is undergraduate thesis worth it

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Last Updated: May 23, 9:24am

Open Alert: Important Information

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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Writing a senior thesis: is it worth it.

Before coming to Yale, I thought a thesis was the main argument of a paper. I quickly learned that an undergraduate thesis is about fifty times harder and fifty pages longer than any thesis arguments I wrote in high school. At Yale, every senior has some sort of senior requirement, but thesis projects vary by department. Some departments require students to do a semester-long project, where you write a longer paper (25-35 pages) or expand, through writing, the research you’ve been working on (mostly applies to STEM majors). In some departments you can take two senior seminars and complete a longer project at the end of the semester. And other departments have an option to complete a year-long thesis: you spend your senior year (and in some cases your junior year), intensely researching and writing about a topic you choose or create yourself.

Both my departments––English and Ethnicity, Race, and Migration––offer all three of these options, and each student decides what they think is best for them. As a double major, I had the additional option to write an even longer thesis combining both my majors, but that seemed like way too much work––especially since I would have to take two senior thesis classes at the same time. Instead, I chose a year-long thesis for ER&M that combined my literary interests with various theoretical frameworks and the two senior seminars for English. This spring I’m taking my second seminar. Really, I chose the option to torture myself for a whole year, the end result being a minimum of 50 pages of innovative thinking and writing. I wanted to rise to the challenge, proving to myself I could do it. But there also seemed to be the pressure of “this is what everyone in the major does,” and a “thesis is proof that you actually learned.” Although these sentiments influenced my decision to complete a thesis, I know a long research paper does not validate my education or work as a scholar the last four years. It is not the end all be all.

My senior thesis focuses on Caribbean literature - specifically, two novels written by Caribbean women that really look at what it means to come from an immigrant family, to move, and to find yourself in completely new spaces. These experiences are all too relatable to my own life as a second-generation woman of color with immigrant parents enrolled at Yale. In my writing, I focus on how these women make sense of “home” (a very broad and complicated topic, I know), and what their stories tell us about the diasporic experience in general. The project is very personal to me, and I chose it because I wanted to understand my family’s history and their task in making “home” in the U.S., whatever that means. But because it’s so personal, it’s also been really difficult. I’ve experienced a lot of writer’s block or often felt unmotivated and judgmental towards my work. I’ve realized how difficult it is to devote your time and energy to such a long process––not only is it research heavy, but you have to write and rewrite drafts, constantly adjusting to make sure you’re being as clear as possible. Really, writing a thesis is like writing a portion of a book. And that’s crazy! You’re writing two or three whole chapters of academic work as an undergraduate student.

The process is definitely not for everyone, and I’ve certainly thought “Why did I want to do this again?” But what’s really kept me going is the support from my advisors and friends. The ER&M department faculty does an amazing job of providing us mentorship, revisions, and support throughout the process; my advisor has served as my editor but also the person who reminds me most that this work is important, as I often forget that. It also helps to have many friends and people in the major also writing their theses. I’ve found different spaces to just have a thesis study hall or working time, with other people also struggling through. Recently, I submitted my first full draft (note: it was kind of unfinished but it’s okay because it’s a draft!), and it was crazy to think that I wrote 50+ pages, most of which are just my own original thoughts and analysis on two books that have almost no scholarship written about them. It was a relief for sure. This week I will be taking a full break from it, but it reminded me of why I began this journey. It reminded me of all the people who’ve supported me along the way, and how I really couldn’t have done it without them. And now, I’m really looking forward to how good it will feel to turn in my fully written thesis mid-April. I’ve realized that this project shouldn’t be about making it good for Yale’s standard, but for myself, for my family, and for the people who believe in this work as much as I do.

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My Experience Writing an Undergraduate Thesis

This year, I’ve been working on a really exciting project… my undergraduate thesis! It's my fourth year of university, and I decided to write an undergraduate thesis in Political Science under the supervision of a professor. This week, I wanted to write about why I decided to take a thesis, how I enrolled, and how it’s been going so far! 

What is an undergraduate thesis?

An undergraduate thesis is usually a 40-60 page paper written under the supervision of a professor, allowing you to explore a topic of your interest in-depth. I primarily decided to write an undergraduate thesis to prepare me for graduate school - it's allowed me to get started on work I might continue in graduate school, hone my research skills, and test out whether academic research is for me.

How do I write an undergraduate thesis?

To write my undergraduate thesis, I had two options (this may vary depending on what department you're in!). First, I could join the Senior Thesis Seminar offered by department. These seminars group students together who are interested in doing a thesis and teach them research skills and background information. Students then simultaneously complete a thesis under the supervision of a professor. Senior Thesis Seminars often require applications to register in, so if you’re interested in this option, make sure you look into this in your third year of study!

Because I already had a close working relationship with a professor, I opted to instead do the second option, an Independent Study. An Independent Study allows you to work one-on-one with a professor and design whatever course you’re interested in. For either option, you’ll need to know what topic you're interested in writing your thesis on and ask a professor to work with you, so make sure you've figured this out. 

How's it going?

So far, I’m about half-way through my thesis and I’m having lots of fun. It’s a great way to get super involved in a topic I care about, and it's preparing me for graduate research much more than any course I’ve taken in my undergraduate degree. I’ve also been enjoying working one-on-one with a professor and learning a lot from them about the field of study I’m interested in, what being an academic researcher is like, and what my position in the field is. 

I will say that an undergraduate thesis is a considerable amount of work! It definitely requires more work than all my other classes, and because I’m working so closely with a professor, there’s no way I can slack on it or procrastinate.

Still, if you’re interested in a topic and want to pursue it after your undergraduate studies, I think writing an undergraduate thesis is an incredible opportunity. If you have any questions, feel free to ask in the comments below!

1 comment on “ My Experience Writing an Undergraduate Thesis ”

Is an undergrad thesis mandatory in order to graduate or to get into a Masters program? Also, I’ve heard most Profs only help those with really high grades for their thesis?

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Honors Theses

What this handout is about.

Writing a senior honors thesis, or any major research essay, can seem daunting at first. A thesis requires a reflective, multi-stage writing process. This handout will walk you through those stages. It is targeted at students in the humanities and social sciences, since their theses tend to involve more writing than projects in the hard sciences. Yet all thesis writers may find the organizational strategies helpful.

Introduction

What is an honors thesis.

That depends quite a bit on your field of study. However, all honors theses have at least two things in common:

• They are based on students’ original research.
• They take the form of a written manuscript, which presents the findings of that research. In the humanities, theses average 50-75 pages in length and consist of two or more chapters. In the social sciences, the manuscript may be shorter, depending on whether the project involves more quantitative than qualitative research. In the hard sciences, the manuscript may be shorter still, often taking the form of a sophisticated laboratory report.

Who can write an honors thesis?

In general, students who are at the end of their junior year, have an overall 3.2 GPA, and meet their departmental requirements can write a senior thesis. For information about your eligibility, contact:

• UNC Honors Program
• Your departmental administrators of undergraduate studies/honors

Why write an honors thesis?

Satisfy your intellectual curiosity This is the most compelling reason to write a thesis. Whether it’s the short stories of Flannery O’Connor or the challenges of urban poverty, you’ve studied topics in college that really piqued your interest. Now’s your chance to follow your passions, explore further, and contribute some original ideas and research in your field.

Develop transferable skills Whether you choose to stay in your field of study or not, the process of developing and crafting a feasible research project will hone skills that will serve you well in almost any future job. After all, most jobs require some form of problem solving and oral and written communication. Writing an honors thesis requires that you:

• ask smart questions
• acquire the investigative instincts needed to find answers
• navigate libraries, laboratories, archives, databases, and other research venues
• develop the flexibility to redirect your research if your initial plan flops
• master the art of time management
• hone your argumentation skills
• organize a lengthy piece of writing
• polish your oral communication skills by presenting and defending your project to faculty and peers

Work closely with faculty mentors At large research universities like Carolina, you’ve likely taken classes where you barely got to know your instructor. Writing a thesis offers the opportunity to work one-on-one with a with faculty adviser. Such mentors can enrich your intellectual development and later serve as invaluable references for graduate school and employment.

Open windows into future professions An honors thesis will give you a taste of what it’s like to do research in your field. Even if you’re a sociology major, you may not really know what it’s like to be a sociologist. Writing a sociology thesis would open a window into that world. It also might help you decide whether to pursue that field in graduate school or in your future career.

How do you write an honors thesis?

Get an idea of what’s expected.

It’s a good idea to review some of the honors theses other students have submitted to get a sense of what an honors thesis might look like and what kinds of things might be appropriate topics. Look for examples from the previous year in the Carolina Digital Repository. You may also be able to find past theses collected in your major department or at the North Carolina Collection in Wilson Library. Pay special attention to theses written by students who share your major.

Choose a topic

Ideally, you should start thinking about topics early in your junior year, so you can begin your research and writing quickly during your senior year. (Many departments require that you submit a proposal for an honors thesis project during the spring of your junior year.)

How should you choose a topic?

• Read widely in the fields that interest you. Make a habit of browsing professional journals to survey the “hot” areas of research and to familiarize yourself with your field’s stylistic conventions. (You’ll find the most recent issues of the major professional journals in the periodicals reading room on the first floor of Davis Library).
• Set up appointments to talk with faculty in your field. This is a good idea, since you’ll eventually need to select an advisor and a second reader. Faculty also can help you start narrowing down potential topics.
• Look at honors theses from the past. The North Carolina Collection in Wilson Library holds UNC honors theses. To get a sense of the typical scope of a thesis, take a look at a sampling from your field.

What makes a good topic?

• It’s fascinating. Above all, choose something that grips your imagination. If you don’t, the chances are good that you’ll struggle to finish.
• It’s doable. Even if a topic interests you, it won’t work out unless you have access to the materials you need to research it. Also be sure that your topic is narrow enough. Let’s take an example: Say you’re interested in the efforts to ratify the Equal Rights Amendment in the 1970s and early 1980s. That’s a big topic that probably can’t be adequately covered in a single thesis. You need to find a case study within that larger topic. For example, maybe you’re particularly interested in the states that did not ratify the ERA. Of those states, perhaps you’ll select North Carolina, since you’ll have ready access to local research materials. And maybe you want to focus primarily on the ERA’s opponents. Beyond that, maybe you’re particularly interested in female opponents of the ERA. Now you’ve got a much more manageable topic: Women in North Carolina Who Opposed the ERA in the 1970s and 1980s.
• It contains a question. There’s a big difference between having a topic and having a guiding research question. Taking the above topic, perhaps your main question is: Why did some women in North Carolina oppose the ERA? You will, of course, generate other questions: Who were the most outspoken opponents? White women? Middle-class women? How did they oppose the ERA? Public protests? Legislative petitions? etc. etc. Yet it’s good to start with a guiding question that will focus your research.

Goal-setting and time management

The senior year is an exceptionally busy time for college students. In addition to the usual load of courses and jobs, seniors have the daunting task of applying for jobs and/or graduate school. These demands are angst producing and time consuming If that scenario sounds familiar, don’t panic! Do start strategizing about how to make a time for your thesis. You may need to take a lighter course load or eliminate extracurricular activities. Even if the thesis is the only thing on your plate, you still need to make a systematic schedule for yourself. Most departments require that you take a class that guides you through the honors project, so deadlines likely will be set for you. Still, you should set your own goals for meeting those deadlines. Here are a few suggestions for goal setting and time management:

Start early. Keep in mind that many departments will require that you turn in your thesis sometime in early April, so don’t count on having the entire spring semester to finish your work. Ideally, you’ll start the research process the semester or summer before your senior year so that the writing process can begin early in the fall. Some goal-setting will be done for you if you are taking a required class that guides you through the honors project. But any substantive research project requires a clear timetable.

Set clear goals in making a timetable. Find out the final deadline for turning in your project to your department. Working backwards from that deadline, figure out how much time you can allow for the various stages of production.

Here is a sample timetable. Use it, however, with two caveats in mind:

• The timetable for your thesis might look very different depending on your departmental requirements.
• You may not wish to proceed through these stages in a linear fashion. You may want to revise chapter one before you write chapter two. Or you might want to write your introduction last, not first. This sample is designed simply to help you start thinking about how to customize your own schedule.

Sample timetable

Avoid falling into the trap of procrastination. Once you’ve set goals for yourself, stick to them! For some tips on how to do this, see our handout on procrastination .

Consistent production

It’s a good idea to try to squeeze in a bit of thesis work every day—even if it’s just fifteen minutes of journaling or brainstorming about your topic. Or maybe you’ll spend that fifteen minutes taking notes on a book. The important thing is to accomplish a bit of active production (i.e., putting words on paper) for your thesis every day. That way, you develop good writing habits that will help you keep your project moving forward.

Make yourself accountable to someone other than yourself

Since most of you will be taking a required thesis seminar, you will have deadlines. Yet you might want to form a writing group or enlist a peer reader, some person or people who can help you stick to your goals. Moreover, if your advisor encourages you to work mostly independently, don’t be afraid to ask them to set up periodic meetings at which you’ll turn in installments of your project.

Brainstorming and freewriting

One of the biggest challenges of a lengthy writing project is keeping the creative juices flowing. Here’s where freewriting can help. Try keeping a small notebook handy where you jot down stray ideas that pop into your head. Or schedule time to freewrite. You may find that such exercises “free” you up to articulate your argument and generate new ideas. Here are some questions to stimulate freewriting.

Questions for basic brainstorming at the beginning of your project:

• What do I already know about this topic?
• Why do I care about this topic?
• Why is this topic important to people other than myself
• What more do I want to learn about this topic?
• What is the main question that I am trying to answer?
• Where can I look for additional information?
• Who is my audience and how can I reach them?
• How will my work inform my larger field of study?
• What’s the main goal of my research project?

Questions for reflection throughout your project:

• What’s my main argument? How has it changed since I began the project?
• What’s the most important evidence that I have in support of my “big point”?
• What questions do my sources not answer?
• How does my case study inform or challenge my field writ large?
• Does my project reinforce or contradict noted scholars in my field? How?
• What is the most surprising finding of my research?
• What is the most frustrating part of this project?
• What is the most rewarding part of this project?
• What will be my work’s most important contribution?

Research and note-taking

In conducting research, you will need to find both primary sources (“firsthand” sources that come directly from the period/events/people you are studying) and secondary sources (“secondhand” sources that are filtered through the interpretations of experts in your field.) The nature of your research will vary tremendously, depending on what field you’re in. For some general suggestions on finding sources, consult the UNC Libraries tutorials . Whatever the exact nature of the research you’re conducting, you’ll be taking lots of notes and should reflect critically on how you do that. Too often it’s assumed that the research phase of a project involves very little substantive writing (i.e., writing that involves thinking). We sit down with our research materials and plunder them for basic facts and useful quotations. That mechanical type of information-recording is important. But a more thoughtful type of writing and analytical thinking is also essential at this stage. Some general guidelines for note-taking:

First of all, develop a research system. There are lots of ways to take and organize your notes. Whether you choose to use note cards, computer databases, or notebooks, follow two cardinal rules:

• Make careful distinctions between direct quotations and your paraphrasing! This is critical if you want to be sure to avoid accidentally plagiarizing someone else’s work. For more on this, see our handout on plagiarism .
• Record full citations for each source. Don’t get lazy here! It will be far more difficult to find the proper citation later than to write it down now.

Keeping those rules in mind, here’s a template for the types of information that your note cards/legal pad sheets/computer files should include for each of your sources:

Abbreviated subject heading: Include two or three words to remind you of what this sources is about (this shorthand categorization is essential for the later sorting of your sources).

Complete bibliographic citation:

• author, title, publisher, copyright date, and page numbers for published works
• box and folder numbers and document descriptions for archival sources
• complete web page title, author, address, and date accessed for online sources

Notes on facts, quotations, and arguments: Depending on the type of source you’re using, the content of your notes will vary. If, for example, you’re using US Census data, then you’ll mainly be writing down statistics and numbers. If you’re looking at someone else’s diary, you might jot down a number of quotations that illustrate the subject’s feelings and perspectives. If you’re looking at a secondary source, you’ll want to make note not just of factual information provided by the author but also of their key arguments.

Your interpretation of the source: This is the most important part of note-taking. Don’t just record facts. Go ahead and take a stab at interpreting them. As historians Jacques Barzun and Henry F. Graff insist, “A note is a thought.” So what do these thoughts entail? Ask yourself questions about the context and significance of each source.

Interpreting the context of a source:

• Who wrote/created the source?
• When, and under what circumstances, was it written/created?
• Why was it written/created? What was the agenda behind the source?
• How was it written/created?
• If using a secondary source: How does it speak to other scholarship in the field?

Interpreting the significance of a source:

• How does this source answer (or complicate) my guiding research questions?
• Does it pose new questions for my project? What are they?
• Does it challenge my fundamental argument? If so, how?
• Given the source’s context, how reliable is it?

You don’t need to answer all of these questions for each source, but you should set a goal of engaging in at least one or two sentences of thoughtful, interpretative writing for each source. If you do so, you’ll make much easier the next task that awaits you: drafting.

The dread of drafting

Why do we often dread drafting? We dread drafting because it requires synthesis, one of the more difficult forms of thinking and interpretation. If you’ve been free-writing and taking thoughtful notes during the research phase of your project, then the drafting should be far less painful. Here are some tips on how to get started:

Sort your “evidence” or research into analytical categories:

• Some people file note cards into categories.
• The technologically-oriented among us take notes using computer database programs that have built-in sorting mechanisms.
• Others cut and paste evidence into detailed outlines on their computer.
• Still others stack books, notes, and photocopies into topically-arranged piles.There is not a single right way, but this step—in some form or fashion—is essential!

If you’ve been forcing yourself to put subject headings on your notes as you go along, you’ll have generated a number of important analytical categories. Now, you need to refine those categories and sort your evidence. Everyone has a different “sorting style.”

Formulate working arguments for your entire thesis and individual chapters. Once you’ve sorted your evidence, you need to spend some time thinking about your project’s “big picture.” You need to be able to answer two questions in specific terms:

• What is the overall argument of my thesis?
• What are the sub-arguments of each chapter and how do they relate to my main argument?

Keep in mind that “working arguments” may change after you start writing. But a senior thesis is big and potentially unwieldy. If you leave this business of argument to chance, you may end up with a tangle of ideas. See our handout on arguments and handout on thesis statements for some general advice on formulating arguments.

Divide your thesis into manageable chunks. The surest road to frustration at this stage is getting obsessed with the big picture. What? Didn’t we just say that you needed to focus on the big picture? Yes, by all means, yes. You do need to focus on the big picture in order to get a conceptual handle on your project, but you also need to break your thesis down into manageable chunks of writing. For example, take a small stack of note cards and flesh them out on paper. Or write through one point on a chapter outline. Those small bits of prose will add up quickly.

Just start! Even if it’s not at the beginning. Are you having trouble writing those first few pages of your chapter? Sometimes the introduction is the toughest place to start. You should have a rough idea of your overall argument before you begin writing one of the main chapters, but you might find it easier to start writing in the middle of a chapter of somewhere other than word one. Grab hold where you evidence is strongest and your ideas are clearest.

Keep up the momentum! Assuming the first draft won’t be your last draft, try to get your thoughts on paper without spending too much time fussing over minor stylistic concerns. At the drafting stage, it’s all about getting those ideas on paper. Once that task is done, you can turn your attention to revising.

Peter Elbow, in Writing With Power, suggests that writing is difficult because it requires two conflicting tasks: creating and criticizing. While these two tasks are intimately intertwined, the drafting stage focuses on creating, while revising requires criticizing. If you leave your revising to the last minute, then you’ve left out a crucial stage of the writing process. See our handout for some general tips on revising . The challenges of revising an honors thesis may include:

Juggling feedback from multiple readers

A senior thesis may mark the first time that you have had to juggle feedback from a wide range of readers:

• your adviser
• a second (and sometimes third) faculty reader
• the professor and students in your honors thesis seminar

You may feel overwhelmed by the prospect of incorporating all this advice. Keep in mind that some advice is better than others. You will probably want to take most seriously the advice of your adviser since they carry the most weight in giving your project a stamp of approval. But sometimes your adviser may give you more advice than you can digest. If so, don’t be afraid to approach them—in a polite and cooperative spirit, of course—and ask for some help in prioritizing that advice. See our handout for some tips on getting and receiving feedback .

Refining your argument

It’s especially easy in writing a lengthy work to lose sight of your main ideas. So spend some time after you’ve drafted to go back and clarify your overall argument and the individual chapter arguments and make sure they match the evidence you present.

Organizing and reorganizing

Again, in writing a 50-75 page thesis, things can get jumbled. You may find it particularly helpful to make a “reverse outline” of each of your chapters. That will help you to see the big sections in your work and move things around so there’s a logical flow of ideas. See our handout on  organization  for more organizational suggestions and tips on making a reverse outline

Plugging in holes in your evidence

It’s unlikely that you anticipated everything you needed to look up before you drafted your thesis. Save some time at the revising stage to plug in the holes in your research. Make sure that you have both primary and secondary evidence to support and contextualize your main ideas.

Saving time for the small stuff

Even though your argument, evidence, and organization are most important, leave plenty of time to polish your prose. At this point, you’ve spent a very long time on your thesis. Don’t let minor blemishes (misspellings and incorrect grammar) distract your readers!

Formatting and final touches

You’re almost done! You’ve researched, drafted, and revised your thesis; now you need to take care of those pesky little formatting matters. An honors thesis should replicate—on a smaller scale—the appearance of a dissertation or master’s thesis. So, you need to include the “trappings” of a formal piece of academic work. For specific questions on formatting matters, check with your department to see if it has a style guide that you should use. For general formatting guidelines, consult the Graduate School’s Guide to Dissertations and Theses . Keeping in mind the caveat that you should always check with your department first about its stylistic guidelines, here’s a brief overview of the final “finishing touches” that you’ll need to put on your honors thesis:

• Honors Thesis
• Name of Department
• University of North Carolina
• These parts of the thesis will vary in format depending on whether your discipline uses MLA, APA, CBE, or Chicago (also known in its shortened version as Turabian) style. Whichever style you’re using, stick to the rules and be consistent. It might be helpful to buy an appropriate style guide. Or consult the UNC LibrariesYear Citations/footnotes and works cited/reference pages  citation tutorial
• In addition, in the bottom left corner, you need to leave space for your adviser and faculty readers to sign their names. For example:

Approved by: _____________________

Adviser: Prof. Jane Doe

• This is not a required component of an honors thesis. However, if you want to thank particular librarians, archivists, interviewees, and advisers, here’s the place to do it. You should include an acknowledgments page if you received a grant from the university or an outside agency that supported your research. It’s a good idea to acknowledge folks who helped you with a major project, but do not feel the need to go overboard with copious and flowery expressions of gratitude. You can—and should—always write additional thank-you notes to people who gave you assistance.
• Formatted much like the table of contents.
• You’ll need to save this until the end, because it needs to reflect your final pagination. Once you’ve made all changes to the body of the thesis, then type up your table of contents with the titles of each section aligned on the left and the page numbers on which those sections begin flush right.
• Each page of your thesis needs a number, although not all page numbers are displayed. All pages that precede the first page of the main text (i.e., your introduction or chapter one) are numbered with small roman numerals (i, ii, iii, iv, v, etc.). All pages thereafter use Arabic numerals (1, 2, 3, 4, 5, etc.).
• Your text should be double spaced (except, in some cases, long excerpts of quoted material), in a 12 point font and a standard font style (e.g., Times New Roman). An honors thesis isn’t the place to experiment with funky fonts—they won’t enhance your work, they’ll only distract your readers.
• In general, leave a one-inch inch margin on all sides. However, for the copy of your thesis that will be bound by the library, you need to leave a 1.25-inch margin on the left.

How do I defend my honors thesis?

Graciously, enthusiastically, and confidently. The term defense is scary and misleading—it conjures up images of a military exercise or an athletic maneuver. An academic defense ideally shouldn’t be a combative scene but a congenial conversation about the work’s merits and weaknesses. That said, the defense probably won’t be like the average conversation that you have with your friends. You’ll be the center of attention. And you may get some challenging questions. Thus, it’s a good idea to spend some time preparing yourself. First of all, you’ll want to prepare 5-10 minutes of opening comments. Here’s a good time to preempt some criticisms by frankly acknowledging what you think your work’s greatest strengths and weaknesses are. Then you may be asked some typical questions:

• What is the main argument of your thesis?
• How does it fit in with the work of Ms. Famous Scholar?
• Have you read the work of Mr. Important Author?

NOTE: Don’t get too flustered if you haven’t! Most scholars have their favorite authors and books and may bring one or more of them up, even if the person or book is only tangentially related to the topic at hand. Should you get this question, answer honestly and simply jot down the title or the author’s name for future reference. No one expects you to have read everything that’s out there.

• Why did you choose this particular case study to explore your topic?
• If you were to expand this project in graduate school, how would you do so?

Should you get some biting criticism of your work, try not to get defensive. Yes, this is a defense, but you’ll probably only fan the flames if you lose your cool. Keep in mind that all academic work has flaws or weaknesses, and you can be sure that your professors have received criticisms of their own work. It’s part of the academic enterprise. Accept criticism graciously and learn from it. If you receive criticism that is unfair, stand up for yourself confidently, but in a good spirit. Above all, try to have fun! A defense is a rare opportunity to have eminent scholars in your field focus on YOU and your ideas and work. And the defense marks the end of a long and arduous journey. You have every right to be proud of your accomplishments!

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.

Atchity, Kenneth. 1986. A Writer’s Time: A Guide to the Creative Process from Vision Through Revision . New York: W.W. Norton.

Barzun, Jacques, and Henry F. Graff. 2012. The Modern Researcher , 6th ed. Belmont, CA: Wadsworth Cengage Learning.

Elbow, Peter. 1998. Writing With Power: Techniques for Mastering the Writing Process . New York: Oxford University Press.

Graff, Gerald, and Cathy Birkenstein. 2014. “They Say/I Say”: The Moves That Matter in Academic Writing , 3rd ed. New York: W.W. Norton and Company.

Lamott, Anne. 1994. Bird by Bird: Some Instructions on Writing and Life . New York: Pantheon.

Lasch, Christopher. 2002. Plain Style: A Guide to Written English. Philadelphia: University of Pennsylvania Press.

Turabian, Kate. 2018. A Manual for Writers of Term Papers, Theses, Dissertations , 9th ed. Chicago: University of Chicago Press.

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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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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Journalism and communication menu, journalism and communication, five tips for tackling the undergraduate thesis.

By Becky Hoag and Meg Rodgers

Theses aren’t just for graduate students. Many UO School of Journalism and Communication undergrads write theses for the SOJC Honors Program , for Clark’s Honors College or just to gain research experience. Any of them can tell you that thesis-writing takes a lot of work and can be quite daunting.

Wondering how you would even get started on it?

SOJC media studies alum Meg Rodgers ’18 totally understands how you feel. But she made it happen! She spent her senior year writing an undergrad thesis for the Honors College about TV anti-heroines that was selected for the 2018 UO Undergraduate Research Symposium .

Here are a few lessons she learned along the way:

1. Make use of your thesis advisor.

If you don’t have one assigned to you, find one and make that connection as soon as you can.

“They are the experts in their field, and you are learning how to become an expert,” Rodgers said.

She said her advisor, Assistant Professor Erin Hanna, helped her break down her project into doable steps and approach the research process in a smart manner.

2. Dive into the research.

Collect as much knowledge as you can. Even if some of the sources don’t end up in your final reference list, they will all help develop your overall understanding of the topic.

Rodgers found that about one-third of her process was research, one-third was writing and one-third was editing. It might be surprising and a bit nerve-wracking not to write anything down for the first part of the thesis process, but that’s normal. If you start writing too soon, you might find yourself making more assumptions about what you will find, rather than writing about what you actually found.

3. Start citing sources early.

You’ll thank yourself later. Programs like Mendeley or Zotero can help with this. Make sure you know what citation style to use.

4. Break down your thesis into workable sections.

Looking at the whole thing at once can be overwhelming. What are the individual points you want to cover in your paper? Make a list and start checking them off one at a time.

5. Mentally prepare yourself for lots of editing.

Try not to take it personally when your paper gets torn apart. It just means that it’s getting better. Trust the process and be grateful for feedback.

You can do it! And all the work’s definitely worth it. Rodgers found the thesis-writing process helped her learn about her strengths and weaknesses as a researcher and what work environments are best for her. Sometimes the more challenging endeavors can be the most rewarding too.

Becky Hoag is a senior double-majoring in journalism and environmental science (with a marine focus). This is her second year writing for the SOJC Communication Office. This past summer, she worked as an intern at the  KQED science  desk in San Francisco, producing content for the new program about climate change, “ This Moment on Earth .” She is also a science writer for The Daily Emerald and the student-run environmental magazine Envision Magazine , and a web designer/researcher for marine conservation outreach organization Ocean Everblue . She wants to become an environmental/scientific journalist. You can view her work at  beckyhoag.com .

How to write an undergraduate university dissertation

Writing a dissertation is a daunting task, but these tips will help you prepare for all the common challenges students face before deadline day.

Grace McCabe

Writing a dissertation is one of the most challenging aspects of university. However, it is the chance for students to demonstrate what they have learned during their degree and to explore a topic in depth.

In this article, we look at 10 top tips for writing a successful dissertation and break down how to write each section of a dissertation in detail.

10 tips for writing an undergraduate dissertation

1. Select an engaging topic Choose a subject that aligns with your interests and allows you to showcase the skills and knowledge you have acquired through your degree.

2. Research your supervisor Undergraduate students will often be assigned a supervisor based on their research specialisms. Do some research on your supervisor and make sure that they align with your dissertation goals.

3. Understand the dissertation structure Familiarise yourself with the structure (introduction, review of existing research, methodology, findings, results and conclusion). This will vary based on your subject.

4. Write a schedule As soon as you have finalised your topic and looked over the deadline, create a rough plan of how much work you have to do and create mini-deadlines along the way to make sure don’t find yourself having to write your entire dissertation in the final few weeks.

5. Determine requirements Ensure that you know which format your dissertation should be presented in. Check the word count and the referencing style.

6. Organise references from the beginning Maintain an alphabetically arranged reference list or bibliography in the designated style as you do your reading. This will make it a lot easier to finalise your references at the end.

7. Create a detailed plan Once you have done your initial research and have an idea of the shape your dissertation will take, write a detailed essay plan outlining your research questions, SMART objectives and dissertation structure.

8. Keep a dissertation journal Track your progress, record your research and your reading, and document challenges. This will be helpful as you discuss your work with your supervisor and organise your notes.

9. Schedule regular check-ins with your supervisor Make sure you stay in touch with your supervisor throughout the process, scheduling regular meetings and keeping good notes so you can update them on your progress.

10. Employ effective proofreading techniques Ask friends and family to help you proofread your work or use different fonts to help make the text look different. This will help you check for missing sections, grammatical mistakes and typos.

What is a dissertation?

A dissertation is a long piece of academic writing or a research project that you have to write as part of your undergraduate university degree.

It’s usually a long essay in which you explore your chosen topic, present your ideas and show that you understand and can apply what you’ve learned during your studies. Informally, the terms “dissertation” and “thesis” are often used interchangeably.

How do I select a dissertation topic?

First, choose a topic that you find interesting. You will be working on your dissertation for several months, so finding a research topic that you are passionate about and that demonstrates your strength in your subject is best. You want your topic to show all the skills you have developed during your degree. It would be a bonus if you can link your work to your chosen career path, but it’s not necessary.

Second, begin by exploring relevant literature in your field, including academic journals, books and articles. This will help you identify gaps in existing knowledge and areas that may need further exploration. You may not be able to think of a truly original piece of research, but it’s always good to know what has already been written about your chosen topic.

Consider the practical aspects of your chosen topic, ensuring that it is possible within the time frame and available resources. Assess the availability of data, research materials and the overall practicality of conducting the research.

When picking a dissertation topic, you also want to try to choose something that adds new ideas or perspectives to what’s already known in your field. As you narrow your focus, remember that a more targeted approach usually leads to a dissertation that’s easier to manage and has a bigger impact. Be ready to change your plans based on feedback and new information you discover during your research.

How to work with your dissertation supervisor?

Your supervisor is there to provide guidance on your chosen topic, direct your research efforts, and offer assistance and suggestions when you have queries. It’s crucial to establish a comfortable and open line of communication with them throughout the process. Their knowledge can greatly benefit your work. Keep them informed about your progress, seek their advice, and don’t hesitate to ask questions.

1. Keep them updated Regularly tell your supervisor how your work is going and if you’re having any problems. You can do this through emails, meetings or progress reports.

2. Plan meetings Schedule regular meetings with your supervisor. These can be in person or online. These are your time to discuss your progress and ask for help.

3. Share your writing Give your supervisor parts of your writing or an outline. This helps them see what you’re thinking so they can advise you on how to develop it.

5. Ask specific questions When you need help, ask specific questions instead of general ones. This makes it easier for your supervisor to help you.

6. Listen to feedback Be open to what your supervisor says. If they suggest changes, try to make them. It makes your dissertation better and shows you can work together.

7. Talk about problems If something is hard or you’re worried, talk to your supervisor about it. They can give you advice or tell you where to find help.

8. Take charge Be responsible for your work. Let your supervisor know if your plans change, and don’t wait if you need help urgently.

Remember, talking openly with your supervisor helps you both understand each other better, improves your dissertation and ensures that you get the support you need.

How to write a successful research piece at university How to choose a topic for your dissertation Tips for writing a convincing thesis

How do I plan my dissertation?

It’s important to start with a detailed plan that will serve as your road map throughout the entire process of writing your dissertation. As Jumana Labib, a master’s student at the University of Manchester  studying digital media, culture and society, suggests: “Pace yourself – definitely don’t leave the entire thing for the last few days or weeks.”

Decide what your research question or questions will be for your chosen topic.

Break that down into smaller SMART (specific, measurable, achievable, relevant and time-bound) objectives.

Speak to your supervisor about any overlooked areas.

Create a breakdown of chapters using the structure listed below (for example, a methodology chapter).

Define objectives, key points and evidence for each chapter.

Define your research approach (qualitative, quantitative or mixed methods).

Outline your research methods and analysis techniques.

Develop a timeline with regular moments for review and feedback.

Allocate time for revision, editing and breaks.

Consider any ethical considerations related to your research.

Stay organised and add to your references and bibliography throughout the process.

Remain flexible to possible reviews or changes as you go along.

A well thought-out plan not only makes the writing process more manageable but also increases the likelihood of producing a high-quality piece of research.

How to structure a dissertation?

The structure can depend on your field of study, but this is a rough outline for science and social science dissertations:

Introduce your topic.

Complete a source or literature review.

Describe your research methodology (including the methods for gathering and filtering information, analysis techniques, materials, tools or resources used, limitations of your method, and any considerations of reliability).

Summarise your findings.

Discuss the results and what they mean.

Conclude your point and explain how your work contributes to your field.

On the other hand, humanities and arts dissertations often take the form of an extended essay. This involves constructing an argument or exploring a particular theory or analysis through the analysis of primary and secondary sources. Your essay will be structured through chapters arranged around themes or case studies.

All dissertations include a title page, an abstract and a reference list. Some may also need a table of contents at the beginning. Always check with your university department for its dissertation guidelines, and check with your supervisor as you begin to plan your structure to ensure that you have the right layout.

How long is an undergraduate dissertation?

The length of an undergraduate dissertation can vary depending on the specific guidelines provided by your university and your subject department. However, in many cases, undergraduate dissertations are typically about 8,000 to 12,000 words in length.

“Eat away at it; try to write for at least 30 minutes every day, even if it feels relatively unproductive to you in the moment,” Jumana advises.

How do I add references to my dissertation?

References are the section of your dissertation where you acknowledge the sources you have quoted or referred to in your writing. It’s a way of supporting your ideas, evidencing what research you have used and avoiding plagiarism (claiming someone else’s work as your own), and giving credit to the original authors.

Referencing typically includes in-text citations and a reference list or bibliography with full source details. Different referencing styles exist, such as Harvard, APA and MLA, each favoured in specific fields. Your university will tell you the preferred style.

Using tools and guides provided by universities can make the referencing process more manageable, but be sure they are approved by your university before using any.

How do I write a bibliography or list my references for my dissertation?

The requirement of a bibliography depends on the style of referencing you need to use. Styles such as OSCOLA or Chicago may not require a separate bibliography. In these styles, full source information is often incorporated into footnotes throughout the piece, doing away with the need for a separate bibliography section.

Typically, reference lists or bibliographies are organised alphabetically based on the author’s last name. They usually include essential details about each source, providing a quick overview for readers who want more information. Some styles ask that you include references that you didn’t use in your final piece as they were still a part of the overall research.

It is important to maintain this list as soon as you start your research. As you complete your research, you can add more sources to your bibliography to ensure that you have a comprehensive list throughout the dissertation process.

How to proofread an undergraduate dissertation?

Throughout your dissertation writing, attention to detail will be your greatest asset. The best way to avoid making mistakes is to continuously proofread and edit your work.

Proofreading is a great way to catch any missing sections, grammatical errors or typos. There are many tips to help you proofread:

Ask someone to read your piece and highlight any mistakes they find.

Change the font so you notice any mistakes.

Format your piece as you go, headings and sections will make it easier to spot any problems.

Separate editing and proofreading. Editing is your chance to rewrite sections, add more detail or change any points. Proofreading should be where you get into the final touches, really polish what you have and make sure it’s ready to be submitted.

Stick to your citation style and make sure every resource listed in your dissertation is cited in the reference list or bibliography.

How to write a conclusion for my dissertation?

Writing a dissertation conclusion is your chance to leave the reader impressed by your work.

Start by summarising your findings, highlighting your key points and the outcome of your research. Refer back to the original research question or hypotheses to provide context to your conclusion.

You can then delve into whether you achieved the goals you set at the beginning and reflect on whether your research addressed the topic as expected. Make sure you link your findings to existing literature or sources you have included throughout your work and how your own research could contribute to your field.

Be honest about any limitations or issues you faced during your research and consider any questions that went unanswered that you would consider in the future. Make sure that your conclusion is clear and concise, and sum up the overall impact and importance of your work.

Remember, keep the tone confident and authoritative, avoiding the introduction of new information. This should simply be a summary of everything you have already said throughout the dissertation.

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Identifying what an undergraduate thesis, a Masters’ thesis and a doctoral dissertation entail, and based on that, narrowing the research thesis topic

As I was leaving my office to head to the airport to fly to Mexico City for a workshop on conflicts in extractive industries, I saw the completed printout of Rafael’s dissertation sitting on my desk. Rafael is my soon-to-graduate PhD student. I felt an extreme amount of pride, while also realizing what an enormous amount of work this doctoral dissertation has entailed. Rafa did ethnographic fieldwork for two years analyzing three cases of water conflict, plus a quantitative analysis of a global dataset. I think it’s a testament to his effort that his thesis is already being referenced as a key source for the topic. But reaching the point where we could narrow his topic wasn’t easy. Most of my students have extremely ambitious goals for their undergraduate honors and graduate (Masters and PhD) thesis. Often, I worry if this is because I’m a demanding supervisor and they feel they need to do grandiose, ambitious, all-encompassing projects or because we all face a challenge trying to narrow a topic. I think it’s more the latter than the former. We all tend to want to do research that is broad in scope.

This morning, I mused on Twitter that I found my students to be over-eager and really excited about their research topics, and that they often want to “solve the world’s problems” with their theses/final papers/dissertations. You can read my Twitter thread here and the excellent responses to it.

I need to write a blog post about narrowing topics for a thesis. My experience mentoring and graduating students tells me it’s important. — Dr Raul Pacheco-Vega (@raulpacheco) July 15, 2017

Obviously, there are a few things that I want to highlight about doing a supervised research project that I think are worth remembering, in particular because my students often ask me “so, how narrow is narrow?”. This is a question that necessitates an in-depth discussion between each individual student and their advisors.

Many students come to me wanting to do broad-ranging, ambitious topics. I always tell them to be focused on a narrowly defined project. I find that it’s easier to expand the scope of a project than to narrow it. I also worry when the project is vaguely defined and unclear. There are clear differences between types of research and writing projects.

1. A doctoral dissertation In my view, a doctoral dissertation is a long-term piece of research that demonstrates competency in conducting independent, in-depth scholarly investigations where the domain knowledge is broad, and where the research contribution is original and quite clear. This is challenging for a lot of students because the “what is a contribution” question pops up. I believe you can make theoretical and empirical contributions, and PhD dissertations often have both, but they need at least one of these. One reason why the 3 papers model for a PhD thesis is so popular is because it allows the student to demonstrate competency, depth and originality in a broad range of topics. Depth and breadth of insight are usually tested through doctoral qualifying/comprehensive exams (though I’m well aware of the British model that doesn’t involve comprehensives).

For me, doing a PhD is about showing an ability to conduct competently executed, adequately deep and broad research with a contribution. — Dr Raul Pacheco-Vega (@raulpacheco) July 15, 2017

In my view, two elements are fundamental to the development of a doctoral dissertation: independence and degree of dominion of the knowledge domain. As a doctoral researcher, you should be able to conduct your research independently, even if the advisor is there to guide you. You should also have covered the literature broadly and deeply enough. At the doctoral thesis’ defence, it should be obvious that the student has now become the master at the topic.

2 key elements in PhD-level work are independence & domain knowledge. You *have* to independently become THE expert at topic & teach ME. — Dr Raul Pacheco-Vega (@raulpacheco) July 15, 2017

The SOCK test (specific, original contribution to knowledge) is a good one that should be applied to doctoral theses all around.

Our chair always pushed for a SOCK (specific, original contribution to knowledge). — Arne Wackenhut (@AWackenhut) July 15, 2017

2. A Masters’ thesis In my view, a Masters’ thesis (as its name indicates) is supposed to demonstrate mastery. We may define mastery in different ways, but I do believe you need to show that you’re competent at investigating a particular research topic and at undertaking theoretical or empirical work that moves our understanding of a phenomenon forward. For example, for me, a Masters-level thesis is an empirical examination of patterns of bottled water consumption. Or a collated and analysed set of stories about consuming bottled water and the rationales behind them (both of these are Masters’ theses of two of my students).

I get Masters’ students wanting to do PhD-level research with fewer funds and shorter time frames. You can’t do that. Narrow the topic! — Dr Raul Pacheco-Vega (@raulpacheco) July 15, 2017

The problem with Masters’ students wanting to do PhD-level kind of work (or too broad of a project) is that they are often given a shorter time frame, which often requires them to rush through courses and do their thesis under financial duress and time constraints. Thus the importance of narrowing the research topic.

It’s also important that the Masters’ student supervisor/advisor is realistic in terms of expectations and ability to achieve goals within the shortened time frame, and often within tight budgets or the risk of facing a shortage of funds.

Important conversation for those of us teaching/learning in masters level programs. Alignment of expectations, pedagogy is key. https://t.co/nUs3dC03Zg — pdkh® (@phalcon7) July 15, 2017

While it’s important that the topic is adequately covered and that the contribution is original, it doesn’t need to be a grandiose or far-ranging contribution. As Dr. Prieto indicates in her response to my tweet, an in-depth case study or an application of a theory to a different dataset could be an original contribution.

Master’s theses should make an original scholarly contribution too. Just within a narrower scope, as you say. — Laura R. Prieto (@Laura_R_Prieto) July 15, 2017

A good, narrow thesis topic is often a case study, w rich context. Again original but publishers tend to want wider scope. — Laura R. Prieto (@Laura_R_Prieto) July 15, 2017

Masters student this year… I want to examine why stock prices are volatile — brian lucey (@brianmlucey) July 15, 2017

It IS important that the topic of the Masters thesis is narrow in scope, but competently executed.

3. An undergraduate (honors) thesis.

I teach in the undergraduate program in public policy at CIDE. My undergraduate students tend to be REALLY ambitious and want to change the world, and I am grateful for that. But that’s not the goal with their undergraduate theses. For me, an undergraduate thesis can be a systematic literature review, an application of a research technique to an interesting topic, a test of a theory or an empirically-inclined paper using data that are often not available. An undergraduate thesis doesn’t necessitate an original contribution in the sense of a Masters’ or PhD- level one.

There are various reasons why undergraduate students (or even graduate ones) want to do very broad topics, resulting in thesis that are not narrow enough.

My experience has been that the bigger hurdle is emotional – “narrowing” feels like giving up on ideas that are important. — Corrine McConnaughy (@cmMcConnaughy) July 15, 2017

But as discussed above, you can do a perfectly competent undergraduate honours thesis just by doing a systematic policy analysis, a solid literature review, an interesting exploration of a known quantitative or qualitative research technique, an empirical (or descriptive) case study, etc.

4. A seminar research paper Seminar research papers tend to also be overly ambitious, as Dr. McConnaughy indicates below.

Could add the layer of seminar paper, too. You can’t write a thesis as a seminar paper! I find resistance to “narrowing” as if it is bad. No — Corrine McConnaughy (@cmMcConnaughy) July 15, 2017

What I have done in my seminar courses is create a blueprint, a template for students to do their final papers. That way, I define the scope of the project in very narrow terms, I give them the tools they need to apply and I let them do the empirical testing or the archival or secondary source searches (though some students of mine even collect primary data!)

A few other things to consider and pieces of advice to remember:

Best thesis-writing advice I got when I was in grad school was, “remember this is *not* your life’s work; it’s just your way in.” — Chester Scoville (@ChesterScoville) July 15, 2017

Students need to remember that a thesis is also an administrative exercise. Get it done and then move on to interesting work. — Adam Wellstead (@amwellstead) July 15, 2017

Narrowing the research topic should entail a conversation with your advisor. You can start reading broadly, but you should be able to pare down the topic asking a few questions such as:

• Can this study be undertaken within a reasonable (12 months/24 months) time frame?
• Do I have the necessary funding for the entire period of time that this study will require me to do work/fieldwork/laboratory experiments?
• Am I trying to do more cases than needed to prove the hypotheses I’m testing or answer the research questions I’ve posited?
• Are the research questions posited aligned with time, budgetary and resource constraints?

Again, and let me reiterate this: narrowing the topic should be a dialogue with your supervisor. You’re not alone in the process.

If you liked this blog post, you may also be interested in my Resources for Graduate Students page, and on my reading notes of books I’ve read on how to do a doctoral degree.

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By Raul Pacheco-Vega – July 15, 2017

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Thank you! I have asked 3 of my advisers, what is a dissertation, and they have not been able to give me a solid response. The best I got was, “it is journeyman’s work,” with no explanation of what that means. Of course, I thought about that statement a lot, and it simply means that the disseration is a steppingstone project of sorts. (You also state this above, and it is also important to know.) But, as you also point out, there are a variety of stepping-stone project on the path to the PhD, each with different expectations. The undergraduate thesis, a Masters’ thesis and a doctoral dissertation.

Here, in three short paragraphs (on dissertation), you have demystified the goal: to become the master of one particular topic selection. To be able to teach this going forward. And, to demonstrate mastery over the tools/processes of research/knowledge generation. This puts the research into perspective and sets out clear goals for what this project is for, and what it is that you are being evaluated on (mastery of research skills & topic knowledge, identifying and working up an original contribution). While this may seem obvious to some, to me, it was clearly not obvious. THANK YOU.

This is insightful. Thank you.

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Writing the Undergraduate Thesis

  Your thesis is not something to be put off, but something to get started on early!

Daniel has just completed his  BA History and Politics at  Magdalen College . He is a disabled student and the first in his immediate family to go to university. Daniel is a Trustee of  Potential Plus UK , a Founding Ambassador and Expert Panel Member for  Zero Gravity , a  Sutton Trust Alumni Leadership Board Member  and a History Faculty Ambassador. Before coming to university, Daniel studied at a non-selective state school, and was a participant on the  UNIQ ,  Sutton Trust , and  Social Mobility Foundation  APP Reach programmes, as well as being part of the inaugural  Opportunity Oxford  cohort. Daniel is passionate about outreach and social mobility and ensuring all students have the best opportunity to succeed.

The undergraduate thesis is most probably the longest piece of writing you will have encountered but can be the most rewarding. It gives you the opportunity to follow your passions and conduct historical research that may have never been done before, in a new field or deepening understanding in an area you had already explored. Based on my recent experience here is my advice for how to put it all together:

Choosing a topic

You should begin thinking about this in the January of your second year. Most work on your thesis begins in Trinity (summer term) of your second year, so use Hilary (spring term) to brainstorm what you want to write about. Reflect on which bits of the History degree you have really enjoyed, or any areas you wish to learn more about. Don’t just go for the most obvious topics. 20th century British political topics in some cases have very little unexplored material, so you want to choose an area where you can really add value. Make sure your topic is small enough to be able to do it well in 12,000 words, as that becomes surprisingly few words when you are putting it all together.

You may cover something where there has been some research, but find a new approach or a new angle. In my case, I used the new donations of materials on the Oxford Union’s ‘King and Country’ debate as one way my thesis would be original.

You want to think about the sources you would potentially need to consult, and where they may be stored – no point choosing a topic if the archives are in a language you don’t understand or they are inaccessible. You need to think about logistics and ensure there will be enough material to write about. Not enough primary material can really hold writing back. You don’t need to travel across the world (though it can be very cool) to put it together. There are plenty of subjects that haven’t been explored that could be answered by archives within the University of Oxford. That’s another way to bring value from your thesis; focus on a well-known topic, but in a local context where it may not have been researched.

If you are struggling to choose a topic, don’t worry as there are lectures and sessions to support you throughout the thesis process from the Faculty of History and your college tutor. Not every idea works first time either, so do leave yourself enough time to explore the primary material available.

Introductory reading and your supervisor

At this point it is worth seeing what secondary material is available so you can begin to get a clear idea of what you are writing about. The History Faculty Canvas page is a good place to start. Use reading lists from other papers to put together an introductory reading list for your thesis. You could also attend relevant lectures if you start early enough to gain an understanding of the key ideas in each area.

Don’t worry if you aren’t sure how you want to move forward, your thesis supervisor is there to support with this. They are a tutor who has some experience in the area you are writing about; they have subject specialist knowledge which will be invaluable in driving your thesis forward.

Throughout your thesis writing process you can access up to 5 hours of support (inclusive of time spent responding to email questions as well as meetings), so don’t use all your time up at the start. Leave time for feedback on your thesis draft (I would recommend saving around three hours for this). Talk about your ideas and where you are stuck, and they will be able to suggest relevant reading or sources of primary material.

Ideally confirm your topic and supervisor by the end of Trinity (summer term) of your second year. You can meet before the summer to set out what work you are going to do over the long vacation.

Primary source work

The vast majority of this should be completed over the summer, given you only get Hilary (spring) term of your third year to write up. You are likely to need to spend around 2 weeks conducting primary research, looking at archives or conducting interviews depending on what you are studying. You want to make good notes while doing this and make sure to note down all reference codes for the material you access in the archive. Anything quoted in your thesis will need to be referenced (including page numbers), so note these early to save having to do so again. This is particularly important for sources located a long way away.

You will require ethical approval from your supervisor before you undertake any interviews. This process can take some time, so make sure you submit the request early as you don’t want your thesis timeline to be derailed by this review. Also consider how you will reach those you want to interview; are they likely to want to be involved? What is the best medium to engage with them (online or in-person)? What are the strengths and limitations of such an approach?

While conducting primary source analysis, think back to the question you initially discussed with your supervisor and consider if your enquiry is developing differently. You may find your focus in archival research is slightly different to what you outlined initially. That is fine as long as you can complete a good piece of writing on it.

As you go, begin thinking about the two to three chapters you may break your work into. Also reflect – is there enough material to write about? You don’t want to be going into third year with too much primary source analysis left to do. Keep thinking what you want to cover in your thesis and identify gaps early so you can continue to develop your enquiry.

You will need to submit a short proposal in Michaelmas (autumn term) of your third year. This is signed off by the exam board, to certify your thesis is a viable proposal. By now you should know if there is enough material to cover the topic you want. You can make changes after the submission, but I think it’s a good deadline to see if you are on track. It doesn’t need to be too detailed; suggest a title, list the sources you are consulting and what you are hoping to investigate. Your supervisor or tutors in college can give feedback on this.

Secondary reading

You will already have done some secondary reading as part of choosing a topic, and through your initial meetings with your supervisor. While conducting primary source analysis over the long vacation, it is also advantageous to do some more secondary reading. Secondary reading helps to put sources in context and allows you to see where your work fits in to the wider historical debate. Your thesis may be responding to an author or building upon their work. If possible, you could even reach out to them to get their advice or suggestions for unexplored avenues of enquiry.

It is worth flagging you are unlikely to have any time during Michaelmas (autumn term) to work on your thesis. The earliest you are likely to get back to your thesis is at some point during the Christmas vacation or the 1st week of Hilary (spring term).

You must submit your thesis by midday on Friday of 8th week of Hilary. As you can see the timelines are tight. It is therefore worth finishing any primary source analysis as a priority at the start of term, before devoting a few more weeks to secondary reading. During this time, keep checking in with your supervisor to stay on track.

How long you spend on secondary reading should be determined by how long you think you need for writing; my advice is learn from the Extended Essay that you completed in Michaelmas (autumn term) to know your timings. If it took much longer to write than planned, this needs to be factored into your timings. You don’t want to spend all your time reading if writing is the most challenging aspect. You can also read while writing, as the writing process can expose gaps. So give yourself more time to write than you think you need, and prioritise your reading by where you think you need more knowledge.

You should have a detailed plan for your thesis, breaking it down into two to three chapters and what you want to cover in each chapter. With a long piece of writing, it is easy for the quality to drop in the middle as you lose steam so be aware of this. You want to be selective as you only have 12000 words and referencing counts within that limit. Just like any piece of academic writing, it needs an argument so make sure you have a clear train of thought throughout.

I would advise you start writing by the beginning of fourth week. You ideally want to submit your thesis to your supervisor by the end of fifth week to give time for review. It is likely to take your supervisor a minimum of a week to review your thesis (they may be supervising multiple students), so check when they need it by to ensure you have ample time to make the necessary improvements.

When writing, you may want to write a sketch version first where you write all of your thoughts before adding the detail with references. Make sure your referencing format is consistent and make the work as good as possible so your supervisor’s feedback can be focused on how to get your thesis to the next level rather than simple mistakes. For things like spelling and grammar it is down to you to ensure your thesis is readable.

While it can be tempting to leave writing until the last possible second, you will get your best work by working consistently over a week or two with clear goals. You don’t want to be in the library every waking hour, as this will come through in the quality of what is written.

When working with a supervisor, it is all about communication. If you do find issues while writing your thesis, you can always meet your supervisor to get some steer. Some supervisors like to review it chapter by chapter, so establish how you want to work at the start of Hilary (spring term) and stick to it.

Proofreading and re-drafting

When you receive your supervisor’s feedback, it can be useful to schedule sessions with them to run through it on a granular level. Some supervisors will go through chapter by chapter, others will be steered by your questions.

You will hopefully have at least one or two weeks to make the necessary edits, which could be as drastic as restructuring an entire chapter. It is worth rewriting with time to spare, so you can proofread it to ensure the thesis reads clearly. Do follow the University regulations if you would like others to review your thesis.

The final step is sending it in before the deadline – some students submit up to a week in advance if they are happy with it, where others (like myself) give it a final read on the morning of submission. Make sure to back up on a cloud-based platform so if there are any technical issues you can obtain a recent version.

Writing a thesis can be an enjoyable process, where you get a lot of freedom to work at your own pace on a topic you are interested in. My main piece of advice is don’t let that freedom get you off track, as there is little time to catch up if you do fall behind (particularly during Hilary term). Your thesis is not something to be put off but something to get started on early!

My undergraduate thesis will be published on the Oxford Union Library and Archives website in due course, and a physical copy can also be found within the Oxford Union Library.

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How important is an undergrad thesis?

By seaofghosts April 7, 2013 in History

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seaofghosts

The title says it all, really. But some background:

I've been in school forever because of work and experimentation. I want to get a PhD in history, and I was intending to do an undergraduate thesis in preparation for grad school. (And because I just wanted to.) But now it looks like I'm not able to do a thesis -- not because of bad grades or anything negative, I just don't have room in my degree for the necessary honors courses without going semesters over. And that costs money, obviously.

So how important is an undergrad thesis? I know it definitely depends on the school, but do most students who get into top programs complete one? I'm not aiming for Harvard or anything, but I do want to have choices. I should have solid applications otherwise. I'm probably making a bigger deal of it than I should be, but I just found out today that I can't do a thesis and it kinda disappointed me. 

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I don't think it matters that much to be honest. I think having a top-notch writing sample is important, but it need not come from a thesis course.

If you are really bent on a similar experience, try a directed research course from a trusted professor that will let you take an in-depth look at a topic from the undergrad level. Same results, without tons of boring honors courses that probably have nothing to do with your topic anyway.

I know some undergrads who don't write a thesis but still get into top doctoral programs. Writing a thesis is definitely great experience to have before you get into grad school not just because it looks good on the CV or it helps to pull it out for your sample paper but because you will have to write a thesis in graduate school whether it's your MA thesis or doctoral dissertation. Working on an original research project such as a year-long thesis helps you understand what graduate work entails. It's not about writing 7-10 page papers following your professor's prompts anymore. You find what you're interested in and you build on it until you find something worth saying about it. And since undergrads don't usually have a chance to create original research, they tend to struggle a little when starting graduate work.

So in short, writing a thesis is definitely helpful for the experience. It looks good to be able to mention it just like being able to mention a publication or an opportunity to study abroad. If you can't manage writing a thesis as an undergrad, no sweat. Find something else that makes you unique and shows you're ready for grad school and focus on that in your application.

• History Time

I agree with everyone who posted above. Yes, thesis writing is helpful for experience, but otherwise, not essential.

Here's why:

For those who are applying to MA or PhD programs straight out of undergrad (in my experience, about half of the people), they're applying in the fall or winter of their senior year. For many, many people this means they haven't written or polished their thesis enough for use as a writing sample.

Then, there's some programs in undergrad that don't write their thesis until second semester (I'm one of those). And then there's some that don't even HAVE a thesis option for undergrad. So, yes, it's great for experience but it's just that. Experience.

The experience is very, very helpful.  You learn what it takes to write an original 30+ page research paper based on primary sources, not secondary.

Your writing sample needs to be just that- a demonstration of your capabilities as a future historian to be able to collect, interpret, and analyze various sources and reconstruct historical accounts with a methodological approach.  If you have a seminar paper like that, then great!  Use it!  

If you don't want to take honors courses to be able to qualify for a thesis-writing course, ask a trusted prof for an independent study/research course.  I'm sure s/he will be delighted at the opportunity to teach the historian's craft in a serious, intimate manner.

• ashiepoo72 , Wicked_Problem and Katzenmusik

playingivory

I agree with the rest about the experience being extremely helpful for understanding grad work (and for me, it also helped me really develop the research bug, and I now have a generally good idea at how to approach my potential project when I write my SOP)... however, if you have a strong enough writing sample, I don't necessarily think you HAVE to do one. TMP has a good suggestion for an independent study (I've done two myself and you can really make the experience what you need it to be, especially given the right adviser).

---------------

^ that line marks my end of one discussion and launch into a new one, given a question I've been asking some younger professors in my department.

I think if you had time, it would be a good experience for you, but I don't think it would effect your chances of getting into grad school in the slightest.  In my case, I did not even use my thesis as a writing it sample.  In most cases, the thesis is too long for a writing sample and cutting it up can be unwieldy unless you have an obvious chapter that stands alone well.  As an alternative project (on your time or in a seminar), you should work on improving the research of a 15-20 page research paper that is actually the appropriate length for applications.  This would be equally if not more valuable to your grad school applications.

As others have mentioned, I would jump at the chance to some sort of shorter but comparable research project, if possible. Even if it's for yourself -- you're going to have to do this level of work (or higher) for the rest of your schooling -- nay, the rest of your career, so it's good to get a sense of how you go about it. Hey, you might really hate it, or at the least, it's good prep. My thesis (which I spoke about in my SOP, as evidence of my ability to do research, but did not use as a writing sample) took a LOT out of me. It was really, really hard. But I learnt so much about what I wouldn't do next time, and I think -- oh yes, I've already made it through writing 80 polished pages that required a huge amount of time parsing through original sources, I can do aaaanythingggg! Ok. Not anything. But I realize I can do the work of a historian.

I think -- oh yes, I've already made it through writing 80 polished pages that required a huge amount of time parsing through original sources, I can do aaaanythingggg! Ok. Not anything. But I realize I can do the work of a historian.

soleprovider14

Like others have said, I'm not sure it is necessary to gain admission into a PhD/MA program. Depending on what the senior thesis (undergrad thesis) process is like at your undergrad, I would recommend you jump on the opportunity to do one. I ended up doing a senior thesis rather than the usual capstone course (which involves a 30 page research paper) that spanned my senior year and ended up being around 120 pages. I can't stress enough how important this experience was, and how much it helped me transition to my MA and write a thesis.

Since my undergrad thesis process was basically the same as an MA thesis (year-long work with an adviser on a topic of my choice, with extensive historiography and primary source research) I was very well prepared, and not as overwhelmed as some of my peers when it came to the MA thesis process. If your undergrad offers such a thesis process I would definitely recommend it.  Also, if you are planning on writing your undergrad thesis on a similar topic to what you plan to study in grad school, you will undoubtedly benefit from having a good background in the historiography and research of your field/specialty. 

CrazyCatLady80

My department has actually gotten rid of the masters thesis. The main reason has to do with union issues, but the other is that they are basically useless. Students spend massive amounts of time and energy and they end up collecting dust on the bookshelves. Plus, to be honest, as a student at a large public second-rate university, the work from most graduate students is hardly groundbreaking (except for those that are on the PhD track). Instead, they replaced it with the "culminating experience" (I know....the name cracks me up), which is the revision of a research paper they completed in a previous class. In the end, the goal is to have 25-page, publication quality paper.

At first, I HATED the idea. In fact, I had a huge panic attack, convinced that a PhD program won't accept me. However, I realized that this wasn't the case and was actually a very good thing, because I wouldn't have to turn a 100-page thesis into a 25-page writing sample. Plus, if I really wanted to do a thesis, I still have the option, because of the date that I entered the program. They are offering the option the first time this semester and I am hearing mixed things about it. A lot of the students are complaining about the amount of work involved, but I think that has to do with the quality of our grad students than the new program. 

• 2 weeks later...

Thanks everyone! I'll try to do an independent study class so that I can possibly use it as my writing sample. 

• 7 years later...

On 4/6/2013 at 8:19 PM, seaofghosts said: So how important is an undergrad thesis?

IME, it was very important. I had a solid writing sample to submit with my applications and I did not have the crisis of confidence that many aspiring graduate students on this BB seem to experience season after season. The thesis allowed me to have enough self limit the number of programs to which I applied (two) and to not stress endlessly about getting an offer of admission. The qualifiers here is that I did a five year plan as an undergraduate so my UG thesis was completed and polished going into my application season.

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Department of African and African American Studies

Each year a small number of academically outstanding students choose to undertake honors work in African and African-American Studies. Candidates build upon the knowledge learned and skills developed in their previous coursework crafting their own analytical perspectives and interpretations of knowledge.

This experience can be richly rewarding. It provides students an opportunity to work closely with a faculty advisor, think critically and deeply about a significant intellectual problem of their own selection and grow as a researcher, analyst, writer and critical thinker. However, writing a successful honors thesis requires planning, hard work and dedication.

Each year seniors must decide whether to write a senior thesis. It is, of course, a major undertaking and a significant investment of time and energy that culminates in a major piece of writing (typically 60-80 pages). It is well-suited for highly motivated and self-starting students.

Here are some reasons why students consider doing a senior thesis:

• It provides an essential experience for those planning to do graduate work, especially in AAAS. It helps them to discover how scholars conduct research and transform that raw information into a coherent story and analysis.
• You can explore, in great depth, a subject of great interest to you but only tangentially (if at all) broached in the general curriculum.
• If your research requires the use of non-English sources, you can improve your foreign language reading skills to the level expected in graduate work.
• The thesis is a major writing experience: With the help of your advisor, you will learn how to structure a large piece of writing and, in the process of writing, have an opportunity to refine your style and to internalize the conventions and mechanics of academic prose.
• You can graduate, depending on your success in the thesis, with honors, high honors, or highest honors in African and African American Studies, which will be acknowledged at Commencement.

Students who intend to write an honors thesis should seek out a thesis advisor (a AAAS faculty member in the specialty of interest to you) and apply during the spring semester of their junior year. Those accepted to the honors program are strongly advised to complete a part of their research during the summer before their senior year. Doing so increases the time that can be devoted to writing during the academic year and makes the whole process less stressful and more rewarding.

Travel and Funding

Candidates who need to travel to conduct their research should investigate funding options as soon as possible.

The Office of the Dean of Arts and Sciences (DAS) offers limited funds (up to $150) to seniors writing senior theses.

Library Support

The Brandeis Library has created a guide to help you along the path to completion, including how to construct a thesis, a list of suggested research databases, how to use InterLibrary Loan, simplifying citations with RefWorks, helpful advice and tips to keep you unstuck, uploading to the archives and publishing choices.

Eligibility

To be eligible for honors in AAAS, students must have a GPA of 3.5 or higher in courses applied to the major. Exceptions will be made only under exceptional circumstances. They must also have completed six courses of the nine that are required for all majors to graduate.

Note : Students with a 3.8 grade point average can graduate with summa cum lLaude only if they have received departmental honors, i.e., an accepted senior honors thesis.

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Undergraduate Senior Thesis- Worth it?

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I wanted to ask about senior theses on the undergraduate level.

On an intellectual/personal level, I am kind of torn. I have a difficult courseload next year for my major (Math/ Econ ) but I do think writing a thesis could be a pretty cool experience overall. I guess what could help sway my decision is its influence on a resume/prestige.

I have a good summer internship lined up (I am a rising senior) and wanted to know if writing a thesis would help with b-school opportunities or just generally making my resume look better. And if so, to what extent (as compared to work experience, GPA, GMAT, etc.)

I go to a top LAC (not a target), and have a GPA a little above a 3.5 (which I fully expect to rise after this semester). I also would like to be silly and enjoy my senior year to some degree which I feel like the combo of my schedule and thesis would not allow for.

I'm a current senior and the only thing I am still working on right now is my thesis and I really regret it. At my school you need a thesis to graduate with honors which is why I'm doing one (in math). I know that in my recruiting experience the thesis did not change anything at all. I have a strong resume (above 3.8 gpa) besides the thesis though. In contrast, a friend of mine with a lower gpa who is going into energy-focused consulting got a tremendous boost in his interviews by talking about his thesis (business major thesis on exxon).

I'm interested in hearing what others have to say about this, also how much does Summa/Magna Cum Laude help? But if I could go back to a year ago and not do a thesis I would in a heartbeat. I've totally lost interest in it and wish I had the time for other things. IMO if you're going to legitimately enjoy a thesis do it but don't do it just for a resume boost (unless you're thinking grad school down the line, not an MBA). Again, I'm just a year from where you are now so take it with a grain of salt. Also, I hate LaTex now.

No one gives a shit unless you get some reward or something. No one cares if you summa or 3.8. It's just a GPA , get some work experience instead.

Unless there's a chance that you want to get a PhD in the future, don't do it. B-schools certainly don't care, nor will companies care. The only thing it'll do is to make your senior spring miserable. I certainly would not be writing one if I didn't have to.

Seems like a lot of jumping through hoops. If you already go to a LAC, you probably know how to crank out some good essays. Unless you want to get a non-professional masters degree or a doctorate, it's a waste of time. Those skills you develop won't be useful at all in finance.

Undergrad Senior Honors Thesis? ( Originally Posted: 12/20/2010 )

I am currently a Senior at a top 10 undergraduate university, and starting next year will be working as an analyst at a BB . I will probably either a.) work for 2 years then try to go to B-school, b.) work for 2 years followed by a few years in another industry (PE, etc.) then try to go to business school, or c.) just not end up going to business school at all. I have pretty a good GPA (approx. 3.7 - probably Cum Laude) and have not yet taken the GMAT (I'm taking it in April) but I did comparatively well on the SAT etc. so hopefully if I study enough I will score well.

I have a very specific question - I am considering writing a senior honors thesis, which would allow me to graduate with distinction (same thing as honors) in Economics . I am wondering if the benefits outweigh the costs as far as B-school admissions are concerned.

It would certainly mean a great deal of added stress and work (especially considering I already have a job) which I would prefer to avoid. However, if business schools view this kind of thing as a possible "difference-maker" in choosing candidates, I would certainly consider putting in the time. Do you think that top business schools will see a senior thesis as extra proof that I am hard-working and intellectually motivated, or will it really not make much of a difference in 2-5 years from now? Other than the the recognition of receiving "distinction" I don't think I would get a whole lot of personal satisfaction out of the process, so MBA admissions' view of senior theses in general is a critical factor in my decision. Any comments are welcome.

double-check to see if writing a senior thesis has any bearing on the latin honors you receive. It looks like you may pushing on magna but then again this stuff is very school specific and honestly I have no idea how big a deal it is long-term

It does not - Latin honors are totally GPA-based (I am close to Magna, but not sure if I will get it). Honors theses are awarded distinction in the major.

If you have Magna then I wouldn't worry about it. On the other hand, if you don't think you'll make it, then I would strongly consider doing the thesis

Relevant undergrad thesis...useful for recruiting? ( Originally Posted: 04/08/2013 )

I'm currently an undergrad at a top UK uni, interning at GS / MS / JPM in IBD this summer. Long term I'm interested in joining a long/short fund, especially a special situations focused fund.

I have the opportunity to do an "undergraduate thesis" (10,000 words) next year, in a subject of my choice, in place of one of my finals papers. I wondered whether, were I to do a thesis with respect to the drivers of outperformance in special situations, this would be valuable for recruiting. I'm interested for the purposes of my own investments, and because I find it an interesting topic, but a good thesis takes a hell of a lot of work so I'm interested to hear whether it would also help with recruiting--otherwise I might be able to spend my time more valuably elsewhere. A review of the relevant literature suggests there's not really any agreement over the important factors and no one (at least no one who has published) has really attempted to survey the evidence.

I'm no expert. But if you are actually interested in special situations, isn't getting the opportunity to write a thesis on it like a chance to hash out your strategies for academic credit? Your prof will be able to question and challenge your theories and assumptions.

It's definitely a valuable opportunity to evaluate my own investment strategy . But keeping in mind a thesis will take significantly longer overall than learning for an exam, what I am trying to determine is whether it is more valuable overall than the other things I could spend that additional time doing.

Right now my impression is that it would be worthwhile, as it would enable me to have a far more well-grounded rationale for my investment theses, which would help both in my personal investments and, I'd presume, in hf interviews when they come around. Just wondered if any of the HF guys around here could comment on how they'd look on this in an applicant.

Edit: To be specific, the thesis topic I'm interested in pursuing is looking at what the drivers of spin-off outperformance are. There are a lot of stats out there on the outperformance of the market index by spin-offs, and there are a few papers suggesting possible reasons for this, but none have compared different possible reasons and run the regressions to determine which appear to be most important.

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Is Undergraduate Research Worth It?

Employers say yes.

Did you know that 41% of US employers are “ much more likely ” to hire someone with research undergraduate experience? Of that 41%, a higher percentage of younger employers valued research experiences more than previous generations. In other words, tomorrow’s leaders care about undergraduate research. Getting involved will not only make you more employable but will also prepare you for your future career.

What is Undergraduate Research?

Research is investigating a question that adds new understanding to a field of study in a systematic way. Experts or university faculty who have knowledge in a certain discipline usually conduct research. Undergraduate research is simply when undergraduates join an ongoing research project or suggest new questions to study.

Not all undergraduate research happens in traditional labs. For example, Katelyn Kosten ’s physics research used telescopes, historical data and a tool she built to measure planets. Similarly, Berry’s environmental science students frequently participate in undergraduate research connected to the waterways and systems in local areas.

In another unique research experience, Brooke Hansbrough ’23 analyzed Georgia Governor Brian Kemp’s temporary state gas tax halt during a pipeline hack. She investigated whether it resulted in lower prices for consumers. Whatever your passion, there are undergraduate research opportunities that apply to your career.

Why is it valuable?

Some students think research sounds interesting but aren’t sure how it will be valuable to their employment. In response, several professors explain the impact of research on student careers.

Personal Skills

Professor of Biology Bruce Conn describes students pursuing medical school and other non-research-based professions and explains important benefits:

“No matter what your future career will be, you will use the problem-solving, creativity and teamwork that you learn in undergraduate research. College is about academic skills, but it’s about learning to work in a team and get along with others. If you’re dealing with a complex problem, you can’t manage the workload alone.”

“You also need other people’s creativity,” continues Conn. “They will come to the same problem with a different set of eyes and experiences. Working together with a mentor helps you value those diverse perspectives. The best new discoveries come from new approaches. Research teaches you the value of listening and blending your goals with others.”

Professional Skills

Associate Professor of Environmental Science and Studies Zachary Taylor adds: “Being involved in new discoveries is a powerful experience. Students are part of learning something for the first time ever, which is exciting. They take ownership and become real experts in a field.”

Associate Professor of Environmental Studies & Anthropology Brian Campbell explains research pushes students to develop other skill sets as well

“The work we do on campus is not meant to stay here,” says Campbell. “Students become experts so they can make a difference while gaining leadership skills. When they leave Berry, they know how to plan for, speak to and manage a public group. They are strategic responsibility delegators. My job is coaching them to be community leaders and helping them build confidence.”

Building Blocks for a Future

In summary, students gain more from research than just honing lab skills. The American Association of Colleges and Universities’ most recent research on what matters to employers found they hire graduates who have:

• Critical thinking skills
• Ability to work effectively in teams
• Application of knowledge/skills in real-world settings
• Digital literacy
• Ability to demonstrate complex problem-solving skills
• Ethical judgment and reasoning
• Ability to communicate through writing
• Ability to locate, evaluate and use information in decision-making
• Creative thinking
• Ability to communicate/work with people from different cultural backgrounds
• Ability to communicate through speaking/presentation skills
• Ability to work with numbers and statistics
• Ability to integrate ideas/information across settings and contexts
• Civic skills/civic engagement

The good news? There is not a skill listed that students do not use when engaged in undergraduate research.

Don't Miss Out

As graduates navigate an increasingly complex job market, employers value research projects because they see the benefits. By getting involved, students both enhance their employability and lay the foundation for a fulfilling career. Don’t miss out on an undergraduate research experience that will equip you with the skills and perspective you need for the future.

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Mossavar-rahmani center announces 2024 dunlop undergraduate thesis prize winner.

Aden Barton.

Courtesy Aden Barton

The Mossavar-Rahmani Center for Business and Government (M-RCBG) at Harvard’s Kennedy School of Government announced Aden Barton as the 2024 winner of the John T. Dunlop Undergraduate Thesis Prize in Business and Government.

Barton won for his thesis, “The Causal Effect of Welfare Retrenchment: Evidence from Medicaid and SNAP.” He is graduating from Harvard College this week with an A.B. in economics.

The John T. Dunlop Thesis Prize in Business and Government is awarded to graduating seniors who write the best thesis on a challenging public policy issue at the interface of business and government. The prize carries a $2,000 award.

This year’s winning thesis by Barton examines the ongoing Medicaid Unwinding, in which millions have been removed from public insurance based on a state’s caseload prioritization. He finds that disenrollment increases the likelihood of being on private insurance and of being uninsured, and reduces the likelihood of enrollees and disenrollees working in the last week by about 5 percentage points, as individuals likely reduced their labor supply to maintain eligibility. His findings also indicate an increased household financial strain, most conclusively by greatly raising the likelihood individuals delay medical treatment.

In explaining why the center chose to award the John Dunlop Prize to Barton, John A. Haigh, co-director of M-RCBG, said that “Aden’s thesis was impressive in its conception and execution. It represents the type of excellent analysis and policy recommendations at the intersection of business and government that we value so highly here at the center.”

John T. Dunlop, the Lamont University Professor Emeritus, was a widely respected labor economist who served as dean of the Faculty of Arts and Sciences from 1969 to 1973. An adviser to many U.S. presidents, beginning with Franklin D. Roosevelt, Dunlop was secretary of labor under Gerald Ford, serving from March 1975 to January 1976. In addition to serving as secretary of labor, Dunlop held many other government posts, including: director of the Cost of Living Council, (1973-74), chairman of the Construction Industry Stabilization Committee (1993-95), chair of the Massachusetts Joint Labor-Management Committee for Municipal Police and Firefighters (1977-2003) and Chair of the Commission on Migratory Farm Labor (1984-2003). Dunlop served as the second director of the Center for Business and Government from 1987 to1991. The Center, renamed in 2005 as the Mossavar-Rahmani Center for Business and Government, focuses on policy issues at the intersection of business and government. Dunlop died in 2003.

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Afiya conducts an impressive and original historical and ethnographic study of Bengali Muslim and Black communities in London and New York. She reflects on the ways in which the Bangladeshi diaspora aligned its protest against police violence with that of Black communities in the aftermath of the murder of 20-year-old Syed Arif Faisal by police in Cambridge, MA in January 2023. Afiya explores how historical tensions within Bangladeshi identity intersect with the socioeconomic and racial landscape of Western nations, how transnational connections and the geographies of empire factor into that identity, and how these configurations lead to political consciousness and mobilization.

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Physics undergraduate wins poster award at statewide conference

Monday, May 20, 2024 • Greg Pederson :

An undergraduate student in physics at The University of Texas at Arlington recently earned an award for her research in antimatter containment at a statewide conference.

Marharyta Baravok received the best STEM poster presentation award at the Lamar Undergraduate Research EXPO 2024, held April 18-19 at Lamar University in Beaumont. The event serves as a platform for showcasing the research of undergraduate scholars from diverse academic disciplines and draws students from around Texas.

“My poster received much attention from the judges and Dr. Cristian Bahrim, the main organizer of the event,” Baravok said. “Therefore, I had anticipated that I might receive an award, but nonetheless was very excited and grateful to have our work recognized.”

Baravok conducts undergraduate research in the lab of Ali Koymen, UTA professor of physics. Koymen’s group studies condensed matter physics, a field which explores the macroscopic and microscopic properties of matter. Baravok’s award-winning poster is titled “Antimatter Containment Chamber: Measurements and Technology.”

“This award is important for Marharyta because it shows her that she is good in research, and hopefully she will go on and continue doing research in graduate school and get her Ph.D.,” Koymen said.

The project focuses on diamagnetic levitation as a means to achieve antimatter containment. Antimatter is the same as ordinary matter, but it has the opposite electric charge. Antimatter is rare in the universe, but it has been produced in small quantities using ultra-high-speed collisions at huge particle accelerators such as the Large Hadron Collider at CERN, located outside Geneva.

When matter and antimatter meet they eliminate, or annihilate, each other, releasing energy. Because antimatter annihilates in a flash of energy when it interacts with regular matter, storing it presents a challenge. Despite its current practical unsustainability, antimatter is of interest for its potential propulsion and energy applications. Engineers think that antimatter-powered spacecraft might be an efficient way to explore the universe.

Diamagnetic materials are those which contain no unpaired electrons and are not attracted to a magnetic field. Forces created by diamagnetism are very weak, but in certain arranged situations, the influence of diamagnetic materials can create startling effects, such as levitation.

Baravok’s project is based on previous research by Koymen and James Rejcek, UTA alumnus and former UTA adjunct professor of physics. They, along with professor of physics Alex Weiss and professor emeritus John Fry, published a paper in the November 2003 edition of Radiation Physics and Chemistry which examined the current approaches to antimatter containment and discussed possible alternatives, in particular a solid-state containment system.

Baravok and her colleagues studied diamagnetic levitation to examine its suitability for antimatter containment. They used particles of graphite particles —a highly diamagnetic material— in a lab setting to test different configurations of magnetic traps.

The team found that the concept is functional but scaling it for practical applications is problematic. They hope to build a chamber which will meet the scaling requirements and provide stability.

“Marharyta is very motivated and interested in learning new physics through doing research,” Koymen said. “She has a real aptitude in experimental physics. She finds practical solutions to the problems we are facing in the lab. Also, she is very good with her hands and can build experimental platforms with ease.”

Kellen Middleton, a UTA physics undergraduate who collaborated on the project with Baravok, also attended the Lamar EXPO and gave an oral presentation about the theoretical aspects of the project.

Baravok started at UTA as an aerospace engineer major but during her freshman year, she took a first-year physics class from Barry Spurlock, associate professor of instruction. The course spurred an interest in physics for her, and Spurlock told her about the research opportunities available in the department. Baravok soon decided to add physics as a second major.

“So far, I've been happy and fascinated with both of the majors and feel it’s quite a fortunate combination,” she said. “The knowledge from one supplements the other.”

The UTA College of Science, a Carnegie R1 research institution, is preparing the next generation of leaders in science through innovative education and hands-on research and offers programs in Biology, Chemistry & Biochemistry, Data Science, Earth & Environmental Sciences, Health Professions, Mathematics, Physics and Psychology. To support educational and research efforts visit the  giving page , or if you're a prospective student interested in beginning your #MaverickScience journey visit our  future students page .

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