huckleberry finn thesis statements

The Adventures of Huckleberry Finn

Is this a good thesis statement for an essay on the adventures of huckleberry finn.

Twain uses characterization to portray Huck as an amazingly strong-willed character who is in touch with a personal sense of morality that enables him to disregard society's values.

Hey, this is really good. As long as Huck is the major person that you are characterizing this will be great. Make sure you know your major points which support your thesis statement. I would mention them in your intro. and then deal with each separately in the body of your paper. In your body remember to state-explain -quote. So, if Huck is accepting of blacks, you will explain the significance of this, then find and quote evidence from the text.

Hi. How about, "Twain's characterization of Huck shows an amazingly strong-willed young man, whose personal sense of morality overrides society's closed-minded bigotry and focuses, instead, on his own integrity and values." Saying that "characterization" portrays a character is a little redundant. Good luck.

I agree 100% with Aslan. Have strong opinions, but make sure to back them up with evidence. And make sure to cite all sources. Happy writing! :)

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Site all sources!!!!! :)

Is this a good thesis statement ?

Racial inequality has affected Huck and Jim’s friendship; throughout the novel, their relationship evolves into a father-son dynamic.

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Chapter 5: Thesis Statements and Introductions

Effective thesis statements, an effective thesis statement:.

• identifies—or PREVIEWS—what you plan to argue, and it “telegraphs” how you plan to argue; that is, it communicates what particular support for your claim is going where in your essay
• 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
• not only grabs the interest of your reader, who now wants to see you support your unique interpretation, but also provides a focus for your argument, one to which every part of your paper refers in the development of your position
• keeps the writer centered on the matter at hand and reduces the risk of intellectual wandering

A simple equation for what a thesis might look like this:

What you plan to argue + How you plan to argue it = Thesis Specific Topic+ Attitude/Angle/Argument=Thesis

Steps To Write Effective Thesis Statement

• Choose a prompt or, if appropriate, select a topic: television violence and children
• What are the effects of television violence on children?
• Violence on television increases aggressive behavior in children.
• Avoid general phrasing and/or sweeping words such as “all” or “none” or “every”.
• Lead the reader toward the topic sentences (the subtopics needed to prove the thesis).
• While poor parenting and easy access to weapons may act as contributory factors, in fact when children are exposed to television violence they become less sensitive to the pain and suffering of others, are more fearful of the world around them, and are more likely to behave in aggressive or harmful ways toward others.

The Components of an Effective Thesis Statement

• You can’t just pluck a thesis out of thin air. Even if you have a terrific insight concerning a topic, it won’t be worth much unless you can logically and persuasively support it in the body of your essay. A thesis is the evolutionary result of a thinking process, not a miraculous creation. Formulating a thesis is not the first thing you do after reading an essay assignment .
• Substantial – Your thesis should be a claim for which it is easy to answer every reader’s question: “So what?”
• Supportable – A thesis must be a claim that you can prove with the evidence at hand (e.g., evidence from your texts or from your research). Your claim should not be outlandish, nor should it be mere personal opinion or preference (e.g., “Frederick Douglass is my favorite historical figure.”) It tackles a subject that could be adequately covered in the format of the project assigned.
• Precise – It is focused and specific. A strong thesis proves a point without discussing everything. It clearly asserts your own conclusion based on evidence. Note: Be flexible. It is perfectly okay to change your thesis!
• Arguable – It should be contestable, proposing an arguable point with which people could reasonably disagree.
• Relevant – If you are responding to an assignment, the thesis should answer the question your teacher has posed. In order to stay focused, pay attention to the task words in the assignment: summarize, argue, compare/contrast, etc.
• Aware of Counters – It anticipates and refutes the counter-arguments.

The best thesis statement is a balance of specific details and concise language. Your goal is to articulate an argument in detail without burdening the reader with too much information.

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 ? This might seem obvious, but it’s worth asking. No matter how intriguing or dazzling, a thesis that doesn’t answer the question is not a good thesis! Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.
• If your thesis contains vague words like “good” or “successful,” see if you could be more specific: why is something “good”; what makes something “successful”?
• 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 ?  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.
• Can 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 o.k. 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 statement adequately address the direction words of the prompt: summarize, argue, compare/contrast, analyze, discuss, etc. ?

Suppose you are taking a course on 19th-century America, and the instructor hands out the following essay assignment: Compare and contrast the reasons why the North and South fought the Civil War. You turn on the computer and type out the following:

The North and South fought the Civil War for many reasons, some of which were the same and some different.

This weak thesis restates the question without providing any additional information. You will expand on this new information in the body of the essay, but it is important that the reader know where you are heading. A reader of this weak thesis might think, “What reasons? How are they the same? How are they different?” Ask yourself these same questions and begin to compare Northern and Southern attitudes (perhaps you first think, “The South believed slavery was right, and the North thought slavery was wrong”). Now, push your comparison toward an interpretation—why did one side think slavery was right and the other side think it was wrong? You look again at the evidence, and you decide that you are going to argue that the North believed slavery was immoral while the South believed it upheld the Southern way of life. You write:

While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.

Now you have a working thesis! Included in this working thesis is a reason for the war and some idea of how the two sides disagreed over this reason. As you write the essay, you will probably begin to characterize these differences more precisely, and your working thesis may start to seem too vague. Maybe you decide that both sides fought for moral reasons, and that they just focused on different moral issues. You end up revising the working thesis into a final thesis that really captures the argument in your paper:

While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.

Compare this to the original weak thesis. This final thesis presents a way of interpreting evidence that illuminates the significance of the question. Keep in mind that this is one of many possible interpretations of the Civil War—it is not the one and only right answer to the question . There isn’t one right answer; there are only strong and weak thesis statements and strong and weak uses of evidence.

Let’s look at another example. 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.

Why is this thesis weak? Think about what the reader would expect from the essay that follows: you will most likely provide a general, appreciative summary of Twain’s novel. The question did not ask you to summarize; it asked you to analyze. Your professor is probably not interested in your opinion of the novel; instead, she wants you to think about why it’s such a great novel— what do Huck’s adventures tell us about life, about America, about coming of age, about race relations, etc.? First, the question asks you to pick an aspect of the novel that you think is 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.

Here’s a working thesis with potential: you have highlighted an important aspect of the novel for investigation; however, it’s still not clear what your analysis will reveal. Your reader is intrigued, but is still thinking, “So what? What’s the point of this contrast? What does it signify?” Perhaps you are not sure yet, either. That’s fine—begin to work on comparing scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions. Eventually you will be able to clarify for yourself, and then for the reader, why this contrast matters. 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.

Myths about Thesis Statements

• Every paper requires one . Assignments that ask you to write personal responses or to explore a subject don’t want you to seem to pre-judge the issues. Essays of literary interpretation often want you to be aware of many effects rather than seeming to box yourself into one view of the text.
• A thesis statement must come at the end of the first paragraph . This is a natural position for a statement of focus, but it’s not the only one. Some theses can be stated in the opening sentences of an essay; others need a paragraph or two of introduction; others can’t be fully formulated until the end.
• A thesis statement must be one sentence in length , no matter how many clauses it contains. Clear writing is more important than rules like these. Use two or three sentences if you need them. A complex argument may require a whole tightly-knit paragraph to make its initial statement of position.
• You can’t start writing an essay until you have a perfect thesis statement . It may be advisable to draft a hypothesis or tentative thesis statement near the start of a big project, but changing and refining a thesis is a main task of thinking your way through your ideas as you write a paper. And some essay projects need to explore the question in depth without being locked in before they can provide even a tentative answer.
• A thesis statement must give three points of support . It should indicate that the essay will explain and give evidence for its assertion, but points don’t need to come in any specific number.

Progressively Complex Thesis Statements

• Effective Thesis Statements. Provided by : Writing Guide Wikispaces. Located at : https://writingguide.wikispaces.com/Effective+Thesis+Statements . License : CC BY-SA: Attribution-ShareAlike

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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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Slavery and Racism in “The Adventures of Huckleberry Finn”

How it works

The Adventures of Huckleberry Finn is absolutely relating a message to readers about the ills of slavery but this is a complex matter. On the one hand, the only truly good and reliable character is Jim who, a slave, is subhuman. Also, twain wrote this book after slavery had been abolished, therefore, the fact that is significant. There are still several traces of some degree of racism in the novel, including the use of the n word and his tendency to paint Jim in some ways that fit the stereotype of a slave despite these issues, for this essay on Huck Finn, argue that the character of Jim as the only righteous and honest character in a sea of white characters who are all greatly flawed proves that Twain wanted to show that despite the civilizen nature of white society, it is not perfect and slavery, which denies human rights, is a hypocritical institution.

As Andrew Solomon from the University of Pittsburgh said Out of this discouraging portrait of humanity, however, some few people can survive, though with difficulty, and the most endearing character to do so, of course, is Huck.6 Huck Finn, as we see him at the dawn of his adolescence,7 is basically simple and direct in nature. Huck tells the Dumas-inspired Tom Sawyer, for example, “”When I start in to steal a nigger, or a watermelon, or a Sunday-school book, I ain’t no ways particular how it’s done so it’s done”” (p. 206). The idea of race in this novel is very nocolant. It appears as if nothing is wrong with it, and in the day and age this was written, it is understandable that it didn’t faze anyone at the time. A true point to drive home what Solomon said would be “”Looky here, Jim; does a cat talk like we do?”” (p. 91) Jim can’t believe that people speak different languages all over the world, since we’re all the same. But if we’re all the same, why are some of us enslaved? And why doesn’t he seem to make that conceptual leap? As Jim tries to help Huck understand this, Huck is also trying to make Jim understand the concept that we are not all the ame and that some of us are much different than others.

As we continue to read throughout the novel, we notice that although Huck does not see a problem with slavery, he also doesn’t want to lose Jim to it. This shows when You see, when we left him all alone we had to tie him, because if anybody happened on him all by and himself and not tied, it wouldn’t look much like he was a runaway nigger, you know. (p. 169), this is important because of what it leads up to. When Huck, the Duke, and the King think of a way to make sure that Jim doesn’t have to be tied up it is a statement to the fact that Huck has started to form a relationship with Jim and wants to make sure that he is okay while they are away. The fact that this is important to Huck is a big deal, that even though they still treat him like a slave, there is some sort of comandiere in the way they interact.

The racism aspect of this novel is important because they teach us of a different time period. They explain to us through a unique way of teaching that this was considered acceptable in the way of the world. When Huck and Buck interact without Jim, it is as good a reference point as any because, Buck’s family had slaves. They had enough slaves that they were able to give one to Huck while he stayed with them. This is a good example because Huck notices the way that they are treated and doesn’t find it right. Which is a huge step for Huck as a growing, maturing teen.

When Jim is brought into the book we first imagine him as a dumb, uneducated piece of property, who was referred to us as a slave. As we move on throughout the novel, we learn that this is not only a facade but a way for Jim to cope with cards he was dealt that he called life. Slavery places Jim under the control of white society, no matter how wrong and inconceivable, white society may be, along with the preposterous racism that arose near the end of this time period.

Therefore in writing the novel, Mark Twain showed the growth of a part of white society that slaves were not property but human. Twain used Huck’s environment, teachings, and beliefs at the beginning of the novel as pro-slavery. Then used Jim as a tool to allow Huck to see the wrongful treatment of slaves that Huck realizes that Jim as a slave was a better person than his father other white people that were ranked higher in society. Then by the end of the novel Twain shows Huck willing to give up his status in society for someone he wouldn’t have given a second thought to, is now willing to give up life as he knew it.

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Thesis Statements Final

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You come across the order with the following instructions: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. Here are three theses written by the writer. Which of them is the strongest?

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

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.

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

Mark Twain's story is well written and there are many contrasts to be seen in the story that include the river.

Which of the theses is the strongest?

Although I agree with Jeane Kirkpatrick’s argument that environmentalists and businesses should work together to ensure the ecological future of the world, her argument is likely to undervalue the necessity of pressuring businesses to attend to environmental concerns that may not benefit them in the short run.

This paper will address the characteristics of a good corporate manager.

The songs of the punk rock group Minor Threat relate to the feelings of individuals who dare to be different. Their songs are just composed of pure emotion. Pure emotion is very important in music, because it serves as a vehicle to convey the important message of individuality. Minor Threat’s songs are meaningful to me because I can identify with them.

The flight from teaching to research and publishing in higher education is a controversial issue in the academic world. I will show different views and aspects concerning this problem.

Although Othello appears to attack jealousy, it also supports the skepticism of the jealous characters over the naïveté of the Othello and his wife Desdemona.

There are many similarities and differences between the Carolingian and the Burgundian Renaissances.

The jeans industry targets its advertisements to appeal to young adults.

Sir Thomas More’s Utopia proposes an unworkable set of solutions to society’s problems because, like communist Russia, it suppresses individualism.

From cartoons in the morning to adventure shows at night, there is too much violence on television.

The songs of the punk rock group Minor Threat relate to the feelings of individuals who dare to be different. Their songs are just composed of pure emotion.

Although violent revolutions begin to redress long-standing social inequities, they often do so at the cost of long-term economic dysfunction and the suffering that attends it.

It is important to understand why leaders act in a leadership role. What is the driving force? Is it an internal drive for the business or group to succeed, or is it an internal drive for the leader to dominate others?

Choose what of statements provided below is wrong:

You’d better not use specific lexical groups of words such as technical terms or jargon in your thesis statement.

You should avoid abstract words in your thesis statement.

Thesis statement can not be placed in the conclusion of the introduction.

Which thesis statement is NOT debatable?

At least 25 percent of the federal budget should be spent on limiting pollution.

America's anti-pollution efforts should focus on privately owned cars.

Pollution is bad for the environment.

Drug use is detrimental to society.

This is an example of a thesis statement that is

The popularity of SUVs in America has caused pollution to increase.

Is this thesis a

Claim of cause and effect

Claim of fact or definition

Claim about solutions or policies

Instead of drilling for oil in Alaska we should be focusing on ways to reduce oil consumption, such as researching renewable energy sources.

What some people refer to as global warming is actually nothing more than normal, long-term cycles of climate change.

Claim about value

Global warming is the most pressing challenge facing the world today.

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