what's a thesis in science

How to Write a Science Thesis/Dissertation

A thesis/dissertation is a long, high-level research paper written as the culmination of your academic course. Most university programs require that graduate and postgraduate students demonstrate their ability to perform original research at the thesis/dissertation level as a graduation requirement.

Not all theses/dissertations are structured the same way. In this article, we’ll specifically look at how to structure a thesis/dissertation in the sciences and examine what belongs in each section. Before you begin writing, it is essential to have a good understanding of how to structure your science thesis/dissertation and what elements you must include in it.

How are science theses/dissertations structured?

There isn’t a universal format for a science thesis/dissertation. Each university/institution has its own rules, and these rules can vary further by department and advisor. For this reason, you must start writing/drafting your thesis/dissertation by checking the rules and requirements of your university/institution.

Some universities mandate a minimum word count for a thesis/dissertation, while others provide a maximum. The number of words you are expected to write will also vary depending on the program/course you are a part of. A Master’s level thesis/dissertation can range, for example, from 15,000 to 45,000 words, while a PhD thesis/dissertation can be around 80,000 words.

While your university/institution may have its own specific requirements or guidelines, this article provides a general overview of how a typical thesis/dissertation in the sciences should be structured. For easier understanding, let’s break it up into two parts:

Thesis body
Supplemental information

The thesis body of your thesis/dissertation includes:

Acknowledgements

Introduction/literature review, materials/methodology, discussion/conclusion, figure and tables, list of abbreviations.

Your thesis will conclude with the supplemental information section, which comprises:

Reference list

Your thesis may or may not include each and every one of these sections. Now, let’s examine the parts of a thesis/dissertation in greater detail.

The parts of a science thesis/dissertation: Getting started

Let’s begin by reviewing the sections of the thesis body, from the title page to the glossary. This part of your thesis/dissertation should ideally be written last, even though it comes at the beginning. That is because it is the easiest to put it togethe r once you have written the rest of your thesis/dissertation.

Your thesis/dissertation should have a clear title that sums up the content. In addition, the title page should include your name, the degree of your thesis/dissertation, your department, your advisor, and the month/year of submission. Your university/institution likely has its own format for what should be included in the title page, so make sure to check the relevant guidelines.

Acknowledgments

This section gives you the opportunity to say thanks to anyone who gave you support while you worked on your thesis/dissertation. Many people use this section to give credit to their advisor, editor, or even their parents. If you received any funding for your research or technical assistance, make sure to mention it here.

Your abstract should be a brief summary (generally around 300 words) of your thesis/dissertation. You can think of your abstract as a distillation of your thesis/dissertation as a whole. You need to summarize the scope and objectives, methods, and findings in this section.

The table of contents is a directory of the various parts of your thesis/dissertation. It should include the headings and subheadings of each section along with the page numbers where those sections can be found.

Think of this section as the table of contents for figures and tables in your thesis/dissertation. The titles of each figure/table and the page number where it can be found should be in this list.

This list is intended to identify specialized abbreviations used throughout your thesis/dissertation. This can include the names of organizations (WHO, CDC), acronyms (PFC), and so on. For a science thesis/dissertation, it is preferable also to include a note regarding any abbreviations for units of measurement and standard notations for chemical elements, formulae, and chemical abbreviations used.

In this section, you would define any terminology that your target audience may be unfamiliar with.

The parts of a science thesis/dissertation: Presenting your data

Following the glossary, the thesis body of a science thesis/dissertation begins with the introduction. The introduction section of a science thesis/dissertation often also includes the literature review. This is unlike most social science or humanities theses/dissertations, where the literature review commonly forms a separate chapter. The introduction section should begin by clearly stating the background and context for your research study, followed by your thesis question, objectives, hypothesis , and thesis statement . An example might be:

“The connection between nicotine consumption and insulin resistance has long been established. However, there is no substantial body of research on how long insulin resistance is maintained after people quit smoking. In this study, we aim to measure levels of insulin resistance in otherwise healthy subjects following a total cessation of nicotine consumption. We hypothesize that insulin resistance will begin to decline rapidly within six months.”

The introduction should be immediately followed by a review of earlier literature written on the thesis topic. In this section, you should also clearly identify where the literature connects to your study and how your research study fills a gap or bolsters previous studies. Fit your study within the puzzle of previous work and demonstrate the importance of your research.

In the methodology section of your thesis/dissertation, you must explain what you did and how you did it. If you used materials (for example, bacteria), make sure you clearly list each one. Live materials should be listed, including the specific strain and genus. You must explain your techniques, materials, and methods such that another researcher can replicate exactly what you have done.

In the results section, you will explain what happened. What were your findings? This section should be heavy on data and light on analysis. Usually, in-depth analysis and interpretation of your results will be covered in the discussion section of your thesis/dissertation. While you should present your results in full, any supplementary data that you don’t have room for can be included in an appendix. As a note, this section is often written in the past tense. While other portions of your thesis/dissertation may use past and present interchangeably depending on the topic at hand, the results section of a scientific paper focuses on what has already happened (in an experiment), which is why it is written this way.

In this part of your thesis/dissertation, you will discuss what your findings mean. Did they align with your hypothesis? If so, how? If not, what was different? If there were any exceptions, errors, or total lack of correlation found, do not try to hide it. Clearly discuss what it might mean, or if you aren’t sure, don’t be afraid to say so. In this section, you can also highlight potential practical applications for your research study, limitations of your study, directions for future studies, and once again highlight the importance of your study in the field. This section usually concludes with an overall summarization of whether your results support your hypothesis or not. For example:

“Our study found that 500 of our 600 subjects continued to exhibit high levels of insulin resistance three years or more after stopping nicotine use. This does not support our hypothesis that insulin resistance would begin to drop around six months after subjects stopped nicotine use. Further research is warranted into the mechanisms by which past nicotine use alters insulin resistance levels in former smokers.”

The reference list is an alphabetical or numerical list of sources you’ve used while researching and writing your thesis. The formatting of your reference list will be dependent on your university guidelines. Useful tools like citation generators can help you correctly format your references. Reference managers like EndNote or Mendeley are also helpful for compiling this list. Furthermore, a professional editor or proofreading service can ensure that each reference is correctly formatted.

This section can be very useful if you want to include materials that are relevant to the topic of your thesis/dissertation but that you were unable to include in the main text. Tables, large bodies of text, illustrations, forms used to collect data or perform studies, and other such materials can all be included in an appendix.

Critical steps for planning, drafting, and structuring a science thesis/dissertation

Writing your thesis/dissertation is a daunting and lengthy task. Here are some helpful tips to keep in mind when drafting your science thesis/dissertation:

Choose a thesis topic that is of professional interest to you. You are going to spend a lot of time thinking, reading, and writing about your thesis topic. Many aspiring young researchers end up working in a field related to their thesis/dissertation . If you start researching or writing a proposal and then decide you aren’t into the topic, don’t be afraid to change directions!
Plan your thesis timelines carefully. Is your topic realistic given the time and material constraints you have? Do you need to apply for external funding for your research study? Will that take additional time? Write a schedule and revisit/revise it often throughout your thesis/dissertation process.
Don’t wait until the last minute to start writing! A thesis/dissertation isn’t like an undergraduate paper where you spend some time researching and then some time writing it. You will need to write your thesis/dissertation as you continue your research study. Write as you work in the lab. Write as you learn things and then revise. Ideally, by the time you have finished your actual research study, you will already have a substantive draft.
Start writing the methodology section first. This is often the easiest because it is straightforward and you have already done quite a lot of the work while preparing your research study. The order in which you write your thesis/dissertation doesn’t matter too much—if you find yourself jumping between sections, that is perfectly normal.
Keep a detailed list of your references using a reference manager or similar system, with tags so that you can easily identify the source of your information.

Final tips for writing and structuring a science thesis/dissertation

Writing a thesis/dissertation is a rewarding process. As a final tip for getting through this process successfully, don’t forget to leave sufficient time for editing and proofreading. Your thesis/dissertation will go through many drafts and revisions before it reaches its final form.

Engaging the services of a professional can go a long way in helping you produce a professional and high-quality document worthy of your research. In addition, there are many helpful tools like AI grammar checker tools available online for students and young researchers.

Check out our site for more tips on how to write a good thesis/dissertation , where to find the best thesis editing services , and more about thesis editing and proofreading services .

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Review Checklist

Use this checklist to ensure that your science thesis/dissertation isn’t missing any important structural components.

Title page: Does your thesis/dissertation have a title page with your title, name, department, advisor’s name, and other important information?

Acknowledgements: Did you give credit to your funders, research colleagues, and anyone else who helped you?

Abstract: Does your thesis/dissertation include a brief summary?

Table of contents: Does your table of contents include headings, subheadings, and page numbers?

Figure and tables: Is there a complete list of figures and tables that are in your thesis/dissertation?

List of abbreviations: Are all of the abbreviations used in your thesis/dissertation listed here?

Glossary: Did you clearly define any specialized terminology used in your thesis/dissertation?

Introduction/Literature review: Did you justify your research study, state your objectives, and your hypothesis? Did you review the previous relevant literature in your field and explain how your thesis/dissertation fits in?

Materials/Methodology: Could another scientist replicate what you did by reading this section?

Results: Did you include all of the data from your experiments/research study?

Discussion/Conclusion: Did you clearly explain what your results mean and whether your hypothesis was correct or not?

Reference list: Are your references properly formatted and listed alphabetically or numerically?

Bibliography and Appendices: Did you include any additional relevant data, figures, or text that didn’t fit into the main section of your thesis/dissertation?

How long is a typical science thesis/dissertation? +

A typical Master’s thesis/dissertation ranges from 15,000-45,000 words, while a Ph.D. thesis/dissertation can be as much as 80,000 words.

How do I start my thesis/dissertation? +

You don’t have to start with the introduction when you begin writing. You can start with the methodology section or any other section you prefer and revise it later.

How do I structure a science thesis/dissertation? +

The main section of a science thesis/dissertation includes an introduction/literature review, materials/methodology section, results, discussion/conclusion section, and a references list.

Reference management. Clean and simple.

How to write a thesis statement + examples

What is a thesis statement?

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

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

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

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

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

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

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

A good thesis statement needs to do the following:

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

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

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

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

If the question is:

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

A good thesis statement restates the question and answers it:

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

Here is another example. If the question is:

How can we end poverty?

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

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

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

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

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

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

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

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

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."

/images/cornell/logo35pt_cornell_white.svg" alt="what's a thesis in science"> Cornell University --> Graduate School

Guide to writing your thesis/dissertation, definition of dissertation and thesis.

The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master’s degrees. The dissertation is a requirement of the Ph.D. degree.

Formatting Requirement and Standards

The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic journals in your field. The Graduate School does not monitor the thesis or dissertation for mechanics, content, or style.

“Papers Option” Dissertation or Thesis

A “papers option” is available only to students in certain fields, which are listed on the Fields Permitting the Use of Papers Option page , or by approved petition. If you choose the papers option, your dissertation or thesis is organized as a series of relatively independent chapters or papers that you have submitted or will be submitting to journals in the field. You must be the only author or the first author of the papers to be used in the dissertation. The papers-option dissertation or thesis must meet all format and submission requirements, and a singular referencing convention must be used throughout.

ProQuest Electronic Submissions

The dissertation and thesis become permanent records of your original research, and in the case of doctoral research, the Graduate School requires publication of the dissertation and abstract in its original form. All Cornell master’s theses and doctoral dissertations require an electronic submission through ProQuest, which fills orders for paper or digital copies of the thesis and dissertation and makes a digital version available online via their subscription database, ProQuest Dissertations & Theses . For master’s theses, only the abstract is available. ProQuest provides worldwide distribution of your work from the master copy. You retain control over your dissertation and are free to grant publishing rights as you see fit. The formatting requirements contained in this guide meet all ProQuest specifications.

Copies of Dissertation and Thesis

Copies of Ph.D. dissertations and master’s theses are also uploaded in PDF format to the Cornell Library Repository, eCommons . A print copy of each master’s thesis and doctoral dissertation is submitted to Cornell University Library by ProQuest.

Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

Thesis is a scholarly document that presents a student’s original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student’s mastery of the subject matter and their ability to conduct independent research.

History of Thesis

The concept of a thesis can be traced back to ancient Greece, where it was used as a way for students to demonstrate their knowledge of a particular subject. However, the modern form of the thesis as a scholarly document used to earn a degree is a relatively recent development.

The origin of the modern thesis can be traced back to medieval universities in Europe. During this time, students were required to present a “disputation” in which they would defend a particular thesis in front of their peers and faculty members. These disputations served as a way to demonstrate the student’s mastery of the subject matter and were often the final requirement for earning a degree.

In the 17th century, the concept of the thesis was formalized further with the creation of the modern research university. Students were now required to complete a research project and present their findings in a written document, which would serve as the basis for their degree.

The modern thesis as we know it today has evolved over time, with different disciplines and institutions adopting their own standards and formats. However, the basic elements of a thesis – original research, a clear research question, a thorough review of the literature, and a well-argued conclusion – remain the same.

Structure of Thesis

The structure of a thesis may vary slightly depending on the specific requirements of the institution, department, or field of study, but generally, it follows a specific format.

Here’s a breakdown of the structure of a thesis:

This is the first page of the thesis that includes the title of the thesis, the name of the author, the name of the institution, the department, the date, and any other relevant information required by the institution.

This is a brief summary of the thesis that provides an overview of the research question, methodology, findings, and conclusions.

This page provides a list of all the chapters and sections in the thesis and their page numbers.

Introduction

This chapter provides an overview of the research question, the context of the research, and the purpose of the study. The introduction should also outline the methodology and the scope of the research.

Literature Review

This chapter provides a critical analysis of the relevant literature on the research topic. It should demonstrate the gap in the existing knowledge and justify the need for the research.

Methodology

This chapter provides a detailed description of the research methods used to gather and analyze data. It should explain the research design, the sampling method, data collection techniques, and data analysis procedures.

This chapter presents the findings of the research. It should include tables, graphs, and charts to illustrate the results.

This chapter interprets the results and relates them to the research question. It should explain the significance of the findings and their implications for the research topic.

This chapter summarizes the key findings and the main conclusions of the research. It should also provide recommendations for future research.

This section provides a list of all the sources cited in the thesis. The citation style may vary depending on the requirements of the institution or the field of study.

This section includes any additional material that supports the research, such as raw data, survey questionnaires, or other relevant documents.

How to write Thesis

Here are some steps to help you write a thesis:

Choose a Topic: The first step in writing a thesis is to choose a topic that interests you and is relevant to your field of study. You should also consider the scope of the topic and the availability of resources for research.
Develop a Research Question: Once you have chosen a topic, you need to develop a research question that you will answer in your thesis. The research question should be specific, clear, and feasible.
Conduct a Literature Review: Before you start your research, you need to conduct a literature review to identify the existing knowledge and gaps in the field. This will help you refine your research question and develop a research methodology.
Develop a Research Methodology: Once you have refined your research question, you need to develop a research methodology that includes the research design, data collection methods, and data analysis procedures.
Collect and Analyze Data: After developing your research methodology, you need to collect and analyze data. This may involve conducting surveys, interviews, experiments, or analyzing existing data.
Write the Thesis: Once you have analyzed the data, you need to write the thesis. The thesis should follow a specific structure that includes an introduction, literature review, methodology, results, discussion, conclusion, and references.
Edit and Proofread: After completing the thesis, you need to edit and proofread it carefully. You should also have someone else review it to ensure that it is clear, concise, and free of errors.
Submit the Thesis: Finally, you need to submit the thesis to your academic advisor or committee for review and evaluation.

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

Note: That’s just a basic template, but it should give you an idea of the structure and content that a typical thesis might include. Be sure to consult with your department or supervisor for any specific formatting requirements they may have. Good luck with your thesis!

Application of Thesis

Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis:

Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student’s ability to conduct original research and contribute to the knowledge in their field.
Career Advancement: A thesis can also help in career advancement. Employers often value candidates who have completed a thesis as it demonstrates their research skills, critical thinking abilities, and their dedication to their field of study.
Publication : A thesis can serve as a basis for future publications in academic journals, books, or conference proceedings. It provides the researcher with an opportunity to present their research to a wider audience and contribute to the body of knowledge in their field.
Personal Development: Writing a thesis is a challenging task that requires time, dedication, and perseverance. It provides the student with an opportunity to develop critical thinking, research, and writing skills that are essential for their personal and professional development.
Impact on Society: The findings of a thesis can have an impact on society by addressing important issues, providing insights into complex problems, and contributing to the development of policies and practices.

Purpose of Thesis

The purpose of a thesis is to present original research findings in a clear and organized manner. It is a formal document that demonstrates a student’s ability to conduct independent research and contribute to the knowledge in their field of study. The primary purposes of a thesis are:

To Contribute to Knowledge: The main purpose of a thesis is to contribute to the knowledge in a particular field of study. By conducting original research and presenting their findings, the student adds new insights and perspectives to the existing body of knowledge.
To Demonstrate Research Skills: A thesis is an opportunity for the student to demonstrate their research skills. This includes the ability to formulate a research question, design a research methodology, collect and analyze data, and draw conclusions based on their findings.
To Develop Critical Thinking: Writing a thesis requires critical thinking and analysis. The student must evaluate existing literature and identify gaps in the field, as well as develop and defend their own ideas.
To Provide Evidence of Competence : A thesis provides evidence of the student’s competence in their field of study. It demonstrates their ability to apply theoretical concepts to real-world problems, and their ability to communicate their ideas effectively.
To Facilitate Career Advancement : Completing a thesis can help the student advance their career by demonstrating their research skills and dedication to their field of study. It can also provide a basis for future publications, presentations, or research projects.

When to Write Thesis

The timing for writing a thesis depends on the specific requirements of the academic program or institution. In most cases, the opportunity to write a thesis is typically offered at the graduate level, but there may be exceptions.

Generally, students should plan to write their thesis during the final year of their graduate program. This allows sufficient time for conducting research, analyzing data, and writing the thesis. It is important to start planning the thesis early and to identify a research topic and research advisor as soon as possible.

In some cases, students may be able to write a thesis as part of an undergraduate program or as an independent research project outside of an academic program. In such cases, it is important to consult with faculty advisors or mentors to ensure that the research is appropriately designed and executed.

It is important to note that the process of writing a thesis can be time-consuming and requires a significant amount of effort and dedication. It is important to plan accordingly and to allocate sufficient time for conducting research, analyzing data, and writing the thesis.

Characteristics of Thesis

The characteristics of a thesis vary depending on the specific academic program or institution. However, some general characteristics of a thesis include:

Originality : A thesis should present original research findings or insights. It should demonstrate the student’s ability to conduct independent research and contribute to the knowledge in their field of study.
Clarity : A thesis should be clear and concise. It should present the research question, methodology, findings, and conclusions in a logical and organized manner. It should also be well-written, with proper grammar, spelling, and punctuation.
Research-Based: A thesis should be based on rigorous research, which involves collecting and analyzing data from various sources. The research should be well-designed, with appropriate research methods and techniques.
Evidence-Based : A thesis should be based on evidence, which means that all claims made in the thesis should be supported by data or literature. The evidence should be properly cited using appropriate citation styles.
Critical Thinking: A thesis should demonstrate the student’s ability to critically analyze and evaluate information. It should present the student’s own ideas and arguments, and engage with existing literature in the field.
Academic Style : A thesis should adhere to the conventions of academic writing. It should be well-structured, with clear headings and subheadings, and should use appropriate academic language.

Advantages of Thesis

There are several advantages to writing a thesis, including:

Development of Research Skills: Writing a thesis requires extensive research and analytical skills. It helps to develop the student’s research skills, including the ability to formulate research questions, design and execute research methodologies, collect and analyze data, and draw conclusions based on their findings.
Contribution to Knowledge: Writing a thesis provides an opportunity for the student to contribute to the knowledge in their field of study. By conducting original research, they can add new insights and perspectives to the existing body of knowledge.
Preparation for Future Research: Completing a thesis prepares the student for future research projects. It provides them with the necessary skills to design and execute research methodologies, analyze data, and draw conclusions based on their findings.
Career Advancement: Writing a thesis can help to advance the student’s career. It demonstrates their research skills and dedication to their field of study, and provides a basis for future publications, presentations, or research projects.
Personal Growth: Completing a thesis can be a challenging and rewarding experience. It requires dedication, hard work, and perseverance. It can help the student to develop self-confidence, independence, and a sense of accomplishment.

Limitations of Thesis

There are also some limitations to writing a thesis, including:

Time and Resources: Writing a thesis requires a significant amount of time and resources. It can be a time-consuming and expensive process, as it may involve conducting original research, analyzing data, and producing a lengthy document.
Narrow Focus: A thesis is typically focused on a specific research question or topic, which may limit the student’s exposure to other areas within their field of study.
Limited Audience: A thesis is usually only read by a small number of people, such as the student’s thesis advisor and committee members. This limits the potential impact of the research findings.
Lack of Real-World Application : Some thesis topics may be highly theoretical or academic in nature, which may limit their practical application in the real world.
Pressure and Stress : Writing a thesis can be a stressful and pressure-filled experience, as it may involve meeting strict deadlines, conducting original research, and producing a high-quality document.
Potential for Isolation: Writing a thesis can be a solitary experience, as the student may spend a significant amount of time working independently on their research and writing.

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Harvard University Theses, Dissertations, and Prize Papers

The Harvard University Archives ’ collection of theses, dissertations, and prize papers document the wide range of academic research undertaken by Harvard students over the course of the University’s history.

Beyond their value as pieces of original research, these collections document the history of American higher education, chronicling both the growth of Harvard as a major research institution as well as the development of numerous academic fields. They are also an important source of biographical information, offering insight into the academic careers of the authors.

Printed list of works awarded the Bowdoin prize in 1889-1890.

Spanning from the ‘theses and quaestiones’ of the 17th and 18th centuries to the current yearly output of student research, they include both the first Harvard Ph.D. dissertation (by William Byerly, Ph.D . 1873) and the dissertation of the first woman to earn a doctorate from Harvard ( Lorna Myrtle Hodgkinson , Ed.D. 1922).

Other highlights include:

The collection of Mathematical theses, 1782-1839
The 1895 Ph.D. dissertation of W.E.B. Du Bois, The suppression of the African slave trade in the United States, 1638-1871
Ph.D. dissertations of astronomer Cecilia Payne-Gaposchkin (Ph.D. 1925) and physicist John Hasbrouck Van Vleck (Ph.D. 1922)
Undergraduate honors theses of novelist John Updike (A.B. 1954), filmmaker Terrence Malick (A.B. 1966), and U.S. poet laureate Tracy Smith (A.B. 1994)
Undergraduate prize papers and dissertations of philosophers Ralph Waldo Emerson (A.B. 1821), George Santayana (Ph.D. 1889), and W.V. Quine (Ph.D. 1932)
Undergraduate honors theses of U.S. President John F. Kennedy (A.B. 1940) and Chief Justice John Roberts (A.B. 1976)

What does a prize-winning thesis look like?

If you're a Harvard undergraduate writing your own thesis, it can be helpful to review recent prize-winning theses. The Harvard University Archives has made available for digital lending all of the Thomas Hoopes Prize winners from the 2019-2021 academic years.

Accessing These Materials

How to access materials at the Harvard University Archives

How to find and request dissertations, in person or virtually

How to find and request undergraduate honors theses

How to find and request Thomas Temple Hoopes Prize papers

How to find and request Bowdoin Prize papers

email: Email
Phone number 617-495-2461

Related Collections

Harvard faculty personal and professional archives, harvard student life collections: arts, sports, politics and social life, access materials at the harvard university archives.

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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

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

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

thesis novel

Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 1 Jun. 2024.

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Dissertation
What Is a Thesis? | Ultimate Guide & Examples

What Is a Thesis? | Ultimate Guide & Examples

Published on 15 September 2022 by Tegan George . Revised on 5 December 2023.

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a PhD program in the UK.

Writing a thesis can be a daunting experience. Indeed, alongside a dissertation , it is the longest piece of writing students typically complete. It relies on your ability to conduct research from start to finish: designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

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Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarise the central points of your academic essay .
A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement to complete a PhD program.
In many countries, particularly the UK, a dissertation is generally written at the bachelor’s or master’s level.
In the US, a dissertation is generally written as a final step toward obtaining a PhD.

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The final structure of your thesis depends on a variety of components, such as:

Your discipline
Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section , results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

Example thesis #1: ‘Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807’ by Suchait Kahlon.
Example thesis #2: ‘”A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947’ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

Your full title
Your full name
Your department
Your institution and degree program
Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Prevent plagiarism, run a free check.

An abstract is a short summary of your thesis. Usually a maximum of 300 words long, it’s should include brief descriptions of your research objectives , methods, results, and conclusions. Though it may seem short, it introduces your work to your audience, serving as a first impression of your thesis.

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyses the concepts and theories that your research hinges on.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

George, T. (2023, December 05). What Is a Thesis? | Ultimate Guide & Examples. Scribbr. Retrieved 31 May 2024, from https://www.scribbr.co.uk/thesis-dissertation/thesis-ultimate-guide/

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How to Write a Good Conclusion (With Examples)

Smodin Editorial Team
Published: May 31, 2024

Students often spend a great deal of time crafting essay introductions while leaving the conclusion as an afterthought. While the introduction is one of the most vital aspects of an essay, a good conclusion can have just as much of an impact on its effectiveness. Knowing how to write a good conclusion is crucial, as it encapsulates your main points and leaves a lasting impression on the reader.

A well-crafted conclusion should serve as the final pitch for your arguments. Your reader should walk away with a clear understanding of what they just read and how it applies to the core of your thesis. With the right approach, your conclusion can transform a good essay into a great one, making it both memorable and impactful.

This article will guide you through four simple steps of writing compelling conclusions. Each step is designed to help you reinforce your thesis and articulate your final thoughts in a way that will resonate with your teacher or professor. With a bit of practice, you can learn how to stick the landing and give every essay the finale it deserves.

What Is the Purpose of the Conclusion Paragraph?

Understanding the purpose of the conclusion paragraph is essential for effective essay writing. The conclusion paragraph should be more than just a summary of your essay. It should consolidate all your arguments and tie them back to your thesis.

Remember, all good writing inspires emotion. Whether to inspire, provoke, or engage is up to you, but the conclusion should always leave a lasting impression.

If in doubt, Smodin’s AI Chat tool can be handy for gauging the emotional impact of your conclusion.

By mastering the art of writing a powerful conclusion, you equip yourself with the tools to ensure your essays stand out. Whether it’s the first or last essay you’re writing for the class, it’s your chance to leave a definitive mark on your reader.

How to Write a Good Conclusion

This approach ensures your conclusion adds value and reinforces your arguments’ coherence. Here are three simple and effective practices to help you craft a solid conclusion.

Restating Your Thesis

Restating your thesis in the conclusion is a common practice in essay writing, and for good reason. It helps underscore how your understanding has deepened or shifted based on the evidence you provided.

Just understand that a restatement of your original thesis doesn’t mean a complete word-for-word repeat. You should rephrase your original thesis so that it elucidates the insights you touched on throughout the essay. Smodin’s AI Rewriter can help refine your restatement to ensure it is fresh and impactful.

Here are a few tips to effectively restate your thesis

Show Complexity : If your essay added layers or nuances to the original statement, be sure to articulate that clearly.
Integrate Key Findings : Incorporate the main findings of your essay to reinforce how they supported or refined your thesis.
Keep It Fresh : Again, you want to avoid repeating the same things twice. Use different wording that reflects a nuanced perspective.

Finally, always ensure that the restated thesis connects seamlessly with the rest of your essay. Always try to showcase the coherence of your writing to provide the reader with a strong sense of closure.

Using AI tools like Smodin’s Outliner and Essay Writer can ensure your writing flows smoothly and is easy to follow.

Providing an Effective Synthesis

Providing an effective synthesis should enhance your original thesis. All good arguments should evolve and shift throughout the essay. Rather than simply summarizing these findings, you should integrate critical insights and evidence to demonstrate a deeper or more nuanced understanding.

Draw connections between the main points discussed and show how they collectively support your thesis. Also, reflect on the implications of these insights for the broader context of your subject. And once again, always use fresh and engaging language to maintain the reader’s interest.

The last thing you want is for your reader to view your essay as a collection of individual points. A good essay should read as a unified whole, with all the pieces tying together naturally. You affirm your argument’s significance when you tie all the pieces together in your conclusion.

Providing New Insights

provide insights when writing conclusion paragraph

Also, think of this step as your opportunity to propose future research directions based on your findings. What could a student or researcher study next? What unanswered questions remain? If you’re having trouble answering these questions, consider using Smodin’s research tools to expand your knowledge of the topic.

That isn’t to say you can leave open-ended or unanswered questions about your own thesis. On the contrary, your conclusion should firmly establish the validity of your argument. That said, any deep and insightful analysis naturally leads to further exploration. Draw attention to these potential areas of inquiry.

(Optional) Form a Personal Connection With the Reader

Forming a connection with the reader in the conclusion can personalize and strengthen the impact of your essay. This technique can be powerful if implemented correctly, making your writing more relatable, human, and memorable.

That said, slime academics discourage using “I” in formal essays. It’s always best to clarify your teacher’s or professor’s stance before submitting your final draft.

If it is allowed, consider sharing a brief personal reflection or anecdote that ties back to the main themes of your essay. A personal touch can go a long way toward humanizing your arguments and creating a connection with the reader.

Whatever you choose, remember that your conclusion should always complement the analytical findings of your essay. Never say anything that detracts from your thesis or the findings you presented.

Examples of Good Conclusions

Let’s explore some examples to illustrate what a well-crafted conclusion looks and sounds like. The following are two hypothetical thesis essays from the fields of science and literature.

Thesis Topic: The Impact of Climate Change on Coral Reefs
Introduction: “Coral reefs act as the guardians of the ocean’s biodiversity. These underwater ecosystems are among the most vibrant and essential on the entire planet. However, the escalating impact of climate change poses a severe threat to their health and survival. This essay aims to dissect specific environmental changes contributing to coral degradation while proposing measures for mitigation.”
Conclusion: “This investigation into the impact of climate change on coral reefs has revealed a disturbing acceleration of coral bleaching events and a significant decline of reef biodiversity. The findings presented in this study establish a clear link between increased sea temperatures and coral reef mortality. Future research should focus on the resilience mechanisms of coral species that could influence conservation strategies. The fate of the coral reefs depends on humanity’s immediate and concentrated action to curb global emissions and preserve these vital ecosystems for future generations.”

Notice how the conclusion doesn’t simply restate the thesis. Instead, it highlights the definitive connection between climate change and coral health. It also reiterates the issue’s urgency and extends a call of action for ongoing intervention. The last sentence is direct, to the point, and leaves a lasting impression on the reader.

If you’re struggling with your closing sentence (or any sentence, for that matter), Smodin’s Rewriter can create hundreds of different sentences in seconds. Then, choose the sentences and phrases that resonate the most and use them to craft a compelling conclusion.

Thesis Topic: The Evolution of the American Dream in 20th-Century American Literature
Introduction: “The American Dream was once defined by prosperity and success. However, throughout the 20th century, the representation of the American Dream in popular literature has undergone significant changes. Are these representations indicative of a far-reaching sentiment that lay dormant among the American public? Or were these works simply the result of disillusioned writers responding to the evolving challenges of the times?”
Conclusion: “Works by F. Scott Fitzgerald, John Steinbeck, and Toni Morrison illustrate the American Dream’s evolution from unbridled optimism to a more critical examination of the American ethos. Throughout modernist and post-modernist literature, the American Dream is often at odds with core American values. These novels reflect broader societal shifts that continue to shape the national consciousness. Further research into contemporary literature could provide greater insight into the complexities of this concept.”

You will know exactly what this essay covers by reading the introduction and conclusion alone. It summarizes the evolution of the American Dream by examining the works of three unique authors. It then analyzes these works to demonstrate how they reflect broader societal shifts. The conclusion works as both a capstone and a bridge to set the stage for future inquiries.

Write Better Conclusions With Smodin

Always remember the human element behind the grading process when crafting your essay. Your teachers or professors are human and have likely spent countless hours reviewing essays on similar topics. The grading process can be long and exhaustive. Your conclusion should aim to make their task easier, not harder.

A well-crafted conclusion serves as the final piece to your argument. It should recap the critical insights discussed above while shedding new light on the topic. By including innovative elements and insightful observations, your conclusion will help your essay stand out from the crowd.

Make sure your essay ends on a high note to maximize your chances of getting a better grade now and in the future. Smodin’s comprehensive suite of AI tools can help you enhance every aspect of your essay writing. From initial research to structuring, these tools can streamline the process and improve the quality of your essays.

Live Updates: Launch of NASA Astronauts in Boeing’s Starliner Is Scrubbed

Butch Wilmore and Suni Williams were minutes away from lifting off from the launchpad at Cape Canaveral in the first astronaut flight of a vehicle that has faced years of costly delays.

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Kenneth Chang

Here’s what to know about Starliner’s 2nd scrubbed launch attempt.

NASA astronauts were stranded on the launchpad on Saturday during an attempt to ride a spacecraft into orbit that has never carried humans before. The goal of the flight was to add another spacecraft capable of carrying humans to the agency’s fleet. The vehicle, named Starliner and built by the aerospace giant Boeing, has already faced years of technical setbacks and costly delays.

Starliner was set to lift off atop an Atlas V rocket at 12:25 p.m. Eastern time from Cape Canaveral Space Force Station in Florida. But a computer that autonomously manages the last part of the countdown observed something not quite right at 3 minutes and 50 seconds before the scheduled launch time, scrubbing the flight.

A flight controller declared “Hold, hold, hold,” and others worked to ensure that the rocket was in a safe state and prepared for the disembarkment of the astronauts from the spacecraft.

During a webcast, neither NASA, Boeing, nor United Launch Alliance which flies the Atlas V rocket has yet to describe the cause of the delay. If there is an easy fix, they could try to launch on Sunday at 12:03 p.m. Eastern time.

The space agency retired its space shuttles in 2011. For nine years, astronauts could get to the International Space Station only aboard Russian Soyuz rockets. Then in May 2020, two NASA astronauts, Bob Behnken and Doug Hurley, flew to the I.S.S. in a SpaceX spacecraft, Crew Dragon. That capsule has since become the only way to get to orbit from the United States.

With a successful Starliner demonstration mission, NASA aims to have a second vehicle ready to carry crews to orbit from the United States. Here’s what you need to know about Saturday’s flight:

NASA is continuing to livestream the astronauts’ exit from Starliner. A video player where you can watch the operation is embedded on this webpage.

Starliner had what is known as an instantaneous launch window — it must launch on time to allow it to catch up with the International Space Station passing above. .

In addition to the backup opportunity on Sunday, there are two more launch opportunities on June 5 and June 6. If Starliner still has not launched by then, there will be a longer delay of about 10 days to replace the batteries in the Atlas V’s flight termination system. The termination system destroys the rocket if it goes off course; in case of an emergency, Starliner’s engines would carry the capsule and astronauts to safety.

The two crew members on board Starliner are Butch Wilmore, the commander, and Suni Williams, the pilot. They are experienced NASA astronauts, with Wilmore having spent 167 days in space, and Williams 322 days there. After liftoff, they will spend about a day in orbit before docking with the space station Sunday afternoon. They will stay for about a week, allowing for more tests of the spacecraft and its systems.

The two astronauts were supposed to launch on May 6. A problem, since repaired, with a valve on the United Launch Alliance Atlas V rocket that was to carry their Starliner capsule to orbit caused the flight to be called off after Wilmore and Williams were already on board.

Around the time the astronauts were strapped into their seats in the Starliner on Saturday, U.L.A. flight controllers reported a sensor issue with a valve on the launchpad that regulates the flow of propellants to the Atlas V’s second stage. The team switched to a backup system, which seemed to resolve the issue and allowed the countdown to proceed. There was also a brief problem closer to liftoff with the fans in the astronauts’ spacesuits, but Boeing engineers resolved that issue.

Starliner itself is years behind schedule, as the work by Boeing and NASA to confirm that the spacecraft was safe to fly stretched far longer than either had expected. Technical pitfalls included inadequate software testing, corroded propellant valves, flammable tape and a key component in the parachute system that turned out to be weaker than designed, and most recently a helium leak in the spacecraft’s propulsion system. Boeing fixed and studied the problems, enabling Saturday’s launch attempt.

The delays have left Boeing facing more than $1.4 billion in unexpected charges. The launch attempt comes during a tough 2024 for the aerospace giant. Just days into the year, a panel on the body of a Boeing 737 Max 9 blew off during an Alaska Airlines flight. The pilots safely landed the plane and there were no major injuries, but the episode has had widespread repercussions for the company, particularly its aviation division.

Niraj Chokshi contributed reporting.

The computer that autonomously handles the last part of the countdown observed something not quite right at 3 minutes, 50 seconds before liftoff and issued a hold. If it is a straightforward fix, the next launch opportunity is tomorrow at 12:03 p.m. Eastern time.

The crew access arm is moving back to Starliner to allow the astronauts to safely exit the vehicle. We don’t know yet what happened to stop the countdown.

Starliner will remain on the ground today. What remains to be seen is whether it may launch tomorrow, or another day.

Hold on the countdown.

Michael Roston

They’re moving the countdown to T-4 minutes, at less than two minutes left in the countdown for the 12:25 p.m. liftoff.

Less than 5 minutes to launch. Weather is good, and the rocket is ready to fly. I bet Butch Wilmore and Suni Williams are ready to go, too.

Now the suit fans are working, and the countdown continues.

There is a problem with the fans that blow air into the astronauts’ spacesuits. Boeing engineers are working on that.

If you live on the East Coast and have a good clear view of the sky to the east, you may have a shot at seeing the Atlas V rocket’s ascent during its first 10 minutes, according to United Launch Alliance

Get Ready! Live on the East Coast and wonder when you will see the #AtlasV near you? Our visibility graphic shows when the rocket will rise into view. pic.twitter.com/MKpdkbe4rh — ULA (@ulalaunch) June 1, 2024

Here’s the flight plan for Starliner’s journey.

If all goes well, an Atlas V rocket carrying Starliner will lift off on Saturday at 12:25 p.m. Eastern time from the Cape Canaveral Space Force Station in Florida. It has to launch at the exact moment — what is known as an instantaneous launch window — that would allow it to catch up with the International Space Station passing above.

Starliner then detaches from the second stage of the rocket 15 minutes after launch. Then 16 minutes later, Starliner fires its thrusters to enter a stable orbit around Earth.

Starliner will take more than a day to meet up with the space station. During that time, the two NASA astronauts, Butch Wilmore and Sunita Williams, will perform tests, including manually flying the spacecraft.

On Tuesday evening, the spacecraft will slowly approach the station, with docking scheduled for 1:50 p.m. Eastern on Sunday.

Starliner, along with Mr. Wilmore and Ms. Williams, will stay at the space station for about a week, allowing for more tests of the spacecraft and its systems.

“We’re pretty much on a timeline, making sure we’re going to get everything done,” Ms. Williams said during a question-and-answer session before the postponed launch attempt on May 6.

The countdown has now reached 30 minutes until a rocket is set to lift Butch Wilmore and Suni Williams on the very first flight of the Boeing Starliner with astronauts on board.

Boeing’s Starliner capsule has had a long, difficult road to human spaceflight.

In late 2019, Boeing appeared to have a good chance at beating SpaceX to become the first private U.S. company to take astronauts to orbit.

In the four and a half years since, a lot has gone wrong. Here’s a timeline of the setbacks that caused Boeing to fall so far behind SpaceX in providing American astronauts a ride to low Earth orbit.

December 2019: A ‘high-visibility close call.’

On Dec. 20, 2019, Boeing looked to be in the homestretch.

A Starliner capsule — the same spacecraft that is to take the NASA astronauts Butch Wilmore and Suni Williams to the space station on Saturday — was on the launchpad atop an Atlas V rocket.

The test flight to the space station had no astronauts on board, and its mission was to assess the spacecraft’s navigation, propulsion and docking systems. If the flight were to pass this last technical hurdle, a trip with astronauts aboard could take place within months.

The Atlas V rocket launched flawlessly, releasing Starliner.

And then the mission immediately went awry .

The spacecraft’s clock was set to the wrong time, making Starliner think it was in the wrong location. The capsule fired its thrusters to try to get to where it thought it should be. At the same time, a communications glitch thwarted efforts by flight controllers at mission control to diagnose and fix the problem.

The Starliner spacecraft used up too much propellant, and the planned docking at the space station was called off.

During the troubleshooting, Boeing engineers discovered another software error that would have fired the wrong thrusters during a maneuver leading up to re-entry. NASA labeled the incident a “high-visibility close call” that could have destroyed the spacecraft if the errors had not been patched from the ground during the flight.

An investigation revealed multiple failures in Boeing’s processes that should have caught the mistakes before the launch. An exhaustive audit reviewed one million lines of software code.

NASA officials admitted that maybe they had placed too much trust in Boeing, which had decades of experience working with NASA.

Summer 2021: Corrosion on the launchpad.

NASA and the company decided that a second uncrewed test was needed before a flight with astronauts aboard. The spacecraft was rolled out onto the launchpad in July, but a problem aboard the space station prompted a delay to early August. Then ahead of an Aug. 4 launch attempt, mission managers discovered corroded propellant valves on Starliner that would not open. The test flight was called off and another lengthy round of troubleshooting followed.

May 2022: Another launch, more problems.

The second uncrewed test finally launched on May 19, 2022.

During a maneuver to put Starliner in a stable orbit, two thrusters failed, but the spacecraft was able to compensate. It proceeded to dock at the space station and returned to Earth successfully.

July 2023: Parachutes and tape.

Before the test flight with astronauts aboard, then scheduled for July 2023, two more issues emerged. Protective tape that was wrapped around wiring insulation turned out to be flammable, and a key component in the parachute system was weaker than designed and could break if Starliner’s three parachutes did not deploy properly.

About a mile of the tape was replaced, and the parachute design was upgraded and strengthened, and then retested.

May 2024: Still not ready to fly.

“We’ve been taking our time to go through everything methodically because it is a test flight, and we want it to go well,” Steve Stich, program manager for NASA’s commercial crew program, said during a news conference on May 3.

Mark Nappi, the program manager at Boeing for Starliner, said: “We are ready to perform the test flight. And I’ve never felt readier on any mission that I’ve ever participated in.”

But Starliner was still not quite ready.

The countdown on May 6 was proceeding smoothly until a balky valve on the second stage of the Atlas V rocket — unrelated to Starliner — started acting up, vibrating audibly at about 40 times a second.

The launch was called off, and the rocket needed to be taken off the launchpad for the valve to be replaced. That work was completed within a few days.

But a thornier issue emerged.

As the propellants were drained from the tanks of the Atlas V rocket, engineers discovered a small helium leak in the Starliner’s propulsion system.

Helium, an inert gas, is used to push propellants to the thrusters, and if too much helium is lost, the thrusters may not work properly.

The leak was traced to a seal on a helium line leading to one of 28 small thrusters known as reaction control system engines.

“Much like you would have on any piece of your plumbing at home, a faucet or anything like that,” Mr. Stich said during a telephone news conference on May 24. “There’s a seal that keeps that interface tight.”

Tests showed no leaks in the seals leading to the other 27 reaction control system engines, and engineers were confident that the single leak was manageable. There are no plans to replace the seal, which would require pulling Starliner off the Atlas V rocket and would lead to an even lengthier delay for the flight.

“We could handle this particular leak if that leak rate were to grow even up to 100 times,” Mr. Stich said.

The helium leak led NASA and Boeing to take a wider look at the Starliner’s propulsion system, which revealed a “design vulnerability,” Mr. Stich said. If a series of unlikely failures occurred, the spacecraft might not be able to bring the astronauts safely back to Earth.

If there were problems with the larger engines intended to be fired for a maneuver to drop the spacecraft out of orbit, one of the backup plans was to use eight of the smaller thrusters. However, the analysis showed that an additional failure might mean there would be only four of the smaller thrusters available.

The engineers then developed another backup plan to bring Starliner out of orbit with only the four thrusters. NASA and Boeing officials said that after weeks of studying the problem, they were confident they could manage problems that might arise from the leak.

And on Saturday, finally, maybe, Mr. Wilmore and Ms. Williams will fly on Starliner.

It’s now one hour until Starliner’s first launch with astronauts on board.

The hatch is closed. The launchpad team is now checking for leaks from the seal on the capsule's hatch.

Niraj Chokshi

Reporting on Boeing and other companies in the aviation industry.

Boeing’s aviation safety record is under heavy scrutiny this year.

Boeing has had a tough 2024.

Just days into the new year, a Boeing 737 Max 9 experienced a near-catastrophic failure near Portland, Ore., when a panel on the plane’s body blew off during an Alaska Airlines flight. The pilots safely landed the plane and there were no major injuries, but the episode has had widespread repercussions for the company.

The Federal Aviation Administration grounded all Max 9 jets within the United States for several weeks, a headache for Alaska and United Airlines, which rely on the plane. The agency also immediately increased its scrutiny of Boeing and limited the rate at which the company can build the Max at its Seattle-area factory.

On Thursday, Boeing delivered to the F.A.A. a description of the company’s plan to improve quality and safety. That followed earlier efforts to reassure the public of the quality of its planes by describing stepped-up inspections, expanded training, simplified planning and processes, and work to reduce defects.

The F.A.A. said it would hold weekly meetings to monitor Boeing’s progress, which the agency will also be able to track with six real-time indicators like employee proficiency, parts shortages and how much rework had to be done on components it builds.

The company has also shaken up its leadership: The chairman of its board stepped down and its chief executive said he would leave by the end of the year.

Boeing has been in talks to buy Spirit AeroSystems, a troubled supplier that makes the body of the Max, and which had been a part of Boeing until it was spun off two decades ago.

The Alaska Airlines episode ended a relatively smooth run the company had enjoyed since late 2020 when it resumed flights of the 737 Max 8. The company’s reputation had been damaged after two fatal crashes of that plane, in 2018 and 2019, in which 346 people died. The Max was banned globally for nearly two years after those crashes.

Much of the fallout has been limited to Boeing’s commercial planes business, which is distinct from the company’s other two divisions: one that makes military aircraft, missiles, satellites, spacecraft and rockets, and another that provides maintenance and services to the company’s customers.

Everything is good now. Countdown continues. Launchpad team has resumed work on closing the Starliner hatch.

Replenishing of liquid oxygen has resumed. There seem to be some issues with attempting to restart the flow of liquid hydrogen. The two propellants mix together in flight to make the rocket move.

Liquid oxygen and liquid hydrogen propellants in the rocket's second stage continually boil off and needs to be topped up. However, communication to the valves that regulates the flow of the propellants was not working correctly so the valves were closed. The ULA launch team is switching to a backup communication system. If that works, then the launch will proceed. If not, Wilmore and Williams will probably have to wait again for another day.

The problem is like a gas pump that cannot discern when the tank is full, and involves a valve that is on the launchpad, not in the rocket.

Dillon Rice, the commentator for United Launch Alliance, said it looks like a sensor issue and not a problem with the actual valve. They are looking to use backup instrumentation and that is expected to resolve the issue.

The closing of Starliner's hatch is being delayed as the rocket's managers troubleshoot the valve issue. There is still cushion in the countdown for this to be worked out and lift off on time.

United Launch Alliance, the maker of the Atlas V rocket, is working on an issue with a valve in the second stage. The countdown is continuing.

If you were watching the last launch attempt on May 6, you may be feeling a sense of déjà vu: It was around two hours before launch with Wilmore and Williams strapped into the capsule that a valve issue on the rocket’s second stage led to a scrub of the flight.

This appears to be a different valve than the one that interfered with the May launch.

“Crew insertion is complete.” The astronauts are strapped into their seats, and ready to go when the rocket and spacecraft are ready.

Some of the astronauts’ luggage is not going to make it to the space station.

On Friday, NASA announced some shuffling of cargo that Starliner is taking to the space station.

The astronauts on board, Butch Wilmore and Suni Williams, will give up some personal items during their short stay in orbit in order to make room for a spare part for a water recycling system on the International Space Station.

The space station receives regular deliveries of cargo. Much of it arrives packed into uncrewed cargo vehicles launched from the United States and Russia. That includes a Russian Progress spacecraft that docked Saturday morning with about three tons of food, fuel and other supplies.

Other times, items are packed along with astronaut crews headed to space.

On Wednesday, a pump failed in the system on the space station that collects and processes the astronauts’ urine, the first step in turning it back to drinkable water. That pump had been expected to last until the fall, and a replacement was set to be delivered by a cargo spacecraft in August.

“It failed a little bit early, which put us in a position where we’d have to store an awful lot of urine,” Dana Weigel, NASA’s program manager for the space station, said during a news conference on Friday. “Obviously, adding two more crew members to that further constrains the storage capability we have on board.”

The pump equipment, which weighs about 150 pounds, was flown to the Kennedy Space Center and loaded onto Starliner. Two suitcases of clothing and toiletries for Mr. Wilmore and Ms. Williams were removed to make room for it.

“The key for the flight was not to perturb the mass properties,” Ms. Weigel said.

The astronauts will use supplies and clothing already at the space station during their scheduled stay of about a week.

The one weather concern are the winds blowing from the east. If the launch gets aborted right after liftoff, engines would carry Starliner away from the rocket. It would then land under a parachute in the water. The winds could blow Starliner over land. Although Starliner is designed to land on land when it returns from orbit, that would not be acceptable during an aborted launch.

What is Boeing’s Starliner spacecraft?

At first glance, Boeing’s Starliner looks much like the command module used during NASA’s Apollo moon missions in the 1960s and 1970s.

That’s not a random coincidence. The ability of that cone-shaped vehicle to keep astronauts safe during re-entry into the Earth’s atmosphere has been well documented.

At 15 feet in diameter, Starliner is slightly bigger than the Apollo spacecraft. The capsule and the service module — the part of the spacecraft that provides power and propulsion during the flight before being discarded just before landing — are together 16.5 feet in height.

The spacecraft is large enough to carry up to seven astronauts, but NASA missions will carry a crew of four. Boeing has the option of selling a fifth seat to a private customer who wants to tag along.

Each Starliner capsule is designed to be used for up to 10 missions; by contrast, the service module — the cylindrical component below the capsule which contains power, propulsion and life support systems — burns up in the atmosphere, and a new one is needed for each trip.

Boeing has built three Starliner capsules. The first was used only to demonstrate the ability to quickly fly astronauts to safety in case of an emergency on the launchpad. That capsule will not be used for any missions to orbit.

The Starliner used for this mission previously flew in space in 2020 during the first uncrewed test flight, which was cut short because of technical problems. Sunita Williams, the pilot for this mission, has named the spacecraft Calypso, a nod to the research ship used by Jacques Cousteau, a French undersea explorer.

The third Starliner, still unnamed, was used for the second uncrewed test in 2022 and will fly four astronauts to the space station for the first operational mission, scheduled for next year.

Butch Wilmore and Suni Williams arrived at the launchpad, rode the elevator up and are now preparing to get into the capsule. It’ll take a while to get them fully strapped in.

Starliner's return to the launchpad was delayed last month as Boeing analyzed a leak of helium from the capsule's propulsion system. The helium continues to leak, a Boeing spokeswoman said, but at a slower rate than during the last launch attempt. It is not considered a problem at this time.

This will be the first astronaut mission launched from Cape Canaveral since Apollo 7 in 1968. You might think, “Huh? What about all the other Apollo missions and the space shuttles? And the SpaceX’s Crew Dragon launches?” All of those missions launched from NASA’s Kennedy Space Center, which is next door to the Cape Canaveral Space Force Station, but a separate facility.

The Starliner astronauts have been patient. Then they had to wait again.

For Butch Wilmore and Suni Williams, the wait for this trip on the Boeing Starliner has been longer than they expected.

On May 1, a reporter pointed out that Mr. Wilmore and Ms. Williams, two veteran astronauts, trained longer for this mission than Neil Armstrong, Buzz Aldrin and Michael Collins had for the Apollo 11 moon landing.

“It almost feels unreal,” Ms. Williams replied.

Then the wait stretched out for almost another month after the first launch attempt on May 6 was called off because of a misbehaving valve in the rocket.

Mr. Wilmore and Ms. Williams initially remained at the Kennedy Space Center in Florida, hoping that the valve could be quickly fixed and that a second attempt could follow within a few days.

But engineers found a small helium leak in the Starliner, requiring arduous troubleshooting.

The two astronauts returned to their home base at the Johnson Space Center in Houston on May 10, but remained in quarantine to minimize contact with other people, and the chances of becoming ill.

“They’re in good spirits,” Steve Stich, program manager for NASA’s commercial crew program, said during a news conference on May 24.

Mr. Wilmore and Ms. Williams spent some of their additional time on the ground in a simulator for the Starliner spacecraft, practicing how to handle a failure of some of the spacecraft’s thrusters — a possible consequence if the helium leak worsened while they were in space.

“They’ve flown all those cases in terms of rendezvous and deorbit and entry, and they’re ready to go,” Mr. Stich said.

Ms. Williams was born in Ohio but grew up in Massachusetts. She was a test pilot in the U.S. Navy and has more than 3,000 hours flying 30 different aircraft. She was selected as a NASA astronaut in 1998. She has spent 322 days in space and for a while held the record for total time on spacewalks by a woman.

Mr. Wilmore, a native of Tennessee, was also a Navy test pilot, and he flew combat missions over Iraq and Bosnia in the 1990s. He was selected as an astronaut by NASA in 2000. During his two previous missions, he spent a total of 167 days in space.

Their last trips to orbit were years ago.

Ms. Williams had two long-duration stays on the International Space Station, the second ending in November 2012. Mr. Wilmore served as the pilot of a space shuttle mission in 2009, and then spent five and a half months on the space station from September 2014 to March 2015.

After a glitch-filled test flight in December 2019 with no crew aboard, delays shuffled the astronaut assignments. Indeed, none of the astronauts that NASA named in 2018 to fly on the test flight are on the upcoming test flight.

In 2020, Mr. Wilmore was named commander of the test flight. In 2022, Ms. Williams was shifted to the test flight, serving as the pilot. (She originally was assigned to serve as the commander of the second flight, the first operational one that would take four astronauts to the space station for six months.)

How does 'not' affect what we understand? Scientists find negation mitigates our interpretation of phrases

New study shows how the brain builds new meanings through word combinations.

When we're told "This coffee is hot" upon being served a familiar caffeinated beverage at our local diner or cafe, the message is clear. But what about when we're told "This coffee is not hot"? Does that mean we think it's cold ? Or room temperature? Or just warm?

A team of scientists has now identified how our brains work to process phrases that include negation (i.e., "not"), revealing that it mitigates rather than inverts meaning -- in other words, in our minds, negation merely reduces the temperature of our coffee and does not make it "cold."

"We now have a firmer sense of how negation operates as we try to make sense of the phrases we process," explains Arianna Zuanazzi, a postdoctoral fellow in New York University's Department of Psychology at the time of the study and the lead author of the paper, which appears in the journal PLOS Biology . "In identifying that negation serves as a mitigator of adjectives -- 'bad' or 'good,' 'sad' or 'happy,' and 'cold' or 'hot' -- we also have a better understanding of how the brain functions to interpret subtle changes in meaning."

In an array of communications, ranging from advertising to legal filings, negation is often used intentionally to mask a clear understanding of a phrase. In addition, large language models in AI tools have difficulty interpreting passages containing negation. The researchers say that their results show how humans process such phrases while also potentially pointing to ways to understand and improve AI functionality.

While the ability of human language to generate novel or complex meanings through the combination of words has long been known, how this process occurs is not well understood.

To address this, Zuanazzi and her colleagues conducted a series of experiments to measure how participants interpreted phrases and also monitored participants' brain activity during these tasks -- in order to precisely gauge related neurological function.

In the experiments, participants read -- on a computer monitor -- adjective phrases with and without negation (e.g., "really not good" and "really really good") and rated their meaning on a scale from 1 ("really really bad") to 10 ("really really good") using a mouse cursor. This scale was designed, in part, to determine if participants interpreted phrases with negation as the opposite of those without negation -- in other words, did they interpret "really not good" as "bad" -- or, instead, as something more measured?

Here, the researchers found that participants took longer to interpret phrases with negation than they did phrases without negation -- indicating, not surprisingly given the greater complexity, that negation slows down our processing of meaning. In addition, drawing from how the participants moved their cursors, negated phrases were first interpreted as affirmative (i.e., "not hot" was initially interpreted as closer to "hot" than to "cold"), but later shifted to a mitigated meaning, suggesting that, for instance, "not hot" is not interpreted as either "hot" or "cold," but, rather, as something between "hot" and "cold."

The scientists also used magnetoencephalography (MEG) to measure the magnetic fields generated by the electrical activity of participants' brains while they were performing these phrase-interpretation tasks. As with the behavioral experiments, neural representations of polar adjectives such as "cold" and "hot" were made more similar by negation, suggesting that the meaning of "not hot" is interpreted as "less hot" and the meaning of "not cold" as "less cold," becoming less distinguishable. In sum, neural data matched what was observed for the mouse movements in the behavioral experiments: negation does not invert the meaning of "hot" to "cold," but rather weakens or mitigates its representation along the semantic continuum between "cold" and "hot."

"This research spotlights the complexity that goes into language comprehension, showing that this cognitive process goes above and beyond the sum of the processing of individual word meanings," observes Zuanazzi, now at the Child Mind Institute.

The paper's other authors were: Pablo Ripollés, an assistant professor in NYU's Department of Psychology and associate director of Music and Audio Research Laboratory at NYU's Steinhardt School of Culture, Education, and Human Development; Jean-Rémi King, a researcher at France's École Normale Supérieure; Wy Ming Lin, a doctoral student at the University of Tübingen; Laura Gwilliams, an NYU doctoral student at the time of the study; and David Poeppel, a professor in NYU's Department of Psychology and managing director of the Ernst Strüngmann Institute for Neuroscience in Frankfurt, Germany.

The research was supported by a grant from the National Science Foundation (2043717).

Language Acquisition
Intelligence
Brain-Computer Interfaces
Social Psychology
Child Development
Psychoactive drug
Circadian rhythm
Intellectual giftedness

Story Source:

Materials provided by New York University . Original written by James Devitt. Note: Content may be edited for style and length.

Journal Reference :

Arianna Zuanazzi, Pablo Ripollés, Wy Ming Lin, Laura Gwilliams, Jean-Rémi King, David Poeppel. Negation mitigates rather than inverts the neural representations of adjectives . PLOS Biology , 2024; 22 (5): e3002622 DOI: 10.1371/journal.pbio.3002622

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