thesis statement on american literature

Literary Criticism

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SAMPLE THESIS STATEMENTS

These sample thesis statements are provided as guides, not as required forms or prescriptions.

______________________________________________________________________________________________________________

The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style, imagery, tone, etc.

In “A Worn Path,” Eudora Welty creates a fictional character in Phoenix Jackson whose determination, faith, and cunning illustrate the indomitable human spirit.

Note that the work, author, and character to be analyzed are identified in this thesis statement. The thesis relies on a strong verb (creates). It also identifies the element of fiction that the writer will explore (character) and the characteristics the writer will analyze and discuss (determination, faith, cunning).

Further Examples:

The character of the Nurse in Romeo and Juliet serves as a foil to young Juliet, delights us with her warmth and earthy wit, and helps realize the tragic catastrophe.

The works of ecstatic love poets Rumi, Hafiz, and Kabir use symbols such as a lover’s longing and the Tavern of Ruin to illustrate the human soul’s desire to connect with God.

The thesis may focus on illustrating how a work reflects the particular genre’s forms, the characteristics of a philosophy of literature, or the ideas of a particular school of thought.

“The Third and Final Continent” exhibits characteristics recurrent in writings by immigrants: tradition, adaptation, and identity.

Note how the thesis statement classifies the form of the work (writings by immigrants) and identifies the characteristics of that form of writing (tradition, adaptation, and identity) that the essay will discuss.

Further examples:

Samuel Beckett’s Endgame reflects characteristics of Theatre of the Absurd in its minimalist stage setting, its seemingly meaningless dialogue, and its apocalyptic or nihilist vision.

A close look at many details in “The Story of an Hour” reveals how language, institutions, and expected demeanor suppress the natural desires and aspirations of women.

The thesis may draw parallels between some element in the work and real-life situations or subject matter: historical events, the author’s life, medical diagnoses, etc.

In Willa Cather’s short story, “Paul’s Case,” Paul exhibits suicidal behavior that a caring adult might have recognized and remedied had that adult had the scientific knowledge we have today.

This thesis suggests that the essay will identify characteristics of suicide that Paul exhibits in the story. The writer will have to research medical and psychology texts to determine the typical characteristics of suicidal behavior and to illustrate how Paul’s behavior mirrors those characteristics.

Through the experience of one man, the Narrative of the Life of Frederick Douglass, An American Slave, accurately depicts the historical record of slave life in its descriptions of the often brutal and quixotic relationship between master and slave and of the fragmentation of slave families.

In “I Stand Here Ironing,” one can draw parallels between the narrator’s situation and the author’s life experiences as a mother, writer, and feminist.

SAMPLE PATTERNS FOR THESES ON LITERARY WORKS

1. In (title of work), (author) (illustrates, shows) (aspect) (adjective). 

Example: In “Barn Burning,” William Faulkner shows the characters Sardie and Abner Snopes struggling for their identity.

2. In (title of work), (author) uses (one aspect) to (define, strengthen, illustrate) the (element of work).

Example: In “Youth,” Joseph Conrad uses foreshadowing to strengthen the plot.

3. In (title of work), (author) uses (an important part of work) as a unifying device for (one element), (another element), and (another element). The number of elements can vary from one to four.

Example: In “Youth,” Joseph Conrad uses the sea as a unifying device for setting, structure and theme.

4. (Author) develops the character of (character’s name) in (literary work) through what he/she does, what he/she says, what other people say to or about him/her.

Example: Langston Hughes develops the character of Semple in “Ways and Means”…

5. In (title of work), (author) uses (literary device) to (accomplish, develop, illustrate, strengthen) (element of work).

Example: In “The Masque of the Red Death,” Poe uses the symbolism of the stranger, the clock, and the seventh room to develop the theme of death.

6. (Author) (shows, develops, illustrates) the theme of __________ in the (play, poem, story).

Example: Flannery O’Connor illustrates the theme of the effect of the selfishness of the grandmother upon the family in “A Good Man is Hard to Find.”

7. (Author) develops his character(s) in (title of work) through his/her use of language.

Example: John Updike develops his characters in “A & P” through his use of figurative language.

Perimeter College, Georgia State University,  http://depts.gpc.edu/~gpcltc/handouts/communications/literarythesis.pdf

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Thesis Statements for a Literature Assignment

A thesis prepares the reader for what you are about to say. As such, your paper needs to be interesting in order for your thesis to be interesting. Your thesis needs to be interesting because it needs to capture a reader's attention. If a reader looks at your thesis and says "so what?", your thesis has failed to do its job, and chances are your paper has as well. Thus, make your thesis provocative and open to reasonable disagreement, but then write persuasively enough to sway those who might be disagree.

Keep in mind the following when formulating a thesis:

• A Thesis Should Not State the Obvious
• Use Literary Terms in Thesis With Care
• A Thesis Should be Balanced
• A Thesis Can be a Blueprint

Avoid the Obvious

Bland: Dorothy Parker's "Résumé" uses images of suicide to make her point about living.

This is bland because it's obvious and incontestable. A reader looks at it and says, "so what?"

However, consider this alternative:

Dorothy Parker's "Résumé" doesn't celebrate life, but rather scorns those who would fake or attempt suicide just to get attention.

The first thesis merely describes something about the poem; the second tells the reader what the writer thinks the poem is about--it offers a reading or interpretation. The paper would need to support that reading and would very likely examine the way Parker uses images of suicide to make the point the writer claims.

Use Literary Terms in Thesis Only to Make Larger Points

Poems and novels generally use rhyme, meter, imagery, simile, metaphor, stanzas, characters, themes, settings and so on. While these terms are important for you to use in your analysis and your arguments, that they exist in the work you are writing about should not be the main point of your thesis. Unless the poet or novelist uses these elements in some unexpected way to shape the work's meaning, it's generally a good idea not to draw attention to the use of literary devices in thesis statements because an intelligent reader expects a poem or novel to use literary of these elements. Therefore, a thesis that only says a work uses literary devices isn't a good thesis because all it is doing is stating the obvious, leading the reader to say, "so what?"

However, you can use literary terms in a thesis if the purpose is to explain how the terms contribute to the work's meaning or understanding. Here's an example of thesis statement that does call attention to literary devices because they are central to the paper's argument. Literary terms are placed in italics.

Don Marquis introduced Archy and Mehitabel in his Sun Dial column by combining the conventions of free verse poetry with newspaper prose so intimately that in "the coming of Archy," the entire column represents a complete poem and not a free verse poem preceded by a prose introduction .

Note the difference between this thesis and the first bland thesis on the Parker poem. This thesis does more than say certain literary devices exist in the poem; it argues that they exist in a specific relationship to one another and makes a fairly startling claim, one that many would disagree with and one that the writer will need to persuade her readers on.

Keep Your Thesis Balanced

Keep the thesis balanced. If it's too general, it becomes vague; if it's too specific, it cannot be developed. If it's merely descriptive (like the bland example above), it gives the reader no compelling reason to go on. The thesis should be dramatic, have some tension in it, and should need to be proved (another reason for avoiding the obvious).

Too general: Edna St. Vincent Millay wrote many poems with love as the theme. Too specific: Edna St. Vincent Millay wrote "Love is not all: it is not meat nor drink" in <insert date> after <insert event from her life>. Too descriptive: Edna St. Vincent Millay's "Love is not all: it is not meat nor drink" is a sonnet with two parts; the first six lines propose a view of love and the next eight complicate that view. With tension and which will need proving: Despite her avowal on the importance of love, and despite her belief that she would not sell her love, the speaker in Edna St. Vincent Millay's "Love is not all: it is not meat nor drink" remains unconvinced and bitter, as if she is trying to trick herself into believing that love really does matter for more than the one night she is in some lover's arms.

Your Thesis Can Be A Blueprint

A thesis can be used as roadmap or blueprint for your paper:

In "Résumé," Dorothy Parker subverts the idea of what a résumé is--accomplishments and experiences--with an ironic tone, silly images of suicide, and witty rhymes to point out the banality of life for those who remain too disengaged from it.

Note that while this thesis refers to particular poetic devices, it does so in a way that gets beyond merely saying there are poetic devices in the poem and then merely describing them. It makes a claim as to how and why the poet uses tone, imagery and rhyme.

Readers would expect you to argue that Parker subverts the idea of the résumé to critique bored (and boring) people; they would expect your argument to do so by analyzing her use of tone, imagery and rhyme in that order.

Citation Information

Nick Carbone. (1994-2024). Thesis Statements for a Literature Assignment. The WAC Clearinghouse. Colorado State University. Available at https://wac.colostate.edu/repository/writing/guides/.

Copyright Information

Copyright © 1994-2024 Colorado State University and/or this site's authors, developers, and contributors . Some material displayed on this site is used with permission.

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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• Literary Terms
• Definition & Examples
• When & How to Write a Thesis

I. What is a Thesis?

The thesis (pronounced thee -seez), also known as a thesis statement, is the sentence that introduces the main argument or point of view of a composition (formal essay, nonfiction piece, or narrative). It is the main claim that the author is making about that topic and serves to summarize and introduce that writing that will be discussed throughout the entire piece. For this reason, the thesis is typically found within the first introduction paragraph.

II. Examples of Theses

Here are a few examples of theses which may be found in the introductions of a variety of essays :

In “The Mending Wall,” Robert Frost uses imagery, metaphor, and dialogue to argue against the use of fences between neighbors.

In this example, the thesis introduces the main subject (Frost’s poem “The Mending Wall”), aspects of the subject which will be examined (imagery, metaphor, and dialogue) and the writer’s argument (fences should not be used).

While Facebook connects some, overall, the social networking site is negative in that it isolates users, causes jealousy, and becomes an addiction.

This thesis introduces an argumentative essay which argues against the use of Facebook due to three of its negative effects.

During the college application process, I discovered my willingness to work hard to achieve my dreams and just what those dreams were.

In this more personal example, the thesis statement introduces a narrative essay which will focus on personal development in realizing one’s goals and how to achieve them.

III. The Importance of Using a Thesis

Theses are absolutely necessary components in essays because they introduce what an essay will be about. Without a thesis, the essay lacks clear organization and direction. Theses allow writers to organize their ideas by clearly stating them, and they allow readers to be aware from the beginning of a composition’s subject, argument, and course. Thesis statements must precisely express an argument within the introductory paragraph of the piece in order to guide the reader from the very beginning.

IV. Examples of Theses in Literature

For examples of theses in literature, consider these thesis statements from essays about topics in literature:

In William Shakespeare’s “ Sonnet 46,” both physicality and emotion together form powerful romantic love.

This thesis statement clearly states the work and its author as well as the main argument: physicality and emotion create romantic love.

In The Scarlet Letter, Nathaniel Hawthorne symbolically shows Hester Prynne’s developing identity through the use of the letter A: she moves from adulteress to able community member to angel.

In this example, the work and author are introduced as well as the main argument and supporting points: Prynne’s identity is shown through the letter A in three ways: adulteress, able community member, and angel.

John Keats’ poem “To Autumn” utilizes rhythm, rhyme, and imagery to examine autumn’s simultaneous birth and decay.

This thesis statement introduces the poem and its author along with an argument about the nature of autumn. This argument will be supported by an examination of rhythm, rhyme, and imagery.

V. Examples of Theses in Pop Culture

Sometimes, pop culture attempts to make arguments similar to those of research papers and essays. Here are a few examples of theses in pop culture:

America’s food industry is making a killing and it’s making us sick, but you have the power to turn the tables.

The documentary Food Inc. examines this thesis with evidence throughout the film including video evidence, interviews with experts, and scientific research.

Orca whales should not be kept in captivity, as it is psychologically traumatizing and has caused them to kill their own trainers.

Blackfish uses footage, interviews, and history to argue for the thesis that orca whales should not be held in captivity.

VI. Related Terms

Just as a thesis is introduced in the beginning of a composition, the hypothesis is considered a starting point as well. Whereas a thesis introduces the main point of an essay, the hypothesis introduces a proposed explanation which is being investigated through scientific or mathematical research. Thesis statements present arguments based on evidence which is presented throughout the paper, whereas hypotheses are being tested by scientists and mathematicians who may disprove or prove them through experimentation. Here is an example of a hypothesis versus a thesis:

Hypothesis:

Students skip school more often as summer vacation approaches.

This hypothesis could be tested by examining attendance records and interviewing students. It may or may not be true.

Students skip school due to sickness, boredom with classes, and the urge to rebel.

This thesis presents an argument which will be examined and supported in the paper with detailed evidence and research.

Introduction

A paper’s introduction is its first paragraph which is used to introduce the paper’s main aim and points used to support that aim throughout the paper. The thesis statement is the most important part of the introduction which states all of this information in one concise statement. Typically, introduction paragraphs require a thesis statement which ties together the entire introduction and introduces the rest of the paper.

VII. Conclusion

Theses are necessary components of well-organized and convincing essays, nonfiction pieces, narratives , and documentaries. They allow writers to organize and support arguments to be developed throughout a composition, and they allow readers to understand from the beginning what the aim of the composition is.

List of Terms

• Alliteration
• Amplification
• Anachronism
• Anthropomorphism
• Antonomasia
• APA Citation
• Aposiopesis
• Autobiography
• Bildungsroman
• Characterization
• Circumlocution
• Cliffhanger
• Comic Relief
• Connotation
• Deus ex machina
• Deuteragonist
• Doppelganger
• Double Entendre
• Dramatic irony
• Equivocation
• Extended Metaphor
• Figures of Speech
• Flash-forward
• Foreshadowing
• Intertextuality
• Juxtaposition
• Literary Device
• Malapropism
• Onomatopoeia
• Parallelism
• Pathetic Fallacy
• Personification
• Point of View
• Polysyndeton
• Protagonist
• Red Herring
• Rhetorical Device
• Rhetorical Question
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4.6: Literary Thesis Statements

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• Heather Ringo & Athena Kashyap
• City College of San Francisco via ASCCC Open Educational Resources Initiative

The Literary Thesis Statement

Literary essays are argumentative or persuasive essays. Their purpose is primarily analysis, but analysis for the purposes of showing readers your interpretation of a literary text. So the thesis statement is a one to two sentence summary of your essay's main argument, or interpretation.

Just like in other argumentative essays, the thesis statement should be a kind of opinion based on observable fact about the literary work.

Thesis Statements Should Be

• This thesis takes a position. There are clearly those who could argue against this idea.
• Look at the text in bold. See the strong emphasis on how form (literary devices like symbolism and character) acts as a foundation for the interpretation (perceived danger of female sexuality).
• Through this specific yet concise sentence, readers can anticipate the text to be examined ( Huckleberry Finn) , the author (Mark Twain), the literary device that will be focused upon (river and shore scenes) and what these scenes will show (true expression of American ideals can be found in nature).

Thesis Statements Should NOT Be

• While we know what text and author will be the focus of the essay, we know nothing about what aspect of the essay the author will be focusing upon, nor is there an argument here.
• This may be well and true, but this thesis does not appear to be about a work of literature. This could be turned into a thesis statement if the writer is able to show how this is the theme of a literary work (like "Girl" by Jamaica Kincaid) and root that interpretation in observable data from the story in the form of literary devices.
• Yes, this is true. But it is not debatable. You would be hard-pressed to find someone who could argue with this statement. Yawn, boring.
• This may very well be true. But the purpose of a literary critic is not to judge the quality of a literary work, but to make analyses and interpretations of the work based on observable structural aspects of that work.
• Again, this might be true, and might make an interesting essay topic, but unless it is rooted in textual analysis, it is not within the scope of a literary analysis essay. Be careful not to conflate author and speaker! Author, speaker, and narrator are all different entities! See: intentional fallacy.

Thesis Statement Formula

One way I find helpful to explain literary thesis statements is through a "formula":

Thesis statement = Observation + Analysis + Significance

• Observation: usually regarding the form or structure of the literature. This can be a pattern, like recurring literary devices. For example, "I noticed the poems of Rumi, Hafiz, and Kabir all use symbols such as the lover's longing and Tavern of Ruin "
• Analysis: You could also call this an opinion. This explains what you think your observations show or mean. "I think these recurring symbols all represent the human soul's desire." This is where your debatable argument appears.
• Significance: this explains what the significance or relevance of the interpretation might be. Human soul's desire to do what? Why should readers care that they represent the human soul's desire? "I think these recurring symbols all show the human soul's desire to connect with God. " This is where your argument gets more specific.

Thesis statement: The works of ecstatic love poets Rumi, Hafiz, and Kabir use symbols such as a lover’s longing and the Tavern of Ruin to illustrate the human soul’s desire to connect with God .

Thesis Examples

SAMPLE THESIS STATEMENTS

These sample thesis statements are provided as guides, not as required forms or prescriptions.

______________________________________________________________________________________________________________

The Literary Device Thesis Statement

The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style, imagery, tone, etc.

In “A Worn Path,” Eudora Welty creates a fictional character in Phoenix Jackson whose determination, faith, and cunning illustrate the indomitable human spirit.

Note that the work, author, and character to be analyzed are identified in this thesis statement. The thesis relies on a strong verb (creates). It also identifies the element of fiction that the writer will explore (character) and the characteristics the writer will analyze and discuss (determination, faith, cunning).

The character of the Nurse in Romeo and Juliet serves as a foil to young Juliet, delights us with her warmth and earthy wit, and helps realize the tragic catastrophe.

The Genre / Theory Thesis Statement

The thesis may focus on illustrating how a work reflects the particular genre’s forms, the characteristics of a philosophy of literature, or the ideas of a particular school of thought.

“The Third and Final Continent” exhibits characteristics recurrent in writings by immigrants: tradition, adaptation, and identity.

Note how the thesis statement classifies the form of the work (writings by immigrants) and identifies the characteristics of that form of writing (tradition, adaptation, and identity) that the essay will discuss.

Samuel Beckett’s Endgame reflects characteristics of Theatre of the Absurd in its minimalist stage setting, its seemingly meaningless dialogue, and its apocalyptic or nihilist vision.

A close look at many details in “The Story of an Hour” reveals how language, institutions, and expected demeanor suppress the natural desires and aspirations of women.

Generative Questions

One way to come up with a riveting thesis statement is to start with a generative question. The question should be open-ended and, hopefully, prompt some kind of debate.

• What is the effect of [choose a literary device that features prominently in the chosen text] in this work of literature?
• How does this work of literature conform or resist its genre, and to what effect?
• How does this work of literature portray the environment, and to what effect?
• How does this work of literature portray race, and to what effect?
• How does this work of literature portray gender, and to what effect?
• What historical context is this work of literature engaging with, and how might it function as a commentary on this context?

These are just a few common of the common kinds of questions literary scholars engage with. As you write, you will want to refine your question to be even more specific. Eventually, you can turn your generative question into a statement. This then becomes your thesis statement. For example,

• How do environment and race intersect in the character of Frankenstein's monster, and what can we deduce from this intersection?

Expert Examples

While nobody expects you to write professional-quality thesis statements in an undergraduate literature class, it can be helpful to examine some examples. As you view these examples, consider the structure of the thesis statement. You might also think about what questions the scholar wondered that led to this statement!

• "Heart of Darkness projects the image of Africa as 'the other world,' the antithesis of Europe and therefore civilization, a place where man's vaunted intelligence and refinement are finally mocked by triumphant bestiality" (Achebe 3).
• "...I argue that the approach to time and causality in Boethius' sixth-century Consolation of Philosophy can support abolitionist objectives to dismantle modern American policing and carceral systems" (Chaganti 144).
• "I seek to expand our sense of the musico-poetic compositional practices available to Shakespeare and his contemporaries, focusing on the metapoetric dimensions of Much Ado About Nothing. In so doing, I work against the tendency to isolate writing as an independent or autonomous feature the work of early modern poets and dramatists who integrated bibliographic texts with other, complementary media" (Trudell 371).

Works Cited

Achebe, Chinua. "An Image of Africa" Research in African Literatures 9.1 , Indiana UP, 1978. 1-15.

Chaganti, Seeta. "Boethian Abolition" PMLA 137.1 Modern Language Association, January 2022. 144-154.

"Thesis Statements in Literary Analysis Papers" Author unknown. https://resources.finalsite.net/imag...handout__1.pdf

Trudell, Scott A. "Shakespeare's Notation: Writing Sound in Much Ado about Nothing " PMLA 135.2, Modern Language Association, March 2020. 370-377.

Contributors and Attributions

Thesis Examples. Authored by: University of Arlington Texas. License: CC BY-NC

Thesis Statement

Definition of thesis statement.

A thesis statement is a statement that occurs at the end of the introduction , after the background information on the topic. The thesis statement is connected with the background information through a transition , which could be a full sentence , or a simple transition word, such as therefore, because, but etc.

The thesis statement is called the “heart of the essay .” The idea of an essay without a thesis statement is akin to a body without its heart. It also is called the “central point” or the “core” of an essay. It is comprised of evidences that the writer uses to elaborate on his topic further. Each of these evidences is then elaborated and discussed in the body paragraphs .

If there are three body paragraphs, the thesis statement must have three evidences, and should it have more than three body paragraphs, may be additional evidences. In argumentative essays, three evidences support the topic, while the fourth evidence is against it. The same is the case of persuasive essays. This applies to five-paragraph essays, but in case of a longer essay, the thesis statement could make use of more than one sentence.

There is a slight controversy over the placement of a thesis statement. Some writers and professors argue that it could be placed in the first paragraph at the end, while others feel that, in longer essays, it is not possible to give background information in just one paragraph. As background information takes two or three paragraphs, the thesis statement is kept slightly larger, having two or three sentences, and is placed at the end of the second or third paragraph. However, in a five-paragraph essay, the thesis statement is always placed at the end of the introduction, after the background information.

Qualities of a Good Thesis Statement

• It must have evidences.
• It should be interesting.
• It should be limited.
• It should be manageable.
• It should be researchable.

Difference Between a Thesis Statement and Topic

Sometimes students confuse a thesis statement with a topic, mistaking the thesis statement as the very topic of the essay they are going to read. However, it must be kept in mind that a thesis statement is not a topic, but a brief explanation of the topic in a way that sets the direction of the essay. It predicts the path the essay will take, and tells readers how the essay is going to be organized, and what each part contains.

The topic, however, is a general idea of the essay. It is a specific topic, which has been organized by the thesis statement. The thesis statement in turn elaborates evidences to support to the topic.

Examples of Good and Bad Thesis Statements

• Bad Thesis Statement – “Social media is proving a good marketing tool.”
• Good Thesis Statement – “Social media is proving to be, not only a better marketing tool, but also a source of advertisement for short and medium enterprises intending to expand their consumer base.”

Examples of Thesis Statements in Literature

Example #1:  dream on (by mark krikorian in national review online ).

“The core principal behind this amnesty proposal is that it is amid at those who have grown up here and are, psychologically and emotionally, Americans.”

This is the first sentence of the second paragraph. The second sentence further elaborates this thesis. It is placed in the second paragraph because the first paragraph introduces the controversial DREAM Act. As the writer is going to argue against the bill, he has stated his argument as to why he is going to oppose it. This is a very compact thesis statement with various implicit counter arguments.

Example #2: Editorial (by The Washington Post)

“There is no doubt that the attacks profoundly affected our country’s policy, politics, economics, society and even collective psychology. Moreover, in addition to sharing the immediate experience of September 9/11, Americans have dealt with its consequences in the years since.”

This is the best thesis statement with clear evidences in it. It is not as complicated as other thesis statements usually are.

Example #3: I Have a Dream (by Martin Luther King)

“In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the ‘unalienable Rights’ of ‘Life, Liberty and the pursuit of Happiness.’ It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked ‘insufficient funds’.”

This is one of the best examples of long thesis statements. It highlights what Martin Luther King is going to speak about. It comes after three paragraphs of background information.

Function of Thesis Statement

A good thesis statement is the heart of an essay. It gives a gist of the thoughts a writer expresses in his essay. It determines the shape of the essay, predicts its content, and foreshadows its events. It narrates the whole story in just one sentence, provided the essay is a short one. Without a thesis statement, an essay is just a written piece, not an organized and well-connected essay

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In This Article Expand or collapse the "in this article" section Realism and Naturalism

Introduction, general overviews.

• Anthologies and Collected Essays
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• Aesthetic Form in Literature and the Arts
• In the Context of US History
• Definition and the Relationship between Naturalism and Realism
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• Authorship, Professionalism, and the Canon
• The City and Urbanization
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• 20th-Century Naturalism

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Realism and Naturalism by John Dudley LAST REVIEWED: 29 August 2012 LAST MODIFIED: 29 August 2012 DOI: 10.1093/obo/9780199827251-0059

Variously defined as distinct philosophical approaches, complementary aesthetic strategies, or broad literary movements, realism and naturalism emerged as the dominant categories applied to American fiction of the late 19th and early 20th centuries. Included under the broad umbrella of realism are a diverse set of authors, including Henry James, W. D. Howells, Mark Twain, Bret Harte, George Washington Cable, Rebecca Harding Davis, Sarah Orne Jewett, and Hamlin Garland. Often categorized as regionalists or local colorists, many of these writers produced work that emphasized geographically distinct dialects and customs. Others offered satirical fiction or novels of manners that exposed the excesses, hypocrisies, or shortcomings of a culture undergoing radical social change. A subsequent generation of writers, including Stephen Crane, Frank Norris, Theodore Dreiser, Edith Wharton, and Jack London, are most often cited as the American inheritors of the naturalist approach practiced by Emile Zola, whose 1880 treatise Le Roman Experimental applied the experimental methods of medical science to the construction of the novel. Governed by a combination of heredity, environment, and chance, the typical characters of naturalist fiction find themselves constrained from achieving the transcendent goals suggested by a false ideology of romantic individualism. Over the past century, critics and literary historians have alternately viewed realist and naturalist texts as explicit condemnations of the economic, cultural, or ethical deficiencies of the industrialized age or as representations of the very ideological forces they purport to critique. Accordingly, an exploration of these texts raises important questions about the relationship between literature and society, and about our understanding of the “real” or the “natural” as cultural and literary phenomena. Though of little regard in the wake of the New Critics’ emphasis on metaphysics and formal innovation, a revived interest in realism as the American adaptation of an international movement aligned with egalitarian and democratic ideology emerged in the 1960s, as did an effort to redefine naturalist fiction as a more complex form belonging to the broader mainstream of American literary history. More recently, the emergence of deconstructive, Marxist, and new historicist criticism in the 1980s afforded a revised, and often skeptical, reevaluation of realism and naturalism as more conflicted forms, itself defined or constructed by hegemonic forces and offering insight into late-19th- and early-20th-century ideologies of class, race, and gender.

In the wake of Parrington’s attempt to reconcile the rise of realism and naturalism with an essentially romantic tradition ( Parrington 1930 ), interest in the rise of these movements has occurred in waves. In particular, efforts to provide large-scale summaries reflect the attention to social problems in 1960s, and the influence of—and reaction to—post-structuralism and cultural criticism in the 1980s. In all cases, however, comprehensive hypotheses about the nature of realism and naturalism remain grounded, to a large extent, in the political, economic, and cultural history of the late 19th century. Berthoff 1965 , Pizer 1984 , and Lehan 2005 represent attempts to accommodate the horizons established by Parrington’s definition of the study of literary form. Kaplan 1988 , Borus 1989 , and Bell 1993 each make valuable contributions to the new historicist reexamination of naturalism. Murphy 1987 offers one of the few comprehensive accounts of realism within dramatic literature.

Bell, Michael Davitt. The Problem of American Realism: Studies in the Cultural History of a Literary Idea . Chicago: University of Chicago Press, 1993.

Provides compelling readings of the canonical authors, suggesting little common ground beyond the fact that both realism and naturalism explicitly reject the conventional dictates of artistry and dominant notions of style. Unified in their attraction to “reality” as an abstraction, Howells, Twain, James, Norris, Crane, Dreiser, and Jewett each constructed radically unique responses to a common “revolt against style” (p. 115)

Berthoff, Warner. The Ferment of Realism: American Literature, 1884–1919 . New York: Free Press, 1965.

Suggests that realism as a category may be best understood though an examination of practice, rather than through the study of principles or theories. In this light, establishes forceful reading of realist novels as varied statements of outrage and opposition to the increasing materialism, disorder, and perceived moral decay in the years leading up to World War I.

Borus, Daniel H. Writing Realism: Howells, James, and Norris in the Mass Market . Chapel Hill: University of North Carolina Press, 1989.

Draws on concerns of new historicism, yet emphasizes the process of literary publication and reception itself. Explores Howells, James, and Norris in detail, with some attention to other writers, including compelling discussions of the publishing industry, literary celebrity, and rise of the political novel.

Kaplan, Amy. The Social Construction of American Realism . Chicago: University of Chicago Press, 1988.

Includes a concise summary of earlier critical debates about realism (including and subsuming naturalism) and describes the cultural work in novels of Howells, Wharton, and Dreiser to construct social spaces that contain and defuse class tensions emerging in the late 19th century. Among the more influential new historicist interventions.

Lehan, Richard Daniel. Realism and Naturalism: The Novel in an Age of Transition . Madison: University of Wisconsin Press, 2005.

Resolutely formalist overview of realism and naturalism as literary modes. Describes the philosophical and cultural assumptions that helped shape these movements and traces their development throughout the 20th century. At times polemical in its dismissal of post-structuralist or materialist rereadings (see, for example, Kaplan 1988 ; Howard 1985 or Michaels 1987 , both cited under Philosophy, History, and Form ), nonetheless immensely useful and readable synthesis of key ideas.

Murphy, Brenda. American Realism and American Drama, 1880–1940 . New York: Cambridge University Press, 1987.

A treatment of realism in American theater, tracing the development of realist ideas about dramatic representation and their subsequent influence on American dramatists of the 20th century, including Eugene O’Neill, Elmer Rice, and others. Addresses the scant attention paid to the theater in the scholarship on realism.

Parrington, Vernon Louis. The Beginnings of Critical Realism in America, 1860–1920 . Vol. 3, Main Currents in American Thought . New York: Harcourt, Brace, 1930.

Though left incomplete at Parrington’s death, offers what would become the dominant view of realism and naturalism for much subsequent criticism. Sees these movements as antitheses of idealism represented by the Emersonian tradition, providing a needed corrective to “shoddy romanticism” that threatened to consume the American literary tradition.

Pizer, Donald. Realism and Naturalism in Nineteenth-Century American Literature . Rev. ed. Carbondale: Southern Illinois University Press, 1984.

Revision of essential 1966 work, offering a comprehensive formal theory of realism and naturalism, linked by adherence to an ethical idealism that informs, restructures, and complicates the diversity of themes and topics, the often bleak subject matter, and the presence of a deterministic worldview. Collects a variety of essays that construct a coherent portrait of the movements and their defining tensions.

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Edgar Allan Poe – American Literature Research Paper

Thesis statement, works cited.

Edgar Poe is one of the poets whose work is widely read across the world. He is one of the first American writers who managed to rely completely on writing as a source of livelihood. Edgar Poe was born in Boston in 1809. His father left the family while Edgar was still very young. His mother died of tuberculosis in late 1811. After the death of his mother, Edgar Poe was taken by a rich merchant family. It is from this family that the boy was brought up. The main themes that are evident in his work are the themes of death and love.

In his work, Edgar has concentrated in various issues that face people in the society. Some of the main themes that are common in most of his work are love, death and women. This study seeks to analyze these themes based on his different works.

A significant portion of Edgar Poe’s work emphasizes the reflections of death and the questions about life after death. For instance, the theme of death is clearly demonstrated in the poem Eldorado. In this poem, the protagonist is determined to achieve his life goals (Sova 27). However, he is only able to reach these goals in death. Edgar Poe had spent a significant portion of his work on these two themes. His work was to a great extent influenced by his life experiences.

Another work done by Poe that emphasizes on the theme of death is Annabel Lee. In this poem, Edgar Poe depicts the death of a beautiful woman. This poem relates to the narrator, Poe, who fell in love with Annabel Lee when he was a teenager. He says that his love for her made the angels become jealous (Jackson 253). Although she was loved, death did not hesitate to take Annabel Lee. She died before she could fulfill her goals. In this case, the author talks about the kingdom of the sea.

The kingdom of the sea implies the memory of the speaker. It is revealed that though many years passed after Annabel Lee had left, nonetheless, the recollection about her could not fade from the narrator’s memory. This shows how death obstructs people from realizing their goals.

In his poem, Annabel Lee, the narrator describes how death took this young girl, Annabel. He speaks of a chilling wind from the sky that emerged resulting in the death of her wife. The author is very convinced that it is the angels who blew the cloudy sky that caused the death of a loving wife. In line 26, the narrator further emphasizes the strength of the love between him and his departed wife.

In his statement, he says that they experienced the love that had never been experienced by older and wiser people (BookRags par 5). This further reveals the love that existed between the narrator and his wife.

Even after the death of his wife (Annabel), the narrator continues adoring and being attached to his wife. He insists that nothing would stop him from loving her. He says that his love for her was beyond death, so it grew even stronger after her death. The narrator talks about the moon and the stars that acted as the messengers who continued to bring her love for him in the form of a dream. Therefore, he believes that their love would remain connected through dreams.

The poem of Annabel reveals the impact that death has on the living. The people are made to suffer when they are left by their beloved ones. For instance, we can see the narrator spending nights by the tomb side where his wife was buried. In this case, he suffers from psychological torture. This also reveals the destruction of the innocence by death.

In this case, Annabel Lee was killed by the angels, not because of her sins, but because they had a strong relationship with the narrator. The poem indicates that although this scenario had taken place sometime before, the speaker was still in grief. This further features the sufferings that death caused to the bereaved (BookRags 30).

This poem indicates that death did not only affect the people who died, but also the people who were left behind. The people who continue living are affected and injured by death. Death leads to distortion of the memory and reality. For example, the speaker does not attempt to give physical or medical reasons for the death of Annabel Lee. He just attributes Annabel’s death to the chilling wind. This may lead to distortion of reality.

The speaker believes that something like a disease or accident was not enough to separate him from his loving wife. He strongly believes that it was only the supernatural powers that had the authority to do so. The causes of death that the speaker gives reveal the people’s inability to accept death. This can be seen as a psychological weakness (BookRags 20).

In his poems, Edgar Poe concludes differently about death. Death is seen as a foregone conclusion, as the end of a long process of decaying that usually takes a very long time. Some of Edgar Poe’s poems significantly differ from his conclusions about life after death. For instance, both poems, The Raven and Lenore, talk of a deceased female. However, they stick to different opinions of life after death. This reveals the uncertainty among the people on what happens to life after death (Sova 50).

In the poem Lenore, Guy de Vere is more encouraged and hopeful while mourning because he strongly believes that he will see Lenore in Heaven (Poe: Poems by Edgar Allan Pie 2). He believes that when people die, they go to heaven. Therefore, there is a chance of joining the dead in heaven after we die. Contrary to this, in The Raven, there is no hope after death.

The narrator is very desperate and disturbed because he believes that he would never see Lenore once more. On the other hand, Guy de Vere uses biblical words. While mourning, his words were more concerned about the mourners than Lenore. Although it is evident that he had a strong love for Lenore, Guy did not cry; the reason was that he believed in love after death (Poe 6: The Raven).

In the poem The Raven, the narrator is totally affected by the death of his beloved one. In an effort to reduce his sorrow for the lost Lenore, the lonely Guy tries to divert his mind by reading old books.

Unfortunately, he is unable to find a solution to his loneliness. When he is in his chamber reading, he is interrupted by a tap on the door. He stands up and opens the door to be met only by total darkness (Poe 3: The Raven). First, he thinks it is Lenore who has come back, that is why he whispers her name. Unfortunately, he is met by a raven that only increases his sorrow.

The theme of love is also very common in Edgar Poe’s work. Most of the poems he wrote reveal some aspects of love. In most of his poems, the author reveals the nurturing role of a loving woman. His work demonstrates that love belongs to the young and innocent heroines. Even after the death of his beloved woman, many protagonists in Edgars Poe’s works were not disappointed in love. Some of them are obsessed with their beloved ones to the extent of becoming absent minded.

In the poem Annabel Lee, the narrator reveals his love to a young woman called Annabel Lee. He developed a strong love for her while they were still young. He says that even all the creatures were jealous of their love.

Unfortunately, the death comes and takes Annabel Lee. But the narrator does not forget her. For instance, the narrator sleeps next to her grave every day (Sova 25). His love for Annabel is divine and also everlasting to the extent of disturbing the sea creatures. The narrator’s obsession of Annabel Lee is so strong that the heavenly beings decide to inflict death on Annabel Lee.

In the poem, Annabel Lee, lines 5-6 reveal the narrator’s relationship with Annabel. They show how much she was devoted and that she was always there to love and to be loved by him (Sova 26). In the seventh line, the narrator mentions the word child once more. This repetition indicates that the love between Annabel and the narrator was innocent.

Child, in this case, symbolizes innocence. Their love was pure and not corrupted by the adult world. The narrator also uses hyperbole to reveal how strong the relationship between him and her lover was. For instance, he says that the winged seraphs envied them (Sova 27).

The theme of love is also clearly featured in the poem Illume. In this case, the narrator is deeply in love with a young woman. Unfortunately, the young woman is taken by death at the climax of her youth. Due to the deep love, the narrator has developed for her, he becomes obsessed. For instance, he is seen walking across the woods, but his mind is drawn to his departed lover’s grave.

In this poem, the narrator is so deeply in love with the departed woman, so he wishes to be dead so that he will not suffer anymore. The poem Ululume manages to balance life and death. In this poem, death is seen as an evil force. It takes a young woman who is in the prime of her life (BookRags 35).

The Annabel Lee poem portrays a picture of a narrator who is in a tough struggle with other people in society, who are more powerful. These people pose a big challenge or barrier to the speaker and his love for Annabel Lee.

Initially, the speaker indicates that their youthful love was opposed by the adult world. Finally, the opposition comes from the most powerful beings (i.e. the angels) that finally cause the death of his wife. However, the speaker does not quit the struggle. He continues his fight against the powerful forces even after her lover is taken.

Most of Edgar’s work has discussed women in society (BookRags 10). He has written many poems about women who have suffered from the fate of death. Most of them die before they get married. This has revealed the suffering that innocent women have to suffer from the hand of death. For instance, in the poem Annabel Lee, the young lady Annabel is taken by death just as she approaches the climax of her youth. Lee suffered despite the fact that she was innocent.

Edgar has portrayed women as a very important component of a man. In his poems, he has revealed several circumstances where men are obsessed when they lose their loved ones. In his poem The Raven, the narrator is affected by Lenore’s death. He does not want to imagine that Lenore has left because she was very important to him. For instance, even a tap by a raven makes him think that it was Lenore who has come back to him (Poe 6: The Raven).

In conclusion, this discussion has revealed that death, love, and women are the main themes in Edgar Poe’s work. In his work, Edgar has portrayed death as an evil. Death is attributed to the supernatural powers beyond human control. Edgar also emphasized the theme of love and women in his work. He portrays the woman as a very important part of man’s life.

BookRags. “ Annabel Lee Themes .” Bookrags , 2011. Web.

Jackson, David. “The Complete Tales and Poems of Edgar Allan Poe (Book).” American Literature 10.2 (1938) : 253. Print.

Poe, Edgar Allen. Poems by Edgar Allan Poe . New York: Hayes Barton Press, 2005. Print

Poe, Edgar Allen. The Raven . New York: BompaCrazy.com, 1993. Print

Sova, Dawn. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work . New York: Infobase Publishing, 2007. Print

• Chicago (A-D)
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IvyPanda. (2024, February 29). Edgar Allan Poe - American Literature. https://ivypanda.com/essays/edgar-allan-poe-american-literature/

"Edgar Allan Poe - American Literature." IvyPanda , 29 Feb. 2024, ivypanda.com/essays/edgar-allan-poe-american-literature/.

IvyPanda . (2024) 'Edgar Allan Poe - American Literature'. 29 February.

IvyPanda . 2024. "Edgar Allan Poe - American Literature." February 29, 2024. https://ivypanda.com/essays/edgar-allan-poe-american-literature/.

1. IvyPanda . "Edgar Allan Poe - American Literature." February 29, 2024. https://ivypanda.com/essays/edgar-allan-poe-american-literature/.

Bibliography

IvyPanda . "Edgar Allan Poe - American Literature." February 29, 2024. https://ivypanda.com/essays/edgar-allan-poe-american-literature/.

• "Annabel Lee" and "The Raven" by Edgar Allan Poe
• The Poem “Annabel Lee” by Edgar Allan Poe
• Edgar Poe’s Annabel Lee: Narrative Text Analysis
• “Annabel Lee” the Work by Edgar Allen Poe
• "Annabel Lee" by Edgar Allan Poe: Poetry Analysis
• “Annabel Lee” Multi Rhythmic Poem by Edgar A. Poe
• Edgar Allan Poe: Analyzing Literature Works
• Lost Love of the Narrator in “The Raven” by Poe
• Literature Symbols in "The Raven" by Edgar Allan Poe
• "The Raven" by Edgar Allan Poe Analysis
• "Friday Night Lights: A Town, a Team and a Dream" by H. G. Bissinger
• "Little Women" by Louisa Alcott Literature Analysis
• Literature Analysis of the Play "Fences" by August Wilson
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• F. Scott Fitzgerald's Writing Style Throughout 5 Novels

ENG 337 Asian American Literature Class Guide

• Writing a Thesis Statement
• Source Types
• Search Terms
• Search Stategies
• Using Sources Effectively
• MLA Style Annotated Bibliography
• ILL Request Form This link opens in a new window
• Research Guides
• Form for Workshop

Contact Taylor

Introduction

Welcome! This page is designed to help you with your Asian American Literature research paper. Use this page to learn more about:

• Brainstorming a thesis topic
• Identifying source types
• Using library databases to find secondary sources
• Using your sources effectively
• Citing your sources

If you have any questions about any aspect of your research assignment, please feel free to reach out to me at [email protected] .

Brainstorming

Coming up with a thesis statement for a critical literary paper can be difficult, but these strategies should help you in the process. Take some time to brainstorm and look back at readings from the course. Consider the topics that interested you during the class and explore those more fully.

There are a plethora of strategies for brainstorming: free writing, concept mapping, etc. The links below highlight each strategy, so you can find the one that fits with your mode of thinking.

Whatever your strategy don't forget to review what your professor has asked for you to do, so you can make sure that your topic is appropriate for the assignment.

• Bubbl.us Create a concept map online
• Freewriting: A Way Around Writer's Block from the University of Richmond Writing Center

Focusing a Topic

Assignments often are written with a subject in mind but are often too broad to work as a single topic for your project. You still need to choose a unique aspect of that subject in which to specialize your research. To do this you may want to:

• Look at class notes: is there anything that has been discussed in class that has piqued your interest?
• Review your readings: what important points have been brought up in the works that you can expand on?
• Look beyond your class notes: is there an Asian American writer that you're interested in that you didn't discuss in class but would like to explore further?

Below are some additional resources to get you started.

• Purdue OWL's Introduction to Prewriting This site will provide you with a list of questions to ask yourself while you flesh out your potential focus.
• Develop a Topic from University of Indiana Libraries

Writing Your Thesis Statement

Once you know what you would like to discuss within the primary work, try to write your thesis down in one or two sentences. Thesis sentences should be clear, concise, and specific. The Bridgewater College Writing Center has this to say about thesis statements:

In general, academic writing requires a thesis statement. A thesis statement is often considered to be part of an argumentative text, any paper that takes a position on something, that is, a paper that makes a claim. One way to think about the thesis statement is that if you boiled your whole case down to a single statement, that statement would be your thesis. A thesis statement typically identifies your topic and embodies your attitude toward your topic. Most writing assignments will require you to take a position on a topic, and most college professors expect to find a clear statement of that position, almost always in your introductory paragraph. 

For more information on writing thesis statements, see the Bridgewater College Writing Center resources website .

• Next: Source Types >>
• Last Updated: Feb 22, 2024 10:25 AM
• URL: https://libguides.bridgewater.edu/eng337

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