX is currently working on, or look into NASA’s most recent experiments.
• Check prominent research journals in the field you’re interested in to see what current academic conversations look like.
• Make a list of keywords that show up during your searches so you can look up published theses using sites like ProQuest. That way, you know what topics have already been covered.

• You don’t need a topic that’s completely absent from research, as this would be difficult to examine.
• One way to find a unique angle is to combine 2 topics together. Alternatively, you can build on someone else's work.
• For example, let's say you're studying clinical psychology and want to write about PTSD. You might find that not much research has been done into how people with PTSD cope with workplace conflicts.
• Similarly, let's say you're studying politics and want to look at how political party platforms evolve. You might find that there's a gap in research when it comes to evaluating how voters react to platform changes.

• For instance, you might say, “I’m hoping to be a research professor one day, and I want to focus on modern poetry. Which of these thesis topics do you think would make me most attractive to doctoral programs?”

• Focus on questions that can be researched and don’t have a simple answer. For instance, a question like, “How can we motivate people without offering them extrinsic rewards?” can be researched and doesn’t have a simple answer. Conversely, the question, “When did free verse poems start to become mainstream?” is easy to answer with a simple Internet search.

• You don’t need to plan out your whole life. However, it’s good to have an idea about where you’re going.
• Think about the type of work you want to do, the job title you want to attain, or the types of organizations you want to work with.
• For instance, if you want to be a university professor, you might choose a topic that you plan to continue researching through your doctorate and career as a professor.
• As another example, let's say you want to be a project manager for an engineering firm. You might choose a topic that encompasses both your knowledge of engineering and your interest in motivating other engineers to produce their best work.

• Undergraduate theses may be more broad, while master’s or Ph.D. theses should be more specific.
• Choose the best topics that came to you while you were brainstorming.
• You might enjoy doing this activity with a classmate who’s also working on their thesis. You can bounce ideas off of each other.
• For example, you might write down things like "evolution of political party platforms," "effect of civil war on cultural norms," "themes of literature immediately before and after a social crisis," "effects of robotics on the workforce," "mission to Mars," or "building intrinsic worker motivation."

• For instance, you might love William Shakespeare, but finding a new area of research about his work could prove difficult. Similarly, if you're studying psychology, you'll likely want to avoid writing about older ideas that aren't widely supported anymore, like dream analysis.

• Say something like, “Hi, Dr. Gomez. I know you’re really knowledgeable about morality politics. I’m planning to write my thesis about a topic related to morality politics, so I hoped you might be my thesis supervisor.”

Tip: You don’t need to select your thesis topic before you find a thesis supervisor. Just get a general idea of what area you want to pursue.

• For example, you might say, "I'd like to write my thesis about modern American haiku structure, autobiographical expression in contemporary 21st-century poetry, or poetry in the Internet age."
• Your thesis supervisor will likely want you to choose a topic that they know well and are interested in themselves.

Crafting Your Thesis Question

• This will help you figure out what types of questions to ask about your topic.
• If you can, highlight or mark important passages and summarize sections of text in the margins of the work.
• Talk to your librarian. They can help you find materials that might be of interest to you, and they can pull books or journals related to your topic.

Tip: Save your research materials so that you can use them when writing your thesis. You may not use all of your early research, but some of it will be relevant.

• How did 20th-century warfare alter literary themes?
• How have expanding cultural norms impacted the criteria for literary awards?
• What social changes have impacted diplomatic exchanges among world leaders?
• How does detaching morality from public policy affect the efficacy of legislation?
• How does culture adapt in the aftermath of a civil war?
• How can robotics enhance early childhood education?
• What are the best ways to motivate employees to work harder?
• What treatment protocols can enhance recovery in PTSD patients?

• Think about the process you'd need to use to research the topic, such as a digital search, social experiments, or lab testing. Then, decide if you'd be able to complete these tasks with the time and resources you have.
• List the research materials you have available to you, such as computer databases, library materials, or a laboratory.
• Consider your thesis supervisor’s area of expertise.
• Think about the courses you’ve taken and the skills you’ve developed.

For example... The thesis question "How have expanding cultural norms impacted the criteria for literary awards?" works well because it's researchable and debatable. You can explore cultural norms using social science studies, news or journal articles, and survey results from different decades. Then, study the themes and styles of award-winning literature using articles and books. From there, evaluate the relationship between them, which is up for interpretation.

• Listen to your thesis supervisor’s advice. They’ve likely been doing this for a long time, and they know what it’s like to be in your shoes.

Expert Q&A

• Try to choose your topic as early as you can. This will help you stay on track to finish your thesis on time. Thanks Helpful 0 Not Helpful 0
• It’s helpful to do additional research throughout the selection process. If you find texts that might be of use to you later, save them to use in your thesis. Thanks Helpful 0 Not Helpful 0
• Since you’ll spend at least 1-2 years on your thesis, it’s best to choose a topic that interests you. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://www.millersville.edu/honorscollege/thesis/choosetopic.php
• ↑ https://www.ceu.edu/article/2019-03-29/how-choose-your-thesis-topic
• ↑ https://hhd.psu.edu/shm/undergraduate/honors-study-hospitality-management/first-steps-choosing-topic-and-thesis-supervisor
• ↑ https://library.maastrichtuniversity.nl/study/thesis-supportall/choose-thesis-topic/
• ↑ https://writingcenter.gmu.edu/guides/how-to-write-a-research-question

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Experiences of a London PhD student and beyond

Thesis Title: Examples and Suggestions from a PhD Grad

When you’re faced with writing up a thesis, choosing a title can often fall to the bottom of the priority list. After all, it’s only a few words. How hard can it be?!

In the grand scheme of things I agree that picking your thesis title shouldn’t warrant that much thought, however my own choice is one of the few regrets I have from my PhD . I therefore think there is value in spending some time considering the options available.

In this post I’ll guide you through how to write your own thesis title and share real-world examples. Although my focus is on the PhD thesis, I’ve also included plenty of thesis title examples for bachelor’s and master’s research projects too.

Hopefully by the end of the post you’ll feel ready to start crafting your own!

Why your thesis title is at least somewhat important

It sounds obvious but your thesis title is the first, and often only, interaction people will have with your thesis. For instance, hiring managers for jobs that you may wish to apply for in the future. Therefore you want to give a good sense of what your research involved from the title.

Many people will list the title of their thesis on their CV, at least for a while after graduating. All of the example titles I’ve shared below came from my repository of academic CVs . I’d say roughly 30% of all the academics on that page list their thesis title, which includes academics all the way up to full professor.

Your thesis title could therefore feature on your CV for your whole career, so it is probably worth a bit of thought!

My suggestions for choosing a good thesis title

• Make it descriptive of the research so it’s immediately obvious what it is about! Most universities will publish student theses online ( here’s mine! ) and they’re indexed so can be found via Google Scholar etc. Therefore give your thesis a descriptive title so that interested researchers can find it in the future.
• Don’t get lost in the detail . You want a descriptive title but avoid overly lengthy descriptions of experiments. Unless a certain analytical technique etc was central to your research, I’d suggest by default* to avoid having it in your title. Including certain techniques will make your title, and therefore research, look overly dated, which isn’t ideal for potential job applications after you graduate.
• The title should tie together the chapters of your thesis. A well-phrased title can do a good job of summarising the overall story of your thesis. Think about each of your research chapters and ensure that the title makes sense for each of them.
• Be strategic . Certain parts of your work you want to emphasise? Consider making them more prominent in your title. For instance, if you know you want to pivot to a slightly different research area or career path after your PhD, there may be alternative phrasings which describe your work just as well but could be better understood by those in the field you’re moving into. I utilised this a bit in my own title which we’ll come onto shortly.
• Do your own thing. Having just laid out some suggestions, do make sure you’re personally happy with the title. You get a lot of freedom to choose your title, so use it however you fancy. For example, I’ve known people to use puns in their title, so if that’s what you’re into don’t feel overly constrained.

*This doesn’t always hold true and certainly don’t take my advice if 1) listing something in your title could be a strategic move 2) you love the technique so much that you’re desperate to include it!

Thesis title examples

To help give you some ideas, here are some example thesis titles from Bachelors, Masters and PhD graduates. These all came from the academic CVs listed in my repository here .

Bachelor’s thesis title examples

Hysteresis and Avalanches Paul Jager , 2014 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

The bioenergetics of a marine ciliate, Mesodinium rubrum Holly Moeller , 2008 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Functional syntactic analysis of prepositional and causal constructions for a grammatical parser of Russian Ekaterina Kochmar , 2008 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Master’s thesis title examples

Creation of an autonomous impulse response measurement system for rooms and transducers with different methods Guy-Bart Stan , 2000 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Segmentation of Nerve Bundles and Ganglia in Spine MRI using Particle Filters Adrian Vasile Dalca , 2012 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

The detection of oil under ice by remote mode conversion of ultrasound Eric Yeatman , 1986 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Ensemble-Based Learning for Morphological Analysis of German Ekaterina Kochmar , 2010 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

VARiD: A Variation Detection Framework for Color-Space and Letter-Space Platforms Adrian Vasile Dalca , 2010 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Identification of a Writer’s Native Language by Error Analysis Ekaterina Kochmar , 2011 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

On the economic optimality of marine reserves when fishing damages habitat Holly Moeller , 2010 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Sensitivity Studies for the Time-Dependent CP Violation Measurement in B 0 → K S K S K S at the Belle II-Experiment Paul Jager , 2016 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

PhD thesis title examples

Spatio-temporal analysis of three-dimensional real-time ultrasound for quantification of ventricular function Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

The role and maintenance of diversity in a multi-partner mutualism: Trees and Ectomycorrhizal Fungi Holly Moeller , 2015 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Bayesian Gaussian processes for sequential prediction, optimisation and quadrature Michael Osborne , 2010 – Machine Learning – Oxford Full Professor –  direct link to Michael’s machine learning academic CV

Global analysis and synthesis of oscillations: a dissipativity approach Guy-Bart Stan , 2005 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Coarse-grained modelling of DNA and DNA self-assembly Thomas Ouldridge , 2011– Bioengineering – Imperial College London Senior Lecturer / Associate Prof –  direct link to Thomas’ bioengineering academic CV

4D tomographic image reconstruction and parametric maps estimation: a model-based strategy for algorithm design using Bayesian inference in Probabilistic Graphical Models (PGM) Michele Scipioni , 2018– Biomedical Engineer – Harvard Postdoctoral Research Fellow –  direct link to Michele’s biomedical engineer academic CV

Error Detection in Content Word Combinations Ekaterina Kochmar , 2016 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Genetic, Clinical and Population Priors for Brain Images Adrian Vasile Dalca , 2016 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Challenges and Opportunities of End-to-End Learning in Medical Image Classification Paul Jager , 2020 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

K 2 NiF 4  materials as cathodes for intermediate temperature solid oxide fuel cells Ainara Aguadero , 2006 – Materials Science – Imperial Reader –  direct link to Ainara’s materials science academic CV

Applications of surface plasmons – microscopy and spatial light modulation Eric Yeatman , 1989 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Geometric Algorithms for Objects in Motion Sorelle Friedler , 2010 – Computer science – Haverford College Associate Professor –  direct link to Sorelle’s computer science academic CV .

Geometrical models, constraints design, information extraction for pathological and healthy medical image Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

Why I regret my own choice of PhD thesis title

I should say from the outset that I assembled my thesis in quite a short space of time compared to most people. So I didn’t really spend particularly long on any one section, including the title.

However, my main supervisor even spelled out for me that once the title was submitted to the university it would be permanent. In other words: think wisely about your title.

What I started with

Initially I drafted the title as something like: Three dimensional correlative imaging for cartilage regeneration . Which I thought was nice, catchy and descriptive.

I decided to go for “correlative imaging” because, not only did it describe the experiments well, but it also sounded kind of technical and fitting of a potential pivot into AI. I’m pleased with that bit of the title.

What I ended up with

Before submitting the title to the university (required ahead of the viva), I asked my supervisors for their thoughts.

One of my well intentioned supervisors suggested that, given that my project didn’t involve verifying regenerative quality, I probably shouldn’t state cartilage regeneration . Instead, they suggested, I should state what I was experimenting on (the materials) rather than the overall goal of the research (aid cartilage regeneration efforts).

With this advice I dialled back my choice of wording and the thesis title I went with was:

Three dimensional correlative imaging for measurement of strain in cartilage and cartilage replacement materials

Reading it back now I’m reminder about how less I like it than my initial idea!

I put up basically no resistance to the supervisor’s choice, even though the title sounds so much more boring in my opinion. I just didn’t think much of it at the time. Furthermore, most of my PhD was actually in a technique which is four dimensional (looking at a series of 3D scans over time, hence 4D) which would have sounded way more sciency and fitting of a PhD.

What I wish I’d gone with

If I had the choice again, I’d have gone with:

Four-dimensional correlative imaging for cartilage regeneration

Which, would you believe it, is exactly what it states on my CV…

Does the thesis title really matter?

In all honesty, your choice of thesis title isn’t that important. If you come to regret it, as I do, it’s not the end of the world. There are much more important things in life to worry about.

If you decide at a later stage that you don’t like it you can always describe it in a way that you prefer. For instance, in my CV I describe my PhD as I’d have liked the title to be. I make no claim that it’s actually the title so consider it a bit of creative license.

Given that as your career progresses you may not even refer back to your thesis much, it’s really not worth stressing over. However, if you’re yet to finalise your thesis title I do still think it is worth a bit of thought and hopefully this article has provided some insights into how to choose a good thesis title.

My advice for developing a thesis title

• Draft the title early. Drafting it early can help give clarity for the overall message of your research. For instance, while you’re assembling the rest of your thesis you can check that the title encompasses the research chapters you’re included, and likewise that the research experiments you’re including fall within what the title describes. Drafting it early also gives more time you to think it over. As with everything: having a first draft is really important to iterate on.
• Look at some example titles . Such as those featured above!
• If you’re not sure about your title, ask a few other people what they think . But remember that you have the final say!

I hope this post has been useful for those of you are finalising your thesis and need to decide on a thesis title. If you’ve enjoyed this article and would like to hear about future content (and gain access to my free resource library!) you can subscribe for free here:

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Watch CBS News

How Trump's conviction could change the dynamics of the 2024 race

By Olivia Rinaldi , Jacob Rosen , Katrina Kaufman

Updated on: May 30, 2024 / 7:47 PM EDT / CBS News

Former President Donald Trump has been found guilty of 34 felony counts of falsifying business records in his Manhattan criminal trial, adding another layer of uncertainty to an already unprecedented campaign.

As a c onvicted felon , Trump is not prevented from continuing to campaign for president , since the Constitution does not prohibit candidates from running for president even if they are convicted of a crime. In fact, there is precedent for a candidate running from behind bars: In 1920, Socialist Party candidate Eugene V. Debs ran for president from a federal penitentiary in Atlanta.

Trump is the first former U.S. president to be found guilty of felonies, and the first major party candidate to run for office after being found guilty of a crime. Here's how his conviction could change the 2024 campaign:

How Trump can campaign after his conviction

Now that he's convicted, Trump is all but certain to appeal the decision handed down by the jury, and he is likely to be able to return to the campaign trail as the process plays out. 

The next development in the case will come at sentencing, currently scheduled for July 11. Justice Juan Merchan has wide discretion over when sentencing occurs and what the punishment looks like. Trump faces a maximum of up to four years in prison and a $5,000 fine for each of the 34 felony charges of falsification of business records. The sentencing options available to Merchan include prison, probation, conditional discharge, fines or house arrest.

The judge could put limitations on his travel, such as restricting Trump from leaving the state and taking his passport, but Merchan has said he doesn't want to interfere with his ability to campaign.

"I would think that the judge wouldn't dare interfere with his right to speak to the American public because it's the right of the voters to be informed as well," said John Coffee, a professor at Columbia Law School and an expert on corporate governance and white collar crime.

In a recent survey of dozens of cases brought by Manhattan District Attorney's Office in which falsifying business records was the most serious charge at arraignment, attorney and author Norm Eisen found that roughly one in 10 of those cases resulted in a sentence of incarceration.

"I think that is fascinating," said Caroline Polisi, a criminal defense attorney and professor at Columbia Law School. "A lot of commentators say the reason he won't be incarcerated is because the logistics of it with respect to the Secret Service would be too much. On the other hand, if you're saying he should be treated like any other defendant, we have a lot of data saying that 90% of other defendants would not get jail time in this situation."

The impact of the conviction on Trump's ability to campaign could largely hinge on what sentence Merchan ultimately hands down, and when Trump would serve it.

"In the context in which he is found guilty and then sentenced to no jail time, I don't think it's going to cause a bit of difference," added Polisi. "There might be some minor issues. He might not be able to vote for himself. But other than that, I don't think it's going to cause any problems."

When determining Trump's sentence, the judge could take into account his numerous gag order violations — which led Merchan to threaten him with jail time if the violations continued — and his lack of demonstrated remorse or respect for the legal system. Throughout the trial, Trump referred to Merchan as "conflicted" and "corrupt" and to the case itself as a "sham." 

"In New York, a 78-year-old defendant, who's a first time offender, committed a non-violent offense, and has an otherwise, well, distinguished record — in some regards being an ex-president is distinguished. In that kind of world, there'd be no chance of an incarceration sentence," said Coffee. "They can use probation, they can use fines. But there may be a view of many judges that you have to show that no one's above the law, and even the future president should have a taste of prison."

Even if Merchan does order Trump to serve time behind bars, the sentence could be deferred until his appeal has run its course.

"In other cases, when you don't have someone running for the White House, it would be more or acceptable to put him immediately into incarceration," said Coffee. "You certainly could put special conditions on what he could do or put him under house arrest, but I think until we get to the actual election, we're going to have to let Donald Trump run around and campaign."

The conviction's possible impact on Trump's poll numbers and support

Trump has predicted that a conviction in this trial could boost his poll numbers. 

"Even if convicted, I think that it has absolutely no impact. It may drive the numbers up, but we don't want that. We want to have a fair verdict," Trump told CBS Pittsburgh in an interview earlier this month.

Trump's support among his Republican base has been remarkably resilient in the face of his various criminal cases. In the months following his four indictments last year, Trump maintained his commanding lead in the Republican primary, capturing the nomination despite the dozens of criminal charges he faced.

Many Trump supporters who CBS News has interviewed since the trial began have said a guilty conviction will not change how they vote in November, adopting the former president's grievances as their own.

"Stormy Daniels has already been reviewed and stuff. It's kind of coincidental," Michigan resident Lori Beyer said at a recent rally in Freeland, Michigan, adding she would vote for Trump regardless of the conviction. "I don't think it's going to impact it, as far as I'm concerned."

Whether a conviction changes the minds of voters who are not committed to the former president remains to be seen. A recent CBS News poll found that the majority of Americans believed Trump is "definitely or probably" guilty of the charges he faced in New York. The overwhelming majority of Democrats — 93% — believed Trump was guilty, while 78% Republicans said he was not. Independents were split, with 53% believing he was guilty and 47% saying he wasn't. 

Opinions about whether Trump was guilty or not were already highly partisan, according to Kabir Khanna, deputy director of elections and data analytics for CBS News. Most people who believed Trump was guilty also thought the jury would convict him, and vice versa. 

Additionally, Khanna said people who followed the trial closely were the most polarized in their views.

"Together, these factors could blunt the impact of the verdict on the views of an already divided public," Khanna said. "Some voters may be swayed by the news, but I wouldn't expect a sea change." 

Other polling supports that notion. A NPR/PBS NewsHour/Marist survey released Thursday found that 67% of registered voters nationwide said a Trump conviction would not make a difference in how they vote. Among independents, just 11% said a guilty verdict would make them less likely to vote for Trump.

The conviction also gives the Biden campaign a potentially potent new weapon in their arsenal: the ability to label Trump a convicted felon. Mr. Biden remained largely silent about the Trump trial while it was ongoing, but NBC News reported last week that he planned to become more aggressive about Trump's legal woes after the trial concluded, while acknowledging that Trump would be on the ballot regardless of how his legal cases played out.

Trump has used the trial to help boost his fundraising, and will likely look to capitalize on the conviction. The Trump campaign and Republican National Committee saw an influx of donations after jury selection began, with the two entities raising $76 million in April. His campaign had about $50 million cash on hand at the beginning of May as he prepared to get back out on the campaign trail after the trial.

The former president repeatedly used the developments in the trial to raise money, including when he was held in contempt for violating the gag order against him.

"I'd get arrested ONE MILLION TIMES before I'd let those filthy dogs get their hands on you," one typical fundraising appeal read. 

Trump's other criminal cases

The New York case might be the only one of Trump's four criminal prosecutions to reach a conclusion before voters cast their ballots in the fall, giving the guilty verdict added weight.

The two federal cases brought by special counsel Jack Smith remain in limbo. 

In Washington, D.C., Trump faces charges related to his actions to remain in power after the 2016 election. Trump has argued that he is immune from prosecution, and the Supreme Court is currently weighing his claim.

The high court heard arguments in the immunity dispute on April 26 and is expected to issue a decision on the matter before the end of the court's term, likely in June. If the case is allowed to move forward, there is a slim possibility that the district court could schedule the trial before November. If the justices side with Trump and find him immune from prosecution, the charges would be dropped.

In Florida, Trump faces federal charges stemming from his retention of classified documents after he left the White House. Judge Aileen Cannon, who was appointed by Trump, has indefinitely postponed the trial. She ruled in early May that picking a trial date would be "imprudent and inconsistent with the court's duty to fully and fairly consider" numerous unresolved pre-trial motions. Those motions include Trump's efforts to dismiss the case altogether, as well as issues related to what classified information can be revealed at trial.

In the third case that remains outstanding, Trump faces state charges related to the 2020 election in Fulton County, Georgia. The trial in that matter is also on hold as Trump seeks to have District Attorney Fani Willis removed from the case. Georgia's Court of Appeals recently granted Trump's appeal of a decision that had allowed her to remain, bringing the trial to a temporary halt.

Trump's two federal cases could largely be in voters' hands if they are not resolved by November, a fact that raises his personal stake in the outcome. If he wins and returns to the White House in January 2025, Trump could order the Justice Department to seek to drop the charges altogether.

Trump has pleaded not guilty in all of the criminal cases against him.

• Donald Trump

More from CBS News

Watch Live: Manhattan District Attorney Alvin Bragg to deliver remarks after Trump conviction

Biden campaign warns: "Convicted felon or not," Trump could still be president

Congressional Republicans stick by Trump after conviction

What to know about Trump's conviction in his "hush money" case

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Trump on Trial

It’s over to the jury.

After closing arguments, the Manhattan trial is in the endgame.

• Share full article

By Jesse McKinley

It could take a day, a week, a month. But the criminal trial of Donald Trump is in the endgame.

Both sides made closing arguments today, capping a six-week odyssey. It was rife with accusations of adultery and illicit sex and tales of covert payments and frantic cover-ups, populated by bombastic lawyers, flawed witnesses and a defiant defendant at its center, often listening to the action with his eyes closed.

The jury will receive instructions tomorrow morning from the judge, Juan Merchan, who pushed today’s proceedings well past its usual 4:30 p.m. quitting time to make sure that prosecutors finished their closing arguments. Deliberations will then begin. The outcome could be acquittal or conviction on all charges; conviction on some and acquittal on others; or a hung jury, if jurors are unable to reach unanimous agreement on a verdict.

Mounting the first criminal trial of an American president, the lawyers for the Manhattan district attorney’s office presented a vivid narrative of an unglamorous financial crime: Trump is charged with falsifying 34 business records , each one a low-level felony.

Those charges are related to a $130,000 hush-money payment made by Trump’s former lawyer and fixer, Michael Cohen, to Stormy Daniels, a porn star who says she and Trump had sex at a celebrity golf tourney in 2006, a decade before his election as the 45th president.

Trump has denied the charges; he faces prison or probation if convicted. But that declaration of innocence was only part of the larger argument that Todd Blanche, his lead attorney, made in his closing. Its central point could well be summed up by one little word: “Lies.”

“G.L.O.A.T.”

During a nearly three-hour-long summation, Blanche savaged Cohen with that word, dubbing him a “G.L.O.A.T.,” or the greatest liar of all time. Blanche wrapped up his arguments with his Top 10 list of issues that he felt raised reasonable doubt. The last one?

You guessed it: that Michael Cohen was a liar.

“You cannot convict President Trump on any crime beyond a reasonable doubt on the words of Michael Cohen,” Blanche said.

In particular, Blanche zeroed in on an Oct. 24, 2016, phone call — lasting one minute, 36 seconds — in which Cohen had said he discussed the payoff to Daniels. Under cross-examination, Blanche had gotten Cohen to concede that he had discussed a prank phone call with Trump’s bodyguard, Keith Schiller, on that same call, though he said he believed he and Trump had also talked about the Daniels deal.

But Blanche suggested there was no way Cohen could have talked to Trump and Schiller in that short a time, saying Cohen was lying on the stand.

“Per-jur-y!,” he shouted, emphasizing each of the word’s syllables.

But during his closing, the prosecutor Joshua Steinglass countered that moment of showmanship with an even more dramatic one. Putting on a timer, Steinglass pretended to have the same conversation, his hand miming a phone. Steinglass, playing Cohen, told an imaginary Schiller about the prank phone call and then told an imaginary Trump that the deal with Daniels was being handled.

There were asides and well-wishes and then a hang-up, all in less than 96 seconds.

Blanche also argued that the conspiracy that Manhattan prosecutors describe — a scheme to illegally influence the 2016 presidential election — was actually just the way things work in American politics.

“It doesn’t matter if there was a conspiracy to try to win an election,” Blanche said. “Every campaign in this country is a conspiracy,” concocted by “people who are working together to help somebody win.”

The prosecution’s turn

Needless to say, Steinglass saw things differently, calling the Daniels payment a “subversion of democracy,” and suggesting that the hush money was part of a scheme that “could very well be what got President Trump elected.”

Steinglass also worked to take the dents out of Cohen’s reputation, saying that the glee at Trump’s travails which was expressed by Cohen — who pleaded guilty in 2018 to federal charges related to the hush-money payment and served prison time — was understandable.

“Anyone in Cohen’s shoes would want the defendant to be held accountable,” Steinglass said, adding that Trump was a defendant who, “up until now, has escaped justice.”

Blanche argued that Trump’s concerns after the release of the “ Access Hollywood” tape — where Trump bragged about grabbing women’s genitals — were primarily about his wife and family, saying that it “doesn’t matter whether you are running for office.”

“Nobody wants their family exposed to that type of story,” Blanche said.

But Steinglass used Trump’s own words to counter that, showing a clip of a video in which Trump acknowledged that the “Access Hollywood” tape could swing a close election. “If five percent of the people think it’s true, and maybe 10 percent,” Trump said in one clip, “we don’t win.”

All told, Steinglass spent some five hours methodically laying out the state’s case, tracing a narrative that spanned nearly two decades, from a brief sexual encounter at Lake Tahoe to a Manhattan courtroom.

Blanche denied that Trump had a sexual encounter with Daniels, despite her detailed account on the stand, under oath, as well as in interviews, a book and a recent documentary.

But Steinglass seemed to mock the concept that Trump would have paid Daniels the hush money had they simply taken a photo together in Lake Tahoe and not slept together.

“If her testimony was so irrelevant, why did they work so hard to try to discredit her?” Steinglass asked, adding, “Stormy Daniels is the motive.”

Steinglass was seemingly often amused by the defense’s arguments as he went through his own, chuckling sometimes. But he grew more serious as he finished as dusk fell.

“The name of the game was concealment,” he said, adding, “You, the jury, have the ability to hold the defendant accountable.”

He said that Cohen was an “ultimate insider” in Trump World, who helped “connect the dots” in the scheme to sway the election. He also discounted defense arguments that Cohen was being paid for legitimate legal work.

“The defendant didn’t actually pay a lawyer; he paid a porn star by funneling money through a lawyer,” Steinglass said.

Still, for all that, the prosecutor suggested that focusing on the former fixer was not the point.

“This case is not about Michael Cohen,” Steinglass said, adding, “It’s about Donald Trump.”

And now, it’s about the jury.

Your questions

We’re asking readers what they’d like to know about the Trump cases: the charges, the procedure, the important players or anything else. You can send us your question by filling out this form.

Are the six alternate jurors also in the courtroom to observe the total picture that the 12 regulars do? — Gerry Gartland, Haddon Heights, N.J.

Jesse: Yes, all 18 jurors have been sitting in the jury box for the entirety of testimony, which began on April 22. And while two jurors were dismissed early on — before testimony began — the entire panel has remained intact through today.

What else to watch

We’re waiting to see if federal prosecutors try again to get a court order barring Trump from making remarks that could endanger F.B.I. agents working on his classified documents case in Florida. Today, the judge overseeing that proceeding, Aileen Cannon, denied their first attempt on procedural grounds.

After hearing arguments on April 25 about Trump’s claim of immunity in the Jan. 6 case, the Supreme Court could issue a ruling in late June or early July.

Where does each criminal case stand?

Trump is at the center of at least four separate criminal investigations, at both the state and federal levels, into matters related to his business and political careers. Here is where each case stands .

Jesse McKinley is a Times reporter covering upstate New York, courts and politics. More about Jesse McKinley

• International

First day of jury deliberations in Trump New York hush money trial

By CNN's Kara Scannell, Lauren Del Valle and Jeremy Herb in the courthouse

Key things to know from the jury's first day of deliberations in Trump's hush money trial

From CNN's Jeremy Herb, Lauren del Valle and Kara Scannell

The jury in Donald Trump’s New York hush money trial finished its first day of deliberations Wednesday without reaching a verdict after meeting for more than four-and-a-half hours.

Jurors will return on Thursday morning at 9:30 a.m. ET to resume deliberations.

Wednesday afternoon, the jury asked to hear a readback of four separate parts of witness testimony, including from former National Enquirer chief David Pecker and Trump’s former fixer Michael Cohen.

Here are the pieces of testimony the jury requested:

• Pecker’s testimony about his phone conversation with Trump in June 2016
• Pecker's testimony about not finalizing Trump’s payment to AMI for Karen McDougal’s life rights
• Pecker's testimony about the August 2015 Trump Tower meeting
• Cohen’s testimony about the Trump Tower meeting

Jurors also want to re-hear Judge Juan Merchan’s instructions on the law that he had given them earlier Wednesday morning.

Here are the key things to know about those instructions:

• Merchan  spent an hour instructing the jury on the law before it started deliberations.
• He explained the 34 felony counts against Trump for falsifying business records over the reimbursement to Cohen for hush money payment to Stormy Daniels and went over the elements of the crime that jurors must decide prosecutors have proven beyond a reasonable doubt to return a guilty verdict.
• Merchan also reminded jurors they must put aside their biases as they decide the defendant’s fate. “Remember, you have promised to be a fair juror,” the judge said.

Fact Check: Trump’s false claim that the judge isn’t requiring a unanimous verdict

From CNN’s Daniel Dale and Jeremy Herb

Former President Donald Trump falsely claimed Wednesday that Judge Juan Merchan “is not requiring a unanimous decision on the fake charges against me.”

Trump made the claim in a  social media post  in which he described Merchan’s supposed position as “RIDICULOUS, UNCONSTITUTIONAL, AND UNAMERICAN.” He was echoing assertions that had been  circulating among conservatives  after Fox News anchor John Roberts  wrote  on social media earlier on Wednesday that “Judge Merchan just told the jury that they do not need unanimity to convict.” 

Facts First :  Trump’s claim inaccurately depicts what Merchan said.

Merchan  told the jury in his instructions on Wednesday  that their verdict “must be unanimous” on each of the 34 counts that Trump faces and that, to convict Trump of felony falsification of business records, they would have to unanimously agree that he falsified business records with the intent to commit, aid or conceal another crime — that other crime being a violation of a New York election law. But Merchan explained that while  this New York election law  prohibits people from conspiring to use “unlawful means” to promote a candidate’s election, jurors don’t have to unanimously agree on which particular “unlawful means” Trump may have used; they can find him guilty as long as they unanimously agree that Trump used some unlawful means.   

Prosecutors provided three theories of what unlawful means Trump used. Merchan told the jury: “Although you must conclude unanimously that the defendant conspired to promote or prevent the election of any person to a public office by unlawful means, you need not be unanimous as to what those unlawful means were. In determining whether the defendant conspired to promote or prevent the election of any person to a public office by unlawful means, you may consider the following: (1) violations of the Federal Election Campaign Act otherwise known as FECA; (2) the falsification of other business records; or (3) violation of tax laws.”

Court is out of session

Judge Juan Merchan is off the bench, and court is out of session.

Trump is now standing to leave the courtroom.

Judge to consider attorney requests on readback excerpts and says he will get back to them about disputes

Prosecutor Joshua Steinglass says the readback testimony for the jury as it stands is about 35 pages.

Judge Juan Merchan asks the parties to get the excerpt line numbers sent to him via his clerk and he will get back to them about the disputes.

The judge asked everyone to be ready to go at 9:30 a.m. tomorrow.

Defense wants to keep the readback narrow to the jury's request

Attorney Todd Blanche says the defense believes they should keep the readback narrow to the request and what happened after the meeting isn’t directly responsive to the request.

Judge Juan Merchan says he understands why Blanche would be concerned over most of the portion the prosecutors want to add.

Prosecutors want an extra page of testimony read back to jurors about Trump Tower meeting

The parties disagree about the excerpts that answer the third jury readback request – David Pecker's testimony about the Trump Tower meeting.

They're going over the first passage in dispute. They agree on what page and line to start but not where it should end.

Prosecutors want an extra page of testimony to include what happened after the meeting and the execution of the plan hatched at the meeting.

Prosecutor Joshua Steinglass says they tried to draw a line between the substance of the meeting and what happened afterward.

Prosecutor lists transcript page numbers to be read in court for 3 of jury's 4 requests

Prosecutor Joshua Steinglass is listing the transcript page numbers that will be read for three of the four requests from the jury.

Steinglass outlines the page numbers to be read for the first two requests.

When Judge Juan Merchan asks about the third request, Steinglass says, "This is the tough one."

Merchan says to skip it for now and go to the fourth one. Steinglass then lists the page numbers for the fourth request.

Prosecutor says progress has been made on transcripts but they may need judge to weigh in

Judge Juan Merchan is back on the bench.

"OK, where do we stand?" he asks.

Prosecutor Joshua Steinglass says they have made a lot of progress but there are a few issues they may need him to get involved with.

Trump legal team requests expedited schedule for his gag order appeal 

From CNN's Paula Reid and Nicki Brown

Donald Trump's legal team is requesting an expedited briefing schedule for his gag order appeal at the Court of Appeals, according to Gary Spencer, a public information officer for the court.

This is regarding the same preliminary appeal statement the court received last week. It has not decided whether it will actually hear the appeal or not.

“President Trump has filed a request with the New York Court of Appeals seeking expedited review of the unconstitutional Gag Order imposed by Justice (Juan) Merchan," Trump campaign spokesman Steven Cheung said in a statement Wednesday. "The Gag Order wrongfully silences the leading candidate for President of the United States, President Trump, at the height of his campaign while he holds a commanding lead in the polls.'

Separately, Spencer said the Court of Appeals has given both sides until June 5 to file written arguments about whether or not Trump has an automatic right to appeal, which he has claimed.

After those written arguments are submitted, the court will decide if it will hear the appeal — which could take weeks, Spencer said.

Trump has continued to rail against the gag order throughout the hush money trial. He has been  charged several thousand dollars in fines   for multiple violations and  made several false statements  about its restrictions.

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Donald Trump found guilty on all counts in historic NY hush money trial: Recap

In a verdict that shook the 2024 presidential campaign, former President Donald Trump was found guilty on all 34 counts in his New York criminal hush money trial . He was convicted of falsifying business records to hide a hush money payment to porn star Stormy Daniels ahead of the 2016 presidential election. Trump is the first former U.S. president convicted of a crime.  

Prosecutors charged Trump with falsifying business records. They alleged Trump falsified the records to conceal unlawfully interfering in the 2016 presidential election through the $130,000 hush money payment, making the falsification charges felonies. The crime carries a penalty of up to four years in prison, with sentencing scheduled for July 11, but legal experts previously told USA TODAY the presumptive Republican nominee is likely to get only probation or a shorter sentence .

Trump called the outcome a "disgrace" and vowed to keep fighting his conviction.

The more-than six weeks-long trial against the presumptive Republican presidential nominee − which featured dramatic clashes between lawyers and witnesses, the judge and Trump − was the first criminal trial in U.S. history against a former president.

Trump's conviction marks another historic moment, with an uncertain impact on the 2024 presidential election. He is not disqualified from running for office and while polls have suggested a conviction would harm his prospects, prominent Republican supporters quickly rallied to his side.

Prep for the polls: See who is running for president and compare where they stand on key issues in our Voter Guide

Follow along with USA TODAY's live coverage here:

Manhattan District Attorney Alvin Bragg: 'I did my job'

Manhattan District Attorney Alvin Bragg said he did not have any response to Donald Trump’s repeated attacks on the prosecutor and his staff, but he praised his office.

“I did my job. Our job is to follow the facts and the law without fear or favor. That’s exactly what we did here,” Bragg said. “I did my job. We did our job. Many voices out there. The only voice that matters is the voice of the jury and the jury has spoken.”

− Bart Jansen

Will Donald Trump go to jail?

Manhattan District Attorney Alvin Bragg dodged a question about whether he would seek jail time when Trump is sentenced July 11.

“We will speak at that time,” Bragg said.

Bragg also declined to say whether he would oppose a request from Trump to remain free while he appeals the verdict. Bragg said prosecutors would respond formally at sentencing July 11.

“I’m going to let our words in court speak for themselves,” Bragg said.

Trump still faces criminal prosecution in these other three cases

With Donald Trump guilty on all charges in his Manhattan hush money trial, he still faces criminal charges in three other cases, including two for allegedly trying to illegally steal the 2020 election he lost to President Joe Biden.

In all, Trump faced a combined 88 criminal counts, including the 34 in Manhattan that he was convicted of Thursday by a jury. That leaves 54 counts between the three other cases, two of them in federal court that were brought by special counsel Jack Smith on behalf of the Justice Department.

One of those involves the retention of classified documents. The other federal case overseen by Smith accuses Trump of trying to subvert the 2020 election results.

The fourth case, in Fulton County, Ga., accuses Trump and 14 co-defendants − including some of his former lawyers, and administration aides − of trying to overturn Trump's loss in the Peach State in 2020.

Trump has pleaded not guilty in all of the cases. None of them have trial dates scheduled, and legal experts largely concur that it's unlikely that any will begin before election day on Nov. 5, a likely rematch between Biden and Trump as the presumptive Republican nominee.

  −Josh Meyer

Watch DA Alvin Bragg's press conference live

Manhattan District Attorney Alvin Bragg Jr. will hold a press conference Thursday evening following the  conviction of Donald Trump.

The press conference is scheduled to be held at 6:30 p.m. ET at the 8th Floor Training Room in New York, the DA's office said in a release.

You can watch his comments live here.

− Anthony Robledo

What was Trump found guilty of?

Trump was found guilty of 34 counts of falsifying business records.

Each count is tied to a different business record that prosecutors argued Trump was responsible for changing in order to either conceal or commit another crime .

Those records include 11 checks paid to former lawyer  Michael Cohen , 11 invoices from Cohen and 12 entries in Trump's ledgers.

The jury found that Trump authorized a plan to reimburse Cohen for the $130,000 hush money payment issued to  Stormy Daniels and spread the payments across 12 months disguised as legal expenses.

− Kinsey Crowley

'Trump is in a deep hole here': Former federal prosecutor reacts to verdict

Kevin O’Brien, a former federal prosecutor now practicing at Ford O’Brien Landy, said Trump could appeal whether the evidence was sufficient to convict him . But Trump can no longer challenge the credibility of witnesses such as former lawyer Michael Cohen and porn actress Stormy Daniels because the jury believed them, O’Brien said.

“Trump is in a deep hole here,” O’Brien said. “It’s not like he gets to start over. That’s not how the appeal system works.”

The jury weighed the evidence and decided that witnesses such as former lawyer Michael Cohen and porn actress Stormy Daniels were credible.

The counts each carry maximum sentences of four years, but legal experts say Judge Juan Merchan could give him probation or a shorter sentence as a first-time offender to a non-violent offense. The felony convictions don’t prohibit Trump from campaigning or potentially winning the White House.

“He could still easily wind up president of the United States,” O’Brien said. “There’s nothing that would prevent that from happening.”

Can Trump run for president now?

Yes, even after being convicted on felony counts, the Thursday verdict does not impact Donald Trump's ability to seek another term in the White House. The Constitution is pretty clear − here are the qualifications to serve as president.

• Be a natural-born citizen of the U.S.
• Have lived in the U.S. for at least 14 years
• Be at least 35 years old

− Marina Pitofsky

What happens to Trump now? Trump sentencing date

Judge Juan Merchan has scheduled Trump's sentencing for July 11, and Trump is out free until then.

Because this is Trump's first felony offense, his sentence is likely to be as light as probation or home confinement. If he does receive a sentence , it would probably be less than a year.

Trump is likely to appeal the conviction. That would push any jailtime until after the election.

− Kinsey Crowley  

Who were the key witnesses in Donald Trump's historic trial

Former Trump lawyer Michael Cohen was a significant witness testifying that he submitted invoices for “legal expenses” that Trump knew were to reimburse him for paying $130,000 to silence porn actress Stormy Daniels before the 2016 election. But Trump lawyer Todd Blanche accused Cohen of lying on the stand when he testified he notified Trump about the payment to Daniels. In closing arguments, Blanche called Cohenthe “MVP of liars” and “the embodiment of reasonable doubt.” 

Daniels, whose real name is Stephanie Clifford, described the alleged sexual encounter in enough detail that Merchan questioned why defense lawyers didn’t object more to block her testimony. Trump has repeatedly denied he had sex with Daniels and Blanche argued the payment “started out as an extortion” whether the allegation was true or not. 

David Pecker, the former CEO of American Media Inc., which owned the National Enquirer, said he agreed in a meeting with Trump and Cohen in August 2015 to be the “eyes and ears” of Trump’s presidential campaign to buy negative stories about the candidate and never publish them. 

Pecker acknowledged paying former Playboy model Karen McDougal $150,000 for her story and then refusing to pay for Daniels because Trump hadn’t reimbursed him. Cohen provided a recording , which prosecutor Joshua Steinglass called “jaw-dropping,” of Trump mentioning the $150,000 figure. 

Can Trump go to prison?

Yes. Each felony count of falsifying business records − elevated to a felony because prosecutors proved their purpose was to commit or conceal another crime − carries a maximum sentence of four years. However, New York caps such sentencing the type of felonies Trump faced – Class E felonies –  at 20 years .

But given Trump doesn't have a criminal record and wasn't convicted of a violent crime, such a high sentence is very unlikely, according to legal experts. Several spoke to USA TODAY ahead of the trial about what could happen if Trump were convicted. Nearly all predicted that, if convicted, Trump would get a sentence ranging from just probation to up to four years in prison, and likely falling within the lower end of that range.

− Aysha Bagchi

Donald Trump reacts to guilty verdict

Donald Trump quickly reacted to the jury's decision finding him guilty on all 34 criminal counts.

“This is just a disgrace,” Trump told reporters in the hallway outside the courtroom. “We didn’t do anything wrong. I’m an innocent man.”

Trump ignored shouted questions about whether he would drop out of the presidential campaign.

“This is far from over,” Trump said. “We’ll keep fighting. We’ll fight to the end and we’ll win.”

People surrounding courthouse react

Outside the courthouse, anti-Trump demonstrators cheered and drivers honked their horns as news of the guilty verdicts spread. “Guilty!” several people shouted out.

− David Jackson

Jury reaches a verdict

The jury has reached a verdict in former President Donald Trump 's New York criminal hush money trial , which centers on allegations that he falsified business records to hide a hush money payment to porn star Stormy Daniels ahead of the 2016 presidential election.

Jurors confirmed that they had reached a verdict in a note signed by the foreperson at 4:20 p.m. local time. Jurors have requested an extra 30 minutes to fill out forms and take other steps, according to Judge Juan Merchan .

The former president, his attorneys, prosecutors reporters and others were waiting in near silence in the courtroom as the jury entered the courtroom.

A drama-filled trial  

The six-week trial featured dramatic clashes between lawyers and witnesses, the judge and Trump.  

The testimony included tense moments, such as defense lawyer Todd Blanche accusing Trump’s former lawyer Michael Cohen , of lying on the stand and former Trump spokesperson Hope Hicks breaking into tears . 

Meanwhile, Judge Juan Merchan threatened to jail Trump if he continued to violate a gag order against talking about witnesses participating in the case. Merchan also scolded Blanche for an “outrageous” statement in closing arguments that the jury shouldn’t “send someone to prison” based on Cohen’s testimony. 

A flock of Republican surrogates showed up to support Trump, and one conspiracy theorist set himself on fire outside the courthouse. 

Wayne State activists vow to come back stronger after police clear pro-Palestinian camp

Detroit — Critics of Wayne State University's connections to Israel amid the Israel-Hamas war in Gaza vowed late Thursday to regroup after its encampment was cleared by police earlier in the day and come back stronger to persuade the university to meet its demands.

"This is important to us, and it’s important to the community," said Ali Hassan, a Wayne State student who is president of the university's Muslim Coalition. "There is a genocide going on in Gaza. We want the university to acknowledge all the genocide. Also, we want to show that we are strong. They can’t defeat us like this."

Pro-Palestinian student activists at WSU set up an encampment in the middle of WSU's campus a week ago Thursday to pressure the university to divest holdings in its endowment linked to Israel and weapons manufacturers, but police started to dismantle the encampment around 5:30 a.m. Thursday and arrested a dozen people as university leaders cited safety concerns.

WSU student activists followed similar protests of student encampments that were started on campuses across the country in recent weeks. While many of the encampments were cleared from campus after the traditional academic year ended, such as at the University of Michigan, Wayne State student activists said they started their encampment during the spring/summer semester to show that the student movement was still alive in spite of fewer students on campus.

University officials shifted spring/summer classes to remote learning Tuesday as they tried to meet with the protesters but were rejected, a claim the student activists called "blatant misrepresentation."

"After ongoing consultation with the Board of Governors, university leadership, and leaders in the community — and after many good-faith efforts to reach a different conclusion — this was the right time to take this necessary step," Wayne State President Kimberly Andrews Espy said in a Thursday morning statement.

Aside from the safety and legal issues it posed, "the encampment also created an environment of exclusion — one in which some members of our campus community felt unwelcome and unable to fully participate in campus life," Espy said in her statement.

Jewish leaders applauded the clearing of the pro-Palestinian encampment, whose participants had called for the university to divest from Israeli companies and weapons manufacturers as well as support a cease-fire in Gaza.

"It is a scary time to be a Jewish university student," said Miriam Starkman, executive director of Hillel of Metro Detroit. "This encampment was another example of the antisemitism that has permeated the protest culture. The sign saying 'Zionists are not welcome in Detroit' is an example of how exclusive and hateful this movement is."

"We are grateful to President Kimberly Andrews Espy and the Wayne State University leadership for taking action," Starkman continued. "She and her administration have been actively listening and thoughtful in their communications.  Further, (WSU Police) Chief (Anthony) Holt is a tremendous asset.  He and his team keep our campus community safe, and we are lucky to have him."

Protests sprout after teardown

After the removal of 50 tents, signs and students early Thursday, about 50 protesters gathered on the sidewalk at Anthony Wayne Drive and Williams Mall to chant slogans, standing in front of more than a dozen Wayne State police officers in riot gear who did not use pepper spray but allegedly threw at least one student to the ground.

The group began demonstrating peacefully around the block from the encampment on State Hall's lawn at 8:15 a.m. The crowd grew larger as they eventually assembled outside the Detroit Detention Center several miles away to await the release of the 12 people who were arrested. One student had to go to the hospital because of how she was handled by an officer, Hassan said.

"We were peaceful student protesters, but we were brutalized by the police," Hassan said. "We are here for a purpose. Nothing has changed."

The student activists on Monday practiced resistance training as they anticipated a rumored clearing of the camp by campus police.

University spokesman Matt Lockwood said Wayne State is working to confirm how many of the 12 arrested are students. Wayne State officials didn't respond to inquiries about whether they would seek any criminal charges against the detainees, as the University of Michigan did last week against four protesters after that encampment was torn down.

One protester was detained after he broke off from the group and attempted to take down police tape, Lockwood said.

"Why are you scared of your students?" said Lana Kadi, a 20-year-old Wayne State student, one of the protesters. "Why are you not talking to your students?" 

Democratic U.S. Rep. Rashida Tlaib, who represents Detroit, joined the protesters around 8:30 a.m., angrily confronting a police officer about ripping off one protester's hijab, or head scarf.

“You guys ripped a hijab off? They’re kids!” she told campus police. "... No amount of training is going to teach you guys not to take a scarf off. Know the diversity of your campus.”

Luay Abuelenain, 55, of Dearborn said his niece, wife and daughter were all detained by Wayne State police after the encampment was removed. His niece is the one who had her hijab ripped off, he said.

"No one is listening," Abuelenain said. "When is it enough?"

Former Congressman Mike Rogers, a Brighton Republican who is running for the U.S. Senate, welcomed the camp's removal and criticized Tlaib's participation.

"I’m thankful that law enforcement was able to return order to Wayne State’s campus this morning and remove these unlawful protesters who were spreading hatred and inhibiting law-abiding and tuition-paying students while being encouraged and protected by Rashida Tlaib," said Rogers, a former U.S. House intelligence committee chairman, in a statement.

How the clearing happened

The encampment's removal came one week after it was set up on May 23 with roughly a dozen tents. University officials said it presented "legal, health and safety, and operational challenges."

Espy said university police announced to occupants at about 5:30 a.m. that they needed to gather their belongings and leave. Police told occupants to go and then used "an amplified sound system" to make sure the announcement was heard, said a university spokesman.

By 7:40 a.m. Thursday, no trace of the encampment remained on State Hall's lawn, except for a painted boulder that read "Free Palestine."

But occupants accused university officials of dismantling the camp when they were at their "most vulnerable." And several said they'll continue to raise questions about the university's connections with Israel.

"We're students here, we care about this university, we want it to grow, we want it to expand ethically," said Kadi, one of the protesters.

Sahar Faraj, another pro-Palestinian demonstrator and Wayne State alumna, encouraged protesters to continue to scrutinize school officials with direct ties to Israel.She said protesters are continuing to demand that university administrators disclose the school’s investments in companies with ties to Israel.

Israel has strongly denied charges of genocide before the United Nations’ top court, saying it was doing everything it could to protect the civilian population during its military operation in Gaza. Tamar Kaplan-Tourgeman, one of Israel’s legal team, told the International Court of Justice that the country had allowed in fuel and medication to the beleaguered enclave.

Wayne State officials haven't issued any information about the possible extent of any Israel-connected investments in the university's endowment.

At least two groups condemned Wayne State's actions. Detroit Action, an activist group, attacked the encampment's removal, calling it a "blatant attack" on free speech rights "by a country determined to silence dissent." The Michigan chapter of the Council on American Islamic Relations also criticized the university.

"Student protests have a proud tradition of being on the right side of history, and this time is no different," said Branden Snyder, the group's executive director.

Camp removed

When the encampment was set up on May 23, occupants vowed to stay put until university officials met their demands. They included fully disclosing its investments, including index fund investments not included in public reports; its divestment of the SSgA S&P 500 index, which includes weapons manufacturers such as Lockheed Martin, Northrup Grumman and General Dynamics; guaranteeing university police officials will not travel to Israel as they did in 2019; and developing policies to protect student protesters.

They also wanted the university to establish legal and financial protections for Palestinian students, especially those with an international visa; create scholarships and fellowships for Palestinians and Gazans to study at WSU; and call for a cease-fire in Gaza as a university.

Espy said campus operations would remain remote Thursday and a decision on continued remote classes would be announced later Thursday.

Wayne State's encampment was established two days after a similar camp at the University of Michigan set up in late April was removed.

Espy said university leaders engaged with encampment leaders, stressing that the group was trespassing.

"In each conversation, we reiterated that the occupants were trespassing on university property, and we asked that the encampment be removed," she said in a statement. "No individual or group is permitted to claim campus property for their own use and deny others access to that property."

On Monday, Tlaib called on Espy and the Board of Governors to negotiate a settlement.

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