does college have thesis

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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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

The Thesis Process

The thesis is an opportunity to work independently on a research project of your own design and contribute to the scholarly literature in your field. You emerge from the thesis process with a solid understanding of how original research is executed and how to best communicate research results. Many students have gone on to publish their research in academic or professional journals.

To ensure affordability, the per-credit tuition rate for the 8-credit thesis is the same as our regular course tuition. There are no additional fees (regular per-credit graduate tuition x 8 credits).

Below are the steps that you need to follow to fulfill the thesis requirement. Please know that through each step, you will receive guidance and mentorship.

1. Determine Your Thesis Topic and Tentative Question

When you have completed between 24 and 32 credits, you work with your assigned research advisor to narrow down your academic interests to a relevant and manageable thesis topic. Log in to MyDCE , then ALB/ALM Community to schedule an appointment with your assigned research advisor via the Degree Candidate Portal.

Thesis Topic Selection

We’ve put together this guide  to help frame your thinking about thesis topic selection.

Every effort is made to support your research interests that are grounded in your ALM course work, but faculty guidance is not available for all possible projects. Therefore, revision or a change of thesis topic may be necessary.

• The point about topic selection is particularly pertinent to scientific research that is dependent upon laboratory space, project funding, and access to private databases. It is also critical for our candidates in ALM, liberal arts fields (English, government, history, international relations, psychology, etc.) who are required to have Harvard faculty direct their thesis projects. Review Harvard’s course catalog online ( my.harvard.edu ) to be sure that there are faculty teaching courses related to your thesis topic. If not, you’ll need to choose an alternative topic.
• Your topic choice must be a new area of research for you. Thesis work represents thoughtful engagement in new academic scholarship. You cannot re-purpose prior research. If you want to draw or expand upon your own previous scholarship for a small portion of your thesis, you need to obtain the explicit permission of your research advisor and cite the work in both the proposal and thesis. Violations of this policy will be referred to the Administrative Board.

2. Prepare Prework for the Crafting the Thesis Proposal (CTP) Course or Tutorial

The next step in the process is to prepare and submit Prework in order to gain registration approval for the Crafting the Thesis Proposal (CTP) tutorial or course. The Prework process ensures that you have done enough prior reading and thinking about your thesis topic to benefit from the CTP.

The CTP provides an essential onramp to the thesis, mapping critical issues of research design, such as scope, relevance to the field, prior scholarly debate, methodology, and perhaps, metrics for evaluating impact as well as bench-marking. The CTP identifies and works through potential hurdles to successful thesis completion, allowing the thesis project to get off to a good start.

In addition to preparing, submitting, and having your Prework approved, to be eligible for the CTP, you need to be in good standing, have completed a minimum of 32 degree-applicable credits, including the statistics/research methods requirement (if pertinent to your field). You also need to have completed Engaging in Scholarly Conversation (if pertinent to your field). If you were admitted after 9/1/2023 Engaging in Scholarly Conversation (A and B) is required, if admitted before 9/1/2023 this series is encouraged.

Advising Note for Biology, Biotechnology, and Bioengineering and Nanotechnology Candidates : Thesis projects in these fields are designed to support ongoing scientific research happening in Harvard University, other academic institutions, or life science industry labs and usually these are done under the direction of a principal investigator (PI). Hence, you need to have a thesis director approved by your research advisor  prior  to submitting CTP prework. Your CTP prework is then framed by the lab’s research. Schedule an appointment with your research advisor a few months in advance of the CTP prework deadlines in order to discuss potential research projects and thesis director assignment.

CTP Prework is sent to our central email box:  [email protected]  between the following firm deadlines:

• April 1 and June 1 for fall CTP
• September 1 and November 1 for spring CTP.  
• August 1 and October 1 for the three-week January session (ALM sustainability candidates only)
• International students who need a student visa to attend Harvard Summer School should submit their prework on January 1, so they can register for the CTP on March 1 and submit timely I-20 paperwork. See international students guidelines for more information.

Your research advisor will provide feedback on your prework submission to gain CTP registration approval.  If your prework is not approved after 3 submissions, your research advisor cannot approve your CTP registration.  If not approved, you’ll need to take additional time for further revisions, and submit new prework during the next CTP prework submission time period for the following term (if your five-year degree completion deadline allows).

3. Register and Successfully Complete the Crafting the Thesis Proposal Tutorial or Course

Once CTP prework is approved, you register for the Crafting the Thesis Proposal (CTP) course or tutorial as you would any other course. The goal of the CTP is to produce a complete, well-written draft of a proposal containing all of the sections required by your research advisor. Creating an academically strong thesis proposal sets the foundation for a high-quality thesis and helps garner the attention of a well-respected thesis director. The proposal is normally between 15 to 25 pages in length.

The CTP  tutorial  is not a course in the traditional sense. You work independently on your proposal with your research advisor by submitting multiple proposal drafts and scheduling individual appointments. You need to make self-directed progress on the proposal without special prompting from the research advisor. You receive a final grade of SAT or UNSAT (failing grade).

The CTP for sustainability is a three-week course in the traditional sense and you receive a letter grade, and it must be B- or higher to receive degree credit for the course.

You are expected to incorporate all of your research advisor’s feedback and be fully committed to producing an academically strong proposal leading to a thesis worthy of a Harvard degree. If you are unable to take advice from your research advisor, follow directions, or produce an acceptable proposal, you will not pass the CTP.

Successful CTP completion also includes a check on the proper use of sources according to our academic integrity guidelines. Violations of our academic integrity policy will be referred to the Administrative Board.

Maximum of two attempts . If you don’t pass that CTP, you’ll have — if your five-year, degree-completion date allows — just one more attempt to complete the CTP before being required to withdraw from the program. If you fail the CTP just once and have no more time to complete the degree, your candidacy will automatically expire. Please note that a WD grade counts as an attempt.

If by not passing the CTP you fall into poor academic standing, you will need to take additional degree-applicable courses to return to good standing before enrolling in the CTP for your second and final time, only if your five-year, degree-completion date allows. If you have no more time on your five-year clock, you will be required to withdraw.

Human Subjects

If your thesis, regardless of field, will involve the use of human subjects (e.g., interviews, surveys, observations), you will need to have your research vetted by the  Committee on the Use of Human Subjects  (CUHS) of Harvard University. Please review the IRB LIFECYCLE GUIDE located on the CUHS website. Your research advisor will help you prepare a draft copy of the project protocol form that you will need to send to CUHS. The vetting process needs to be started during the CTP tutorial, before a thesis director has been assigned.

4. Thesis Director Assignment and Thesis Registration

We expect you to be registered in thesis soon after CTP completion or within 3 months — no later. You cannot delay. It is critical that once a research project has been approved through the CTP process, the project must commence in a timely fashion to ensure the academic integrity of the thesis process.

Once you (1) successfully complete the CTP and (2) have your proposal officially approved by your research advisor (RA), you move to the thesis director assignment phase. Successful completion of the CTP is not the same as having an officially approved proposal. These are two distinct steps.

If you are a life science student (e.g., biology), your thesis director was identified prior to the CTP, and now you need the thesis director to approve the proposal.

The research advisor places you with a thesis director. Do not approach faculty to ask about directing your thesis.  You may suggest names of any potential thesis directors to your research advisor, who will contact them, if they are eligible/available to direct your thesis, after you have an approved thesis proposal.

When a thesis director has been identified or the thesis proposal has been fully vetted by the preassigned life science thesis director, you will receive a letter of authorization from the Assistant Dean of Academic Programs officially approving your thesis work and providing you with instructions on how to register for the eight-credit Master’s Thesis. The letter will also have a tentative graduation date as well as four mandatory thesis submission dates (see Thesis Timetable below).

Continuous Registration Tip: If you want to maintain continued registration from CTP to thesis, you should meet with your RA prior to prework to settle on a workable topic, submit well-documented prework, work diligently throughout the CTP to produce a high-quality proposal that is ready to be matched with a thesis director as soon as the CTP is complete.

Good academic standing. You must be good academic standing to register for the thesis. If not, you’ll need to complete additional courses to bring your GPA up to the 3.0 minimum prior to registration.

Thesis Timetable

The thesis is a 9 to 12 month project that begins after the Crafting the Thesis Proposal (CTP); when your research advisor has approved your proposal and identified a Thesis Director.

The date for the appointment of your Thesis Director determines the graduation cycle that will be automatically assigned to you:

Once registered in the thesis, we will do a 3-month check-in with you and your thesis director to ensure progress is being made. If your thesis director reports little to no progress, the Dean of Academic Programs reserves the right to issue a thesis not complete (TNC) grade (see Thesis Grading below).

As you can see above, you do not submit your thesis all at once at the end, but in four phases: (1) complete draft to TA, (2) final draft to RA for format review and academic integrity check, (3) format approved draft submitted to TA for grading, and (4) upload your 100% complete graded thesis to ETDs.

Due dates for all phases for your assigned graduation cycle cannot be missed.  You must submit materials by the date indicated by 5 PM EST (even if the date falls on a weekend). If you are late, you will not be able to graduate during your assigned cycle.

If you need additional time to complete your thesis after the date it is due to the Thesis Director (phase 1), you need to formally request an extension (which needs to be approved by your Director) by emailing that petition to:  [email protected] .  The maximum allotted time to write your thesis, including any granted extensions of time is 12 months.

Timing Tip: If you want to graduate in May, you should complete the CTP in the fall term two years prior or, if a sustainability student, in the January session one year prior. For example, to graduate in May 2025:

• Complete the CTP in fall 2023 (or in January 2024, if a sustainability student)
• Be assigned a thesis director (TD) in March/April 2024
• Begin the 9-12 month thesis project with TD
• Submit a complete draft of your thesis to your TD by February 1, 2025
• Follow through with all other submission deadlines (April 1, April 15 and May 1 — see table above)
• Graduate in May 2025

5. Conduct Thesis Research

When registered in the thesis, you work diligently and independently, following the advice of your thesis director, in a consistent, regular manner equivalent to full-time academic work to complete the research by your required timeline.

You are required to produce at least 50 pages of text (not including front matter and appendices). Chapter topics (e.g., introduction, background, methods, findings, conclusion) vary by field.

6. Format Review — Required of all Harvard Graduate Students and Part of Your Graduation Requirements

All ALM thesis projects must written in Microsoft Word and follow a specific Harvard University format. A properly formatted thesis is an explicit degree requirement; you cannot graduate without it.

Your research advisor will complete the format review prior to submitting your thesis to your director for final grading according to the Thesis Timetable (see above).

You must use our Microsoft Word ALM Thesis Template or Microsoft ALM Thesis Template Creative Writing (just for creative writing degree candidates). It has all the mandatory thesis formatting built in. Besides saving you a considerable amount of time as you write your thesis, the preprogrammed form ensures that your submitted thesis meets the mandatory style guidelines for margins, font, title page, table of contents, and chapter headings. If you use the template, format review should go smoothly, if not, a delayed graduation is highly likely.

Format review also includes a check on the proper use of sources according to our academic integrity guidelines. Violations of our academic integrity policy will be referred directly to the Administrative Board.

7. Mandatory Thesis Archiving — Required of all Harvard Graduate Students and Part of Your Graduation Requirements

Once your thesis is finalized, meaning that the required grade has been earned and all edits have been completed, you must upload your thesis to Harvard University’s electronic thesis and dissertation submission system (ETDs). Uploading your thesis ETDs is an explicit degree requirement; you cannot graduate without completing this step.

The thesis project will be sent to several downstream systems:

• Your work will be preserved using Harvard’s digital repository DASH (Digital Access to Scholarship at Harvard).
• Metadata about your work will be sent to HOLLIS (the Harvard Library catalog).
• Your work will be preserved in Harvard Library’s DRS2 (digital preservation repository).

By submitting work through ETDs @ Harvard you will be signing the Harvard Author Agreement. This license does not constrain your rights to publish your work subsequently. You retain all intellectual property rights.

For more information on Harvard’s open access initiatives, we recommend you view the Director of the Office of Scholarly Communication (OSC), Peter Suber’s brief introduction .

Thesis Grading

You need to earn a grade of B- or higher in the thesis. All standard course letter grades are available to your thesis director. If you fail to complete substantial work on the thesis, you will earn a grade of TNC (thesis not complete). If you have already earned two withdrawal grades, the TNC grade will count as a zero in your cumulative GPA.

If you earn a grade below B-, you will need to petition the Administrative Board for permission to attempt the thesis for a second and final time. The petition process is only available if you are in good academic standing and your five-year, degree-completion deadline allows for more time. Your candidacy will automatically expire if you do not successfully complete the thesis by your required deadline.

If approved for a second attempt, you may be required to develop a new proposal on a different topic by re-enrolling in the CTP and being assigned a different thesis director. Tuition for the second attempt is calculated at the current year’s rate.

If by not passing the thesis you fall into poor academic standing, you’ll need to take additional degree-applicable courses to return to good standing before re-engaging with the thesis process for the second and final time. This is only an option if your five-year, degree-completion deadline allows for more time.

The Board only reviews cases in which extenuating circumstances prevented the successful completion of the thesis.

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

• Do All College Students Write a Thesis?

What is a College Thesis?

• Final Research or Capstone Project

College Thesis vs Field Experience

How to pick the right one, a few thesis paper topic ideas.

Before graduating from school, some students wonder if everyone must do a college thesis. You might hear various things, but the truth is a thesis is not always required from graduate students to complete their school programs. Of course, it depends on many things, including the type of study. Some schools offer two ways that include thesis writing  and a non-thesis variant where students have to take more classes without creating a thesis. In our short article, you can learn about some alternatives to a thesis. It will help you to decide which option to choose or if you should simply ask thesis writing service for help. We will provide you with full information about a college thesis and thesis writing services that can help avoid struggling with this paper. Of course, the final decision is yours! 

A college thesis is quite complex work students have to create within their last year before graduating a school. In general, students are required to select a topic they studied and make research around the chosen subject. The topic must be related to the students’ part experience. After selecting a subject, students have to submit it with an advisor. They can start their research and writing after the meeting with an advisor. Later, when their paper is completed, college professors read it and decide if the document meets all the needed requirements and instructions for graduating from school. 

Final Research or Capstone Project 

If you’ve heard that some graduate students are not required to create a thesis, you should know that in some schools, students have to finish a capstone project instead of a thesis. This is a kind of final research on the chosen topic. It’s a better choice for those students who don’t like to work in a classroom and prefer things connected to the experience. For example, a student who studies computer science can make new software or a new program for a computer instead of creating a huge work about innovations in computer science and technology.   

Some students in a school who have completed their field experience can not be required to create a school thesis. For some people, it may seem like a simpler variant. If you’re thinking about selecting this option, you have to know that your school may require completing around 300 or more hours of fieldwork under your supervisor’s control. Needless to say, this work should be done after finishing the studies. It means that it may take about 3 or more years to get your degree. If compared with students who choose thesis writing, they can get a degree within 2 years or even less. Are you one of them? Pay attention to all thesis parts and their detailed descriptions from the beginning. Of course, the choice is yours. Keep in mind that if you will choose fieldwork, you may be required to provide detailed logs of your work and show these logs to the department before you get a degree.  

Of course, you have to decide what variant is more acceptable for you. Some people don’t want to create a thesis because they don’t like long research. We believe you understand how long is a thesis and how much time you should spend with books in the library. In this case, a non-thesis variant is a good option. It’s suitable for those students who want to get more experience in the selected field and avoid a lot of paperwork. The option of writing a research project will fit those students who want to make a project without detailed research, and fieldwork will appeal to those people who agree to work extra time before graduating from a school.   

Some professors would want you to come up with thesis paper topics on your own, without giving you advice at all. Sure, it is quite a challenging task for the majority of students. Here we have compiled ideas for thesis  that we believe are worth consideration to expedite your creativity. Feel free to check this list to get a better understanding as to how good thesis topics should look like:

• Promotion of violence in popular culture.
• The culture of family development: the political aspect of the problem.
• Why is skin on a face more sensitive to breakouts and touch than on any other part of the body?
• The role of relatives in overcoming severe chronic health conditions.
• Food insecurity in urban states: factors to bring the issue about and possible mechanisms of management.
• What are some pros and cons related to plastic surgery?
• The role of a father in the prevention of early childhood obesity.
• The role of the school in the sexual education of children.
• Forced child marriage as a factor influencing life quality.
• Doctor-patient communication as a significant factor in preventing infectious diseases.
• Language learning as a factor in preventing intellectual disorders of seniors.
• Are there hobbies you can do in your own country but not when you travel abroad? Why?
• What stereotypes are related to people from your country, and is there any truth to those?
• Frequent change of place of residence as a factor preventing depressive states.
• The role of stresses in the natural psychological development of individuals.
• The role of age in the effectiveness of coping with alcohol abuse diseases.
• The influence of intensity of medical care upon the development of cancer-related depressive states.
• Does beauty, in general, determine how much a person will be successful in life?
• How to be better at communicating with friends, family, work colleagues, and strangers?
• The correlation between suicidal attempts and video games abuse in adolescents.
• Gender differences in the effectiveness of language learning: myth or reality.
• Employment as a factor to overcome PTSD in military veterans.
• Marital satisfaction and job satisfaction: does an interconnection exist?
• The relation between formula feeding and obesity in infants.
• Can amusement parks have an educational purpose apart from an entertaining one?
• What other common sayings such as “an apple a day keeps the doctor away” exist in your language?
• Domestic violence as a factor of destruction for the reproductive health of women in developing countries.
• Are the virtual world and video games, causing more violence or more antisocial people?
• Why should more expensive sports like rowing and tennis be more accessible to social and ethnic minorities?
• Domestic violence and the quality of breastfeeding. Detecting the triggers and foreseeing the results to avoid.

If you have decided to write a thesis, but feel like it’s too difficult for you to complete this task, don’t be upset! You still have a chance to make a proper document and get a degree without problems. Just ask our professional team to assist in making your thesis, and we will finish this paper on time. Our talented specialists are here to work on your college thesis!

If you want to deliver a senior thesis and start a professional career quickly, then you need not only to research a topic well but also to find all the necessary information for the final work and know how to properly format and structure a thesis. Thus, having a clear plan and understanding what s...

Are you about to write a bachelor thesis? Congratulations - you are on the home straight and need to take the very last but important step to earn a bachelor’s degree. You have successfully handled all academic assignments; however, it doesn’t make bachelor thesis writing any easier. Writing a thesi...

Writing a master’s thesis requires a lot of patience. It's not something you can create in a few days. It’s a large scale project, so you’ll have to make a strict schedule and write a little piece every day. Do you feel it's a difficult job for you and you need thesis help? Instead of devoting your ...

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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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To thesis or not to thesis.

For many students at Harvard, whether or not to write a thesis is a question that comes up at least once during our four years.

For some concentrations, thesising is mandatory – you know when you declare that you will write a senior thesis, and this often factors into the decision-making process when it comes to declaring that field. For other concentrations, thesising is pretty rare – sometimes slightly discouraged by the department, depending on how well the subject lends itself to independent undergraduate research. 

In my concentration, Neuroscience on the Neurobiology track, thesising is absolutely optional. If you want to do research and writing a thesis is something that interests you, you can totally go for it, if you like research but just don’t want to write a super long paper detailing it, that’s cool too, and if you decide that neither is for you, there’s no pressure. 

Some Thesis Work From My Thesis That Wasn't Meant To Be

This is from back when I thought I was writing a thesis! Yay data! Claire Hoffman

While this is super nice from the perspective that it allows students to create the undergraduate experiences that work best for them, it can be really confusing if you’re someone like me who can struggle a little with the weight of such a (seemingly) huge decision. So for anyone pondering this question, or thinking they might be in the future, here’s Claire’s patented list of advice:

1.    If you really want to thesis, thesis.

If it’s going to be something you’re passionate about, do it! When it comes to spending that much time doing something, if you’re excited about it and feel like it’s something you really want to do, it will be a rewarding experience. Don’t feel discouraged, yes it will be tough, but you can absolutely do this!

2.    If you really don’t want to write one, don’t let anyone tell you you should.  This is more the camp I fell into myself. I had somehow ended up writing a junior thesis proposal, and suddenly found myself on track to thesis, something I hadn’t fully intended to do. I almost stuck with it, but it mostly would have been because I felt guilty leaving my lab after leading them on- and guilt will not write a thesis for you. I decided to drop at the beginning of senior year, and pandemic or no, it was definitely one of the best decisions I made.

3.    This is one of those times where what your friends are doing doesn’t matter. I’m also someone who can (sometimes) be susceptible to peer pressure. Originally, I was worried because so many of my friends were planning to write theses that I would feel left out if I did not also do it. This turned out to be unfounded because one, a bunch of my friends also dropped their theses (senior year in a global pandemic is hard ok?), and two, I realized that even if they were all writing them and loved it, their joy would not mean that I could not be happy NOT writing one. It just wasn’t how I wanted to spend my (limited) time as a senior! On the other hand, if none of your friends are planning to thesis but you really want to, don’t let that stop you. Speaking from experience, they’ll happily hang out with you while you work, and ply you with snacks and fun times during your breaks.

Overall, deciding to write a thesis can be an intensely personal choice. At the end of the day, you just have to do what’s right for you! And as we come up on thesis submission deadlines, good luck to all my amazing senior friends out there who are turning in theses right now.  

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3 Constructing the Thesis and Argument—From the Ground Up

Moving beyond the five-paragraph theme.

As an instructor, I’ve noted that a number of new (and sometimes not-so-new) students are skilled wordsmiths and generally clear thinkers but are nevertheless stuck in a high-school style of writing. They struggle to let go of certain assumptions about how an academic paper should be . Chapter 1 points to the essay portion of the SAT as a representative artifact of the writing skills that K-12 education imparts. Some students who have mastered that form, and enjoyed a lot of success from doing so, assume that college writing is simply more of the same. The skills that go into a very basic kind of essay—often called the five-paragraph theme —are indispensable. If you’re good at the five-paragraph theme, then you’re good at identifying a clear and consistent thesis, arranging cohesive paragraphs, organizing evidence for key points, and situating an argument within a broader context through the intro and conclusion.

In college you need to build on those essential skills. The five-paragraph theme, as such, is bland and formulaic; it doesn’t compel deep thinking. Your professors are looking for a more ambitious and arguable thesis, a nuanced and compelling argument, and real-life evidence for all key points, all in an organically [1] structured paper.

Figures 3.1 and 3.2 contrast the standard five-paragraph theme and the organic college paper. The five-paragraph theme, outlined in Figure 3.1 is probably what you’re used to: the introductory paragraph starts broad and gradually narrows to a thesis, which readers expect to find at the very end of that paragraph. In this idealized format, the thesis invokes the magic number of three: three reasons why a statement is true. Each of those reasons is explained and justified in the three body paragraphs, and then the final paragraph restates the thesis before gradually getting broader. This format is easy for readers to follow, and it helps writers organize their points and the evidence that goes with them. That’s why you learned this format.

Figure 3.2, in contrast, represents a paper on the same topic that has the more organic form expected in college. The first key difference is the thesis. Rather than simply positing a number of reasons to think that something is true, it puts forward an arguable statement: one with which a reasonable person might disagree. An arguable thesis gives the paper purpose. It surprises readers and draws them in. You hope your reader thinks, “Huh. Why would they come to that conclusion?” and then feels compelled to read on. The body paragraphs, then, build on one another to carry out this ambitious argument. In the classic five-paragraph theme (Figure 3.1) it hardly matters which of the three reasons you explain first or second. In the more organic structure (Figure 3.2) each paragraph specifically leads to the next.

The last key difference is seen in the conclusion. Because the organic essay is driven by an ambitious, non-obvious argument, the reader comes to the concluding section thinking “OK, I’m convinced by the argument. What do you, author, make of it? Why does it matter?” The conclusion of an organically structured paper has a real job to do. It doesn’t just reiterate the thesis; it explains why the thesis matters.

The substantial time you spent mastering the five-paragraph form in Figure 3.1 was time well spent; it’s hard to imagine anyone succeeding with the more organic form without the organizational skills and habits of mind inherent in the simpler form. But if you assume that you must adhere rigidly to the simpler form, you’re blunting your intellectual ambition. Your professors will not be impressed by obvious theses, loosely related body paragraphs, and repetitive conclusions. They want you to undertake an ambitious independent analysis, one that will yield a thesis that is somewhat surprising and challenging to explain.

The three-story thesis: from the ground up

You have no doubt been drilled on the need for a thesis statement and its proper location at the end of the introduction. And you also know that all of the key points of the paper should clearly support the central driving thesis. Indeed, the whole model of the five-paragraph theme hinges on a clearly stated and consistent thesis. However, some students are surprised—and dismayed—when some of their early college papers are criticized for not having a good thesis. Their professor might even claim that the paper doesn’t have a thesis when, in the author’s view it clearly does. So, what makes a good thesis in college?

• A good thesis is non-obvious . High school teachers needed to make sure that you and all your classmates mastered the basic form of the academic essay. Thus, they were mostly concerned that you had a clear and consistent thesis, even if it was something obvious like “sustainability is important.” A thesis statement like that has a wide-enough scope to incorporate several supporting points and concurring evidence, enabling the writer to demonstrate his or her mastery of the five-paragraph form. Good enough! When they can, high school teachers nudge students to develop arguments that are less obvious and more engaging. College instructors, though, fully expect you to produce something more developed.
• A good thesis is arguable . In everyday life, “arguable” is often used as a synonym for “doubtful.” For a thesis, though, “arguable” means that it’s worth arguing: it’s something with which a reasonable person might disagree. This arguability criterion dovetails with the non-obvious one: it shows that the author has deeply explored a problem and arrived at an argument that legitimately needs 3, 5, 10, or 20 pages to explain and justify. In that way, a good thesis sets an ambitious agenda for a paper. A thesis like “sustainability is important” isn’t at all difficult to argue for, and the reader would have little intrinsic motivation to read the rest of the paper. However, an arguable thesis like “sustainability policies will inevitably fail if they do not incorporate social justice,” brings up some healthy skepticism. Thus, the arguable thesis makes the reader want to keep reading.
• A good thesis is well specified . Some student writers fear that they’re giving away the game if they specify their thesis up front; they think that a purposefully vague thesis might be more intriguing to the reader. However, consider movie trailers: they always include the most exciting and poignant moments from the film to attract an audience. In academic papers, too, a well specified thesis indicates that the author has thought rigorously about an issue and done thorough research, which makes the reader want to keep reading. Don’t just say that a particular policy is effective or fair; say what makes it is so. If you want to argue that a particular claim is dubious or incomplete, say why in your thesis.
• A good thesis includes implications . Suppose your assignment is to write a paper about some aspect of the history of linen production and trade, a topic that may seem exceedingly arcane. And suppose you have constructed a well supported and creative argument that linen was so widely traded in the ancient Mediterranean that it actually served as a kind of currency. [2] That’s a strong, insightful, arguable, well specified thesis. But which of these thesis statements do you find more engaging?

Linen served as a form of currency in the ancient Mediterranean world, connecting rival empires through circuits of trade.

Linen served as a form of currency in the ancient Mediterranean world, connecting rival empires through circuits of trade. The economic role of linen raises important questions about how shifting environmental conditions can influence economic relationships and, by extension, political conflicts.

Putting your claims in their broader context makes them more interesting to your reader and more impressive to your professors who, after all, assign topics that they think have enduring significance. Finding that significance for yourself makes the most of both your paper and your learning.

How do you produce a good, strong thesis? And how do you know when you’ve gotten there? Many instructors and writers find useful a metaphor based on this passage by Oliver Wendell Holmes Sr.: [3]

There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors who have no aim beyond their facts are one-story men. Two-story men compare, reason, generalize using the labor of fact collectors as their own. Three-story men idealize, imagine, predict—their best illumination comes from above the skylight.

One-story theses state inarguable facts. Two-story theses bring in an arguable (interpretive or analytical) point. Three-story theses nest that point within its larger, compelling implications. [4]

The biggest benefit of the three-story metaphor is that it describes a process for building a thesis. To build the first story, you first have to get familiar with the complex, relevant facts surrounding the problem or question. You have to be able to describe the situation thoroughly and accurately. Then, with that first story built, you can layer on the second story by formulating the insightful, arguable point that animates the analysis. That’s often the most effortful part: brainstorming, elaborating and comparing alternative ideas, finalizing your point. With that specified, you can frame up the third story by articulating why the point you make matters beyond its particular topic or case.

Thesis: that’s the word that pops at me whenever I write an essay. Seeing this word in the prompt scared me and made me think to myself, “Oh great, what are they really looking for?” or “How am I going to make a thesis for a college paper?” When rehearing that I would be focusing on theses again in a class, I said to myself, “Here we go again!” But after learning about the three story thesis, I never had a problem with writing another thesis. In fact, I look forward to being asked on a paper to create a thesis.

Timothée Pizarro

For example, imagine you have been assigned a paper about the impact of online learning in higher education. You would first construct an account of the origins and multiple forms of online learning and assess research findings about its use and effectiveness. If you’ve done that well, you’ll probably come up with a well considered opinion that wouldn’t be obvious to readers who haven’t looked at the issue in depth. Maybe you’ll want to argue that online learning is a threat to the academic community. Or perhaps you’ll want to make the case that online learning opens up pathways to college degrees that traditional campus-based learning does not. In the course of developing your central, argumentative point, you’ll come to recognize its larger context; in this example, you may claim that online learning can serve to better integrate higher education with the rest of society, as online learners bring their educational and career experiences together. To outline this example:

• First story : Online learning is becoming more prevalent and takes many different forms.
• Second story : While most observers see it as a transformation of higher education, online learning is better thought of an extension of higher education in that it reaches learners who aren’t disposed to participate in traditional campus-based education.
• Third story : Online learning appears to be a promising way to better integrate higher education with other institutions in society, as online learners integrate their educational experiences with the other realms of their life, promoting the freer flow of ideas between the academy and the rest of society.

Here’s another example of a three-story thesis: [5]

• First story : Edith Wharton did not consider herself a modernist writer, and she didn’t write like her modernist contemporaries.
• Second story : However, in her work we can see her grappling with both the questions and literary forms that fascinated modernist writers of her era. While not an avowed modernist, she did engage with modernist themes and questions.
• Third story : Thus, it is more revealing to think of modernism as a conversation rather than a category or practice.

Here’s one more example:

• First story : Scientists disagree about the likely impact in the U.S. of the light brown apple moth (LBAM) , an agricultural pest native to Australia.
• Second story : Research findings to date suggest that the decision to spray pheromones over the skies of several southern Californian counties to combat the LBAM was poorly thought out.
• Third story : Together, the scientific ambiguities and the controversial response strengthen the claim that industrial-style approaches to pest management are inherently unsustainable.

A thesis statement that stops at the first story isn’t usually considered a thesis. A two-story thesis is usually considered competent, though some two-story theses are more intriguing and ambitious than others. A thoughtfully crafted and well informed three-story thesis puts the author on a smooth path toward an excellent paper.

The concept of a three-story thesis framework was the most helpful piece of information I gained from the writing component of DCC 100. The first time I utilized it in a college paper, my professor included “good thesis” and “excellent introduction” in her notes and graded it significantly higher than my previous papers. You can expect similar results if you dig deeper to form three-story theses. More importantly, doing so will make the actual writing of your paper more straightforward as well. Arguing something specific makes the structure of your paper much easier to design.

Peter Farrell

Three-story theses and the organically structured argument

The three-story thesis is a beautiful thing. For one, it gives a paper authentic momentum. The first paragraph doesn’t just start with some broad, vague statement; every sentence is crucial for setting up the thesis. The body paragraphs build on one another, moving through each step of the logical chain. Each paragraph leads inevitably to the next, making the transitions from paragraph to paragraph feel wholly natural. The conclusion, instead of being a mirror-image paraphrase of the introduction, builds out the third story by explaining the broader implications of the argument. It offers new insight without departing from the flow of the analysis.

I should note here that a paper with this kind of momentum often reads like it was knocked out in one inspired sitting. But in reality, just like accomplished athletes and artists, masterful writers make the difficult thing look easy. As writer Anne Lamott notes, reading a well written piece feels like its author sat down and typed it out, “bounding along like huskies across the snow.” However, she continues,

This is just the fantasy of the uninitiated. I know some very great writers, writers you love who write beautifully and have made a great deal of money, and not one of them sits down routinely feeling wildly enthusiastic and confident. Not one of them writes elegant first drafts. All right, one of them does, but we do not like her very much. [6]

Experienced writers don’t figure out what they want to say and then write it. They write in order to figure out what they want to say.

Experienced writers develop theses in dialog with the body of the essay. An initial characterization of the problem leads to a tentative thesis, and then drafting the body of the paper reveals thorny contradictions or critical areas of ambiguity, prompting the writer to revisit or expand the body of evidence and then refine the thesis based on that fresh look. The revised thesis may require that body paragraphs be reordered and reshaped to fit the emerging three-story thesis. Throughout the process, the thesis serves as an anchor point while the author wades through the morass of facts and ideas. The dialogue between thesis and body continues until the author is satisfied or the due date arrives, whatever comes first. It’s an effortful and sometimes tedious process. Novice writers, in contrast, usually oversimplify the writing process. They formulate some first-impression thesis, produce a reasonably organized outline, and then flesh it out with text, never taking the time to reflect or truly revise their work. They assume that revision is a step backward when, in reality, it is a major step forward.

Everyone has a different way that they like to write. For instance, I like to pop my earbuds in, blast dubstep music and write on a white board. I like using the white board because it is a lot easier to revise and edit while you write. After I finish writing a paragraph that I am completely satisfied with on the white board, I sit in front of it with my laptop and just type it up.

Kaethe Leonard

Another benefit of the three-story thesis framework is that it demystifies what a “strong” argument is in academic culture. In an era of political polarization, many students may think that a strong argument is based on a simple, bold, combative statement that is promoted it in the most forceful way possible. “Gun control is a travesty!” “Shakespeare is the best writer who ever lived!” When students are encouraged to consider contrasting perspectives in their papers, they fear that doing so will make their own thesis seem mushy and weak. However, in academics a “strong” argument is comprehensive and nuanced, not simple and polemical. The purpose of the argument is to explain to readers why the author—through the course of his or her in-depth study—has arrived at a somewhat surprising point. On that basis, it has to consider plausible counter-arguments and contradictory information. Academic argumentation exemplifies the popular adage about all writing: show, don’t tell. In crafting and carrying out the three-story thesis, you are showing your reader the work you have done.

The model of the organically structured paper and the three-story thesis framework explained here is the very foundation of the paper itself and the process that produces it. The subsequent chapters, focusing on sources, paragraphs, and sentence-level wordsmithing, all follow from the notion that you are writing to think and writing to learn as much as you are writing to communicate. Your professors assume that you have the self-motivation and organizational skills to pursue your analysis with both rigor and flexibility; that is, they envision you developing, testing, refining and sometimes discarding your own ideas based on a clear-eyed and open-minded assessment of the evidence before you.

Other resources

• The Writing Center at the University of North Carolina at Chapel Hill offers an excellent, readable run-down on the five-paragraph theme, why most college writing assignments want you to go beyond it, and those times when the simpler structure is actually a better choice.
• There are many useful websites that describe good thesis statements and provide examples. Those from the writing centers at Hamilton College , Purdue University , and Clarkson University are especially helpful.
• Find a scholarly article or book that is interesting to you. Focusing on the abstract and introduction, outline the first, second, and third stories of its thesis.
• Television programming includes content that some find objectionable.
• The percent of children and youth who are overweight or obese has risen in recent decades.
• First-year college students must learn how to independently manage their time.
• The things we surround ourselves with symbolize who we are.
• Find an example of a five-paragraph theme (online essay mills, your own high school work), produce an alternative three-story thesis, and outline an organically structured paper to carry that thesis out.
• “Organic” here doesn’t mean “pesticide-free” or containing carbon; it means the paper grows and develops, sort of like a living thing. ↵
• For more see Fabio Lopez-Lazaro “Linen.” In Encyclopedia of World Trade from Ancient Times to the Present . Armonk: M.E. Sharpe, 2005. ↵
• Oliver Wendell Holmes Sr., The Poet at the Breakfast Table (New York: Houghton & Mifflin, 1892). ↵
• The metaphor is extraordinarily useful even though the passage is annoying. Beyond the sexist language of the time, I don’t appreciate the condescension toward “fact-collectors.” which reflects a general modernist tendency to elevate the abstract and denigrate the concrete. In reality, data-collection is a creative and demanding craft, arguably more important than theorizing. ↵
• Drawn from Jennifer Haytock, Edith Wharton and the Conversations of Literary Modernism (New York: Palgrave-MacMillan, 2008). ↵
• Anne Lamott, Bird by Bird: Some Instructions on Writing and Life (New York: Pantheon, 1994), 21. ↵

Writing in College Copyright © 2016 by Amy Guptill is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to Write a Thesis: A Guide for Master’s Students

By Dr. David James Kritz   |  09/29/2023

Let’s face it. Researching and writing a quality thesis can be daunting for many reasons, including:

• A lack of knowledge on where to begin the assignment process
• What key arguments and questions to ask in relation to the thesis statement
• How to get to the data and subject matter
• How to cope with writer's block, a professor's expectations, and time constraints

According to Dictionary.com , a thesis is “a proposition stated or put forward for consideration, especially one to be discussed and proved or to be maintained against objections.”

Therefore, avoiding a weak thesis statement is vital when writing an applicable paper. Thesis statement examples are pivotal in understanding this position.

Currently, master’s students who select the thesis capstone within American Public University's School of Security and Global Studies intelligence master's degree program must choose a relevant subject.

Typically, these students must write a thesis statement that consists of at least one compelling sentence and at least 50 pages of content, then turn it in within 16 weeks.

I have taught graduate students, primarily from the U.S. Intelligence Community, how to conduct research for over eight years.

Based on my experience as an educator, I have 10 tips for creating good thesis statements. These tips, combined with some apt thesis statement examples, can elucidate the process.

Tip #1 for Effective Thesis Statements: Select an Appropriate Topic and Research Question

First, it is necessary to use a lengthy thinking process before developing a good thesis statement, whether it’s an expository thesis statement or an argumentative one. This process begins with many questions related to how to write a thesis statement, such as:

• What would be an interesting topic?
• What would be an original and interesting research question?
• What will be the main claim, key arguments, and central idea of the thesis statement?
• What is an appropriate research design?
• How will I get to the data to address my central research question?

Regardless of the thesis statement or topic, all research begins with a research question.

Without the right question, the analysis, literature review, and implications might miss their mark. This question should be unique, intriguing, and beyond a mere “yes” or “no” answer.

For instance, rather than asking, “Will Country X pursue nuclear proliferation?”, it's better to pose open-ended questions like, “How does…?” or “To what extent…?” Such an approach ensures nuanced and substantive answers.

Additionally, supplementary key questions should support the main research question's depth and intent.

Tip #2: Begin Work on the Thesis Statement and Break Up the Thesis into Manageable Sections

After selecting an appropriate topic and developing a central research question for the thesis statement, it is then necessary to apply the research and writing skills you have learned throughout your degree program.

It might be necessary to refine the thesis statement after some preliminary research; after all, you want a strong thesis statement rather than a weak thesis statement.

It is also essential to break up the thesis paper into manageable sections during the writing process. This strategy will help you to overcome the most common types of mental hurdle of creating a thesis paper that can be 50 or more pages in length.

For writing a thesis statement, this way of thinking is helpful before you begin writing. Instead of attempting to write every single sentence of a thesis statement in one long stretch, you can work on one section at a time, turn it in for review and work on the next section of the thesis statement while awaiting feedback.

Tip #3: Pay Attention to Your Professor's Feedback about Your Assignment

When I give my essay assignment to my students with advice on how to write a thesis, I also explain the importance of a strong thesis statement.

I advise them to avoid becoming emotionally attached to the thesis. That emotional attachment can lead to a battle of wills and wits with the capstone course's professor over the thesis statement examples they present.

When it comes to implementing feedback, revisions to the thesis paper often need to occur. Faculty members are there to help guide you and assist you in the production of a good-quality, argumentative thesis statement that will provide new insights for the reader.

Just go with the feedback you receive from your instructor as you write a sentence, or more, and move on to complete your thesis paper more efficiently.

Tip #4: Complete an Abstract

The abstract of a thesis is vital, so it must be carefully crafted. The abstract may be the only section of a published, scholarly paper or article that someone may take the time to read, based on their time constraints and interest.

Ideally, the abstract should be 250 words or less and must contain the main point of the paper. I advise students drafting an abstract for scholarly journal editors to ensure that the abstract has these elements:

An introductory sentence

A “hook” (why the reader should care about the thesis statement or its topic and to motivate the reader to look at your paper)

The central research question to show the main point of your paper

The research design – how you collected evidence to support your arguments

The results and implications, such as the negative and positive aspects of your main topic and the broader context of your research

Tip #5: Write the Literature Review

When crafting a literature review, incorporate multiple peer-reviewed articles from academic sources like ProQuest and EBSCOHost. Opt for articles frequently cited in other works to enhance your paper's credibility.

The review examines arguments in thesis statements and their counterarguments from scholarly works. For clear discussions, organize your review thematically, showing topic synthesis and your position. This reduces confusion.

For example, if 40 articles discuss open-source intelligence and seven focus on social media, that could be a central theme.

Rather than just listing articles, create broader themes and keep synthesizing. When crafting the thesis, evaluate each paragraph's relevance to the main research question. I advise students to assess the “So what?” factor. If a paragraph isn't pertinent, it might be best to remove it.

Tip #6: Develop a Theoretical Framework within Your Thesis Statement

Theories in theses are often mishandled, reflecting a student’s unclear grasp. Academic theory goes beyond mere "I have a theory" statements and leans on robust, time-tested frameworks.

For instance, a strategic intelligence studies thesis statement might employ national security theory or national defense theory. This theory should align with the thesis's central question.

For example, if probing how Country X uses social media for misinformation, a student might be directed to the communication theory, which aligns well with the study's main topic and question.

Tip #7: Select a Research Design

Before conducting research, students must devise a strategy to address their central question. The research design is their roadmap for data collection. This encompasses methodology, methods, and data gathering instruments like surveys or interviews. Research on humans requires IRB approval, which I advise against due to time constraints in a 16-week paper cycle. Additionally, it's vital to distinguish between “methodology” and “methods,” terms often mistakenly used interchangeably.

Methodology involves the justification of the how and why a research method was selected to address the central research question , according to Indeed. The three primary methodologies include:

• Qualitative methodology
• Quantitative methodology
• Mixed methods

“Mixed methods” involves a researcher’s use of at least one research method from a qualitative methodology and another research method from a quantitative methodology, then explaining how those methods will be integrated into a study.

But if two methods from the same methodology are used in a study, that is referred to as a multi-method approach. An example of a multi-method approach would be using a comparative case study as the first qualitative research method and process tracing as the second research method.

Research methods are linked to either qualitative or quantitative methodologies. They focus on “what” a researcher selected to interpret data.

Research method types include:

• Archival records
• Alternative futures
• Case studies
• Comparative case studies
• Content analysis
• Correlational research
• Descriptive research
• Ethnography
• Experimental research
• Phenomenology
• Process tracing

Tip #8: Write about Research Findings and Data

After gathering data for a thesis, analyzing its significance is crucial, with methods including coding. While qualitative methodology doesn't aim to prove anything, unlike the quantitative approach which tests hypotheses, it can discuss correlations, causation, and delve into theoretical implications in data.

Some may view qualitative research as subjective, but selecting variables in quantitative research has its subjectivity too. Ultimately, it's essential to adhere closely to the scientific method, rather than relying on opinions or claims without concrete evidence.

Tip #9: Consider How Bias Will Affect Your Thesis Statement

When writing thesis statements, it is necessary to consider how bias will affect your writing and your reader. Being 100% objective is an admirable goal, but it is impossible to avoid biases as we are human beings.

All of us have biases, including latent ones. At best, we can mitigate biases, such as using coding software, but never holistically remove bias. As researchers, we just need to be aware of biases and develop strategies to mitigate them.

Tip #10: Be Aware of the Limitations of a Study

The study's limitations section is a pivotal part of a thesis. It highlights the research's shortcomings and indicates what might be done differently.

For instance, a student may mention a 16-week time constraint or contemplate a different research design or question.

This section not only helps students recognize how to enhance their research but also guides future scholars. They can learn from prior omissions or envision alternative research avenues.

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What Is a Thesis?

Writing a thesis is often required in US university degree programs. But what exactly is a thesis? Do you know the difference between a thesis statement and a thesis project? Read on to learn more.

If you are considering studying in the US, you may have come across the term “thesis” in your research. Writing a thesis is an important part of completing your degree. Read our guide to find out what a thesis is in the US, the benefits of writing a thesis, and why colleges in the US value them.

In the US, students may use the term “thesis” to describe two distinct academic requirements:

Thesis statement—the focus of an academic paper. Papers with a clear thesis statement are typically required in liberal arts classes, such as literature or history, and can vary in length and citation style.

Final thesis—a longer academic paper required to complete a degree program. These often require months (or even years) of research and may be defended in front of a university committee.

Let us take a closer look at both meanings.

What Is a Thesis Statement?

A thesis statement is one to three sentences in the introduction of an academic essay outlining what the reader can expect. It is an argument, or claim, that will be defended through your research. A strong thesis statement identifies the topic to be discussed, summarizes the main arguments, and persuades your audience to continue reading.

Typically, a good thesis statement consists of two components:

Topic—tells the reader what your essay is about.

Argument about the topic—explains your logical claims and ideas about the topic.

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What Are the Different Types of Thesis Statements?

The thesis statement you write may vary depending on the type of academic paper you are writing.

Argumentative—presents a topic which is debatable and reasons supporting the topic.

Analytical—presents a claim and explains how it is supported.

Expository—presents a topic and explains what the reader will learn in your paper.

How to Write a Good Thesis

When looking at how to write a thesis statement, it is important to understand the meaning of a thesis. A thesis identifies a question on a topic that relates to your degree program, which you then have to answer with a sensible argument, using credible research and findings. 

Here are some tips you can use when you are writing a thesis:

Research and identify your thesis topic —To write a good thesis, consider what your thesis is going to be about. Are there any areas in your field that you would like to explore further?   Research is an important foundation to your thesis. Give yourself enough time to conduct enough research to support your central argument. (Professors and advisors can help you with time management and making a research plan.) Collecting evidence to support your claims and reading a wide range of sources on the topic can help you build a sound foundation for your thesis.

Work on a strong thesis statement —A good thesis needs a strong opening statement. Your thesis statement gives those who are reading and grading your work a summary of what will be discussed, why your claim is important, and persuades them to read more.  Consider the following scenario: If someone asked, “what is a thesis statement?” and you showed them your paper, would they be able to identify the thesis right away? You always want to be as clear and convincing as possible when putting together your central argument.  

Put all your information together —Once you have built a strong thesis statement, organize all your research and supporting information. Analyze your data and identify whether it is relevant to your research topic. A thesis should be persuasive. Acknowledge that there could be multiple sides to your argument, while also keeping your thesis specific, comprehensive, and decisive. 

Build a solid structure —It is important that the flow of your thesis is logical and straightforward. Make an outline to organize your ideas and provide a roadmap before you start writing. 

Review and take your time to edit —Take time to edit your thesis. As you revise, reevaluate your points, see where you can strengthen your arguments, and fill in any gaps.

Include citations —Citing your sources provides credibility – and also ensures you won’t plagiarize another scholar’s work.

Don’t hesitate to ask for help —You can speak to your professor, an advisor, or a classmate for guidance on how to write a thesis statement, the structure of your thesis, or any other sections you want to clarify. They can provide valuable feedback to improve your project.

Some important questions to ask yourself during the thesis writing process are:

What is a thesis and why am I writing it?

Will the reader understand my thesis statement meaning and intention?

Have I answered the question my thesis is based on?

Do I have a strong thesis statement? 

Does my thesis add value to my field?

Remember: Your professors and advisors want you to succeed. Speak to your Shorelight advisor if you’re struggling with writing a thesis paper or final thesis – our academic counselors are here to help!

Which Subjects Require a Thesis Statement in Academic Papers?

Many college professors assign academic papers for students to explore subject topics further — this information can be found on your course syllabus , giving you plenty of time to prepare! In almost every undergraduate-level subject you study, you may be required to develop thesis statements for your academic papers. Writing a thesis statement paper helps improve your critical thinking skills, as it requires you to identify and analyze multiple sources of information to form strong arguments — a useful skill in both the classroom and the workplace. 

How Is a Thesis Statement Graded?

Your thesis statement will be evaluated based on how well you have used research to support your argument, and how effectively you have communicated your ideas (e.g., whether your paper is well written, clear, and specific). How your thesis statement is evaluated will vary depending on your subject area and the university, but your course syllabus should include detailed grading requirements. 

What Is a Final Thesis or Dissertation?

A final thesis, sometimes known as a dissertation, is a compilation of research on a specific topic. Typically, a thesis or dissertation is required to complete a master’s degree in the US. While it is not common, you may be expected to write a thesis to complete your bachelor’s degree. For example, in some liberal arts colleges, writing a thesis is a degree requirement, a way to showcase what you have learned over your program of study, and may even add to the body of research in your specialization. A final thesis or dissertation is significantly longer than a thesis statement, and may take months or even years to complete.

What Are the Main Components of a Final Thesis or Dissertation?

Generally, a final thesis consists of five major sections.

Introduction —The introduction of your thesis explains the topic and central argument to the reader at a high level. The introduction should go over why you chose the topic, and act as a summary of what you will be covering in the pages to follow.

Literature Review —This section includes research papers, studies, and articles related to your topic area. You also are expected to identify gaps and weaknesses in existing research, which helps you build counterarguments and develop a strong claim.

Methodology —This section explains the methods and data used to conduct your research.

Results —The results section presents the findings of your study.

Discussion and Conclusion —This section summarizes why and how you conducted your research, the results of your research, and presents conclusions based on the results.

What Is a Citation in a Thesis?

When writing either a shorter academic paper with a thesis statement or a final thesis, you are required to include your research sources. Throughout your work, when you directly quote another text or paraphrase ideas, you must cite the source. There are two types of citations:

In-text citation —this reference is included in the text at the point of mention, such as an on-page footnote or parenthetical citation.

End-of-paper citation —also known as endnotes, these are references included at the end of your paper or dissertation.

How Long Does it Take to Complete a Thesis?

A final thesis to earn a master’s degree requires you to be familiar with previous work in the field and demonstrate your capability of carrying out independent research. From conducting in-depth research to listening to feedback from professors, completing a thesis can be a major commitment.

Many universities in the US may require you to dedicate a semester or longer to complete your research. You will have to work with a faculty committee member to ensure your research and writing is on track. As you compare different graduate programs, you can get a better sense of each program’s dissertation requirements (looking at time, research, and more) and which best align with your academic and professional plans .  

How Is a Thesis Graded?

Generally, a master’s thesis or dissertation in the US is not graded, but you will have to defend it, or present your research and findings before a university committee. For example, at American University , a thesis is evaluated based on how students demonstrate their capacity to conduct independent research. However, the evaluation of your thesis may vary depending on the university and your subject area. 

So, once you have completed your thesis, the next important step is to prepare well for your thesis defense.  

What Is a Thesis Defense?

If you are pursuing a master’s degree, you are required to meet with a thesis committee upon completion of your thesis to defend what you worked on. At this stage, you will have already worked closely with faculty advisors and received ongoing evaluations. A thesis defense can take many forms, from presenting in front of a panel and taking questions and answers to a more informal discussion with select faculty and advisors. Your individual program will have a clear and established process regarding this important final task required for your degree.

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Are a Thesis and a Dissertation the Same?

The terms thesis and dissertation may be used interchangeably. While they are similar in terms of the structure, in the US, there are differences between a thesis and a dissertation.

Type of degree

Generally required to complete a master’s degree

Dissertation

Required at the doctoral level

Will vary by program, but expect at least 60–80 pages plus the bibliography

At least double the length of a thesis or more

Proves how well you understood what you learned during your graduate program

Contribution of a new study or knowledge to your field

Is Writing a Thesis Mandatory?

Whether writing a thesis is required or not depends upon the program you choose to study. For example, if you are pursuing a liberal arts degree consisting of a wide variety of majors, including literature, history, and philosophy, writing a thesis can help you make connections across subjects. 

Some universities and colleges in the US may offer both a thesis and a non-thesis option. For example, if you are a student who is interested in taking more classes to learn about your subject, you could choose the non-thesis option. So, instead of writing a thesis, you could either work on a research project or complete supervised fieldwork.

Whether you are writing a shorter paper with a thesis statement for a single class or working on a longer final thesis for your degree, making an argument and supporting that argument with established research gives you a skillset that is versatile and applicable to many fields. While conducting research for the thesis, you will refer to multiple sources, analyze information, and learn how to form strong arguments that will set you up for success wherever you go.

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Senior Thesis & Undergraduate Research

Every year, approximately 45%-55% of senior History concentrators choose to cap their Harvard careers by writing a senior honors thesis.

The senior thesis tutorial is a two-semester sequence  comprising Hist 99a and Hist 99b . While the overwhelming majority of students who start a thesis choose to complete it, our process allows students to drop the thesis at the end of the fall semester after History 99a (in which case they are not eligible for departmental honors).

The senior thesis in History is a year-long project involving considerable primary- and secondary-source research and a good deal of writing; finished theses are expected to be between 60 and 130 pages in length , and to make an original contribution to historical knowledge.

The department’s senior thesis program is one of the strongest in Harvard College. In recent years, one quarter or more of our thesis writers have received  Hoopes Prizes , which is well over the College average.

History 99 Syllabus 2022–2023

History 99: Senior Thesis Writers’ Tutorial Wednesdays, 6–7 and 7-8 PM Robinson Conference Room

Click here to view the History 99 syllabus for this year.

A Sampling of Past History Thesis Titles

For a list of thesis titles from the past five years, please click here .

Senior Thesis Conference

The History Department's annual Senior Thesis Writer's Conference is an opportunity for thesis writers to present their projects as members of three-to-four person panels moderated by a faculty member or advanced graduate student, to an audience of other faculty and graduate students. Their aim is to get the critical and constructive feedback they need to clarify their arguments, refine their methods, and ultimately transform their research projects into theses.

Like our faculty, our student presenters are conscious of their reliance on other disciplines in almost every aspect of their work. This conference supplies opportunities to engage in cross-disciplinary dialogues. Audience members also learn from these dedicated and talented young scholars even as they teach them new ways of conceiving and pursuing their projects.

For more information about the conference or the Department's thesis program as a whole, please write to the  Assistant Director of Undergraduate Studies in History, or visit the Senior Thesis Writers Conference and History 99a website. The  Conference is open to all active members of the Harvard community.

All seniors writing theses receive as part of the History 99a and 99b seminar materials a Timetable for Thesis Writers which lists approximate deadlines for staying current with work on this large-scale project. (For current copies of these documents, please click here .) Many thesis writers will submit work in advance of the deadlines listed on the timetable, following schedules worked out with their individual advisers. Several of the deadlines listed on the timetable must be met:

• Students who wish to enroll in History 99 must attend the first meeting of the seminar on Wednesday, September 5th at 6:00 pm in the Robinson Lower Library.
• By the beginning of the fall reading period, students must submit substantial proof of research to both their adviser and the 99 History instructors. This usually takes the form of a chapter or two of the thesis (20–30 pages).
• Theses are due to the History Undergraduate Office (Robinson 101) on Thursday, March 10, 2022  before 5:00 pm. Theses that are handed in late will be penalized.

Thesis Readings

Each History thesis is read by at least two impartial members of the Board of Tutors, assigned by the Department. The Board of Tutors consists of (1) all department faculty in residence and (2) all graduate students teaching History 97 and/or a Research Seminar, as well as those advising senior theses. If History is the secondary field of a joint concentration, there is only one History reader. Each reader assigns an evaluation to the thesis (highest honors, highest honors minus, high honors plus, high honors, high honors minus, honors plus, honors, or no distinction), and writes a report detailing the special strengths and weaknesses of the thesis.  Theses by students with a highest honors-level concentration GPA and one highest-level reading will automatically be assigned three readers. Additionally, a thesis by any student may be sent to a third reader when the first two evaluations are three or more distinctions apart (e.g., one high honors plus and one honors plus).

Department Standards for the Thesis Program

Seniors who wish to write a thesis must meet certain prerequisites:

• a ‘B+’ average in the concentration;
• a ‘B+’ average on a 20-page research seminar paper
• the recommendation of their Research Seminar tutor(s).

Students who do not meet the above standards may petition the  History Undergraduate Office for admission to the senior thesis; successful petitions must include a detailed thesis proposal, and will be evaluated at the discretion of the Assistant Director of Undergraduate Studies (Asst. DUS).

The Awarding of Departmental Honors in History

THE AWARDING OF DEPARTMENTAL HONORS IN HISTORY

 Nominations for departmental honors are made by the Board of Examiners at the degree meeting each spring.  In making its nominations, the Board first takes two elements into account:  the average of course grades in History and thesis readings.  All students who may be eligible for a recommendation of highest honors will then be given an oral examination by the Board of Examiners; performance on this exam will be considered in determining the final recommendation.  The standing of those students at the border of two different degrees may also be determined through an oral examination administered by the Board of Examiners.

To be considered eligible for highest honors in history, a student will ordinarily have a grade point average greater than or equal to 3.85 in courses taken for departmental credit, and have received at least two highest -level thesis readings.  In addition, the student must convince the Board of Examiners of their qualifications for the highest recommendation through their performance on the oral examination.  Whether any particular student falling into this numerical range receives highest honors in history will be determined in part by the performance on the oral examination. 

To be considered eligible for high honors in history, a student will ordinarily have a grade point average greater than or equal to 3.7, and will ordinarily have received two high -level readings on the thesis. 

To be considered eligible for honors in history, a student will ordinarily have a grade point average greater than or equal to 3.3, and will ordinarily have received two honors -level readings on the thesis. 

Please note that the Department recommends students’ English honors (highest, high, honors, no honors) and sends these recommendations to the College which determines students’ Latin honors based on total GPA.  Please visit:   https://handbook.fas.harvard.edu/book/requirements-honors-degrees    for more information on how the College awards Latin honors (summa cum laude, magna cum laude, cum laude, no honors).  In addition, you should consult with your Resident Dean.  Any degree candidate who does not receive the A.B. degree with honors in History will be considered by the FAS for the degree of cum laude.  

Departmental Support

Students who do decide to enter the thesis program benefit from a great deal of departmental support. The Department encourages its thesis writers to consider the possibility of devoting the summer prior to their senior year to thesis research, whether on campus or around the world. Each year a large number of rising seniors find funding for summer thesis research. The Undergraduate Office holds a meeting to advise students on how to write a successful fellowship proposal. In addition, we maintain a  listing of organizations that have supported concentrators’ thesis research.

The Department also supports its senior thesis writers through two semesters of a Senior Thesis Seminar, History 99a and 99b , which provide a useful framework for thesis writers as they work through the intermittent difficulties that all thesis students inevitably encounter. For many seniors, their thesis will turn out to be the best piece of writing done while at Harvard. It will also be the longest and most complicated. Consequently, the seminars will focus much attention on the unique challenges of writing an extended, multi-chapter work. History 99a and 99b also provide a common forum in which seniors can share with thesis-writing colleagues their feedback, successes, frustrations, interests, and techniques. This kind of collegiality and exchange of ideas is at the heart of the academic seminar, and it can be the most rewarding aspect of the seminar series.

Students must enroll in the Thesis Seminars in order to write a thesis by obtaining approval from the Asst. DUS  on their study cards.

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• Buckeyes In the NFL

Does Ohio State Have the Best Wide Receivers Room in College Football?

Caleb spinner | may 12, 2024.

The Ohio State Buckeyes ' roster is Superman if kryptonite didn't exist.

On3's Jesse Simonton recently published his list of the best wide receiver rooms in the country. At the top of his board, Simonton put the Scarlet and Gray.

"Once again, the Buckeyes have perhaps the most loaded room in the country in 2024 -- and this is after losing All-American Marvin Harrison Jr. to the NFL Draft and former 5-star Julian Fleming to Penn State," Simonton said.

Ohio State is in such a good position in the eyes of Simonton both due to their ability to retain the best talent from last season, as well as bring in new players in recruiting.

"Emeka Egbuka opted to return for his senior season, while 5-star sophomores Carnell Tate and Brandon Inniss will step into bigger roles," Simonton said. "Then there's Jeremiah Smith, the No. 1 overall prospect in the 2024 recruiting class, and Top 40 prospect Mylan Graham."

Smith in particular has drawn an impressive amount of praise from fans and media alike. The true freshman has also been compared to several notable NFL stars despite having yet to play a single game.

"Smith has been compared to Larry Fitzgerald and is considered the most ready-made freshman since Julio Jones," Simonton said. "He lost his black stripe weeks into Ohio State's spring practice -- something that has never happened before."

The lineup of pass-catchers with which Ohio State is entering the 2024 season is beyond impressive. However, how will all of this talent translate to the field come late August?

CALEB SPINNER

EA Sports College Football 25 will be released July 19, cover stars unveiled

College football video game fanatics finally have a date.

EA Sports College Football 25 will be released worldwide on July 19, and history will be made with active college football players on the cover of the game for the first time ever.

Colorado cornerback/receiver Travis Hunter, Texas quarterback Quinn Ewers and Michigan running back Donovan Edwards will be the cover stars of the game, EA Sports told USA TODAY Sports. The trio will be on both the standard and deluxe editions of the game.

A full reveal of the game will be launched Friday.

EA Sports’ video game franchise, which began in 1993, has had players on its cover for the majority of its versions. But when previous versions of the NCAA Football game had players on its cover, they were in their college gear but had already left the college ranks by the time the game came out.   

Hunter, Ewers and Edwards are three of more than 10,000 college football players expected to be in the game, according to EA Sports. Player likeness without compensation was the reason why the NCAA Football franchise folded in 2013 and why a college football video game hasn't been released since then. But with name, image and likeness running rampant in college sports, EA Sports will compensate players in exchange for their likeness with $600 and a free copy of the game.

All the cover stars told reporters it is a surreal moment to have the honor.

“They're gonna remember all three of us because we were the first guys on the cover to kind of bring it back,” Ewers said. “It’s a once in a lifetime opportunity to be able to be on the cover of the game.”

EA Sports College Football 25 details

EA Sports College Football 25 will be available on PlayStation 5 and Xbox Series X|S.

Standard and deluxe editions of EA Sports College Football 25 are available for pre-order. EA Sports is also offering the MVP bundle, which includes the deluxe editions of EA SPORTS College Football 25 and Madden NFL 25. Prices for the versions are:

• Standard edition: $69.99
• Deluxe edition: $99.99
• MVP bundle: $149.99

Purchase of any version of the game includes an alma mater ultimate team pack, cover athletes ultimate team pack and bring glory home ultimate team pack. The deluxe version and MVP bundle will come with three-day early access for both games and "a variety of other benefits," including 4,600 college football points − presumably in-game currency − and a Heisman hopeful ultimate team pack.

The full reveal, which typically includes a trailer of the game, will be Friday. EA Sports said more details will be unveiled "throughout the summer" leading up to the release date.

'It's a dream come true'

The news of the cover athletes of the video game was expected thanks to a leak on the PlayStation Store on Friday. The deluxe edition cover of the game features the three stars, along with Alabama quarterback Jalen Milroe, Georgia quarterback Carson Beck and Ohio State running back Quinshon Judkins. EA Sports said it was surprised by the leak.

Edwards, Ewers and Hunter were all contacted about the leak, and they all played it coy to avoid confirming if it was true. Edwards was doing a charity event at a hospital, and when staff came up to congratulate him about being on the cover, he just gave them funny looks and told them he didn’t have any idea about it.

Credit to the three stars for not spilling the beans when it’s evident how excited they are to be on the cover. All three players reminisced about playing NCAA Football 14 when it was released in 2013, and Hunter said he still plays it to this day. When EA Sports contacted them being on the cover, they all said it was one of the easiest “yes” ever.

“I wasn't gonna turn them down,” Hunter said. “It's a dream come true.”

They will be compensated for their likeness in the game, but no details were given about whether cover athletes will receive additional compensation than other players in the game. None of them said that factored into their decision.

“There's no amount of money that played a part in an opportunity like this,” Edwards said.

As for where it ranks in personal achievements, Hunter said this is tied at the top of the list with the dream of getting drafted by the NFL, which should happen once he leaves college. For Edwards, “it’s up there definitely with a Big 10 championship and national championship.”

The game is expected to be played by thousands of people across the country when it’s released this summer, and it’ll “be the talk of the locker room for a while” at Texas, Ewers said, expecting some intense games between teammates. Hunter added whenever he and his squad have downtime during preseason camp or during the season, they'll be playing the game. Ewers even threw a light-hearted challenge at Hunter so he could “show him what a real baller is like.”

The players didn’t have any details about the game to share. What they can say though, is that people should go into this game believing it will be an incredible experience to play.

“Hopefully they go into it with an open mind instead of just closing their mind off and just wanting to be haters already,” Ewers said.

Edwards is the second consecutive Michigan player to be on a college football video game cover after former quarterback Denard Robinson was the cover star for NCAA Football 14. It’s the first time one school has back-to-back players on the cover, and Michigan has the most cover athletes of any school to appear on an EA Sports college football video game. Charles Woodson and Desmond Howard featured on past editions.

Even though Edwards gets to join an elite list of Wolverines, he’s also cherishing the moment with his fellow cover athletes. They all got to meet in-person to do the photoshoot together, and know they will now have a bond between them for the rest of their lives.

“It's a brotherhood that we have forever,” Edwards said. “Can't nobody take this experience away from us.”

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Chiefs have no comment (for now) on Harrison Butker’s controversial remarks; NFL does

• Mike Florio

Chiefs kicker Harrison Butker recently gave a commencement address at Benedictine College. It made some waves.

We ignored the words, and the waves. ( The full text is here .)

We ignored what he said, and the reaction to it, for one simple reason: Butker can say whatever he wants. Anyone can. We saw nothing in his words worth showcasing here, mainly because (and with all due respect to kickers everywhere) I don’t care what Harrison Butker has to say, about anything.

Patrick Mahomes? Yes. Travis Kelce? Yes. Chris Jones? Yes. Star players who contribute to the game in very meaningful, non-fungible ways? Yes. Butker is the ultimate replaceable part in an industry of replaceable parts. He does one thing that, relative to the limited, 32-team demand, many can do.

Could Butker transcend the “I don’t care what he says” box? Sure. In good ways, or in not-good ways.

Based on his commencement address, we decided to wait for an official reaction to his words before mentioning them here. Given the number of emails we’ve received about the Butker comments, I asked the Chiefs if they have a comment. For now, they don’t. However, the Chiefs expect coach Andy Reid to be asked about it next week, when he next meets with reporters.

The NFL has issued a response, via Yahoo Sports. Said NFL chief diversity and inclusion officer Jonathan Beane: “His views are not those of the NFL as an organization. The NFL is steadfast in our commitment to inclusion. Which only makes our league stronger.”

Most of the Butker speech is basic and, frankly, boring. Like 99 percent of all commencement speeches. Butker said a few things that prompted reactions.

The biggest backlash came from his remarks about the role of women in today’s society. Here is the full context and content of those remarks:

“For the ladies present today, congratulations on an amazing accomplishment. You should be proud of all that you have achieved to this point in your young lives. I want to speak directly to you briefly because I think it is you, the women, who have had the most diabolical lies told to you. How many of you are sitting here now about to cross this stage and are thinking about all the promotions and titles you are going to get in your career? Some of you may go on to lead successful careers in the world, but I would venture to guess that the majority of you are most excited about your marriage and the children you will bring into this world.

“I can tell you that my beautiful wife, Isabelle, would be the first to say that her life truly started when she began living her vocation as a wife and as a mother. I’m on the stage today and able to be the man I am because I have a wife who leans into her vocation. I’m beyond blessed with the many talents God has given me, but it cannot be overstated that all of my success is made possible because a girl I met in band class back in middle school would convert to the faith, become my wife, and embrace one of the most important titles of all: homemaker.

“She is a primary educator to our children. She is the one who ensures I never let football or my business become a distraction from that of a husband and father. She is the person that knows me best at my core, and it is through our marriage that, Lord willing, we will both attain salvation.

“I say all of this to you because I have seen it firsthand how much happier someone can be when they disregard the outside noise and move closer and closer to God’s will in their life. Isabelle’s dream of having a career might not have come true, but if you asked her today if she has any regrets on her decision, she would laugh out loud, without hesitation, and say, ‘Heck, No.’”

He also made derisive reference to “the COVID lockdowns” and “the people pushing dangerous gender ideologies onto the youth of America.”

Butker likewise provided this characterization of the Antisemitism Awareness Act : “Congress just passed a bill where stating something as basic as the biblical teaching of who killed Jesus could land you in jail?” (The law is civil, not criminal; it does not and cannot result in anyone landing in jail.)

Again, Butker has the freedom to say whatever he wants to say. I have the freedom to say, “I don’t care about anything he says.” But for the no-comment from the Chiefs (with the suggestion that Reid will be ready to address it next week) and the comment from the NFL, I might not have ever addressed the situation.

Others have the right to react to the things Butker said. That’s the other side of the First Amendment. It doesn’t operate in a vacuum. If one person exercises his or her free-speech rights, another person can exercise his or her free-speech rights in response.

Butker won’t be “canceled.” He will be criticized by those who believe he was saying that woman should aspire to be homemakers. Former U.S. Senator Claire McCaskill, for example, an ardent Chiefs fan, said this: “ Just shut up and kick .”

Personally, I disagree with that reaction. For the same reason that basketball players shouldn’t be told, “Shut up and dribble,” football players shouldn’t be told to shut up and foot.

They can say whatever they want. And others can engage them. “Good point.” “Bad point.” Or things more profound and/or profane.

That’s what the First Amendment is about. Harrison Butker, say whatever you want to say. And get ready for those who feel differently to say so in response.

How can Oklahoma retain its college grads? Here's what readers say about 'brain drain'

When The Oklahoman asked readers whether there was a "brain drain" in our state, they had plenty to say about why graduates are leaving. And a few offered advice on how to persuade them to stay.

Some mentioned politics, racism, micromanaged women's health care and fewer job opportunities as reasons why a graduate might choose to leave Oklahoma. But others countered that mentoring and a "modern, diversified Oklahoma economy" were reasons they might choose to stay.

So, does Oklahoma have a brain drain?

Here's what readers had to say:

From our survey form 📋

Allure of mentoring, life quality.

The brain drain is subsiding, but still exists. For the average student, the biggest predictor of where they will work at after graduation is the state where they received their bachelor's degree. However, the exceptional student will tend to migrate to the place with the highest academic expectation. The research I have seen (pre-COVID) suggests that about half of the young adults that leave the state after graduation return when they have been mentored in a profession and begin the process of raising a family. The 20-year process of increasing Oklahoma City’s quality of life has been a significant factor in decreasing Oklahoma’s brain drain.

— Bart Binning, Oklahoma City

More: Does Oklahoma have a 'brain drain?' Maybe the answer is in one's own experiences.

State's 'repressive legislation'

I think there is definitely going to be a brain drain as well as missed opportunities to recruit prized corporations and employers due to the continuing repressive legislation and rhetoric coming out of our state government.

— John Privette, Edmond

A more hospitable place to live

When legislators in the state Capitol refer to Oklahomans as "filth," that's a powerful incentive to seek a more hospitable place to live. It points to the fact that the problem with Oklahoma goes much deeper than politics. It presents Oklahomans with a rigid culture that does not welcome those seeking the freedom to live their own lives. A genuine free market could go a long way toward fixing that by giving Oklahomans the freedom to create and share their own values. This is what transformed Hong Kong from a sleepy fishing village into one of the greatest financial capitals in the world before China took away its freedom. Oklahoma would do well to learn from Hong Kong's example.

— Rob Abiera, Oklahoma City

Oklahoma 'breaks my heart'

Everyone knows the obvious answer, the state government is dominated by politicians that support and promote discriminatory racist, sexist ideals. Does not invest in public education nor health care. The supposed valuing of life and family values is a farce, only when it applies to a select few. I was born and raised in Oklahoma, went to college in Oklahoma, but the thought of retiring there is not a possibility considering the state of politics. My home state saddens me and breaks my heart.

— Kevin Benjamin, Houston, Texas

Not a place for young people?

It is very evident that graduates have better opportunities in other states. However, I believe that many just don’t want to live and start families in a state micromanages women’s healthcare. Oklahoma has already been taken over by the right wing extremists who want to tell its citizens what to think. Honest discussion about history is made a crime. Education is underfunded and run by a man who only cares about how he is viewed and not the education of children in this state. Oklahoma is not a place where young people want to make a living and raise families.

— Lawrence Burger, Alva

Choosing to stay in Oklahoma

I graduated high school and college in the '70s; there was definitely a brain drain back then. I don't see a brain drain now. I think our much more modern, diversified Oklahoma economy has made it much easier for our young people to stay here. In my family, there are around twenty or thirty 20-somethings and 30-somethings, some college educated and some not, who have chosen to raise their families and work in Oklahoma.

— Fred Berry, Oklahoma City

MD: Moving out in May

As an MD graduate, my primary goal when applying to medical residency programs was to leave Oklahoma. This is entirely because of Oklahoma's politics. As a queer physician who is passionate about civil rights, I was afraid to stay here. The idea of practicing medicine under a state government that feels entitled to intrude on and criminalize the care I provide while fearing for my community's physical safety was too terrifying to seriously consider, and made leaving the state feel like a necessity more than a preference. Consequently, I will be moving out of state to train as a family physician in May despite the dire shortage of primary care providers in Oklahoma.

— Austin McCauley, Oklahoma City

Have they lost their voice?

Oklahoma politics have become so divisive, and with so many young voters registering as independents they feel like their vote doesn’t count because of closed partisan primaries. Let’s start by opening the primaries so that they don’t feel unheard. Then maybe things will move toward the center and the state will not be run by the extreme right.

— Beth Donica Sackett, Tulsa

From our inbox ✉

'not what oklahomans want'.

It has to do with politics. Women’s rights are slowly being taken away and the political environment is not conducive to what the people want or think. Ryan Walters is a terrible education leader and should be fired. His politics are the worse and he keeps saying this is what Oklahomans want. IT IS NOT what Oklahomans want, it is only what he wants and he is being very selfish and only taking his views in consideration.

When I retire in 2025 I plan on moving if Stitt or Walters are still in office. I hate that Oklahoma is 49 th  in education and the same with all of the other problems we are having. It is very sad that we are going in the wrong direction. This feels like the '50s all over again.

— Gay Thurman, Mustang

Fighting the brain drain

Since 2010 I have run a not-for-profit foundation that provides scholarships for Oklahoma students who will attend Oklahoma colleges, universities and OSUIT: the Jimmie L Dean Scholarship Foundation. We interview every eligible applicant as our mission is to find students who will stay in Oklahoma after graduation. We are on the front lines of fighting the brain drain so our data is firsthand. Our students have to major in what we call applied sciences, so basically STEM majors. 

The state doesn’t have to attract these young adults as they have grown up here. We have found that our students who leave the state after graduation do so for economic reasons. They found a job in another state, went to graduate school in another state or went to medical school in another state. We have also found that several wanted to stay here but the companies did not prioritize Oklahoma students when hiring. One student with a master's degree in engineering with a 3.0+ GPA sent out 27 resumes to Oklahoma companies and did not receive one interview. 

Maybe a more concerted effort on the part of Oklahoma companies and the placement office of our universities to do more to keep our homegrown students here is the place to start. 

— Robert Boyd, Owasso

'Too conservative' for millenials

Until 2022 I had been a lifelong resident of northeast Oklahoma. I now live in the Colorado mountains, which as you can imagine, is a much more liberal political environment. While I love Oklahoma, and I am not taking sides here, and from the outside looking in, Oklahoma is seen as too conservative by millennials. The constant political decisions based on religious ideology is a turnoff to most people — and I say that as a conservative. Women’s health care, schools, roads, environment — it goes on and on. Decisions made at the state level are just laughable to people of the next generation. It won’t change until Oklahoma voters get rid of the kangaroo court that is the state Legislature and the governor’s office.

— Kurt Zumwalt, Crested Butte, Colorado

Is it too late for Oklahoma?

The opinion question comes too late since the Republican Legislature and the Republican governor who could have vetoed House Bill 4156 are making Oklahoma a fearful place for immigrant families who have children in schools, who have jobs and have created opportunities for their children to have a wonderful education. 

It is too late also because voters want a basketball arena and cannot afford a new jail.

It is too late due to the vilification of those who are LGBTQ+ and transgender who want to live a normal life.

It is too late due to the exodus of EXCELLENT PHYSICIANS who have the know-how and skills from whom Republican legislators did not want to hear how to understand transgender adolescents.

It is too late because, oh, I could not forget the embarrassing head of the Oklahoma State Department of Education has not been impeached.  

It is too late because the head of the state Education Department has caused the number of amazing educators to depart classrooms and perhaps cross the borders to find appreciation for skills we have lost.  

My sincere regrets.

My condolences to sorrowful Oklahoma for "it" being too late. 

— Donna O'Keefe, Edmond

Watch CBS News

How long does it take for a college degree to pay off? For many, it's 5 years or less.

By Aimee Picchi

Edited By Anne Marie Lee

Updated on: May 10, 2024 / 12:43 PM EDT / CBS News

One of the major questions facing families today is whether a college degree is worth the expense, given rising tuition and fees that can saddle graduates with tens of thousands in student loan debt. Today, a majority of Americans don't think the cost can be justified.

But a new analysis finds that most post-secondary degrees provide a payoff within less than five years after graduation for low- and moderate-income students, although that time frame can largely depend on the type of school and program that a student chooses. The analysis, from the HEA Group and the educational nonprofit College Futures Foundation, focuses on graduates in California, the state with the largest number of enrolled college students.

The study examined families earning $75,000 or less given that these students may be more likely to skip higher education due to fears that pursuing a post-secondary degree may not pay off, even though a college degree could help them get an economic foothold. For this group of students, almost 4 of 5 California colleges and other higher education institutions provide a return on investment within five years, the research found.

"The No. 1 deterrent for a student not to pursue a college degree is affordability — they simply think they can't afford the cost of a higher education," HEA Group founder Michael Itzkowitz told CBS MoneyWatch. 

But the study found that many low- and middle-income students are getting "an affordable education that allows for enough of an earnings premium that they can pay down their college education very quickly," he added.

The schools with the best return on investment for low- and middle-income students include many of California's state colleges, which tend to be lower-priced than nonprofit private universities, he noted. Itzkowitz said he believes the findings have applicability across the U.S. because students across the nation likewise have access to state colleges and universities that offer lower-cost degree programs compared with private institutions.

The findings echo recent a recent analysis of 1,500 colleges by Bloomberg News, which found that Ivy League universities like Yale and Harvard provide the best return on investment due to high salaries earned by their grads. But students who don't gain acceptance to one the Ivies are often better off attending state colleges, rather than high-priced private institutions, given that public institutions' lower cost of attendance result in a better return on investment.

Even though many students incur debt when pursuing a college degree, graduates are typically rewarded in the workplace with higher earnings, a benefit that accrues across their career. Despite Americans' increasing skepticism about the value of college, the typical college grad now earns about $60,000 annually, compared with $36,000 for people with only high school degrees, according to data from the New York Federal Reserve Bank.

Over a lifetime, that college wage premium can translate into a huge financial advantage. For instance, baby boomers with bachelor's degrees have median retirement savings of almost $600,000, but those with only a high school diploma have only about $75,000 socked away, a recent study found .

Colleges offering the biggest payoff

To examine a school's return on investment, the analysis looked at data from the U.S. Department of Education's College Scorecard to examine the earnings premium for 731,000 low- and moderate income graduates in California. 

The analysis then looked at the net cost that students pay to complete a degree, which is tuition and other fees minus scholarships and grants, times the number of years required to earn a degree. Comparing the earnings premium that college grads receive versus their net cost of getting their degree indicates how long it takes to get a return on investment.

For instance, the study found the net cost of earning a bachelor's degree at California State University, San Bernardino, stands at about $5,373. But graduates of that university earn about $28,000 more per year than people with only a high school degree. As a result, CSU San Bernardino grads are able to earn a return on their investment after just a few months of graduating — giving it the second-best return on investment among all California schools.

The pricier Stanford University offers the best return on investment, with low- and moderate-income students basically able to recoup their costs as soon as they graduate. That's due partly to the wage premium given to Stanford grads, who typically earn about $74,000 more annually than people with only high school degrees. 

But Stanford, like other top-rated colleges, accepts a smaller share of low- and moderate-income students compared with state schools, the study found. 

"There are many state schools that are often the best option for students to consider," Itzkowitz said. "They oftentimes include in-state tuition, which is much less expensive than out-of-state tuition, and they can offer generous scholarships and provide strong economic opportunities."

Schools with red flags

The analysis also found some red flags, with about 20% of higher education programs providing no ROI. Basically, graduates will never earn enough to offset the cost of attendance, because their earnings are likely to remain lower than those of high school graduates.

These tend to be for-profit schools that offer certificate programs in industries such as cosmetology, the study found. 

Because of these pitfalls, students should research schools and colleges to learn about typical graduates' economic outcomes before committing to a program, Itzkowitz noted. 

"It's critical that students are more discerning than ever, because it's one of the most important decision you'll ever make," he noted. 

Aimee Picchi is the associate managing editor for CBS MoneyWatch, where she covers business and personal finance. She previously worked at Bloomberg News and has written for national news outlets including USA Today and Consumer Reports.

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More From Forbes

10 huge questions we still have about ea college football 25.

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EA College Football 25

Slowly but surely, information on EA College Football 25 is going public.

We know the game will be officially revealed this month . One of three covers for the game has leaked , and that leak was even confirmed by the title's official X account .

Over 11,000 college athletes have chosen to be part of the game, making them eligible to have their name, likeness, and image featured. Furthermore, all FBS schools will be incorporated into the game upon release.

That's a good bit of information, but there are at least ten things we don't know that users are asking on some level in anticipation of the reveal.

1 - What's The Release Date?

Let's start with the basics. Many of us expect the game to be released in July, and reports suggest July 19 is the date . However, until EA confirms the date, every specific is just an educated guess.

July makes sense because it's the month of release for the old NCAA Football series, and returning to this release window would put EACF ahead of Madden's annual calendar release.

The Best Gaming Laptops Under $1,000: Boost Your Games For Less

2 - what platforms will the game be available on.

We know the game will be available for PlayStation 5 and Xbox Series S/X, but will PS4, Xbox One, Nintendo Switch, and PC be left out in the cold? I'd hate to see EA use resources to support last-gen systems for this or future releases.

It's time for EA to cut loose and only task its development team with pushing out the best title on current-gen systems.

3 - How Will Gameplay Differ From Madden?

Video game football has to be played from the vertical camera with a feel that originated with the first Madden game and titles like 10-Yard Fight on Nintendo.

Because of that, we know that EACF 25 will have some significant similarities to Madden in terms of gameplay. However, a big question is how it will differ.

What style of play, be it from playbooks, rule sets, or general feel, will there be that tells gamers they're playing EACF 25 and not just Madden with players in collegiate uniforms?

4 - Will EACF 25 Be Connected to Madden Besides Sharing a Developer/Publisher and a Generally Similar Scope?

This question is multi-layered. Many users want to know if they can export their draft class from EACF to Madden.

That functionality used to be present between NCAA Football and Madden. Will anything earned or purchased in EACF be transferable to Madden, and will there be any visual or audio references to the other in each game?

EA is looking to take over the virtual football world by returning the college experience to gaming. Connecting the products makes sense , but how will those connections be defined?

5 - How Will Ultimate Team Be Incorporated in EACF 25?

While we haven't seen anything official, we'd all be shocked if there was no Ultimate Team in EACF 25. The more logical question is how fleshed out it will be in Year 1.

Are we looking at a version of Ultimate Team that is layered and connected to MUT? Will Legends be incorporated, and if so, which legends will be included? It seems safe to assume former Oklahoma State Cowboys star and Heisman winner Barry Sanders won't be one of the legends included .

Lastly, if we see legends, will they remain locked in Ultimate Team, or is this the year EA does what every other sports video game franchise has done, allowing users to have the legends in the other game modes?

6 - How Will EA Support Dynasty Mode?

Dynasty mode is the EACF equivalent to franchise mode in Madden. It was the lifeblood of the NCAA series, but the Ultimate Team concept was less popular in 2013.

Eleven years later, it will be interesting to see if EA supports Dynasty mode the way it did before. Once information is revealed, the functionality of recruiting systems, the transfer portal (confirmed), rankings, Heisman voting, graduation, professional pursuits, and the playoff structure are things to pay close attention to.

7 - Will Team Builder Return, and What Level of Customization Will Be Offered?

Consider this an extension of Dynasty mode support, but customization goes further than just Dynasty mode. The NCAA series had arguably the best customization suite of any sports video game, and that was over a decade ago.

Team Builder was a web-based customization feature allowing users to build and export their teams to the console game.

In this era of gaming, this would likely be available as an app on Android and iPhone and hopefully on PC as well. It would be an excellent touch and a way to show the progression of the old series' most vital points.

Furthermore, we wonder if you can still edit all rosters, teams, uniforms, and stadiums fully–even apart from Team Builder.

8 - Will Road to Glory Return?

Road to Glory was the single-player career mode option. You'd have to think there will be an option for a similar experience. However, will it be called RTG, and if so, what bells and whistles will be added to push the concept into this generation?

RTG was more of a barebones career mode in NCAA Football 14. Ideally, we'd love to see it get an upgrade.

9 - Will the Heisman Challenge Return?

NCAA Football also had a mode called Heisman Challenge that allowed users to relive the careers of past Heisman winners.

If it returns, I can see this mode living inside Ultimate Team as a method of unlocking legend cards.

10 - What Areas of Presentation Will Be Augmented?

Presentation is often one of the areas EA Sports will ignore or show the least amount of love. I'm hoping we see that change in EACF and Madden. While I expect the pageantry associated with college football, I'm more interested in seeing what presentation is included in Dynasty mode.

That's the mode where presentation quality stands to be best appreciated. Ultimate Team and online regs users are likely interested in only a few–if any–presentation elements. The experience boils down to winning and losing for them.

Franchise mode players are looking for the sort of immersion that quality presentation helps to deliver. Let's hope this is a concept EA gets and embraces.

We will have the answers to all of these questions soon enough.

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