does thesis have reasons

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

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How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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Thesis statement tips: helpful hacks for how to write a thesis for academic essays.

Jerz >  Writing > Academic     [ Argument | Title  | Thesis |  Blueprint  | Pro/Con | Quoting |  MLA Format ]

• Precise Opinion : the book challenges a stereotype (a good thesis is debatable, so a good paper would also cover ways that this book perpetuates this same stereotype)
• A strong blueprint would hint at why these three details add up to support the thesis statement.
• A less impressive blueprint might simply list the main points the essay will cover.

There is nothing magically “correct” about a thesis on challenging a cultural stereotype. Instead of claiming that a book “ challenges a genre’s stereotypes ,” you might instead argue that some text “ provides a more expensive but more ethical solution than X ” or “ undermines Jim Smith’s observation that ‘[some quote from Smith here]’ ”. (Don’t automatically use “challenges a genre’s stereotype” in the hopes of coming up with the “correct” thesis.)

A more complicated thesis statement for a paper that asks you to demonstrate your ability engage with someone else’s ideas (rather than simply summarize or react to someone else’s ideas) might follow a formula like this:

For a short paper (1-2 pages), the thesis statement is often the first sentence. A complex thesis statement for a long paper may be part of a thesis paragraph. But it’s hard to go wrong if you put your thesis first.

Useful Formulae for Thesis Statements

If you’re not sure whether you have a good thesis statement, see whether you can fit your ideas into one of these basic patterns.

If you are just starting out, and you are still developing an original, evidence-based claim to defend, a simpler formula is probably best. Once you have done the research, and you understand the subject, then a formula like the following won’t look like random words; it will suggest a way to frame a nuanced, complex argument that goes beyond making non-controversial factual statements.

Academic Argument: Evidence-based Defense of a Non-obvious Position

• Unlike a personal essay , which can rely on personal experience and general observations, a research paper must draw on evidence — usually in the form of direct quotations or statistics from peer-reviewed academic journals .
• You have no reason to “defend” a position unless some expert has presented credible evidence that challenges  a claim you want to make. (Finding, quoting, and engaging with that evidence is part of your task as an academic writer.)
• An academic argument is not a squabble, a difference of opinions, or an attorney’s courtroom statement. The author of an academic argument is more like the judge, who, after hearing out the best arguments in favor of various possible solutions, supports the best one. An academic argument is part of a discussion that respects multiple viewpoints (as long as those viewpoints are backed by credible evidence).

Parts of a Thesis Statement

The thesis statement has 3 main parts : the limited subject , the precise opinion , and the blueprint of reasons .

1. Limited Subject

Make sure you’ve chosen a subject that meets your instructor’s requirements for the assignment. (It never hurts to ask.)

2. Precise Opinion

The precise opinion gives your answer to a question about the subject. A good precise opinion is vital to the reader’s comprehension of the goal of the essay .

3. Blueprint of Reasons

A blueprint is a plan. It lets the builder know that the foyer will be here, the living room will be to the east, the dining room to the west, and the family room will be north.The blueprint of an essay permits you to see the whole shape of your ideas before you start churning out whole paragraphs.While it’s okay for you to start writing down your ideas before you have a clear sense of your blueprint, your reader should never encounter a list of details without being told exactly what point these details are supposed to support. (For more details on the reasoning blueprint, see Blueprinting .)

If your thesis statement introduces three reasons A, B and C, the reader will expect a section on reason A, a section on reason B, and a section on reason C.

For a single paragraph, you might only spend one sentence on each reason. For a 2-3 page paper, each reason might get its own paragraph. For a 10-page paper, each reason might contain its own local thesis statement, with its own list of reasons, so that each section involves several paragraphs.To emphasize the structure of your essay, repeat keywords or paraphrased ideas from the blueprint as you introduce the sections in which you expand on each point. Crafting good transitions is a skill that takes time and practice. ( See Transitions and Reminders of Thesis ).

Note : If you repeat your blueprint phrases and your thesis statement robotically (“The third point I want to talk about is how Black Elk Speaks accurately represents the Indian lifestyle through its direct quotes from Black Elk.”), your writing will be rather dry and lifeless. Dull writing is probably better than aimless rambling, although neither is terribly effective. |

Note : A thesis statement amounts to nothing if the paper is not completely focused on that main point . Blueprinting helps create the coherency of the thesis throughout the entire essay, which makes it a necessary part of the thesis statement.

17 Oct 2000 — originally posted by Nicci Jordan, UWEC Junior 08 Dec 2000 — first posted here. Maintained by Prof. Jerz. 13 Dec 2003 — links updated 22 Sep 2006 — moderate revisions by Jerz 29 Oct 2011 — updated by Jerz 14 June 2015 — minor adjustments

Blueprinting: Planning Your Essay A blueprint is a rough but specific  plan , or outline, which defines the structure of your whole essay. The blueprint, usually located within the thesis statement, is a brief list of the points you plan to make, compressed into just a few words each, in the same order in which they appear in the body of your paper.

Hochstein, Jordan, and Jerz Thesis Reminders A thesis reminder is a direct  echo of the thesis statement . In a short paper, the topic sentence of each paragraph should repeat words or phrases from the thesis statement.

Dennis G. Jerz Timed Essays: Planning and Organizing in a Crunch

222 thoughts on “ Thesis Statement Tips: Helpful Hacks for How to Write a Thesis for Academic Essays ”

this did not help at all

I can’t win them all.

Gibberish person may be skimming too fast. This always helps. I’m in the middle of replying to a student email on how to rework her thesis statement and I use your explanation as a clear explanation.

This has helped a lot, thank you.

I find this page helpful. Thank you!

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please I want some more examples of how to construct a very good acedamic essays

From this class，I kind of know what is thesis statement.It is a strong support of a whole passage，it can inform people of what the passage is telling，only by using a few words .It should have the keywords and a good organization to make itself brief but rich.After learning this class，I think I will be better at writing the thesis statement.Thanks

I am doing a project for my MST…but iam finding it difficult in putting up my paragraphs which needs to include my subject and limited subject…..pliz advice me on how to put up my paragraph

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I am doing preparation of ielts exam . but I faface difficulty in grammar and especially in thesis line which I confuse that what should i write in thesis line among all kinds of essay …plz tell me but should I do to improve it.

I think you should read more and write more.After writing,you can ask someone that is good at English learning to help you know what your mistakes are.

Vehicles has become a essential part of human being life. People used to bicycle but by the time mode of commute has been replaced by car .however, still in some cities people prefer to ride bicycle for travelling.

Plz tell me how can I impressive to my intro and how can I improve my writing skill

Jonu, I’d say the most important helpful thing you can do is expose yourself to English as spoken by native English speakers, talking with people who know the language well enough that they can correct you immediately, in casual conversation, when you make one of the word-level errors that only an expert user of the language would spot. There is no shortcut — exposing yourself to a language is the only way to learn it.

I happened to come across this video, which is geared towards a young audience, but is written for English language learners. https://www.youtube.com/watch?v=IqxuNrhKhMc

Hi i am doing the preparation of competitive exam , i have to write an Essay of 2500-2800 words, data should be critical and researched base, for example there is Essay on Climate change , then please tell me how i develop a thesis statement, and how we write thesis statement, is it is written in the start of Essay or in the end of introduction, some people said that thesis satement should be written in start other say that this written in end of introductory paragraph. please help me with example thanks

Rab, if you are looking for my advice on thesis statements, you have found the right page. If you have any specific questions or comments about the content of this page, I’d be happy to address them. I’ve already put lots of time into this page, and at the moment I can’t think of a way to present my advice any more clearly.

Although you did say “please,” even so, “tell me how I develop a thesis statement” is asking for quite a lot.

What is your college major or your area of professonal expertise? If I asked you to tell me, right here on my blog, what I need to know in order to succeed in a competitive exam in your field, what would you say?

If I went to a doctor and said “Tell me how to diagnose a patient,” or I went to a judge and said “Tell me how to interpret the law,” or I went to an artist and said “Tell me how to be creative,” do you think they would be able give me a few sentences that completely answer my question and prepare me for professional work as a doctor, judge, or artist? If they had spent years as students learning their subject matter, and additional years teaching or writing a textbook on their specialty, they might be very good in their professions but I’d bet they’d all find it tough to answer such a question in any meaningful way.

I won’t be evaluating your submission, so my opinion on debatable topics such as where the thesis should go won’t be of any specific use to you.

thesis statement should be the last statement in your introductory paragraph, it will consist of a short explanation as to why you are writing the essay and what is involved.

That’s certainly a valid place to put a thesis statement, jentar. If your instructor tells you to put a thesis statement in a certain place, then putting it anywhere else is risky. But it’s also possible to start with a paragraph that grabs the reader’s attention with a gripping example that illustrates what’s at stake, and then give the thesis statement in the second paragraph.

This is great stuff. I wonder if you didn’t mean expansive rather than expensive in the following sentence. “Instead of claiming that a book “challenges a genre’s stereotypes,” you might instead argue that some text “provides a more expensive but more ethical solution than X” or “challenges Jim Smith’s observation that ‘[some quote from Smith here]’” instead.

Thanks for your feedback. I’m glad you found the page useful. I really did mean “expensive” in that example, though I am simply suggesting that considering cost is worth exploring in an argument, depending on the kind of argument you are making.

I found the information to be very informative and easy to understand. Thank you

Hi. I began an essay on the topic ; reasons why pursuing college education is important. I had it started off this way… Aristotle said it best when he stated, “Education is the best provision for life’s journey.” Pursuing a college education provides individuals with career pportunities, higher income and experiences necessary in the journey of life. Please do you think I started off good or too weak? I need your help as this is a great assignment for me to make up for my mid semester examination which I was unable to attend!

Your instructor is the one who will grade the assignment, so he or she is the best source of feedback. Without knowing what grade/level you are, or what kind of class you are taking, I can’t really advise you. However, unless you have read Aristotle’s works yourself and can place that quote in its context, I would not recommend pulling a random quote from a website and using it to start a paper. The complete quote is “Education is the best provision for the journey to old age,” but what does that mean?

The word “best” means there is at least a “good” and a “better,” and that by some measurement or judgement, a third thing is “best.” What are the two other sayings (at least) that you have compared to Aristotle, and what are the two other things (at least) that Aristotle thinks are not as good provision for life’s journey to old age? Why does your opinion (on at least three different sayings, of which the best is Aristotle’s), and at least three different provisions for old age (of which the best is education) help you to answer your instructor’s prompt about the reasons for pursing a college education?

What we think of as “college” is very different from the education that Aristotle would have received (or provided). I suggest you look into ways that a college education encourages critical thinking, which is a different way of thinking than “Did I get the right answer? Will my teacher approve? What’s the secret ‘correct’ answer in the back of my instructor’s book that I should memorize and spit back?” Maybe your instructor wants you to determine for yourself whether you feel gaining a college education is worth the intellectual effort.

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Frequently asked questions

Why do i need a thesis statement.

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

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

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

Frequently asked questions: Writing an essay

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

Let’s say you’re writing a five-paragraph  essay about the environmental impacts of dietary choices. Here are three examples of topic sentences you could use for each of the three body paragraphs :

• Research has shown that the meat industry has severe environmental impacts.
• However, many plant-based foods are also produced in environmentally damaging ways.
• It’s important to consider not only what type of diet we eat, but where our food comes from and how it is produced.

Each of these sentences expresses one main idea – by listing them in order, we can see the overall structure of the essay at a glance. Each paragraph will expand on the topic sentence with relevant detail, evidence, and arguments.

The topic sentence usually comes at the very start of the paragraph .

However, sometimes you might start with a transition sentence to summarize what was discussed in previous paragraphs, followed by the topic sentence that expresses the focus of the current paragraph.

Topic sentences help keep your writing focused and guide the reader through your argument.

In an essay or paper , each paragraph should focus on a single idea. By stating the main idea in the topic sentence, you clarify what the paragraph is about for both yourself and your reader.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

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

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

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

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

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

If you’re not given a specific prompt for your descriptive essay , think about places and objects you know well, that you can think of interesting ways to describe, or that have strong personal significance for you.

The best kind of object for a descriptive essay is one specific enough that you can describe its particular features in detail—don’t choose something too vague or general.

If you’re not given much guidance on what your narrative essay should be about, consider the context and scope of the assignment. What kind of story is relevant, interesting, and possible to tell within the word count?

The best kind of story for a narrative essay is one you can use to reflect on a particular theme or lesson, or that takes a surprising turn somewhere along the way.

Don’t worry too much if your topic seems unoriginal. The point of a narrative essay is how you tell the story and the point you make with it, not the subject of the story itself.

Narrative essays are usually assigned as writing exercises at high school or in university composition classes. They may also form part of a university application.

When you are prompted to tell a story about your own life or experiences, a narrative essay is usually the right response.

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

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What is a thesis | A Complete Guide with Examples

Table of Contents

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

• Title of your thesis
• Your full name
• Your department
• Your institution and degree program
• Your submission date
• Your Supervisor's name (in some cases)
• Your Department or faculty (in some cases)
• Your University's logo (in some cases)
• Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

Table of contents

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

• Present the research topic : Clearly articulate the central theme or subject of your research.
• Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
• Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
• Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
• State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
• Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Here's a breakdown of what it should encompass:

• Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
• Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
• Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
• Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
• Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
• Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

• Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
• Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
• Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
• Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools  to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.

Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

• Is the thesis statement clear, concise, and debatable?
• Does the introduction provide sufficient background and context?
• Is the literature review comprehensive, relevant, and well-organized?
• Does the methodology section clearly describe and justify the research methods?
• Are the results/findings presented clearly and logically?
• Does the discussion interpret the results in light of the research question and existing literature?
• Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

• Is the writing clear and free of jargon?
• Are ideas and sections logically connected and flowing?
• Is there a clear narrative or argument throughout the thesis?

Research quality

• Is the research question significant and relevant?
• Are the research methods appropriate for the question?
• Is the sample size (if applicable) adequate?
• Are the data analysis techniques appropriate and correctly applied?
• Are potential biases or limitations addressed?

Originality and significance

• Does the thesis contribute new knowledge or insights to the field?
• Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

• Is the thesis formatted according to institutional guidelines?
• Are figures, tables, and charts clear, labeled, and referenced in the text?
• Is the bibliography or reference list complete and consistently formatted?
• Are appendices relevant and appropriately referenced in the main text?

Grammar and language

• Is the thesis free of grammatical and spelling errors?
• Is the language professional, consistent, and appropriate for an academic audience?
• Are quotations and paraphrased material correctly cited?

Feedback and revision

• Have you sought feedback from peers, advisors, or experts in the field?
• Have you addressed the feedback and made the necessary revisions?

Overall assessment

• Does the thesis as a whole feel cohesive and comprehensive?
• Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

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Identifying Thesis Statements, Claims, and Evidence

Thesis statements, claims, and evidence, introduction.

The three important parts of an argumentative essay are:

• A thesis statement is a sentence, usually in the first paragraph of an article, that expresses the article’s main point. It is not a fact; it’s a statement that you could disagree with.  Therefore, the author has to convince you that the statement is correct.
• Claims are statements that support the thesis statement, but like the thesis statement,  are not facts.  Because a claim is not a fact, it requires supporting evidence.
• Evidence is factual information that shows a claim is true.  Usually, writers have to conduct their own research to find evidence that supports their ideas.  The evidence may include statistical (numerical) information, the opinions of experts, studies, personal experience, scholarly articles, or reports.

Each paragraph in the article is numbered at the beginning of the first sentence.

Paragraphs 1-7

Identifying the Thesis Statement. Paragraph 2 ends with this thesis statement:  “People’s prior convictions should not be held against them in their pursuit of higher learning.”  It is a thesis statement for three reasons:

• It is the article’s main argument.
• It is not a fact. Someone could think that peoples’ prior convictions should affect their access to higher education.
• It requires evidence to show that it is true.

Finding Claims.  A claim is statement that supports a thesis statement.  Like a thesis, it is not a fact so it needs to be supported by evidence.

You have already identified the article’s thesis statement: “People’s prior convictions should not be held against them in their pursuit of higher learning.”

Like the thesis, a claim be an idea that the author believes to be true, but others may not agree.  For this reason, a claim needs support.

• Question 1.  Can you find a claim in paragraph 3? Look for a statement that might be true, but needs to be supported by evidence.

Finding Evidence. 

Paragraphs 5-7 offer one type of evidence to support the claim you identified in the last question.  Reread paragraphs 5-7.

• Question 2.  Which word best describes the kind of evidence included in those paragraphs:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

• “The United States needs to have more of this transformative power of education.”
• “The country [the United States] incarcerates more people and at a higher rate than any other nation in the world.”

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

• “The U.S. accounts for less than 5 percent of the world population but nearly 25 percent of the incarcerated population around the globe.”
• “Roughly 2.2 million people in the United States are essentially locked away in cages. About 1 in 5 of those people are locked up for drug offenses.”

Question 3. Does this evidence support claim 1 from paragraph 8 (about the transformative power of education) or claim 2 (about the U.S.’s high incarceration rate)?

Question 4. Which word best describes this kind of evidence:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

• “People’s prior convictions should not be held against them in their pursuit of higher learning.” (Thesis statement)
• “More must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.” (Claim)

Now, review paragraphs 11-13 (Early life of crime). In these paragraphs, Andrisse shares more of his personal story.

Question 5. Do you think his personal story is evidence for statement 1 above, statement 2, both, or neither one?

Question 6. Is yes, which one(s)?

Question 7. Do you think his personal story is good evidence?  Does it persuade you to agree with him?

Paragraphs 14-16

Listed below are some claims that Andrisse makes in paragraph 14.  Below each claim, please write the supporting evidence from paragraphs 15 and 16.  If you can’t find any evidence,  write “none.”

Claim:  The more education a person has, the higher their income.

Claim: Similarly, the more education a person has, the less likely they are to return to prison.

Paragraphs 17-19

Evaluating Evidence

In these paragraphs, Andrisse returns to his personal story. He explains how his father’s illness inspired him to become a doctor and shares that he was accepted to only one of six biomedical graduate programs.

Do you think that this part of Andrisse’s story serves as evidence (support) for any claims that you’ve identified so far?   Or does it support his general thesis that “people’s prior convictions should not be held against them in pursuit of higher learning?” Please explain your answer.

Paragraphs 20-23

Andrisse uses his personal experience to repeat a claim he makes in paragraph 3, that “more must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.”

To support this statement, he has to show that barriers exist.  One barrier he identifies is the cost of college. He then explains the advantages of offering Pell grants to incarcerated people.

What evidence in paragraphs 21-23 support his claim about the success of Pell grants?

Paragraphs  24-28 (Remove questions about drug crimes from federal aid forms)

In this section, Andrisse argues that federal aid forms should not ask students about prior drug convictions.  To support that claim, he includes a statistic about students who had to answer a similar question on their college application.

What statistic does he include?

In paragraph 25, he assumes that if a question about drug convictions discourages students from applying to college, it will probably also discourage them from applying for federal aid.

What do you think about this assumption?   Do you think it’s reasonable or do you think Andrisse needs stronger evidence to show that federal aid forms should not ask students about prior drug convictions?

Supporting English Language Learners in First-Year College Composition Copyright © by Breana Bayraktar is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to Write a Three Point Thesis Statement

What Is a Thesis Statement?

How to develop three points for a thesis statement, what are characteristics of a strong thesis statement.

Some aspects of writing are more challenging than others. Most high school and college students tasked with writing a thesis statement understand that it generally falls into the more challenging camp. Whether you are a skilled writer who approaches writing assignments with enthusiasm or a struggling writer who dreads them, knowing how to craft a quality thesis statement is the key to writing an effective essay or research paper.

A thesis statement is the core of an essay. It is usually one sentence, which is often placed at the end of the introduction, and lets the reader know what the essay will be about. A proper thesis will present your argument in an intriguing and confident manner.

If done properly, your thesis statement should read much like an outline in sentence form. To do this, it might preview multiple aspects of the argument that will be in your body paragraphs. Essays that are missing a thesis statement or have one that is inadequate will be harder for the writer to write and more challenging for the reader to follow and understand.

A standard thesis statement has three main components: ​ a narrowly defined topic, a claim and reasons that support the claim. ​ If you want a strong thesis statement, you need to make sure that all three of these points are included in it.

First, identify your topic and narrow it down as much as possible. Clothing, for example, is too broad of a topic for a thesis statement. You could narrow it down to uniforms, but that is still too vague to truly know what type of uniforms the essay will explore. School uniforms is an example of a narrowly defined topic for a thesis statement.

Next, make a specific claim about the topic. Your claim is basically an assertion or opinion about the topic, but it needs to be debatable rather than obvious and socially relevant rather than personal. I like school uniforms because they make me feel proud of my school, for example, is not debatable and is only relevant to you. School uniforms should be required is a better claim because it is debatable and socially relevant.

Finally, include reasons that will support the claim you made, which are basically the “because” part of your thesis statement. Most essays require ​ at least three reasons ​ to properly support a claim. The reasons should be specifically mentioned without going into further detail at the moment. The details and examples belong in your body paragraphs, not your thesis statement.

To figure out which reasons to include, identify the three main points you would like to make about your claim. These three main points essentially outline how the rest of your essay will be organized. The first reason will be the sole focus of your first body paragraph where you will use evidence and examples to support that reason. The second reason will be the sole focus of your second body paragraph, and the third reason will be the focus of your third body paragraph.

So, an example three-point thesis statement (if you were making an argument about school uniforms) would be: School uniforms should be required because they make school safer, promote school spirit and save parents money.

A strong thesis statement is one that includes all three essential components of a narrowly defined topic, debatable and socially relevant claim and reasons to support the claim. To develop a strong thesis statement, consider what you want your readers to know and why it is important.

“Zoos are bad” is an example of an incomplete and inadequate thesis statement because the claim is not very debatable and does not include any supporting reasons. It is not developed and presents no arguments.

A stronger thesis statement would be more like: “Zoos should be banned because they are unethical, they change natural animal behavior, and they pose unnecessary risks to the animals in their care.” This thesis statement includes all of the necessary components and tells the reader exactly what points will be explored and supported in the essay.

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Kristina Barroso earned a B.A. in Psychology from Florida International University and works full-time as a classroom teacher in a public school. She teaches middle school English to a wide range of students from struggling readers to advanced and gifted populations. In her spare time, she loves writing articles about education for TheClassroom.com, WorkingMother and other education sites.

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These OWL resources will help you develop and refine the arguments in your writing.

The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

How to Write a Perfect 3-Point Thesis Statement With Samples and Tips

11 December 2023

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A 3-point thesis statement is a coherent statement that integrates the three essential components of a standard thesis statement, which include a topic, an assertion, and reasons justifying the claim. Basically, the topic should narrowly define the subject. In this case, defending the claim requires writers to highlight a number of reasons. It is possible through the application of conjunctions. While formulating a working 3-point thesis statement, it is crucial to ensure that this sentence is question-focused, debatable, precise, and concise. Using non-technical language, concrete, and transpicuous words can help to improve its clarity. To make it stand out, a perfect 3-point thesis statement should be an original, specific, justifiable, and socially relevant idea derived from facts.

Description of a 3-Point Thesis Statement

A thesis statement, usually placed in the introduction paragraph, is a single statement (or two) that acts as the core of an essay. Besides, this sentence acts as a guide to readers on what essays entail, including the arrangement of ideas adopted. In this case, a strong thesis statement should precisely define the essay topic by considering a definition of the main claim, have an applicable case, and cover motivations to back up the case. Therefore, in order to answer what is a 3-point thesis statement, this sentence consolidates the three key segments, which include a subject, an assertion, and pertinent reasons to support the main claim.

Formulating a 3-Point Thesis Statement

Topic selection.

Generally, the question prompt in schools, colleges, and universities states the essay topic, and, at times, the writer is required to present a single sentence. Also, it is prudent to brainstorm on a few topics before selecting a particular theme. Basically, each argument made in an academic paper requires feasible proof. Rather than writing “democracy,” it would be wise to write “the American democracy.” Thus, the topic selected ought to be a narrow description of the essay subject.

Making an Assertion

The process of developing a strong claim begins by identifying the relationship between your idea and available information. For instance, integrating ideas, the subject, and known facts will help in formulating a viable argument. Rather than developing a personal claim, writers should make an argument that is socially relevant and easily contestable. In this case, each piece of evidence stated will aid in developing a topic sentence in the body of an academic essay. Moreover, the reasons highlighted in the paper and the order of ideas adopted in segments determine the number and arrangement of the body paragraphs.

Support Inclusion

The last part of a 3-point thesis statement involves providing reasons to back up your opinion. In particular, the application of conjunctions, such as “because,” “as,” “due,” “although,” and “since,” helps in integrating a claim and justification. Then, highlighting shreds of evidence can be helpful, especially in determining the extent to which writers will expound their claims. In this case, this attitude determines the length of a final paper. However, the process of developing a 3-point thesis statement ought to remain adaptable until authors complete writing papers. Basically, writers may discover vital information, such as new evidence that needs relevant to the essay topic. Hence, after completing the paper, it is necessary to go through the essay and identify the information that needs to be included or eliminated from a 3-point thesis statement.  

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A Working 3-Point Thesis Statement

Usually, the question prompt guides writers during the formulation of a 3-point thesis statement by presenting the topic. For instance, a relevant 3-point thesis statement must be present at the beginning of the paper, usually in the first paragraph. In this case, formulating a debatable and question-focused argument, followed by supporting statements or phrases, is the first step towards having 3-point thesis statement examples. However, this sentence should be precise and concise. In turn, specificity can be achieved by revising an argument several times. Also, students can select the most specific idea from a few formulated arguments to answer the same question. Hence, before presenting the essay, writers should answer the following questions:

• Does the thesis statement at the beginning of my essay have the three key elements?
• Is it question-focused?
• Is it precise and concise?

How Clear Is a 3-Point Thesis Statement?

A vague thesis statement is incomprehensible to readers rendering the essay unclear. Being part of a final paper, writers must follow all the instructions regarding academic writing . In this case, writing a strong 3-point thesis statement requires writers to adopt non-technical language and eliminate vague and abstract words. The only secret to ensuring clarity of a 3-point statement is by revising it as many times as possible. Accordingly, writers should not assume that readers understand technical language unless the question prompt instructs otherwise.

Making a Thesis Statement Outstanding

A well-formulated 3-point thesis statement shows the writer’s ability to comprehend and analyze the topic successfully. Rather than simply stating a general fact and providing common reasons, writers ought to show their position by coming up with an informed argument justifiable upon reviewing the available information. In this case, the clarity of a statement is one way of making it non-biased if you want to know how do you write a 3-point thesis statement. By taking a specific approach, writers eliminate the need to announce the subject, which needs to weaken it. Secondly, writers should make a reasonable premise that neither under simplify nor overcomplicate the argument. Furthermore, it is advisable to make ideas rather than adopt formula statements or general ideas. Therefore, a good 3-point thesis statement is an original, specific, justifiable, and socially relevant idea derived from facts.

A Perfect Example of a Three-Point Thesis Statement

Sample Thesis: People cannot achieve the American Dream due to the continual racial discrimination, corrupt justice system, and ineffective education policies across many states.

Step 1 – Topic: “The American Dream.”

Comment: It is a socially relevant topic.

Step 2 – Assertion : “People cannot achieve.”

Comment: The writer’s position is that the American Dream is unrealizable, a claim that will act as the essay basis.

Step 3 – Support With Three Points :

• Continual racial discrimination.
• Corrupt justice system.
• Ineffective education policies across many states.

Comment: There are three reasons justifying the writer’s claim.

This is a perfect example of a thesis statement incorporating the three key elements. Basically, every American citizen yearns for an ideal America where equality of opportunity is available for all people. Hence, the “American dream” is a feasible topic. While some individuals may oppose this statement by highlighting the reasons why it is possible to have a perfect America, this essay will focus on the impossibility by having three body paragraphs based on the three reasons.

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9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

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

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

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

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

Elements of a Thesis Statement

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

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

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

A Strong Thesis Statement

A strong thesis statement contains the following qualities.

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

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

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

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

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

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

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

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

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

Examples of Appropriate Thesis Statements

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

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

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

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

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

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

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

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

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

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

A thesis is weak when the statement is too broad.

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

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

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

Writing at Work

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

Thesis Statement Revision

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

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

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

Ways to Revise Your Thesis

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

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

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

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

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

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

Working thesis: The welfare system is a joke.

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

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

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

Working thesis: Kansas City schoolteachers are not paid enough.

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

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

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

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

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

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

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

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

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

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

Collaboration

Please share with a classmate and compare your answers.

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

Key Takeaways

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

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

Pasco-Hernando State College

• Proving the Thesis - General Principles
• The Writing Process
• Paragraphs and Essays
• Unity and Coherence in Essays
• Proving the Thesis - Logic
• Proving the Thesis - Logical Fallacies and Appeals
• Proving the Thesis - Rhetorical Mode
• Appropriate Language

Related Pages

• Writing Process

Stay Focused on Purpose

It is critical to keep focused on the purpose of your writing: to prove the thesis.  If you are planning an essay, start with at least a scratch outline and a working thesis – a starting thesis that you know you might change as you draft your paper.  If you are writing an essay exam or paper, be sure to identify the key terms in the instructions such as the following and don’t stray from the topic and/or question or what the instructions say to do: analyze, clarify, classify, compare, contrast, define, describe, discuss, evaluate, explain, identify, illustrate, interpret, justify, relate, summarize, support, or trace.  Remember to review and revise. See Writiing Process and Outlining in Related Pages on the right sidebar.

Relevance, Reliability, Accuracy, and Sufficiency

The information presented to prove the thesis should be relevant, reliable, credible, and sufficient.

• relevant evidence  – evidence must be directly and clearly related to proving the thesis
• reliable evidence  – evidence must be consistent and accurate; the same circumstances must have the same result
• reliable narrator  –  there is general presumption in sources that are purportedly factual is that the writer is reliable; however, that it is not necessarily accurate that the writer is presenting consistent or even accurate information even when that writer thinks he or she is.  The term  reliable narrator  is used more frequently in literary analysis to describe that the person telling the story can be trusted to be giving reliable information.
• unreliable narrator  – an unreliable narrator is where when the person writing the source is not consistent or accurate. The term  reliable narrator  is used more frequently in literary analysis to describe that the person telling the story cannot be trusted to be giving reliable information.
• accurate evidence  –  for evidence to be credible, it must be factual.  Even one inaccurate piece of information will cause the reader to doubt an author’s credibility.
• sufficient evidence  – evidence must be sufficient.  Sufficiency is a question of whether even though the evidence used to prove the thesis may be reliable and accurate, it may not be enough to prove the thesis
• representative evidence  – a consideration related to relevance, reliability, credibility, and sufficiency is whether the evidence represents the entire group involved in the analysis.  For example, evidence which is relevant, reliable, accurate, and sufficient that shows a high correlation of pesticide content in certain foods may not have been drawn from samples from all over the country, so the incidence may be limited only to the area from which the sample was drawn

Transitional Devices

A good paper must have  coherence . This means that all the ideas should be in a logical order and fit together like links in a chain.  One way to do this is to have an overall plan for how the paper will develop, such as in an outline. Another is to use transitional devices.

Transitional devices are a word or words that help one sentence or paragraph flow into the next. Here is an example of two sentences which do not have any transitional information to connect them:

The weather looked threatening. They went on their picnic.

In the above example, we are unsure how these two ideas relate to each other.  See how one word connects the two thoughts in the following example:

The weather looked threatening. Nevertheless, they went on their picnic.

Now we understand the relationship between the ideas. The word  Nevertheless  serves as a transitional device from one sentence to the next.

Transitional devices can be more than just a word. They can also be entire phrases. Here is an example of a sentence with a phrase that serves as a transitional device.

In spite of the cloudy sky, they went on their picnic.

The words  In spite of the cloudy sky  are a transitional device.

Just as there should be transitions between sentences, paragraphs should also link together. There are a few ways to do this.

• Refer to key words or thoughts from the thesis.
• Refer to key words or ideas from the preceding paragraph.
• Use transitional expressions.
• Use transitional sentences.

Using transitions in your paper is like using signals when you drive. Imagine following someone in a car who is leading you to a place you’ve never been before. Think about how difficult it would be to follow him to the correct destination if he didn’t signal! Just as in driving, you don’t want to take a turn in your paper and risk leaving your readers behind.

Facts and Statistics

Facts and statistics can be very persuasive.  In fact, a critical reader will challenge the accuracy or the legitimacy of the sources for purported facts and statistics.

It is important to investigate those ourselves before we use information that is supposed to be factual.  We should know exactly where the information comes from and evaluate whether the source is credible.  It is not a good idea to present information as though it is a fact unless you know it is a fact.

Statistics can be manipulated.  An educated audience will pick that up and you’ll lose credibility if they sense that the presentation of statistics is not honest.

Here’s an example:

A board president claimed that ninety percent of the people who responded to a survey wanted a certain action taken.  When asked how many responded to the survey, he answered that ten people had responded.

Primary and Secondary Sources

A  primary source  is a source written by the person providing the information.  If you get information from your friend, the friend is the primary source.

In research, it is preferable to get information directly from the source when it is available.

Secondary sources  are not directly from the provider of the information.  It is like getting information about what Joan said from John.  This information is not as reliable as primary sources.  However, it is common practice for authors to include what others have said in their articles and analyze what was said.

Pictures, charts, graphs, drawings, and diagrams; not appropriate in writing for all courses – check with instructor if not indicated on assignment

Rhetorical Modes as Types of Proof

Narration is the use of language to tell a story. It is the telling of a sequence of events or occurrences.  As a method of helping to prove a thesis, narration might be used tell the experience of the author or of someone else.  For example, in a paper discussing allergies, a writer might narrate his or her experiences with allergies and what was done to control exposure to the allergens or treat the symptoms.

It is important, especially when dealing with a complex topic, that you define all the key terms in your argument. This is important because not all definitions are universally agreed upon. Take the idea of immigration reform. For some this could mean providing a path to citizenship for illegal immigrants; for others, it could mean tighter border security.

How you define something influences how you and your audience see a particular issue.  Even the terms used to describe an issue can influence the reader. Take for example the difference in calling someone an “illegal immigrant” versus an “undocumented worker.”

Using the first entry in a standard dictionary is not usually sufficient, especially when writing about something very technical. Some areas have specialized dictionaries to define specific terms. The word  gross is  used very differently if used in everyday language or by a medical clinician.  In everyday language, the word  gross  means awful or disgusting.  However, in medical language the word gross means large.

Be careful not to use vague or judgmental words in your definition as it can seem to your readers that you are biased or imprecise.

Division and Classification

With complicated topics, it might helpful to separate the bigger topic or subject area into smaller parts and classify the information according to separate criteria.  For example, in discussing plants, it could help to discuss by categories of plants.

Description

Description is to help bring the reader into the writing.  Specific descriptions of sensations including sights, sounds, smell, touch, and taste can make the reader feel as though he or she is part of the experience which can be a useful strategy in proving a thesis.

Process Analysis

Using examples and facts can support your paper, but simply using these is not enough; you must also think critically about what you have read and react to it. Analysis means to go beyond the obvious and beyond what is literally in the text.

It is very tempting when writing a paper to simply paraphrase or summarize a source than it is to think critically about what was written. Often, when the source is difficult to understand, just repeating his or her words may seem simpler.

Analysis, however, requires a complete understanding of the point the author is making because you must take a complex idea, break it down in to smaller, simpler parts, and then figure out how they fit together.

Examples and Illustrations

Using examples is a way to explain or to prove that our position is accurate.  Examples can be true or actual situations or they can be hypothetical.

Using examples are more effective if they are close to or exactly the same circumstances as in the case you are trying to prove.  If a person can think to themselves that there is a significant difference, the example will not be effective.

If you are using an actual event, you should be careful to be sure you are familiar with the details.  If not, using the example can backfire and convince the person of the opposite.

If you use a hypothetical situation as an example, you should think it through completely first.  Again, if it is not a good example, it would weaken your position.

Attorneys use example to argue cases.  In fact, if they can present a previously decided case in the same jurisdiction that matches up with the existing decision, the judge must decide in their favor.  The supportive case has to be “on all fours,” that is, match up on all the essential points.

Compare/Contrast

We compare and contrast things all the time in life to make decisions from where we buy our groceries to what car to buy. Just as in life, college papers also often require comparing and contrasting. You might have to compare two historic events, world leaders, or poems. Often, even if it is not required, ideas become clearer when you evaluate them in relation to one another.

It is important to remember to be fair when contrasting ideas to show that one is superior.  If you note only the strengths of one and only the faults of the other, your readers may determine that your argument is weak or not credible.

One way to do this is to think about how they are similar in addition to how they differ.  Take the words  liberal  and  conservative  for example. Usually these are seen as very different things, but they do have similarities. They both are political philosophies, they both have a moral underpinning, and they both have people who passionately support their ideals.

Cause/Effect

Another way of proving a thesis is to show the causes and/or effects.  For example, if your thesis is that the use of wind power is the best way of producing electricity, showing the effects of how much electricity can be produced is good proof.  You could also include the bad effects of some other means of producing electricity.

Persuasion/Argumentation

In a way, all communication has a purpose: to persuade or argue for the validity of what is being said.  Even when a person is expressing an emotion, effective communication involves convincing the audience that those feelings are legitimate.

The same strategies used to develop a good writing are used when the purpose is specifically to persuade.  Transitional devices, use of examples, facts and statistics, primary and secondary sources, and rhetorical modes including analysis, definition, comparison/contrast, and cause and/or Effect are ways to prove your point.

See the difference in how these strategies can be used for persuasion.

A simple sentence:  It was a cold day.

Transitional device:  In addition to being dark and cloudy, it was a cold day.

Example:  It was so cold that the chill of the air was felt right through layers of clothing.

Facts/Statistics:  It was a record-breaking cold with temperatures plummeting below 15o F.

Primary Source:  According to Jones, “Temperatures fell as though we were entering another Ice Age.”

Secondary Source:  Goldstein agreed: “This cold wave surpasses any recorded to date” (qtd. in Jones).

Rhetorical Modes

Narration:  While I was walking in the park, I noticed that it was a cold day.

Definition:  The temperature at which water freezes is 32o F.  This is typically the temperature used to describe weather conditions as  freezing.

Description:  It was so cold that frost was forming on the windows and the leaves on the plants were curling.

Process Analysis:  The measurement of what is considered  a cold day  includes the temperature and humidity reading along with any wind-chill factor.

Comparison/Contrast:  It was so cold this year that the strawberries froze and fell to the ground whereas last year’s crop survived the freeze.

Cause/Effect:  Because it was so cold, the strawberries froze and fell to the ground.

Persuasion/Argumentation:  The reading on the thermometer of 32o F, the frost or the windows, and the curling leaves of the plants show it was a cold day.

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Thesis Sentences

Parts of a thesis sentence.

A thesis sentence has to contain two parts:

• Topic – what the essay is about.
• Angle – your idea about the topic. This second part, your idea/insight/claim/argument about a topic, is the important characteristic in creating a thesis sentence for a college essay. The angle makes a promise to your reader about your insight into, claim, or logical argument about the topic. Your angle in your thesis sentence indicates and controls what the rest of the essay will be about.

Note above that I’ve called the angle a number of different things: idea, insight, claim, argument. Even though you may have slightly different angles when you’re writing for different purposes, all of these variations of the angle have one really important thing in common: they all offer your own viewpoint on your topic. Your own viewpoint, backed up by examples and evidence, is the important thing in a college essay.

One mistake that a lot of beginning college writers make is to focus on the topic as opposed to the angle in a thesis sentence. Beginning writers often think it’s enough to describe a management theory or a historical event or a psychological philosophy to show knowledge gained. However, if a writing assignment is to write an essay or “paper,” the likely expectation is that you’ll offer your own argument or angle to show how you’ve evaluated and applied knowledge gained, e.g., Although management theory Y supports the worker’s own initiative much more fully than management theory X, contingency theory is most often applied in the contemporary workplace, because of a number of characteristics of 21st century businesses.

Note that the sample thesis you just read has a third part, what’s often called a “because clause,” or some indication of reasons why you are making the claim you’re making in the angle.  You may decide to use a “because clause” in certain cases and not in others; decide if your thesis would be clearer to both you as a writer and to your reading audience with the inclusion of these additional reasons in your thesis.

As you start to develop a working thesis sentence for an essay, take time to review and analyze that working thesis to make sure that all of the parts are feasible:

• Is there an actual thesis sentence with a topic and an angle?  Relying only on an essay topic, or relying only on an essay title, is not enough.
• Does the angle offer a debatable insight (again, not just a topic and not just a statement of fact)?
• Is the angle supportable with examples and evidence?
• Is the angle appropriate for the scope of the essay (e.g., angle is not too broad or too narrow)?
• If there are reasons included in a “because clause,” are those reasons clear, direct, and related to the claim in the angle?

The following video is lengthy, but contains some useful information about writing the different parts of a thesis.

• Parts of a Thesis Sentence. Authored by : Susan Oaks. Provided by : Empire State College, SUNY OER Services. Project : College Writing. License : CC BY-NC: Attribution-NonCommercial
• video Academic Writing Tutorial: Writing Effective Thesis Statements. Authored by : David Wright. Provided by : StudioLab@ CTL, Furman University, Ultimate YouTube Resource. Located at : https://www.youtube.com/watch?v=DIaUowHUNsg&t=19s . License : Other . License Terms : Standard YouTube License

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Guest Essay

There’s No Such Thing as an American Bible

By Esau McCaulley

Contributing Opinion Writer

The presumptive Republican nominee for president of the United States, who weeks ago started selling shoes , is now peddling Bibles. During Holy Week.

What’s special about this Bible? So many things. For example, according to a promotional website, it’s the only Bible endorsed by Donald Trump. It’s also the only one endorsed by the country singer Lee Greenwood. Admittedly, the translation isn’t distinctive — it’s your standard King James Version — but the features are unique. This Bible includes the Constitution, the Bill of Rights, the Declaration of Independence, the Pledge of Allegiance and part of the lyrics of Mr. Greenwood’s song “God Bless the USA.” Perhaps most striking, the cover of the Bible does not include a cross or any symbol of the Christian tradition; instead, it is emblazoned with the American flag.

While part of me wants to laugh at the absurdity of it — and marvel at the sheer audacity — I find the messaging unsettling and deeply wrong. This God Bless the USA Bible, as it’s officially named, focuses on God’s blessing of one particular people. That is both its danger and, no doubt for some, its appeal.

Whether this Bible is an example of Christian nationalism I will leave to others. It is at least an example of Christian syncretism, a linking of certain myths about American exceptionalism and the Christian faith. This is the American church’s consistent folly: thinking that we are the protagonists in a story that began long before us and whose main character is in fact the Almighty.

Holy Week is the most sacred portion of the Christian calendar, a time when the church recounts the central events of our faith’s narrative, climaxing in the death and resurrection of Jesus. That story, unlike the parochial God Bless the USA Bible, does not belong to any culture.

Holy Week is celebrated on every continent and in too many languages to number. Some of the immigrants Mr. Trump declared were “ poisoning the blood” of America will probably shout “Christ is risen!” this Easter. Many of them come from the largely Christian regions of Latin America and the Caribbean. They may have entered the country with Bibles in their native tongues nestled securely among their other belongings.

One of the beauties of the Christian faith is that it leaps over the lines dividing countries, leading the faithful to call fellow believers from very different cultures brothers and sisters. Most of the members of this international community consist of the poor living in Africa, Asia and Latin America. There are more Spanish-speaking Christians than English- speaking ones .

If there are central messages that emerge from the variety of services that take place during Holy Week, for many Christians they are the setting aside of power to serve, the supremacy of love, the offer of divine forgiveness and the vulnerability of a crucified God.

This is not the stuff of moneymaking schemes or American presidential campaigns.

It was Pontius Pilate , standing in as the representative of the Roman Empire, who sentenced Jesus to death. The Easter story reminds believers that empires are more than willing to sacrifice the innocent if it allows rulers to stay in power. The church sees Christ’s resurrection as liberating the believer from the power of sin. The story challenges imperial modes of thinking, supplanting the endless pursuit of power with the primacy of love and service.

Easter, using the language of St. Augustine, represents the victory of the City of God over the City of Man. It declares the limits of the moral reasoning of nation-states and has fortified Christians who’ve resisted evil regimes such as fascists in South America, Nazis in Germany, apartheid in South Africa and segregation in the United States.

For any politician to suppose that a nation’s founding documents and a country music song can stand side by side with biblical texts fails at a theological and a moral level. I can’t imagine people in other countries going for anything like it. It is hard to picture a modern “God Bless England” Bible with elements of British common law appended to Christianity’s most sacred texts.

I am glad for the freedoms that we share as Americans. But the idea of a Bible explicitly made for one nation displays a misunderstanding of the story the Bible attempts to tell. The Christian narrative culminates in the creation of the Kingdom (and family) of God, a transnational community united by faith and mutual love.

Roman Catholics , Anglicans and Orthodox Christians, who together claim around 1.5 billion members, describe the Bible as a final authority in matters of faith. Evangelicals, who have overwhelmingly supported Mr. Trump over the course of three election cycles, are known for their focus on Scripture, too. None of these traditions cite or refer to any American political documents in their doctrinal statements — and for good reason.

This Bible may be unique in its form, but the agenda it pursues has recurred throughout history. Christianity is often either co-opted or suppressed; it is rarely given the space to be itself. African American Christians have long struggled to disentangle biblical texts from their misuse in the United States. There is a reason that the abolitionist Frederick Douglass said that between the Christianity of this land (America) and the Christianity of Christ, he recognized the “widest possible difference.”

And while Christianity was used to give theological cover to North American race-based chattel slavery, it was violently attacked in places like El Salvador and Uganda, when leaders including the archbishops Oscar Romero and Janani Luwum spoke out against political corruption.

The work of the church is to remain constantly vigilant to maintain its independence and the credibility of its witness. In the case of this particular Bible, discerning what is happening is not difficult. Christians are being played. Rather than being an appropriate time to debut a patriotic Bible, Easter season is an opportune moment for the church to recover the testimony of the supremacy of the cross over any flag, especially one on the cover of a Bible.

Esau McCaulley ( @esaumccaulley ) is a contributing Opinion writer, the author of “ How Far to the Promised Land: One Black Family’s Story of Hope and Survival in the American South ” and an associate professor of New Testament at Wheaton College.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow The New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Watch CBS News

How did April Fools' Day start and what are some famous pranks?

By Aliza Chasan

April 1, 2024 / 6:00 AM EDT / CBS News

Historians aren't pulling your leg when they say no one is quite sure about the origins of April Fools' Day. 

April 1, the annual day of shenanigans, pranks, tricks and hoaxes, falls on Monday this year. While historians are unsure of the exact source of the tradition, they do know the custom goes back centuries, at least back to Renaissance Europe and possibly back to Roman times. Here's a look at what the experts say.

Theories, both real and false, tie April Fools' Day to Roman times 

Some believe April Fools' Day dates back to Hilaria festivals celebrated during classical Roman times. The festival was held on March 25 which, in Roman terms, was called the "eighth of the Calends of April," according to the Library of Congress. 

One theory tying the source of April Fools' Day to Roman times is a hoax. In 1983, an Associated Press reporter reached out to Joseph Boskin, a historian at Boston University, to discuss the origins of April Fools' Day. Boskin spun a tall tale to the reporter, assuming it would be fact-checked and revealed as fake. 

It wasn't. 

According to the story Boskin made up, a group of jesters convinced Emperor Constantine to make one of them king for a day. The appointed jester, named Kugel, declared it would be a day of levity. 

"I got an immediate phone call from an editor there, who was furious, saying that I had ruined the career of a young reporter," Boskin said in a Boston University post. "He said I told a lie. 'A lie?' I asked, 'I was telling an April Fools' Day story.'"

Middle Ages 

Some historians believe France is responsible for the humorous tradition, tying it to a calendar change in 1582, according to the History Channel . That year, France implemented the Gregorian calendar, shifting the start of the New Year from the spring equinox, which usually falls around April 1, to January 1. 

After the change, people who wrongly celebrated the new year in late March and early April were called "April fools."

The first clear reference to April Fools' Day is a 1561 Flemish poem by Eduard De Dene, which tells the story of a servant being sent on "fool's errands" because it's April 1, according to the Library of Congress. 

What are some famous April Fools' Day pranks?

In 1957, the BBC ran a broadcast on the Italian spaghetti harvest  that pretended the pasta was being harvested from trees. 

The BBC also ran an April Fools' report on flying penguins in 2008.

In Los Angeles, airline passengers were greeted with a banner saying "Welcome to Chicago" after landing on April 1, 1992, CBS Sunday Morning previously reported.

Taco Bell in 1996 advertised that it had bought the Liberty Bell and renamed it the "Taco Liberty Bell," according to the company.

As part of a 1997 April Fools' Day joke, Alex Trebek, host of "Jeopardy," swapped places with "Wheel of Fortune" host Pat Sajak, according to jeopardy.com .

On April 1, 2015, streaming giant Netflix shared faux public service announcements to remind viewers to "Binge Responsibly."

• April Fools' Day

Aliza Chasan is a digital producer at 60 Minutes and CBSNews.com. She has previously written for outlets including PIX11 News, The New York Daily News, Inside Edition and DNAinfo. Aliza covers trending news, often focusing on crime and politics.

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7 reasons a Palestinian state holds more peril than promise, and a possible alternative

Albert Einstein once revealed the secret of his genius: “Simplify as much as possible – but not more so.”

His famous equation E=mc2, linked mass and energy in a manner that changed the world. He discovered it by starting with a complex equation and striking out everything that was not essential. 

Simplify! Presto! Mass and energy are forms of the same thing.

Biden, Blinken, the European Union, Arab Gulf states, professors, diplomats – all assert that a Palestinian state (“two-state solution”) is the panacea for endless Mideast wars. 

US Secretary of State Antony Blinken is Jewish; his stepfather, Pisar, was the only one of 900 Polish schoolmates who survived the Holocaust. He has visited the Mideast six times since October 7 . Blinken has reportedly told the State Department to review policy options, including international recognition of a Palestinian state.

Presto! 

They are simplifying – much more than is possible. The Mideast, alas, is a lot more complex than the special theory of relativity. 

I, too, as a center-leftist, embraced the two-state solution idea — until I researched this column and talked to real experts. 

Is a viable Palestinian state feasible? Does it hold promise for the Mideast? Or peril? 

Peril. Below, I offer seven reasons – and a possible alternative.

Know what you don’t know 

Let me begin first with a personal note about how to understand complex reality.

I spent 35 years in an ivory tower, researching innovation and entrepreneurship. I believed I had become an expert. I wasn’t. I did not know what I did not know.

Until I was given early retirement and went out into the world as academic director of Technion Institute of Management in Tel Aviv’s hi-tech Atidim site, working with global hi-tech firms and start-ups. Only then did I even begin to grasp the complexity of the real world. 

Far too many experts are pushing Mideast solutions without extensive firsthand feet-on-the-ground, ears-to-the-ground expertise. They mean well. But their theories are not grounded in reality. They don’t know what they don’t know. 

We offered it – They turned it down five times

In 1937, Britain’s Peel Commission proposed creating two independent states in Palestine – one for Jews, one for Arabs. It gave the Arabs 80% of the land. The Jews voted to accept it. The Arabs rejected it and continued their violent rebellion. First rejection.

On November 29, 1947, the UN General Assembly voted for Resolution 181 to create two states. The Jews accepted it. The Arabs rejected it by launching a war. Second rejection.

In June 1967, after a stunning victory in the Six Day War, half the Israeli government wanted to return the West Bank to Jordan, and Gaza to Egypt; the other half wanted to give them to the Palestinians, hoping they would build their own state. But the Arab League met in Sudan and declared: no peace, no recognition, no negotiations. Third rejection.

In 2000, prime minister Ehud Barak met at Camp David with PLO chair Yasser Arafat. Barak offered Arafat a Palestinian state in all of Gaza and 94% of the West Bank, with east Jerusalem as its capital. Arafat said no and launched a bloody wave of suicide bombings, killing over 1,000 Israelis. Fourth rejection.

In 2008, prime minister Ehud Olmert expanded Barak’s offer, to include additional land. The new (and current) Palestinian leader Mahmoud Abbas turned it down. Fifth rejection.

Try for a sixth rejection? I don’t think so.

Neither Israelis nor Palestinians support it

Three separate public opinion polls show that both Israelis and Palestinians reject the two-state solution – and the opposition to it is growing. 

On July 29, 2023, two months before the October 7 massacre, The Jerusalem Post reported that a reliable poll showed “support for the two-state solution dropped significantly from September 2020 – from 42% to 33% among Palestinians, and 34% among Israelis. Two-thirds of Palestinians and 53% of Israeli Jews are opposed.”

Polls by Gallup and Pew Research Center found exactly the same result. And a Peace Index survey from Tel Aviv University quoted by The New York Times also showed only 27% of Israelis support two states – and 24% of Palestinians.

If neither Israelis nor Palestinians support a Palestinian state, does anyone believe it can be successfully imposed on them?

Palestinians have been imbued with helpless dependency

Neither Gaza nor the West Bank has a viable economy – a precondition for an independent state. Some 90% of Gaza residents depended on UN food, healthcare, and education before the Gaza war. In 2022, some 30,208 truckloads of food, fuel, and cooking gas entered Gaza from the Rafah crossing with Egypt. And West Bank imports total 70% of GDP. 

Humanitarian aid has been inhumane because it has imbued Palestinians with helpless dependency, while blaming Israel for their poverty. Many skilled, educated Palestinians have fled abroad. Hence, a Palestinian state will be from the outset a failed state with a population addicted to living on handouts. Good luck with that (see box).

PM Marwan Barghouti? Really?

Western experts rightly doubt whether an effective, democratic election can be held in a Palestinian state. They favor imposing a strongman autocrat. The leading candidate is Marwan Barghouti, once touted as Arafat’s successor. He is highly popular among Palestinians and has topped popularity polls for 20 years.

Who is he? Barghouti headed the Tanzim, the PLO’s terrorist arm. In April 2002, Barghouti was arrested in Ramallah and charged with the killing of 26 people and belonging to a terrorist organization. He was given five life sentences and remains in an Israeli jail, candidate for a Hamas hostage exchange. 

If you think Hamas leader Yahya Sinwar is a murderous thug, wait until you see his counterpart in action. Like Sinwar, Barghouti has used his time in jail to learn all of Israel’s foibles and weaknesses. We cannot risk having him lead a country on our borders. It did not work too well with Sinwar.

Poverty bordering prosperity

It rankles Palestinians to see how prosperous Israel is ($58,000 GDP per capita) while they remain poor (West Bank and Gaza GDP per capita is about $3,800). A miserably poor Palestinian state next to hi-tech Israel is for them provocative. The Quran specifically calls Jews inferior. How come, then, we’re doing so well? I believe it is a major reason for their “Palestine river to sea” mantra. Israel embarrasses them.

Writing in the daily Haaretz , David Rosenberg observes: “If the State of Palestine is impoverished and economically stagnant, political instability and violence won’t go away… given how small and close by Israel and Palestine will be.… Palestine’s problems are destined to spill over the border.”

The sad part is, it need not be that way. Rosenberg notes that the Gaza Marine field offshore has some 30 billion cubic meters of natural gas, worth some $15 billion at current prices. The West Bank borders the Dead Sea and could share in its valuable minerals. If peace prevailed, Israel would be a major market for West Bank and Gaza goods. So would the markets of wealthy Gulf Arab countries. 

Moreover, half of all Palestinians now live abroad. Many are educated. Just as Israel absorbed a million educated Russian Jews, who fueled the hi-tech boom, so might a Palestinian state attract money and energy from its diaspora. But they will not return to a venal, corrupt state.

PA: Corrupt to the core

It is widely known around the world that the Palestinian Authority, led by Mahmoud Abbas, is hopelessly corrupt – right to the core. Lip service is paid to the notion of “reform” – finding clean-as-a-whistle technocrats who will not line their pockets to run the new Palestinian state.

It is a pipe dream.

A devastating report by Khaled Abu Toameh, released on July 23, 2023, “The Palestinian Authority’s Corruption and Its Impact on the Peace Process,” was published by the Jerusalem Center for Public Affairs. The report asserts the following:

“Nearly three decades after its establishment, the Palestinian Authority and its institutions continue unchecked in their corruption and human rights violations. This has negatively impacted the Palestinian public’s confidence in its leadership’s policies and decisions. The ramifications of this on the Palestinian Authority’s leadership have been devastating, especially regarding the peace process with Israel and its ability to lead the Palestinians toward statehood.

“Many Palestinians observed that the only thing the ‘peace process’ brought about was the enrichment of senior PLO officials and their family members and associates, who greedily siphoned publicly designated funds to drive luxury cars and build extravagant mansions, particularly in Ramallah and the Gaza Strip.”

The rampant corruption may have doomed the burgeoning peace process, according to Abu Toameh:

“Many Palestinians quickly realized that what was unfolding before their eyes was no ‘peace process’ but a process of avaricious PLO leaders and their entourage diverting international aid and making huge profits out of the Oslo Accords. The conspicuous wealth and consumption of Mahmoud Abbas’ sons, Tarek and Yasser, have been very controversial in Palestinian society since 2009, when Reuters published articles linking Tarek and Yasser to several multi-million-dollar business deals, including a few that were US government contracts.

“Western donors’ failure, or refusal, in the first two decades after the ‘peace process’ to hold the Palestinian Authority accountable for their outlandish abuse of funds was one of the main reasons most Palestinians lost faith in the Oslo Accords. Corruption remains a significant obstacle to fulfilling the national aspirations of the Palestinians, particularly in building a democratic society, transparent institutions, and establishing a Palestinian state.

“Worse, the corruption has played into the hands of the Palestinian Authority’s rivals, particularly Hamas, the Islamist movement that does not recognize Israel’s right to exist and whose 1988 Charter calls for Jihad (holy war).”

Hamas was, and remains, highly popular in the West Bank. It leveraged popular hatred of Palestinian Authority corruption and has rapidly replaced it with its own corruption, visible in the mountains of cash the IDF has found in the Gaza tunnels. 

A viable Palestinian state cannot emerge from a rotten culture with leaders who have sticky fingers, and where political influence is sought solely for personal enrichment. Not entirely unknown in Israel, either. As Likud Sports and Culture Minister Miki Zohar once put it: “Kavod, koach, kesef” (Honor, power, money). 

A trial state in Gaza

After 2,000 bleak words of doom and gloom, I desperately searched for a positive, creative idea. I found it in an article by Jerome M. Segal, director of the International Peace Consultancy, in Foreign Affairs, February 2024. Here is a brief summary of his proposal:

In 1995, Segal pitched his 20-point Gaza-first proposal to Yasser Arafat, at the request of [then-prime minister] Shimon Peres. Arafat rejected it. 

The basic idea, revived in 2024: A three-year test period for a trial Palestinian state in Gaza only, backed by the US, Saudi Arabia, Egypt, Qatar, and the UAE; if the PLO accepts, the US will support recognizing the State of Palestine; as Israel withdraws from Gaza, Hamas accepts PLO authority, with acceptance of a Palestinian declaration of independence, that rejects the threat or use of force, violence and terrorism, against the territorial integrity of other states; if the three-year trial is successful, final status talks begin, built on former US secretary of state John Kerry’s 2016 plan, which included demilitarization of the Palestinian state, 1967 borders modified by equal land swaps, and a Palestinian capital in east Jerusalem.

Segal observes that Israelis who oppose a Palestinian state might agree to a Gaza-first test – if only because they believe it will fail. Palestinians may believe, at last, that it is a step toward a true independent Palestinian state.

As war rages in Gaza, a way must be found to permanently remove the threat to Israel’s southern border in a manner that also meets Palestinian aspirations. 

So far, the 139 countries that recognized the State of Palestine have been part of the problem, not the solution, by pouring money into Gaza that stoked an underground war machine that could have instead fed, housed, clothed, and educated the people of Gaza. 

In Israel, the Start-Up Nation, entrepreneurs try ideas out as minimum viable products before scaling them up. 

How about a prototype Palestinian state, starting with Gaza as a minimum viable proposal, moving toward a fuller, more permanent solution, supervised and backed by nations with deep pockets and wise counsel? 

Can we talk? 

––––––––––––––––––––

Postscript: On February 26, Palestinian Prime Minister Mohammad Shtayyeh, in office since 2019, resigned. He may be replaced by Mohammad Mustafa, a former deputy prime minister, economist, and chairman of the Palestinian Investment Fund.

Shtayyeh said he was resigning to allow for the formation of a broad consensus among Palestinians about “political arrangements” following Israel’s war against Hamas in Gaza. The US has applied strong pressure on the Palestinian Authority to form a corruption-free government of technocrats, capable of administering Gaza.Shtayyeh opened the door to a national unity government in his resignation, without naming Hamas.

“The upcoming phase and its challenges necessitate new governmental and political arrangements, taking into consideration the evolving situation in Gaza, national unity discussions, the urgent need for Palestinian consensus based on national unity, broad participation, solidarity, and the extension of authority over all of Palestine,” Shtayyeh said.

According to Reuters, Mustafa has said the PA could do better “in terms of building better institutions, providing better governance so that ... we can reunite Gaza and the West Bank.” But “if we cannot remove occupation, no reformed government, no reformed institutions can actually build a good successful governing system or develop a proper economy,” he said.

Mustafa said he would continue to focus on humanitarian efforts in the short and medium term, expressing hope that Gaza’s borders would be reopened and a reconstruction conference convened in the near future.

Asked what future role he saw for Hamas, Mustafa said the “best way forward is to be as inclusive as possible,” adding that he would like Palestinians to unite around the PLO agenda. Mustafa, 69, who was born in Tulkarm, has a doctorate in business administration and economics from George Washington University, and worked at the World Bank in Washington. He was elected to the PLO Executive Committee in 2022.■

A true expert weighs in

Col. (ret.) Moshe Elad is my former Neaman Institute colleague, and a feet-on-the-ground West Bank expert. From 1982-1998, Elad served in senior roles in the West Bank. In 1995, following the Oslo Accords, he established the security coordination and liaison system with the Palestinian Authority (PA). He is the author of a new book, The Core Issues of the Israeli-Palestinian Conflict.

“My opinion is that the Palestinian Authority in its current form has failed in every aspect of managing Palestinian society. It lost its half (the Gaza Strip) in the struggle with Hamas 17 years ago and managed its second half (the West Bank) with great difficulty, with a huge budget deficit, lack of transparency, and massive corruption. Another point that stands out in the management of the West Bank is the addiction to grants and the reluctance to leave the cycle of receiving without giving. In its current form, the Palestinian Authority is incapable – and we should not even try to allow it – to control the Gaza Strip. It is possible to improve the situation by introducing new people at the top of the Palestinian Authority who were known in the past for good management – with them there is a chance that it will succeed, provided that they have backing of any kind, moral, economic and financial. Unfortunately, the United States is too naive in its perception of the Palestinian Authority and believes it is sufficient that there are people there who wear suits and ties, who declare that they are not involved in terrorism and who maintain contacts with Washington in order to agree to cooperation. Biden and Blinken would not allow the Abu Mazen administration to enter any office in America, but they agree to allow them to manage Gaza. Therefore, this is sad and annoying.

“We live in a Middle Eastern atmosphere that has its own rules. In Palestinian society, the leader is not criticized but rather protected. If you criticize him or his actions, it is interpreted as treason. That’s why for many decades we don’t hear about an opposition among the Palestinians, and if it existed it would certainly be tougher and more extreme. If Barghouti rules the West Bank after early release from prison, he will be more extreme than Sinwar.

“Egypt, Jordan, and the Palestinian Authority help Israel in an excellent way in security issues. The opposition in both countries and in the Palestinian Authority are constantly attacking Israel. The leaders, Sisi, Abdullah and Abu Mazen, who know the excellent security coordination and are aware of its fruits, are committed to the Arab “unity of the line” and therefore do not refrain from attacking us, as a ‘tax’ payment to their people.

“Jordan receives annually 100 million cubic meters of water from Israel in accordance with the 1994 peace agreement. Have you ever heard a good word from them about it? If we didn’t provide them with water, they would dry up – but this is accepted by their citizens as an Israeli duty, and in general, why say thank you to the Zionist enemy?

“Israel helped Egypt fight ISIS with intelligence and assistance in bringing troops into Sinai in violation of the 1978 peace agreement. The captains of Egypt went out of their way to thank us but in a discreet way only, while the huge opposition there did not appreciate it and did not say a good word but remained silent.

“There are 25 countries in the world that according to The Economist are considered backward failed states. At the top of the list is Somalia. If the Palestinians get the status of a state, Somalia will only be second. In no parameter that has ever been tested have the Palestinians crossed the threshold of criticism: transparency, proper administration, security, corruption.”

The writer heads the Zvi Griliches Research Data Center at S. Neaman Institute, Technion. He blogs at www.timnovate.wordpress.com. 

There's no reason why the Fed should cut rates right now, JPMorgan market strategist says

• There's no reason why the Fed should cut rates right now, a JPMorgan market strategist says.
• The economy seems to be holding up fine, and growth projections for 2024 have only gone up.
• "In the absence of anything breaking down, it's hard to see why they would do anything here."

Investors have been holding their breath for rate cuts from the Federal Reserve, but there's no reason the central banks needs to do anything at all right now. 

According to JPMorgan strategist Oksana Aronov, there's not a compelling reason the central bank would lower rates in the current environment. 

"If I'm Jerome Powell, what really is the impetus for me to do anything right now?" Aronov, head of market strategy and fixed income, said in a CNBC interview . "The economy is doing fine, unemployment is below what the Fed considers to be neutral, the inflation rate is above — even in their longer term projections — their target, and the economy does not seem to be restricted by these rates."

Related stories

Basically, don't try to fix what isn't broken. 

"In the absence of anything breaking down, it's hard to see why they would do anything here," she added.

In fact, growth projections for 2024 have only increased, Aronov noted. The latest summary of economic projections from the Fed shows that officials expect the change in real GDP to notch 2.1% this year, as opposed to the 1.4% projected in December.

Other economists like Apollo's Torsten Sløk have also forecasted zero rate cuts this year. Should that turn out to be the case, it would be a problem for fixed-income investors. 

"The passage of time will continue to spell disappointment because our 10-year [Treasury] is still very much priced for a 2% inflation world," she said. "If you think of the 10-year as growth plus inflation, it is not reflecting where growth and inflation is today as well as where the Fed is guiding it will be."

With stocks, it's a little different. Viewed through a lens of coming rate cuts, equities seem quite frothy, she said, though the rate cut narrative seems to have been sidelined by strong corporate earnings, which have given stocks more fuel to run. 

Watch: How tech layoffs could affect the economy

• Main content

See how the Key Bridge collapse will disrupt the supply of cars, coal and tofu

The port of baltimore is the top port in the nation for automobile shipments.

The collapse of the Francis Scott Key Bridge in Baltimore on Tuesday cut off access to much of the city’s port — causing a suspension of vessel traffic that will disrupt a key trade lane and threaten to further tangle already-stressed supply chains.

The Port of Baltimore was the 17th largest in the nation by total tons in 2021 and an important artery for the movement of autos, construction machinery and coal. It handled 52.3 million tons of foreign cargo worth nearly $81 billion in 2023, according to Maryland data, and creates more than 15,000 jobs.

Top 10 imports and exports to the Port

of Baltimore in 2023

2023 total: $59B

electronics

commodities

2023 total: $22B

Iron, steel

Seeds, grains,

fruits, plants

Air and space

craft, parts

Coal, oil and

natural gas

Note: not seasonally adjusted. Vehicles excluding railways

and tramways. Nickel, aluminium, paper and wood include

derivatives of those commodities.

Source: Census Bureau

Top 10 imports and exports to the Port of Baltimore in 2023

Electronic machinery

and electronics

farmwork and

construction

Iron and steel

spacecraft, parts

Note: not seasonally adjusted. Vehicles excluding railways and tramways. Nickel, aluminium,

paper and wood include derivatives of those commodities.

spacecraft,

bedding, lights

Note: not seasonally adjusted. Vehicles excluding railways and tramways. Nickel, aluminium, paper and wood include.

On Tuesday, the Port of Baltimore said that vessel traffic would be suspended in and out of the port until further notice, but trucks would still be processed in its terminals.

“Baltimore’s not one of the biggest ports in the United States, but it’s a good moderate-sized port,” said Campbell University maritime historian Sal Mercogliano. It has five public and 12 private terminals to handle port traffic.

North Locust

Point Marine

Ports and terminals

Baltimore Port

Truck Plaza

Seagirt Marine

Dundalk Marine

Shipping channels

CSX Coal Pier

Francis Scott

Hawkins Point

Marine Terminal

“It does cars, it does bulk carriers, it does containers, it does passengers,” said Mercogliano. “So this is going to be a big impact.”

Baltimore’s the top port in the nation for automobile shipments, having imported and exported more than 750,000 vehicles in 2022, according to the Alliance for Automotive Innovation, an industry group.

About three-quarters of the autos that travel through the port are imports, dominated by big-name brands, including Mazda and Mercedes-Benz. Most of the top companies have enough inventory sitting on U.S. dealer lots that any immediate impact on supply is unlikely, said Ambrose Conroy, chief executive of the consulting firm Seraph.

“It’s too early to say what impact this incident will have on the auto business, but there will certainly be a disruption,” said John Bozzella, president of the Alliance for Automotive Innovation.

The port ranked second in the country for exporting coal last year, according to the state of Maryland. But it’s not a huge global supplier of thermal coal, and the disruption can likely be made up by replacements from Australia or Indonesia if needed, said Alexis Ellender, lead analyst at global trade intelligence company Kpler.

Baltimore is also a niche port for the soybean trade, focusing mostly on high-value soy used in tofu, miso, tempeh and organic products, according to Mike Steenhoek, executive director of the Soy Transportation Coalition. Most of those exports are destined for Asia, but Steenhoek doesn’t expect a big spike in tofu prices because several other U.S. ports also ship this sort of soy, including Norfolk, Va., Savannah, Ga. and Charleston, S.C.

All East Coast ports have become more important in recent years as the United States attempts to boost its trade with friendly nations and reduce geopolitical risks related to trade with China, which generally happens via West Coast ports, said Tinglong Dai, a Johns Hopkins Carey Business School professor and expert on global supply chains.

Baltimore port’s suspension is “one more disruption in an already-stressed system” for the global supply chain, said Abe Eshkenazi, chief executive of the Association for Supply Chain Management. Cargo will now have to be rerouted to other ports, which means figuring out where there is enough capacity to move things.

East Coast ports and shipping density

Ship traffic

Philadelphia

of Baltimore

5th-largest port

on the East Coast

for foreign trade

Newport News

Morehead City

East Coast ports

and shipping density

PENNSYLVANIA

The Port of Baltimore

5th-largest port on the

East Coast for foreign trade

Coal shipments will need to be rerouted to other ports, Kpler’s Ellender said. And Ryan Petersen, chief executive of the logistics company Flexport, posted on X that the company currently has 800 containers on a slew of ships heading for the port that will need to be rerouted, likely to Philadelphia or Norfolk.

The biggest problem Steenhoek sees from Baltimore’s shuttering is the knock-on effect to other ports. Many ships stuck in the port were destined to make stops at other U.S. ports to load and unload goods before heading overseas, a complicated logistical dance now scrambled by the bridge collapse.

“It just shows how you throw a wrench in the supply chain and the impact is not just confined to that one port,” Steenhoek said.

Tim Meko, Justine McDaniel and David J. Lynch contributed to this report. Editing by Kate Rabinowitz and Karly Domb Sadof.

Baltimore bridge collapse

How it happened: Baltimore’s Francis Scott Key Bridge collapsed after being hit by a cargo ship . The container ship lost power shortly before hitting the bridge, Maryland Gov. Wes Moore (D) said. Video shows the bridge collapse in under 40 seconds.

Victims: Divers have recovered the bodies of two construction workers , officials said. They were fathers, husbands and hard workers . A mayday call from the ship prompted first responders to shut down traffic on the four-lane bridge, saving lives.

Economic impact: The collapse of the bridge severed ocean links to the Port of Baltimore, which provides about 20,000 jobs to the area . See how the collapse will disrupt the supply of cars, coal and other goods .

Rebuilding: The bridge, built in the 1970s , will probably take years and cost hundreds of millions of dollars to rebuild , experts said.

• Baltimore bridge collapse: Crane arrives at crash site to aid cleanup March 29, 2024 Baltimore bridge collapse: Crane arrives at crash site to aid cleanup March 29, 2024
• Wes Moore envisioned economic revival. Then the Key Bridge collapsed. April 1, 2024 Wes Moore envisioned economic revival. Then the Key Bridge collapsed. April 1, 2024
• Officials studied Baltimore bridge risks but didn’t prepare for ship strike March 29, 2024 Officials studied Baltimore bridge risks but didn’t prepare for ship strike March 29, 2024

Why would Islamic State attack Russia and what does this mean for the terrorism threat globally?

Chair in Global Islamic Politics, Alfred Deakin Institute for Citizenship and Globalisation; Scholar -In-Residence Asia Society Australia, Deakin University

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Greg Barton receives funding from the Australian Research Council. He is engaged in a range of projects funded by the Australian government that aim to understand and counter violent extremism in Australia and in Southeast Asia and Africa.

Deakin University provides funding as a member of The Conversation AU.

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It appears almost certain the brutal assault on a Russian crowd settling down to watch a rock concert in Moscow on Friday night was an Islamist terrorist attack .

At least 133 people were left dead and scores more were injured after gunmen with automatic weapons stormed the Crocus City Hall in Moscow and opened fire, triggering a stampede.

Islamic State claimed responsibility for the attack, initially through its Amaq media channel and then directly. The modus operandi of the attack also fits with previous Islamic State attacks.

It has been widely reported the attack was the work of Islamic State Khorasan (ISIS-K), a branch established in 2015 in Afghanistan.

So who is this group, why would they attack Russia and what does this mean for the broader terrorism threat?

Read more: Iran terror blast highlights success – and growing risk – of ISIS-K regional strategy

What is ISIS-K?

ISIS-K is the Islamic State branch that has most consistently and energetically attempted terrorist attacks across Europe, including in Russia . ISIS-K has planned some 21 attacks in nine countries in the past year, up from eight the previous year.

ISIS-K had been under tremendous pressure from the Afghan Special Forces and American troops before the United States full withdrew from the country in 2021. Although that pressure has continued under Taliban rule, ISIS-K has grown in strength in recent years, with several thousand fighters now operating in almost every one of Afghanistan’s 34 provinces.

If ISIS-K is indeed responsible for the Moscow attack, we should prepare for further attempted attacks – not just in Russia but across Europe.

European authorities have arrested ISIS-K operatives on multiple occasions. After years of warnings that Islamic State was rebuilding the capacity and resolve to resume an international terrorist campaign, Friday’s attack shows the threat is immediate and substantial.

Read more: A string of assassinations in Afghanistan point to ISIS-K resurgence – and US officials warn of possible attacks on American interests in next 6 months

Earlier this month, the US, together with five other nations, had shared intelligence they had of ISIS-K planning for attacks in Moscow. But these warnings were, as recently as last week, rejected by President Vladimir Putin and the Kremlin as being part of an attempt to discredit Russia.

The attack comes at the worst possible moment for Russia’s despotic leader, in the wake of his successful “election campaign” to claim a mandate for a further six years in power.

And it is perhaps for this reason that Putin’s five-minute televised address on Saturday, in which he directed blame toward Ukraine, came so late.

We don’t yet know whether the Kremlin will continue to blame Ukraine or the West for the attack, or if it will pivot to accept Islamic State was responsible.

Either way, it’s likely to respond with a wave of violence, cracking down on Russia’s Muslim minority communities in the North Caucasus region and beyond.

Why would they target Russia?

Both Islamic State in general, and ISIS-K in particular, have long proclaimed their intention of striking Russia.

They have cited Russia’s earlier military occupation of Afghanistan in the 1980s and its long history of crackdowns on Muslim communities in Russia, particularly in the North Caucasus. They have also cited Russia’s role in providing a lifeline to the brutal regime of Bashar al-Assad in Syria.

But it was also likely opportunity and personnel that led the group to select a soft target in Moscow, as much as anything else.

Islamic State carried out multiple attacks in Russia from 2016–19, while several more plots were disrupted from 2021–23.

Many of the ISIS-K militants arrested across Europe, including in Russia, over the past two years have been Russian nationals and people from Central Asia with links to Russia.

The most recent arrests occurred this month when Russian authorities claimed they prevented a planned attack on a synagogue in Moscow.

And last month, a Russian national accused of having Islamic State links was arrested in Poland , while another was arrested working at a nuclear facility under construction in Turkey.

In recent years, the vast majority of successful ISIS-K attacks have been in Afghanistan, with many targeting the minority Shia Muslim Hazara community.

For instance, the group launched a massive suicide bombing outside the Kabul airport in August 2021, in the midst of the chaotic evacuation of Kabul, which resulted in around 170 civilians and 13 US military personnel being killed.

ISIS-K also carried out a bombing of the Russian Embassy in Kabul in September 2022, killing at least six.

In January of this year, ISIS-K launched a massive suicide bombing in Kerman, Iran, killing nearly 100 people at a ceremony to mark the fourth anniversary of the assassination of General Qassem Soleimani.

What next for Putin and the broader terrorism threat?

Terrorist attacks, including those in brutal regimes like Iran or Russia, are tragic assaults on ordinary people who are not to blame for the politics of policies of the governments they are forced to live under.

When attacked, authoritarian regimes tend to respond with brutal reprisals that are likely to lead to cycles of violence, with less restraint and accountability than is typically the case with counter-terrorism operations in open societies.

Friday night’s attack in Moscow was nightmarish, but sadly the horror is likely to be just the beginning.

Regardless of how Putin and the Kremlin choose to respond, the attack comes as a reminder that the threat of terrorism posed by groups like Islamic State and al-Qaeda is now on the rise again. After five years of mostly operating in western Asia, the Middle East and Africa, these groups now pose a renewed threat to the West.

The continued growth of both ISIS-K and al-Qaeda under Taliban rule in Afghanistan should concern us much more than we have been acknowledging.

Friday’s attack is a clear reminder we should not look away and continue to wash our hands of any attempt to improve things in Afghanistan. There are no easy answers, but turning away and doing nothing will only make the situation worse.

Read more: What can we expect from six more years of Vladimir Putin? An increasingly weak and dysfunctional Russia

• Vladimir Putin
• Islamist terrorism
• Islamist extremism

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