students thesis

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

/images/cornell/logo35pt_cornell_white.svg" alt="students thesis"> Cornell University --> Graduate School

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

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

Formatting Requirement and Standards

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

“Papers Option” Dissertation or Thesis

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

ProQuest Electronic Submissions

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

Copies of Dissertation and Thesis

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

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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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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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

Sample Student Theses

Global education.

• Global Jackson Orlando Charlotte Washington D.C. Atlanta Houston Dallas Memphis --> New York City Global
• Campus Home

Below are downloads (PDF format) of the M.A. (Religion) theses of some of our graduates to date.

Note: Certain requirements for current thesis students have changed since earlier theses were completed.

Sample Essays

The breadth of Georgetown’s core curriculum means that students are required to write for a wide variety of academic disciplines. Below, we provide some student samples that exhibit the key features the most popular genres. When reading through these essays, we recommend paying attention to their 

1. Structure (How many paragraphs are there? Does the author use headers?) 

2. Argument (Is the author pointing out a problem, and/or proposing a solution?) 

3. Content (Does the argument principally rely on facts, theory, or logic?) and 

4. Style (Does the writer use first person? What is the relationship with the audience?)

Philosophy Paper

• Singer on the Moral Status of Animals

Theology Paper

• Problem of God
• Jewish Civilization
• Sacred Space and Time
• Phenolphthalein in Alkaline Solution

History Paper

• World History

Literature Review

Comparative Analysis 

Policy Brief

• Vaccine Manufacturing

White Paper

Critical Analysis

• Ignatius Seminar

Harvard University Theses, Dissertations, and Prize Papers

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

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

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

Other highlights include:

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

What does a prize-winning thesis look like?

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

Accessing These Materials

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Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

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

History of Thesis

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

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

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

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

Structure of Thesis

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

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

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

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

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

Introduction

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

Literature Review

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

Methodology

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

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

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

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

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

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

How to write Thesis

Here are some steps to help you write a thesis:

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

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

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

Application of Thesis

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

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

Purpose of Thesis

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

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

When to Write Thesis

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

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

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

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

Characteristics of Thesis

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

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

Advantages of Thesis

There are several advantages to writing a thesis, including:

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

Limitations of Thesis

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

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

About the author

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

Open Access Theses and Dissertations

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OATD.org aims to be the best possible resource for finding open access graduate theses and dissertations published around the world. Metadata (information about the theses) comes from over 1100 colleges, universities, and research institutions . OATD currently indexes 6,912,508 theses and dissertations.

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We’re happy to present several data visualizations to give an overall sense of the OATD.org collection by county of publication, language, and field of study.

You may also want to consult these sites to search for other theses:

• Google Scholar
• NDLTD , the Networked Digital Library of Theses and Dissertations. NDLTD provides information and a search engine for electronic theses and dissertations (ETDs), whether they are open access or not.
• Proquest Theses and Dissertations (PQDT), a database of dissertations and theses, whether they were published electronically or in print, and mostly available for purchase. Access to PQDT may be limited; consult your local library for access information.

• DSpace@MIT Home
• MIT Libraries

This collection of MIT Theses in DSpace contains selected theses and dissertations from all MIT departments. Please note that this is NOT a complete collection of MIT theses. To search all MIT theses, use MIT Libraries' catalog .

MIT's DSpace contains more than 58,000 theses completed at MIT dating as far back as the mid 1800's. Theses in this collection have been scanned by the MIT Libraries or submitted in electronic format by thesis authors. Since 2004 all new Masters and Ph.D. theses are scanned and added to this collection after degrees are awarded.

MIT Theses are openly available to all readers. Please share how this access affects or benefits you. Your story matters.

If you have questions about MIT theses in DSpace, [email protected] . See also Access & Availability Questions or About MIT Theses in DSpace .

If you are a recent MIT graduate, your thesis will be added to DSpace within 3-6 months after your graduation date. Please email [email protected] with any questions.

Permissions

MIT Theses may be protected by copyright. Please refer to the MIT Libraries Permissions Policy for permission information. Note that the copyright holder for most MIT theses is identified on the title page of the thesis.

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Supervisor: Shterin, M. (Supervisor)

Political Economy of Rural Self-governance: the Case of the Village Communities in the Russian Empire after the Emancipation

Supervisor: Leon Ablan, G. J. (Supervisor) & Pennington, M. (Supervisor)

Enhancing Structural Refinement of Macromolecules obtained from Neutron Crystallography

Supervisor: Steiner, R. (Supervisor) & Murshudov, G. N. (External person) (Supervisor)

Network Optimisation for Robotic Aerial Base Stations

Supervisor: Friderikos, V. (Supervisor) & Deng, Y. (Supervisor)

Design and synthesis of novel pyrrolobenzodiazepines (PBDs) for use as payloads for antibody-drug conjugates

Supervisor: Rahman, K. M. (Supervisor) & Al-Jamal, K. (Supervisor)

Aggression in mouse models of autism spectrum disorder: the effect of mutations in Nrxn1α and Nlgn3 genes

Supervisor: Blackwood, N. J. (Supervisor), McAlonan, G. M. (Supervisor) & Petrinovic, M. (Supervisor)

Shifting Tides of Power: The Evolution of China's Naval Strategy in the South China Sea from Defensive Offence to Defensive Defence, 1974–2018

Supervisor: Patalano, A. (Supervisor) & Brown, K. (Supervisor)

Preventative diplomacy: Britain, Yugoslavia, and the Cold War in Europe 1968-1980

Supervisor: Kandiah, M. (Supervisor), Blick, A. (Supervisor) & Hamilton, K. (External person) (Supervisor)

USE OF THE ADDITIVE MANUFACTURING METHOD FOR THE RESTORATION OF CERAMIC AND GLASS ARCHAEOLOGICAL ARTEFACTS

Supervisor: Earl, G. (Supervisor) & Sully, D. (External person) (Supervisor)

Divergent roles of type I and III Interferons in Shigella and Salmonella Infection

Supervisor: Odendall, C. M. (Supervisor) & academic, A. (Supervisor)

THE CONCEPT OF עיר AND המקדש עיר IN THE TEMPLE SCROLL: A SPATIAL EXAMINATION OF COLUMNS 45-47

Supervisor: Joyce, P. M. (Supervisor) & Taylor, J. E. (Supervisor)

Mixed Methods Evaluation of a Novel Clinical Pathway for People with Co-occurring Eating Disorders and Autism

Supervisor: Tchanturia, K. (Supervisor) & Byford, S. (Supervisor)

The Russian Way of Regular Land Warfare: A Comparative Case Study of Four Major Russian Operations after the Cold War

Supervisor: German, T. C. (Supervisor)

Modelling the effects of cortisol and inflammation on neuronal progenitors and microglia in vitro: relevance for depression

Supervisor: Pariante, C. (Supervisor) & Srivastava, D. (Supervisor)

Immune responses to lipids in the skin

Supervisor: Barral Catoira, P. (Supervisor) & Hawrylowicz, C. M. (Supervisor)

Cognitive processing, depression and mortality in Parkinson's disease: Exploring zoonotic links with reference to Helicobacter species

Supervisor: Young, A. (Supervisor), Dobbs, J. (Supervisor) & Dobbs, S. (Supervisor)

A lifespan perspective on brain-behavioural heterogeneity following very preterm birth

Supervisor: Batalle Bolano, D. D. (Supervisor) & Nosarti, C. (Supervisor)

The impact of exercise on cardiac repair by eliciting macrophages

Supervisor: Ellison, G. M. (Supervisor) & Dazzi, F. M. (Supervisor)

Identifying Candidate Biomarkers of Clinical Response to Ustekinumab in Psoriasis

Supervisor: Barker, J. N. W. N. (Supervisor) & Di Meglio, P. (Supervisor)

CityU Scholars A Research Hub of Excellence

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Sketch-based 2D & 3D Content Generation with Generative Models

Supervisor: FU, H. (Supervisor)

Student thesis : Doctoral Thesis

Essays on Climate Change Economics: How do Chinese Firms Finance for Climatic Risk?

Supervisor: ZHANG, L. (Supervisor) & Xue, M. (External person) (External Supervisor)

An Extended Technology Acceptance Model for Adopting Artificial Intelligence: A Survey and Case Studies in Hong Kong

Supervisor: SUN, H. (Supervisor)

Marketing Research on Green Innovation and Carbon Performance

Supervisor: YANG, Z. (Supervisor) & Dai, X. (External person) (External Supervisor)

Large Language Model and Crowdsourced Computation for AI-assisted Programming and Its Applications

Supervisor: CHAN, C. (Supervisor), LIU, K. (Co-supervisor) & TAN, C. W. (External person) (External Co-Supervisor)

Mesoscale Interface-Mediated Plasticity Model and its Application to Study the Mechanical Properties on Polycrystals

Supervisor: HAN, J. (Supervisor), SROLOVITZ, D. J. (Supervisor) & WU, Z. (Supervisor)

On Mutual Information Neural Estimation and Its Applications

Supervisor: CHAN, C. (Supervisor)

Shopping Mall Importation: American Retail Design in China

Supervisor: XUE, Q. C. (Supervisor)

Fluorescence-assisted Colored Radiative Cooling

Supervisor: LEI, D. (Supervisor)

Value-Gradient Algorithm for Optimal Control and Residual-Quantile Adjustment Method

Supervisor: ZHOU, X. (Supervisor)

Blockchain-based Authentication System: Design and Analysis

Supervisor: YEUNG, K. H. A. (Supervisor), CHAN, C. H. S. (Supervisor) & SO, H. C. (Co-supervisor)

Crystallographic Analysis and Computational Modeling of Heterophase Interfaces: Towards Predicting Structures and Properties

Supervisor: SROLOVITZ, D. J. (Supervisor), HAN, J. (Supervisor) & WU, Z. (Supervisor)

Instability of Viscous Flow at the Free Surface

Supervisor: WANG, S. (Supervisor)

A Portfolio Optimization Framework for Online Loan Investments and Interest Rate Determination

Supervisor: QIAO, X. (Supervisor), LI, D. (Supervisor) & WU, Q. (Co-supervisor)

Numerical Analysis of Discontinuous Galerkin Methods for Second Order Linear Non-divergence Form PDEs

Supervisor: DAI, H. (Supervisor) & QIU, W. (Supervisor)

Rational Design of Multi-component Materials via Ab-initio Calculations and Machine Learning

Supervisor: ZHAO, S. (Supervisor)

A Phonetic Study of the Vowel System in Taizhou Chinese

Supervisor: LEE, W. S. (Supervisor)

Preferred Viewing Locations and Wrap-up Effects in Hong Kong Corpus of Chinese Sentence and Passage Reading

Supervisor: KIT, C. (Supervisor)

Techniques for Combining Multiple Algorithms in Black-box Optimization Problems 

Supervisor: YUEN, S. Y. K. (Supervisor) & SUNG, C. W. (Co-supervisor)

The Effect of the Intergenerational Interconnectedness of Multilevel Resilience Factors on Anxiety of Newly Arrived Mother–Child Dyads in Hong Kong: Research into Practice

Supervisor: YU, X. N. (Supervisor)

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Shodhganga crossed 5,35,000 Theses on 27th May 2024.

5,00,000th Thesis is uploaded into Shodhganga by Prof Yogesh Singh, Hon'ble Chairman, Governing Board, INFLIBNET Centre & Vice Chancellor, University of Delhi, Delhi in the august presence of Prof J P Singh Joorel, Director, INFLIBNET Centre, Gandhinagar and other Governing Board Members on 14.12.2023.

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Anna University 16181

University of madras 15040, university of calcutta 14280, savitribai phule pune university 12852, university of mumbai 11692, aligarh muslim university 10336, andhra university 10283, chhatrapati sahuji maharaj university 10193, babasaheb bhimrao ambedkar bihar university 9675, panjab university 9483, abhilashi university 17, academy of scientific and innovative research (acsir) 2679, acharya nagarjuna university 2298, acharya narendra deva university of agriculture and technology, ayodhya 908, adamas university 45, adesh university 25, adichunchanagiri university, mandya 9, adikavi nannaya university, rajahmundry 58, agriculture university, jodhpur 3, agriculture university, kota 13, ahmedabad university 19, aks university 30, alagappa university 2476, alliance university 53, all india institute of medical science, bhopal 1, all india institute of medical sciences rishikesh 7, ambedkar university, delhi 60, amet university 141, amity university haryana 212, amity university, kolkata 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university 979, baba ghulam shah badshah university 100, baba mastnath university 98, babasaheb bhimrao ambedkar university 525, babu banarasi das university 148, baddi university of emerging sciences & technology 7, bahra university 5, banaras hindu university 8180, banasthali vidyapith 2274, bangalore university 2518, bankura university 31, bareilly international university 9, barkatullah university 421, bennett university 39, berhampur university 239, bhagat phool singh mahila vishwavidyalaya 140, bhagwan mahavir university 2, bhagwant university 315, bhaikaka university 3, bhakta kavi narsinh mehta university 79, bharathiar university 7416, bharathidasan university 8300, bharath institute of higher education and research 711, bharati vidyapeeth deemed university 654, bhartiya skill development university jaipur 20, bhupendra narayan mandal university 5, bihar agricultural university 89, birla institute of management technology 11, birla institute of technology and science 1630, birla institute of technology, mesra 184, blde (deemed to be university) 54, bml munjal university, gurugram 7, bodoland university 108, brainware university 36, b s abdur rahman crescent institute of science & technology 321, bundelkhand university 2213, calorx teachers university 2, career point university 29, central institute of technology kokrajhar 19, central sanskrit university 358, central university of gujarat 360, central university of haryana 95, central university of himachal pradesh 131, central university of jammu 124, central university of jharkhand 87, central university of karnataka 155, central university of kashmir 259, central university of kerala 173, central university of odisha 36, central university of punjab 194, central university of rajasthan 269, central university of south bihar 39, central university of tamil nadu 118, centurion university of technology and management 95, centurion university of technology and management, vizianagaram 0, cept university 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institute 1231, dayananda sagar university 53, deccan college post graduate and research institute 432, deenbandhu chhotu ram university of science and technology, sonipat 193, deen dayal upadhyay gorakhpur university 841, defence institute of advanced technology 44, delhi pharmaceutical sciences & research university (dpsru) 20, delhi technological university 506, desh bhagat university 246, devi ahilya vishwavidyalaya 2296, dev sanskriti vishwavidyalaya 13, dharmsinh desai university 24, dhirubhai ambani institute of information and communication technology (da-iict) 77, diamond harbour women's university 12, dibrugarh university 982, dit university 95, doon university 55, dr. a.p.j. abdul kalam technical university 409, dravidian university 58, dr. babasaheb ambedkar marathwada university 5581, dr. babasaheb ambedkar open university 186, dr. babasaheb ambedkar technological university 51, dr b r ambedkar national institute of technology jalandhar 109, dr. b. r. ambedkar open university, hyderabad 1, dr. b. r. ambedkar university agra 6008, dr. c.v. raman university 318, dr. d. y. patil vidyapeeth, pune 167, dr. harisingh gour vishwavidhyalay 2305, dr. k n modi university 28, dr. m.g.r. educational and research institute 505, dr. panjabrao deshmukh krishi vidyapeeth, akola 50, dr. rammanohar lohia avadh university, faizabad 4638, dr ram manohar lohiya national law university 58, dr. sarvepalli radhakrishnan rajasthan ayurved university 191, dr shakuntala misra national rehabilitation university 74, dr. shyama prasad mukherjee international institute of information technology naya raipur 9, dr. vishwanath karad mit world peace university 23, dr. y.s. parmar university of horticulture and forestry 177, dr.y.s.r. horticultural university 24, d y patil university, kolhapur 67, entrepreneurship development institute of india 1, eternal university 7, fakir mohan university, balasore 166, forest research institute university 350, galgotias university 90, gangadhar meher university 88, ganpat university 165, garden city university 8, gauhati university 6336, gautam buddha university 241, g.b.pant university of agriculture & technology 172, gd goenka university 124, geetanjali university 44, g h raisoni university, amravati 23, giet university, gunupur 25, gitam university 932, gla university 234, glocal university 97, gls university 123, gna university 27, goa university 1125, gokhale institute of politics and economics 31, gokul global university 2, gondwana university 182, graphic era hill university dehradun 17, graphic era university 157, gujarat ayurveda university 5, gujarat forensic sciences university 26, gujarat national law university 21, gujarat technological university 367, gujarat university 4541, gujarat vidyapith 620, gulbarga university 1130, guru angad dev veterinary and animal sciences university 5, guru ghasidas university 353, guru gobind singh indraprastha university 640, guru jambheshwar university of science & technology 684, guru kashi university 367, gurukul kangri vishwavidyalaya 411, guru nanak dev university 2043, harcourt butler technical university 16, hemchandracharya north gujarat university 582, hemchand yadav vishwavidyalaya 50, hemwati nandan bahuguna garhwal university 953, himachal pradesh national law university 1, himachal pradesh university 3152, himalayan garhwal university 64, himgiri zee university 37, hindustan institute of technology and science 323, homi bhabha national institute 2576, homoeopathy university 26, icfai foundation for higher education, telangana 89, icfai university, dimapur nagaland 25, icfai university himachal pradesh 5, icfai university, jaipur 17, icfai university, jharkhand 45, icfai university, tripura 14, iec university 18, iftm university 297, iilm university, gurugram 14, iimt university, meerut 20, iis (deemed to be university) 448, i k gujral punjab technical university 856, ims unison university 15, indian institute of engineering science and technology, shibpur 450, indian institute of foreign trade 68, indian institute of information technology, allahabad 204, indian institute of information technology, design and manufacturing, iiitdm jabalpur 144, indian institute of information technology design & manufacturing kancheepuram 70, indian institute of information technology dharwad 2, indian institute of information technology guwahati 21, indian institute of information technology kalyani 9, indian institute of information technology nagpur 3, indian institute of informationtechnology, vadodara 1, indian institute of management ahmedabad 15, indian institute of management bangalore 47, indian institute of management (iim),indore 38, indian institute of management kashipur 21, indian institute of management kozhikode 27, indian institute of management lucknow 104, indian institute of management mumbai (formerly nitie) 72, indian institute of management raipur 47, indian institute of management rohtak 6, indian institute of management shillong 16, indian institute of management udaipur 1, indian institute of science bangalore 1207, indian institute of science education and research (iiser) bhopal 46, indian institute of science education and research (iiser) mohali 356, indian institute of science education and research (iiser) pune 521, indian institute of science education and research (iiser) thiruvananthapuram 210, indian institute of science education and research kolkata 105, indian institute of space science and technology 179, indian institute of teacher education 7, indian institute of technology bhilai 17, indian institute of technology bhubaneswar 76, indian institute of technology bombay 1739, indian institute of technology delhi 2123, indian institute of technology dharwad 9, indian institute of technology gandhinagar 39, indian institute of technology goa 3, indian institute of technology guwahati 2525, indian institute of technology hyderabad 290, indian institute of technology iit (bhu), varanasi 985, indian institute of technology indore 399, indian institute of technology (ism), dhanbad 1051, indian institute of technology jammu 23, indian institute of technology jodhpur 149, indian institute of technology kanpur 1, indian institute of technology kharagpur 814, indian institute of technology madras 1608, indian institute of technology mandi 259, indian institute of technology palakkad 16, indian institute of technology patna 148, indian institute of technology roorkee 490, indian institute of technology ropar 204, indian institute of technology tirupati 11, indian maritime university 1, indian school of mines 53, indian veterinary research institute, izatnagar 354, indira gandhi delhi technical university for women 59, indira gandhi institute of development research 105, indira gandhi national open university ignou 976, indira gandhi national tribal university, amarkantak 155, indira gandhi university meerpur,rewari 43, indira kala sangeet vishwavidyalaya 133, indraprastha institute of information technology, delhi (iiit-delhi) 139, indrashil university 4, indus international university 7, indus university 46, institute of advanced research, gandhinagar 14, institute of advanced studies in education (iase) 191, institute of chemical technnology, mumbai 108, institute of infrastructure technology research and management 35, institute of trans-disciplinary health science & technology 32, integral university 614, international institute for population sciences iips 366, international institute of information technology bangalore 66, international institute of information technology, hyderabad 194, international management institute 9, international management institute kolkata 2, invertis university, bareily 1, isbm university 1, isbr business school 1, islamic university of science and technology 49, itm university, gwalior 28, jadavpur university 3973, jagadguru ramanadacharya rajasthan sanskrit university 2, jagannath university 212, jagannath university, jhajjar 66, jagran lakecity university 32, jai narain vyas university 604, jain university 754, jain vishwa bharati university 246, jai prakash vishwavidyalaya 3, jaipur national university 350, jamia hamdard university 941, jamia milia islamia university 2514, janardan rai nagar rajasthan vidhyapeeth 1, jawaharlal nehru architecture and fine arts university 7, jawaharlal nehru centre for advanced scientific research 42, jawaharlal nehru technological university, anantapuram 1321, jawaharlal nehru technological university, hyderabad 1468, jawaharlal nehru technological university, kakinada 310, jawaharlal nehru university 7540, jayoti vidyapeeth women s university 327, jaypee institute of information technology 337, jaypee university of engineering & technology, guna 122, jaypee university of information technology, solan 281, j. c. bose university of science and technology, ymca, faridabad 67, jecrc university 88, jharkhand rai university 48, jis university, kolkata 18, jiwaji university 2317, jk lakshmipat university 22, jodhpur national university 2, jss academy of higher education & research 403, jss science and technology university, mysuru 22, j.s. university, shikohabad 26, junagadh agricultural university 1, kadi sarva vishwavidyalaya 597, kakatiya university, warangal 540, kalasalingam university 406, kalinga institute of social sciences (kiss) 10, kalinga university 238, kamdhenu university 8, kameshwara singh darbhanga sanskrit vishwavidyalaya, darbhanga 3, kannada university 101, kannur university 881, karnataka samskrit university 61, karnataka state law university 15, karnataka state open university 17, karnataka state womens university 300, karnataka veterinary, animal and fisheries sciences university 102, karnatak university 5125, karnavati university 15, karpagam university 298, karunya university 582, kavayitri bahinabai chaudhari north maharashtra university 1280, kavikulaguru kalidas sanskrit university 149, kazi nazrul university 26, kerala agricultural university 13, kerala university of health sciences 3, khwaja moinuddin chishti urdu, arabi-farsi university 16, kiit university 1077, king george medical university 21, kle technological university 13, kle university 187, kolhan university 32, koneru lakshmaiah education foundation 933, krantiguru shyamji krishna verma kachchh university 124, krea university 1, krishna institute of medical sciences, deemed to be university karad 68, krishna kanta handiqui state open university 36, krishna university, machilipatnam 69, k.r. mangalam university, gurgaon 101, kumaun university 1719, kurukshetra university 1487, kushabhau thakre patrakarita avam jansanchar vishwavidyalaya 7, kuvempu university 1388, lakshmibai national university of physical education 225, lakulish yoga university 19, lalit narayan mithila university 6859, lingayas vidyapeeth 96, lnct university 136, lovely professional university 863, madan mohan malaviya university of technology 92, madhav university 241, madhyanchal professional university 3, madhya pradesh bhoj (open) university 9, madurai kamaraj university 5837, magadh university 22, mahapurusha srimanta sankaradeva viswavidyalaya 40, maharaja agrasen university 109, maharaja ganga singh university 2278, maharaja krishnakumarsinhji bhavnagar university 1506, maharaja ranjit singh punjab technical university 19, maharaja sayajirao university of baroda 4072, maharaja sriram chandra bhanja deo university 16, maharaja vinayak global university 108, maharana pratap university of agriculture and technology 162, maharashtra animal and fishery sciences university 17, maharashtra national law university nagpur 5, maharashtra university of health sciences 221, maharishi markandeshwar university, mullana 512, maharishi markandeshwar university, sadopur (ambala) 27, maharishi university of information technology 50, maharshi dayanand saraswati university 210, maharshi dayanand university 4689, mahatma gandhi antarrashtriya hindi vishwavidyalaya 254, mahatma gandhi chitrakoot gramodaya vishwavidyalaya 149, mahatma gandhi kashi vidyapith 4972, mahatma gandhi univeristy of medical sciences & technnology , jaipur 39, mahatma gandhi university 3942, mahatma gandhi university, nalgonda 18, mahatma jyotiba phule rohilkhand university 1676, makhanlal chaturvedi national university of journalism and communication, bhopal 22, malaviya national institute of technology jaipur 361, malwanchal university, indore 44, management development institute gurgaon 25, manav rachna international institute of research and studies 233, manav rachna university 58, mandsaur university 64, mangalayatan university 144, mangalore university 2029, manipal academy of higher education 1710, manipal university jaipur 323, manipur university 1824, manonmaniam sundaranar university 7498, martin luther christian university 44, marwadi university 18, mats university 89, maulana abul kalam azad university of technology 95, maulana azad national institute of technology bhopal 282, maulana azad national urdu university 391, m.b.m. university 15, medi caps university, indore 25, meenakshi academy of higher education and research 169, mewar university 335, mgm institute of health sciences 135, mica, ahmedabad 26, mit-adt university, pune 51, mizoram university 783, mody university of science and technology 122, mohammad ali jauhar university 4, mohan lal sukhadia university 1055, monad university 37, motherhood university 1, mother teresa womens university 1072, motilal nehru national institute of technology 582, m s ramaiah university of applied sciences 71, mvn university,palwal 70, nagaland university 520, narsee monjee institute of management studies 279, national brain research centre 97, national institute of educational planning and administration (niepa) 34, national institute of fashion technology delhi 30, national institute of food technology entrepreneurship and management - niftem (k)kundli 25, national institute of food technology entrepreneurship and management thanjavur (niftem-t) 27, national institute of pharmaceutical education and research, ahmedabad 29, national institute of pharmaceutical education and research, guwahati 23, national institute of pharmaceutical education and research, hajipur 11, national institute of pharmaceutical education and research, hyderabad 41, national institute of pharmaceutical education and research kolkata 14, national institute of pharmaceutical education and research, raebareli 6, national institute of technology agartala 175, national institute of technology arunachal pradesh 54, national institute of technology calicut 228, national institute of technology delhi 69, national institute of technology durgapur 160, national institute of technology goa 49, national institute of technology hamirpur 94, national institute of technology jamshedpur 124, national institute of technology karnataka 494, national institute of technology,kurukshetra 158, national institute of technology manipur 72, national institute of technology mizoram 34, national institute of technology nagaland 11, national institute of technology (nit) meghalaya 99, national institute of technology (nit), warangal 555, national institute of technology patna 346, national institute of technology puducherry 56, national institute of technology raipur 194, national institute of technology, rourkela 398, national institute of technology sikkim 29, national institute of technology silchar 69, national institute of technology srinagar 189, national institute of technology tiruchirappalli 234, national institute of technology uttarakhand 35, national law institute university, bhopal 8, national law school of india university 48, national law university and judicial academy, guwahati 9, national law university, delhi 37, national law university, odisha 12, national museum institute of hisotry of art conservation and musicology 2, national sanskrit university 47, navrachana university 25, nehru gram bharati university 155, netaji subhas open university 1, netaji subhas university of technology 9, niilm university 2, niit university 15, nims university rajasthan 359, nirma university 386, nitte university 94, noida international university 81, noorul islam centre for higher education 351, north-eastern hill university 2738, north eastern regional institute of science and technology (nerist) 100, odisha university of agriculture and technology 160, om sterling global university 106, o.p. jindal university 8, opjs university 21, oriental university 92, osmania university 1667, pacific university 2309, padmashree dr. d.y. patil vidyapeeth, navi mumbai 76, pandit deendayal petroleum university 176, pandit s. n. shukla university, shahdol 10, parul university 195, patna university 335, peoples university, bhopal 7, periyar maniammai university 157, periyar university 3287, pes university 23, p.k. university 25, pondicherry university 2509, poornima university 75, potti sreeramulu telugu university 1, p p savani university 3, pravara institute of medical sciences 47, presidency university 113, presidency university, karnataka 161, prist university 86, pt. ravishankar shukla university 2927, pt. sundarlal sharma open university bilaspur 250, punjab engineering college (deemed to be university) 60, punjabi university 3194, rabindra bharati university 421, rabindranath tagore university, bhopal 325, raffles university 16, raiganj university 182, rai university 308, rajasthan technical university, kota 149, rajiv gandhi institute of petroleum technology 37, rajiv gandhi national institute of youth development 7, rajiv gandhi national university of law punjab 32, rajiv gandhi proudyogiki vishwavidyalaya 630, rajiv gandhi university 659, rama devi womens university 12, ramakrishna mission vivekananda educational and research institute 222, ramakrishna mission vivekananda university 1, rama university, uttar pradesh 78, ramchandra chandravansi university 11, ranchi university 100, rani channamma university 120, rani durgavati vishwavidyalaya 356, rashtrasant tukadoji maharaj nagpur university 313, rashtriya raksha university 19, ravenshaw university 486, rayat bahra university, mohali 16, regional centre for biotechnology 1, reva university 219, rimt university 38, rkdf university 127, rkdf university ranchi 1, rk university 287, rnb global university 4, sage university, indore 82, sai nath university 138, sambalpur university 1784, sam higginbottom institute of agriculture, technology and sciences 482, sampurnanand sanskrit vishwavidhyalaya 3, sanchi university of buddhist-indic studies, bhopal 6, sandip university 39, sangam university 63, sanjay gandhi post graduate institute of medical sciences, lucknow 12, sanjay ghodawat university 2, sankalchand patel university 54, sanskriti university 49, sant baba bhag singh university 38, sant gadge baba amravati university 3038, sant longowal institute of engineering and technology 315, santosh deemed to be university 104, sardarkrushinagar dantiwada agricultural university 0, sardar patel university 3357, sardar vallabhbhai national institute of technology surat 411, sarvepalli radhakrishnan university 148, sastra university 553, satavahana university 9, sathyabama institute of science and technology 422, saurashtra university 3283, saveetha university 837, school of planning and architecture, bhopal 22, school of planning and architecture, new delhi 49, school of planning and architecture vijayawada 10, seacom skills university 111, sgt university 105, sharda university 215, sher-e-kashmir university of agricultural sciences and technology of jammu 137, shivaji university 4902, shiv nadar university 176, shobhit university, gangoh 29, shobhit university, meerut 166, shoolini university of biotechnology and management sciences 511, shree somnath sanskrit university 110, shri govind guru university 73, shri guru ram rai university 69, shri jagdishprasad jhabarmal tibarewala university 3655, shri khushal das university 129, shri lal bahadur shastri national sanskrit university 545, shri mata vaishno devi university 232, shri ramswaroop memorial university 151, shri rawatpura sarkar university 1, shri vaishnav vidyapeeth vishwavidyalaya 47, shri venkateshwara university, uttar pradesh 2, shyam university 9, sidho kanho birsha university 108, sido kanhu murmu university 21, sikkim manipal university 88, sikkim university 213, siksha "o" anusandhan university 568, singhania university 23, sir padampat singhania university 75, sndt womens university 1263, solapur university 270, south asian university 2, s. p. jain institute of management and research 5, sree sankaracharya university of sanskrit 721, sri balaji vidyapeeth 53, sri chandrasekharendra saraswathi viswa mahavidyalaya 417, sri devaraj urs academy of higher education and research 44, sri guru granth sahib world university 84, sri guru ram das university of health sciences 9, sri krishnadevaraya university 3434, srinivas university 19, sri padmavathi womens university 245, sri ramachandra institute of higher education and research 372, sri sai university 2, sri sathya sai institute of higher learning 110, sri satya sai university of technology & medical sciences 80, sri siddhartha academy of higher education 69, sri sri university 17, sri venkateswara institute of medical sciences 24, sri venkateswara university 5461, srm institute of science and technology 1576, srm university- ap 21, srm university, delhi-ncr, sonepat 83, starex university 2, st. joseph university, dimapur 17, st. peter’s institute of higher education and research 394, st. xaviers university, kolkata 1, sumandeep vidyapeeth deemed to be university 49, sunrise university 5, suresh gyan vihar university 387, sushant university (earlier ansal university) 59, swami rama himalayan university 14, swami ramanand teerth marathwada university 5633, swami vivekanad subharti university 178, swami vivekananda yoga anusandhana sansthana 145, swami vivekanand university 80, swarnim gujarat sports university 7, symbiosis international university 524, tamil nadu agricultural university 1417, tamil nadu dr. ambedkar law university 59, tamil nadu open university 49, tamilnadu physical education and sports university 259, tamil nadu teachers education university, chennai 203, tamil nadu veterinary and animal sciences university 79, tamil university 161, tantia university 248, tata institute of fundamental research 1015, tata institute of social sciences 583, techno india university 4, teerthanker mahaveer university 93, teri school of advanced studies 138, tezpur university 925, thapar institute of engineering and technology 1203, the assam kaziranga university 23, the assam royal global university 14, the charutar vidya mandal cvm university 5, the english & foreign languages university, hyderabad 787, the gandhigram rural institute 1390, the icfai university, dehradun 47, the iihmr university, jaipur 35, the indian law institute, new delhi 19, the lnm institute of information technology 34, the national academy of legal studies and research (nalsar) university of law 50, the national university of advanced legal studies 4, the neotia university 4, the northcap university 109, the tamil nadu dr. m.g.r. medical university 438, the university of burdwan 3079, the west bengal national university of juridical sciences 35, thiruvalluvar university 289, thunchath ezhuthachan malayalam university 16, tilak maharashtra vidyapeeth 911, tilka manjhi bhagalpur university 269, tripura university 470, tumkur university 299, uka tarsadia university 118, university of agricultural sciences, bangalore 453, university of agricultural sciences, dharwad 286, university of agricultural sciences, raichur 63, university of allahabad 2604, university of calicut 2271, university of delhi 5326, university of engineering and management, kolkata 17, university of gour banga 12, university of hyderabad 2769, university of jammu 1228, university of kalyani 2836, university of kashmir 1942, university of kerala 7264, university of kota 125, university of lucknow 6208, university of mysore 4357, university of north bengal 2072, university of patanjali 32, university of petroleum and energy studies (upes) 398, university of rajasthan 1810, university of science and technology, meghalaya 101, u.p. pt. deen dayal upadhyaya pashu chikitsa vigyan vishwavidhyalaya evam go anusandha sansthan 27, u p rajarshi tondon open university 336, usha martin university 21, utkal university 5683, uttarakhand open university 19, uttarakhand sanskrit university 57, uttarakhand technical university 275, uttaranchal university 73, vardhaman mahaveer open university, kota 23, v. b. s. purvanchal university 9163, veer kunwar singh university, arrah 32, veer narmad south gujarat university 3363, veer surendra sai university of technology 189, vellore institute of technology bhopal 8, vellore institute of technology, vellore 2277, vellore institute of technology (vit-ap) 73, vels university 951, vel tech rangarajan dr. sagunthala r&d institute of science and technology 235, vidyasagar university 889, vignans foundation for science technology and research 212, vijayanagara sri krishnadevaraya university, bellary 131, vikram university 95, vinayaka missions research foundation 361, vinoba bhave university 257, vishwakarma university 27, visva bharti university 1600, visvesvaraya national institute of technology 287, visvesvaraya technological university, belagavi 1078, vivekananda global university 74, william carey university 1, xim university 26, yashwantrao chavan maharashtra open university 330, ybn university 44, yenepoya (deemed to be university) 135, yogi vemana university 92, about shodhshuddhi.

Based on the recommendation of Sub-Committee, National Steering Committee (NSC) of e-ShodhSindhu, The Ministry of Education, Govt. of India has initiated a programme "ShodhShuddhi" which provides access to Plagiarism Detection Software (PDS) to all universities/Institutions in India since Sept 1, 2019 [Read More...]

Under this initiative, URKUND a Web Based Plagiarism Detection Software system is being provided to all users of universities/Intuitions in the country. This initiative is formally launched by Honorable Minister of HRD (now renamed as Minister of Education) on September 21, 2019

The INFLIBNET Centre receives numerous queries from Colleges regarding membership to Shodhganga and e-ShodhSindhu. Following clarifications are being provided in this regard: Read More.

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Synopses/mrps/pdfs/fellowships, universities contributing, universities+cftis/inis signed mou, prof devika p madalli, sh. manoj kumar k, general / technical query, antiplagiarism query.

The Shodhganga@INFLIBNET Centre provides a platform for research students to deposit their Ph.D. theses and make it available to the entire scholarly community in open access. The repository has the ability to capture, index, store, disseminate and preserve ETDs submitted by the researchers. [Read l]

• Student Resources

Engineering Design Innovation at the SEGAL DESIGN INSTITUTE, McCORMICK SCHOOL OF ENGINEERING

• Inside Our Program

EDI Thesis Projects: Class of ‘24

Edi's 2024 graduating class.

A computer workstation in a bag. An app that encourages users to wear their retainer. A tool to forge connections between divers and the marine world.

Those are just three of the final Thesis projects presented by students graduating from Northwestern's Master of Science in Engineering Design Innovation (EDI) program in March.

During the 2-quarter Thesis Studio, EDI students apply lessons learned in the 18-month program to a topic of their choosing. The cohort meets weekly with Thesis Studio leads Jim Wicks and Amy Schwartz, and small groups collaborate regularly with industry mentors who offer advice and feedback on their individual topics and projects.  

Learn more about each Thesis project from the Class of 2024 below.  

Amanda Acquaire - common  

The Surgeon General's 2023 announcement of a loneliness epidemic highlighted a critical societal issue with a wide reach. Contemporary lifestyle often impedes human connection, particularly during mealtimes. common addresses this by serving as a neighborhood dining hall for urban-dwelling adults who otherwise lack access to low-effort, variable, healthy, communal dining.  

Corinne Brady - Spark  

As students navigate the transition from high school to the next chapter of their lives, they frequently encounter feelings of uncertainty and a lack of confidence in their decision-making abilities. Spark provides a comprehensive solution designed to equip schools with necessary tools to host a family career night. This initiative aims to foster a collaborative environment where parents and students can come together and have career conversations earlier. The goal is to create a supportive community that empowers students to confidently navigate their futures, equipped with a clearer understanding of the vast career possibilities that await. Spark is dedicated to transforming apprehension into action, curiosity into careers, and conversations into connections.

Ana Carvallo - Bit  

What has bad lungs and an empty wallet? A smoker. What has bad lungs, an empty wallet, and can no longer depend on the coping mechanisms and systems of support they are accustomed to? A smoker who has just decided to quit.  

Bit is a modular cessation support tool designed to help people manage cravings, regulate complex emotions, and navigate redefining social relationships as they transition away from smoking. By treating addiction as a holistic physiological and socio-emotional problem, Bit targets more than just chemical dependency and helps users achieve sustained, long-term cessation by promoting healthy habits. Starting with a base unit, users can choose from a variety of customizable module bits that target their specific needs. From a calming distraction during a stressful commute to a grounding tether during social gatherings, users carry with them the support they need. Bit by bit, anyone can quit.

Yaritza Chavez - Spork  

Spork is a planning and scheduling app tailored for the neurodivergent experience. Beyond traditional tools, Spork is a personal planner that breaks down tasks into manageable chunks and adapts schedules based on users' energy levels, allowing seamless task swapping in real-time. Spork encourages users to explore what their brain needs to succeed so neurodivergent students can feel empowered to achieve their goals with confidence.

Emmie Fister - Dot  

Dot is a women's health tracking app tailored for individuals with Polycystic Ovary Syndrome (PCOS). Dot simplifies symptom, cycle, and lifestyle factor tracking, providing personalized insights for better health understanding and management. With customizable tracking and a supportive community, Dot is the perfect companion to empower women on their journey toward optimized health and well-being with PCOS.

Patrick Giavelli - SHELLTR  

In Chicago, SHELLTR emerges as an answer to experiencing homelessness, blending dignity with practicality. These mobile shelters are more than a place to sleep; they're a private, secure space that stands up to the city's challenging weather, offering warmth in winter and coolness in summer. Each shelter is lockable, ensuring personal safety and privacy, and comes with electricity access for charging devices, an essential need for seeking opportunities in today's digital age. 

SHELLTR reflects a community's commitment to empathy and support, providing a stable stepping stone for those in need. It's a testament to the belief that everyone deserves a safe space, marking a significant step forward in caring for Chicago's most vulnerable.

Sounak (Pablo) Gupta - Muse Studio  

Muse Studio is a dynamic mobile application crafted for aspiring and semi-professional content creators that eliminates the time-consuming search for the perfect music with a music generator powered by artificial intelligence (AI). Say goodbye to the frustrations of settling for low-quality free music with swift and affordable customized soundtracks tailored to the specific needs of each video. Perfect for creators on the move, Muse Studio emulates traditional video editing excellence while distinguishing itself with innovative AI music production tools — ensuring your stories are vividly brought to life with the depth and emotion they deserve.

Lucas Iezzi - TrekTech  

Where are you the most productive? For many, the answer is their desk, but what if the answer could be anywhere. TrekTech ’s computer workstation in a bag provides all of the productivity boosts you get from your desk, and it can be carried wherever you want to go. With a built-in power supply, docking station, speakers, and a 20-inch monitor with ergonomic positioning, this all-in-one backpack is the perfect computer accessory for any environment. Just place the bag on a table and transform any space into your remote office.

Sahibzada Mayed - KaleidoKin  

In a world that is continually redefining traditional norms and boundaries, the socialization of gender and the development of children's identities have become focal points of interest, concern, and transformation. During their formative years, a child’s experiences of gender are significantly impacted by how family structures, relationship dynamics, and social spheres of influence converge.

Many parents are increasingly seeking guidance on how to foster an environment that encourages individuality and self-expression in their children, especially under the age of 12. At KaleidoKin , we offer immersive experiences designed to empower parents to foster open, supportive conversations around gender identity and fluidity. Through expert facilitation, supportive discussions, and personalized resources, parents can cultivate an environment where their children feel seen, heard, and supported in expressing their true selves.

Sue (Seungyeon) Kim - AlignGuard  

Do you find yourself often forgetting to wear your retainer, or have you lost the motivation to keep up with the routine? AlignGuard is designed to address those challenges head-on, offering a comprehensive solution for anyone wearing a retainer.

This app not only helps users adhere to their retainer wear schedule but also boosts their commitment through a variety of motivational reinforcements. By integrating reminders, progress tracking, and rewards for consistency, AlignGuard ensures you stay on track with your orthodontic care. With AlignGuard , you can safeguard against teeth relapse and maintain that perfect smile effortlessly. Say goodbye to the hassle and hello to confidence with your smile's best companion.  

Jingdian Li - Subaqueous Serenity  

Subaqueous Serenity designs integrated product solutions for novice divers to overcome emotional stress, ensure safety through enhanced communication, simplify navigation, and foster connection with the marine world.  

Lindsay Lipschultz - RemindRx  

Students, shift workers, hybrid workers, and others with irregular schedules who need to take medication throughout their day often struggle remembering to bring their medication and when to take it while on-the-go. The RemindRx is a smart container for pills that alerts users to bring their medication when leaving home and when it is time to take the medication. The container senses whether it is empty or filled and determines its location utilizing a connection to a smartphone to inform the discreet reminders and alerts it sends to the user.

Mikayla Mai - ShareMate  

Are you seeking new friends who share your hobbies or skills? Come to ShareMate , where you can connect, share, and make friends. This social app empowers users to forge meaningful connections through shared learning experiences and the enhancement of soft skills. ShareMate introduces a unique platform that combines the pursuit of social connectivity with the enrichment of skill development for youth in today's busy society.

Macie Mancini - EarthStick  

EarthStick is a portable charging kit that consists of a battery with compatible solar, wind, and hydropower generators. With its compact setup and relatively small size, it can be carried from site to site. It can be set up to accommodate a variety of climatic conditions and environments, powering off-grid adventures anywhere you go.  

Adannia (Ada) Michaels Shapiro - InSync  

InSync is a financial companion seeking to bridge the gap between caregivers and care recipients, empowering them to navigate money matters with confidence. It understands the delicate balance between independence and assistance, offering a platform where managing money day to day becomes a collaborative journey. Through comprehensive financial monitoring and a focus on privacy, caregivers can gain peace of mind while empowering care recipients to control their own financial narrative. InSync is not just a financial tool — it's a way to encourage compassion, connection, and the commitment to preserving dignity in caregiving.

Kallie Mingay - Green Scene  

Green Scene is a research aid to help theatrical set designers and technical directors make more sustainable material choices for productions. The tool suggests swaps of commonly-used, high-impact materials based on comparable performance, availability, and affordability from nearby vendors. Green Scene allows artists to spend more time bringing to life their vision while creating a space for positive change in a time- and cash-strapped industry.  

Ritika Ramesh - Modefy  

Every wardrobe tells a story of change, filled with moments of uncertainty and the all-too-common worry, "What should I wear today?" Modefy steps in right when you're navigating life's big shifts — like starting a new job, moving to a different city, or exploring a new phase in your personal style. More than just an app, Modefy acts as your style companion, guiding you through the maze of your closet with smart, easy-to-answer questions and engaging style scenarios. This friendly guide helps you understand what you have, suggests new ways to style your existing pieces, and curbs the urge to buy more. With Modefy , you'll discover your unique style DNA, making your wardrobe a true reflection of you. It's all about matching your external style to your evolving life, ensuring every choice you make is with confidence. Modefy isn't just organizing your clothes; it's about discovering and embracing your style journey, with a trusty companion by your side every step of the way.

David Schatz-Mizrahi - Grate Mate  

Tailgating should be all about enjoying quality time with friends and family, not feeling burdened with worries or stress. Grate Mate was created with this in mind, offering a simple, safe, and convenient way to deal with hot charcoal so tailgaters can focus on what really matters. The disposable two-part system features a durable pan that fits onto a grill's bottom grate and a secure dome cover with a locking mechanism to safely contain hot coals. After grilling, tailgaters simply lock the dome onto the pan and set the Grate Mate aside, allowing them to pack up their grill and enjoy the event worry-free.

Sherry Xu - Caravan: Create your Ultimate Road Trip  

Embark on epic road trips with Caravan , the ultimate app for group travel in multiple vehicles. It bridges distances between cars, synchronizing routes, and sharing memories in real-time. With Caravan , every participant stays in the loop, ensuring seamless coordination and communication. Capture every moment, share every laugh, and navigate every turn together. Get ready to make every mile count with Caravan , where every journey becomes a shared story.

ShaoBo Zhang - envelope  

Envelope offers a redesign and development of a user's email interface. Envelope leverages AI and dynamic database software to create a more fluid and predictive email inbox experience.  

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Honors student produces prize-winning research on loneliness

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In her honors thesis, recent graduate Amber Duffy describes how loneliness influences a person’s ability to respond to stress

Amber Duffy, who graduated last semester magna cum laude , didn’t always plan to write an honor’s thesis.

She came to the University of Colorado Boulder on a pre-med track, studying neuroscience, but an introductory psychology class knocked her off that path and inspired her to change her major.  

“I really liked the behavioral aspect of psychology,” she says.

She liked psychology so much, in fact, that she wasn’t content simply to study it. She wanted to contribute to it. “If I’m not going to do medical school anymore,” she remembers thinking, “I should delve into research.”

Recent psychology and neuroscience graduate Amber Duffy won the the Outstanding Poster Presentation Talk award at the Society for Personality and Social Psychology’s Annual Convention in San Diego, recognizing her research on loneliness.

She contacted Erik Knight , a CU Boulder assistant professor of psychology and neuroscience, with whom she’d taken a class her sophomore year, and he invited her to join his lab . She ended up working there for two years, during which time she decided to write an honor’s thesis.

The topic? Loneliness and its effect on young adults’ stress responses.

Why loneliness?  

Duffy’s interest in loneliness isn’t purely academic. Many of her friends and family have struggled with it for years, even before the pandemic, she says. And she herself, the daughter of a Taiwanese mother and a Pennsylvanian father, has often felt its sting.  

“Growing up in a multicultural family in my predominantly white town”—Castle Rock, Colorado—“it was hard for me to connect with people sometimes,” she says. “I would learn about my mom’s culture at home and then go to school or talk with friends, and they just didn’t understand how I lived.”

Her concerns over loneliness only increased when she learned of Surgeon General Dr. Vivek H. Murthy’s warning that the United States is suffering from a loneliness epidemic.

“The mortality impact of being socially disconnected is similar to that caused by smoking up to 15 cigarettes a day,” Murthy states.  

Hearing this spurred Duffy to action. She wanted to contribute to the fight against loneliness and its potentially negative consequences.

“If we expand our knowledge of loneliness,” she says, “maybe there’s a way we can come up with a more substantial treatment.”

More gas, less brakes

For her honors experiment, Duffy gathered 51 CU Boulder undergraduates between the ages of 18 and 34 and divided them randomly into a control condition and an experimental condition. Those in the former provided a low-stress comparison to those in the latter, who were put through the wringer.

First, the subjects in the experimental condition had to interview for a high-stakes job Duffy and Knight had concocted specifically for the study.

“We told them, in the moment, ‘You have five minutes to prepare a five-minute speech on why you’re the perfect applicant,’” says Duffy.

Immediately following that, subjects had to solve subtraction problems for five minutes, out loud, perfectly, starting at 6,233 and going down from there in increments of 13. “If they made a mistake,” says Duffy, “they had to start over.”

While the subjects ran these gauntlets, Duffy monitored their heart-rate variability (HRV), or the change in interval between heartbeats, and their pre-ejection period (PEP), or the time it takes for a heart to prepare to push blood to the rest of the body. Both serve as indicators of how a person’s stress-response system is functioning, Duffy explains. 

Finally, when the stress tests were done, the subjects completed the UCLA Loneliness Scale Version 3 questionnaire, which research has found to be a reliable means of measuring loneliness.

Duffy had hypothesized that lonelier subjects would have more pronounced stress responses than less lonely subjects, and indeed that’s what her data revealed.

Lonelier subjects had higher heartrates, stronger responses from their sympathetic nervous systems (SNS) and weaker responses from their parasympathetic nervous systems (PNS). Duffy likens the SNS, which controls the fight-or-flight response, to a car’s gas pedal and the PNS, which counterbalances the SNS, to a car’s brakes.

When met with stressful situations, then, lonelier individuals had more gas and less brakes, which Duffy says could have long-term health implications.

Yet she is also quick to point out that more research needs to be done, preferably with more subjects.

If we expand our knowledge of loneliness, maybe there’s a way we can come up with a more substantial treatment.”

“We only had 51 people. An increase in sample size would help with more reliable data,” she says. “It’s also important to look at more clinical and diverse populations because there are other factors that could affect loneliness levels.” 

Posters, prizes and professorships

Duffy submitted an abstract of her research to The Society for Personality and Social Psychology’s Annual Convention in San Diego, where she hoped to present a poster, thinking this would be a nice, low-key way of getting some conference experience under her belt.

Her abstract was accepted. But then a conference organizer asked her if, in addition to presenting a poster, she could also give a fifteen-minute talk. She would be the only undergraduate at the conference to do so.

Duffy balked. The thought of speaking to a roomful of PhDs intimidated her. “Most of my life I’ve heard how cutthroat academia is,” she says. But she ultimately agreed, and she was glad she did.

Her talk and poster presentation went so well that not only did she receive interest and encouragement from several doctoral programs, but she also won an award that she didn’t even know existed: the Outstanding Poster Presentation Talk award.

“In the middle of my poster presentation, a woman came up to me—I didn’t know who she was—and said, ‘I have a check here for you for $500.’ I didn’t know that was supposed to happen, but it was great!”

Now graduated, Duffy isn’t 100% sure what her next steps will be, but she’s leaning toward one day pursuing a PhD. 

“When you get a PhD, you get to do research and also work with students,” she says. “I think it would be fun to be a professor and give back in that way.”

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Student Highlight: Afiya Rahman awarded 2024 Alwaleed Bin Talal Undergraduate Thesis Prize in Islamic Studies 

• Publication date June 5, 2024

After reviewing many excellent submissions, the Selection Committee has chosen  Afiya Rahman  ’24 (Social Studies and South Asian Studies)as the winner of the 2024 Alwaleed Bin Talal Undergraduate Thesis Prize in Islamic Studies for her thesis entitled, “ We Are Children of Genocide: Charting Transnational Solidarity and Racial Politics in the Bangladeshi Diaspora .”

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

https://islamicstudies.harvard.edu/news/2024-alwaleed-bin-talal-undergraduate-thesis-prize-announcement

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MA Alumnus Receives 2023 UIS Outstanding MA Thesis Award

Connor Krater (MA 2023) was awarded the Outstanding Thesis Award at the 2024 Student Technology, Arts & Research Symposium (STARS), for his thesis “Metternich the Pragmatist: A Look into Metternich’s Impact on the Final Act of the Congress of Vienna in the Regions of Italy, Saxony, and Poland”. This thesis focuses on Clemens Von Metternich as a historical figure, and how narratives surrounding him were politicized to fit narratives within the Congress of Vienna (1814-1815). Krater argued that the trauma experienced in Metternich’s youth, including the French Revolution and the Napoleonic Wars, was what pushed him to seek a return to the political status quo that existed before the French Revolution. In his research, Krater explored the longstanding relationship and affair Metternich had with the Duchess of Sagan and translated their correspondence from French to English. He also got the opportunity to interview a prominent 19th Century German Historian who had previously written about Metternich; Krater shared, “Brian Vick, a professor at Emory College, was kind enough to be interviewed by me and provided a good deal of insight needed for my research. Researching for my thesis was an enjoyable experience.” 

Dr. Heather Bailey was Krater’s advisor and got to work with him as he evolved as a historian. Bailey shared, “He stood out as a student who went above and beyond minimum requirements. While at UIS Connor was also a participant in MIG [Model Illinois Government], an organizer, and an activist. He created opportunities for students to engage in civil discourse on controversial subjects and he was involved with student efforts to insist that the administration provide a safer campus climate. Thus, he exemplifies academic dedication, leadership, and engaged and informed citizenship.”

Following his graduation in May of 2023, Krater joined a branch of AmeriCorps known as Teach for America (TFA). Since then, he has had experience teaching multiple levels of Social Studies and Mathematics in Chicago, IL, and Minneapolis, MN. Currently, Krater has taken on the role of a 7th Grade Social Studies teacher, teaching United States History, and will be moving down to 5th Grade Social Studies and Science next year! On his experience at UIS, Krater stated, “My time with the UIS History Department was a wonderful and supportive time. The department is personable, kind, and tight-knit…Dr. Bailey and Dr. Owen were the professors I worked most closely with during my master’s program, and I am immensely grateful for their guidance.”

Congratulations Connor! 

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The Ethicist

Can i use a.i. to grade my students’ papers.

The magazine’s Ethicist columnist on artificial intelligence platforms, and whether it’s hypocritical for teachers to use these tools while forbidding students from doing the same.

By Kwame Anthony Appiah

I am a junior-high-school English teacher. In the past school year, there has been a significant increase in students’ cheating on writing assignments by using artificial intelligence. Our department feels that 13-year-old students will only become better writers if they practice and learn from the successes and challenges that come with that.

Recently our department tasked students with writing an argumentative essay, an assignment we supported by breaking down the process into multiple steps. The exercise took several days of class time and homework to complete. All of our students signed a contract agreeing not to use A.I. assistance, and parents promised to support the agreement by monitoring their children when they worked at home. Yet many students still used A.I.

Some of our staff members uploaded their grading rubric into an A.I.-assisted platform, and students uploaded their essays for assessment. The program admittedly has some strengths. Most notable, it gives students writing feedback and the opportunity to edit their work before final submission. The papers are graded within minutes, and the teachers are able to transfer the A.I. grade into their roll book.

I find this to be hypocritical. I spend many hours grading my students’ essays. It’s tedious work, but I feel that it’s my responsibility — if a student makes an effort to complete the task, they should have my undivided attention during the assessment process.

Here’s where I struggle: Should I embrace new technology and use A.I.-assisted grading to save time and my sanity even though I forbid my students from using it? Is it unethical for teachers to ask students not to use A.I. to assist their writing but then allow an A.I. platform to grade their work? — Name Withheld

From the Ethicist:

You have a sound rationale for discouraging your students from using A.I. to draft their essays. As with many other skills, writing well and thinking clearly will improve through practice. By contrast, you already know how to grade papers; you don’t need the practice.

What matters is whether an A.I.-assisted platform can reliably appraise and diagnose your students’ writing, providing the explanation and guidance these students need to improve. In theory, such tools — and I see that there are several on the market, including from major educational publishers — have certain advantages. The hope is that they can grade without inconsistency, without getting tired, without being affected by the expectations that surely affect those of us who hand-grade student work.

I notice you haven’t raised concerns about whether the platform provides reliable assessments; you’ll have to decide if it does. (If it isn’t quite up to snuff, it might become so in a year or two, so your question will persist.) Provided the platform does a decent job of assessment, though, I don’t see why you must do it all yourself. You should review the A.I.-annotated versions of your students’ writing, check that you agree with the output, and make notes of issues to bring up in class. But time saved in evaluating the papers might be better spent on other things — and by “better,” I mean better for the students. There are pedagogical functions, after all, that only you can perform.

In sum: It’s not hypocritical to use A.I. yourself in a way that serves your students well, even as you insist that they don’t use it in a way that serves them badly.

Readers Respond

The previous question was from a reader who asked about professional boundaries. He wrote: “I am a retired, married male psychiatrist. A divorced female former patient of mine contacted me recently, 45 years after her treatment ended. Would it be OK to correspond with her by email? Or is this a case of ‘once a patient, always a patient?’”

In his response, the Ethicist noted: “The relevant professional associations tend to have strictures that are specifically about sexual relationships with former patients. … In light of the potential for exploitation within the therapist-patient relationship, these rules are meant to maintain clear boundaries, protect patient welfare, uphold the integrity of the profession and eliminate any gray areas that could lead to ethical breaches. But though you do mention her marital status, and yours, you’re just asking about emailing her — about establishing friendly relations. The question for you is whether she might be harmed by this, whether whatever knowledge or trust gained from your professional relationship would shadow a personal one. Yes, almost half a century has elapsed since your professional relationship, but you still have to be confident that a correspondence with her clears this bar. If it does, you may email with a clear conscience.” ( Reread the full question and answer here. )

As always, I agree with the Ethicist. I would add that the letter writer’s former patient doesn’t realize that the therapist is actually two different people — the professional and the regular person underneath. Therapists portray their professional selves to their clients. The former client may be disappointed upon meeting the therapist outside of the professional context. Additionally, the feelings she has toward the therapist may be based on transference, and they would need to address that. — Annemarie

I am a clinical psychologist. While the Ethicist’s description of professional ethical boundaries is correct, there is more to the story, and I disagree with his conclusion. A very big question here is why this former patient contacted him after 45 years. That is a question that is best explored and answered within the context of a therapeutic relationship. He would be well- advised to respond in a kind and thoughtful way to convey the clear message that he is not available for ongoing communication, and he should suggest that she consult with another therapist if she feels that would be helpful. — Margaret

In my case, it was the therapist who reached out to me, seeking to establish a friendship several years after our sessions ended. I was surprised, but he shared that he had since experienced a similar personal tragedy to one I had explored with him in sessions. Since it had been several years since we saw each other professionally, I responded. There was never any hint of romantic or sexual interest. Still, as he continued to reach out to me, clearly desiring a friendship, it never felt right to me. It did feel unprofessional, as his knowledge of me was borne out of a relationship meant to be professional, never personal, as warmly as we might have felt during our sessions. I ended up being disappointed in him for seeking out my friendship. — Liam

I am a (semi)retired psychiatrist who has been practicing since 1974. In my opinion, “once a patient, always a patient” is correct. Establishing any type of personal relationship with a former patient could undo progress the patient may have made in treatment, and is a slippery slope toward blatantly unethical behavior. As psychiatrists, our responsibility is to work with patients in confronting and resolving issues that are preventing them from having a reality-based perception of their life. With such an outlook, they are more capable of establishing satisfying relationships with others. An ethical psychiatrist is not in the business of providing such satisfaction to his or her patients. — Roger

I think there is a difference between being friendly and being friends with a former client. As someone who used to attend therapy with a therapist I think dearly of, she made it clear to me that it was OK to send her emails with life updates after our therapeutic relationship ended. But beyond that, I think it would be inappropriate and uncomfortable to pursue a friendship with her, and vice versa, because of the patient-provider relationship that we previously had and the power dynamic that existed between us. The letter writer didn’t share the content of the email his former patient sent to him, but if it’s just a friendly life update, I think it’s fine to write back and thank her for sharing. Beyond that, I feel like it would be unprofessional to meet or pursue a deeper relationship. — Meghan

Kwame Anthony Appiah is The New York Times Magazine’s Ethicist columnist and teaches philosophy at N.Y.U. His books include “Cosmopolitanism,” “The Honor Code” and “The Lies That Bind: Rethinking Identity.” To submit a query: Send an email to [email protected]. More about Kwame Anthony Appiah

For Students

2024 prize recipients, undergraduate paper prize.

Anisa Sondhi & Kieran Malik “Deviant: The Role of Women’s Sexuality in Notions of Colonial Indian Society” (HIST 1620: Resisting Empire)

Deven Kamlani “Thinking with Sindh: Beyond Borders and Between Memories” (HIST 1620: Resisting Empire)

Aparajitha Anantharaman “Legal Archives of the Colonial Home: Inscribing and Describing the ‘Traditional’ Woman in Nineteenth-Century India” (HIST 1972A: American Legal History)

Kaiya Pandit & Shaurya Singh “The Great Bengal Famine: An Analysis of Economic Causes” (HIST 1620: Resisting Empire)

Thesis Prize in South Asian Studies

Social Science : Phoebe Dragseth “Weaving Histories: Unraveling the Diverging Textile Political Economies of India, Bangladesh, and Vietnam through Colonization and Globalization” (Department of Political Science, adviser: Ashu Varshney)

Arts : Grace Xiao “(Dis)location, Diaspora, and the Camera Image: Zarina Bhimji in the 1980s” (Department of History of Art and Architecture, adviser: Holly Shaffer)

Humanities : Hamsa Shanmugam “Thēvāram: A Musicological Analysis of Tamil Saiva Devotional Music from a Karnātak Perspective” (Department of Music, adviser: Marc Perlman)

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History-Literature Major Wins Lankford Award for Thesis Work

History-literature major Milo Wetherall ’24 has won the prestigious William T. Lankford III Humanities Award for his thesis work on the memorialization of the Paris massacre of 1961.

The award, honoring Prof. Bill Lankford [English and humanities 1977–83], recognizes accomplishments in the history and literature disciplines and is given to students with outstanding academic records and strong potential for further achievement. 

Milo’s thesis, “‘ C'était en plein Paris ’: Remembering the Massacre of October 17th, 1961 ,” focuses on the Paris massacre of 1961, when Algerian colonial subjects, who had been peacefully protesting against racist police violence and French colonial rule, were killed by city police. Hundreds were murdered, but the scale of the massacre was obscured by the French government for decades. In his project, Milo looks at three works from the 1990s that attempt to bring public attention to the event: a journalistic account of the night of the massacre by historian Jean-Luc Einaudi; a documentary by filmmakers Agnès Denis and Mehdi Lallaoui; and a novella by author Leïla Sebbar.

“I am honored to receive the Lankford Award,” Milo says. “I would like to thank my thesis adviser, Prof. Catherine Witt [French 2005—], and my first reader, Prof. Liz Matsushita [history and humanities 2022—], without whom I would not have been able to do this work.”

Milo originally came to Reed never having studied French. But through the French and history departments, he was able to take French classes and study abroad for a semester in Paris, making historical and literary research in the language possible. 

With his thesis, Milo investigates how historical narratives can be politicized, and how underrepresented communities counter silence about state violence through literature. Though the project focuses on the later half of the twentieth century, Milo says there are connections to be made to events happening today.

“The current situation in Gaza underscores the continued relevance of the study of literature and history in relation to state violence,” he says.

Next, Milo will be working at a bookstore in San Francisco before heading to France to work as an English language assistant through a French Ministry of Education program. Milo says he’s excited to teach English and U.S. history while simultaneously improving his French language skills. After the program, he hopes to go on to graduate school to continue his thesis research.