harvard writing centre thesis

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Most of the writing guides referenced below can be found on the relevant departmental websites or on the writing guides page of the Harvard Writing Project .

Writing for Gen Ed

In order to support undergraduate writers outside of their Expos courses, the Harvard Writing Project works closely with professors and Teaching Fellows teaching courses in the Program in General Education (Gen Ed). Celebrated as the "cornerstone of the Harvard College Curriculum," Gen Ed provides a broad foundation that enables students to make meaningful connections across disciplines.  Harvard Writing Project Guides for Writing in Gen Ed introduce non-specialist students to the modes of argumentation and learning goals for each Gen Ed course.

Writing in the Disciplines

In collaboration with instructional staff in the concentrations, the Harvard College Writing Program has developed an extensive series of writing guides to help undergraduates write effectively in their concentrations. These resources build on the foundation of rigorous analytical argument covered in Expos courses and show students the intellectual moves and writing conventions used  in various disciplines.

• Brief Guide to Writing the History Paper
• Brief Guide to Writing the Philosophy Paper
• Brief Guide to Writing the English Paper
• Brief Guide to Writing the Psychology Paper
• Brief Guide to Writing the Sociology Paper
• Writing for Psychology: A Guide for Psychology Concentrators
• How to Do Things With Pictures: A Guide to Writing in Art History
• A Student's Guide to Reading and Writing in Social Anthropology
• A Student's Guide to Writing in East Asian Studies
• A Student's Guide to Writing in the Life Sciences
• A Guide to Philosophical Writing
• A Student's Guide to Performance Studies
• A Guide to Writing in Religious Studies
• Writing Economics

The X-Writes series of websites offers broad introductions to how the writing practices of concentrations are shaped by their particular methodological and espistemological commitments. The X-Writes websites aim to help students understand the underlying logic and rationale for disciplinary writing conventions.

• AnthroWrites
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Writing the Senior Thesis

The senior thesis is typically the most challenging writing project undertaken by undergraduate students. In collaboration with University faculty, the Harvard Writing Project produces guides to writing the senior thesis . The guides build on the elements of analytical argument introduced in Expos , outlining discipline-specific methods and conventions. The guides are designed to support seniors through the writing process while doing original research in their concentration.

• A Guide to Writing a Senior Thesis in History and Literature
• A Guide to Writing a Senior Thesis in Sociology
• A Guide to Writing a Senior Thesis in Government
• A Guide to Writing a Senior Thesis in Social Studies
• A Guide to Researching and Writing a Senior Thesis in Studies of Women, Gender, and Sexuality
• A Handbook for Senior Thesis Writers in History

Harvard Guide to Using Sources

The  Harvard Guide to Using Sources  (HGUS), developed by the Harvard College Writing Program, is a required component of the Expos curriculum and a helpful tool for students as they learn to use sources effectively.

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What is a thesis?

What is a dissertation, getting started, staying on track.

A thesis is a long-term project that you work on over the course of a semester or a year. Theses have a very wide variety of styles and content, so we encourage you to look at prior examples and work closely with faculty to develop yours. 

Before you begin, make sure that you are familiar with the dissertation genre—what it is for and what it looks like.

Generally speaking, a dissertation’s purpose is to prove that you have the expertise necessary to fulfill your doctoral-degree requirements by showing depth of knowledge and independent thinking.

The form of a dissertation may vary by discipline. Be sure to follow the specific guidelines of your department.

• PhD This site directs candidates to the GSAS website about dissertations , with links to checklists,  planning, formatting, acknowledgments, submission, and publishing options. There is also a link to guidelines for the prospectus . Consult with your committee chair about specific requirements and standards for your dissertation.
• DDES This document covers planning, patent filing, submission guidelines, publishing options, formatting guidelines, sample pages, citation guidelines, and a list of common errors to avoid. There is also a link to guidelines for the prospectus .
• Scholarly Pursuits (GSAS) This searchable booklet from Harvard GSAS is a comprehensive guide to writing dissertations, dissertation-fellowship applications, academic journal articles, and academic job documents.

Finding an original topic can be a daunting and overwhelming task. These key concepts can help you focus and save time.

Finding a topic for your thesis or dissertation should start with a research question that excites or at least interests you. A rigorous, engaging, and original project will require continuous curiosity about your topic, about your own thoughts on the topic, and about what other scholars have said on your topic. Avoid getting boxed in by thinking you know what you want to say from the beginning; let your research and your writing evolve as you explore and fine-tune your focus through constant questioning and exploration.

Get a sense of the broader picture before you narrow your focus and attempt to frame an argument. Read, skim, and otherwise familiarize yourself with what other scholars have done in areas related to your proposed topic. Briefly explore topics tangentially related to yours to broaden your perspective and increase your chance of finding a unique angle to pursue.

Critical Reading

Critical reading is the opposite of passive reading. Instead of merely reading for information to absorb, critical reading also involves careful, sustained thinking about what you are reading. This process may include analyzing the author’s motives and assumptions, asking what might be left out of the discussion, considering what you agree with or disagree with in the author’s statements and why you agree or disagree, and exploring connections or contradictions between scholarly arguments. Here is a resource to help hone your critical-reading skills:

http://writing.umn.edu/sws/assets/pdf/quicktips/criticalread.pdf

Conversation

Your thesis or dissertation will incorporate some ideas from other scholars whose work you researched. By reading critically and following your curiosity, you will develop your own ideas and claims, and these contributions are the core of your project. You will also acknowledge the work of scholars who came before you, and you must accurately and fairly attribute this work and define your place within the larger discussion. Make sure that you know how to quote, summarize, paraphrase ,  integrate , and cite secondary sources to avoid plagiarism and to show the depth and breadth of your knowledge.

A thesis is a long-term, large project that involves both research and writing; it is easy to lose focus, motivation, and momentum. Here are suggestions for achieving the result you want in the time you have.

The dissertation is probably the largest project you have undertaken, and a lot of the work is self-directed. The project can feel daunting or even overwhelming unless you break it down into manageable pieces and create a timeline for completing each smaller task. Be realistic but also challenge yourself, and be forgiving of yourself if you miss a self-imposed deadline here and there.

Your program will also have specific deadlines for different requirements, including establishing a committee, submitting a prospectus, completing the dissertation, defending the dissertation, and submitting your work. Consult your department’s website for these dates and incorporate them into the timeline for your work.

Accountability

Sometimes self-imposed deadlines do not feel urgent unless there is accountability to someone beyond yourself. To increase your motivation to complete tasks on schedule, set dates with your committee chair to submit pre-determined pieces of a chapter. You can also arrange with a fellow doctoral student to check on each other’s progress. Research and writing can be lonely, so it is also nice to share that journey with someone and support each other through the process.

Common Pitfalls

The most common challenges for students writing a dissertation are writer’s block, information-overload, and the compulsion to keep researching forever.

There are many strategies for avoiding writer’s block, such as freewriting, outlining, taking a walk, starting in the middle, and creating an ideal work environment for your particular learning style. Pay attention to what helps you and try different things until you find what works.

Efficient researching techniques are essential to avoiding information-overload. Here are a couple of resources about strategies for finding sources and quickly obtaining essential information from them.

https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/writing_in_literature_detailed_discussion/reading_criticism.html

https://students.dartmouth.edu/academic-skills/learning-resources/learning-strategies/reading-techniques

Finally, remember that there is always more to learn and your dissertation cannot incorporate everything. Follow your curiosity but also set limits on the scope of your work. It helps to create a folder entitled “future projects” for topics and sources that interest you but that do not fit neatly into the dissertation. Also remember that future scholars will build off of your work, so leave something for them to do.

Browsing through theses and dissertations of the past can help to get a sense of your options and gain inspiration but be careful to use current guidelines and refer to your committee instead of relying on these examples for form or formatting.

DASH Digital Access to Scholarship at Harvard.

HOLLIS Harvard Library’s catalog provides access to ProQuest Dissertations & Theses Global .

MIT Architecture has a list of their graduates’ dissertations and theses.

Rhode Island School of Design has a list of their graduates’ dissertations and theses.

University of South Florida has a list of their graduates’ dissertations and theses.

Harvard GSD has a list of projects, including theses and professors’ research.

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Senior Theses

• Categories: Strategies for Learning

Doing a senior thesis is an exciting enterprise. It’s often the first time students are engaging in truly original research and trying to develop a significant contribution to a field of inquiry. But as joyful as an independent research process can be, you don’t have to go it alone. It’s important to have support as you navigate such a large endeavor, and the ARC is here to offer one of those layers of support. 

Whether or not to write a senior thesis is just the first in a long line of questions thesis writers need to consider. In addition to questions about the topic and scope of your thesis, there are questions about timing, schedule, and support. For example, if you are collecting data, when should data collection start and when should it be completed? What kind of schedule will you write on? How will you work with your adviser? Do you want to meet with your adviser about your progress once a month? Once a week? What other resources can you turn to for information, feedback, and support? 

Even though there is a lot to think about and a lot to do, doing a thesis really can be an enjoyable experience! Keep reminding yourself why you chose this topic and why you care about it. 

Tips for Tackling Big Projects:  

• When you’re approaching a big project, it can seem overwhelming to look at the whole thing at once, so it’s essential to identify the smaller steps that will move you towards the completed project. 
• Your advisor is best suited to help you break down the thesis process with field-specific advice. 
• If you need to refine the breakdown further so it makes sense for you, schedule an appointment with an Academic Coach . An academic coach can help you think through the steps in a way that works for you. 
• Pre-determine the time, place, and duration. 
• Keep it short (15 to 60 minutes). 
• Have a clear and reasonable goal for each writing session. 
• Make it a regular event (every day, every other day, MWF). 
• time is not wasted deciding to write if it’s already in your calendar; 
• keeping sessions short reduces the competition from other tasks that are not getting done; 
• having an achievable goal for each session provides a sense of accomplishment (a reward for your work); 
• writing regularly can turn into a productive habit. 
• In addition to having a clear goal for each writing session, it’s important to have clear goals for each week and to find someone to communicate these goals to, such as your adviser, a “thesis buddy,” your roommate, etc. Communicating your goals and progress to someone else creates a useful sense of accountability. 
• If your adviser is not the person you are communicating your progress to on a weekly basis, then request to set up a structure with your adviser that requires you to check in at less frequent but regular intervals. 
• Commit to attending Accountability Hours at the ARC on the same day every week. Making that commitment will add both social support and structure to your week. Use the ARC Scheduler to register for Accountability Hours. 
• Set up an accountability group in your department or with thesis writers from different departments. 
• It’s important to have a means for getting consistent feedback on your work and to get that feedback early. Work on large projects often lacks the feeling of completeness, so don’t wait for a whole section (and certainly not the whole thesis) to feel “done” before you get feedback on it! 
• Your thesis adviser is typically the person best positioned to give you feedback on your research and writing, so communicate with your adviser about how and how often you would like to get feedback. 
• If your adviser isn’t able to give you feedback with the frequency you’d like, then fill in the gaps by creating a thesis writing group or exploring if there is already a writing group in your department or lab. 
• The Harvard College Writing Center is a great resource for thesis feedback. Writing Center Senior Thesis Tutors can provide feedback on the structure, argument, and clarity of your writing and help with mapping out your writing plan. Visit the Writing Center website to schedule an appointment with a thesis tutor . 
• Working on a big project can be anxiety provoking because it’s hard to keep all the pieces in your head and you might feel like you are losing track of your argument. 
• To reduce this source of anxiety, try keeping a separate document where you jot down ideas on how your research questions or central argument might be clarifying or changing as you research and write. Doing this will enable you to stay focused on the section you are working on and to stop worrying about forgetting the new ideas that are emerging. 
• You might feel anxious when you realize that you need to update your argument in response to the evidence you have gathered or the new thinking your writing has unleashed. Know that that is OK. Research and writing are iterative processes – new ideas and new ways of thinking are what makes progress possible. 
• It’s also anxiety provoking to feel like you can’t “see” from the beginning to the end of your project in the way that you are used to with smaller projects. 
• Breaking down big projects into manageable chunks and mapping out a schedule for working through each chunk is one way to reduce this source of anxiety. It’s reassuring to know you are working towards the end even if you cannot quite see how it will turn out. 
• It may be that your thesis or dissertation never truly feels “done” to you, but that’s okay. Academic inquiry is an ongoing endeavor. 
• Thesis work is not a time for social comparison; each project is different and, as a result, each thesis writer is going to work differently. 
• Just because your roommate wrote 10 pages in a day doesn’t mean that’s the right pace or strategy for you. 
• If you are having trouble figuring out what works for you, use the ARC Scheduler to make an appointment with an Academic Coach , who can help you come up with daily, weekly, and semester-long plans. 
• If you’re having trouble finding a source, email your question or set up a research consult via Ask a Librarian . 
• If you’re looking for additional feedback or help with any aspect of writing, contact the Harvard College Writing Center . The Writing Center has Senior Thesis Tutors who will read drafts of your thesis (more typically, parts of your thesis) in advance and meet with you individually to talk about structure, argument, clear writing, and mapping out your writing plan. 
• If you need help with breaking down your project or setting up a schedule for the week, the semester, or until the deadline, use the ARC Scheduler to make an appointment with an Academic Coach . 
• If you would like an accountability structure for social support and to keep yourself on track, come to Accountability Hours at the ARC. 

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Writing center scheduler, harvard university, welcome to the writing center, (harvard college, harvard extension school, and summer school), students are welcome to book appointments at any stage of the writing process. tutors can talk to you about generating ideas, coming up with arguments, structuring your paper, and revision, among other topics..

If you are experiencing difficulties, please contact the Writing Center at [email protected] (Harvard College students) or at [email protected] (Harvard Extension School and Summer School students).

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Classicswrites, a guide to research and writing in the field of classics.

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Thesis Statements

What is an argument.

A thesis statement explains to the reader what argument you will make in your paper. While it can be more than one sentence, your thesis should be concise. A good thesis statement should also come as early in a paper as is reasonable, in order to tell the reader what you will argue and how you will argue it. This second part (the “how”) might include:

• the base of support or evidence for the argument
• the methodology or framework of interpretation.

In the field of Classics

In Classics, your base of support will most likely be a text, a set of texts, an object, a group of artifacts, an archaeological site, or a combination of these different types of sources. A thesis statement goes beyond superficial stances and summarization to answer the looming question of “so what?” or “why do we care?” A thesis statement takes a stance and makes an argument.

• Develop an Argument

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Undergraduate Program - Writing a Thesis

• Created by Marcus Mayo , last modified on Jun 17, 2024

Pursuing a Thesis

Senior Concentrators wishing to graduate with honors in the Department must produce a senior thesis and carry academic standing of Group II or better, with a minimum GPA of 3.00 in concentration grades. In deciding whether one wishes to fulfill the honors requirements, students should consider their academic interests, commitment to independent research, and other deadlines and obligations during the thesis year. Many students find the task of producing a substantial piece of critical scholarship interesting and rewarding, but others find the senior thesis can become a frustrating and unwieldy burden. Some students prefer the freedom to take elective courses or savor extra-curricular pursuits during their last year at the College unhampered by the encroaching demands of thesis preparation. In general, it may be remarked that students are unlikely to do well in the honors program who are not already proven practiced writers committed to the process of scholarship; the senior thesis is not the place to acquire basic skills in writing, design, and/or research. In considering the Department's honors requirements, it should be remembered that students with honors grades overall may graduate with University Honors (Cum Laude) even if they do not receive Honors in History of Art and Architecture. The Undergraduate Program Coordinator (Marcus Mayo), Director of Senior Theses (Carrie Lambert-Beatty,) Director of Undergraduate Study (Jennifer L. Roberts), and Director of the Architecture Studies Track (Megan Panzano), are each available for consultation when determining if pursuing honors is the right decision for any individual student.

Department Timeline of Thesis Preparation 

A schedule of departmental dates and deadlines relative to the thesis will be available on the respective thesis-course Canvas site by the beginning of each fall Term. The thesis writer and faculty thesis adviser should agree on a working schedule which will adequately conform to these deadlines.

Concentrators undertaking a thesis are required to enroll in HAA 99A (fall) and B (spring) for course credit. Students in the architecture track pursuing a design thesis should enroll in HAA 92r (fall) and 99B (spring). Joint concentrators will enroll in the 99 course of their primary concentration.

Overseen by the Director of Senior Theses, HAA 99A –“The Senior Thesis Seminar” – will meet several times during the fall semester for two-hour sessions devoted to facilitating the preparation and writing of a thesis. These sessions will cover such topics as compiling a bibliography, using archives, the use of key technology and software, and constructing and presenting an effective argument. All concentrators pursuing a written thesis project are required to enroll in this seminar. Joint concentrators enrolled in another department’s thesis seminar, and HAA design thesis students enrolled in HAA 92r, are welcome and encouraged to attend some or all sessions of 99A in addition to their primary thesis preparation course.

Late in the fall semester, each concentrator pursuing a thesis will deliver a twenty-minute presentation on their thesis topic, illustrated with digitally projected images, at the Senior Thesis Presentations. All departmental faculty and students will be invited to these presentations. By the end of winter break, each student will submit a complete first draft of the thesis, complete with illustrations.

Overview of Key Dates for Thesis Preparation

These dates apply to all HAA students wishing to pursue an honors thesis. For further criteria specific to students preparing a design thesis in the Architecture Track, see Academic Requirements: Design Thesis in the Architecture Track

Please consult the Senior Thesis Seminar Canvas site, or reach out to the Undergraduate Program Coordinator, for specific dates.

Fall Semester, Junior Year

• October: Initial Meeting. Junior concentrators are invited to meet with the Director of Senior Theses and the Undergraduate Program Coordinator for an introduction to the senior thesis writing process.

Spring Semester, Junior Year

• Early April: Short Proposals Due. Students submit a basic proposal outlining preliminary ideas, along with a list of three potential faculty advisers. Before submitting, students are expected to have corresponded or met with each one of their potential advisors to discuss their proposals. Faculty advisers are assigned to thesis projects in late April or early May.
• Early April: Applications due for Pulitzer and Abramson Travel Grants. If wishing to request funding for summer thesis research travel, students are expected to submit their applications to the Undergraduate Program Coordinator at the same time as their thesis proposal. See Undergraduate Prizes, Grants and Opportunities for details on grants and applications. Information on how to apply will be provided by the Undergraduate Program Coordinator. Grant recipients will be notified by email.

Fall Semester, Senior Year

• During the semester, students enroll in HAA 99A or 92r and follow course deadlines (Please consult the HAA 99A and 92r Canvas sites for additional details).
• Students meet regularly with their faculty advisers.
• Early December: Senior Thesis Presentations. All students pursuing a thesis will give a twenty-minute presentation to department students and faculty followed by discussion.

Spring Semester, Senior Year

• Late January: First Draft . Before the spring semester begins, students submit a full draft of the thesis, with illustrations, to their faculty adviser for comments.
• Late February/Early March: Second Draft. Students are encouraged to submit the near-final draft to their faculty adviser for a final review before formal submission to the Department.
• Week before Spring Break: Final Submission Deadline. Late submissions will not be accepted. On the afternoon of submission, all students are invited to attend the Thesis Reception.
• Late March: Gallery-Style public reception and presentation of Design Thesis projects. All architecture track students that have prepared a design thesis will present their work informally at this event. All HAA thesis writers, as well as faculty and graduate students, are encouraged to attend.
• April: Thesis Review and Honors Recommendation . Senior Honors Theses are read and critiqued by Members of the Faculty in HAA (and the GSD and the Harvard Art Museums, where relevant) at the request of the Director of Senior Theses. Department Faculty meet to vote on final honors recommendations, after which thesis writers will receive an email from the Director of Senior Theses notifying them of their thesis grade and recommendation for honors. Students should speak with their Allston Burr Senior Tutor for the anticipated final honors decision of the College.
• Mid-April: Senior Thesis Poster. All senior thesis writers are expected to prepare a digital file for a 24 x 36” poster summarizing the thesis to be exhibited in the HAA Department for the following academic year. A suggested template will be provided and a workshop will be held in late March for assistance with poster preparation. The printing and associated costs are taken care of by the Department. Examples of previous posters can be found here (AY21-22) , here (AY22-23) , and here (AY23-24) .

Director of Senior Theses 

The process of taking honors and producing the thesis in the Department is overseen for all concentrators by the Director of Senior Theses, Professor Carrie Lambert-Beatty. The Director of Senior Theses leads the Fall Term thesis-writing seminar (HAA 99A) and directs the faculty meetings at which rising senior advisor assignments and senior honors grades are determined.

Faculty Thesis Adviser 

When submitting their initial proposal in the spring of the junior year, students should include a list of three possible faculty advisers, each of which they have previously met or corresponded with to discuss their plans. The Department will then match students with advisers according to student preference and faculty availability. Faculty thesis advisers should generally be full faculty members of the History of Art and Architecture Department, although Harvard museum curators with relevant expertise may also serve as advisers at the discretion of the Director of Senior Theses.  Design thesis students will be provided with a separate network of advisors to consult with at the GSD via the Director of the Architecture Studies Track, Megan Panzano. Joint concentrators with HAA as their primary field will be expected to secure an additional advisor from their allied concentration. Allied joint concentrators are expected to follow the recommendations of their primary concentration when determining advisors.

The adviser ought to serve as a critic of synthesized ideas and writings/designs, rather than as a director of the project. The adviser should be chosen with consideration more to compatibility in overseeing the process of the work than to being an expert in the field. If you have trouble identifying an appropriate adviser, please consult with the Director of Senior Theses or Undergraduate Program Coordinator before the spring deadline for the Thesis Proposal.

Graduate students in the Department of History of Art and Architecture do not advise Senior Theses.

Program Director, Harvard Undergraduate Architecture Studies Track

Megan Panzano, Program Director of the Harvard Undergraduate Architecture Studies Track, oversees the execution of the two studio courses “HAA 96A – Architecture Studio I: Transformations” and “HAA 96B – Architecture Studio II: Connections”, as well as the senior design-thesis seminar “HAA 92R – Design Speculations.” She is available to consult for general advice on the design-thesis process. She coordinates the assignment of readers to senior design-thesis projects in consultation with the Director of Senior Theses and Undergraduate Program Coordinator.

Undergraduate Program Coordinator

The Undergraduate Program Coordinator, Marcus Mayo, is available to consult at any point regarding general questions about the senior thesis writing process. In conjunction with the Director of Senior Theses, they will coordinate the initial meeting of concentrators interested in writing a thesis in the fall term of their junior year. The Undergraduate Program Coordinator collects and distributes thesis proposals, summer funding proposals, advisor assignments, as well as completed theses, grades and reader comments. They hold examples of the written requirements (thesis proposal and prospectus) and of the Pulitzer and Abramson Grant applications which students are encouraged to consult as paradigms.

Academic Requirements – Written Thesis

The writing and evaluation of the thesis is a year-long process, during which the writer enrolls in a senior thesis preparation seminar (HAA 99A) and meets at scheduled intervals with their faculty adviser to formulate, develop, and ultimately refine their thesis work.

The Department encourages seniors to think broadly and explore a problem of interest. The thesis topic does not necessarily have to be within the writer's declared major field, except when required for a joint concentration, in which case, the topic must address an issue shared by both concentrations. The thesis should demonstrate an ability to pose a meaningful question, present a well-reasoned and structured argument, and marshal appropriate evidence. The student should apply a clear methodology and be aware of the assumptions behind the argument, the possible deficiencies of the sources and data used, and the implications of the conclusions. The various parts of the thesis should cohere in an integrated argument; the thesis should not be a series of loosely connected short essays. A primary expectation of the thesis is that it is a work of independent scholarship, directed and crafted by the student, with the thesis adviser serving in a capacity of "indirect overseeing of the project."

There is no set pattern for an acceptable thesis. The writer should demonstrate familiarity with scholarly methods in the use of sources, but this should not be the sole criterion for evaluation. Of equal if not greater importance is the development of the central argument and the significance of the interpretation. A thesis may be research on a little-studied problem or a perceptive reassessment of a familiar question. A well-pondered and well-presented interpretive essay may be as good a thesis as a miniature doctoral dissertation.

Skill in exposition is a primary objective, and pristine editing is expected. The Department encourages writers to keep to a short page count, so as to craft a clear, concise paper, and further edit it to an exemplary presentation. In general, a History of Art and Architecture thesis will have a text ranging from 20,000 to 25,000 words. Students are encouraged to explore the resources available to thesis writers at the Harvard College Writing Center .

The writer must indicate the source of material drawn from others' work, whether quoted, paraphrased, or summarized. Students who, for whatever reason, submit work either not their own or without clear attribution to its sources will be subject to disciplinary action, up to and including requirement to withdraw from the College. The use of ChatGPT or any other generative artificial intelligence (AI) tools is forbidden at all stages of the writing process, including preliminary drafts, unless otherwise specifically stated by the instructor in writing.

Academic Requirements: Design Thesis in the Architecture Track

Students in the Architecture Studies Track who wish to pursue a thesis project may choose either a traditional thesis or a design thesis project. Design theses are creative thesis projects featuring a combination of written analysis and visual and physical design materials, as described below.

Course Requirements for Honors Consideration with a Design Thesis

Senior year – fall term.

• HAA 92r Design Speculations Seminar – required
• Course prerequisite: Completion of either HAA 96A (“Transformations”) or HAA 96B (“Connections”) studios.
• This course requires that students secure a faculty adviser from Harvard History of Art and Architecture (HAA) Faculty using the same process as written thesis students (See “Advising” section above).  
• HAA 99A Senior Thesis Tutorial – attendance in this seminar is encouraged but not required in parallel with HAA 92r - optional
• Presentation of design work to HAA and select GSD Faculty as part of HAA Thesis Colloquium in December) – required

Senior Year – Spring Term

• Throughout the semester: Advising meetings with individual faculty advisers to guide production and iterative refinement of design work (architectural analytical drawings and/or physical models), and edits to digital presentation made in fall term HAA Thesis Thesis Presentations.
• March 14, 2025, 12:00 pm EST: Submission of final senior thesis design project including digital images and written text as a single PDF file (see “ Submission Requirements for Honors Consideration ”).
• March 28, 2025 (date subject to change and TBC): Participation in a gallery-style final presentation with faculty and peers after submission of thesis . The design presentations for the gallery-style event should include an updated digital presentation comprised of the project title, author’s name, the most current versions of all elements listed below in the Final Project Requirements (with the exception of the Written Manifesto which should be consolidated to a single slide containing 3-4 sentences of a thesis statement capturing the topic of study, a position on this topic, your claim about design agency to address this topic, and specifically, what design elements you’ve explored in your thesis in this address).  Students may elect to also print or plot selected original design drawings they produced (analytical or projective) from their digital presentation to pin up in the space.  Likewise, students are encouraged to bring any sketch and/or final models they have created to display as well.
• April 14, 2025 : Preparation of a digital file for a 24 x 36” poster summarizing the thesis to be exhibited in the HAA department for the academic year to follow. A suggested template will be provided and a workshop will be held on March 25 (2025, date subject to change and TBC) for assistance with poster preparation. Examples of previous posters can be found here (AY21-22) , here (AY22-23) , and here (AY23-24).

Submission Requirements for the Design Thesis Project (due March 14, 2025, 12:00 pm EST)

A single multi-page PDF file labeled with student’s full last name and first initial should be submitted. It should contain the following elements and should incorporate thesis research and design work from both fall and spring terms.

• Visual Bibliography (visual project references with annotated description)
• Assemble a visual bibliography of references for your research project. The references included should be sorted into categories of your own authoring in relation to the research. Each reference should be appropriately cited using the Chicago Manual of Style, and each reference should also include an affiliated image. The bibliography should include a brief (approx. 200-word) annotation, describing the rationale behind the sorted categories.
• Written Manifesto  ( text describing specific research focus and the role of design in its address)
• A written design manifesto of a minimum of 2,000 words that concisely articulates the issues, problems, and questions embedded in and engaged by your research project. The manifesto should address:
• Discourse : the role and significance of architecture relative to the project topic of interest, and;
• Context : the relationship of the project topic to broader surroundings which include but are not limited to the discipline of architecture, cultural contexts, technical developments, and/or typologies.
• The final statement should reflect deeply upon the character of the design process for the project, and discuss how the design process reinforced, inflected, or complicated the initial research questions. For most students, this final statement will be an elaboration upon the presentation text prepared for the fall senior thesis colloquium. The final text should capture and discuss the design elements that were further explored in the spring term as means to address initial research questions (i.e. include written descriptions of the drawings and/or physical models produced in relation to the thesis topic).  
• Visual Method(s) Diagram  (description of design methodology for research)
• A visual drawing or info-graphic that describes the process of design research undertaken for your topic. This should include the initial criteria developed for evaluating the project, the steps taken in examining the topic, the points in the process where it became necessary to stop and assess outputs and findings, and final adjustments to the methodology as the project neared completion.
• High resolution drawings, animations, and/or diagrams and photographs of physical models  (if applicable)  that were produced through research. These should be assembled in single-page layouts of slides to follow preceding elements listed here.

Grading of the Senior Thesis

Theses are read and critiqued by faculty members applying a higher standard than expected for work written in courses or tutorials. Faculty do make use of the full range of grades, and students should consider that any honors grade is a distinction of merit. If you have any questions, please contact the Director of Senior Theses, the Director of Undergraduate Studies, or the Undergraduate Program Coordinator.

SUMMA CUM LAUDE: A summa thesis is a work of "highest honor." It is a contribution to knowledge, though it need not be an important contribution. It reveals a promise of high intellectual attainments both in selection of problems and facts for consideration and in the manner in which conclusions are drawn from these facts. A summa thesis includes, potentially at least, the makings of a publishable article. The writer's use of sources and data is judicious. The thesis is well written and proofread. The arguments are concise and logically organized, and the allocation of space appropriate. A summa is not equivalent to just any A, but the sort given by instructors who reserve them for exceptional merit. A summa minus is a near miss at a summa and is also equivalent to an A of unusual quality.

MAGNA CUM LAUDE: A magna level thesis is a work worthy of "great honor." It clearly demonstrates the capacity for a high level of achievement, is carried through carefully, and represents substantial industry. A magna plus thesis achieves a similar level of quality to a summa in some respects, though it falls short in others; it is equivalent to the usual type of A. A magna thesis is equivalent to an A-. For a magna minus, the results achieved may not be quite a successful due to an unhappy choice of topic or approach; it is also equivalent to an A-.

CUM LAUDE: As is appropriate for a grade "with honors," a cum level thesis shows serious thought and effort in its general approach, if not in every detail. A cum plus is equivalent to a B+, a cum to a B, and a cum minus to a B-. The cum thesis does not merely represent the satisfactory completion of a task. It is, however, to be differentiated from the magna in the difficulty of the subject handled, the substantial nature of the project, and the success with which the subject is digested. Recall that, as students putting extraordinary effort into a thesis most frequently receive a magna, theses of a solid but not exceptional quality deserve a grade in the cum range. When expressed in numerical equivalents, the interval between a magna minus and a cum minus is double that between the other intervals on the grading scale.

NO DISTINCTION: Not all theses automatically deserve honors. Nevertheless, a grade of no distinction (C, D, or E) should be reserved only for those circumstances when the thesis is hastily constructed, a mere summary of existing material, or is poorly thought through. The high standards which are applied in critique of theses must clearly be violated for a thesis to merit a grade of no distinction.

Thesis Readers 

Each thesis will have two readers chosen by the Department. A student’s faculty thesis advisor will not be asked to provide a reading. All readers will be asked to submit written comments and grades which will be factored equally to produce the final grade of the thesis. A third reader may be referred to if an irreconcilable disparity in grades is received from a student’s two readers. In this case, the mean grade from all three readers will be used to produce the final grade. Individual grades are not released. When grades and comments are distributed, the readers no longer remain anonymous. There exists a procedure by which a writer may request, via the Director of Senior Theses, to speak with a reader provided that they are willing to discuss the work in further detail or expound on the written critique.

For joint concentrators, the department will defer the reading process to their primary concentration. Students should reach out to their adviser in their primary concentration for further information.

Grade Report and Honors Recommendation 

At the end of each term, fall and spring, the student's progress in the Senior Tutorial (HAA 99) will be graded SAT or UNSAT. At the end of the Department's Honors Review process, the Director of Senior Theses calculates a recommendation for Honors based on the factored grades of the thesis and the student's grades in courses taken for concentration credit up to this point. With this in mind, students are encouraged to consult with the Undergraduate Program Coordinator early in the spring semester of their senior year to ensure that their academic record is up to date. This recommendation is presented to the Faculty at their meeting in April for review. A faculty vote is taken and this decision is passed as an honors recommendation to the Registrar of the College. For joint concentrators, the faculty will make recommendations to a student’s primary concentration but will defer the final grading process to them. The decision of Final Honors to be granted on the degree is made by the Registrar based on departmental recommendation and the student’s College-GPA. Students should consult with their Allston Burr Senior Tutor to determine what final honors might be anticipated at Commencement.

The needs of the Department for fair deliberation dictate that there may be no report of decisions regarding the thesis until after the Faculty has considered and voted upon each recommendation for honors. After honors recommendations have been voted by the Faculty, students will be notified of the Department's recommendation to the College and will receive an ungraded copy of each evaluation of their thesis. The comments in these evaluations should provide the student with a clear explanation of the strengths and weaknesses of the thesis, bearing in mind the difficulties of the field and the type of thesis submitted, and evaluating what was accomplished in terms of what was undertaken, given the student's limitation of time and experience.

Discontinuance of a Thesis 

The process of writing the thesis is a serious commitment of time and energy for both the writer and the adviser. In some cases, however, it might be agreed that the thesis should be discontinued at mid-year. The Senior Tutorial year may be divided with credit through a procedure in which the student must submit a written paper presenting the project and research to that point.

Examples of Past Theses 

Senior Honors Theses which are written by students who graduate Summa or Magna are deposited in the University Archives in Pusey Library . Copies of theses which are awarded the Hoopes Prize are held in Lamont Library . Many of these are available digitally via HOLLIS . Further examples can be provided by the Undergraduate Program Coordinator on request. Students are urged to consult past theses as much can be gained in exploring precedent or seeking inspiration.

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DPI-810M: Writing for Policy and Politics: Developing Voice and Narrative

In this section.

• Courses related to climate
• Course Registration
• Courses related to racism & bias
• Cross-Registration & Auditing

Gregory Harris

This intensive seven week course in effective writing focuses on the strategies and techniques behind great persuasive writing in both politics and policy.  Unlearn dull academic writing and develop a writing process that leads to publication and persuasive power. We focus on narrative and image, voice and urgency--applied to opeds, advocacy pieces, reviews, and personal essays. 

Every Communications Program course assumes a fluency with the English language. Attendance at first class required.