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What you should know before you write your masters thesis

The assessment process at the end of a masters degree varies considerably according to the course. Examinations are required at the end of some taught degrees, while others set assessed essays and exercises throughout the course. Many masters require that you complete a masters thesis – an extended piece of writing, normally on an independent research project or a question set by the department – as the final piece of assessed work you hand in at the end of your course.  

Getting your masters thesis right is crucial to making the most out of your masters. So here are a couple of things to remember, before you sit down and begin writing.

What your masters thesis is for

The central purpose of a thesis is to assess your calibre as a student, and the degree to which you’ve taken on board the guidance provided by the course. This much is obvious. But it’s important to unpack this a little bit, to be consciously aware of what’s actually being asked of you.

Your examiners will want to see evidence that you’ve taken on board the core material that’s taught by the course, and have an excellent grasp of the discipline you’re studying as a result. If you’re doing a research masters, this means they’ll need to see a well-written and comprehensive methodology section, if you’re doing a taught degree, the literature review should build upon material that you’ve covered during the year. It’s also fundamental that your argument is well-structured, balanced, yet convincing; it’s no good talking around your central conclusion without hammering it home, but neither should you leave obvious objections to what you’re saying unaddressed. Beyond these basic considerations, what you need to show is originality and flare – arguing well against the received wisdom within the discipline, or bringing new data to bear on an old debate are great ways of doing this.

Ultimately, your primary guide as to what to aim for should be the mark scheme used by your department – this will be available from the departmental office.

Choosing a good question

One of the most important choices you will make is choosing a question to answer for your thesis. This might be one of a list of questions provided by your department, or you might be able to devise a question for yourself. Your supervisor or tutor will be able to advise you on this – but some important questions to consider:

• Don’t make your question too broad or ambitious; or if you do, be sure to home in on a specific aspect of the problem in the introduction.
• Choose a question about which you are passionate; you will be doing a lot of work towards answering it, so you’ll need that passion to drive you on.
• Choose a topic that relates to your future career aspirations – if you want to work in academia, choose something that’s current within your discipline; if you want to work for industry, choose an applied topic.

The assessment process

Once you’ve submitted your masters thesis, it will be marked internally, and you then may have an internal viva voce exam with a member of the department. Your performance during a viva voce won’t usually reduce your grade, though it can increase it – you can respond to particular objections your examiners may have raised, or address flaws they have detected in your argument. Your thesis will then be graded – this is normally in terms of a Pass, High Pass, or Distinction. 

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The Thesis Process

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

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

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

1. Meet with Your Research Advisor

Upon admission to the program, set up an introductory meeting with your Research Advisor to discuss potential thesis topics as well as course selections that can support your thesis path. 

When you have completed between 24 and 32 credits, you work more intensively with your assigned Research Advisor to determine a specific thesis topic.

Log in to MyDCE , then ALB/ALM Community to schedule an appointment with your assigned Research Advisor via the Degree Candidate Portal.

Failure to work with your Research Advisor initially and then more intensively may result in your Crafting the Thesis Proposal (CTP) Application not being approved (see below) and/or the selection of a different thesis topic.  

Thesis Topic Selection Guidelines

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

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

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

While it is natural to follow your interests in selecting a thesis topic, it is important to avoid choosing a topic where your own passions might produce insurmountable biases and assumptions. A thesis is not a piece of advocacy work where you are out to prove something that you already believe. Thesis projects must take a fair and balanced stance by bringing in differing points of view from respected scholars in the field. 

2. Prepare Your Crafting the Thesis Proposal Application

Once you and your Research Advisor have confirmed your thesis topic, the next step in the process is to prepare and submit the CTP Application in order to gain registration approval for the Crafting the Thesis Proposal (CTP) tutorial or course.

The CTP Application process confirms that you have done enough prior reading and thinking about your thesis topic to generate a pertinent and answerable research question. Pre-CTP preparation is critical as it helps to ensure that you will benefit from and succeed in the CTP.

Application Approvals and Denials. Your Research Advisor will provide feedback on your CTP Application.  If your application is not approved after 3 submissions, your Research Advisor cannot approve your CTP registration. 

If not approved, you’ll need to take additional time for further revisions and submit a new CTP Application during the next CTP submission cycle (if your five-year degree completion date allows).

Application Eligibility Requirements. To be eligible to submit a CTP Application, you need to (1) be in good standing and (2) have completed a minimum of 32 degree-applicable credits, including the research methods/statistics and Engaging in Scholarly Conversation requirement, if required for your field.

Advising Note for Psychology Candidates View More

Students in psychology sometimes face difficulty securing necessary IRB approvals for certain projects. For this reason, Research Advisors will not approve proposals that raise significant concerns about feasibility. Such concerns include cases where projects would require the researcher to possess a level of expertise or experience exceeding documented capabilities, as well as instances where the researcher is unlikely to be able to obtain appropriate faculty supervision for a proposed topic, question, method, or procedure. You must schedule an appointment with your Research Advisor at least three months in advance of the CTP Application deadlines to discuss potential research projects to ensure adequate time for assistance in developing a viable project idea.

Advising Note for Biology and former Biotechnology and Bioengineering and Nanotechnology Candidates View More

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

The CTP Application is sent to our central email box:  [email protected]  by the following firm deadlines:

• June 1 for fall CTP
• November 1 for spring CTP.  
• September 1 for the three-week January session (ALM sustainability candidates only)
• International sustainability students who need a student visa to attend Harvard Summer School must be officially admitted to the degree program before February 1, must submit the CTP Application on February 1, and must register for the CTP course on March 1 in order to submit timely I-20 paperwork. See international students guidelines for more information.

3. Register and Successfully Complete Crafting the Thesis Proposal

Once your CTP Application is approved, you register for the Crafting the Thesis Proposal (CTP) tutorial or course as you would any other degree requirement.

The goal of the CTP is to produce a complete, well-written draft of a proposal containing all of the sections required by your Research Advisor. Creating an academically strong thesis proposal sets the foundation for a high-quality thesis and helps garner the attention of a well-respected thesis director.

Thesis proposals typically include approximately 15 to 20 pages of text, in addition to any required reference sections, such as bibliographies and glossary/definition of terms.

Tutorial experience. The fall and spring CTP  tutorials are not courses in the traditional sense. Although there will be assignments for you to complete during the CTP, with due dates, and there will be times when you and your classmates meet as a group with your Research Advisor, there won’t be a regularly scheduled class meeting time for the CTP. 

The main work for the CTP will consist of your working independently on your proposal with your Research Advisor by submitting multiple drafts and scheduling individual appointments.

Grading. You need to make self-directed progress on the proposal without special prompting from the research advisor. You receive a final grade of SAT or UNSAT (failing grade).

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

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

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

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

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

Human Subjects

If your thesis, regardless of field, will involve the use of human subjects (e.g., interviews, surveys, observations), you will need to have your research vetted by the  Committee on the Use of Human Subjects  (CUHS) of Harvard University. Please review the IRB Lifecycle Guide located on the CUHS website. Your research advisor will help you prepare a draft copy of the project protocol form that you will then finalize with your thesis director to send to the CUHS. 

Given the amount of time that can be required for IRB review, drafting of the required CUHS project protocol forms need to be started with your Research Advisor during the CTP tutorial, before a thesis director has been assigned.

4. Post-CTP Proposal Approval, Thesis Director Assignment, and Registration

Successfully completion of the CTP means you have completed a well-written full draft proposal. Ordinarily, this full draft is not a final accepted proposal. Most students reach the final accepted proposal stage by submitting additional changes and edits to their RA post-CTP.

Post-CTP Changes and Edits Deadline. We expect you to work diligently and quickly with your RA post-CTP to move from full draft to final proposal stage. Indeed, you should have an approved final proposal and be registered in the thesis soon after CTP completion, within weeks, but no later than 3 months. You cannot delay. If you take longer than 3 months after the CTP to register for the thesis, you may be required to retake the CTP.

Thesis Director Assignment. Once your RA has determined that your draft has reached the final proposal stage, you move to the thesis director assignment stage. The Research Advisor places you with a thesis director by sending out your final proposal to prospective Thesis Directors.

Do not approach faculty to ask about directing your thesis.  You may suggest names of any potential Thesis Directors to your Research Advisor, but it must be the Research Advisor who makes contact with them. (If they are eligible/available to direct your thesis, after you have an approved thesis proposal.) You are not permitted to approach faculty to ask them about directing your thesis.

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

When registering for the thesis, you will have two weeks to pay in full.  This is an eight-credit course, so be sure to have the necessary funds available when you register.

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

Thesis Submission Deadlines and Graduation Timetable

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

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

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

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

If you need additional time to complete your thesis, you need to formally request an extension by emailing that petition to:  [email protected] .  Regardless of when you started, the maximum allotted time to complete your thesis, including any granted extensions of time is 12 months.

Advising Tip to Meet Your Five-Year Deadline: The last possible time you can register for the CTP to meet your five-year deadline date is the fall term two years prior or, if a sustainability student, in the January session one year prior. It is not, however, recommended to wait this long. Indeed, it is vigorously discouraged.

For example, if your five-year deadline is May 2026:

• Complete the CTP in fall 2025 (or in January 2025, if a sustainability student)
• Be assigned a Thesis Director (TD) in March/April 2025
• Begin the 9–12-month thesis project with TD
• Submit a complete draft of your thesis to your TD by February 1, 2026
• Follow through with all other submission deadlines (April 1, April 15 and May 1 — see table above)
• Graduate in May 2026

5. Working with Your Thesis Director

You must work diligently and independently, following the advice of your Thesis Director in a consistent, regular manner equivalent to full-time academic work to complete both the research and the writing phases of your thesis by your required timeline.

You are expected to incorporate all of your Thesis Director’s feedback and be fully committed to producing an academically strong thesis worthy of a Harvard degree. If you are unable to take advice from your Thesis Director, follow directions, or produce an acceptable scholarly thesis product, you will not receive a passing grade.

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

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

6. Thesis Template, Format Review, and Academic Integrity Check

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

You are required to use the Extension School  ALM Thesis Template  or the Extension School ALM Thesis Template for Creative Writing  (specifically designed for creative writing degree candidates). The template has all the mandatory thesis formatting built in.

Besides saving you a considerable amount of time as you write your thesis, the template ensures that your submitted thesis meets the mandatory style guidelines for margins, font, title page, table of contents, and chapter headings. If you use the template, format review should go smoothly, if not, a delayed graduation is highly likely.

Your Research Advisor will complete the format review  prior  to submitting your thesis to your Thesis Director for final grading according to the Thesis Timetable (see above).

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

7. Mandatory Thesis Archiving

Once your thesis is finalized, meaning that the required grade has been earned and all edits have been completed, you must upload your thesis to Harvard University’s electronic thesis and dissertation submission system (ETDs).

Uploading your thesis ETDs is an explicit degree requirement; you cannot graduate without completing this step. Furthermore, no changes to the thesis are allowed once it has been graded and archived in ETDs.

The thesis project will be sent to several downstream systems:

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

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

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

Thesis Grading

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

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

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

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

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

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How to highlight my Master's thesis grade in CV

My Master's thesis was granted 9/10. It was the highest score even given for a thesis since the progam was founded (8 years sonner). How can I highlight it in my resume without looking ostentatious? Thanks!

• 1 While "highest score ever" might sound good, the fact that the program was founded only 8 years ago makes that a pretty weak thing. –  Tobias Kildetoft Commented Feb 6, 2017 at 10:58
• @Tobias Kildetoft Depending on the number of students, it might not be. Compare a program that exists for 10 years and graduates 10 students a year to a program that exists for 5 years, but graduates 100 students a year. –  AndrejaKo Commented Feb 6, 2017 at 13:34
• @AndrejaKo Most masters programs have been in existence for at least 20 if not 50 years, hence why 8 years is not much time for comparisons. –  Tobias Kildetoft Commented Feb 6, 2017 at 13:43
• @TobiasKildetoft No, masters programs might have been around that long in places where a master was common, but for example in Germany a diploma used to be common 10 years ago and there first change was in bachelors programs, so a lot of masters programs have been changed from diploma to bachelor/master only ten or 8 years ago. As a not to the question, without being familiar with the grading system and how hard it would be to get a 9/10 I would learn nothing from you stating it, other than it's probably not a bad thing. –  skymningen Commented Feb 6, 2017 at 15:02
• This is usually mentioned in the recommendation letters by the professors and/or in the motivational letter. I'd leave it out of the CV. –  Marko Karbevski Commented Feb 7, 2017 at 18:50

Great mark and well done! However, this is hard to mention without looking a little ostentatious as you say, so it's probably better to just include your overall degree result. Presumably if you got such a high mark for your thesis, you would have attained a distinction for your degree. If you did not do so and attained a pass or merit, and you include your thesis mark, this could raise questions as to why you ended up getting a lesser mark in your degree. If you did get a distinction overall - then congratulations - and that mark would speak for itself. If you really do want to include it, do so in the most minimalist way, such as Thesis - Thesis Title (9/10). Supervisor - Dr XX XXXX.

• 1 Note that in some cultures, there are no distinctions or merits that can be attained. –  AndrejaKo Commented Feb 6, 2017 at 13:34
• @AndrejaKo I cannot tell which country the question asker is from, so I have to make do with my own domestic grading system for now. I'm sure the asker can apply the sytem used in the answer to their own academic culture/country's system. –  C26 Commented Feb 6, 2017 at 13:42
• Actually, I want to apply for a program in Canada. Does it make any difference? –  Nova Red Commented Feb 8, 2017 at 19:53

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Committee on Degrees in Social Studies

• Grading and Honors

Social Studies theses are sent to two readers, who provide grades and comments. Graders use a Latin scale, with honors grades ranging from a very rare straight “summa” (the equivalent of an A+) to a “cum minus” (the equivalent of a B-). It is also possible to receive non-honors grades (which revert to a letter grade scale). If the first two grades are more than a Latin grade apart (e.g., “magna plus” and “cum”) the thesis will be sent out for a third reading.

You must pass your thesis and complete both parts of the oral exam in order to graduate with a degree in Social Studies.  Every student in recent memory who has submitted a thesis has passed and graduated.

Social Studies uses a formula to calculate honors recommendations that takes into account course grades, thesis grades, and oral exam grades.  If a thesis has received two readings, both readings will be weighted equally.  If a thesis has received three readings, the median grade will be weighted 50% and the two outliers 25% each.

All courses in our five overlapping social science departments (anthropology, economics, government, history, and sociology) count for concentration credit, whether or not they are part of a student’s focus field. In addition, we will count courses outside of these departments that were successfully petitioned to count towards a focus field.  We only count course grades earned in the first seven semesters, as we do not have access to eighth semester grades when we determine honors.

Our recommendations are “English Honors” and they are necessary but not sufficient for college-wide Latin Honors, which are based on all eight semesters of grades and are subject to college-wide GPA cutoffs. You can learn more about the honors process at the college level by reading the Harvard College Handbook for Students .

Regardless of your Latin Honors outcome, you may list any English Honors you earned in Social Studies on your resume.  

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Dissertation Explained: A Grad Student’s Guide

Updated: June 19, 2024

Published: March 10, 2020

Higher education is filled with milestones. When completing your PhD , you will be required to complete a dissertation. Even if you’ve heard this word thrown around before, you still may be questioning “What is a dissertation?” It’s a common question, especially for those considering to join or are already in a graduate program. As such, here’s everything you need to know about dissertations.

What is a Dissertation?

A dissertation is a written document that details research. A dissertation also signifies the completion of your PhD program. It is required to earn a PhD degree, which stands for Doctor of Philosophy.

A PhD is created from knowledge acquired from:

1. Coursework:

A PhD program consists of academic courses that are usually small in size and challenging in content. Most PhD courses consist of a high amount and level of reading and writing per week. These courses will help prepare you for your dissertation as they will teach research methodology.

2. Research:

For your dissertation, it is likely that you will have the choice between performing your own research on a subject , or expanding on existing research. Likely, you will complete a mixture of the two. For those in the hard sciences, you will perform research in a lab. For those in humanities and social sciences, research may mean gathering data from surveys or existing research.

3. Analysis:

Once you have collected the data you need to prove your point, you will have to analyze and interpret the information. PhD programs will prepare you for how to conduct analysis, as well as for how to position your research into the existing body of work on the subject matter.

4. Support:

The process of writing and completing a dissertation is bigger than the work itself. It can lead to research positions within the university or outside companies. It may mean that you will teach and share your findings with current undergraduates, or even be published in academic journals. How far you plan to take your dissertation is your choice to make and will require the relevant effort to accomplish your goals.

Moving from Student to Scholar

In essence, a dissertation is what moves a doctoral student into becoming a scholar. Their research may be published, shared, and used as educational material moving forwards.

Thesis vs. Dissertation

Basic differences.

Grad students may conflate the differences between a thesis and a dissertation.

Simply put, a thesis is what you write to complete a master’s degree. It summarizes existing research and signifies that you understand the subject matter deeply.

On the other hand, a dissertation is the culmination of a doctoral program. It will likely require your own research and it can contribute an entirely new idea into your field.

Structural Differences

When it comes to the structure, a thesis and dissertation are also different. A thesis is like the research papers you complete during undergraduate studies. A thesis displays your ability to think critically and analyze information. It’s less based on research that you’ve completed yourself and more about interpreting and analyzing existing material. They are generally around 100 pages in length.

A dissertation is generally two to three times longer compared to a thesis. This is because the bulk of the information is garnered from research you’ve performed yourself. Also, if you are providing something new in your field, it means that existing information is lacking. That’s why you’ll have to provide a lot of data and research to back up your claims.

Your Guide: Structuring a Dissertation

Dissertation length.

The length of a dissertation varies between study level and country. At an undergraduate level, this is more likely referred to as a research paper, which is 10,000 to 12,000 words on average. At a master’s level, the word count may be 15,000 to 25,000, and it will likely be in the form of a thesis. For those completing their PhD, then the dissertation could be 50,000 words or more.

Photo by  Louis Reed  on  Unsplash

Format of the dissertation.

Here are the items you must include in a dissertation. While the format may slightly vary, here’s a look at one way to format your dissertation:

1. Title page:

This is the first page which includes: title, your name, department, degree program, institution, and submission date. Your program may specify exactly how and what they want you to include on the title page.

2. Acknowledgements:

This is optional, but it is where you can express your gratitude to those who have helped you complete your dissertation (professors, research partners, etc.).

3. Abstract:

The abstract is about 150-300 words and summarizes what your research is about. You state the main topic, the methods used, the main results, and your conclusion.

4. Table of Contents

Here, you list the chapter titles and pages to serve as a wayfinding tool for your readers.

5. List of Figures and Tables:

This is like the table of contents, but for graphs and figures.

6. List of Abbreviations:

If you’ve constantly abbreviated words in your content, define them in a list at the beginning.

7. Glossary:

In highly specialized work, it’s likely that you’ve used words that most people may not understand, so a glossary is where you define these terms.

8. Introduction:

Your introduction sets up the topic, purpose, and relevance. It’s where readers will understand what they expect to gain from your dissertation.

9. Literature Review / Theoretical Framework:

Based on the research you performed to create your own dissertation, you’ll want to summarize and address the gaps in what you researched.

10. Methodology

This is where you define how you conducted your research. It offers credibility for you as a source of information. You should give all the details as to how you’ve conducted your research, including: where and when research took place, how it was conducted, any obstacles you faced, and how you justified your findings.

11. Results:

This is where you share the results that have helped contribute to your findings.

12. Discussion:

In the discussion section, you explain what these findings mean to your research question. Were they in line with your expectations or did something jump out as surprising? You may also want to recommend ways to move forward in researching and addressing the subject matter.

13. Conclusion:

A conclusion ties it all together and summarizes the answer to the research question and leaves your reader clearly understanding your main argument.

14. Reference List:

This is the equivalent to a works cited or bibliography page, which documents all the sources you used to create your dissertation.

15. Appendices:

If you have any information that was ancillary to creating the dissertation, but doesn’t directly fit into its chapters, then you can add it in the appendix.

Drafting and Rewriting

As with any paper, especially one of this size and importance, the writing requires a process. It may begin with outlines and drafts, and even a few rewrites. It’s important to proofread your dissertation for both grammatical mistakes, but also to ensure it can be clearly understood.

It’s always useful to read your writing out loud to catch mistakes. Also, if you have people who you trust to read it over — like a peer, family member, mentor, or professor — it’s very helpful to get a second eye on your work.

How is it Different from an Essay?

There are a few main differences between a dissertation and an essay. For starters, an essay is relatively short in comparison to a dissertation, which includes your own body of research and work. Not only is an essay shorter, but you are also likely given the topic matter of an essay. When it comes to a dissertation, you have the freedom to construct your own argument, conduct your own research, and then prove your findings.

Types of Dissertations

You can choose what type of dissertation you complete. Often, this depends on the subject and doctoral degree, but the two main types are:

This relies on conducting your own research.

Non-empirical:

This relies on studying existing research to support your argument.

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More things you should know.

A dissertation is certainly no easy feat. Here’s a few more things to remember before you get started writing your own:

1. Independent by Nature:

The process of completing a dissertation is self-directed, and therefore can feel overwhelming. However, if you approach it like the new experience that it is with an open-mind and willingness to learn, you will make it through!

2. Seek Support:

There are countless people around to offer support. From professors to peers, you can always ask for help throughout the process.

3. Writing Skills:

The process of writing a dissertation will further hone your writing skills which will follow you throughout your life. These skills are highly transferable on the job, from having the ability to communicate to also developing analytical and critical thinking skills.

4. Time Management:

You can work backwards from the culmination of your program to break down this gargantuan task into smaller pieces. That way, you can manage your time to chip away at the task throughout the length of the program.

5. Topic Flexibility:

It’s okay to change subject matters and rethink the point of your dissertation. Just try as much as possible to do this early in the process so you don’t waste too much time and energy.

The Wrap Up

A dissertation marks the completion of your doctoral program and moves you from being a student to being a scholar. While the process is long and requires a lot of effort and energy, you have the power to lend an entirely new research and findings into your field of expertise.

As always, when in the thick of things, remember why you started. Completing both your dissertation and PhD is a commendable accomplishment.

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.

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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

In this section

• Graduate Program-Specific Contacts
• Doctoral Dissertation Guidelines and Procedures
• Dissertation Release and Embargo Procedures

Guide to Enrolling in Master's Thesis

• Thesis Release and Embargo Procedures
• Graduate Studies Forms
• Three Minute Thesis Competition
• Graduate Student Appreciation Week

Graduate students who wish to engage in research on a topic of interest are encouraged to enroll in a master's thesis.

A thesis has been defined as a treatise advancing a new point of view resulting from research. Consider the following before enrolling in a thesis course:

• Selection of a topic for research
• Prerequisite knowledge required for performing the research
• Availability of resources to carry out the research
• Availability of a faculty mentor (advisor) to act as your thesis supervisor
• A clear understanding of the problem you are trying to solve
• What you hope to accomplish at the conclusion of your research
• How your research findings might compare with what is already known
• Willingness to put in extended effort for a period of 12-18 months 

If you are confident in the above, you may choose to complete a Master's thesis.  Please contact your advisor for next steps.

Master's thesis courses are usually six credit hours. While it is possible to complete the research work and submit your thesis in two semesters (8 months), the typical time frame is 12-18 months. Thesis work is usually undertaken after you have taken all the core courses and some electives. 

You will meet with your thesis advisor on a regular basis to ensure that your research progresses toward the intended conclusion. You must be prepared for possible setbacks as you carry out your research. Please be alert to what other researchers working in the same area are publishing. This will help you with new ideas and also help you avoid duplicating what others have already accomplished. 

At the conclusion of your research, you will prepare a thesis that describes your work in some detail. Thesis guidelines are available to help you write a good thesis. After submission of your thesis, you will make an oral presentation of your work to a general audience that also includes your examining committee. The examining committee may require you to modify your thesis to provide more clarity or correct some mistakes and editorial errors. Once you have successfully defended your thesis and made required edits, you will work with the Library to archive your work. Usually when you have reached this point, your thesis will have met the criteria for obtaining a passing grade. The examining committee will determine your final grade. You will also be encouraged to disseminate your findings at reputable conferences or through publication in peer-reviewed journals. If your faculty advisor has provided significant help and resources in support of your research, he/she must be included as a co-author of any publications that may result from this work.

Related Resources

Office of graduate studies.

• Graduate Catalog
• Mardigian Library
• Academic Calendar

Preparation of graduate theses

Prior to inclusion on a degree list, each accepted thesis shall be submitted to the headquarters of the department or program in which the candidate is registered. Master’s and doctoral theses must be submitted electronically.  The process for electronic thesis submission  is described on the website for the MIT Libraries.

In order to permit evaluation and grading of theses,  due dates  for their receipt in department headquarters are published each term by the Registrar. Departmental graduate officers are responsible for ensuring that each candidate for an advanced degree has submitted an acceptable thesis document to their department before the final degree list is reviewed and approved by the Graduate Academic Performance Group, acting under the authority of the Committee on Graduate Programs, at its end-of-term meeting.

The academic department delivers a digital copy no later than one month after the end of the term in which the thesis was accepted to the MIT Libraries, which preserves and makes the thesis publicly available. The Institute is committed to the preservation of each student’s thesis because it is both a requirement for the MIT degree and a record of original research that contains information of continuing value.

Guidance on the digital preparation of theses is described in the  Specifications for Thesis Preparation , published annually by the Director of Libraries as prescribed by the Committee on Graduate Programs for graduate theses. The document specifies the submission procedure for the thesis document and information, and explains the policies concerning copyright, temporary restrictions, and changes after publication.

The technical requirements for the thesis are also explained. Each thesis submitted for an advanced MIT degree must conform to these specifications. Individual departments may dictate more stringent requirements. Individual departments, not the MIT Libraries, are responsible for the digital quality of the thesis document provided to the Institute Archives. Additional advice and assistance in thesis preparation are available from the MIT Libraries.

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The examination and grading of a Bachelor's thesis

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• Examining and grading theses

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A Bachelor’s degree includes a written thesis worth 6 credits. Students complete the thesis as part of the intermediate studies in their discipline.

On this page

Instructions for grading a bachelor’s thesis.

A Bachelor’s thesis must demonstrate the student’s ability for scientific thinking, addressing the problems in his or her discipline, and scientific communications. Students can prepare their thesis independently or in a group or by participating in a more extensive research project, provided that their independent contribution can be clearly identified and assessed.  Students must write their thesis independently, primarily in their native language in Finnish or Swedish. The examination and grading of the thesis must focus on the independent contribution of the student.

The thesis is graded on a scale of 0–5. The grade awarded for a Bachelor’s thesis is taken into account when calculating the overall grade for intermediate studies. Students dissatisfied with the grading of their thesis can submit an oral or written appeal to the teacher in charge of the assessment. 

More detailed provisions and instructions for grading a Bachelor’s thesis are provided in the curricula of the degree programmes.

A thesis must always include a summary in Finnish/Swedish, and, in some cases, in English. If the summary is examined as a maturity test, please read the related instructions issued by your degree programme. 

For more information on the maturity test language policy, see here.

For more information on supervising a Bachelor’s degree, see here.

Using Ouriginal to examine a thesis

You can also use Ouriginal  to examine and grade a Bachelor’s degree. You can commission Ouriginal for, for example, returning assignments in your seminar’s Moodle course area. Supervisors can also use Ouriginal via email.

Instructions and more info .

Maturity tests for bachelor’s degrees, marking maturity tests

A maturity test is a scholarly text related to the field of the student’s thesis, such as a part of the thesis or its abstract or another piece of written work defined in the curriculum of the degree programme. Before undertaking a maturity test, the student must complete the native-language studies required for the degree.

Maturity tests demonstrate students’ familiarity with the field of their thesis, and Finnish or Swedish skills.

Students take a maturity test in the language of their secondary education , i.e., in Finnish or Swedish. Each degree certificate states the language of the student’s secondary education and the language in which they completed their maturity test. By completing secondary education and a maturity test, students demonstrate excellent ability in the language in question (Act on the Knowledge of Languages Required of Personnel in Public Bodies, section 6).

If the language of the student’s secondary education was not Finnish or Swedish, they may take a maturity test in Finnish, Swedish, English or the language of their thesis. However, in this case their degree certificate will not indicate that they have excellent skills in Finnish or Swedish.

Maturity tests are graded on a pass–fail basis. The person marking and approving a maturity test is usually a teacher in the degree programme (e.g., the thesis supervisor). The person approving a maturity test must be proficient in the language of the test.

If your degree programme uses the E-thesis system to assess theses, please provide information on the approval of a maturity test in the assessment form at the examination stage. Information on the approval of the test will be passed on, and the test will be recorded as completed in the student information system.

A maturity test is an independent study attainment, but it is recorded in the student information system as having a scope of 0 credits.

See also the Instructions for Students

You will find related content for students in the Studies Service.

Bachelor’s theses and maturity tests

• Instructions for students
• Notifications for students

Thesis grade descriptions

Grade descriptions.

Here are some indications of how I, Adam Elga, personally understand various representative percentages for independent work.

(Adapted from Jim Pryor's guidelines on grades , with some language from Princeton grading documents .)

Significantly exceeds the highest expectations for undergraduate work. This thesis is either a practically flawless execution of an exceedingly ambitious project, or else makes a contribution that is incredibly original for an undergraduate. (As a baseline, I can report that having advised senior theses at Princeton since 2000, I have yet to give a grade in this range.)

Meets the highest standards for the assignment. The thesis is clearly written, cohesive, well-argued, and original. A thesis that gives a straightforward response to some philosophical or interpretative problem would not merit a 95%, even if it is extremely clear. The main argument of a 95% thesis has no obvious flaws, and has an interesting conclusion. A 95% thesis does something extra--but not at the cost of a clear treatment of the problem.

Meets very high standards for the assignment. This thesis operates at an advanced level. It is ambitious and clearly written. If there are any significant problems with the writing or the organization of the thesis, then it won't merit a 91%. This is because good clear writing and organization are not separable from good philosophical thinking. The thesis may have a couple of minor mistakes or confusions, or it may fail to unpack some of its arguments sufficiently. Perhaps it includes a small amount of irrelevant discussion. The thesis may have an intriguing original argument or interpretation, but if so, that will be offset by some other flaw. For example, perhaps there is too little philosophical back-and-forth (considering objections and challenges, and responding to them). Or perhaps the thesis is not as engaged with the texts as it should be. On the other hand, the thesis may not have such flaws, but if so, that will be offset by its having a less original or ambitious main argument.

Meets high standards for the assignment. This is a well-written thesis with nothing terribly wrong. The writing may have some small problems, or it may be flawless. The thesis may make some mistakes or have some ambiguities that have to be sorted out, but overall it will be a very good paper. An 89% thesis has a clearly marked main argument, which has some plausibility and interest. A thesis that just makes routine observations about a topic and spells out a fairly clear but straightforward argument, won't earn an 89%. It will show more promise or originality than an 85% paper, but nothing will make it stand out like a 91% paper, or it won't be operating at as advanced a level as an 91% paper. (Or perhaps the thesis would stand out if some of its ideas were fully developed, but as it stands they aren't.)

Meets most of the standards for the assignment. This is a good thesis overall. It contains some notable mistakes, unanswered objections, or obscurities, but no serious misunderstandings. The writing may not be super-clear. To earn an 85%, the thesis needs to make it clear why the problem it addresses is a problem, and offer some response to it. (It may be a straightforward or unoriginal response; it may not be a decisive response; the thesis may even end by showing that a certain response doesn't work. But the thesis must put forward or examine some response to the problem.) An 85% thesis does not seriously misrepresent the views of other philosophers.

Shows some reasonable command of the material, though there are moderately serious problems. Perhaps the writing is unclear or the paper is poorly organized. Or perhaps there are straightforward mistakes or misunderstandings about what the problem is, or about what other philosophers say. Or perhaps the paper presents the problem correctly, but doesn't really address it. Still, there is significant effort. The author has some understanding of the problem and of the relevant texts. The author does offer some argument. A thesis with no argument won't merit an 81%.

Meets basic standards for the assignment, but there are serious problems. Either the writing is really hard to get through; or the thesis has little discernible structure; or the author doesn't understand the text or the positions she is discussing; or the thesis doesn't really attempt to offer any argument. Alternatively, a 79% thesis might be written in polished prose but contain ideas that are obscure or cryptic. A thesis giving the sense that the author didn't put in much effort won't ordinarily earn a 79%.

Papers with more problems will earn grades of 75% or below. It is difficult to give a general gloss on those grades since the problems that beset these papers are quite varied.

Meets some of the basic standards for the assignment.

Falls short of meeting basic standards in several ways.

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• Preparation of a thesis
• Initial Thesis Submission
• Thesis examiners
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• Final Thesis Submission
• Thesis Writing and Support Resources
• Letters of Completion/PGWP

Evaluation of a Written Thesis

Examiners are asked to evaluate the thesis in myThesis, according to the criteria in the respective thesis examiner report for a Master's or Doctoral thesis. For an example of the criteria, please see the forms: see: Master's Examiner report form ; Doctoral Examiner report form (note these forms are now integrated in myThesis).

Examiners provide an overall judgment of 'passed' or ‘not passed’, in addition to a written report. For Master's students, this evaluation determines whether or not the thesis is ready for final submission, even if minor changes are recommended. For Doctoral candidates, this evaluation determines whether or not the candidate is ready to proceed to the oral defence.

If the thesis meets the general criteria for the degree sought, as well as those listed on the examiner's report form it should be evaluated as 'Passed', even if some changes are recommended.

If the overall judgement is 'Passed', examiners are asked to provide:

• A report that includes any recommendations for minor revisions to the thesis (i.e., stylistic or editorial changes that can be completed in three weeks or less).
• For doctoral theses, External Examiners who will not be at the oral defence must also provide a list of questions to be asked of the candidate at the oral defence.

An evaluation of 'Not Passed' should be given if:

• the need for a new study, experimentation, or significant additional research or reformulation.
• the need to address major problems with the presentation of the work. Stylistic or editorial changes are not normally considered to be major revisions, but if the quality of the presentation is so poor that extensive rewriting is required, the thesis should not be passed.
• At least one of the Criteria for the Evaluation of the Thesis (see Master's Examiner report form ; Doctoral Examiner report form ) is judged as unsatisfactory.

Examiners are asked to identify required changes clearly in their reports. The supervisor or another designated person will ensure that the student corrects the thesis and that it appropriately reflects the examiners' suggestions for revisions prior to re-submission of the thesis.

The candidate will normally revise and re-submit the thesis for re-assessment, usually by the same examiner. If/when review of the revised thesis is required, the Thesis Unit will contact the initial examiner to determine their availability. In rare cases, a revised thesis may be sent to a new examiner if the first examiner is not available to re-examine the thesis. For more, please see Thesis examination failures.

If the revised thesis is again ‘not passed’, the student will be withdrawn from the University unless the decision is reversed through an appeal to the Hearing Committee (Bias, Error, or Misrepresentation ).

This work is licensed under a Creative Commons Attribution Non-Commercial 4.0 International License . Graduate and Postdoctoral Studies, McGill University .

Department and University Information

Graduate and postdoctoral studies.

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Dissertations and Theses

The dissertation is the hallmark of the research expertise demonstrated by a doctoral student. It is a scholarly contribution to knowledge in the student’s area of specialization. By researching and writing a dissertation, the student is expected to demonstrate a high level of knowledge and the capability to function as an independent scholar. 

A thesis is a hallmark of some master’s programs. It is a piece of original research, generally less comprehensive than a dissertation, and is meant to show the student’s knowledge of an area of specialization.  

Document Preparation

PhD and master’s students are responsible for meeting all requirements for preparing theses and dissertations. They are expected to confer with their advisors about disciplinary and program expectations and to follow Graduate School procedure requirements.

The Graduate School’s format review is in place to help the document submission process go smoothly for the student. Format reviews for PhD dissertations and master’s theses can be done remotely or in-person. The format review is required at or before the two-week notice of the final defense. 

Access and Distribution

Ohio State has agreements with two organizations— OhioLINK   and   ProQuest/UMI Dissertation Publishing —that store and provide access to Ohio State theses and dissertations.  

Examinations

Graduate degree examinations are a major milestone in all graduate students’ pursuit of their graduate degree. Much hinges on the successful completion of these examinations, including the ability to continue in a graduate program. 

The rules and processes set by the Graduate School ensure the integrity of these examinations for graduate students, the graduate faculty, and for Ohio State. 

Final Semester

During your final semester as a graduate student there are many activities that lead up to commencement and receiving your degree. Complete the final semester checklist and learn more about commencement activities.

Graduation Calendar

Select your expected graduation term below to see specific dates concerning when to apply for graduation, complete your examinations and reports, submit approved thesis and dissertation, commencement, and the end-of semester deadline.

Applications to Graduate Due 1  : January 26, 2024

Examinations and Reports completed by 2  : April 12, 2024

Approved thesis and dissertation submitted and accepted by 3  : April 19, 2024

Commencement 4  : May 5, 2024

End of Semester Deadline 5  : May 6, 2024

Applications to Graduate Due 1  : May 24, 2024

Examinations and Reports completed by 2  : July 12, 2024

Approved thesis and dissertation submitted and accepted by 3  : July 19, 2024

Commencement 4  : August 4, 2024

End of Semester Deadline 5  : August 19, 2024

Applications to Graduate Due 1  : September 6, 2024

Examinations and Reports completed by 2  : November 22, 2024

Approved thesis and dissertation submitted and accepted by 3  : November 27, 2024

Commencement 4  : December 15, 2024

End of Semester Deadline 5  : January 3, 2025

Applications to Graduate Due 1  : January 24, 2025

Examinations and Reports completed by 2  : April 11, 2025

Approved thesis and dissertation submitted and accepted by 3  : April 18, 2025

Commencement 4  : May 4, 2025

End of Semester Deadline 5  : May 5, 2025

1  Applications to graduate include current semester or End-of-Semester deadline. Applications must be received by close of business.

2 Format reviews may occur electronically or in person at the Graduate School during announced business hours.  Both options require submitting a digital version of the dissertation or DMA document draft in a PDF format to  [email protected] .  

3  Approved documents must be submitted via OhioLINK and accepted by the Graduate School by the close of business before the Report on Final Document will be processed.

4  Students not attending commencement must complete the commencement section on the Application to Graduate to indicate how their diploma should be disbursed.

5  A degree applicant who does not meet published graduation deadlines but who does complete all degree requirements by the last business day prior to the first day of classes for the following semester or summer term will graduate the following semester or summer term without registering or paying fees

Still Have Questions?

Dissertations & Theses 614-292-6031 [email protected]

Doctoral Exams, Master's Examination, Graduation Requirements 614-292-6031 [email protected]

Descriptions of grades for master's theses

Descriptions of grades for master's theses.

From the spring semester in 2015 NHH adopted more detailed descriptions of grades for master's theses.

The descriptions were recommended by the UHR-Economics and Administration (UHR-ØA).

The grade will be criteria based as before, and there is no pre-defined distribution of grades that has to be achieved. However, the new descriptions will most likely result in a broader (less top-heavy) distribution of grades.

Descriptions of grades 

A - excellent.

Generally: An excellent performance that clearly stands out at a national level

• Displays excellent insight into the academic theories and methods in the field and knowledge at an exceptionally high level. The goals of the thesis are clearly defined and easy to understand.
• Can choose between and use relevant methods of research and academic development, and masters the methods used in a convincing manner.
• The work is innovative and has required very extensive work.
• Has an excellent ability to analyse and critically relate to different sources of information and to use these to structure and articulate academic arguments.
• Has in an outstanding manner conducted an independent, delimited research or development project under supervision and in line with applicable norms of research ethics.
• Displays excellent capacity for critical reflection, and can clearly distinguish between own contribution and the contributions made by others.
• Shows that they have undertaken extensive independent work and has excellent mastery of the expressive forms of the field. The thesis has an advanced form, structure and language.

B - Very Good

Generally: A very good performance that clearly stands out.

• Displays very good insights into the academic theories and methods of the field and knowledge at a very high level. The goals of the thesis are clearly defined and easy to understand.
• Can chose between and use relevant methods of research and academic development, and masters the methods used in a very good manner.
• The work is innovative and has required extensive work.
• Has a very good ability to analyse and critically relate to different sources of information and to use these to structure and articulate academic arguments.
• Has in a very good manner conducted an independent, delimited research or development project under supervision and in line with applicable norms of research ethics.
• Displays very good capacity for critical reflection, and can clearly distinguish between their own contribution and the contributions made by others.
• Shows that they have undertaken extensive independent work and has very good mastery of the expressive forms of the field. The thesis has an advanced form, structure and language.

Generally: A generally good performance.

• Displays good insight into the academic theories and methods of the field and knowledge at a high level. The goals of the thesis are generally defined well.
• Has chosen relevant and correct methods for research and academic development and masters the methods used well.
• The work is good and the thesis represents a normal scope of work.
• Has a good ability to analyse different sources of information and can use these in an independent and competent manner to structure and articulate academic arguments.
• Has conducted an independent, delimited research or development project under supervision and in line with applicable norms of research ethics.
• Displays capacity for critical reflection, and can distinguish well between their own contribution and the contributions made by others.
• Masters the forms of expression in the field well. The thesis has good form, structure and language.

D - Satisfactory

Generally: A clearly satisfactory performance.

• Displays satisfactory insight into the academic theories and methods of the field, and shows that they have a satisfactory level of knowledge. The goals of the thesis are not defined clearly.
• Has chosen relevant and correct methods for research and academic development and masters the methods used to a satisfactory degree.
• The work appears to have required a modest amount of work
• Has some ability to analyse different sources of information independently but depends on relatively close supervision in order to structure and articulate academic arguments.
• Has conducted an independent, delimited research or development project under supervision, but the thesis has clear potential for improvement. The work is in line with applicable norms of research ethics.
• Displays capacity for critical reflection, but has difficulty in distinguishing well between their own contribution and the contributions made by others.
• Masters the forms of expression in the field to a satisfactory degree. The thesis has a satisfactory form, structure and language.

E - Sufficient

Generally: A performance that is sufficient in that it satisfies the minimum requirements

• Has sufficient insight into the academic theories and methods of the field. The goals of the thesis are described but appear unclear.
• Has chosen relevant and correct methods for research and academic development, and masters the methods used in a manner that satisfies the minimum requirements.
• The work appears to have required a very modest amount of work and seems fragmented
• Shows some independent ability to analyse different sources of information, but depends on relatively close supervision in order to formulate academic arguments.
• Is clearly dependent on supervision in order to complete a delimited research or development project. The work is in line with applicable norms of research ethics.
• Shows sufficient capacity for critical reflection, but has not utilised the competency of the research community in a good way.
• Can generally use the expressive forms of the field, but the form, structure and language of the thesis have notable deficiencies.

Generally: A performance that does not satisfy minimum requirements.

• Has insufficient insight into the academic theories and methods of the field. The goals of the thesis are not clearly described, or are not described at all.
• Lacks competency in the methods of the field, and lacks technical skills in the methods that were utilised.
• The work required modest work and is fragmented.
• Does not use existing sources of information, and has not understood or wanted to use advice and guidance.
• Does not show sufficient capacity for critical reflection, and has not utilised the competency of the research community in a good way.
• The presentation shows significant deficiencies in its form, structure and language.
• Master's thesis

Examination Regulations

• Regulations for Full-time Study Programmes at the Norwegian School of Economics (NHH)

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
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• False cause fallacy
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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

Cite this Scribbr article

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McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved July 2, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

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• Classification of theses

Further information

• Examiners assessment criteria

Your thesis will be classified in one of the following ways:

Passed with no requirement for correction or amendments.

Passed subject to minor revisions as indicated in the report and carried out to the satisfaction of the board.

Passed subject to substantive revisions along the lines indicated in the report and carried out to the satisfaction of the board without further reference to the examiners.

R esubmit if it shows some merit and may be sufficiently improved for resubmission.

You will be advised of the further work required and the deadline for re-submission, usually a year. You will be notified in writing of the procedure for resubmission of a thesis.

Resubmitted theses can only be passed or failed .

You are not awarded a degree, and you can not resubmit your thesis in a revised form.

• You, your school or examiners may be asked for more information before the board classifies your thesis.
• If an examiner's report is more than three months overdue, the board may classify the thesis on the recommendation of the reports available.
• The board may also ask you to complete an oral examination of your thesis.

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2024 NBA draft grades: Winners, losers, picks for all 30 teams

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Which teams were the winners and losers of the 2024 NBA draft ? While we won't know exactly how every prospect will fare over the next few seasons, we can make judgements on picks based on value of the selection and how teams maneuvered the board.

Let's grade how all 30 teams did in the league's first two-day draft, which was marked by a large collection of French players selected and, of course, Bronny James ' entry into the NBA.

Generally speaking, my grades for teams are based on how well they maximized the picks they entered the draft with rather than simply how much talent they accumulated, given that's more a product of last season's record (or past trades) than decision-making in the draft. I use my player projections as a guide for the value of prospects -- based on their age, performance and more metrics -- and take into account whether they were drafted higher or lower than those projections.

Let's get into my grades, going in alphabetical order:

Jump to a team: ATL | BOS | BKN | CHA | CHI | CLE DAL | DEN | DET | GS | HOU | IND LAC | LAL | MEM | MIA | MIL | MIN NO | NY | OKC | ORL | PHI | PHX POR | SAC | SA | TOR | UTAH | WAS

Atlanta Hawks : B

Round 1: Zaccharie Risacher (No. 1) Round 2: Nikola Djurisic (No. 43 via Miami)

In a draft without a consensus No. 1 prospect, Atlanta went with perhaps the closest thing in Risacher, whose size and shooting fills a need in the Hawks' future starting five alongside power forward Jalen Johnson and whichever point guard the team keeps.

Because Risacher did relatively little to fill out the box score playing in France, I had him ranked behind Reed Sheppard , Alex Sarr and Donovan Clingan in terms of potential. Given the eye of the beholder nature of this year's draft, however, evaluating Risacher as the top prospect was reasonable.

Originally, Atlanta held only the No. 1 pick. The Hawks added a second-round pick Thursday in a deal sending AJ Griffin to the Houston Rockets and took Serbian guard Nikola Djurisic, the second-lowest rated draft pick in my stats-based projections.

Boston Celtics : B+

Round 1: Baylor Scheierman (No. 30) Round 2: Anton Watson (No. 54)

With all eight players who saw at least 20 minutes of action in the NBA Finals under contract, the Celtics had the luxury of drafting with an eye toward a couple of years down the road. Given that framework, I would have preferred a swing on Kansas forward Johnny Furphy , who's four years younger than the 23-year-old Scheierman. Still, it's easy to see how Scheierman's shooting and size will fit in Boston much the same way as Sam Hauser does now.

The Celtics took another experienced player in Round 2, Gonzaga forward Anton Watson. Watson offers defensive versatility and shot 41% from 3 as a fifth-year senior, albeit on just 51 attempts.

Brooklyn Nets : Incomplete

The Nets sent the No. 3 overall pick to Houston as part of their 2021 trade for James Harden , a painful outcome that may have influenced Brooklyn trading to extinguish a 2025 swap with the Rockets and get back its 2026 pick. After that trade, we can expect the host team to pick high next year as the Nets embrace a rebuild.

Charlotte Hornets : C+

Round 1: Tidjane Salaun (No. 6) Round 2: KJ Simpson (No. 42)

Reports suggested the Hornets would trade down from No. 6, but they stayed put and took Salaun toward the high end of his possible draft range. As when the Washington Wizards drafted Bilal Coulibaly No. 7 a year ago, this is a case of a new front office taking a young player (Salaun is still just 18) with an eye toward long-term upside and the risk that Salaun never develops into an NBA contributor.

The Hornets made Simpson the third Colorado player drafted. Of the three, he was the best last season, averaging 19.7 PPG and 4.9 APG while shooting 43% from 3-point range.

Chicago Bulls : B+

Round 1: Matas Buzelis (No. 11)

In one of the first round's most memorable moments, Buzelis and his family were overcome by emotion after the Chicago native was drafted by his hometown team. I wasn't quite as high on Buzelis as our draft scouts, who had him No. 5 in their final top 100, but it's hard to argue with the value here.

The interesting question is whether adding Buzelis affects the Bulls' negotiations with restricted free agent forward Patrick Williams . Re-signing both Williams and DeMar DeRozan would likely push Chicago into the luxury tax barring another money-saving trade, presumably involving Zach LaVine .

Cleveland Cavaliers : B

Round 1: Jaylon Tyson (No. 20)

It's neither surprising that the Cavaliers drafted a wing -- the position they've been seeking to fill since before adding Donovan Mitchell two years ago -- or that they went for a more polished college veteran rather than a younger prospect like Kyshawn George . Tyson's skill set projects well to a 3-and-D role in the NBA, particularly if he shoots more like 2022-23 (40%) than last season (36%), when he spent more time on the ball at Cal.

Dallas Mavericks : B-

Round 2: Melvin Ajinca (No. 51 via New York)

Having sent their first-round pick to the New York Knicks to complete the Kristaps Porzingis trade, the Mavericks originally weren't scheduled to come on the clock until the final pick of the night. They swapped up seven spots to take Ajinca, a young French wing who might not come to Dallas immediately.

Denver Nuggets : B-

Round 1: DaRon Holmes II (No. 22 via Phoenix)

Under GM Calvin Booth, the Nuggets have never been shy about favoring their own projections over consensus. They're betting big on Holmes, ESPN's 38th-ranked prospect, after another team evidently coveted Holmes enough to force Denver to trade up from No. 28 to No. 22 to take him. That cost the Nuggets their only second-round pick, as well as a pair of future second-rounders. Holmes is skilled for a high-flying big man of his ilk, having averaged a 3 per game at a 39% clip last season at Dayton.

Detroit Pistons : C+

Round 1: Ron Holland II (No. 5) Round 2: Bobi Klintman (No. 37 via Minnesota)

Drafting Holland No. 5 after he was 13th in ESPN's final mock draft was one of the biggest surprises of Wednesday's first round, but I see the logic. Holland was as impressive as any player in the 2024 class as a prep prospect before a disappointing season spent with G League Ignite. If you believe that was more about Ignite's poor roster construction than Holland individually, taking him in the top five absolutely makes sense.

The biggest question is adding another non-shooter to a Detroit team already lacking in that skill, including last year's No. 5 pick Ausar Thompson . The Pistons may be counting heavily on internal growth led by new assistant coach Fred Vinson, who has a strong track record of developing shooters with New Orleans. Klintman, who hit 36% of his 3s from the FIBA line in the Australian NBL, does bring some shooting ability.

Golden State Warriors : D+

Round 2: Quinten Post (No. 52 via Oklahoma City)

The Warriors' second-round pick took a circuitous route Thursday. Golden State traded it to the Oklahoma City Thunder for Lindy Waters III , then reacquired it from the New York Knicks after yet another trade. Surprisingly for a team that has tended to hew closely to my projections in the past, the Warriors took the lowest rated of any drafted player this year. Post is already 24 and shot a low percentage inside the arc for a modern big man (54% on 2s last season).

Houston Rockets : A

Round 1: Reed Sheppard (No. 3)

For all the talk of a Durant trade -- shot down by Phoenix owner Mat Ishbia on social media prior to the first round -- staying at No. 3 and drafting Sheppard always made the most sense for the Rockets. As I noted in my final draft projections, no team has gotten more value according to my projections relative to where they draft than Houston.

The Rockets did it again here, landing my top overall prospect with the No. 3 pick. Better yet, Sheppard fits well alongside Houston's young talent. I especially love pairing his shooting with Amen Thompson 's athleticism while allowing both to wreak havoc as defensive playmakers. The Rockets traded out of the second round, sending the No. 44 pick to Atlanta for 2022 first-round pick AJ Griffin .

Indiana Pacers : A

Round 2: Johnny Furphy (No. 35 via San Antonio), Tristen Newton (No. 49), Enrique Freeman (No. 50)

Despite not having a first-round pick, the Pacers landed the No. 5 player in my projections when they moved up one spot to stop Furphy's slide into the second round. I get why scouts might not have believed Furphy was a lottery talent as my projections suggested, but to see him not go in the first round was legitimately shocking. If Furphy develops as a shooter with size, he'd fit well alongside Pascal Siakam in the Indiana frontcourt.

Later, the Pacers picked a pair of 23-year-old college veterans who rated well for their age in Newton and Freeman, both of whom have the potential to contribute immediately as late second-rounders.

LA Clippers : A

Round 2: Cam Christie (No. 46)

Christie ends up in the same city as his brother, Max, drafted No. 35 by the Lakers in the 2022 draft. (Max is now a restricted free agent.) As I wrote in explaining why Christie was ranked 12th in my projections, he was more productive than his brother as one-and-done players. Christie is also one of the youngest players in this draft, still just 18. Midway through the second round, he was one of the draft's best values.

Los Angeles Lakers : B+

Round 1: Dalton Knecht (No. 17) Round 2: Bronny James (No. 55)

It's no secret that my projections were low on Knecht, who rated outside my top 30 because of his age (23), limited productivity early in his college career and low rates of assists, steals and blocks. As a result, I couldn't buy lottery hype for Knecht. By the middle of the first round, drafting him primarily on the strength of his shooting made far more sense.

Knecht will still have to prove he can hang defensively on a team that hasn't had the perimeter depth to hide players, but his shooting is an ideal fit with Anthony Davis and LeBron James .

Given the track record for picks in the 50s, bringing in Bronny James as a development project is completely reasonable for the Lakers. It's a win for the Lakers that they could draft Bronny without needing to sacrifice anything to move up.

Memphis Grizzlies : B-

Round 1: Zach Edey (No. 9) Round 2: Jaylen Wells (No. 39), Cam Spencer (No. 53 via Detroit)

Even having Edey at No. 4 overall in my stats-based projections based on his historic level of productivity at Purdue, I was shocked to see him go in the top 10. (Check out my reaction on the Hoop Collective live show if you don't believe it.) Like scouts, I'm uncertain Edey can be a full-time starter because of the limitations imposed by his defensive mobility, and I would have been more comfortable drafting him in the teens.

That concern noted, the Grizzlies needed to come out of this draft with a center and got one. I liked the relative value better for Memphis in round two. Wells was in the top 30 of my projections thanks to his combination of 42% 3-point shooting in his lone Division I season and size at 6-8. The Grizzlies also got one of the draft's better shooters in Spencer, who shined as a transfer addition to help UConn win the national title.

Miami Heat : C

Round 1: Kel'el Ware (No. 15) Round 2: Pelle Larsson (No. 44 via Houston)

I was surprised Ware went ahead of Yves Missi , who was generally higher among centers in most draft rankings but I can see how the fit will work in Miami. Ware's ability to stretch the floor (42.5% from 3-point range last season, albeit on just 40 attempts) could eventually allow him to play with Bam Adebayo instead of strictly backing him up. Like Missi, Ware brings above-the-rim finishing in the pick-and-roll game.

Larsson fits the mold of Miami shooters with size, having hit 43% of his 3s as a senior at Arizona. The Heat will surely encourage Larsson to increase his volume beyond the arc.

Milwaukee Bucks : C+

Round 1: AJ Johnson (No. 23) Round 2: Tyler Smith (No. 33)

Down the road, drafting the 19-year-old Johnson could pay off for the Bucks, but I'm not sure what down the road means for a contending team with three starters who will be at least 33 by opening night. After looking creaky last season, I felt Milwaukee needed an injection of athleticism and defense on the wing after looking struggling there last season. Johnson projects more as an on-ball option and played sparingly (198 total minutes) as an import in the Australian NBL last season, suggesting he's far from contributing in the NBA.

I'm much higher on the addition of Smith in the second round. As a floor-spacing big with defensive question marks, Smith can use Bucks sixth man Bobby Portis Jr. as a point of comparison for his development.

Minnesota Timberwolves : B-

Round 1: Rob Dillingham (No. 8 via San Antonio), Terrence Shannon Jr . (No. 27)

The Timberwolves giving up a future first and a swap to take Dillingham No. 8 was perhaps draft night's most fascinating swing. Limited in terms of future picks after the Rudy Gobert trade, Minnesota gave up much of its remaining flexibility to draft the kind of top-10 player unlikely to be available to the team any time soon otherwise.

If Dillingham can hold up defensively, his combination of shot-making and ballhandling could make him Anthony Edwards ' future partner in the backcourt. I'm less enamored of taking Shannon with the No. 27 pick. The oldest player taken in the first round, Shannon succeeded as a fifth-year senior in large part because of his size and strength advantages, which won't entirely carry over to the NBA. In an off-ball role, Shannon's iffy 3-point shooting (36% last season, 35% career) will be emphasized.

New Orleans Pelicans : B

Round 1: Yves Missi (No. 21) Round 2: Antonio Reeves (No. 47 via Orlando)

With starter Jonas Valanciunas a free agent, center was unquestionably the biggest need for the Pelicans, and Missi was the top player at the position. I do wonder about how a rim-runner with limited range will fit next to Zion Williamson , but on the defensive end of the court Missi offers some of the scheme versatility provided by Larry Nance Jr . with more size and rim protection.

New York Knicks : B-

Round 1: Pacome Dadiet (No. 25) Round 2: Tyler Kolek (No. 34 via Portland), Kevin McCullar Jr. (No. 56 via Phoenix), Ariel Hukporti (No. 58)

When the Knicks took Dadiet after trading down from No. 24 to No. 26 and eventually out of that pick altogether, it triggered immediate speculation they'd stash the 18-year-old French forward overseas to create slightly more cap flexibility. Dadiet told reporters he'd like to come to New York immediately after playing off the bench for EuroCup club Ratiopharm Ulm.

In the second round, the Knicks added a couple of college veterans who will be important to their cap outlook after incurring a hard cap this season. Although Kolek went to a rival of New York's several former Villanova stars, Marquette, his toughness and playmaking fit the Knicks. McCullar is another experienced big-game player with a versatile skill set.

At 22, Hukporti is also more ready to contribute in the NBA than the usual international prospect. Hukporti's strengths (offensive rebounding and rim protection) are what New York covets in centers.

Oklahoma City Thunder : B-

Round 1: Nikola Topic (No. 12), Dillon Jones (No. 26 via Washington) Round 2: Ajay Mitchell (No. 38 via New York)

The Thunder played to type with both first-round picks they made Wednesday. The 6-foot-6 Topic is the latest Oklahoma City ball handler with size. As with Josh Giddey , the biggest question about Topic is how well he'll shoot 3s after hitting 25% this season across Adriatic and EuroLeague play. Given Topic is just 18 and hit 86% from the foul line, there's reason for the Thunder to believe they can develop his shooting by the time he'll be back on the court after suffering a partial ACL tear.

Jones, acquired in exchange for multiple future second-round picks, fits an Oklahoma City archetype of wings who play bigger than their size. Jones measured 6-foot-4½ barefoot at the NBA draft combine but averaged 10.5 RPG over his last three seasons at Weber State. Add in playmaking skill (5.2 APG last season) and a modicum of shooting (32% career) and Jones fits the outline of a Thunder wing in the Andre Roberson mold.

A second Thunder trade, with New York, yielded UCSB's Ajay Mitchell, a point guard with size who shot 39% from 3 last season after hitting just 29% his first two campaigns.

Orlando Magic : D

Round 1: Tristan da Silva (No. 18)

I can see the logic in Orlando drafting da Silva, a skilled big man whose shooting ability (1.9 3s per game as a senior on 39.5% accuracy) fits well alongside Magic building blocks Paolo Banchero and Franz Wagner . I question whether da Silva will do enough else to justify getting on the court to utilize that shooting. If Orlando envisions playing da Silva in the frontcourt with Banchero, his poor rim protection (just 0.7 blocks per 40 minutes) could be an impediment. Da Silva is also a poor rebounder, topping out at 5.1 RPG.

Philadelphia 76ers : A-

Round 1: Jared McCain (No. 16) Round 2: Adem Bona (No. 41)

The stat-minded Sixers landing McCain, my eighth-ranked prospect, at No. 16 is no surprise. McCain's shooting (41% on nearly six 3-point attempts per game) should fit well on a team that needs to space the floor for Joel Embiid . I do wonder how much McCain (6-2 barefoot) will be able to play alongside 6-2 Philadelphia starter Tyrese Maxey . However, getting value is more important in the long term than questions of fit.

Bona wasn't quite as strong by my projections, but there's a lot to like about his defensive potential after he blocked 2.7 shots and came up with 1.7 steals per 40 minutes as a sophomore. Compare those with Sixers backup Paul Reed , who averaged 2.3 blocks and 1.3 steals per 40 when he was a sophomore at DePaul.

Phoenix Suns : B+

Round 1: Ryan Dunn (No. 28 via Denver) Round 2: Oso Ighodaro (No. 40 via Portland)

Based on their pair of picks, the Suns came into this draft determined to add defensive versatility. Dunn's ability to generate steals and blocks and defend multiple positions makes him the top player available by that metric, while Ighodaro also stood out for his ability to switch on defense. Phoenix still needs both players to be viable enough offensively to utilize their defensive tools -- the reason they were available where they were -- but the best-case versions of Dunn and Ighodaro fit ideally with the Suns' offensive stars.

Portland Trail Blazers : A

Round 1: Donovan Clingan (No. 7)

After speculation they might trade up in pursuit of Clingan, the Blazers were able to stay at the seventh pick and get my second-ranked prospect. Adding Clingan creates a logjam at center for Portland with starter Deandre Ayton and backup Robert Williams III coming back from knee surgery. That's less important than the Blazers getting the best available talent, and Clingan qualifies as a potential backstop for their offensive-minded young perimeter players.

Having started the draft with four picks, Portland ended up making just one after sending the No. 14 pick to the Washington Wizards as part of a deal for Deni Avdija and trading both second-rounders for future ones.

Sacramento Kings : B+

Round 1: Devin Carter (No. 13)

Carter represents Sacramento's latest swing at finding a defensive-minded guard to play behind and potentially with starter De'Aaron Fox . The highest of those picks, Davion Mitchell , was traded to the Toronto Raptors in a cap-related move Thursday. The Kings also still have 2022 second-round pick Keon Ellis and 2023 second-rounder Colby Jones .

Of those players, Carter has the best chance of sticking. He was more productive for his age than Mitchell and more highly regarded by scouts than Ellis and Jones.

San Antonio Spurs : B

Round 1: Stephon Castle (No. 4) Round 2: Juan Nunez (No. 36 via Indiana), Harrison Ingram (No. 48)

Despite trading the eighth pick to Minnesota in a deal that adds to their stockpile of future first-rounders, the Spurs doubled up on adding to their backcourt. Castle is the big name, having helped UConn to a second consecutive title as a freshman starter. His size, skills and defensive versatility are all pluses, but Castle will need to develop as either a playmaker or an outside shooter in order to become a legitimate two-way contributor.

In the second round, San Antonio added one of the draft's better playmakers in 20-year-old Nunez, a possible candidate to continue his development overseas. The Spurs also drafted Ingram, betting on his improvement to 38.5% from 3-point range as a junior after hitting 32% his first two seasons.

Toronto Raptors : B+

Round 1: Ja'Kobe Walter (No. 19) Round 2: Jonathan Mogbo (No. 31), Jamal Shead (No. 45 via Sacramento), Ulrich Chomche (No. 57 via Memphis)

I'll admit I'm not totally sure why my projections were quite so high on Walter, who ranked sixth. Getting him at the No. 19 pick is solid value and represents Toronto taking another shot on adding valuable wing shooting after drafting Gradey Dick a year ago.

Mogbo was one of my favorite sleepers in this year's draft. His ability to play up positionally at barely 6-foot-6 barefoot using athleticism and effort is somewhat reminiscent of former Raptors big man Precious Achiuwa . Shead is an experienced college point guard who enjoyed a breakthrough campaign last season at age 21.

Utah Jazz : B-

Round 1: Cody Williams (No. 10), Isaiah Collier (No. 29) Round 2: Kyle Filipowski (No. 32)

If you told people a year ago the Jazz would land both Collier and Williams, they'd surely wonder how Utah acquired a second lottery pick. Both players entered the season ranked in the top 10 before uneven freshman performances in the former Pac-12.

Of the two, I'm actually somewhat higher on Collier, who went 19 picks lower. He was more productive in the Nike EYBL competition as well as at USC, granting that Williams played through injury at Colorado. I would have preferred the Jazz going a different direction with the 10th pick. I did like the value in Utah stopping Filipowski's slide early in the second round. Former Jazzman Kelly Olynyk is a comp for Filipowski, so Utah should have a good idea how to use him.

Washington Wizards : A-

Round 1: Alex Sarr (No. 2), Bub Carrington (No. 14), Kyshawn George (No. 24 via New York)

Starting the night with only one pick in the top 25, the Wizards landed three of my top 15 prospects. That was partially because Washington got a second lottery pick by trading Avdija to Portland, landing Carrington. The Wizards also moved up two spots to take George, who went a tad lower than projected.

None of Washington's three rookies is older than age 20. Nor is 2023 Wizards lottery pick Bilal Coulibaly , giving their rebuild a diverse base of young talent as a starting point. In Sarr, they might have got the player with the most star potential in the 2024 draft. Washington's rebuild is moving slowly in the right direction.

McDonald Has Made a Jujutsu Kaisen-Themed Special Grade Garlic Sauce

Wrap it up..

McDonald’s is launching a new sauce inspired by hit anime Jujutsu Kaisen .

The Special Grade Garlic Sauce will be available exclusively on the McDonald’s App starting July 9. It’s inspired by the Black Garlic Sauce from McDonald’s Japan, and was made in partnership with Jujutsu Kaisen. McDonald’s said the Special Grade Garlic Sauce “features notes of garlic and soy sauce, balanced with a slight tangy sweetness.”

i'll show u what real jujutsu is. special grade garlic sauce drops 7.9 in the app pic.twitter.com/9bG2edIhrc — McDonald's (@McDonalds) July 2, 2024

The sauce comes in one of eight unique lids featuring fan-favorite characters from Jujutsu Kaisen, such as Yuji Itadori, Megumi Fushiguro, Nobara Kugisaki, Satoru Gojo, and Mahito. You get the sauce for free with any order of Chicken McNuggets through the McDonald's App.

Wesley is the UK News Editor for IGN. Find him on Twitter at @wyp100. You can reach Wesley at [email protected] or confidentially at [email protected].

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New Blockbuster Three-Team Trade Proposal Sends Markkanen to Warriors, Hawks Move Capela And Bolster Defense

Rohan raman | jul 1, 2024.

• Atlanta Hawks

With the news that Paul George has signed with the 76ers on a four-year max contract, the other high-impact move of the off-season is a trade for Jazz forward Lauri Markkanen. If recent reports are any indication, it's a matter of when, not if.

Earlier today, ESPN's Tim Bontemps went on the Hoop Collective podcast and spoke on the trade rumors surrounding Markkanen.

"If the Warriors are able to get a guy like Markkanen, who's a big movement shooter, improved on defense, that would be a really good piece. But again, that's a big swing. Maybe they could pull that off, but it's a really big swing."

His co-host and colleague Brian Windhorst responded to Bontemps by mentioning the Warriors and Spurs are both looking at Markkanen.

"Some other teams are looking at Markkanen and I think San Antonio is one of them"

Golden State's rationale for landing Markkanen is obvious - they want to give Steph Curry one last shot at competing. They do not have the asset stockpile that the Spurs or Thunder possess, but they have intriguing young players in Jonathan Kuminga and Moses Moody. Last year, Kuminga recorded career highs in points (16.1), rebounds (3.6), assists (2.2), and field-goal percentage (52.9). He puts a ton of pressure on the rim, showed improved ball-handling and fit seamlessly as an off-ball cutter. Moody is a 6'6 guard with a seven-foot wingspan, belieing his effective defense and shooting. He's more of a rotation player, but could grow into an expanded role with more minutes.

Atlanta likely would not be able to acquire either Kuminga or Moody in a three-team deal with Utah and Golden State. The Warriors would need to include both in a package for Markkanen and all of their tradeable firsts in order to pique Utah's interest. Nor should the Hawks trade for Markkanen themselves. As discussed here , it just does not make sense for where Atlanta's roster is at the moment. However, they could use this situation to re-configure more of their roster around Trae Young.

Golden State completing this deal means that they need as many win-now players as possible. Brandin Podziemski showed enough upside to ensure his place on the roster, but could the Warriors be interested in moving someone like Trayce Jackson-Davis?

I think a three-team deal that sees Atlanta strengthen their rotation, Golden State land one of the premier win-now players in basketball and Utah add to their treasure trove of assets could make sense for everyone. Here is the trade.

It should be noted that this is just speculative and a fun exercise to see what kind of moves can be made, not what I think a team should definitely do. That is all.

Atlanta gets: Andrew Wiggins, Kevon Looney, Trayce Jackson-Davis, 2026 2nd-round pick (from GSW via Atlanta), 2028 2nd-round pick swap (from GSW via Atlanta), 2025 1st round pick (via Minnesota)

Golden State gets: DeAndre Hunter, Clint Capela, Lauri Markkanen

Utah gets: Larry Nance Jr, Jonathan Kuminga, Moses Moody, 2027 2nd-round pick (via LAC), 2027 1st-round pick, 2028 1st-round pick swap, 2029 1st-round pick swap, 2030 1st-round pick swap.

For Golden State, adding Hunter and Markkanen completely replaces what they lost from Wiggins, Moody and Kuminga. Their new starting lineup would be Curry - Podziemski - Green - Markkanen - Capela. A lineup of Green, Markkanen and Capela would be imposing defensively while Curry can keep Capela relevant on offense as a rim-runner. Hunter would also be able to come off the bench as a sixth man, which would reduce the risk of injury and keep him in the role he flourished during the 2023-24 season.

For Atlanta, the Wiggins contract certainly is not a great deal. However, they would be getting a first-round pick for taking on the contract and an exciting upside swing in Trayce Jackson-Davis. If Wiggins is able to recapture any of his form from the Warriors' championship run, Atlanta can reap those benefits. Wiggins should have some value due to being an athletic wing who has shown high-level play in the past. Looney gives the Hawks a backup center to mitigate the loss of Capela and Okongwu, but the real highlight of this deal is Trayce Jackson-Davis. He can play either forward or center, showed immense defensive upside and gives Trae Young an athletic play finisher/lob threat. The offense is still a work-in-progress, but Atlanta acquiring him would give them one of the deepest wing rotations in the league. A lineup of Young - Daniels - Johnson - Risacher - TJD on the court presents a ton of size and would cover up some of Young's defensive limitations.

Utah's motivation for doing this deal is the chance to control Golden State's future in the post-Steph years. The team will likely undergo a full rebuild, meaning that Utah can use the swaps on those picks to put themselves in the best position possible. Since Utah will be entering a rebuild of its own, they can use those picks to land the prospects with the highest upside.

I think this deal is unlikely because I do not think Golden State will go all-in like this. Their recent signing of wing DeAnthony Melton indicates they are more likely to play things safe and reduce their costs. However, I do think Atlanta could extract positive value in this move by getting another first-round pick and a young defender with plenty of upside.

ROHAN RAMAN

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Oklahoma’s State Superintendent Requires Public Schools to Teach the Bible

The state superintendent, Ryan Walters, said the Bible was a “necessary historical document.” The mandate comes as part of a conservative movement to infuse Christian values in public schools.

By Sarah Mervosh and Elizabeth Dias

Sarah Mervosh covers education, and Elizabeth Dias covers religion.

Oklahoma’s state superintendent on Thursday directed all public schools to teach the Bible, including the Ten Commandments, in an extraordinary move that blurs the lines between religious instruction and public education.

The superintendent, Ryan Walters, who is a Republican, described the Bible as an “indispensable historical and cultural touchstone” and said it must be taught in certain, unspecified grade levels.

The move comes a week after Louisiana became the first state to mandate that public schools display the Ten Commandments in every classroom, which was quickly challenged in court.

The Oklahoma directive could also be challenged and is likely to provoke another fight over the role of religion in public schools.

The efforts to bring religious texts into the classroom reflect a growing national movement among conservatives — particularly Catholics and evangelicals who oppose abortion, transgender rights and what they view as liberal school curriculums — to openly embrace the idea that America’s democracy needs to be grounded in their Christian values.

That movement had a major victory in overturning Roe v. Wade two years ago, and its supporters see ending abortion as only a starting point in a broader campaign to preserve and expand the presence of their Christian values in American life. Many conservative Christians see schools as a frontier of their fight, as they seek to shape the next generation.

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