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

How to Write a Thesis Statement | 4 Steps & Examples

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

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

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

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

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

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Table of contents

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

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

The best thesis statements are:

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

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

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

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

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

For example, you might ask:

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

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

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

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

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

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

A strong thesis statement should tell the reader:

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

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

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

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

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

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

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

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

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

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

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

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

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

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Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

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Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

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How to write a thesis statement + examples

What is a thesis statement?

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

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

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

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

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

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

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

A good thesis statement needs to do the following:

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

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

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

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

If the question is:

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

A good thesis statement restates the question and answers it:

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

Here is another example. If the question is:

How can we end poverty?

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

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

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

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

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

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

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

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

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II. Getting Started

2.6 Writing Thesis Statements

Kathryn Crowther; Lauren Curtright; Nancy Gilbert; Barbara Hall; Tracienne Ravita; and Kirk Swenson

To be effective, all support in an essay must work together to convey a central point; otherwise, an essay can fall into the trap of being out of order and confusing. Just as a topic sentence focuses and unifies a single paragraph, the thesis statement focuses and unifies an entire essay. This statement is like a signpost that signals the essay’s destination; it tells the reader the point you want to make in your essay, while the essay itself supports that point.

Because writing is not a linear process, you may find that the best thesis statement develops near the end of your first draft. However, creating a draft or working thesis early in the writing project helps give the drafting process clear direction. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

A thesis is not just a topic, but rather the writer’s comment or interpretation of the question or subject. For whatever topic you select (for example, school uniforms, social networking), you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful, and confident.

In the majority of essays, a thesis is one sentence long and appears toward the end of the introductory paragraph. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body paragraphs. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

Working Thesis Statements

A strong thesis statement must have the following qualities:

• It must be arguable.  A thesis statement must state a point of view or judgment about a topic. An established fact is not considered arguable.
• It must be supportable.  The thesis statement must contain a point of view that can be supported with evidence (reasons, facts, examples).
• It must be specific. A thesis statement must be precise enough to allow for a coherent argument and remain focused on the topic.

Examples of Appropriate Thesis Statements

• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.
• The societal and personal struggles of Troy Maxson in the play Fences symbolize the challenges of black males who lived through segregation and integration in the United States.

Pitfalls to Avoid

A thesis is weak when it is simply a declaration of your subject or a description of what you will discuss in your essay.

Weak Thesis Statement Example

My paper will explain why imagination is more important than knowledge.

A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side.

Religious radicals across America are trying to legislate their Puritanical beliefs by banning required high school books.

A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end.

Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

The life of Abraham Lincoln was long and challenging.

Ways to Revise Your Thesis

Your thesis statement begins as a working thesis statement, an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing. Working thesis statements often become stronger as you gather information and develop new ideas and reasons for those ideas. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

You can cut down on irrelevant aspects and revise your thesis by taking the following steps:

• Pinpoint and replace all non specific words, such as people, everything, society, or life, with more precise words in order to reduce any vagueness.

Pinpoint and Replace Example

Working thesis:  Young people have to work hard to succeed in life.

Revised thesis:  Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use, and be appreciated for, their talents.

Explanation:  The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus their research and gain more direction in their writing. The revised thesis makes a more specific statement about success and what it means to work hard.

• Clarify ideas that need explanation by asking yourself questions that narrow your thesis.

Clarify Example

Working thesis:  The welfare system is a joke.

Revised thesis:  The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

Explanation:  A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke and more accurately defines their stance, which will better guide the writing of the essay.

• Replace any linking verbs with action verbs. Linking verbs are forms of the verb to be , a verb that simply states that a situation exists.

Replace with Action Verbs Example

Working thesis:  Kansas City school teachers are not paid enough.

Revised thesis:  The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers.

Explanation:  The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions.

• Who is not paying the teachers enough?
• How much is considered “enough”?
• What is the problem?
• What are the results?
• Omit any general claims that are hard to support.

Omit General Claims Example

Working thesis:  Today’s teenage girls are too sexualized.

Revised thesis: Teenage girls who are captivated by the sexual images on the internet and social media are conditioned to believe that a woman’s worth depends on her sensuality, a feeling that harms their self-esteem and behavior.

Explanation:  It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. Many girls have strict parents, dress appropriately, and do not engage in sexual activity while in middle school and high school. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Why are they behaving that way?
• Where does this behavior show up?
• What are the repercussions?

Practice Activity

This section contains material from:

Crowther, Kathryn, Lauren Curtright, Nancy Gilbert, Barbara Hall, Tracienne Ravita, and Kirk Swenson. Successful College Composition . 2nd ed. Book 8. Georgia: English Open Textbooks, 2016. http://oer.galileo.usg.edu/english-textbooks/8 . Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . Archival link: https://web.archive.org/web/20230711203012/https://oer.galileo.usg.edu/english-textbooks/8/

Relating to lines; a way of explaining information logically and/or sequentially; can refer to the chronological relaying of information.

A brief and concise statement or series of statements that outlines the main point(s) of a longer work. To summarize is to create a brief and concise statement or series of statements that outlines the main point(s) of a longer work.

To analyze closely or minutely; to scrutinize every aspect. Unlike the fields of biology, anatomy, or medicine, in rhetoric and writing, dissect does not refer to the cutting apart of a physical body but to the taking apart the body of an argument or idea piece by piece to understand it better.

A logical, rational, lucid, or understandable expression of an idea, concept, or notion; consistent and harmonious explanation.

Assertion or announcement of belief, understanding, or knowledge; a formal statement or proclamation.

Without a defined number or limit; unlimited, infinite, or undetermined.

An altered version of  a written work. Revising means to rewrite in order to improve and make corrections. Unlike editing, which involves minor changes, revisions include major and noticeable changes to a written work.

Not relevant; unimportant; beside the point; not relating to the matter at hand.

Attractive, tempting, or seductive; to have an appealing and charismatic quality.

To influence or convince; to produce a certain or specific result through the use of force.

2.6 Writing Thesis Statements Copyright © 2023 by Kathryn Crowther; Lauren Curtright; Nancy Gilbert; Barbara Hall; Tracienne Ravita; and Kirk Swenson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Writing a Paper: Thesis Statements

Basics of thesis statements.

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

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

Being Specific

This thesis statement has no specific argument:

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

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

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

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

Making a Unique Argument

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

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

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

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

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

Creating a Debate

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

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

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

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

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

Choosing the Right Words

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

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

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

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

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

Leaving Room for Discussion

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

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

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

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

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

Thesis Mad Libs

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

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

Words to Avoid and to Embrace

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

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

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

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Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

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

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

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

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

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

Arguable thesis with analytical claim 

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

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

Arguable thesis with normative claim 

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

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

Questions to ask about your thesis 

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

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9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

• Develop a strong, clear thesis statement with the proper elements.
• Revise your thesis statement.

Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.

Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.

Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

Elements of a Thesis Statement

For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea —the main idea upon which you build your thesis.

Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful and confident.

A thesis is one sentence long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

A Strong Thesis Statement

A strong thesis statement contains the following qualities.

Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health care coverage.

Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.

Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.

Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.

Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say.

Even in a personal essay that allows the use of first person, your thesis should not contain phrases such as in my opinion or I believe . These statements reduce your credibility and weaken your argument. Your opinion is more convincing when you use a firm attitude.

On a separate sheet of paper, write a thesis statement for each of the following topics. Remember to make each statement specific, precise, demonstrable, forceful and confident.

• Texting while driving
• The legal drinking age in the United States
• Steroid use among professional athletes

Examples of Appropriate Thesis Statements

Each of the following thesis statements meets several of the following requirements:

• Specificity
• Ability to be argued
• Ability to be demonstrated
• Forcefulness
• The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
• J. D. Salinger’s character in Catcher in the Rye , Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

You can find thesis statements in many places, such as in the news; in the opinions of friends, coworkers or teachers; and even in songs you hear on the radio. Become aware of thesis statements in everyday life by paying attention to people’s opinions and their reasons for those opinions. Pay attention to your own everyday thesis statements as well, as these can become material for future essays.

Now that you have read about the contents of a good thesis statement and have seen examples, take a look at the pitfalls to avoid when composing your own thesis:

A thesis is weak when it is simply a declaration of your subject or a description of what you will discuss in your essay.

Weak thesis statement: My paper will explain why imagination is more important than knowledge.

A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side.

Weak thesis statement: Religious radicals across America are trying to legislate their Puritanical beliefs by banning required high school books.

A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end.

Weak thesis statement: Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

Weak thesis statement: The life of Abraham Lincoln was long and challenging.

Read the following thesis statements. On a separate piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.

• The subject of this paper is my experience with ferrets as pets.
• The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.
• Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
• In this essay, I will give you lots of reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.
• My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare.

Writing at Work

Often in your career, you will need to ask your boss for something through an e-mail. Just as a thesis statement organizes an essay, it can also organize your e-mail request. While your e-mail will be shorter than an essay, using a thesis statement in your first paragraph quickly lets your boss know what you are asking for, why it is necessary, and what the benefits are. In short body paragraphs, you can provide the essential information needed to expand upon your request.

Thesis Statement Revision

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Remember from Chapter 8 “The Writing Process: How Do I Begin?” that your thesis statement begins as a working thesis statement , an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

Ways to Revise Your Thesis

You can cut down on irrelevant aspects and revise your thesis by taking the following steps:

1. Pinpoint and replace all nonspecific words, such as people , everything , society , or life , with more precise words in order to reduce any vagueness.

Working thesis: Young people have to work hard to succeed in life.

Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents.

The revised thesis makes a more specific statement about success and what it means to work hard. The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus his or her research and gain more direction in his or her writing.

2. Clarify ideas that need explanation by asking yourself questions that narrow your thesis.

Working thesis: The welfare system is a joke.

Revised thesis: The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke . The writer should ask himself or herself questions similar to the 5WH questions. (See Chapter 8 “The Writing Process: How Do I Begin?” for more information on the 5WH questions.) By incorporating the answers to these questions into a thesis statement, the writer more accurately defines his or her stance, which will better guide the writing of the essay.

3. Replace any linking verbs with action verbs. Linking verbs are forms of the verb to be , a verb that simply states that a situation exists.

Working thesis: Kansas City schoolteachers are not paid enough.

Revised thesis: The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers.

The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue:

• Who is not paying the teachers enough?
• What is considered “enough”?
• What is the problem?
• What are the results

4. Omit any general claims that are hard to support.

Working thesis: Today’s teenage girls are too sexualized.

Revised thesis: Teenage girls who are captivated by the sexual images on MTV are conditioned to believe that a woman’s worth depends on her sensuality, a feeling that harms their self-esteem and behavior.

It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. Many girls have strict parents, dress appropriately, and do not engage in sexual activity while in middle school and high school. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Why are they behaving that way?
• Where does this behavior show up?
• What are the repercussions?

In the first section of Chapter 8 “The Writing Process: How Do I Begin?” , you determined your purpose for writing and your audience. You then completed a freewriting exercise about an event you recently experienced and chose a general topic to write about. Using that general topic, you then narrowed it down by answering the 5WH questions. After you answered these questions, you chose one of the three methods of prewriting and gathered possible supporting points for your working thesis statement.

Now, on a separate sheet of paper, write down your working thesis statement. Identify any weaknesses in this sentence and revise the statement to reflect the elements of a strong thesis statement. Make sure it is specific, precise, arguable, demonstrable, forceful, and confident.

Collaboration

Please share with a classmate and compare your answers.

In your career you may have to write a project proposal that focuses on a particular problem in your company, such as reinforcing the tardiness policy. The proposal would aim to fix the problem; using a thesis statement would clearly state the boundaries of the problem and tell the goals of the project. After writing the proposal, you may find that the thesis needs revision to reflect exactly what is expressed in the body. Using the techniques from this chapter would apply to revising that thesis.

Key Takeaways

• Proper essays require a thesis statement to provide a specific focus and suggest how the essay will be organized.
• A thesis statement is your interpretation of the subject, not the topic itself.
• A strong thesis is specific, precise, forceful, confident, and is able to be demonstrated.
• A strong thesis challenges readers with a point of view that can be debated and can be supported with evidence.
• A weak thesis is simply a declaration of your topic or contains an obvious fact that cannot be argued.
• Depending on your topic, it may or may not be appropriate to use first person point of view.
• Revise your thesis by ensuring all words are specific, all ideas are exact, and all verbs express action.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Thesis and Dissertation Guide

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• Introduction

Copyright Page

Dedication, acknowledgements, preface (optional), table of contents.

• List of Tables, Figures, and Illustrations

List of Abbreviations

List of symbols.

• Non-Traditional Formats
• Font Type and Size
• Spacing and Indentation
• Tables, Figures, and Illustrations
• Formatting Previously Published Work
• Internet Distribution
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• Using Copyrighted Materials
• Use of Your Own Previously Published Materials
• Submission Steps
• Submission Checklist
• Sample Pages

I. Order and Components

Please see the sample thesis or dissertation pages throughout and at the end of this document for illustrations. The following order is required for components of your thesis or dissertation:

• Dedication, Acknowledgements, and Preface (each optional)
• Table of Contents, with page numbers
• List of Tables, List of Figures, or List of Illustrations, with titles and page numbers (if applicable)
• List of Abbreviations (if applicable)
• List of Symbols (if applicable)
• Introduction, if any
• Main body, with consistent subheadings as appropriate
• Appendices (if applicable)
• Endnotes (if applicable)
• References (see section on References for options)

Many of the components following the title and copyright pages have required headings and formatting guidelines, which are described in the following sections.

Please consult the Sample Pages to compare your document to the requirements. A Checklist is provided to assist you in ensuring your thesis or dissertation meets all formatting guidelines.

The title page of a thesis or dissertation must include the following information:

• The title of the thesis or dissertation in all capital letters and centered 2″ below the top of the page.
• Your name, centered 1″ below the title. Do not include titles, degrees, or identifiers. The name you use here does not need to exactly match the name on your university records, but we recommend considering how you will want your name to appear in professional publications in the future.

Notes on this statement:

• When indicating your degree in the second bracketed space, use the full degree name (i.e., Doctor of Philosophy, not Ph.D. or PHD; Master of Public Health, not M.P.H. or MPH; Master of Social Work, not M.S.W. or MSW).
• List your department, school, or curriculum rather than your subject area or specialty discipline in the third bracketed space. You may include your subject area or specialty discipline in parentheses (i.e., Department of Romance Languages (French); School of Pharmacy (Molecular Pharmaceutics); School of Education (School Psychology); or similar official area).
• If you wish to include both your department and school names, list the school at the end of the statement (i.e., Department of Pharmacology in the School of Medicine).
• A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Public Policy.
• A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in the School of Dentistry (Endodontics).
• A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in the Department of Nutrition in the Gillings School of Global Public Health.
• A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Cultural Studies and Literacies).
• The words “Chapel Hill” must be centered 1″ below the statement.
• One single-spaced line below that, center the year in which your committee approves the completed thesis or dissertation. This need not be the year you graduate.
• Approximately 2/3 of the way across the page on the right-hand side of the page, 1″ below the year, include the phrase “Approved by:” (with colon) followed by each faculty member's name on subsequent double-spaced lines. Do not include titles such as Professor, Doctor, Dr., PhD, or any identifiers such as “chair” or “advisor” before or after any names. Line up the first letter of each name on the left under the “A” in the “Approved by:” line. If a name is too long to fit on one line, move this entire section of text slightly to the left so that formatting can be maintained.
• No signatures, signature lines, or page numbers should be included on the title page.

Include a copyright page with the following information single-spaced and centered 2″ above the bottom of the page:

© Year Author's Full Name (as it appears on the title page) ALL RIGHTS RESERVED

This page immediately follows the title page. It should be numbered with the lower case Roman numeral ii centered with a 1/2″ margin from the bottom edge.

Inclusion of this page offers you, as the author, additional protection against copyright infringement as it eliminates any question of authorship and copyright ownership. You do not need to file for copyright in order to include this statement in your thesis or dissertation. However, filing for copyright can offer other protections.

See Section IV for more information on copyrighting your thesis or dissertation.

Include an abstract page following these guidelines:

• Include the heading “ABSTRACT” in all capital letters, and center it 2″ below the top of the page.
• One double-spaced line below “ABSTRACT”, center your name, followed by a colon and the title of the thesis or dissertation. Use as many lines as necessary. Be sure that your name and the title exactly match the name and title used on the Title page.
• One single-spaced line below the title, center the phrase “(Under the direction of [advisor's name])”. Include the phrase in parentheses. Include the first and last name(s) of your advisor or formal co-advisors. Do not include the name of other committee members. Use the advisor's name only; do not include any professional titles such as PhD, Professor, or Dr. or any identifiers such as “chair” or “advisor”.
• Skip one double-spaced line and begin the abstract. The text of your abstract must be double-spaced and aligned with the document's left margin with the exception of indenting new paragraphs. Do not center or right-justify the abstract.
• Abstracts cannot exceed 150 words for a thesis or 350 words for a dissertation.
• Number the abstract page with the lower case Roman numeral iii (and iv, if more than one page) centered with a 1/2″ margin from the bottom edge.

Please write and proofread your abstract carefully. When possible, avoid including symbols or foreign words in your abstract, as they cannot be indexed or searched. Avoid mathematical formulas, diagrams, and other illustrative materials in the abstract. Offer a brief description of your thesis or dissertation and a concise summary of its conclusions. Be sure to describe the subject and focus of your work with clear details and avoid including lengthy explanations or opinions.

Your title and abstract will be used by search engines to help potential audiences locate your work, so clarity will help to draw the attention of your targeted readers.

You have an option to include a dedication, acknowledgements, or preface. If you choose to include any or all of these elements, give each its own page(s).

A dedication is a message from the author prefixed to a work in tribute to a person, group, or cause. Most dedications are short statements of tribute beginning with “To…” such as “To my family”.

Acknowledgements are the author's statement of gratitude to and recognition of the people and institutions that helped the author's research and writing.

A preface is a statement of the author's reasons for undertaking the work and other personal comments that are not directly germane to the materials presented in other sections of the thesis or dissertation. These reasons tend to be of a personal nature.

Any of the pages must be prepared following these guidelines:

• Do not place a heading on the dedication page.
• The text of short dedications must be centered and begin 2″ from the top of the page.
• Headings are required for the “ACKNOWLEDGEMENTS” and “PREFACE” pages. Headings must be in all capital letters and centered 2″ below the top of the page.
• The text of the acknowledgements and preface pages must begin one double-spaced line below the heading, be double-spaced, and be aligned with the document's left margin with the exception of indenting new paragraphs.
• Subsequent pages of text return to the 1″ top margin.
• The page(s) must be numbered with consecutive lower case Roman numerals (starting with the page number after the abstract) centered with a 1/2″ margin from the bottom edge.

Include a table of contents following these guidelines:

• Include the heading “TABLE OF CONTENTS” in all capital letters, and center it 2″ below the top of the page.
• Include one double-spaced line between the heading and the first entry.
• The table of contents should not contain listings for the pages that precede it, but it must list all parts of the thesis or dissertation that follow it.
• If relevant, be sure to list all appendices and a references section in your table of contents. Include page numbers for these items but do not assign separate chapter numbers.
• Entries must align with the document's left margin or be indented to the right of the left page margin using consistent tabs.
• Major subheadings within chapters must be included in the table of contents. The subheading(s) should be indented to the right of the left page margin using consistent tabs.
• If an entry takes up more than one line, break up the entry about three-fourths of the way across the page and place the rest of the text on a second line, single-spacing the two lines.
• Include one double-spaced line between each entry.
• Page numbers listed in the table of contents must be located just inside the right page margin with leaders (lines of periods) filling out the space between the end of the entry and the page number. The last digit of each number must line up on the right margin.
• Information included in the table of contents must match the headings, major subheadings, and numbering used in the body of the thesis or dissertation.
• The Table of Contents page(s) must be numbered with consecutive lower case Roman numerals centered with a 1/2″ margin from the bottom edge.

Lists of Tables, Figures, and Illustrations

If applicable, include a list of tables, list of figures, and/or list of illustrations following these guidelines:

• Include the heading(s) in all capital letters, centered 1″ below the top of the page.
• Each entry must include a number, title, and page number.
• Assign each table, figure, or illustration in your thesis or dissertation an Arabic numeral. You may number consecutively throughout the entire work (e.g., Figure 1, Figure 2, etc.), or you may assign a two-part Arabic numeral with the first number designating the chapter in which it appears, separated by a period, followed by a second number to indicate its consecutive placement in the chapter (e.g., Table 3.2 is the second table in Chapter Three).
• Numerals and titles must align with the document's left margin or be indented to the right of the left page margin using consistent tabs.
• Page numbers must be located just inside the right page margin with leaders (lines of periods) filling out the space between the end of the entry and the page number. The last digit of each number must line up on the right margin.
• Numbers, titles, and page numbers must each match the corresponding numbers, titles, and page numbers appearing in the thesis or dissertation.
• All Lists of Tables, Figures, and Illustrations page(s) must be numbered with consecutive lower case Roman numerals centered with a 1/2″ margin from the bottom edge.

If you use abbreviations extensively in your thesis or dissertation, you must include a list of abbreviations and their corresponding definitions following these guidelines:

• Include the heading “LIST OF ABBREVIATIONS” in all capital letters, and center it 1″ below the top of the page.
• Arrange your abbreviations alphabetically.
• Abbreviations must align with the document's left margin or be indented to the right of the left page margin using consistent tabs.
• If an entry takes up more than one line, single-space between the two lines.
• The List of Abbreviations page(s) must be numbered with consecutive lower case Roman numerals centered with a 1/2″ margin from the bottom edge.

If you use symbols in your thesis or dissertation, you may combine them with your abbreviations, titling the section “LIST OF ABBREVIATIONS AND SYMBOLS”, or you may set up a separate list of symbols and their definitions by following the formatting instructions above for abbreviations. The heading you choose must be in all capital letters and centered 1″ below the top of the page.

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Thesis FAQs

Thesis writing faqs, q: is writing a thesis the only way to get involved in research.

A. No. Each semester (including summer), you can apply to do any of the following: 1) volunteer in a lab, 2) receive funding to work in a lab, or 3) receive course credit for working in a lab (through Neurobiology 91; only possible after Junior Fall). All of these options are open to thesis writers and non-thesis writers.

**See the Neurobio Guides page for info on how to find a lab and find research funding.

Q: Do I need to take Neurobiology 91 and 99 to write a thesis?

A:  It depends on your track.

MBB Track : students are required to take one semester of both Neurobiology 91 and Neurobiology 99.

Neurobiology Track : Neurobiology 91 and 99 are optional; however, one semester of Neurobiology 91r is required to be eligible for Departmental Honors.

Q: Why should I write a senior thesis?

A: Writing a thesis allows you to complete a scientific study: conception, planning, research, troubleshooting, analysis, interpretation, and formal communication. Arguably, it is the best way to develop and deepen your understanding of science. First, through your research and the thesis writing process, you will become an expert in a small area of neurobiology. Second, through the difficulties of conducting, analyzing and interpreting your results, you will discover how knowledge is generated and critiqued. Third, through formally presenting your results, you will develop argumentative writing skills and experience how new information and ideas are first communicated.

Here at Harvard College you have truly an amazing range of world-class laboratories and research centers that provide some of the most stimulating intellectual opportunities on planet earth. Writing a thesis allows you to take full advantage of these resources, and participate in the mission of these groups.

For all these reasons, writing a thesis is also required for highest distinction in Departmental Honors (Highest Honors).

Q: When do I have to decide if I am going to write a thesis?

A: There is no deadline or “decision” that commits you to writing a thesis, as you can decide not to write a thesis at any point. However, to remain eligible to write a thesis you must complete all the thesis checkpoints, which start junior year spring semester

Q: How do I sign up to take a tutorial class?

A: This year we are using the online survey tool to make all tutorial assignments (see  Tutorials Sectioning page).  To be considered for a tutorial, you must enter your tutorial preferences by 11 PM the day before study card day. Popular tutorials will need to be lotteried so you should enter at least 3 choices.  Priority is given to Neurobiology concentrators.  If you have to miss tutorial during shopping period (not advisable), you should contact the instructor before study card day.

Since some of our tutorials do not meet until Wednesday evening (the day before study card day), we cannot determine final enrollment until late that night.  You will be emailed your assignment by 10 AM the next morning -- Study Card Day (Thursday).  You can then enroll in the course and the instructor will give you permission.

Q: Do I need to formally present or defend my thesis work?

A:  No, there is not an oral component to the thesis. However, we hold a prestigious (and fun!) event to celebrate our thesis writers in late April: The ‘Annual Thesis Awards in Neurobiology’. During this event thesis writers present their research findings in 60 seconds through any creative medium (song, skit, poem, presentation, interpretative dance, puppetry, etc). There is also an optional poster session to present your completed work in mid-April.

Q: What are the basic requirements for a thesis?

A:  The thesis is a 30-50 page (double spaced) document, which includes: acknowledgements, contributions, table of contents, abstract, introduction, methods, results, figures, discussion and references. Specific guidelines and examples of how to write each sections will be presented senior year to all potential thesis writers. Additionally, thesis writers will be invited to a series of writing workshops designed to help improve and guide their scientific writing during junior and senior year. If you wish to see examples of theses from previous years, they are available in the Neurobiology advising office (Biolabs 1082). Check out a list of titles and abstracts online :

Q: What labs can I work in? What projects can I work on?

A:  Neurobiology students may work in any of the many Harvard affiliated Institutions and Hospitals around Boston. This includes labs on the Harvard College campus, as well as those at Harvard Medical School, Children’s Hospital Boston, Mass General Hospital, Mclean Psychiatric Hospital and more.

As a Neurobiology student, your research must involve the study of neurons. For students interested in working in cognitive science, sleep, immunology, or psychology labs, your project must meet any one of the following criteria:

1. Involve brain imaging (fMRI, EEG, etc) to assess and correlate neuronal function in your study.

2. Involve a diseased group of patients so that you can link what is known in the literature about the neurobiology underlying the disorder to your study.

3. Involve work on an animal model, so that you can link what is known in the literature about the neurobiology of brain (organization, connectivity, activity patterns, structure, etc) to your study.

Q: How is the thesis evaluated? How will it affect my grades?

A: Your thesis will be evaluated by two anonymous Neurobiology faculty members who will comment specifically on 1) the depth of your background knowledge, 2) the clarity of your writing 3) the quality and rigor of your methods, 4) the presentation of your figures, 5) your understanding of how your results relate to the literature, 6) the logic and analysis of your conclusions, and 7) the accomplishments, weaknesses and difficulty of your work.   

As an undergraduate, you may need to stop doing experiments before you have a complete story because of looming thesis deadlines.  The completeness of the experiments is a major difference between the undergraduate thesis and a doctoral thesis.  It is understood that undergraduate theses often are not able to fully complete their intended story.  How well the thesis is written, presented, and analyzed is the major determinant of its grade.

Your thesis will receive a grade: no credit, commendable, cum, high cum, magna, high magna, or summa. This Latin grade affects your Departmental Honors determination only (English Honors); it is not recorded on your transcript. You will be notified of your grade (including the review comments) along with your Honors recommendation several weeks after you turn in your completed Thesis.

Additionally, if you are enrolled in Neurobiology 99, you will receive a course grade by your research lab director, similar to Neurobiology 91 (ie, based on your performance and diligence in the lab).

Q: How independent should my research be?

A: Independence varies greatly from lab to lab.   On one extreme some rare students are able to spend several years in a laboratory and have free reign to design and carry out experiments completely on their own.  More commonly though, students work fairly closely with a postdoc or graduate student in the lab.  It is perfectly acceptable for you to work closely with someone in the lab, but it is important that you take ownership of some aspect of the project, whether it is the day-to-day experiments, reading the literature and suggesting new models to incorporate, or independent statistical analyses.  This will likely also make the project more interesting to you.  The writing of the thesis should be done entirely on your own, with feedback and editing suggestions from your lab director or others.

Q: Whom can I talk to about my thesis?

A:  Your concentration advisers (Dr. Ryan Draft and Dr. Laura Magnotti) are always available to discuss any issues or questions you have about your thesis in general, and any issues related to formatting or deadlines.

You should also be in touch with your daily supervisor and your lab research director to discuss specific questions about your research results, ideas about your project, and get feedback on your writing.

For additional writing help, the Writing Center at Harvard has resources available for thesis writers (senior thesis writing tutors available by appointment through the Writing Center website).

Potential thesis writers will also be invited to workshops throughout junior and senior year that focus on writing the Junior Thesis Proposal, Introduction, and Figures.

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7 tips for efficient thesis writing

Writing your thesis isn’t always a walk in the park, so here are some tips to help you out.

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It’s no secret that writing your master’s or doctoral thesis is no easy task. Writer’s block and procrastination haunt many graduate students. Nonetheless, Geneviève Belleville, psychology professor at Université Laval, has a few tricks that can help make things easier. Back in 2014, she compiled her advice into a book: Assieds-toi et écris ta thèse! Trucs pratiques et motivationnels (Sit Down and Write Your Thesis: Some Practical and Motivational Tips).

At the most recent Journées de la relève en recherche held by Acfas, the association of French-speaking researchers, Dr. Belleville gave a presentation on seven keys to writing a thesis efficiently and (almost) worry-free.

1. Set specific times for writing

To start off, Dr. Belleville advises that you set aside short periods of time each day to write. She encourages you to regularly re-evaluate how long these blocks of time last. Why choose shorter writing periods over longer ones? To prevent procrastination and to reduce the eventual pressure to write. While it is important to write each day, she also recommends taking complete breaks from it. “The kind of person who succeeds in graduate studies is someone who also manages to do other things in life,” she says. “It’s a bit of a paradox, but [people who are successful] are invested in their studies but are also able to do other things, for example, on evenings or weekends.”

2. Set goals

Dr. Belleville says there are different types of goals that apply to writing a thesis: long-term, specific and weekly goals, as well as time-bound or project-driven goals. “You can’t expect a master’s degree or a PhD to be easy — you have to set goals and define motivations,” she explains. She suggests taking inspiration from the concept of SMART objectives to help with this stage. This method prescribes setting objectives that are s pecific, m easurable, a chievable, r ealistic, and t ime-bound. For example, don’t take on a literature review when you have 35 minutes left at the end of a long workday!

3. Distinguish the different writing stages

There are three main stages to a thesis: planning, writing and editing. A well-thought-out plan makes it easier to start writing while reducing stress and hesitation. When it comes to writing, she recommends tackling this task without overthinking it. Writing ideas quickly without thinking about every word choice accelerates the process and prevents you from getting bogged down in one spot for too long. The editing stage is where it’s important to carefully consider the relevance of each sentence, spend more time on your structure and argumentation, correct typos and refine your style. Dr. Belleville reminds us that “We’re writing for others — not ourselves.”

4. Inspiration is a rationalization

Dr. Belleville adds that waiting for inspiration to start writing is just an excuse to procrastinate. “Writing doesn’t need inspiration, it needs structure,” she says. She believes that the best ways to get motivated are to write each day, for example, or to keep a notebook of ideas, vary your tasks, or talk about the subject with the people around you.

5. Avoid procrastination

“Scientific writing is one of the jobs most likely to be put off to the next day,” she explains. One of the reasons this happens in thesis writing is the anxiety it causes. The last stage of a PhD is also the most important, as it determines whether or not you earn your degree. More often than not, procrastination only causes more anxiety. Dr. Belleville has advice for fighting this tendency to postpone work. First, she emphasizes the importance of planning short, daily writing periods. You also need to create a pleasant, functional space that’s conducive to writing. Lastly, you need to remember that everyone procrastinates from time to time, so there’s no need to get hung up on it when you do!

6. Resist perfectionism!

Dr. Belleville argues that perfectionism and productivity are not the same thing. She says that while it’s a good thing to have high standards, having unrealistic ones is just shooting yourself in the foot. “Perfectionists are often unproductive because they are paralysed by their perfectionism.” She sees perfectionism as kind of cult “where the ideals we aim to achieve are attractive but unrealistic.” Perfection can come with certain nuances. Wanting to perform and excel is not the same issue as taking on too much, and both have very different outcomes.

7. Stay connected and talk about it with others

She concluded her presentation by stating “you have to make sure not to get lost in the thesis writing process.” Shutting yourself in, away from everyone else, is far from a good idea, and you shouldn’t hesitate to discuss any problems that come up. It’s important to remember that this kind of project will always come with setbacks.

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Using Thesis Statements

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When you are asked to write an essay that creates an argument, your reader will probably expect a clear statement of your position. Typically, this summary statement comes in the first paragraph of the essay, though there is no rigid rule about position. Here are some characteristics of good thesis statements, with samples of good and poor ones. Note that the better examples substitute specific argumentative points for sweeping general statements; they indicate a theoretical basis and promise substantial support. (See Some Myths About Thesis Statements, below, for a discussion of times not to use a thesis statement. See also the file General Advice on Essay Writing .)

1. It makes a definite and limited assertion that needs to be explained and supported by further discussion:

2. It shows the emphasis and indicates the methodology of your argument:

3. It shows awareness of difficulties and disagreements:

Some Myths about Thesis Statements

• Every paper requires one . Assignments that ask you to write personal responses or to explore a subject don’t want you to seem to pre-judge the issues. Essays of literary interpretation often want you to be aware of many effects rather than seeming to box yourself into one view of the text.
• A thesis statement must come at the end of the first paragraph. This is a natural position for a statement of focus, but it’s not the only one. Some theses can be stated in the opening sentences of an essay; others need a paragraph or two of introduction; others can’t be fully formulated until the end.
• A thesis statement must be one sentence in length, no matter how many clauses it contains . Clear writing is more important than rules like these. Use two or three sentences if you need them. A complex argument may require a whole tightly-knit paragraph to make its initial statement of position.
• You can’t start writing an essay until you have a perfect thesis statement . It may be advisable to draft a hypothesis or tentative thesis statement near the start of a big project, but changing and refining a thesis is a main task of thinking your way through your ideas as you write a paper. And some essay projects need to explore the question in depth without being locked in before they can provide even a tentative answer.
• A thesis statement must give three points of support . It should indicate that the essay will explain and give evidence for its assertion, but points don’t need to come in any specific number.

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What is the purpose of dissertation embargo periods?

I just heard about "dissertation embargoes". My institution recommends that every graduating student place an embargo on their dissertation.

What is a dissertation embargo, and what is its purpose?

• 5 This is the first time I have ever heard of such a thing. Could you provide a link please? –  Shion Commented Sep 12, 2014 at 19:42
• What institution is it? –  Franck Dernoncourt Commented Sep 12, 2014 at 22:18

3 Answers 3

An embargo effectively withholds your dissertation from being placed on your institution's open-access dissertation archive (from which anyone can view/download your dissertation).

I have placed an embargo on my dissertation so that I may attempt to get a few more papers published without my dissertation being searchable on the web. It is a common practice in the department where I did my PhD (though, I wondered sometimes if it was really necessary).

For a more complete list of reasons why one would choose to place an embargo on their dissertation, I'm listing here an excerpt taken from a University of New Mexico page:

Embargos may be appropriate for authors 1) who are seeking patents, 2) who want to publish their work through a traditional press that considers open access publication to be equivalent to prior publication, 3) who have published material from their work with a publisher that does not allow open access release for a certain period of time, or 4) who need to protect sensitive data or information.

• 12 Pardon my question: it is not meant to be combative; this practice is all but unheard of to me. You write "I have placed an embargo on my dissertation so that I may attempt to get a few more papers published without my dissertation being searchable on the web." Could you explain why placing your thesis on the web stops you from publishing papers based on it? Doesn't restricting access to your thesis augment inequity (i.e., some people have obviously seen your thesis work; why doesn't the field as a whole have a right to see it?) and retard progress in your field? –  Pete L. Clark Commented Sep 12, 2014 at 22:21
• 8 @PeteL.Clark My advisor and another committee member (both EEs) suggested that I place an embargo on my dissertation mainly due to point 2 above in the UNM excerpt (I had an applied math faculty member on my committee who didn't think it was necessary). At the time that I requested the embargo, I was not absolutely convinced that it was necessary for this reason; however, I also needed to request an embargo as my research was partly supported by DoD funds, and I was required to clear my dissertation with the DoD for "public release," a process which (from my experience) can be somewhat slow. –  Mad Jack Commented Sep 12, 2014 at 23:31
• 1 My case was 3), I have included a previously published paper and the Springer forbid that part of the thesis to be accessible online. –  Vladimir F Героям слава Commented May 30, 2015 at 15:05

A "dissertation embargo" means that access to the dissertation is restricted for a limited period of time (typically one or two years, but possibly longer).

Possible reasons to embargo a dissertation include:

• You would like to patent some of the work described in the dissertation. The published dissertation would constitute prior art.
• The dissertation includes data covered by a nondisclosure agreement for a limited period of time.
• You intend to publish the dissertation as a book, with a publisher that restricts consideration of manuscripts based on publicly available dissertations.
• Not only books, papers too in some journals I think. Otherwise +1 :) –  yo' Commented Sep 13, 2014 at 13:00
• Not only books, but both journals and some conferences in my field have embargo periods. –  Fomite Commented Jul 8, 2016 at 21:58

I know of one dissertation that has been on embargo. The person who wrote it has not said why, but I suspect it may be related to the content. It sets forth new and well-tested scientific methods to detect the secret burials of crime victims and mass graves associated with human genocide. A number of dictatorial regimes on this planet would love to get their hands on the contents of this dissertation because they could be used to make their mass burial dirty work less detectable and make it less likely that they would someday be put on trial at The Hague for crimes against humanity (see Hitler, Mussolini, Stalin, etc.). Sometimes there are very good reasons to withhold a dissertation — even for many years.

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You can — but we don’t recommend it. We encapsulate the ingredients because they have a strong, unpleasant taste. If you have a hard time swallowing capsules, it is perfectly safe to mix the contents into a smoothie, juice, or flavored drink to help mask the taste.

I want to try before I buy. Do you offer free samples?

We don’t offer free samples. However, if you aren’t happy with Thesis, we will offer a refund within 30 days of your first delivery.

How does the Starter Kit work?

The Thesis Starter Kit introduces you to four unique blends, each designed to be tested over one week, helping you discover which blend best aligns with your neurochemistry and goals. You can begin your Starter Kit journey with any blend. Start by taking one full packet each morning for six consecutive days, followed by one day off, before moving on to the next blend. It's important to monitor how each blend affects you, tracking changes across traits like memory, alertness, mood, and productivity. At the end of the four weeks, the goal is to identify the one or two blends that benefited you the most. For subscriptions, remember to customize your next box through your Thesis Account before your next shipment. If you opted for a one-time purchase, you can select your preferred blends for your next order by visiting the Build Your Box page.

Should I take Thesis blends with food or on an empty stomach?

We recommend taking Thesis blends on an empty stomach to maximize the effects and absorption of the ingredients. However, if you have a sensitive stomach, your blends can be taken with a meal or light snack to make them more tolerable.

Can I still drink coffee?

Yes. For most Thesis users, you can continue to enjoy coffee even if you’re taking our caffeinated blends. Keep in mind, that our caffeinated blends contain 100 mg of caffeine and 200 mg of L-theanine, which is roughly equivalent to a cup of coffee, so depending on your sensitivity, you may want to monitor your total caffeine intake. Many Thesis users have even reported that their coffee consumption has gone down and become less reliant on coffee to energize them throughout the day. If you’ve received the caffeinated Thesis blends and do not want the additional caffeine, you can simply remove the white capsule from each packet, which contains all caffeine content within each blend.

How long until I start seeing results?

Many Thesis users will begin to notice the initial effects within 60 to 90 minutes after taking it. But depending on your body's metabolism and your familiarity with nootropics, it could take a few days of consistent use for the full effects to ramp up. So, patience is key! For long-term improvements in cognitive performance, consistent use is crucial. Once you've found the blend that best suits your brain chemistry, give it about 4-6 weeks to gauge the true changes and benefits.

Are there any known side effects?

Experiencing side effects like headaches, nausea, anxiety, or agitation can occur. If discomfort arises it's important to listen to your body; this could mean adjusting the dosage, spacing out the intake, or switching to another blend. Identifying what doesn't work is just as important as finding what does. It’s important to remember that everyone responds differently to supplements, so we recommend you discuss any effects you may experience with your doctor. If you would like more information, contact us at 646-647-3599 or email us at [email protected] to speak with one of our Thesis Coaches.

What happens if I don’t like one or more of my blends?

Discovering that a blend isn't right for you is normal and a positive step forward! It's all part of the optimization process to help you pinpoint the nootropic blend(s) that best enhances your cognitive function. If you aren’t noticing any effects from a blend after taking it for six consecutive days, it's a sign to adjust your selection for the next month. If you need more guidance on assessing the effectiveness of each blend, our Thesis Coaches can provide recommendations and tools to make this process easier. Give us a call at 646-647-3599 or send us an email to [email protected].

Do I need to take all of the capsules in a packet?

While the capsules in each packet are based on dosages shown to be effective, we understand that everyone's body reacts differently. The nootropic ingredients are evenly distributed across the brown capsules, allowing you to adjust your dosage by adding or removing these capsules. The white capsule in each packet only contains caffeine and L-theanine, giving you more flexibility on what you need each day. If you’re interested in increasing the dosage beyond the recommended capsules in each packet, please consult with one of our Coaches by calling us at 646-647-3599 or emailing us at [email protected].

I finished my Starter Kit. What do I do now?

Congrats! Finishing your Starter Kit is a significant milestone towards helping to improve your cognitive performance. The next step is selecting the one or two blends that benefited you the most, even if the changes were subtle. Now, you can start fine-tuning your experience, using your blends based on what you need that day (e.g., mental clarity, energy, motivation, and so on). During the second month, continue to pay attention to the changes in your cognitive performance and well-being. Before long, you'll find yourself settling into a rhythm that feels right.

Can I try the blends that were not included in my Starter Kit?

Absolutely! We have six unique nootropic blends, so if you’re interested in trying the remaining blends that weren’t in your Starter Kit, we encourage you to keep experimenting. If you choose to go with a new blend, the same recommendations apply: use the blend for six consecutive days to allow your brain and body to adapt to these new ingredients before determining its effect.

How often should I take my blends?

Thesis is designed for daily use–with intentional rest days built in. Incorporating 1-2 days off per week can prevent building up a tolerance to your blends and allows you to reassess your baseline. If you have a very busy week, you can take your blends all seven days; just adjust for next week by taking two rest days.

What happens if I take more than the recommended dose?

Although our blends were formulated to be taken once daily, we understand some days require extra support. If you need to extend past the typical 4-6 hour half-life, taking a second packet four hours after the first is safe. Of course, everybody responds to supplements differently, so please listen to your body. Please don’t exceed two packets in any 24-hour period. Additionally, be mindful of taking a packet within eight hours of your planned bedtime as disturbing your sleep is counterproductive to your cognitive health.

Can I take more than 1 blend per day?

Yes. While Thesis aims to identify your single optimal blend, we know for some, two blends might be needed to cater to different requirements throughout the day. If you choose to take two blends in a day, we recommend spacing them at least four hours apart to prevent any potential interactions or absorption issues. For advice on combining blends safely and effectively, please speak with one of our Coaches who can help tailor recommendations to your specific needs and goals.

What are the long-term effects?

In clinical trials, none of our ingredients show negative long-term effects. Many nootropics become more effective over time due to the compounding effects on brain health and the structural integrity of neurons. Early research studying the long-term effects of certain nootropics ingredients shows improvement in cognitive traits like memory retention, cognitive flexibility, and focus following persistent use.

Do benefits continue even after I stop taking my blends?

One of the remarkable benefits of nootropics is the neuroprotective effects that promote the long-term health of our brains. For example, by increasing Brain-Derived Neurotrophic Factor (BDNF) in the brain, nootropics promote adaptability to improve traits such as attention, learning, and emotional regulation–when paired with deliberate effort, such as challenging yourself with complex puzzles, practicing a skill, or trying to remember information without looking it up. For a comprehensive overview of our ingredients, their respective benefits, and the latest clinical research, please visit the Ingredients page on our website.

Will I become reliant on taking my blends?

No, you won’t develop a dependency on any of our blends. Because nootropics are non-habit-forming compounds, you have the flexibility to pause or stop taking them without experiencing unwanted side effects.

Where do you source your ingredients from?

Our ingredients are globally sourced to ensure we're using the best available, but all our products are manufactured right here in the U.S. We utilize a combination of natural and synthetic ingredients for consistency and control, like our lab-created caffeine, which reduces batch variability.

How do you test for purity and potency?

To guarantee each blend meets our high standards for purity and potency, we conduct regular third-party lab testing. Unlike many supplement brands, our blends contain minimal fillers and always use the most bioavailable form of active ingredients.

Do you have third-party testing?

We rely on third-party labs for detailed testing to ensure each ingredient and finished product matches our standards for concentration and purity. All of our products go through rigorous quality control testing, as well as batch-specific COAs (Certificate of Analysis) for all raw ingredients and finished goods, emphasizing our commitment to consistency and safety.

What is the shelf-life of your blends and how should they be stored?

Our blends have a two-year shelf life and maintain their efficacy when stored at room temperature.

Are your ingredients allergen-free and/or vegan?

All our ingredients are vegan and free from gluten, eggs, and nuts. While our manufacturing process is designed to minimize any cross-contamination, our facilities process other products, so we cannot offer certified vegan or gluten-free guarantees.

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In accordance with manufacturing practices in the United States, dietary supplements do not go through pre-market FDA approval. Thesis follows current Good Manufacturing Processes (cGMP), which are maintained by the FDA to ensure proper supplement manufacturing. FDA regulates everything from raw material selection to product safety to labeling. All of our ingredients are classified by the FDA as Generally Recognized as Safe (GRAS) or have undergone phase III clinical trials, which both establish measures of safety.

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At checkout, you have the option of selecting the subscription model priced at $79 or opting for a one-time purchase for $119. By selecting the subscription option, a new order will be shipped to your address every 28 days unless any adjustments have been made to your subscription in your Thesis Account . You can select or update your blends or reschedule your next order if you're traveling or have simply fallen behind on taking them and have a surplus of packets.

Can I pause my subscription?

We can't pause a subscription in perpetuity, but you can reschedule your next order to any date in the future. You can manage your subscription and delivery schedule by logging into your Thesis Account .

Can I cancel my subscription?

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Do you offer refunds or returns?

Yes. If you are not 100% satisfied with your purchase, you may request a refund within 30 days of delivery of your first order. We’ll refund you for the full cost of the product, including shipping. Refunds apply to your first order only. For subsequent orders, you may reschedule, skip, or cancel at any time in your Thesis Account . If you have issues with subsequent orders, please contact us at [email protected], let us know what happened and we’ll see what we can do.

What are your shipping delivery times?

Once your order has been placed, our team will work on getting your order ready within 1-2 business days–excluding holidays and weekends. The estimated delivery window is between 3-7 business days. Expedited shipping methods are available for one-time purchases on our website, however, if you’re a Thesis subscriber and would like an expedited shipment, please email us at [email protected] or call 646-647-3599. For all standard and expedited shipping methods, orders placed on Friday after 12 PM ET will be processed on Monday to ship.

How can I track my order?

By logging into your Thesis Account and navigating to the Order History tab, you’ll be able to track your order by clicking on the order number. If you’re experiencing issues finding the tracking information, please contact us at [email protected] with your order number.

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Why does the DHL tracking show a different date from USPS tracking?

DHL tracking updates are based on USPS updates. In some cases, the DHL tracking will show a later delivery date initially and then update once USPS has a more accurate estimate. Additionally, DHL hands off the package to USPS in the last leg of delivery, so when this happens your order is often delivered within a couple of days.

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Please check in and around your mailbox, or check with your neighbors to see if the package was mistakenly delivered to them. If you still can’t locate your package after 48 hours, please contact us at [email protected].

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Due to complexities with various customs regulations, we don’t currently ship internationally. We do, however, ship to all 50 U.S. states and the five major territories (American Samoa, Guam, Northern Mariana Islands, Puerto Rico, and U.S. Virgin Islands).

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We’ll do our best to make any updates to your order before it has left our fulfillment center. The fastest way to contact us is by calling 646-647-3599 between 10 am - 5 pm ET or sending us an email at [email protected], with your order number, original shipping address, and the new address you wish to change to.

Can I take Thesis while on antidepressants, stimulants, and non-stimulant medications?

Psychopharmaceutical medications, including antidepressants, stimulants, and non-stimulants, may interact with ingredients in Thesis, potentially leading to adverse or combinatorial effects. It’s important to speak with your primary medical provider before starting any new supplement or altering any course of medication. They will be able to provide the best advice regarding the safety of adding Thesis to your routine.

Are there any pre-existing conditions that make someone ineligible to take Thesis?

You should consult your primary medical provider before taking Thesis blends, especially if you are pregnant, planning to become pregnant, are breastfeeding, or have a history of any of the following: high blood pressure, heart disease, chest pains, stroke, seizures, high cholesterol, obesity, psychiatric conditions, if you smoke, or have a health problem that could be made worse by a change in diet or supplement routine.

Does Thesis replace my ADHD medication?

Our blends and many stimulant or non-stimulant medications will impact the same neurochemical systems (e.g., dopamine, norepinephrine, and serotonin) involved in mood, attention, energy, and focus. While Thesis may support cognitive function, it is not designed to treat, cure, or replace medication for ADHD or any other medical condition. Discuss with your healthcare provider for guidance tailored to your health needs.

Can I take Thesis if I’m under 18?

Our product is one of the most comprehensive nootropics systems on the market and our ingredients are backed by hundreds of clinical research papers. Unfortunately, the research conducted on these ingredients did not include participants who were under the age of 18. We advise against children taking our product and encourage you to consult a pediatric healthcare provider for advice tailored to minors.

Is it safe to take if I’m pregnant or breastfeeding?

Our product is one of the most comprehensive nootropics systems on the market and our ingredients are backed by hundreds of clinical research papers. Unfortunately, the research conducted on these ingredients did not include participants who were pregnant, nursing, or breastfeeding. For that reason, you should always consult your healthcare provider before starting any new supplement to ensure it is safe for you and your baby.

Can I use my HSA or FSA account to pay for Thesis?

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Signs of Your First Period: Understanding the Early Indications

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The first period is a milestone in the journey of growing up. Waiting for this phase can be a mix of excitement, curiosity, and maybe a bit of nervousness. You may be worried about how it will feel the first time, how to deal with period cramps and the fear of menstrual blood staining your clothes by surprise at school. But don’t worry! We’re here to help you understand the signs of your first period to help you feel comfortable and prepared. 

physical signs your first period is coming

Common premenstrual symptoms.

Premenstrual Syndrome (PMS) is a phase that you may experience one to two weeks before your first menstruation and future periods. It's a combination of physical and emotional symptoms caused by hormonal changes in your body (estrogen and progesterone), and these are all normal.

So, what are the signs of your first period? Physical signs can be the most obvious and primary hint that your period might be on its way. Think of these as your body's way of giving you a heads-up! You might experience a mix of the following physical PMS symptoms:

breast buds - One of the earliest physical signs you may notice are your breast buds, which are small, disc-shaped lumps under the nipple. This may come with tenderness or a swollen feeling in your chest, signaling that your menstrual cycle is already gearing up! This tenderness can be a bit uncomfortable but is totally normal. One of your breasts may also start growing over the other, but it is nothing to worry about, and this usually evens out over time!

menstrual cramps or period pain - These can happen as a result of the contractions in your uterus while shedding its uterine lining. Period pain can range from mild to “please let me curl up in a ball” intensity. Painful periods might be a common experience, but they're usually manageable with the right care. A hot water bottle or a warm bath usually does the trick!

pubic hair - Yup, your body could be growing hair in new places. It's all part of puberty and your body getting ready for menstruation. 

skin changes - Hormonal changes can also lead to breakouts or oily skin. Acne can pop up anytime, but it’s just another sign that your body is adjusting. Keeping a good skincare routine can help keep things in check.

increased appetite - Have you ever felt like you could eat an entire pizza by yourself? PMS symptoms also include an increase in appetite, especially for comfort foods. It's totally okay to indulge a little, but remember to balance it with healthy food!

changes in discharge and other body signals

Another early sign is a change in your vaginal discharge. It might become thicker or change color as your body prepares for your first menstrual period. This is one of the more subtle signs but a good signal that your period is around the corner. Along with this, you should also keep an eye on other body signals like the following:

growth spurts and weight gain - Puberty often comes with sudden growth spurts and changes in your body shape. If you've been experiencing these, your period might not be far behind.

back pain - Lower back pain can sometimes be a part of the signs of an upcoming period. It certainly isn't pleasant, but stretching exercises and warm compresses can provide some quick relief.

bloating - Feeling a bit puffed up? Bloating on your belly is another common premenstrual symptom that may show up before your first period. Staying hydrated and reducing salty foods in your diet can help manage this.

emotional and mental changes

Mood swings and emotional fluctuations.

Experiencing your first period often comes with an emotional rollercoaster because of the changes brought by our hormones. Mood swings can make you laugh at a meme one minute and then cry over a cute puppy video the next, which is perfectly normal! Everything might feel more intense, from music to movies to daily conversations. Irritability and anxiety may also creep in, making you feel on the edge. 

Practicing mindfulness or talking to someone can help. While it's important to embrace these mood changes, it's important to control them at times, especially when we're dealing with other people. Sleep disturbances are also common, so maintaining a regular sleep routine and avoiding screens before bed can improve sleep quality. 

How to Manage Stress and Anxiety During This Time

Periods can bring a fair share of anxiety and stress, especially the first one. Here are some tips to keep calm and carry on with your day:

practice self-care - This can be anything from giving yourself a warm bath to a good book or doing a favorite hobby. Give yourself time to relax. Engage in activities that make you happy and at ease.

talk about it - Don't keep your worries bottled up. Chat with friends or a trusted adult about what you've been feeling. Some of them have been there and can offer support and advice. Sometimes, just sharing your thoughts can lighten the emotional load.

stay active - Exercise can boost your mood and help manage cramps. Gentle stretches and short walks can already make a huge difference. This is because physical activity releases endorphins, which are natural mood lifters!

keep a balanced diet - Eating a balanced diet can help manage PMS symptoms. Include plenty of fruits, vegetables, and whole grains in your meals. Avoid too much caffeine and sugary snacks, as they can worsen your mood changes.

stay hydrated - Drinking plenty of water can help reduce bloating, reduce cravings, and keep you feeling good overall!

preparing for your first period

Essential items to have on hand.

Getting ready for your first period is all about being prepared. Stock up on a variety of period products – if you're looking for a comfortable, discreet, and leakproof option, teen period underwear is the best choice. Thinx Teens is designed to absorb all varieties of menstrual flow for teens, from mild to heavy. It's comfortable like your regular underwear, easy to wash, and reusable too. They also come in different styles and can provide period protection for up to 12 hours, which can be hard to achieve for most traditional period products.

Apart from your main period product, keep some pain relievers handy for those menstrual cramps. Comfort items like a heating pad or a warm water bottle can also help lessen the pain. To make sure you're always prepared, having a small period kit with these essentials can be useful, especially if your period starts unexpectedly while you’re at school or places other than home. 

how to talk to a trusted adult about your period

Talking to a trusted adult about your period might feel a bit awkward, but it’s important for getting useful advice and support. Be honest and straightforward many adults have been through it and will understand. You can always start by saying, "I've noticed some changes in my body, and I think my period might be coming."

Don’t hesitate to ask questions about anything confusing or worrying you, be it about period symptoms or your menstrual cycle in general. If you’re comfortable, you can also talk to a healthcare provider for professional advice. Additionally, there are plenty of books and websites that can provide extra information, helping you feel more prepared. 

what to expect during your first period

Duration and flow variations.

How long does your first period last ? Your first period may be a bit unpredictable, lasting anywhere from 2 to 7 days with varying flow. Irregular periods are also common, especially in the beginning, so don't worry if it's not yet consistent in the first few months. Your menstrual flow can vary from cycle to cycle, with some months being lighter or heavier than others. This is why it's important to keep track of your menstrual cycle so you can notice any patterns.

Now, what does your first period look like ? It can start with light spotting with reddish brown discharge, which is a completely normal sign. As your body gets into the rhythm, you might experience a heavier flow of a brighter red color for a few days. It's important to use the right period products to manage this.

tips for staying comfortable and confident

Staying comfortable and confident during your first period is all about preparation and the right mindset. Here are extra tips that can make you feel comfortable and confident in your first period:

Wear comfy clothing - Comfy and loose clothes can make you feel more at ease, especially if you're dealing with period cramps or feeling bloated. Choose soft fabrics that don’t irritate your skin and darker colors that can easily hide period stains in case you experience period leaks.

stay hydrated and eat well - Drinking plenty of water and eating a healthy, balanced diet can help manage PMS symptoms and keep your energy levels high. Make sure to include iron-rich foods to replenish any lost iron and other nutrients during your period. Good foods for your period are lean meats, spinach, and lentils. 

use period products that work for you - Whether it's period underwear, sanitary pads, tampons, or menstrual cups, use whatever makes you feel most comfortable and confident. Don’t be afraid to try different options that work best for you!

keep track of your period - Consider using a period app to monitor your cycle and predict when your next period might come. This can also help you identify the patterns in your menstrual cycle.

Understanding the signs of your first period can help you feel more prepared and confident as you approach this phase. Recognizing physical changes like breast buds, pubic hair, and changes in discharge, along with emotional fluctuations, can help you understand the process better. Remember, it's perfectly normal to experience a range of symptoms before your first period, and staying informed can make the transition smoother!

For more tips and supportive period products, visit Thinx and explore our range ofperiod underwear, and Thinx for All Leaks , which offers reliable protection for unexpected bladder leaks. By staying prepared and informed, you can confidently navigate your first period and beyond.

Planned Parenthood. What’s a Period? https://www.plannedparenthood.org/learn/teens/puberty/whats-periods

Cleveland Clinic. PMS (Premenstrual Syndrome). https://my.clevelandclinic.org/health/diseases/24288-pms-premenstrual-syndrome

Healthy Children. Physical Development in Girls: What to Expect. https://www.healthychildren.org/English/ages-stages/gradeschool/puberty/Pages/Physical-Development-Girls-What-to-Expect.aspx

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• Menstruation
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Is it possible to have PCOS with regular periods?

• What is PCOS
• PCOS and period
• PCOS with regular periods
• How to diagnose
• How to manage

Polycystic Ovary Syndrome (PCOS) is a common condition that affects women when they are still in their reproductive age. The hormonal condition can cause elevated androgen levels, cysts in the ovaries, acne, excess hair growth, weight gain, and fertility issues. It can also cause irregular periods, which is quite common in women with PCOS. However, irregular periods may not always be a sign of PCOS. Women may have PCOS with regular periods as well, making it challenging to diagnose it. But does it mean having PCOS with a regular menstrual cycle is a good thing for fertility?

What is PCOS?

Polycystic ovary syndrome or PCOS is a condition in which a woman’s ovaries produce an abnormal amount of androgens, which are male sex hormones present in women in small amounts. “The word ‘polycystic’ refers to the appearance of the ovaries on ultrasound, often, but not always, enlarged and containing multiple small follicles. These are actually immature follicles that have not matured,” explains gynaecologist Dr Jyoti Bali . Approximately 8 to 13 percent of women in the reproductive stage across the globe are affected by PCOS, according to the World Health Organization .

The exact cause of PCOS is still unknown, but it may be connected to the following factors:

1. Insulin resistance

Many women with PCOS have insulin resistance, meaning their bodies have trouble using insulin effectively, leading to higher insulin levels. “This can increase androgen production, and cause disruption in ovulation,” says the expert.

2. Hormonal imbalance

When the levels of androgens become high, they can interfere with the normal function of the ovaries. This can lead to irregular ovulation or anovulation (lack of ovulation).

3. Genetics

PCOS tends to run in families, which suggests a genetic component. So, if your mother, sister or someone in the family has PCOS, your risk of developing it may be higher.

How does PCOS affect periods?

Irregular periods , which means the ovaries don’t regularly release eggs, is a common sign of PCOS, as per the UK’s National Health Service . Women with PCOS may experience:

• Oligomenorrhea or infrequent periods, where cycles may go beyond 35 days.
• Amenorrhea or absence of periods for several months or more.
• When periods do occur, they may be unusually heavy or prolonged due to the thickened uterine lining.

“These menstrual irregularities are primarily due to the hormonal imbalances that disrupt the regular ovulation process,” says Dr Bali.

Can you have PCOS with regular periods?

It may come as a surprise, but not all women with PCOS experience irregular periods. During a study published in the Fertility and Sterility journal, about 74 percent of women with excess amounts of androgens reported normal menstruation even though they were diagnosed with PCOS. Another study published in the Human Reproduction journal found that participants of 30 years and older who had PCOS gained regular menstrual cycles as they grew older.

Some women with PCOS have regular menstrual cycles because PCOS presents differently in different women. “In some cases, the hormonal imbalances may not be severe enough to disrupt the menstrual cycle, or the woman may be ovulating regularly despite having PCOS,” says Dr Bali.

How to diagnose PCOS if you have regular periods?

Diagnosing PCOS in women with regular periods requires a more nuanced approach. Doctors will typically look for other PCOS symptoms such as:

• Elevated androgens, which can be identified through blood tests or physical symptoms like hirsutism (excess hair growth), acne, or hair thinning.
• Ovarian ultrasound may help to find out if multiple small follicles are present in the ovaries.
• Insulin resistance
• Weight gain, and difficulty losing weight

These may all point toward PCOS. A comprehensive evaluation, including a detailed medical history and hormonal assessment, is essential for an accurate diagnosis.

PCOS with a regular menstrual cycle and fertility

Having regular menstrual cycles with PCOS can be a positive sign for fertility. “Regular cycles often indicate that ovulation is occurring, which is crucial for natural conception. However, even with regular periods, some women with PCOS may still face fertility challenges,” says the expert. This may be due to factors like egg quality or other hormonal imbalances.

It is important to note that regular periods don’t entirely rule out fertility issues associated with PCOS, so women should seek guidance from a fertility specialist if they have concerns.

How to manage PCOS?

Managing PCOS is all about lifestyle changes and medical treatments. Here’s what to do –

1. Lifestyle modifications

A balanced diet, which means consuming whole grains, lean proteins, vegetables, fruits and healthy fats can help manage weight and insulin levels. “Regularly engaging in physical activity can help to manage your weight, and improve insulin sensitivity,” says Dr Bali.

2. Medications

Birth control pills are not just to prevent unwanted pregnancy, but also to regulate menstrual cycles and reduce androgen levels. Metformin may also help women with PCOS. Metformin can be taken by adults with PCOS for weight loss, and insulin resistance, according to research published by the European Journal of Endocrinology . “For women trying to conceive, medications like clomiphene or letrozole may be prescribed to stimulate ovulation,” says Dr Bali.

3. Monitoring

Even though you take your medicines, eat healthy and workout, regular check-ups are important. Monitoring of symptoms and hormonal levels is crucial for managing PCOS effectively.

PCOS is a condition that affects women in different ways, so the symptoms may vary. Understanding the symptoms of PCOS, especially in cases where women have regular periods, is essential for accurate diagnosis and effective management.

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Graduate Research Hub

• Preparing my thesis

Incorporating your published work in your thesis

A streamlined procedure has been approved for obtaining co-author authorisation.  You now only need to provide a Declaration for publication incorporated in a thesis form for the inclusion of in progress or published material in the thesis, that is completed by your Principal Supervisor and the Coordinating Author.

Accepted statuses for publications

• Unpublished material not submitted for publication
• Submitted for publication to [publication name] on [date]
• In revision following peer review by [publication name]
• Accepted for publication by [publication name] on [date]
• Published by [publication name] on [date]

You may include in progress or published material written during your enrolment upon approval from your advisory committee, as part of your thesis, by having either:

• “included publications", in which your publications are included as components that are distinct from the rest of the thesis, in the format described below; or
• “included material” that is drawn from your publications and combined with text that is otherwise written specifically for the thesis.

In this page we refer to both these kinds of inclusion of published work as “incorporated publications”; the first format, where the publications are included as distinct components, is also known as “thesis with publications”.

The  Graduate Research Training Policy (section 4.65) outlines what can be included in the thesis. Your thesis must include a literature review that clearly details the research questions and a general discussion that integrates the work and places the publications into the context of the research question.

You may have to supplement the incorporated publications with additional methods sections as they are often abbreviated in published articles. You are also encouraged to include any data and discussion that was omitted from the article as an addendum in the thesis. Where a publication is included as a distinct component, you are also encouraged to include a critical reflection on the work, which could, for example, acknowledge or address limitations or impacts of the work that have appeared since publication.

When submitting your thesis, you will be required to confirm that:

(a) the work in the incorporated publications is your own, and (b) that any co-authors give permission for the article to be included in the thesis.

To do this, you must complete the  Declaration for publication incorporated in a thesis form.  You will need to submit a completed form for each in progress or published work included in your thesis.

Your principal supervisor must sign the Declaration form for each publication.  Where there is more than one author of a publication, at least one co-author by agreement amongst the authors, should be nominated as the coordinating author (also known as corresponding author), as defined in the University’s Authorship Policy . The coordinating author is responsible for communication between the publishers and managing communication between the co-authors. The coordinating author must maintain records of any authorship agreement.  The coordinating author must also sign the Declaration form.

You must upload all completed Declaration forms as a single combined file to the Thesis Examination System when submitting your thesis for examination.  The signed forms should not be included in the thesis itself. Plan well ahead to obtain the required signatures to avoid delays to your examination.

Don’t forget to include your ORCID when submitting your work to publishers, conference organisers, etc.  This will help you to distinguish your research activities and outputs, and make sure you get credit for your work throughout your career.

The Preface

As detailed in the  Preparation of Graduate Research Theses rules , your preface should outline:

• the publication status of any incorporated publications
• your contribution to any incorporated publications
• any work carried out in collaboration with others
• editorial assistance received
• parts of the work completed outside of your candidature.

There is no prescribed format for a preface; you may wish to include a written description or a table outlining the tasks performed by others and the proportion of the contribution as a percentage.

Usually this means you will have written the initial draft and you performed any subsequent editing in response to co-authors' and editors' reviews.

As specified in the Graduate Research Training Policy , your principal supervisor and coordinating author must declare that:

(a) you are the primary author of the included material, and

(b) you contributed more than 50% of the work towards the publication.

No. You need to have contributed more than 50 per cent for it to be included. You could, however, include this paper as an appendix.

Yes. It is understood that portions of the thesis that have been published or accepted for publication will have been through an editorial process. Such editorial changes should be explicitly acknowledged.

Refer to the Authorship page for information about the requirements and responsible practice.

Format of the thesis

When including complete publications, you should use the author accepted manuscripts of articles that have been accepted or published. This is the final draft as accepted by the publishers, including any changes based on referees’ suggestions before it has undergone copy-editing, typesetting and proofing. If you are certain you will not breach your agreement with your publisher, you may include the published version in your thesis.

If you are using your author accepted manuscript, while some journals request that the version you send them includes any figures or tables at the end of the submitted document, when you reproduce the article in your thesis you should place them where they logically flow within the text. It is also recommended that you use similar formatting (e.g. line spacing, font type and size) as the rest of the thesis.

You can view suggested formats for arranging the chapters of a thesis that includes publications as distinct components here . See also example theses in the University of Melbourne repository.

In most cases it is preferred that you include a separate literature survey.  Even with the literature reviews included in your publications you may find you still need to add further supplementary material if the publications do not directly address all the research questions you are trying to answer in your thesis.  Your supervisors and advisory committee are best able to advise you whether the literature reviews included in your incorporated publications will meet disciplinary expectations and satisfy your examiners that you: - Have clearly detailed your research question/s and how they integrate with the current literature - Have demonstrated sufficient familiarity with, and understanding and critical appraisal of the relevant literature.

No. The policy allows the thesis to be submitted with publications, it is not a thesis by publication. You must include a literature review that clearly details the research question, and a concluding general discussion that integrates the work and places it into the context of the research questions. You should also introduce each publication that is included as a distinct component, explaining its role in the work, and, where appropriate, provide a critical reflection on its contribution.

Yes, but you must cite it correctly and indicate in the preface the source of the information (eg. that the text on page(s) xx is from [name of publication], or that chapter yy is adapted from [name of publication]. In each case you should give its publication status and your contribution to the publication). It will assist your examiners if, at the start of each chapter that includes work drawn from a publication, there is a footnote explaining where the work came from and how it has been used in the chapter. You may wish to include the entire publication as an appendix so that your examiners can see where the material came from.

• Theses which include publications in a “thesis with publications” style can typically be slightly shorter; for example the typical PhD length is 80,000 words, but a PhD including publications as distinct components has a typical length of 50,000-80,000 words).
• While the writing style may be more concise, there is no difference in the expected volume and requirements of work presented in theses with publications. The examination criteria remain the same whether or not publications are incorporated. Your examiners are asked to consider your thesis on its merits as an independent piece of research. Refer to the information available for examiners .
• Maximum limits apply to all theses.

If you are including the list of references as part of the publication they do not need to be repeated in the overall reference list/bibliography for the thesis.

Incorporated publications can be referenced via a footnote, but if references to them are included in the bibliography an examiner may be unsure as to whether the work was completed as part of the research.

No, but you may do so if you think that it will assist readers of your thesis.

It is up to you whether you update the publication style or not. Whatever you chose, you should acknowledge your choice in the Preface, stating the differences between the publication and thesis, due to the requirements of different publishers.

Yes. Revised and resubmitted theses are examined in their entirety and the inclusion of a new incorporated publication may strengthen your response to examiners.

In most cases you should include the latest version, up to the author accepted version and update the publication status in the preface. If your examiners request changes which conflict with the editorial or peer review advice you have since received from your publisher, you may choose to address this elsewhere in your thesis, or in your written response to the examiners’ reports.

Publication suitability

A work is suitable for inclusion if the research was conducted and the publication was in progress or published during your enrolment in your current degree. This includes:

You may need to supplement this with analysis of literature published between writing the article and submitting your thesis.

All methods need to be covered to a high degree of detail in your thesis.

• literature reviews where you are the primary author .
• systematic reviews of a research question as a results chapter.
• a protocol paper involving novel method development.
• material exploring key methodological issues .

No. Only work completed during your candidature can be included in the thesis. You can cite your earlier work just like you would any work that is relevant to your research. The work should be listed in the preface of your thesis.

Yes. You will need to clearly acknowledge in the preface that its status is ‘in progress’ or, that the paper has been published but not peer reviewed.

Completing the forms

Yes. You may wish to include the entire publication as an appendix so that your examiner can see where the information came from.

Yes. All sections of the form must be completed for any multi-authored material. The coordinating author is required to reassure that all co-authors have had an opportunity to agree to the inclusion of the material in the thesis and to the contribution declared on the form. The authorship agreement template is available here.

No. You can use the figure in your thesis without completing the form but you should acknowledge the origin of the figure in the preface and appropriately cite the publication in your thesis.

No. You should provide this evidence to your advisory committee when you are discussing the proposed format for your thesis. Your principal supervisor must sign the  Declaration for publication incorporated in a thesis form which confirms their agreement to the inclusion of any publication/s.  The coordinating author will need to sign the form for any multi-authored material.

You can use Adobe Acrobat's 'Combine Files' tool which will allow you to combine files of different file types into a PDF. Alternatively, you can open a PDF copy of a file and then use the 'Organise Pages' tool which will allow you to drag additional pages where you can then save it as a single file.

iThenticate report

You should run your whole thesis through iThenticate, including the chapters comprised wholly or partly of your published work.  You can then exclude the specific matching publication source/s that correspond to the publications you have included in your thesis in a “thesis with publications” style. This means that the thesis chapter or publication is reviewed against the other literature in the repository, but not matched to itself. You should only exclude matching sources that are articles which you have appropriately included.  You should outline and explain any filters and exclusions you applied in iThenticate in an accompanying declaration which you can also upload to TES.

You should not exclude publications from which you have included material (but not the complete publication), as the iThenticate report will then show where the material is present in the thesis, allowing your supervisors and Chair of Examiners to verify that it has been included appropriately.

Further information on the use of iThenticate can be found here: https://gateway.research.unimelb.edu.au/funding-contracts-and-ethics/ethics-and-integrity/research-integrity/ithenticate-text-matching-tool

The examination

The criteria for examination remain the same whether or not publications are incorporated. See the Graduate Research Training Policy for more information. You can also view the information for examiners here: https://gradresearch.unimelb.edu.au/staff#examiner-information .

If the publication status of your article changes between submission for examination and submission of your final thesis, it is appropriate to include the most recent version (up to the author-accepted version). You should also update the preface to reflect the new status. If you are submitting a list of corrections for approval and/or resubmitting for re-examination you should also note this in your index of changes.

Examples of theses with publications

The following are theses available openly or with University of Melbourne log-in through the University of Melbourne repository that include publications as distinct components in a “thesis with publications” style.

Al Zein, Eza (2019). Taskscape: Caring for Migrant Materials . http://hdl.handle.net/11343/235841

Arundel, Jonathan Paul (2015) The spatio-temporal distribution of honey bees and floral resources in Australia . http://hdl.handle.net/11343/59612

Bamford, Nicholas James (2016) Relationships between diet, obesity and insulin dysregulation in horses and ponies. http://hdl.handle.net/11343/148423

Bibb, Jennifer Louise (2016) Musical recovery: the role of group singing in regaining healthy relationships with music to promote mental health recovery. http://hdl.handle.net/11343/124271

Burfurd, Ingrid Ellen (2018) Beliefs and learning in the laboratory: essays in experimental economics . http://hdl.handle.net/11343/219180

Fan, Yi (2019) Quantification of mandibular morphological changes in 3D . http://hdl.handle.net/11343/225588

Kriesner, Peter (2017) Wolbachia fitness benefits and symbiont interactions in Drosophila . http://hdl.handle.net/11343/207959

Mody, Fallon (2019) Doctors down under: European medical migrants in Victoria (Australia), 1930-60 .   http://hdl.handle.net/11343/221550

Nencini, Sara (2018) Tackling bone pain at the source: identifying and exploring new therapeutic targets . http://hdl.handle.net/11343/216858

Pan, Xuan (2018) Graphene quantum dot based electronic devices . http://hdl.handle.net/11343/222013

Seibt, Susanne (2018) In-situ investigations of molecular self-assembly using microfluidics. http://hdl.handle.net/11343/214671

Smith, Merryn (2018) Non-structural carbohydrate storage and use in eucalypt trees of south-east Australia. http://hdl.handle.net/11343/221163

Uddin, Shihab (2019) Functional aspects of root and leaf development in dryland crop water use under elevated CO2 .   http://hdl.handle.net/11343/219849

Vahedi, Andisheh (2018) The work-family interface and child mental health: longitudinal associations via family functioning across childhood. http://hdl.handle.net/11343/217236

Al Zein, Eza (2019) Taskscape: Caring for Migrant Materials .  http://hdl.handle.net/11343/235841

Schlichthorst, Marisa (2020)   Engaging men in conversations about masculinity and suicide – An evaluation of the Man Up social media campaign .   http://hdl.handle.net/11343/265962

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Universal Credit if you're State Pension age and get a Migration Notice letter

You need to move to Universal Credit if you get a Migration Notice letter and you’re State Pension age, as tax credits are ending soon.

Applies to England, Scotland and Wales

Only read this guidance if you’re state pension age and get a migration notice letter.

You should read the following guidance if you’re:  

• a couple where one of you is State Pension age and one of you is under State Pension age:  Universal Credit if you’re a ‘mixed age couple’ and get a Migration Notice letter
• not State Pension age:  Move to Universal Credit if you get a Migration Notice letter

If you have not received a Migration Notice letter visit the  Universal Credit  guidance.

Universal Credit is for State Pension age people who are working

You can claim Universal Credit if you’re working and receiving tax credits. 

If you’re State Pension age and get a Migration Notice letter, you can claim Universal Credit even if:

• you’re still working
• you’ve renewed your tax credits
• you have money, savings and investments of more than £16,000
• you’re receiving a pension

To continue getting financial support, you must claim Universal Credit by the deadline date in your letter.

You can continue working with no ‘work-related conditions’ for 12  assessment periods  (about 12 months). This means you will not have to:

• increase your hours
• find additional work
• attend work-related meetings at your local job centre

Benefits that are ending

The following benefits are ending and are being replaced by Universal Credit:

• Working Tax Credit
• Child Tax Credit

Your Housing Benefit will be ending

If you receive Housing Benefit, it will be ending. However, if you’re eligible, housing support will be added to your entitlement when you claim Universal Credit. 

Your benefits will end even if you decide not to claim Universal Credit.

Reclaiming Housing Benefit

You can reclaim Housing Benefit if you do not claim Universal Credit, or you claim before your deadline date but are not entitled to Universal Credit. 

You can get advice from your local council about backdating your Housing Benefit claim. Your claim can only be backdated for up to 3 months. 

Find out more about  Housing Benefit eligibility .

When you need to apply

To continue receiving financial support you must claim Universal Credit by the deadline date in your letter. 

If you cannot claim Universal Credit by the deadline date, you should contact the  Universal Credit Migration Notice helpline  as soon as possible.

You may be able to get more time to make a claim if you have a good reason. You must request this before your deadline date.

Transitional protection

As your benefits are ending and you need to move to Universal Credit some of the normal eligibility rules for claiming are different. This is known as  ‘transitional protection’ .

To get transitional protection you must claim Universal Credit by your deadline date.

You will not get transitional protection if you claim before you get a Migration Notice letter.

Transitional protection top up payments

If the amount you’re entitled to on your existing benefits is more than you’ll get on Universal Credit, a top up is available. 

You can only get this additional amount if you have received a Migration Notice and claim by your deadline date.

If you have debt from your existing benefits, this will be recovered when you move to Universal Credit and deducted from your Universal Credit amount. See  what you’ll get  for more on deductions.

You do not need to apply for transitional protection. It will be paid to you automatically if you get a Migration Notice and make a Universal Credit claim by your deadline date.

Money, savings and investments

You can claim Universal Credit even if you have money, savings and investments over £16,000 for 12 assessment periods. 

After this, you will not be eligible for Universal Credit if you still have more than £16,000 in money, savings and investments.  

If you apply after the deadline date and have money, savings and investments of more than £16,000 you will not be able to claim Universal Credit.

Change of circumstances

If you have a change in circumstances, such as stopping work before you claim Universal Credit, you may not be eligible for transitional protection.

If you have a temporary increase in earnings, this could end your Universal Credit entitlement. If your earnings reduce again within the next 3 months, and no other circumstance change, you can reclaim Universal Credit again.

Claiming Pension Credit instead of Universal Credit

If you choose to apply for Pension Credit instead of Universal Credit, you will not get transitional protection and may receive less financial support.

If you then decide to withdraw your Pension Credit claim and apply for Universal Credit by your deadline date, you’ll still be eligible for transitional protection.

Once a claim to Pension Credit is accepted, the option to apply for Universal Credit is closed.

Find out more about  Pension Credit . You can also use the  Pension Credit calculator  to work out how much you might get.

What you’ll get

On Universal Credit, most people will be entitled to the same amount they received from their previous benefits, or more. If your circumstances change before you make your claim, this may affect the amount you get.

Your Universal Credit payment is made up of a standard allowance and any extra amounts that apply to you, for example if you:

• have children
• have a disability or health condition which prevents you from working
• need help paying your rent

Find out more about  what you’ll get .

Benefits calculators

You can use an independent, free and anonymous benefits calculator to estimate how much you could get on Universal Credit.

Benefit calculators give estimates so may not be accurate.

The  entitledto  and the  Policy in Practice Better Off  calculators: 

• calculate transitional protection (top up payments) available
• take into account if you’re State Pension age
• can be used if you receive tax credits and have money, savings and investments of £16,000 or more

Calculations do not include any deductions that may be taken from your Universal Credit amount. 

DWP  is not responsible for information given by the calculators.

Removal of the benefit cap

The  benefit cap  is normally applied to Universal Credit and other benefits. This a limit on the total amount of benefit you can get. However, the benefit cap will not apply if: 

• you’re State Pension age
• you receive a Migration Notice

How Universal Credit is worked out

Your Universal Credit award is calculated based on your circumstances each month. These are called your ‘ assessment periods ’. This is different to tax credits which are calculated yearly.

How much Universal Credit you get will depend on your  earnings . This includes income from: 

• full time work
• part time work
• employed or  self-employed  work

Changes in your circumstances can affect how much you’re paid for the whole assessment period – not just from the date you report them.

Find out  how your wages affect your payments .

Money can be taken from your Universal Credit payments to pay for things like:

• court fines
• rent arrears
• overpayments or arrears from tax credits, Council Tax, Housing Benefit, Employment and Support Allowance ( ESA ) and Jobseeker’s Allowance ( JSA )
• utility debts, like electricity, gas, water

Money cannot be deducted from things like your child allowance, childcare, and housing costs.

Find out more about  money taken off your Universal Credit payment .

If you’re claiming a pension 

You can still claim Universal Credit if you’re receiving your pension. However, the amount of pension you receive will be deducted from your Universal Credit amount and treated as income.

If you have delayed (‘deferred’) your State Pension 

If you delayed taking your pension before you received your Migration Notice, we will not treat your deferred pension as income for 12 assessment periods. 

If you then decide to take your pension within this period, it is treated as income. 

After 12 assessment periods, the amount of pension you’re entitled to is counted as income, even if you’ve decided not to take it. This is known as ‘notional’ income. This can affect how much Universal Credit you get.

Once you move to Universal Credit, you will not be able to continue building up any: 

• extra State Pension
• State Pension lump sum (if you reached State Pension age before 6 April 2016)

What you’ll get if you live with your partner

How much you can get will depend on your partner’s income and savings, as well as your own.

How to claim Universal Credit

You can apply for Universal Credit online.

You need to create an account to make a claim. You must complete your claim within 28 days of creating your account or you’ll have to start again.

When you or your partner make a claim to Universal Credit your existing benefits that are being replaced by Universal Credit will stop. You cannot go back to those benefits, because they are ending.

If you cannot apply online, you can claim by phone. Call the  Universal Credit Migration Notice helpline .

How to claim if you live with a partner

You’ll both need to claim Universal Credit if you live with your partner in the same household and are:

• married to each other
• civil partners of each other
• living together as if you are married

You must make a joint claim for your household, even if your partner is not eligible for Universal Credit. You cannot claim by yourself.

To begin, both of you need to create your own Universal Credit online accounts. The first person to create their account will receive a partner code, which will be displayed on screen.

Your partner will then need to use this code when they create their Universal Credit online account. This ensures the accounts are joined together and you are correctly claiming as a couple.

Once you’ve created your account you can make a claim for Universal Credit.

What you’ll need to apply

To apply online you’ll need:

• your bank, building society or credit union account details
• an email address
• access to a phone

To prove your identity, you’ll need some documents such as your:

• driving licence
• debit or credit card
• payslip or P60

To complete your claim you’ll need to provide information about:

• your housing, for example how much rent you pay
• your earnings, for example payslips
• any disability or health condition that affects your work
• how much you pay for childcare if you want help with childcare costs
• your savings and any investments, like shares or a property that you rent out

You might need an appointment with the Universal Credit team if:

• they need more information
• you cannot verify your identity online

You’ll be told if this appointment will be in a jobcentre or on the phone.

Apply for Universal Credit online

Steps to getting universal credit.

Set up an Online Universal Credit account.

Complete and submit online claim.

Prove your identity.

Provide documents and evidence to support your claim.

Agree the activities in  your claimant commitment .

When you prove your identity we’ll know you’ve received a Migration Notice letter and your information will be linked up automatically.

If you need help to make your claim you can get free support from the Citizens Advice Help to Claim service:

• Get Help to Claim if you live in England or Wales
• Get Help to Claim if you live in Scotland

How you’re paid

Universal Credit is paid once a month, usually into your bank, building society or credit union account.

If you’re not able to open a bank, building society or credit union account, call the  Universal Credit Migration Notice helpline  for advice about how to arrange a different way of getting paid.

Your payment can include an amount for housing costs, which you’ll usually need to pay to your landlord. If your landlord was being paid your housing costs directly, you’ll need to discuss the change of payment arrangements with them.

Final payments for existing benefits

The date of your final payments from your existing benefits depends on whichever is first:

• the deadline date on your letter
• when you make a claim to Universal Credit

If any further payments are due, they will be made shortly after your entitlement ends.

Moving from tax credits

If you claim tax credits, your entitlement will end as soon as you make a claim to Universal Credit.

If you do not make a claim by the deadline, your tax credit entitlement will end on the day before the deadline.

Moving from Housing Benefit 

If you’ve applied for Universal Credit, you’ll keep getting your current benefit paid for 2 more weeks. You must still be eligible for your current benefit. You will not need to pay back these extra payments and they will not affect the Universal Credit you might get.

If you do not make a claim to Universal Credit by the deadline, your last day of entitlement to your existing benefits will be 2 weeks after the deadline.

If you receive both tax credits and Housing Benefit, your tax credits will end as soon as you make a claim, or the day before your deadline date (whichever is first). Your Housing Benefit will continue for 2 weeks.

Help while waiting for your first payment

Your claim starts on the day you submit it in your account, however it usually takes around 5 weeks to get your first payment.

If you need help with your living costs while you wait for your first payment, you can apply for an advance within  your Universal Credit online account .

You’ll need to pay back your advance in instalments from your future Universal Credit payments.

Find out more about  how you’re paid  including payment dates, if you live with a partner, and alternative payment arrangements.

Your responsibilities

When you have made your claim to Universal Credit you’ll need to manage your own finances and maintain your claim online. This includes:

• updating your account
• managing your own rent and other housing costs, unless you have another payment arrangement in place
• reporting changes in circumstances
• if you’re self-employed, you will need to report your earnings every month

To get Universal Credit payments, you’ll need to accept an agreement called a ‘claimant commitment’. What you’ll need to commit to will depend on your age and circumstances. Find out more about  claimant commitments .

If you’re employed or self-employed you will not be expected to look for work during your first 12 assessment periods.

Changes in circumstances you must tell us about

You need to report changes to your circumstances so you keep getting the right amount each month.

Changes can include:  

• changing your bank details
• changes to work and money, such as earnings, pension income, jobs, rent and savings
• change to your health
• household changes, including children, care, partner and immigration status

Find out more about changes in circumstances you must tell us about .

You could be taken to court or have to pay a penalty if you deliberately give wrong information or do not report a change in your circumstances.

Work-related conditions and assessments

When you move to Universal Credit, for 12 assessment periods you can work and have no conditions or requirements.  

However, if you’re self-employed and move to Universal Credit you’ll need to declare your earnings every month.

After 12 assessment periods

If you decide to remain on Universal Credit after 12 assessment periods and continue working, a minimum earnings threshold (MET) will apply to your earnings. 

From this point, we’ll look at your earnings for the last 3 months to see if they dropped below the MET. At any point during your claim, if your earnings drop below the MET for 3 months in a row your Universal Credit claim will be closed. 

Work Capability Assessments

If you’re State Pension age and have a health condition or disability, you will not need a Work Capability Assessment when you move to Universal Credit.

Universal Credit Migration Notice helpline  

Monday to Friday, 8am to 6pm  

Phone: 0800 169 0328   

Video relay service  for British Sign Language (BSL) users. Watch the video to find out how to use the Video relay service on mobile or tablet

0800 phone numbers are free to call from mobiles and landlines.

If you cannot speak or hear on the phone

You can use our  Relay UK  service to make a free, text-supported call to the Universal Credit Migration Noticed Helpline. Dial 18001 followed by 0800 169 0328. 

Other financial help and support 

If you get Universal Credit, you could be eligible for other benefits or financial support. You should  check what you can get . 

You might be able to get  different support in Scotland .

If you’re in financial difficulties, you can get help and advice from the government, local councils, and other organisations, such as  advicelocal.uk .

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