I remember feeling blindsided by thesis talk my junior spring. I was in the middle of my second JP—I didn’t have a topic, an adviser, or any idea where to start. But I knew I needed to start my research in the summer before senior year. If I had learned anything from my JPs, it was that I would need all the time I could get to complete a research project of this scale.
Juniors: whether you’ve already applied for thesis funding or haven’t yet thought about your thesis at all, now is the time to make a summer thesis plan. Remember: every hour you invest over the summer is an hour saved during the semester, when you’ll be back to balancing coursework, job/grad school applications, and extracurricular obligations.
As I prepare to submit my thesis this month, I’ve thought back to my own junior spring and collected five things I wish I’d known before my thesis summer:
My most recent post focused on gearing up towards your senior year and finding a thesis adviser. I decided to continue this mini “preparing for your senior thesis” series by providing some tips on funding your research! The infamous senior thesis is such a daunting thing to think about as a junior because it is not always clear how early you should begin to plan for it and what steps you should take. At the beginning of the year, I attended an information session through the Woodrow Wilson School regarding thesis research funding. During that meeting, the speakers told students that they should start working on applications for funding as soon as possible if they wanted to receive money for their endeavors.
Working on my thesis over intercession, I found myself thinking about language. As anyone who has studied a foreign language likely knows, there are few substitutes for immersion. If we really want to learn a new tongue, be it French or German or Turkish or Spanish, we should spend as much time and mental energy as possible thinking about it. In this post, I suggest that there’s a transferrable lesson for thesis writers here.
For this year’s Spring Seasonal Series, entitled Post-Princeton Life: The Experiences of PCUR Alumni, each correspondent has selected a PCUR alum to interview about what they have been up to. We hope that these interviews will provide helpful insight into the many different paths Princeton students take after graduation. Here, Raya shares her interview.
Teaching, travel, Congress, the Writing Center, political theory, Yale! Former PCUR chief correspondent Isabelle Laurenzi graduated from Princeton in 2015 with a degree in Religion. She has since gone on to pursue an array of adventures and projects. Most recently, Isabelle completed her first year of a Ph.D. program at Yale in political theory. For our seasonal spring series, I caught up with Isabelle to learn more about her time at Princeton and explorations after. In our conversation, Isabelle and I connected over our shared interest in interdisciplinary studies and the joy of pursuing one’s interests through varied avenues.
I went to Paris! Not just for fun—although it’s a dope city—but to get some thesis research done to narrow down a topic. In the first part of this series, I mentioned how I submitted an application for funding to research advertisements in museum archives and libraries in Paris. My goal was to narrow down the initial research question I had at the very beginning of my research process: how Public Service Announcements (PSAs) subvert the capitalist practices within traditional commercial advertising. My goal was to see the advertisements that inspired the French theorists I’ll be drawing from in my thesis. But, alas, there was one problem—when faced with an entire archive of advertisements, where do I even begin??
I spent most of my time at the Bibliothèque Forney, a library specializing in design and the decorative arts. I emailed ahead of time to speak with one of the librarians, who wanted to get a sense of my argument and which advertisements he could direct me into researching according to my response. After explaining my general thesis topic and the research I had done in my previous two JPs (pro-tip: explaining a thesis topic in a foreign language is a good marker for how well you understand it—or rather how much you don’t), he responded bluntly: “You really need to narrow this down.” My face fell. That’s exactly what I was trying to do, the very reason I was in that library. I didn’t have a corpus of ads, which is what I was in search for in Paris. I had kind of hoped to look at a vast layout of ads and just be naturally drawn to an era, a medium, a theme, or product, but I quickly realized it was far too unrealistic to be able to survey three hundred years of French advertisements and just hope that a few of them would speak to me so I could write eighty pages about them. The librarian asked me how much time I had to write my thesis, suggesting one to two years, and I chuckled, slightly panicked, and said “six months.”
Every department offers wonderful opportunities. For instance, departments offer seminars, special lectures, opportunities for internships or grants, study abroad programs, amongst other things. But to take advantage of these opportunities, it is important to know your department well. As a sophomore, one of the biggest challenges for me this year has been familiarizing myself with my own department, chemical and biological engineering (CBE).
In this post, I will provide some tips on how to get to know your department by describing how I engaged with CBE.
This is it. After an R3, two JPs, and the countless research papers in between, I’m expected to craft the 15,000 to 20,000-word magnum opus of my Princeton career. And I have to say, I still don’t really know how it’s all going to go down.
There’s something I like to call the “black box” of every Princeton student’s research career. You’re given a massive independent research project to undertake, then some wizardry happens in Firestone, a lab, or studio, and voilà everything is complete! This second “magical” step is the black box: no one from the outside can see what goes into the project’s actual assembly. We only see stress as a side effect of this mystical process, and then a final product. Throughout the year, I hope to demystify this black box by revealing my own thesis-writing process: the highs, lows, brainstorming, writing, and of course, the research.
So what does writing my thesis look like in its initial stages? Right now I’m still brainstorming and narrowing down my thesis topic, which will be about how Public Service Announcements (PSAs) subvert the capitalist practices within traditional commercial advertising, using some French theory as a lens (shout out to the Department of French and Italian!). Fortunately and unfortunately that’s a broad topic with nearly infinite directions, so I’m working on figuring out more specific direction.
I’m beginning this process by looking at my JPs, which also dealt with my thesis topic, but used a small number of specific examples. Both papers were divided into sections where I argued different points, and while re-reading them, I’m treating each section as if it were its own paper related to my thesis. I’m asking myself questions like: Assuming I had ten more pages to write for each section, which other theories could I incorporate to corroborate the arguments I was making? How can I specifically incorporate the topic of capitalism? How would different theorists critique my arguments, and how can this inform a strong rebuttal?
I’ve gotten to the point with my thesis at which I’m both writing new content and struggling to edit the ever-expanding volume of work I’ve already written. At times, this seems like an insurmountable task. How am I supposed to finish editing my literature review while also doing the data collection and drafting of my main chapters of my thesis?
In between classes, extracurriculars, and my Spanish and Portuguese thesis, I’ve spent the last year developing a new musical that runs Thursday May 11 through Sunday May 14 — Beautiful Girls: A Musical Playdate. Developed with two other theater certificate students, the play uses music by Stephen Sondheim to explore themes of friendship, queerness, and identity, and how all of these can and cannot be distilled in the clothes we wear. Looking back on this yearlong project, I realize it has helped me reconnect with what makes both research and creative work so fulfilling: the freedom to explore, improvise, and think beyond what has already been made.
When we started the project, we knew just a couple things about the show: 1) There would be only three actors: the three thesis students. 2) We would use songs by the versatile composer Stephen Sondheim. 3) We would queer this material by performing songs from a number of Sondheim’s shows, regardless of each character’s gender, personality, or “type.”
At our first production meeting, Vince, the music director, suggested it could be wildly fun to put our own mark on each song: adding voice parts to solos, layering different songs on top of each other, or even changing musical styles. This would require weekly sessions for musical improvisation. Rather than calling these “music rehearsals,” which implied some sort of set music to learn, we decided to call them “musical playdates.”
This semester, each PCUR will interview a Princeton alumnus from their home department about his/her experience writing a senior thesis. In Looking Back on Undergraduate Research: Alumni Perspectives, the alumni reveal how conducting independent research at Princeton influenced them academically, professionally and personally. Here, Dylanshares his interview.
When I learned that Shayla Reid ’15 was in New Jersey for her winter break, I jumped on the opportunity to interview her for this blog. She currently works as a Fellow through Princeton in Africa at Young 1ove, an organization in Gaborone, Botswana that implements health and education programming for youth. A Spanish and Portuguese concentrator at Princeton, she was one of the people who convinced me to major in the department. And now, as I began to write my own thesis, I was excited to get her insights.
Shayla’s thesis — “Mulher como protagonista”: Women’s Experiences with Parto Humanizado in São Paulo, Brazil — dealt with childbirth in Brazil, particularly the country’s high C-section rate. Though surgical intervention is only necessary when complications arise, in Brazil nearly 60-70% of all births in public hospitals are C-sections, and upwards of 90% in private ones. Though she was interested in the cultural reasons behind the high C-section rates, she also sought more personal experiences. Thus, as a Princeton Brazil Global Fellow, she spent the summer of 2014 in São Paulo. Paired with an adviser at the local university, she began to visit women’s health groups, interviewing women to see how they navigated the health care system in order to achieve fulfilling childbirth experiences.