mfa thesis defense questions

The MFA Thesis Defense: Asking the Right Questions

It’s MFA thesis defense season, and that has me thinking about the best and the worst things that can come from such an exercise.

I remember well my own thesis defense in which I was told all the things I’d done wrong in my slim collection of stories. Helpful? To the extent that it gave me things to pay attention to when I continued writing, thinking all along about what sort of writer I wanted to be, what world I wanted to inhabit, and how I wanted to represent it in my prose, yes. Encouraging? Not much.

What did it teach me? This writing business takes a thick skin, persistence, a willingness to fail, to listen to why I failed, to figure out a way to not fail again while at the same time accepting that I will. Developing as a writer takes an intelligence, an ability to look at one’s work as if you’re not the one who wrote it, an acceptance that there are other writers who know more than you do, who are more talented, who are farther along. Steal from them whenever you can.

At some point in the thesis process, I tell my students that there are two realities: the thesis reality and the reality of the marketplace. An MFA thesis is not always a manuscript on its way to publication, nor should it be. If it is, then great, but what both the student and the advisor should expect from a thesis is a manuscript that highlights the writer’s strengths, weaknesses, and tendencies. The thesis should also provide a means by which both the committee members and the student can begin to assess the material that matters most to the writer and the direction that writer seems to be moving when it comes to best expressing that which compels them. These are the things that can come out of a thesis defense that will send the newly-minted MFA out into the world with some degree of excitement about reworking the thesis or perhaps starting anew with another manuscript.

It took me six years to begin to answer these questions for myself:

1.         From what world do I wish to speak? (the small towns and farming communities of my native Midwest)

2.         What’s my material? What am I obsessed with? (issues of violence and redemption, the consequences of deceit and betrayal, the blending of the moral and the profane)

3.         How is the person, Lee Martin, connected to the writer, Lee Martin? (I spent my            adolescence balanced on the thin line between my mother’s compassion and my father’s          cruelty; it finally struck me that everything I wrote was in some way an attempt to       navigate that boundary)

The answers to these questions aren’t always the same. Depending on where I am in my life and the circumstances I’ve encountered, my answers may change, but these are the questions I needed to be aware of before I could write the stories that ended up in my first book, which was published twelve years after I received my MFA. After my thesis defense, I had to find a way of posing those questions for myself and then setting out to answer them so I could be better prepared to write something that would be worthy of the marketplace. A different thesis defense approach on the part of my committee might have saved me some time, or maybe I was just young and dense and unable to listen in the right way. Still, each time I participate in a thesis defense, I try to keep in mind the young writers upon whom we’ll soon confer a degree. I imagine those writers absent from our program the following autumn, out there somewhere still trying to find their way to the writers they can be. By the time of the defense, I’ve given my students all the answers that I can about their work via workshops and individual conferences. Here at the end, I want to make sure that I give them the right questions.

11 Comments

I especially like that first question. It took me a while to answer it truthfully. While I started out as a CNF-er, I slowly came to realize that the world I was writing from (my own) was not interesting to me, at all. And how could I expect an audience to be interested when I wasn’t? Even though fiction intimidated me in the past, I think a made up world is where I belong…for now. Thanks for your help along the way, Lee!

Hi, Angie! So good to hear from you. Who knows? You may find yourself moving back and forth between CNF and Fiction. That’s what happened to me. I had the opportunity to write some CNF, and it came at a time in my life when that’s what I needed. Hope you’re doing well!

[…] he explains in his most recent blog […]

Thanks so much for speaking to my class last night, about these and other matters. I’ve written about your appearance and your recent book Such a Life on my blog:

http://richardgilbert.me/2013/04/10/lee-martin-the-artist-must-risk-failure/

Richard, please forgive me for taking so long to respond. It was a flurry of thesis defenses this week. I had such a grand time with you class. It’s clear that they’re the beneficiaries of some excellent teaching. I look forward to our continued friendship.

Wow! Serving on my first ever “thesis committee” (suprising, in that my credentials are primarily from “Learn Meat Cutting at Home” and Holder of Folding Chair of Literature and there’s more than a little here that gets me thinking. Loved, too, that you provide Martinesque answers for these questions.

Mort, you gave me quite a chuckle. I want one of those Folding Chair of Literature positions! Glad you found the post useful. Thanks for taking the time to leave a comment.

Thank you, Lee. This post expresses (beautifully) what I also hope to do for my students as they step from graduate school toward the long distance run: life as a writer.

Thanks for taking the time to leave a comment, Rebecca. Best of wishes to you as you keep doing the good work.

Thank you for this post, Lee. I don’t know you, but found this blog while looking for answers about my own MFA thesis defense two days ago, an experience that left me both grateful and unsatisfied.

I’ve worked on this collection for three years. I had never written stories before in my life. My readers were welcoming, offered praise, mentioned how I had grown much in a short time. Then the critique. My second reader failed to mention two speculative stories that I was deeply invested in. I realized later she doesn’t write speculative fiction and so they likely appealed to her less. I could have wished that, despite her own lack of attachment to non-realist work is not her cup of tea, she might have taken them on and offered some commentary on them. But in 90 minutes with three people talking, there was truly no time to talk about everything. Or, in fact, most things.

I think a distinction needs to be made regarding the use of the words “fail” and “defense”. Just because a reader—even a published novelist, someone who teaches in your program and therefore has more success than you do—criticizes your work doesn’t mean that you’ve failed. It doesn’t even mean that you need to change even one word of your story or poem. Writing professors are as fallible and prone to literary prejudice as anyone else. Their critiques cannot be seen as prescriptive. Your “fail” cannot be seen as a true fail.

Now the word “defense”: I wish that my program gave both professors and students a better idea of what the hell an MFA defense is all about. Fact: we spend four years in workshops being told that everyone will talk about our story and we are take notes and keep our mouths clamped shut. Then we arrive at this thing called a “defense” and suddenly we’re asked to say something. What training, exactly, do we have in talking about our own work? Is the word “defense” to be taken literally here? And if so, how do we avoid seeming defensive? For myself, despite the great admiration for both my readers and my sense of gratitude that they even read my work at all and took the time to speak to me about it, I felt disappointed, emptied and lost after it was over. Still do. I know that the process is to invite me into the community of peers—my kind, talented readers said this specifically. But I ultimately am questioning the entire concept of a “defense” of creative writing, at least for achievement of a degree.

There are a lot of reasons that very good writing doesn’t strike a chord with some people, doesn’t get published, doesn’t make a name for its author. Ever. Some of those reasons have to do with the writing not measuring up, that much is true. But other reasons include being a woman in an educational system that is still largely white and patriarchal. Or the culture in the academy that is skewed towards post-modernism or classical forms and resists the new. Or campus and publishing cultures that promote pretty young things and ignores mature writers because, I guess, they fail in the crucial task of inspiring the wet dreams of the professors and administrators.

One is a writer. One writes. One is always in doubt, seeking an authoritative, honest, beautiful voice. One may never arrive and may “fail” for a lifetime. And still, one packs away the disappointments. And still, one writes.

Dorothy, thank you so much for sharing your experience. On the other side of the MFA is the rest of your writing life, and you’re the one in charge of that. As in workshops, the only thing that gets said in a thesis defense that matters is the thing that offers insight or gives the writer excitement about doing the work. May you find that thing again and again as your journey continues.

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The top 10 thesis defense questions (+ how to prepare strong answers)

Crafting a thesis is significant, but defending it often feels like the ultimate test. While nerve-wracking, proper preparation can make it manageable. Prepare for your thesis defense with insights on the top questions you can expect, including strategies for answering convincingly.

Mastering the thesis defense: cultivate a success mindset

Question 1: why did you choose this particular topic for your research, question 2: how does your research contribute to the existing body of knowledge, question 3: what are the key findings of your research, question 4: can you defend your research methodology, question 5: how did you analyze the data and what challenges did you encounter, question 6: what theoretical frameworks or references underpin your research, question 7: how did you address ethical considerations in your research, question 8: in what ways does your research contribute to the field, question 9: how did you ensure your research was free from bias, question 10: where can future research go from here.

Nurturing a success mindset for your defense is pivotal. This means adopting a mental outlook geared towards achieving favorable outcomes during your thesis defense. To truly excel in this pivotal academic moment, it’s imperative to cultivate both confidence and composure.

Confidence enables you to present your research with conviction, while composure allows you to navigate any challenges with grace and clarity.

Remember, you know your thesis best, so trust in your expertise.

In essence, a success mindset encompasses the belief in your abilities, coupled with the ability to remain calm and focused under pressure.

Stay composed and focused, relying on your thorough preparation. If you encounter a question you can’t answer, gracefully guide the conversation back to familiar topics.

Use strategic responses when needed. For example, if a question goes beyond your thesis scope, acknowledge its relevance but steer back to your focused areas. Similarly, if you’re unfamiliar with a theory or literature, admit it but offer related insights or perspectives.

By embracing these principles and staying confident and adaptable, you’ll navigate your thesis defense with ease.

This question delves into the origins of your academic journey, aiming to understand not just what you studied, but the underlying motivations and processes that drove your exploration. It’s not merely about the superficial aspects of your research, but rather about the deeper intellectual curiosity that ignited your quest.

To effectively respond, take the opportunity to elaborate on the intricacies of your journey. Begin by unpacking the specific interests or questions that sparked your intellectual curiosity in the subject matter. What events, experiences, or influences led you to delve into this particular area of study? Providing an anecdote or example that vividly illustrates the genesis of your scholarly pursuit can be helpful.

Moreover, discuss the gaps you identified in the existing literature that motivated you to contribute to your field. What deficiencies or unanswered questions did you observe? How did these gaps inspire you to embark on your research journey with the aim of filling these voids? By articulating the specific shortcomings in the current body of knowledge, you demonstrate a nuanced understanding of your research area and underscore the significance of your work.

Additionally, highlight any personal or academic experiences that played a pivotal role in steering you towards your chosen topic. Whether it was a transformative educational experience, a profound personal interest, or a meaningful encounter, these experiences can offer valuable insights into the origins of your scholarly pursuits.

In summary, when articulating your narrative, consider the following key points:

• Unpack the specific interests or questions that sparked your intellectual curiosity.
• Discuss the gaps in the existing literature that motivated your research.
• Highlight any personal or academic experiences that influenced your choice of topic.

This question delves into the vital role your research plays within the existing body of knowledge, urging you to articulate its significance and impact. It’s not merely about the subject matter you’ve studied, but also about the unique contributions and advancements your research brings to your field. To effectively respond, delve into the intricacies of your work and its implications for the broader academic landscape.

Begin by emphasizing the novelties and breakthroughs your research introduces. Highlight specific aspects of your study that represent advancements in understanding or methodologies. Whether it’s a novel approach to a longstanding problem, the discovery of new phenomena, or the development of innovative methodologies, these contributions underscore the significance of your research within the academic community.

Next, describe how your work engages with or challenges current conversations in your field. Discuss the existing paradigms or theories your research builds upon or critiques. Articulate how your findings contribute to ongoing debates or reshape prevailing understandings. By positioning your research within the broader context of scholarly discourse, you showcase its relevance and impact on the evolving landscape of your field.

Illuminate how your findings could influence future research trajectories. Explore potential avenues for further inquiry that emerge from your research findings. Consider how your work opens up new questions or areas of exploration for future researchers. By identifying these potential research directions, you demonstrate the forward-looking nature of your work and its potential to shape the future trajectory of your field.

In summary, when addressing how your research contributes to the existing body of knowledge, consider the following key points:

• Emphasize the novelties and breakthroughs your research introduces.
• Describe the conversations in your field that your work engages with or challenges.
• Illuminate how your findings could influence future research trajectories.

Addressing the question of your research’s key findings demands skill, as it necessitates succinctly summarizing your work while conveying its significance. To effectively respond, distill your findings into digestible takeaways that encapsulate the essence of your research. Identify the central discoveries or outcomes of your study, ensuring clarity and conciseness in your presentation.

Furthermore, relate these findings to the broader implications they hold for your field. Articulate how your research contributes to advancing knowledge or addressing pressing issues within your academic discipline. Consider the potential impact of your findings on theory, practice, or policy, highlighting their relevance and significance within the larger scholarly community.

Additionally, be prepared to elucidate the nuances and complexities involved in your results. While providing a concise summary of your findings is essential, it’s equally important to acknowledge the intricacies and limitations of your research. Discuss any methodological considerations, unexpected outcomes, or areas for further investigation, demonstrating a nuanced understanding of your work.

In summary, when addressing the key findings of your research, consider the following key points:

• Distill your findings into digestible takeaways.
• Relate the outcomes to the broader implications they hold for your field.
• Be prepared to shed light on the nuances and complexities involved in your results.

Defending your research methodology entails a comprehensive understanding of its rationale, alignment with research objectives, and acknowledgment of potential limitations. It’s not merely about explaining the methods employed but also justifying why they were chosen over alternative approaches. To effectively respond, delve into the intricacies of your methodology and its implications for the study.

Begin by elucidating the reasons for selecting the chosen methodology over alternatives. Discuss the specific advantages or suitability of the selected approach in addressing the research questions or objectives. Consider factors such as feasibility, appropriateness for the research context, and compatibility with the theoretical framework guiding your study.

Furthermore, explain how your chosen methods align with your research objectives. Articulate how the selected methodology enables you to achieve the intended outcomes and contribute to answering the research questions. Discuss how each methodological choice supports the overall research design and furthers the overarching goals of the study.

Be prepared to discuss the limitations inherent in your chosen methodology and how you mitigated them. Acknowledge any constraints or shortcomings associated with the selected approach, such as potential biases, sample size limitations, or data collection challenges. Demonstrate your awareness of these limitations and discuss the strategies implemented to address or minimize their impact on the validity and reliability of your findings.

In summary, when defending your research methodology, consider the following key points:

• Justify the methodology with reasons for selecting it over alternatives.
• Explain the methods’ alignment with your research objectives.
• Be ready to discuss the limitations and how you mitigated them.

Addressing the intricacies of data analysis involves not only outlining the techniques employed but also navigating the challenges encountered and evaluating the reliability and validity of the interpretations drawn. When responding to inquiries about data analysis, it’s essential to provide a comprehensive understanding of the methodologies employed, the obstacles faced, and the strategies utilized to ensure the accuracy and credibility of the findings.

Begin by outlining the techniques used for data analysis. Describe the specific methods, tools, and software employed to process and interpret the data collected. Whether it involved quantitative statistical analysis, qualitative coding techniques, or a combination of both, provide insights into the analytical framework guiding your study. Additionally, discuss the rationale behind the chosen analytical approach and how it aligns with the research objectives and questions.

Next, share the hurdles faced during the data analysis process and how you overcame them. Reflect on any challenges encountered, such as data cleaning issues, missing data, or unexpected patterns in the dataset. Discuss the steps taken to address these challenges, whether through iterative refinement of analytical techniques, consultation with peers or supervisors, or adaptation of the research design. Highlighting your ability to navigate obstacles demonstrates resilience and resourcefulness in overcoming methodological challenges.

Furthermore, discuss the reliability and validity of your data interpretation. Evaluate the rigor and credibility of your analytical process, considering factors such as data integrity, consistency, and relevance to the research objectives. Discuss any measures taken to ensure the trustworthiness of the findings, such as inter-coder reliability checks, triangulation of data sources, or member checking with participants. By critically examining the reliability and validity of your data interpretation, you provide insights into the robustness of your analytical approach and the credibility of the conclusions drawn.

In summary, when addressing inquiries about data analysis, consider the following key points:

• Outline the techniques used for data analysis.
• Share the hurdles faced during the process and how you overcame them.
• Discuss the reliability and validity of your data interpretation.

Exploring the theoretical underpinnings of your research involves delving into the foundational frameworks and seminal works that informed your study’s conceptual framework and analytical approach. When responding to inquiries about theoretical frameworks , it’s essential to provide a comprehensive understanding of the theories and references that shaped your research, elucidate their influence on your hypothesis and analysis, and reflect on the potential contributions or revisions your study may offer to existing theoretical foundations.

Begin by naming the key theories and seminal works that guided your research. Identify the theoretical frameworks that provided the conceptual scaffolding for your study, as well as the seminal works that shaped your understanding of the research area. Discuss how these theories and references informed your research design, methodology, and analytical approach, providing a theoretical lens through which to interpret your findings.

Elucidate on how these frameworks shaped your hypothesis and analysis. Describe how the theoretical perspectives and insights gleaned from seminal works informed the development of your research questions, hypotheses, and analytical framework. Discuss the ways in which these theoretical frameworks guided your data collection and interpretation, influencing the selection of variables, measures, and analytical techniques employed in your study.

Reflect on how your research may contribute to or revise these theoretical foundations. Consider the implications of your findings for advancing existing theoretical frameworks or revising established paradigms within your field. Discuss how your research extends or challenges current theoretical perspectives, offering new insights, conceptual refinements, or empirical evidence that may enrich or reshape prevailing theories. By critically examining the relationship between your research and existing theoretical frameworks, you provide insights into the broader theoretical implications and contributions of your study.

In summary, when addressing inquiries about theoretical frameworks, consider the following key points:

• Name the key theories and seminal works that guided your research.
• Elucidate on how these frameworks shaped your hypothesis and analysis.
• Reflect on how your research may contribute to or revise these theoretical foundations.

When addressing ethical considerations in your research, it’s essential to demonstrate a commitment to upholding ethical standards and protecting the rights and well-being of participants. Responding to inquiries about ethical protocols involves explaining the steps taken to ensure ethical conduct throughout the research process, describing the consent process and data protection measures implemented, and mentioning any institutional review board (IRB) approvals obtained.

Begin by explaining the ethical protocols you followed. Detail the ethical guidelines, codes of conduct, or regulatory frameworks that informed your research design and conduct. Discuss how these guidelines influenced decisions regarding participant recruitment, data collection methods, confidentiality protocols, and data storage procedures, emphasizing your adherence to ethical principles throughout the research process.

Describe the consent process, if applicable, and how you protected participants’ data. Provide insights into how informed consent was obtained from participants, including the procedures used to inform participants about the research purpose, risks, benefits, and their rights. Discuss any measures taken to safeguard participants’ privacy and confidentiality, such as anonymizing data, securing data storage, and limiting access to sensitive information, ensuring the protection of participants’ identities and personal information.

Mention any institutional ethics review board approvals you obtained. Highlight any formal ethical review processes or approvals obtained from relevant regulatory bodies, such as IRBs or ethics committees. Discuss how the research protocol was reviewed for compliance with ethical guidelines and standards, including considerations of participant welfare, informed consent procedures, and data protection measures. By acknowledging the oversight and approval of institutional review bodies, you demonstrate your commitment to ethical integrity and accountability in conducting research involving human subjects.

In summary, when addressing inquiries about ethical considerations in your research, consider the following key points:

• Explain the ethical protocols you followed.
• Describe the consent process and data protection measures implemented.
• Mention any institutional ethics review board approvals obtained.

When discussing the contributions of your research to the field, it’s essential to highlight the novel insights and potential impact your thesis offers. Responding to inquiries about your research’s significance involves detailing the unique perspectives and fresh understanding it brings to the academic discourse, as well as considering its implications for future research or practice and arguing its relevance within the broader academic community.

Begin by detailing the novel insights your thesis provides. Articulate the key findings, discoveries, or perspectives that distinguish your research from existing literature and contribute to advancing knowledge within your field. Discuss how your study fills gaps in current understanding, challenges established assumptions, or offers innovative approaches to addressing pressing issues, highlighting its potential to generate new avenues of inquiry and broaden the scope of scholarly discourse.

Discuss how your findings might influence future research or practice. Consider the implications of your research for shaping future scholarship, informing policy decisions, or guiding professional practice within relevant domains. Reflect on the potential practical applications, theoretical advancements, or methodological innovations stemming from your findings, highlighting their significance for advancing the field and addressing real-world challenges.

Be prepared to argue the relevance of your research within the broader academic community. Articulate the broader significance of your study within the context of current debates, trends, or priorities within your discipline. Discuss how your research aligns with existing scholarly agendas, contributes to interdisciplinary dialogue, or addresses pressing societal concerns, underscoring its relevance and potential impact on shaping the direction of future research and practice.

In summary, when addressing inquiries about the contributions of your research to the field, consider the following key points:

• Detail the novel insights your thesis provides.
• Discuss how your findings might influence future research or practice.
• Be prepared to argue the relevance of your research within the broader academic community.

When ensuring the integrity of your research and minimizing bias, it’s crucial to maintain objectivity and rigor throughout the study. Responding to inquiries about bias involves discussing the steps taken to uphold objectivity, describing any blind or double-blind procedures employed, and acknowledging and mitigating any unavoidable biases that may have arisen during the research process.

Begin by discussing the steps taken to maintain objectivity and rigor. Detail the strategies implemented to minimize the influence of personal biases, preconceptions, or external factors on the research outcomes. This may include adhering to a predetermined research protocol, using standardized procedures for data collection and analysis, and engaging in peer review or validation processes to ensure the reliability and validity of the findings.

Describe any blind or double-blind procedures employed in the study. Explain how blinding techniques were used to prevent bias in data collection, analysis, or interpretation. This may involve withholding certain information from researchers or participants to minimize the potential for conscious or unconscious bias to influence the results. Discuss how these procedures were implemented and their impact on enhancing the credibility and impartiality of the research outcomes.

Acknowledge any unavoidable biases that may have emerged during the research process and discuss how they were mitigated. Reflect on the inherent limitations or sources of bias in the study design, data collection methods, or participant selection criteria. Discuss the steps taken to minimize the impact of these biases, such as conducting sensitivity analyses, controlling for confounding variables, or triangulating data sources to corroborate findings.

In summary, when addressing inquiries about bias in your research, consider the following key points:

• Discuss steps taken to maintain objectivity and rigor.
• Describe any blind or double-blind procedures employed.
• Acknowledge any unavoidable biases and discuss how they were mitigated.

When considering the potential trajectory of your research topic, it’s essential to identify areas where further investigation could yield valuable insights, discuss unexplored questions that emerged from your research, and reflect on the limitations of your study as starting points for future research endeavors. Responding to inquiries about the future direction of research involves suggesting fruitful areas for further investigation, highlighting unresolved questions, and leveraging the limitations of your study as opportunities for future exploration.

Begin by suggesting areas where further investigation could be fruitful. Identify specific gaps, ambiguities, or unanswered questions within the existing literature that warrant additional inquiry. Consider emerging trends, advancements in technology or methodology, or pressing societal issues that may inform potential research directions. Propose research topics or hypotheses that build upon the findings of your study and extend the boundaries of current knowledge within your field.

Discuss unexplored questions that arose from your research. Reflect on any unexpected findings, anomalies, or areas of ambiguity that emerged during the course of your study. Consider how these unanswered questions or unresolved issues could serve as catalysts for future research endeavors, prompting further investigation into related phenomena, alternative explanations, or novel research methodologies.

Reflect on the limitations of your study as starting points for future research. Acknowledge any constraints, biases, or methodological shortcomings that may have influenced the outcomes or interpretations of your study. Discuss how these limitations provide opportunities for future research to refine methodologies, address confounding variables, or explore alternative theoretical frameworks. Consider how addressing these limitations could enhance the validity, reliability, and generalizability of future research findings within your field.

In summary, when addressing inquiries about the potential trajectory of your research topic, consider the following key points:

• Suggest areas where further investigation could be fruitful.
• Discuss unexplored questions that arose from your research.
• Reflect on the limitations of your study as starting points for future research.

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17 Thesis Defense Questions and How to Answer Them

A thesis defense gives you the chance to show off your thesis work and demonstrate your expertise in your field of study. During this one- to two-hour discussion with the members of your thesis committee, you'll have some control over how you present your research, but your committee will ask you some prodding questions to test your knowledge and preparedness. They will all have read your thesis beforehand, so their questions will relate to your study, topic, methods, data sample, and other aspects.

A good defense requires mastery of the thesis itself, so before you consider the questions you might face,

1. What is your topic, and why did you choose it?

Give a quick summary in just a few sentences on what you've researched. You could certainly go on for hours about your work, but make sure you prepare a way to give a very brief overview of your thesis. Then, give a quick background on your process for choosing this topic.

2. How does your topic contribute to the existing literature? How is it important?

Many researchers identify a need in the field and choose a topic to bridge the gaps that previous literature has failed to cover. For example, previous studies might not have included a certain population, region, or circumstance. Talk about how your thesis enhances the general understanding of the topic to extend the reach beyond what others have found, and then give examples of why the world needs that increased understanding. For instance, a thesis on romaine lettuce crops in desert climates might bring much-needed knowledge to a region that might not have been represented in previous work.

3. What are the key findings of your study?

When reporting your main results, make sure you have a handle on how detailed your committee wants you to be. Give yourself several options by preparing 1) a very general, quick summary of your findings that takes a minute or less, 2) a more detailed rundown of what your study revealed that is 3-5 minutes long, and 3) a 10- to 15-minute synopsis that delves into your results in detail. With each of these responses prepared, you can gauge which one is most appropriate in the moment, based on what your committee asks you and what has already been requested.

4. What type of background research did you do for your study?

Here you'll describe what you did while you were deciding what to study. This usually includes a literary review to determine what previous researchers have already introduced to the field. You also likely had to look into whether your study was going to be possible and what you would need in order to collect the needed data. Did you need info from databases that require permissions or fees?

5. What was your hypothesis, and how did you form it?

Describe the expected results you had for your study and whether your hypothesis came from previous research experience, long-held expectations, or cultural myths.

6. What limitations did you face when writing your text?

It's inevitable — researchers will face roadblocks or limiting factors during their work. This could be a limited population you had access to, like if you had a great method of surveying university students, but you didn't have a way to reach out to other people who weren't attending that school.

7. Why did you choose your particular method for your study?

Different research methods are more fitting to specific studies than others (e.g., qualitative vs. quantitative ), and knowing this, you applied a method that would present your findings most effectively. What factors led you to choose your method?

8. Who formed the sample group of your study, and why did you choose this population?

Many factors go into the selection of a participant group. Perhaps you were motivated to survey women over 50 who experience burnout in the workplace. Did you take extra measures to target this population? Or perhaps you found a sample group that responded more readily to your request for participation, and after hitting dead ends for months, convenience is what shaped your study population. Make sure to present your reasoning in an honest but favorable way.

9. What obstacles or limitations did you encounter while working with your sample?

Outline the process of pursuing respondents for your study and the difficulties you faced in collecting enough quality data for your thesis. Perhaps the decisions you made took shape based on the participants you ended up interviewing.

10. Was there something specific you were expecting to find during your analysis?

Expectations are natural when you set out to explore a topic, especially one you've been dancing around throughout your academic career. This question can refer to your hypotheses , but it can also touch on your personal feelings and expectations about this topic. What did you believe you would find when you dove deeper into the subject? Was that what you actually found, or were you surprised by your results?

11. What did you learn from your study?

Your response to this question can include not only the basic findings of your work (if you haven't covered this already) but also some personal surprises you might have found that veered away from your expectations. Sometimes these details are not included in the thesis, so these details can add some spice to your defense.

12. What are the recommendations from your study?

With connection to the reasons you chose the topic, your results can address the problems your work is solving. Give specifics on how policymakers, professionals in the field, etc., can improve their service with the knowledge your thesis provides.

13. If given the chance, what would you do differently?

Your response to this one can include the limitations you encountered or dead ends you hit that wasted time and funding. Try not to dwell too long on the annoyances of your study, and consider an area of curiosity; for example, discuss an area that piqued your interest during your exploration that would have been exciting to pursue but didn't directly benefit your outlined study.

14. How did you relate your study to the existing theories in the literature?

Your paper likely ties your ideas into those of other researchers, so this could be an easy one to answer. Point out how similar your work is to some and how it contrasts other works of research; both contribute greatly to the overall body of research.

15. What is the future scope of this study?

This one is pretty easy, since most theses include recommendations for future research within the text. That means you already have this one covered, and since you read over your thesis before your defense, it's already fresh in your mind.

16. What do you plan to do professionally after you complete your study?

This is a question directed more to you and your future professional plans. This might align with the research you performed, and if so, you can direct your question back to your research, maybe mentioning the personal motivations you have for pursuing study of that subject.

17. Do you have any questions?

Although your thesis defense feels like an interrogation, and you're the one in the spotlight, it provides an ideal opportunity to gather input from your committee, if you want it. Possible questions you could ask are: What were your impressions when reading my thesis? Do you believe I missed any important steps or details when conducting my work? Where do you see this work going in the future?

Bonus tip: What if you get asked a question to which you don't know the answer? You can spend weeks preparing to defend your thesis, but you might still be caught off guard when you don't know exactly what's coming. You can be ready for this situation by preparing a general strategy. It's okay to admit that your thesis doesn't offer the answers to everything – your committee won't reasonably expect it to do so. What you can do to sound (and feel!) confident and knowledgeable is to refer to a work of literature you have encountered in your research and draw on that work to give an answer. For example, you could respond, "My thesis doesn't directly address your question, but my study of Dr. Leifsen's work provided some interesting insights on that subject…." By preparing a way to address curveball questions, you can maintain your cool and create the impression that you truly are an expert in your field.

After you're done answering the questions your committee presents to you, they will either approve your thesis or suggest changes you should make to your paper. Regardless of the outcome, your confidence in addressing the questions presented to you will communicate to your thesis committee members that you know your stuff. Preparation can ease a lot of anxiety surrounding this event, so use these possible questions to make sure you can present your thesis feeling relaxed, prepared, and confident.

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• Graduate School

40 Thesis Defense Questions

Practicing answering thesis defense questions in a mock thesis defense is the best way to get ready for this challenging step in your academic career. Aside from knowing your research project inside and out, you must have solid strategies for tackling different question types and talking about why you chose your research topic. You might have already answered questions related to your research interests in your research interest statement and grad school interview questions , but now after years for in-depth study, it's time to really test what you have accomplished! Check out some of the hardest thesis defense questions below and read our expert responses!

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Article Contents 11 min read

What to expect in a thesis defense.

A thesis defense is your chance to demonstrate your in-depth knowledge and expertise in the topic of your research thesis. While you will be able to take charge of the narrative and present your research to those on your thesis committee, the professors will prod you to test how well you know and understand your topic. The questions are mostly open-ended and give you the chance to showcase your knowledge and understanding, as well as any future plans you may have regarding your research topic.

A thesis defense usually lasts between one and two hours, depending on the area of your research. It starts with you giving a presentation of your interest, findings, and conclusions. After you have finished, the committee members will ask you questions based not only on your presentation, but also on your written thesis as they will have read it before your presentation. Lastly, the committee might approve your thesis or suggest changes to your paper.

Preparing thesis defense questions requires you to start well in advance. While the duration of your thesis defense might vary as per your institution's requirements, the major idea is to defend your research. Thus, you should go about preparing for your thesis defense questions by taking the following steps.

Interested in a quick overview of the section below? Check out this infographic:

Re-read your thesis for clarity

Your thesis defense questions will be based on what you have written in your research paper. Hence, it is a good idea to re-read your paper. You should be clear on the concepts and understand your research well. It might have been some time since you would have submitted your paper, so a revision should be the starting point of your preparation.  

Have an answer strategy and structure

Plan a strategy to answer the panel’s questions. Keep your answers direct, but elaborate on the research details wherever necessary. If you do not know the answer to a question, that is alright. The key is to be able to formulate an answer even if you do not possess enough knowledge to answer at that point in time. For instance, if a question is about the content of your research, you can say something like “I am not certain my research touches on the question you are asking, but my research has led me to Dr. X. Based his evidence, I would have to conclude that…” Having a strategy for answering even the most unexpected questions can be a life saver in these situations!

Most of the thesis defense questions can be easily predicted based on your research. You can prepare a list of possible questions when you are going through your paper. Getting to know the committee can help you in preparing better. Their areas of expertise can help you in determining what they might ask. Once you have a list of questions, you can start brainstorming how you might answer them. 

Prepare your slides in advance

If you require visual aids such as slides, it is a good idea to prepare them beforehand. You can double-check the slides and make sure that your presentation will run smoothly on the day of your thesis defense. Make sure your slides are arranged in the correct order. 

Attend a thesis defense of other candidates if it is an open event

If your institution allows it, you can visit a thesis defense of other candidates. This will give you an excellent idea of what you can expect in your meeting. If it is not possible to attend the event, you can speak to your peers to find out how their meeting went and what questions were asked.

Dress appropriately for your meeting

The thesis defense meeting is a formal event, and hence you should be dressed in formal clothes. While there are no strict dressing rules, you should consider it something equivalent to a job interview. Don’t just wear your T-shirt and appear in front of the committee. Your formal suit is a better option for the occasion.

Practice speaking for your meeting

Take your preparation to the next level by practicing your presentation. This activity will give you the confidence for the actual meeting and presentation. You can request your academic peers to help you out in the practice task. Based on their feedback in the mock session, you can improve for the actual session. Make sure to prepare well for the mock session as if you are preparing for the actual session. You can also practice your speech and body language in the mock session. If you used thesis writing services , these professionals would also be the ideal people to test you in a mock thesis defense – don’t hesitate to reach out to them again!

Sample Thesis Defense Questions and Answers

1.    what is your research study all about.

In your answer, you should summarize your research in a few sentences. The question is simple but requires technical expertise for a better explanation of concepts. For instance, if you completed a thesis in an attempt to explain the constituents of dark matter in the universe and particle accelerators, you could frame your answer like this:

In this research, the different aspects of dark matter and its detection models have been investigated. The cosmic ray positron excess observed by the PAMELA detector has been discussed and explained through the construction of models of decaying dark matter. The cosmic-ray electron and positron spectra were studied assuming a general Dirac structure for the four fermion contact interactions of interest. A supersymmetric leptophilic Higgs model was constructed to explain the possible excess of gamma rays in the galactic center. Finally, by the use of Razor analysis, an improvement on the dark matter collider searches is considered.  

2.    Why did you choose this study?

This question requires you to answer what motivated you to pursue the study in the first place. Your answers could touch on your interests in the area of the study. For example, if you conducted a study called “Media Combat: The Great War and the Transformation of American Culture” then you can shape your answer like this:

The First World War (1914-1918) has always been a topic of fascination for me, and my prime interest lies in exploring the state of society at that time. I wanted to analyze the formation of a nationalized, wartime cultural apparatus during the United States' involvement in the war and how theatre and music transformed the relationship between the government and American citizens. 

3.    Why did you choose this particular title for your research?

The title of your thesis captures the main point of your research, which is why it is so important to use an appropriate title. Your committee will want to know how you came to the final decision of naming your work. For example,

I chose the title “Dark matter in the heavens and at colliders: Models and constraints” for my research thesis because my research attempts to explain the constituency of dark matter as it occurs in the universe. “The heavens” is another word for the universe. Dark matter can also be created in particle accelerators such as the CERN collider. I have attempted to provide an explanation for both of the cases through the use of models, along with describing the constraints which exist in the current times due to certain scientific limitations.

4.    What is the scope of your study?

In your answer, you have to define the boundaries of your project and define exactly what you are studying. There can be several elements involved but you have to define the parameters that you have chosen to study. For example,

My study is on the efficacy of equity stocks in the US market. For my study, I have chosen 50 companies listed on the NASDAQ. You can review the names of these companies on page 5 of my thesis.

5.    What phenomenon were you trying to understand with this research?

Describe the focus concept of your thesis in the answer. For example,

In our study “Motivation to volunteer”, we were looking to study the Theory of Planned Behavior by analyzing the behavioral and normative beliefs that influence attitudes and subjective norms.

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6.    Who will be most interested in your research?

You can talk about who may be affected by your research and the parties who can potentially benefit from the research. Take a look at this example:

My sociology thesis on “Impact of social media on youngsters” can be of interest to sociology academics, social media companies, education experts, and parents of youngsters in general.

7.    Did your research questions evolve during the process? If so, how?

Often, qualitative research questions change over time with respect to the responses that you might get from your focus group. Or you might just change your question as you do lab research or general text research. You can describe the change to the evaluating committee. For example,

We started our study to understand the impact of the new public policy change on recycling of vinyl waste through installation of garbage bins specifically for vinyl products. However, after interviewing some of the respondents in the target community, we found that the rule is actually irrelevant to their behavior and thoughts because the percentage of vinyl waste in that specific locality was very low and it didn’t need the installation of dedicated bins for the purpose. Going by their frustrations with the current economic insecurity, our study evolved into the impact of costs incurred by public policy changes.           

8.    What gaps did you intend to bridge with your research?

Your research thesis must eliminate the present gaps in the concepts related to your subject topic.

The relationship between hard water and its effect on the size of the kidney stone is not clear yet, so we analyzed the mineral composition of hard water to determine its impact on the size of the kidney stone.

9.    Why is your research significant?

The answer to this research question should outline the impact of your research on your field of study. You may talk about the new insights contributed by your research and its impact on society.

Through my study on “The effect of chamomile in reducing stress and promoting better sleep,” patients with insomnia and anxiety will be able to find alternative treatments without the use of medicinal drugs. The medical abilities of chamomile will promote the usage of ingredients in nature and will encourage the community to plant more herbs and trees.

10. What did you find in your research?

You may describe your research in a few sentences in this answer. For instance,

In our study on “Impact of artificial fluoride in water on the human body,” we found that excessive exposure to high quantities of Fluoride can result in tooth discoloration and bone issues in humans since it has neurotoxic qualities. 

11. What research findings surprised you?

When you conduct research, you come across findings that you were not expecting earlier. If you had such an experience, you might describe the same to the evaluation committee when you answer this question. For example,

I was expecting that business promotion through social media would not be a good idea for rural enterprises in developing countries in my comparative analysis of the usage of traditional and contemporary marketing methods. But I was surprised to learn that 68% of rural textile businesses in Nigeria promote their products on Instagram.

12. What is the validity of your findings?

You have to talk about the conditions in which your research findings would be valid.

In my research, I have considered test anxiety to be involving both nervous system activation and negative thoughts. Thus, my measure of test anxiety has included the elements of both nervous feelings and negative thoughts, the conditions in which my findings are valid.

For example,

For studying the differential protein expression, its localization, and distribution at different levels, we used the method of immunostaining in our research.

14. What sources did you use for data collection?

You would have used several sources to search for data for your topic. You may elaborate on those sources. You might have referred to databases, content on the web, or even conducted primary research by interviewing prospects. Thus, you can talk about these sources. Refer to the following answer:

To understand the impact of the current tax regime on skilled workers, we interviewed 150 subjects in 5 months. Additionally, we referred to databases and scholarly works available by authors who had previously conducted such studies for previous tax laws and rates. 

15. How can your research be put into practice?

This question talks about the practical implications of your research. You should talk about how your research is beneficial for society and how it can help in eliminating current issues.

In our research titled “Effectiveness of Meditation on Reducing the Anxiety Levels of College Students in the US,” we discovered that students who practiced meditation at least thrice a week were two times more likely to score better in their exams, owing to the positive impact of meditation. So, this research finding can help in the reduction of mental health issues among students. A suitable course of action would be to hold meditating sessions a couple of times a week. 

16. How will your findings contribute to the related area of knowledge?

Our study on medicinal analysis of herbs conveys information about various medicinal benefits of chamomile in treating depression and contributes to the area of medicinal botany.

17. Did you experience any limitations in your research?

Our research on “Impact of smoking on β-cell function and risk for type 2 diabetes in US citizens” finds that smoking increases the risk of diabetes among smokers. However, smokers might be affected by some genetic conditions which can protect them from diabetes. 

18. What sampling techniques did you use?

When conducting research, it is practically not possible to study the entire number of elements. So, you would be using a method to select a sample population.

In our study “Impact of consumption of soda on the health of teenagers in Corpus Christi”, we used area sampling to divide the city into several areas and then selected some clusters for our sample group.

19. What are the dependent and independent variables in your research?

In research, several variable factors impact your study. You can describe these variables. Independent variables have values which are not affected by other variables in your study. On the other hand, the dependent variables have values that change with changes in the independent variable. For example,

In our study on “Impact of online tutoring on test scores”, the independent variable is the nature of the classes i.e., online and the participants' test score is the dependent variable.

20. What areas do you suggest for further research?

As a researcher, you should be able to describe what further areas are open for research with the addition of your research to the field. This can act as a starting point for future researchers. For example,

In my research on “Effectiveness of Acetaminophen in treating sports induced injuries”, I discovered that administering Acetaminophen is not very effective for treating joint pains such as the knee. This further suggests measures for the regulation of Acetaminophen in the production of painkillers for body pain and the search for alternative compounds.

Practice Questions

After taking a look at the sample answers, now try answering these questions by yourself:

Do you have any closing comments? "}]">

After submitting your research thesis for evaluation, you have to appear before a panel of professors and present your work; afterwards, they will ask you questions about your research.

You have to plan and prepare for your thesis defense. Review your paper and anticipate the questions that the committee can ask. Practice with mock defense sessions using professional servicesand make improvements based on their feedback. Be prepared with a strategy for answering any question asked by the panel.

Your research thesis should be on a topic of your interest. Scan your course syllabus to find something that makes you curious. Or, you can even refer to your grad school career goals statement to review what got you interested in grad school in the first place. Shortlist a few topics and zero down to the one that excites you the most.

The first step in preparing for a master’s thesis defense is to revise your research paper and write down a list of questions that the committee might ask. Find answers to those questions and get ready for your presentation. Practice your presentation beforehand. Try to attend a thesis defense of other candidates to know what you can expect in your session. 

You will get questions related to what you have mentioned in your research paper. The most common starting questions are “what is your research about?" and “what was your motivation behind choosing this topic?” Later on, the committee asks you more detailed questions on research methodology, literature review, study variables, research findings, recommendations, and areas of further research.

You can get help from a grad school essay tutor for your research thesis writing. They can help you in developing writing skills and reviewing your work. They can proofread your work and provide recommendations on areas of improvement.

You can include your research thesis on your grad school CV to show your practical knowledge and skills. You can add the details of the study in a separate section for research experience.

Immediately after the thesis defense, the evaluation panel will decide whether to approve your paper as submitted or request some changes, or reject it.

To pass a thesis defense, a majority of the panel members must approve the defense. In case of more than one vote against you, you can fail the thesis.

A thesis defense can last for two hours or longer, depending on your area of research.

Your thesis defense presentation should include the focus concept, findings, recommendation, and conclusion.

The contribution of your thesis towards your degree differs as per institution. You can refer to your course handbook for exact details. In most cases, the committee needs to approve your thesis for you to graduate from your degree.

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Have a question ask our admissions experts below and we'll answer your questions.

why did you choose this place for a research locale

BeMo Academic Consulting

Hi Jeff! Yes, this can also be one of the questions you are asked in a thesis defense!

That is good

Hello Eshetu! Thanks for your comment. Glad you found this helpful!

Very helpful

Thanks, Abel. Glad you found this helpful. 

Helpful thank you.

Hi Lagat! Thanks!

As an 11th-grade student, I don't have any experience in thesis or research defense in general. Me and my groupmates will be conducting our research title defense next week, this is invaluable information for us. Thank you!

You are very welcome, Kate!

THANK YOU SO MUCH FOR THIS, I REALLY APPRECIATE.

Hello Stephanie! Thanks for your comment.

EMELDA NAFULA NYONGESA

This is a good guideline to post graduate students (Masters and PhD) CPA:Emelda Nyongesa

Hi Emelda! Thanks!

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• MFA Exam and Thesis
• Taking Courses
• Getting Settled

Find details for your MFA exam and thesis.

The MFA exam is taken during the penultimate semester of your coursework. If you plan to graduate in May, you'll take the exam in the preceding October (3rd Friday); if you plan to graduate in December, you'll take the exam in the preceding March (3rd Friday). Students will receive the exam via email on a Friday afternoon and have the entire weekend to complete it, emailing it back on Monday morning.

The exam consists of three published reading selections in the student's primary genre and a writing prompt. The student will choose one of the reading selections as the basis of their response. The craft response (1,500 to 2,000 words) requires skills in close reading and knowledge of practical criticism and aesthetics. The second part of the exam is a more philosophical response (1,500 to 2,000 words) based on the student's writing aesthetic. The faculty has developed an extensive suggested reading list to aid you in preparing for the exam (available on our department SharePoint site ). We suggest that you consult this list early in your course of study. Other resources for the MFA exam—including a grading rubric and sample exam responses in all three genres—will be made available on our department SharePoint site on/near October 1 through when the exam is distributed. An email will go out around October 1 with the link to this specially-made folder and with more specific exam instructions.

Note: Before you can take the MFA exam, you must have established a thesis director and committee, and you must have received approval of your submitted thesis proposal (see below).

Students will submit the Intent to Take MFA Exam form (available on SharePoint) and submit it to the thesis director for signature by the due date on the form. This notifies the director to submit the published writing selection for the student's analytical response, and notifies administrators to prepare an exam for the student.

Graduation Application

The Graduate School requires all students to fill out graduation applications in SeaNet during their graduating semester. This ensures that all your course credits are being correctly counted toward your degree, and that your name is printed correctly in the commencement program. Details and instructions are available on the Graduate School's website under <Current Students> and <Graduation>.

• For December graduates, the deadline for the graduation application is in mid October.
• For May graduates, the deadline for the graduation application is in early March.

THESIS PROPOSAL, ADVISOR, AND COMMITTEE

An MFA candidate must complete a substantial, book-length thesis manuscript of literary merit and publishable quality acceptable to the thesis committee. This ordinarily will be a novel; a novella; a collection of short stories, poems, or essays; a single long poem; a long nonfiction narrative; or, in specially approved instances, some combination of the foregoing. "Book-length" is ordinarily defined as 48-64 pages of poetry, or 120-240 pages of prose. Early in the process the student should discuss the projected length of the manuscript with the thesis director.

It is expected that the thesis will be composed of work written and revised throughout the course of the student's study. Thesis hours, then, are to be used to polish existing work and to create what new writing is deemed appropriate. It should be understood that thesis work cannot be successfully accomplished in only the six designated thesis hours, nor in one semester's time.

Though the typical period of MFA study is three years, and though typically the student's thesis draft is completed in the next-to-last semester and polished during the final semester of study, it is not unusual for students to take longer than three years to complete both the necessary course work and the substantial thesis. While we strongly urge students to complete the MFA degree in three years, in the event that a delay is necessary, please review the Creative Writing Department's policy on delayed graduation, further below.

The thesis must be completed in the primary genre. Should the candidate wish to change genres, the student must reapply for admission and be accepted into the program in that genre. Note: this practice is highly discouraged. By the end of your second year, you will request and be assigned a committee of three faculty members to oversee your thesis (a thesis director and two readers) through the following process:

• Graduate Coordinator holds a meeting in January for second-year MFA students and interested faculty. At the meeting, the Coordinator discusses the thesis committee preference form and the thesis process, and responds to student questions.
• Preference forms are due February 15. The purpose of this deadline is to ensure that MFA students have their thesis committees, and thus their new advisors, in place in advance of pre-registration (allowing students to register for thesis hours). Students who do not submit the committee preference form in a timely manner may forfeit the courtesies extended to other students in the committee designation process described below.
• Coordinator drafts thesis committees. Ideally, each student should receive their first or second choice as thesis director, and the first reader in the primary genre from the student's list. The second reader is appointed by the Coordinator, considering faculty availability, faculty course load, and other factors.
• Coordinator emails draft of committees to faculty members for feedback/comments by a specific deadline (approximately one week, during which an optional faculty meeting for the purpose of discussion, if necessary, will be scheduled).
• Coordinator informs students of the membership of their committees via email. If, for any reason (e.g., a delay in graduation), there is a change in committee membership, Coordinator notifies the student and the committee via email, and has revised thesis committee chart posted on Sharepoint.

Your thesis director and readers will be in charge of approving the quality of the final project. The MFA coordinator and faculty will do our best to assign you the thesis director you request, but in order to distribute thesis duties equitably, you may be assigned a director and/or readers who are not your first choices on your list of preferences.

You should meet with your thesis director early in the thesis-writing process to ensure that the thesis is completed successfully and on time. (Note: your thesis director will also serve as your academic advisor in your third year.) Students planning to graduate early should consult with the MFA coordinator as soon as possible.

After your thesis committee is established, the deadline and instructions for thesis proposals will be announced via e-mail, and are detailed below. (You can download a copy of the thesis proposal form at any time from our website.) The thesis proposal is developed by you the student, and forwarded to your thesis committee for approval and signature. Along with your thesis proposal narrative, you must submit a sample of creative work in your primary genre for your committee's review; this is to ensure that all committee members have a sense of your course of study and endorse the quality of your writing. Acceptable writing samples are 10 poems or, for prose writers, a book chapter or complete story. Note: All students should submit a thesis proposal in the antepenultimate semester of study.

The format of the thesis proposal:

One to three pages (double-spaced) of text explaining the focus and intentions of the thesis, to include genre, form, table of contents (if applicable), and anticipated length of the manuscript. Large and complicated projects, especially those requiring planning and research, should be outlined according to the expectations of the thesis committee. The objectives and scope of the project should be manageable and clear to all concerned.

Note: Should the thesis to evolve into a project very different than that originally described in the proposal, this may result in a change of graduation date . The student should consult with the thesis director as work progresses, but in general students are not required to submit a new thesis proposal unless graduation is delayed by two or more years and a new thesis director and committee are assigned.

Again, your thesis proposal should be submitted and approved two semesters prior to your expected graduation date, and one semester before you take the MFA exam.

The student will:

• Forward the proposal (by email, paper copy, etc.) to the thesis committee by April 15 (November 15 for Fall graduates). (It is the student's responsibility to contact the committee members.)
• Email to Lisa Bertini in a combined pdf document the abstract and the writing sample by April 15 (November 15 for Fall graduates).
• Submit the mandatory thesis proposal cover sheet to the committee members for signature approving the proposal, then ensure the completed cover sheet is submitted to Lisa for Department filing.
• Deadline to submit the signed thesis proposal cover sheet to Lisa is May 15 (December 15 for Fall graduates).

Helpful hint: Most students email —by April 15th— their three committee members (cc Lisa) the abstract with writing sample and the cover sheet with the note to have the director, upon review, sign approval and then forward the pdf on to the other committee members for their signatures, returning it to Lisa by May 15th.

Registering for Thesis Hours

You will need to complete 6 thesis hours, which are most commonly divided equally between your final two full semesters. After consulting with your thesis director, you may choose to divide those hours in any increments that work best with your writing schedule (for example, 4 hours in the fall, 2 hours in the spring). You must submit your thesis proposal, and receive approval, in the semester before thesis hours commence.

You do not register for thesis hours through SEANET in the manner that you register for your other courses. Instead, you will fill out the electronic registration form found on the Graduate School's website.

Note: if the link to 599 is broken, contact the Graduate School and let them know they need to update the 'survey' for the coming semester.

THESIS PREPARATION

Faculty thesis directors and student writers work together in different ways; as you write your thesis, your thesis director may be involved in your manuscript's evolution from its earliest drafts, or may only want to see the "first finished draft." But for all, the following guidelines are in effect: If you plan to graduate in the spring, a draft of your thesis must be submitted to your director no later than November 15 (for fall graduates, May 15).

Students will receive feedback from the director by December 15 (for fall graduates, June 15), the director will respond to the student. When the director determines that the draft is acceptable, the thesis defense will be scheduled. The student will then provide copies of the thesis for the remaining committee members, no later than three weeks prior to the defense. All thesis defenses for spring graduates must be completed between March 1 and April 15 (for fall graduates, between October 1 and November 15). Students will receive verbal and written feedback from the committee members (the thesis readers) at the scheduled thesis defense.

Remember: The thesis is not meant to be the masterpiece of your career, the best and last book you will ever write. We expect it to be the first book you will write, with plenty more to follow. So while it is important to write the best thesis you can, do not put artificial pressure on yourself to make it perfect.

If we have done our job right, you are still evolving as a writer, expanding your vision and ambitions. Typically before seeking publication, an MFA graduate spends the next year or two polishing the thesis into a book, even doing extensive revisions that didn't occur to the writer during the thesis semester.

Questions about thesis length? See the section above: Thesis Proposal, Advisor, and Committee.

THESIS RESPONSIBILITY

The student's thesis responsibilities.

• Hand in thesis proposal and writing sample as directed.
• Meet with director as appropriate to formulate project and discuss progress.
• Hand in a completed draft of the thesis to your director no later than November 15 (for fall graduates, May 15).
• Make the appropriate revisions.
• Follow through on the two-part thesis defense:
• A private discussion (the actual oral defense) with your thesis committee. The committee will discuss your work, pose questions, engage you in a conversation about your craft, and will possibly review your MFA exam with you. In any case in which the student receives conflicting advice for revision from different committee members, the judgment of the thesis director should prevail.
• Participate in a public reading of thesis work with other graduating MFA students.
• Bring a printed thesis cover page to your defense for your committee members' signatures.
• Finish all revisions and submit the correctly-formatted pdf of the thesis to the Graduate School by the final deadline.
• Follow all guidelines (further below) for deadlines, thesis draft formatting, and the final PDF electronic copy.

The Thesis Director's Responsibilities

• Review thesis proposal and approve it when appropriate.
• Meet with the student to plan thesis semesters.
• Meet with student as appropriate to discuss progress of manuscript.
• Provide substantive individualized practical commentary (due by December 15).
• Schedule Part 1 of the thesis defense.
• Chair Part 1 of the thesis defense.
• If the thesis defense passes, supervise signing of student's final pages by all members of the committee. If the defense does not pass, meet with student and MFA coordinator to discuss options.

The Thesis Committee Readers' Responsibilities

• Read the thesis draft and make appropriate suggestions for revision, either written or orally, at the defense. You need not read subsequent drafts of the thesis.
• If you have a serious problem with the overall quality of the manuscript, or any other substantial reservations, contact the thesis director immediately.
• Be present for both parts of the thesis defense, and ask questions during Part 1.
• At your discretion, you may discuss the thesis manuscript with the student.
• In any case in which the student receives conflicting advice for revision from different committee members, the judgment of the thesis director should prevail.

Thesis Submission Format

The Graduate School provides a Thesis Guide online for all graduate students. This thesis information page also includes thesis requirements, forms, and deadlines. You will need to consult this guide in order to format your thesis so that is approved by the Graduate School.

Students may find sample prose and poetry thesis templates in the Shared Documents of our departmental web archive in SharePoint . We strongly recommend you use these templates to build your thesis front-matter.

Abbreviated list:

Thesis Requirements—Email to Graduate School:

• signed format approval sheet (DocuSign)
• formatted thesis first draft, with cover page that has typed names above line ( no signatures )
• ETD permissions form
• final pdf of thesis (after Grad School approved the formatting); —also email to Lisa—
• separate pdf of thesis cover page, with committee signatures

The Graduate School requires students to submit theses in electronic PDF format. See the Thesis Guide .

The formatting/submission process:

• You'll submit to the Graduate School a draft copy (pdf) of your thesis for initial format approval, by the due date , along with the format approval sheet .
• Graduate School will email you to okay your formatting, or to notify you of needed changes.
• your final electronic thesis in pdf form, by the due date
• the ETD (electronic permissions) 'Submission' form (more info below)
• your committee-signed thesis cover page, by the same due date.

More about the thesis cover page:

• Your thesis pdf (draft & final copy) needs a cover page for titling formality. This cover page will not have signatures, but will instead have your committee members' names typed above the line in place of the signature. (Sample front-matter thesis format templates are available in SharePoint for poetry and prose, and the no-signature version of the cover page is already set up for you within that template.)
• IMPORTANT: You must first download the pdf, then open the file from the FOLDER LOCATION on your computer—not within the tab/window on your screen. Yes, this means opening the actual Downloads folder on your computer.
• If you shortcut this, the formatting won't be correct and your committee members won't be able to sign. You should see red lines around the text boxes (not just light blue text boxes).
• Don't see red lines? Email Lisa and ask her to email you the "pdf of the signatures-version of the thesis cover page."

**If you are opting to print out a thesis cover page to collect signatures manually, your committee members' names should be typed in below the signature line. Make sure you are using the Grad School's required thesis format; see their Thesis Guide .

The Graduate School will take care of submitting your electronic thesis to the Library for posting to the electronic-archival server. Want to see other online theses that have been submitted? You can access past theses (since 2008) —you have to be on campus though. Here is the link to access theses ; type/select Creative Writing as the Department.

Randall Library thesis requirements give more information about permissions, as well as information about getting a personal copy of your thesis .

Visit the Grad School's Thesis page for more information regarding the ETD submission form . (Generally speaking, CRW recommends, on the ETD form, selecting <Option 2> and <indefinitely> . This designation will release your electronic thesis, for an unlimited time, for UNCW-wide access only.)

Thesis Defense

All MFA students must defend their thesis in two sessions. Part 1 consists of a one-on-three discussion, or "defense," with your thesis committee. Part 2 is a public reading of your work given with several other graduating MFA students, to be followed by a reception, sponsored and publicized by the Creative Writing department.

Your thesis director will work with you to schedule Part 1 of your defense. Your director will not allow you to schedule this part of your defense, however, if your thesis is not considered to be of passable quality.

The Department of Creative Writing has set that thesis defenses for spring graduates must be completed between March 1 and April 15 (for fall graduates, between October 1 and November 15).

Part 2 of the defense—your public thesis reading and reception—will be scheduled by the department, typically in the final semester.

Exam, Thesis, Graduation Checklist

• CRW Forms and Thesis Deadlines
• Graduate School Thesis/Graduation Forms and Deadlines

Here is an abbreviated checklist for your final semesters. See the sections above for more details.

• After you have a thesis committee, submit the thesis proposal by the deadline one year prior to graduation and one semester prior to taking the MFA exam. (Even if you are considering delaying graduation, you should submit a thesis proposal at the end of your second year of study.)
• Submit the Intent to take MFA Examination Form, and take the MFA exam in the semester before you graduate.
• If you plan to graduate in the spring, a draft of your thesis must be submitted to your director no later than November 15 (for fall graduates, May 15)
• Follow the procedures and file all necessary forms for graduation in your final semester by the due date.
• Work with the Graduate School to assure appropriate thesis format. Use the Graduate School's thesis guide .
• Submit your formatted thesis draft and thesis abstract to the Graduate School for approval by the deadline.
• Follow the Department of Creative Writing process for the two-part thesis defense.
• Bring a printed copy of your thesis cover page to your defense for your committee members' signatures.
• Finish all revisions and submit the correctly formatted copy of the thesis via email to the Graduate School (—and copy Lisa—) by the final deadline .

DEPARTMENTAL POLICY ON EARLY GRADUATION

Though the MFA program is designed to allow students to complete the MFA degree in three years, occasionally a student will work toward an early graduation. Should this be your choice (for financial or personal reasons), understand that while we will all work toward helping you achieve this goal, it may mean that you will need to be more flexible than other students when it comes to course selection and thesis committee assignments.

While our main concern in offering Graduate Teaching Assistantships is to help support our graduate student recipients, we also have a responsibility to the undergraduate students who are served by courses assigned to our GTAs. Since our department invests a great amount of energy in training our GTAs, it is imperative that a teaching assistant fulfill the duties of the position for three entire academic years.

Thus, as a matter of both necessity and professional courtesy, should a GTA wish to graduate in the fall of the third year, that GTA must notify the MFA Coordinator of his/her intent as soon as the decision to graduate early has been made, and must surrender his/her assistantship no later than the end of the second year.

Delayed Graduation & Leave-of-Absence

The MFA program is designed to allow students to complete the MFA degree in three years. However, a student will occasionally find it necessary to delay the thesis defense and graduation. UNCW's Graduate School requires that you complete the degree by the end of five years, maximum. Any decision to delay defense and graduation should be made in conjunction with your thesis director.

If you postpone your thesis defense by more than two semesters , your thesis committee is subject to change. In addition, even if you postpone your defense by only one or two semesters, it is possible that your thesis director or readers may be unavailable to serve, and substitutions on your committee will be necessary.

If you are considering postponing your defense and graduation, please thoroughly review the departmental policies concerning the timeframe for exit requirements —the MFA thesis proposal, the MFA exam, and the MFA thesis reading and thesis defense— and consult your thesis director and the MFA coordinator, to ensure you understand how these policies apply to your situation.

You must be enrolled in the semester in which you graduate . See information about GRC 600 . Please also review the MFA Handbook landing page for exit requirements. If you decide to delay graduation, there is a 'request to delay' form you will need to submit to report your intended timeline. If you decide to take a Leave of Absence, there is a different form you will need to submit to report your intended return date. If your leave will delay your graduation date, you will also need to submit the 'request to delay' form.

RE-ENROLLMENT AFTER a 2+ Semester ABSENCE

An MFA student who has been absent (not enrolled) for more than two semesters, who has completed all coursework and needs only to defend the thesis in order to graduate, must do the following: Resubmit to the MFA coordinator an updated thesis proposal (including writing sample) by a date no later than one month before the end of the semester prior to the semester in which the student seeks to defend and graduate. The proposal should indicate how close the manuscript is to completion.

The thesis proposal will be reviewed by MFA coordinator and graduate faculty. If proposal is of defendable quality, the MFA coordinator will assign the student a new thesis committee, which may or may not include faculty previously assigned to this student.

If proposal is rejected, a student who is still within the five-year graduation limit may re-enroll, but may not graduate in the upcoming semester. The student will receive notification of the thesis proposal's acceptance or rejection prior to the start of the semester in which he or she seeks to re-enroll.

Graduate School Five-Year Rule

If an MFA student (1) has exceeded the Graduate School's five-year limit for completing the degree; (2) has not been enrolled in either thesis hours or CRW coursework for at least two semesters; and (3) has not been granted a leave-of-absence by the MFA coordinator prior to becoming inactive; the student will not be re-admitted to the program except by re-applying (submitting full application) to the Graduate School. In order to receive a leave of absence, the student must complete the appropriate paperwork and submit to the Graduate Coordinator.

Ordinarily it will be the policy of the Creative Writing department not to endorse or grant extensions on the above five-year limit except (1) in cases where medical leave-of-absence has been granted in advance by the MFA coordinator; and (2) in cases where the student has finished all coursework but has been continuously enrolled in thesis hours or in GRC 600, Continuous Enrollment.

In the event that an extension is granted to the five-year rule and a student is readmitted to the program, any previous UNCW coursework taken outside the five-year limit will be reviewed by the MFA coordinator in order to determine whether and how it will count toward the degree.

LETTERS OF RECOMMENDATION

In your final year of the MFA program, you will be asking your professors for letters of recommendation. As a rule, faculty are happy to do this. We want you to succeed at the next level of your ambition.

But there is a protocol about how to get letters from your faculty without abusing their time and goodwill. The protocol also makes it more likely that the letters will get written and reach the people they need to reach in a timely fashion.

• If you have not already done so, set up a dossier -either with UNCW Career Services or independent portfolio services such as Interfolio. In some cases, this will cost you a fee up front and a nominal fee each time you request that your dossier be sent to a university, employer, etc. The dossier itself consists typically of college and/or grad school transcripts, letters of recommendation, and anything else that has to be handled "blind"- that is, by a third party to ensure its integrity and authenticity.
• Once you have set up your dossier, select which professors, employers, or colleagues (if you are already functioning as a professional) to ask for letters. To ensure the best possible references:
• Be sure the letters come from people whose credentials are relevant to the purpose of the letter; in other words, a letter from your minister or a family friend most likely won't help convince a potential employer to hire you—but strong letters from writing professors or visiting writers might.
• Make sure the person you ask to write the letter will write a strong letter—it's no good having a Pulitzer Prize winner write a letter in which he or she just says, "So-and-so was in my class." That can be worse than no letter at all. And a professor with reservations about your work or attitude has the obligation to express those to his or her colleagues at another university. So ask the recommender honestly if he or she can write you a favorable letter. If not, then thank him or her and try someone else. You're better off knowing this up front (much as it may disappoint you or hurt your feelings) instead of having a letter floating around in your file that will torpedo your chances.
• Once you have chosen your recommenders and they have agreed to write positive letters on your behalf, do the following:
• Fill out all forms completely before you forward them to recommenders.
• Provide each with a readable resume or short list of things you have accomplished-including the class which you completed with that professor. Your recommenders may have taught hundreds of other students in the intervening years, and you want specifics in the letter which may have faded from the instructor's memory over time.
• Provide a stamped and addressed envelope, along with any necessary forms to attach. The letter will go directly to the university where you are applying, not to you, except in rare cases. If the letter is sent to you to enclose in your application packet, it will have the recommender's signature across the back of the envelope. Do not open! This is meant as a confidentiality measure; the letter is not meant for your eyes. Though many recommenders routinely show their letters to the candidates they concern, this is the recommender's choice. He or she has done a professional service for you-written a candid assessment of your abilities and performance. You should already know you can trust it, or you shouldn't have asked for it.
• Given a choice between "Waive right to see letter" and "Do not waive right to see letter," always waive the right. Otherwise, your recommender and the person who gets the letter might feel you don't trust your recommender and wonder why.
• Give your recommenders enough time to write their letters. Remember, dozens of other graduates, former students, and colleagues ask for letters each semester. Allow at least a month. A week before the letter is due, give the recommender a gentle reminder and a way to contact you if he or she has misplaced the original form. Do not wait to ask until after the deadline has passed (unless the university or employer has requested you to trace the letters and you are still under consideration). Normally, by then, it is too late.

Our department routinely offers panel discussions and informal Q & A sessions conducted by faculty on how to apply for academic jobs and other post-graduate career-related matters. If you are graduating, you should not consider these sessions optional.

MFA Milestone #3 Thesis Defense

Scheduling Thesis Defense: Thesis defenses can occur in person or virtually. It is the student’s responsibility to schedule their defense with their chair and committee members. Students should confirm the date with their chair, then reach out to other members of their committee. As soon as the defense is scheduled, let the MFA Program Coordinator know the day and time; they will help reserve a room, if needed. Defenses may take place throughout the year but remember, faculty are generally unavailable during the summer and over the winter break. Timing should be discussed with the thesis chair. Students are encouraged to schedule their defenses as far in advance as possible. There are advantages to not waiting until the final semester to defend as one will have more time to incorporate input on revisions and advice for publication that come out of the defense. To ensure a May 2024 graduation, the thesis defense must occur by the April 2024 deadline. Defenses that take place after the deadline will have a September 1, 2024 graduation date.

Distribute Manuscript : The final manuscript, including the introduction, must be submitted to all members of the committee at least two weeks prior to the scheduled defense. The introduction is mandatory for the defense, but optional for submission to the Graduate School. Students should speak with their thesis committee chairs for questions regarding the introduction. The manuscript should be paginated, include a table of contents, and single-sided. A prose thesis should be double-spaced with one-inch margins in a 12-point font. The thesis is distributed in hard copy by the student to the members of the committee.

Thesis Signature Pages : Prior to a student’s scheduled defense, the MFA Program Coordinator will send all committee members an electronic copy of the thesis signature page via DocuSign. All members must digitally sign after the defense. The MFA Program Coordinator will submit it to the Graduate School when all  required signatures have been received. Please note: The submitted thesis must include a blank signature page. The MFA Program Coordinator will email students this page before their defense.

Thesis Defense : The thesis defense is the time when students will meet with all three of their committee members to talk about the manuscript they’ve written. It will be similar to a long, thorough workshop of the manuscript. Defenses are generally scheduled for no more than two hours. Assuming a positive outcome, the MFA Program Coordinator will send a formal confirmation of the successful completion of the defense of to the Graduate School.

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Questions Not Asked During My MFA Thesis Defense

By laura maylene walter.

How many seconds of uncomfortable silence did you allow to pass whenever someone outside the program asked what you’re studying in graduate school? In what ways did you then try to qualify why, exactly, you would pursue a master’s degree in the field of creative writing?

What was your strategy for dealing with the crippling shame you experienced every time you compared your graduate assistant stipend paycheck to the paycheck you’d earned at your previous job?

How many times did you realize, upon returning from the bar, that you are no longer twenty-two and cannot keep up with your cohort? Did you change your behavior after these realizations? Why or why not? Explain yourself, please.

How much weight did you gain during your two years in the program? Was this weight gain primarily due to a) too many pints of cheap beer at the bar; b) a constant stream of boxed wine purchased on sale at Kroger; c) your late-night ritual of stress eating half a loaf of bread; or d) all of the above?

Defend your behavior in the writing workshop. Just all of it. Go.

What was your avoidance strategy when you ran into your undergraduate students at the rec center?

If you were given an MFA re-do, what changes would you make the second time around? Feel free to organize your responses into the following categories: cohort drama, late-night fried bar foods, terrible story drafts, ill-advised workshop comments, and alcohol consumed.

Now that you’re about to graduate, please explain how you intend to deflect the following questions: “So what’s next?”; “How’s the writing going?”; and “What do you do?”

Please draw a picture depicting how you envision life after the MFA . Acceptable responses include drawing nothing but a huge frowny face or coloring in the paper entirely with black ink. Unacceptable responses include sketching a succession of question marks that increase in size and desperation.

When applying for non-academic jobs in the future, will you include the MFA on your resume, or will you leave it off and just pretend none of this happened?

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MFA Thesis Discussion Information

In preparation for your MFA Thesis Defense, please complete the following form and return it to the department as soon as possible. All details are required for the department to prepare for your defense to take place:

MFA Program Handbook

Always refer to the MFA Handbook for the official department policies and procedures.  If you do not find the answer to your question(s) there, please contact MFA advising ( [email protected] ) for guidance.

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Creative Writing Program

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• Good Standing

1000 E. University Ave.

Laramie, WY 82071

Phone: 307-766-3269

Fax: 307-766-3189

Email: [email protected]

To earn the MFA degree, we ask that students produce and shape a significant body of work, accompanied by an artist's statement.   While University of Wyoming graduate student forms employ the more conventional term "thesis," we encourage a language more suited to the ways in which writers actually discuss their own projects. By framing your work in these terms, we hope to encourage a more flexible, rangy, and expansive understanding of the writing goals you should set for your time in the program. To avoid confusion when it comes to university forms, we'll use the university's terminology for describing your committee ("thesis chair," etc), and we'll call the sum of your body of work and artist's statement "the thesis."

The Body of Work

In close consultation with the thesis chair (and typically with input from some or all other committee members), the student will assemble a body of work for presentation to the full committee. The body of work can include writing in various stages of progress and revision, although each piece should be far enough along that it has a genuine sense of necessity, shape, and promise. At least some portion of the body of work should be polished, finished writing. The body of work may include writing in more than one genre. A student might assemble a wide variety of pieces for the body of work, or might present a more singular manuscript (a novel, a nonfiction book project, etc). It is the responsibility of the thesis chair to approve the final body of work before it is sent to the full thesis committee prior to the student's defense.

The Artist's Statement

In the artist's statement, the student should both explain what decisions lay behind the assembling of the body of work, and bring the body of work into a coherent experience for the thesis committee. While the body of work need not be made up of thematically-linked pieces, the artist's statement should find a persuasive way to explain why these particular pieces were assembled together, and what they demonstrate about the writer's growth and/or goals for the work. The artist's statement should demonstrate the student's deep understanding of the genre(s) in which the student writes and the particular genre elements the student employs. It can include discussion of the writer's influences, process, aesthetic, and future goals for the material; it can express the questions the student wishes to ask through her/his creative work. The style, language, and form of the artist's statement is up to the student, but it should present a rich and articulate understanding of the body of work and act as a basis for the discussion at the student's defense. The artist's statement should be a minimum of 10 pages long.  It should be placed at the end of the defense draft, after the body of work, not before.

Here are some successful examples of artist's statements by previous MFA students.

Minimum Page Expectations (inclusive of artist's statement):

Prose thesis: 100 pages minimum, 150 pages maximum

Prose/poetry hybrids: 60 pages minimum, 150 pages maximum

In general, students should expect that they will produce a substantial amount of writing during their time in the program, and that not all of those creative efforts will be included in the final form of the body of work.

The Thesis Committee

The thesis committee is made up of a chair drawn from the Creative Writing faculty; a second reader typically drawn from the Creative Writing faculty (including adjuncts), and an “external member” (third reader) drawn from outside the Creative Writing Program. Sometimes a fourth, optional member is added to the committee when a special expertise is desired (in such cases, the fourth committee member may be a UW faculty member or someone from outside campus). Part-time writers in residence may also serve as fourth committee members.  Students are discouraged from using Creative Writing faculty members as fourth committee members, and should only expand the committee to four members if special expertise, or work with a part-time writer in residence, is particularly advantageous to the thesis project.  Thesis committee formation guidelines are set by Academic Affairs.

Eminent Writers in Residence may at times be available for thesis committee membership. Through a consortial agreement with Utah State University, members of their creative writing faculty may be able to join MFA thesis committees here.

Students may work with faculty both in their primary genre and outside of it. If a student wishes to present a thesis that includes writing in more than one genre, the committee should be composed so that expertise in each genre in represented.

Students should wait until April of their first year to approach faculty regarding thesis committee membership. Faculty members who are unfamiliar with a student's work may ask the student for a recent writing sample before making the decision to serve on that student's committee.  Chairs and second readers ideally are selected before the end of the second semester; external committee members are typically selected during the third semester.

The student will work most closely with the thesis chair to establish a thoughtful schedule for production and discussion of drafts and revisions, and for assembly of the body of work and artist's statement.  Second readers are often deeply involved in most stages of the student's work. The external member (and optional fourth reader) most typically join in discussion of the student's work very close to the end of the thesis process. The student can and should explicitly negotiate with each committee member the scope of their involvement in the thesis process. It is the student's responsibility to keep the committee apprised of their progress and to give reasonable notice of any change to the thesis schedule.

In the fourth, final semester, students should not ask MFA faculty members outside of their thesis committee to read their manuscript (in order to allow faculty members to give their undivided attention to their thesis students).

If a student wishes to change the membership of the thesis committee, they should consult with the MFA director regarding appropriate process.

Planning the Thesis Schedule

**Please note: This is the typical thesis schedule for full-time students. Part-time students will of necessity follow a different time-line.

Second Semester: During the second semester of study, plan to meet with the MFA director to discuss your preliminary plans for the body of work and to identify a possible thesis chair.  Faculty members can be approached beginning at the start of April, and not before, regarding thesis service. By the end of the second semester, you should have chosen a chair (and typically your second reader as well), worked out a brief description of your goals for the body of work, and designed a plan for writing and revision during the summer and into the second year.

Third Semester: Early in the third semester, you need to finalize the full membership of your thesis committee. The thesis chair should consult closely with the student in identifying potential thesis committee members. When the membership of the thesis committee is finalized, the information will be recorded in the MFA program's Record of Thesis Committee form and the Thesis Committee Assignment form for the University of Wyoming.  You should also meet with your thesis chair early in the third semester to discuss the summer's writing accomplishments and to plan for the second year. Students must also submit the university's Program of Study form by the end of the third semester.

Fourth Semester: During the fourth semester, the student is focused on revisions of materials assembled in the body of work and of the artist's statement. The student will consult with the thesis committee, particularly with the thesis chair, regarding preparations of materials for the defense (see "The Defense and Public Reading"). The student will follow university graduation processes regarding filing of forms, payment of graduation fees, and uploading of the thesis (see the Graduate Education page for details).

On rare occasions (see Good Standing ), a student may with permission of the MFA director and thesis chair extend the writing of the thesis beyond the fourth semester. If a student exceeds the original time-line given for the thesis, committee members have the right to step down from the committee.

The Defense and Public Reading

MFA degree candidates are required by UW to schedule and hold a defense and a public reading before graduation. The thesis chair, typically in consultation with other committee members, will determine when a student's body of work and artist's statement are ready to defend and will inform the student when to go forward with the scheduling of the defense. The defense will consist of an intensive discussion with the full thesis committee of the body of work and artist's statement; if the student is passed by the committee, the student will then give a public reading at a later time.

The program strongly encourages students to defend during the regular school year. Summer defenses are not necessarily possible, as faculty members are typically unavailable for thesis work during the summer months and cannot participate. If a student is not prepared to graduate by the end of the fourth semester, a return for a fall semester defense may be required. Students pursuing the ENR double major may sometimes extend into a fifth semester in order to satisfy requirements in both programs. MFA students in this situation are welcome to defend their thesis in the fourth semester and complete ENR coursework in the fifth semester, if at all possible.

The final version of the thesis is due to thesis committee members no later than three weeks before the defense. The defense takes between 1 and 2 hours; only the student and the thesis committee may be in attendance. The typical defense looks like this:

The student may give a brief introduction to the thesis.

Following the introduction, the committee intensively questions the candidate. While the questioning focuses on the artist's statement and body of work, the committee may also ask about material from the student's coursework, about genre and influences, and about the student's future plans for the work. This part of the exam is conducted as a rigorous conversation about matters of importance to the student, about strengths and weaknesses in the writing, and about future possibilities for the material.

Once the discussion is over, the student steps out, and the committee evaluates the student's performance, the body of work, and the artist's statement. The committee then tells the candidate of its decision. At this point, the committee may, and often does, ask for modifications of the written work before forms are officially filed.

If the committee deems the student's performance and/or materials to have failed the minimum expectations of the program, the committee can require the student to produce new or revised materials and to resubmit them for a new defense. The date of the new defense will be set only after approval by the thesis chair of the resubmitted materials.

After a successful defense, the candidate will work with the MFA/English graduate program coordinator to schedule a public reading before the end of the semester. The public reading will typically include several MFA degree candidates; MFA program members and the public will be invited, as required by UW. The program coordinator will handle the formal announcements of the readings. The program coordinator schedules these readings so as not to conflict with classes and other events, and has to balance many students’ needs; please be aware that special requests to change the reading schedule or pre-select the slate of readers may be very difficult for the coordinator to accommodate. We ask for your patience and understanding.

Uploading the MFA Thesis and Completing University Graduation Requirements

After successfully completing your defense, you must upload either your artist’s statement or your full thesis. UW uploading (“electronic publication” via Proquest) procedures are available on the Registrar’s Graduate Student Graduation page . If you wish, you can use the MFA-specific uploading format approved by the Registrar's Office and available on the MFA website's forms page (see the “thesis upload template”). This specially-designed format allows you to upload just your artist's statement (rather than uploading the full thesis manuscript). Many students prefer this option, since it allows them to keep the body of work from the public eye until ready for submission to magazines and presses.

As noted above, all UW graduate students must complete the required university forms and pay the required university fees in order to formally graduate. These forms and fees are required and processed by the Registrar's office, not the MFA program. We'll help you navigate the process as best we can, but students should keep track of all forms and fees themselves by communicating directly with the Registrar's office and by visiting the Registrar’s Graduate Student Graduation page for the most up-to-date graduation information. Students who do not intend to walk at graduation must still pay any required diploma and uploading fees and must meet all university deadlines.

Outstanding Thesis Awards

During thesis committee discussion following an MFA candidate's thesis defense, committee members should consider whether the thesis being defended merits nomination for a university thesis award.

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Arts, Sciences & Engineering

Graduate Education and Postdoctoral Affairs

• Master's Defense

Preparing for a Master's Defense

A guide for graduate students preparing for a master's defense in Arts, Sciences and Engineering.

Prepare for the Defense

Selecting a defense date, international students and work visas, registration categories for defense, thesis writing and guidelines, printing and binding your thesis for defense, registering your thesis, know the rituals.

• Use PowerPoint

Public Lecture

Dress Professionally

Items to Bring to the Defense

The Closed Examination

Address Questions with Confidence

Final Corrected Copies of the Thesis

Department/program requirements prior to termination of student status, publishing your final thesis.

• Binding Your Final Thesis

Before Defense

After completing the research required for your thesis, you should inform your graduate administrator that you have started the process to prepare for your defense. A master’s thesis defense committee must include your advisor, a second faculty member from your program, and a faculty member from outside of your department. A master's thesis defense uses the same rules for committee composition as PhD defense committees . However, master's thesis committees do not require a committee chair as PhD dissertation committees do.

Please note: If the advisor is not in a student's program, the advisor still counts as a committee member within the program.

When you and your advisor begin thinking about defending, check the academic calendar for deadlines. Defenses can be held on any day the Arts, Sciences and Engineering Office of Graduate Education and Postdoctoral Affairs (AS&E GEPA) is open for business (i.e., not weekends, evenings, or holidays, or the days between Christmas and New Year’s).

You must reserve a room for your oral presentation and for your closed exam.  Check with your graduate administrator to determine who will schedule the room for your thesis defense .

Let your graduate administrator know as soon as all of the members of your committee have agreed to a specific date and time for the defense. Your graduate administrator will advise you of any program-specific requirements for the defense, as well as prepare your thesis defense paperwork. They will also help you determine who will schedule the room for your thesis defense and who will obtain the signatures for your paperwork. 

You should provide your committee members at least one week to read and comment on your thesis before the thesis defense.

Participating Via Video Conferencing

While you and your advisor must both be physically present in the room for the defense, other committee members are allowed to participate in the defense remotely via Skype or other video conferencing technology. This must be approved by the AS&E dean of graduate education and postdoctoral affairs before the dissertation is registered for defense.

We strongly recommend that international students meet with an  International Services Office (ISO)  representative. The ISO will provide information on visa options, documentation, and timelines for applying for a visa for employment in the United States.

In your final semester (the semester in which you defend), if you have completed all your credit requirements, you will register for one of the following registration categories:

899: Master’s Thesis —Non-credit bearing registration category for a master’s student who has completed all of the requirements for the degree except the thesis and is in residence as a full-time student.

895: Continuation of Enrollment —Non-credit bearing registration category for a master’s student who has completed all of the requirements for the degree except the thesis and is not in residence as a full-time student.

For more information about these categories, see the registration page .

The Dissertation/Thesis Manual  is a great resource to help you bring your thesis up to the required standard of organization, appearance, and format for the University of Rochester. While this document is specifically for PhD Dissertations, the same formatting rules apply for master’s theses. Before preparing the defense copy of your thesis, check the contents of the manual carefully to help avoid mistakes that can be time-consuming and costly to correct.

Before beginning your thesis you should consult with your advisor for your department or program’s preferred style guide (APA, MLA, Chicago).

Including material produced by other authors in your thesis can serve a legitimate research purpose, but you want to avoid copyright infringement in the process. For detailed instructions on avoiding copyright infringement, please see ProQuest’s  Copyright Guide .

You must provide copies of the thesis to your committee members. You should check with your committee members to see if they prefer printed or electronic copies (or both). Printed copies do not need to be printed on heavyweight, expensive paper unless there is the need to do so for figures and images. 

Printing and binding a thesis can be expensive. You can use the Copy Center or FedEx Office to print and bind your thesis.

“Registering” simply means that you have presented a thesis document, which you intend to defend, to the dean of graduate education and postdoctoral affairs. Your thesis must be approved as ready to defend by your advisor, as noted by the advisor signature on the  Master’s Thesis Defense Appointment Form  (this form can only be accessed by staff).

Your defense must be at least five full working days after you register. When registering, you must present a PDF copy of your thesis to the Office of Graduate Education and Postdoctoral Affairs (GEPA).

The copy of your thesis that you register will be returned to you usually within a few days before or after the defense, with possible formatting corrections that must be addressed in the final thesis.

The Defense

Below you will find suggestions to help you get ready for the defense and information to give you a sense of what to expect.

The best way to know what happens and the best way for you to prepare for your defense is to regularly attend the defenses of your colleagues. You should also speak with your advisor to get a sense of his/her specific expectations of a defense.

Guidelines for Presentations

Use PowerPoint or Other Software to Create Slides

You should prepare a presentation of the research that comprises the thesis. Your slides should encapsulate the work and focus on its most salient contributions. In preparing, ask yourself these questions: “What do I want people to know about my thesis? What is the most important information that I can present and talk about?” Here are some basic tips:

• Use text large enough to be readable by the audience (especially text from figures)
• Ensure graphics and tables are clear
• Don’t clutter your slides—if necessary, have things come up on mouse clicks
• Use spell check and proofread your slides
• Practice your presentation with your peers
• Work on pronunciation, if required
• Time your presentation to ensure it will fit the allotted time while allowing time for questions

If your defense includes a public lecture, we recommended that you do a trial run of your presentation a day or two before your defense in the room that has been booked for your public lecture. This will allow you to familiarize yourself with the space and the equipment and to address any problems that arise during the trial run.

Plan your public lecture to allow enough time for questions. Present enough information so that the audience understands what you did, why you did it, what the implications are, and what your suggestions are for future research.

The date/time/location of your defense and thesis topic are advertised to your program and beyond. Friends and family are welcome to attend the public lecture. Faculty and students in the audience are given the opportunity to ask questions.

Plan to dress professionally for the defense in the same way you would if presenting a paper at a conference or for a job interview. You will be standing for a long time on the day of your defense, which will be important to keep in mind when selecting shoes.

Essentials that you should bring include:

• Your presentation
• A laser pointer
• A copy of your thesis document
• A pen or pencil
• Something to record comments
• A bottle of water 

You will be asked to leave the room while your committee reviews your program of study, grades, and decides whether the thesis is acceptable/not acceptable. The committee decides whether members will ask sequential questions or whether each member will be allotted a specific time period for questioning.

You will be called back into the examining room and questioning will begin. After all questions have been addressed, you will be asked to leave the room while your committee decides the outcome of the exam. You will be asked to return to the room to be informed of the outcome.

• Listen  to the entire question no matter how long it takes the faculty member or student to ask it (take notes if necessary).
• Pause and think  about the question before answering.
• Rephrase  the question succinctly.
• Answer  the question to the best of your ability. If you do not know the answer, remain calm and say so in a professional way.
• Remember  that no one will know the ins and outs of the thesis and your research materials as well as you.  You  are the foremost expert in the thesis topic and  YOU know the research involved. Be positive!

At the conclusion of your defense, your committee will either determine that you have passed or failed the exam. In the event that the outcome is a failure of the exam, you may request reexamination after four months have passed. 

After the Defense

You can submit the final PDF copy of your thesis to the the GEPA Office as soon as you address any remaining comments that were brought up during the defense or noted in the registration copy of your thesis, which will be returned to you usually within a few days before or after the defense.

Each department and program has its own process for students who are ending their student status. Be sure to check with your graduate administrator to determine if there is additional paperwork that you need to complete before your student status is terminated.

The GEPA Office deposits all master's theses with the University libraries for publication. A PDF copy of your final thesis is required by the GEPA office to provide to the University libraries .

Binding Your Final Master’s Thesis

Your department may want a bound copy of your thesis. Please check with your graduate administrator to determine this and how the cost of binding is covered. You may also want a bound copy for yourself and others.

Thesis Defense 2024: Unveiling Excellence

On April 4th (4/4/24), the class of 2024 celebrated the culmination of two years of intensive work at the annual MFA Design Thesis Defense event. The day was marked by nervous excitement as students presented their unique projects with confidence and charisma.

Before the excited audience, the design entrepreneurs transformed initial jitters into compelling narratives. Their deep understanding of their work was evident as they confidently answered challenging questions from the invited panelists.

The event was not just about presentations; it also offered opportunities for networking and discussion. During the break, boutique sandwiches facilitated casual conversations, allowing students and panelists to connect and share insights.

The diverse range of projects showcased the students’ creativity and ability to push boundaries. Their extensive research, meticulous planning, and stylish execution left a lasting impression on all attendees.

Overall, the MFA Design Thesis Defense was a testament to the bright future of design, highlighting the talent and dedication of the next generation of creative minds.

Invited panelists in attendance included: Andy Outis ‘06, Meital Gueta ‘10, Justin Colt ‘13, Tim Cohan ‘14, Tala Safie ‘18, Julia Hummel ‘22, Joe Marianek, Johnson Tang, Perrin Drumm, Willy Wong