thesis content meaning

The Writing Center • University of North Carolina at Chapel Hill

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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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable. We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors. We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators. The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

In this essay, I argue ____, using ______ to assert _____.
While scholars have often argued ______, I argue______, because_______.
Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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Didn't find what you need? Email us at [email protected] .

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How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

Condense the main idea of your thesis into one or two sentences.
Answer your project’s main research question.
Clearly state your position in relation to the topic .
Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

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

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

Why Should Your Essay Contain a Thesis Statement?

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

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

How Can You Write a Good Thesis Statement?

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

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

How to Generate a Thesis Statement if the Topic is Assigned

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

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

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

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

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

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

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

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

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

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

You start out with a thesis statement like this:

Sugar consumption.

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

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

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

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

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

You revise your thesis statement to look like this:

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

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

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

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

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

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

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

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

How to Tell a Strong Thesis Statement from a Weak One

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

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

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

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

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

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

2. A strong thesis statement justifies discussion.

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

My family is an extended family.

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

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

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

3. A strong thesis statement expresses one main idea.

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

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

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

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

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

4. A strong thesis statement is specific.

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

World hunger has many causes and effects.

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

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

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

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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'thesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

thesis novel

Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 8 May. 2024.

Kids Definition

Kids definition of thesis, more from merriam-webster on thesis.

Nglish: Translation of thesis for Spanish Speakers

Britannica English: Translation of thesis for Arabic Speakers

Britannica.com: Encyclopedia article about thesis

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What Is a Thesis? | Ultimate Guide & Examples

What Is a Thesis? | Ultimate Guide & Examples

Published on 15 September 2022 by Tegan George . Revised on 5 December 2023.

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a PhD program in the UK.

Writing a thesis can be a daunting experience. Indeed, alongside a dissertation , it is the longest piece of writing students typically complete. It relies on your ability to conduct research from start to finish: designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

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Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarise the central points of your academic essay .
A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement to complete a PhD program.
In many countries, particularly the UK, a dissertation is generally written at the bachelor’s or master’s level.
In the US, a dissertation is generally written as a final step toward obtaining a PhD.

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The final structure of your thesis depends on a variety of components, such as:

Your discipline
Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section , results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

Example thesis #1: ‘Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807’ by Suchait Kahlon.
Example thesis #2: ‘”A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947’ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

Your full title
Your full name
Your department
Your institution and degree program
Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyses the concepts and theories that your research hinges on.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

George, T. (2023, December 05). What Is a Thesis? | Ultimate Guide & Examples. Scribbr. Retrieved 6 May 2024, from https://www.scribbr.co.uk/thesis-dissertation/thesis-ultimate-guide/

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I wrote my thesis on literacy strategies for boys .
Her main thesis is that children need a lot of verbal stimulation .
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Relationships

What Does It Mean to Love?

Is our culture, driven by fairness ethics, impairing our capacity to love.

Posted May 5, 2024 | Reviewed by Gary Drevitch

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Having a child seems to awaken new emotions for some people. Jaden runs a multi-million-dollar company, has a beautiful wife, and enjoys the freedom to travel as he pleases. Interestingly, Jaden's life transformed when he had his son. His values shifted, and he started a nonprofit aimed at mentoring young boys through sports. He says that nothing makes him happier than being there for his son. While not all parents experience such a transformation upon having a child, Jaden’s story is an example of discovering agape love . Agape love manifests in various situations and domains of life. Abraham J. Twerski, an American psychiatrist, introduces the idea of "fish love" versus "true love"—or "agape love" as referred to in psychology.

There was a boy who saw beautiful fish in the lake and decided to take them out of the water, cook them, and eat them. When a man asked why he ate the fish, the boy responded, "Because I love the fish." The man told the boy, "You do not love the fish. You love yourself."

If the boy truly loved the fish, he would have left them in the lake and nurtured them. His concern was more for his own pleasure, and thus the fish was merely a means for his own selfish enjoyment. Agape love is a love for another person in which the giver wholeheartedly enjoys the process of giving that love.

“I Only Love You, and Nobody Else”

Erich Fromm, a social psychologist, found it quite contradictory to see people fall in love and claim that they loved their partner "and nobody else," thinking that it was proof of the intensity of their love. But if you truly have love for your partner, you would have love for everyone. Fromm said, "If I can say to somebody else, 'I love you,' I must be able to say, 'I love in you everybody, I love through you the world, I love in you also myself.'" This means that if you truly love someone, you would have that same love for everyone else. If you do not love and care for a stranger as much as you do for your partner, then you do not know what love is. Love is a sense of concern for the other, the ability to see from their perspective, and have an urge to care for them. Agape love is a baseline level of love beneath everything. That being said, love looks different in every relationship dynamic.

The Importance of Self-Love

William James, an American psychologist, describes loving one's partner or family but not extending that love to a stranger as a "division of labor." He argues that such selective affection indicates an inability to truly love, as genuine love should embrace all individuals, including oneself. This idea supports that if agape love has truly been embodied, it must also involve self-love. Self-love holds a level of compassion and respect for oneself as much as is held for others. Self-love is a precursor for the ability to pour love outward into the world. As evident by now, agape love is post-ambivalent, transcending separation and cherishing the subtle sameness that is in everything.

The Source of Love

Fromm essentially said that to experience more love in our lives, we must increase our own capacity to be loving. He draws attention to the distinction between seeking an "object" to love versus training our inner "function" onto love. This idea might contradict modern notions of love, in which love is thought to emerge when you meet the right object: a dreamy person, someone with genetic ties, or someone you feel bad for. On the other hand, training the function of love means that love is not dependent on one "object" of love but is an awareness you develop towards the world that automatically loves. Fromm refers to this as, “an attitude, an orientation towards the world that is truly loving.”

Barriers to Love

Fromm points out that one barrier to genuine love is that people often view the problem of love as wanting to be loved, rather than focusing on being loving themselves. This desire to be loved is often automatically pursued through our animalistic instincts. For men, this manifests as making oneself more desirable through success, and for women, through physical appeal. We strive to improve our social skills, increase our status, and make ourselves more attractive, thinking it will attract love. It certainly attracts pleasure, but does it create the agape love explored in this article?

Society doesn't seem to effectively promote agape love. Instead, it is shaped by a culture of fairness ethics , which emphasizes equal exchange rather than genuine concern. Under fairness ethics, if my neighbor gives me pasta, I respond by giving muffins of equal value—nothing more, nothing less. In contrast, agape love involves true, selfless concern for others, expecting nothing in return.

Another problem presented in society is that of excessive pleasure and comfort, accessible to almost every social class. We are bombarded with instantly-gratifying activities left and right that mask our deep-seated feelings of loneliness and disconnection. Excessive consumption makes us feel so comfortable where we are that we may not realize our true inclination for growth through transcendence and unity. We settle for mediocrity by being OK with soulless comforts, treating the world like a cake to be consumed.

Pathways to Love

Present Moment Awareness : Although we live in a capitalist society that contradicts the true essence of love, we still have the choice to embody love. There is no linear or clear path toward love, but Fromm offers a few hints: First, he emphasizes the importance of present-moment awareness. When we live in the present moment, we have a level of aliveness that produces proper concentration . This concentration is fundamental to loving anything because it allows us to be active, engaged, and productive.

Liberation From Boredom : Fromm explains that with proper concentration comes liberation from boredom. Boredom and laziness are the antithesis of productive love. Fromm states, “For I shall become incapable of relating myself actively to the loved person if I am lazy, if I am not in a constant state of awareness, alertness, activity. Sleep is the only proper situation of inactivity; the state of awareness is one in which laziness should have no place … people today are half asleep when awake, and half awake when asleep, or when they want to sleep. To be fully aware is the condition for not being bored, or being boring—and indeed, not to be bored or boring is one of the main conditions for loving.”

Meeting Yourself Deeply: Finally, one of the keys to loving is determined by the level of inner connection to the world. Love does not exist in thought, but in feeling. The principle underlying our level of connectedness to the world is: the deeper we have met ourselves emotionally, the deeper we will be able to see and meet others. This idea is often the reason why meditation is heavily purported, because the aim of meditation is sometimes to turn off the thinking faculty and awaken the feeling faculty.

To wrap it all together, agape is a love of wanting to love rather than seeking to be loved. The complaint of a lack of love is not that the right person has not arrived, but that our own ability to love is weak. Today's society is dominated by a give-and-take which risks diminishing the true essence of love, but we can still choose to learn the art of loving. Love can manifest in many forms, but arguably the purest that is fundamental for all is agape—selfless, giving love that extends from ourselves to our family, community, animals, and the world.

Fromm, E. (1956). The Art of Loving . Harper & Row

Misha Jan is a research assistant at the John Hopkins University Center for Psychedelic and Consciousness Research, the Royal Ottawa Mental Health Centre, and Carleton University, where she is also a student.

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Amazon Kills Mean Reviews of Kristi Noem’s Book

Goodreads has also suspended feedback for the now infamous memoir.

Dan Ladden-Hall

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Kristi Noem has spent the past few weeks fighting a firestorm of criticism about the contents of her new book—the one in which she boasts about murdering her pet dog , Cricket, in a gravel pit, discusses botching the execution of a goat, and dishes details on a dubious meeting with North Korean leader Kim Jong Un .

So she’ll probably be somewhat relieved that Amazon appears to have imposed a limit on reviews for No Going Back: The Truth on What’s Wrong With Politics and How We Move America Forward , which was published Tuesday. The online retail giant said it had “noticed unusual reviewing activity” on the book and therefore restricted the reviews, which are now completely invisible on the memoir’s page as of Wednesday morning—though reports about what was being said before the restriction came into force will be difficult reading for the South Dakota governor.

Goodreads, the Amazon subsidiary where bookworms share their literary recommendations and reviews, has similarly imposed “temporary limitations on submitting ratings and reviews” of Noem’s book. “This may be because we’ve detected unusual behavior that doesn’t follow our review guidelines,” an explanatory note reads when attempting to add a review as of Wednesday morning.

One Amazon review captured by MeidasTouch before the feedback disappeared was titled “Filled with lies, and violence against animals.” “She shot her puppy in the head,” the reviewer grumbled. “Enough said.”

Another one-star review under the heading “My cat loved this book” said: “He says Cricket was asking for it.” Other negative reviews appear to have consisted entirely of poop emojis, while RawStory said one person called the work “grift for VP at its best” and advised shoppers to “save a tree” by not buying the book.

Not that the book appears to have done anything to burnish Noem’s chances for being chosen by Donald Trump to become his running mate. Several GOP sources previously told The Daily Beast that the memoir had not gone down well in Trumpworld, with one putting her chances of winning the veepstakes at “less than zero now.”

For her own part, Noem has remained bullish in increasingly heated interviews when asked about the book, evading giving a straight answer about the veracity of its anecdote about meeting Kim Jong Un (which, according to the book’s publisher , is being removed from new editions of the print edition and scrubbed “as soon as technically possible on the audio and ebook” versions) and insisting that her choice to kill Cricket was illustrative of her willingness to make hard decisions.

Noem’s patience appeared to completely snap during one interview with Fox Business Network host Stuart Varney on Tuesday morning when he asked her if she’d discussed her dog-killing in conversations with Trump.

“Enough, Stuart,” Noem raged. “This interview is ridiculous, what you are doing right now. You need to stop.”

Got a tip? Send it to The Daily Beast here .

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Biden- ⁠ Harris Administration Announces Key AI Actions 180 Days Following President Biden’s Landmark Executive Order

Six months ago, President Biden issued a landmark Executive Order to ensure that America leads the way in seizing the promise and managing the risks of artificial intelligence (AI). Since then, agencies all across government have taken vital steps to manage AI’s safety and security risks, protect Americans’ privacy, advance equity and civil rights, stand up for consumers and workers, promote innovation and competition, advance American leadership around the world, and more. Today, federal agencies reported that they completed all of the 180-day actions in the E.O. on schedule, following their recent successes completing each 90-day, 120-day, and 150-day action on time. Agencies also progressed on other work tasked by the E.O. over longer timeframes. Actions that agencies reported today as complete include the following: Managing Risks to Safety and Security: Over 180 days, the Executive Order directed agencies to address a broad range of AI’s safety and security risks, including risks related to dangerous biological materials, critical infrastructure, and software vulnerabilities. To mitigate these and other threats to safety, agencies have:

Established a framework for nucleic acid synthesis screening to help prevent the misuse of AI for engineering dangerous biological materials. This work complements in-depth study by the Department of Homeland Security (DHS), Department of Energy (DOE) and Office of Science and Technology Policy on AI’s potential to be misused for this purpose, as well as a DHS report that recommended mitigations for the misuse of AI to exacerbate chemical and biological threats. In parallel, the Department of Commerce has worked to engage the private sector to develop technical guidance to facilitate implementation. Starting 180 days after the framework is announced, agencies will require that grantees obtain synthetic nucleic acids from vendors that screen.
Released for public comment draft documents on managing generative AI risks, securely developing generative AI systems and dual-use foundation models, expanding international standards development in AI, and reducing the risks posed by AI-generated content. When finalized, these documents by the National Institute of Standards and Technology (NIST) will provide additional guidance that builds on NIST’s AI Risk Management Framework, which offered individuals, organizations, and society a framework to manage AI risks and has been widely adopted both in the U.S. and globally.
Developed the first AI safety and security guidelines for critical infrastructure owners and operators. These guidelines are informed by the completed work of nine agencies to assess AI risks across all sixteen critical infrastructure sectors.
Launched the AI Safety and Security Board to advise the Secretary of Homeland Security, the critical infrastructure community, other private sector stakeholders, and the broader public on the safe and secure development and deployment of AI technology in our nation’s critical infrastructure. The Board’s 22 inaugural members include representatives from a range of sectors, including software and hardware company executives, critical infrastructure operators, public officials, the civil rights community, and academia.
Piloted new AI tools for identifying vulnerabilities in vital government software systems. The Department of Defense (DoD) made progress on a pilot for AI that can find and address vulnerabilities in software used for national security and military purposes. Complementary to DoD’s efforts, DHS piloted different tools to identify and close vulnerabilities in other critical government software systems that Americans rely on every hour of every day.

Standing up for Workers, Consumers, and Civil Rights The Executive Order directed bold steps to mitigate other risks from AI—including risks to workers, to consumers, and to Americans’ civil rights—and ensure that AI’s development and deployment benefits all Americans. Today, agencies reported that they have:

Developed bedrock principles and practices for employers and developers to build and deploy AI safely and in ways that empower workers. Agencies all across government are now starting work to establish these practices as requirements, where appropriate and authorized by law, for employers that receive federal funding.
Released guidance to assist federal contractors and employers comply with worker protection laws as they deploy AI in the workplace. The Department of Labor (DOL) developed a guide for federal contractors and subcontractors to answer questions and share promising practices to clarify federal contractors’ legal obligations, promote equal employment opportunity, and mitigate the potentially harmful impacts of AI in employment decisions. DOL also provided guidance regarding the application of the Fair Labor Standards Act and other federal labor standards as employers increasingly use of AI and other automated technologies in the workplace.
Released resources for job seekers, workers, and tech vendors and creators on how AI use could violate employment discrimination laws. The Equal Employment Opportunity Commission’s resources clarify that existing laws apply the use of AI and other new technologies in employment just as they apply to other employment practices.
Issued guidance on AI’s nondiscriminatory use in the housing sector. In two guidance documents, the Department of Housing and Urban Development affirmed that existing prohibitions against discrimination apply to AI’s use for tenant screening and advertisement of housing opportunities, and it explained how deployers of AI tools can comply with these obligations.
Published guidance and principles that set guardrails for the responsible and equitable use of AI in administering public benefits programs. The Department of Agriculture’s guidance explains how State, local, Tribal, and territorial governments should manage risks for uses of AI and automated systems in benefits programs such as SNAP. The Department of Health and Human Services (HHS) released a plan with guidelines on similar topics for benefits programs it oversees. Both agencies’ documents prescribe actions that align with the Office of Management and Budget’s policies, published last month, for federal agencies to manage risks in their own use of AI and harness AI’s benefits.
Announced a final rule clarifying that nondiscrimination requirements in health programs and activities continue to apply to the use of AI, clinical algorithms, predictive analytics, and other tools. Specifically, the rule applies the nondiscrimination principles under Section 1557 of the Affordable Care Act to the use of patient care decision support tools in clinical care, and it requires those covered by the rule to take steps to identify and mitigate discrimination when they use AI and other forms of decision support tools for care.
Developed a strategy for ensuring the safety and effectiveness of AI deployed in the health care sector. The strategy outlines rigorous frameworks for AI testing and evaluation, and it outlines future actions for HHS to promote responsible AI development and deployment.

Harnessing AI for Good President Biden’s Executive Order also directed work to seize AI’s enormous promise, including by advancing AI’s use for scientific research, deepening collaboration with the private sector, and piloting uses of AI. Over the past 180 days, agencies have done the following:

Announced DOE funding opportunities to support the application of AI for science , including energy-efficient AI algorithms and hardware.
Prepared convenings for the next several months with utilities, clean energy developers, data center owners and operators, and regulators in localities experiencing large load growth. Today, DOE announced new actions to assess the potential energy opportunities and challenges of AI, accelerate deployment of clean energy, and advance AI innovation to manage the growing energy demand of AI.
Launched pilots, partnerships, and new AI tools to address energy challenges and advance clean energy. For example, DOE is piloting AI tools to streamline permitting processes and improving siting for clean energy infrastructure, and it has developed other powerful AI tools with applications at the intersection of energy, science, and security. Today, DOE also published a report outlining opportunities AI brings to advance the clean energy economy and modernize the electric grid.
Initiated a sustained effort to analyze the potential risks that deployment of AI may pose to the grid. DOE has started the process of convening energy stakeholders and technical experts over the coming months to collaboratively assess potential risks to the grid, as well as ways in which AI could potentially strengthen grid resilience and our ability to respond to threats—building off a new public assessment .
Authored a report on AI’s role in advancing scientific research to help tackle major societal challenges, written by the President’s Council of Advisors on Science and Technology.

Bringing AI Talent into Government The AI and Tech Talent Task Force has made substantial progress on hiring through the AI Talent Surge. Since President Biden signed the E.O., federal agencies have hired over 150 AI and AI-enabling professionals and, along with the tech talent programs, are on track to hire hundreds by Summer 2024. Individuals hired thus far are already working on critical AI missions, such as informing efforts to use AI for permitting, advising on AI investments across the federal government, and writing policy for the use of AI in government.

The General Services Administration has onboarded a new cohort of Presidential Innovation Fellows (PIF) and also announced their first-ever PIF AI cohort starting this summer.
DHS has launched the DHS AI Corps , which will hire 50 AI professionals to build safe, responsible, and trustworthy AI to improve service delivery and homeland security.
The Office of Personnel Management has issued guidance on skills-based hiring to increase access to federal AI roles for individuals with non-traditional academic backgrounds.
For more on the AI Talent Surge’s progress, read its report to the President . To explore opportunities, visit https://ai.gov/apply The table below summarizes many of the activities that federal agencies have completed in response to the Executive Order.

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Democratic convention organizers work to balance free speech with safety amid tensions over protests

A demonstrator with a U.S. flag and Palestinian flag.

CHICAGO — The U.S. Secret Service has led security planning for nearly a year. Chicago police have spent hundreds of hours training officers to responsibly handle protesters. Public officials are vowing to strike a balance between keeping order and allowing free speech.

Yet tensions remain high over the prospect of a Democratic National Convention in Chicago this August.

The rash of protests at college campuses across the nation over the Israel-Hamas war, including violent clashes at UCLA and most notably a building takeover by protesters at Columbia University in New York City, has added a new urgency over security and whether protests could spiral out of control this summer. The focus comes as the city expects more than 5,000 delegates to descend on the DNC, with tens of thousands of additional visitors, including from the highest levels of government, from the president on down.

Groups vary in their expectations for how many activists will travel to the city, with the ACLU putting it in the thousands and one pro-Palestianian group putting it at the tens of thousands.

Those involved with security and logistics planning — including the Secret Service, the Chicago Police Department and those directly involved with the convention arena itself — insist there will be a balance between allowing freedom of speech and keeping order. They also say they’re ready for what’s to come, and while they’re paying close attention to the kinds of protests that have broken out on college campuses, they are not scrambling security plans because of them.

“Individuals can expect to see a very heavy presence of uniformed officers to ensure the highest level of safety for residents, business owners and attendees,” said U.S. Secret Service spokesman Anthony Guglielmi.

Illinois Gov. J.B. Pritzker said he felt confident about the city and state’s ability to hold a peaceful convention.

“There are always protests at conventions. I have been to almost every convention since I was able to vote. I have seen protests at every single one of them on a variety of issues,” Pritzker said in an interview. “I don’t think any better or worse this coming summer. I do think, though, that even though there will be protests, the security plan for Chicago, and the experience that people who are coming here for the convention will have, will be an outstanding one just like it was in 1996.”

Meantime, a slew of activist groups are challenging security plans in court, saying the location where they are now allowed to march — more than 3 miles away from the convention facility — violates their First Amendment rights, and they should be within “sight and sound” of the United Center.

“This is politics at play. I think there’s a lot of pressure from the DNC not to put President Biden in a position to be within sight and sound of protesters,” said Christopher Williams, an attorney representing a coalition of groups whose protest permits have so far been denied and are asking the city to move protests closer to the United Center. “You see that in the way that his campaign is handling events now, that they don’t want to see any protests in the backdrop of President Biden.”

Guglielmi, who himself spent years working with the Chicago Police Department, noted that federal authorities have offered more than 400 hours of training to Chicago officers on a combination of handling civil disturbances and protecting free-expression rights.

National political conventions are designated as National Special Security Events, which require the highest levels of security and allow officials to extend their reach, if necessary, into other federal agencies. Dozens of other agencies are already involved in security planning: the Cook County Sheriff’s Police, the Illinois National Guard and the Illinois Emergency Management Agency are a few examples.

“This is not just on the city of Chicago’s shoulders,” Guglielmi said. “You’ve got immense help from every federal agency that you can think of that we would want to engage.”

“I’m uniquely positioned here just because I was the chief spokesman [for the Chicago Police Department],” he added. “They are incredible partners. I know they’re very prepared, and they already even have plans should there be a dispersal during a demonstration.”

That includes training officers to protect the media’s role and “safeguard the freedom of the press during these things,” he said.

Activists and free speech advocates, though, have a decidedly different view. Deep concerns still exist over exactly what the security perimeter — the fenced-off area where only those with credentials can enter — will ultimately look like and whether protesters will be allowed to get close enough to the event. And they’ve vowed that if they are not given a permit, they will march anyway.

“We clearly do not have a plan in Chicago for accommodating free expression during the course of the DNC,” Ed Yohnka, director of public policy and communications at ACLU Illinois, said in an interview. “It raises a number of troubling factors in terms of how ultimately people will respond.”

Faayani Aboma Mijana, whose Chicago Alliance Against Racist and Political Repression is among the 70 organizations that are part of the Coalition to March on the DNC, said they are expecting tens of thousands of protesters in the city. Even if there is a cease-fire by August, the protests will not stop until there is a free state of Palestine, he said, and the United States stops funding Israel. But they said they have every intention for their activism to be peaceful.

“My fear is around whether or not the police officers and federal agents don’t infringe on our right to assemble and protest,” they said. “We’re aiming to have a family-friendly protest that families can come to.”

The Secret Service said the exact perimeter has not yet been set. It is still being worked out and a door-to-door canvass of residents in and around the United Center is underway to make sure security checkpoints are the least disruptive possible.

Williams, the attorney representing the coalition, acknowledged that city officials reached out to him after he filed a motion for an injunction this week, asking to discuss alternative routes for marches.

Williams said he also has some trust in Chicago Mayor Brandon Johnson, a longtime progressive organizer who broke a tie vote in the Chicago City Council to pass a resolution calling for a cease-fire in Gaza: “I’m inclined to give this mayor the benefit of the doubt.”

Johnson has repeatedly said he would work to strike a balance between the rights of protesters and not allowing events to devolve into chaos.

A Democratic National Convention official close to logistics planning told NBC News in an interview that they felt “absolutely” assured about the safety and security of the convention and delegations.

“I feel comfortable and I’m confident that we’re going to have a great convention,” the person said.

The logistics planner described intricate, long-term planning over how to safely move delegates from hotels and events to the convention center.

One Democratic strategist familiar with the planning described concerns tied to recent protests as “overblown.”

“Staff is making necessary plans and going through every scenario to make sure they’re prepared. There is no question there are a lot of protests at the president’s events, so they are concerned and want to make sure they’ve got mitigation tactics in place,” the person said. “The concern over the protests is not driving the daily process.”

That person did say there has been talk of convening a team to “remove protests at the private events the president is doing,” and noted that this is an existing protocol.

Reasons for a deeper distrust between activists and authorities are as complicated as Chicago itself, including decades of fraught relations between police and the community, layered over by present-day crime challenges in a city that’s still struggling to shed the stain left by a violent Vietnam War-era Democratic National Convention in 1968.

But one doesn’t have to look back that far for comparisons. During the George Floyd protests , the city struggled with its response to ward off crowds and took the controversial move of raising the bridges in Chicago’s Loop to keep people away.

Less often noted, however, is Chicago’s peaceful convention of 1996, where the most memorable moments were not around police pelting protesters but cringey “Macarena” dancing . A 2012 NATO summit saw large-scale demonstrations and days of protests. While there were some clashes with law enforcement, police largely showed restraint .

While the specter of the 1968 convention still hovers over Chicago, planners call it alarmist thinking.

One historian who was present at the 1968 convention in Chicago called it a “lazy” comparison. Sean Wilentz, a historian and professor at Princeton University, said — while not minimizing today’s conflict — the political climate in the Vietnam War era was incomparable. Thousands of Americans were drafted to fight in the war and were dying. Martin Luther King Jr. had been assassinated that year, as well as Bobby Kennedy.

“The divisions inside the Democratic Party were so profound, much more profound than they are today. … It’s in a wholly different political historical context,” Wilentz said. “I mean, Dan Rather was getting the death kicked out of them by some detective. There were journalists being assaulted on the floor, OK?”

But there’s also a deep-seated distrust between the community and the Chicago police that the department has been trying to shed for decades. Beyond the 1968 convention, where police officers openly clubbed protesters, former police commander Jon Burge strained race relations for a generation after he and his so called “midnight crew” routinely tortured Black suspects into confessing to crimes. It wasn’t until 2008 that Burge was charged in federal court. In 2014, the killing of LaQuan McDonald was another inflection point. A white police officer fired 16 shots at McDonald, who was holding a knife.

Chicago Police Superintendent Larry Snelling this week noted that the college protests in Chicago have so far been peaceful.

“If people are just trying to have their voices heard, hey, this is America, it’s their choice. And it’s our responsibility to protect them while they do it,” he said at a recent forum.

Snelling addressed preparations for the DNC this summer, saying that Chicago police officers are getting multiple hours of training on the First and Fourth amendments. “It’s embedded in every aspect of their training,” he said. “Crime is something we’re not going to tolerate. Because the minute we start tolerating that everything else breaks down and then it’s no longer peaceful protesting, it turns into a riot.”

Activists, however, remain skeptical.

“We don’t see the superintendent as a friend of ours,” said Aboma Mijana, who also does work involving police crimes. “He’s opposed to what we do.”

Natasha Korecki is a senior national political reporter for NBC News.

Kristen Welker is the moderator of "Meet the Press."

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Bill to Combat Antisemitism on Campuses Prompts Backlash From the Right

Representative Marjorie Taylor Greene, Republican of Georgia, said the legislation could make it illegal to assert that Jews killed Jesus, punishing Christians for “believing the Gospel.”

Marjorie Taylor Greene speaks with reporters. She is wearing a dark top.

By Annie Karni

Reporting from Washington

A bipartisan push in Congress to enact a law cracking down on antisemitic speech on college campuses has prompted a backlash from far-right lawmakers and activists, who argue it could outlaw Christian biblical teachings.

The House passed the legislation, called the Antisemitism Awareness Act, overwhelmingly on Wednesday, and Senate leaders in both parties were working behind the scenes on Thursday to determine whether it would have enough backing to come to a vote in that chamber.

House Republicans rolled the bill out this week as part of their efforts to condemn the pro-Palestinian protests that have surged at university campuses across the country, and to put a political squeeze on Democrats, who they have accused of tolerating antisemitism to please their liberal base.

But in trying to use the issue as a political cudgel against the left, Republicans also called attention to a rift on the right. Some G.O.P. members said they firmly believe that Jews killed Jesus Christ, and argued that the bill — which includes such claims in its definition of antisemitism — would outlaw parts of the Bible.

Representative Marjorie Taylor Greene, Republican of Georgia, said she opposed the bill because it “could convict Christians of antisemitism for believing the Gospel that says Jesus was handed over to Herod to be crucified by the Jews.”

Speaker Mike Johnson and other Republican leaders have sought to capitalize on the campus unrest to unite the G.O.P. and further drive a wedge in the Democratic Party, which is deeply divided over the war in Gaza. Many progressives have sided with the protesters who have condemned Israel’s tactics, citing the deaths of tens of thousands of Palestinian civilians, while centrist lawmakers and President Biden have continued to support Israel’s right to defend itself after the Hamas attack in October.

The bill would for the first time enshrine a definition of antisemitism into federal law, and instruct the Education Department to consider it when investigating allegations of discrimination against Jews on college campuses. That could lead to federal funds being withheld from colleges or universities that fail to restrict a broad range of statements covered by the definition, which includes “denying the Jewish people their right to self-determination” and claiming that Israel’s existence is a “racist endeavor.”

The measure had its intended effect of dividing Democrats; 70 of them voted “no.” Representative Mike Lawler, Republican of New York and the lead sponsor, got in his intended jab, saying on the House floor that “some of my colleagues on the left are allowing electoral politics to get in the way of doing what is right.”

But the bill also splintered the G.O.P. conference, with 21 Republicans opposing it.

Representative Matt Gaetz, Republican of Florida, called the legislation a “ridiculous hate speech bill.” On social media, he argued that “the Gospel itself would meet the definition of antisemitism under the terms of the bill,” and included a line from the New Testament about the crucifixion of Jesus.

“The Bible is clear,” he added. “There is no myth or controversy about this.”

The Anti-Defamation League considers the assertion that Jews killed Jesus an antisemitic myth that has been used to justify violence against Jews for centuries. In 1965, the Catholic Church said that Jews could not be held collectively accountable for the crucifixion of Jesus Christ. And in 2011, Pope Benedict XVI said in a book that there was no basis in the scripture for the belief that Jews were responsible for the death of Jesus Christ.

In 2019, former President Donald J. Trump signed an executive order on combating antisemitism that relied on the same definition that appears in the House bill. That did not stop right-wing lawmakers and activists from erupting over the issue after the legislation passed the House on Wednesday on a vote of 320-91.

“Did the House of Representatives just make parts of the Bible illegal?” Charlie Kirk, a far-right influencer, asked rhetorically on social media. “Yes,” replied Tucker Carlson, the former Fox News host. “The New Testament.”

In an appearance on CNN on Wednesday afternoon, Representative Jared Moskowitz, Democrat of Florida, batted away Ms. Greene’s comments as par for the course for someone known for her antisemitic and racist language.

“I don’t think the Jewish community is worried right now what the ‘Jew Laser Lady’ has to say,” Mr. Moskowitz said, adding, “That’s not who we want on our side.” In a 2018 Facebook post , Ms. Greene wrote before she was elected to Congress, she speculated that a devastating wildfire that ravaged California was started by “a laser” beamed from space and controlled by a prominent Jewish banking family with connections to powerful Democrats.

“She has been one of the people in this hall that has stoked antisemitism in the past,” Mr. Moskowitz said.

Mr. Lawler said the argument put forward by Ms. Greene and Mr. Gaetz was “absurd on its face, inflammatory and irrational.”

The bill would mandate that the Education Department rely on the definition of antisemitism used by the International Holocaust Remembrance Alliance , an intergovernmental organization based in Stockholm, when enforcing anti-discrimination laws.

Jewish leaders have been pressing Congress to pass some version of the bill for years. In 2016, the Senate, which was controlled by Democrats, passed a similar measure, but it died in the Republican-led House. The hope of many Jewish leaders now is that the situation on campuses in the United States has become so heated in reaction to the Israel-Hamas war that there could be momentum for the bill to clear both chambers.

But it is now facing headwinds in the Senate. Ginned up by Mr. Carlson and other right-wing figures, a handful of Republicans, including Senators Rand Paul of Kentucky and Mike Lee of Utah, have voiced objections to the bill, according to two people familiar with the internal party discussion who spoke on the condition of anonymity.

“There are objections on both sides,” said Senator Chuck Schumer, Democrat of New York and the majority leader. “So we’re going to look for the best way to move forward.”

There has long been controversy , even among those who have dedicated their careers to studying and combating antisemitism, about the Holocaust organization’s definition and the potential it has to run afoul of the First Amendment.

Kenneth Stern, an attorney who wrote the definition, testified in 2017 that it “was not drafted, and was never intended, as a tool to target or chill speech on a college campus.” Its goal, he said, was to help governments collect data on antisemitism. One of his concerns was that anti-hate speech laws could let racist and antisemitic actors portray themselves as victims denied their constitutional rights.

Christopher Anders, director of the democracy and technology policy division at the American Civil Liberties Union, warned that the bill could lead to pressure on colleges and universities to restrict speech critical of the Israeli government “out of fear of the college losing federal funding.”

“The House’s approval of this misguided and harmful bill is a direct attack on the First Amendment,” he said.

Representative Thomas Massie, a libertarian Republican from Kentucky, made the same argument, calling the measure a “hate speech” bill that he believed was a violation of the First Amendment.

Opponents of the bill included progressive Democrats such as Representatives Alexandria Ocasio-Cortez of New York, Ilhan Omar of Minnesota, Rashida Tlaib of Michigan, Cori Bush of Missouri and Pramila Jayapal of Washington.

“How dare the party of Donald Trump and Marjorie Taylor Greene come down here and lecture Democrats about antisemitism,” Representative Teresa Leger Fernandez, Democrat of New Mexico, who voted against it, said on the House floor.

“Remember,” the lawmaker added, “the leader of the Republican Party, Donald Trump, dines with Holocaust deniers, and said there were ‘fine people on both sides’ at a rally where white supremacists chanted ‘Jews will not replace us.’”

She appeared to be referring to Mr. Trump’s dinner in 2022 with Nick Fuentes , an outspoken antisemite and racist who also forged ties with Ms. Greene and other right-wing lawmakers in Congress.

In addition to Mr. Gaetz and Ms. Greene, hard-right opponents of the legislation included Representatives Lauren Boebert of Colorado, Anna Paulina Luna of Florida, Chip Roy of Texas, Paul Gosar of Arizona and Andy Biggs of Arizona.

Annie Karni is a congressional correspondent for The Times. She writes features and profiles, with a recent focus on House Republican leadership. More about Annie Karni

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What Is a Thesis?
Revised on April 16, 2024. A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a master's program or a capstone to a bachelor's degree. Writing a thesis can be a daunting experience. Other than a dissertation, it is one of the longest pieces of writing students typically complete.
What is a thesis
A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic. Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research ...
How to Write a Thesis Statement
Step 1: Start with a question. You should come up with an initial thesis, sometimes called a working thesis, early in the writing process. As soon as you've decided on your essay topic, you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.
Thesis
Thesis. Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore ...
Developing A Thesis
A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay. Steps in Constructing a Thesis. First, analyze your primary sources. Look for tension, interest, ambiguity, controversy, and/or complication.
Developing a Thesis Statement
A thesis statement . . . Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic. Makes a promise to the reader about the scope, purpose, and direction of your paper. Is focused and specific enough to be "proven" within the boundaries of your paper. Is generally located near the end ...
Thesis Statements
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.
Academic Guides: Writing a Paper: Thesis Statements
The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper.
The Writing Center
A thesis statement is: The statement of the author's position on a topic or subject. Clear, concise, and goes beyond fact or observation to become an idea that needs to be supported (arguable). Often a statement of tension, where the author refutes or complicates an existing assumption or claim (counterargument).
Thesis
Thesis. Definition: Thesis is a scholarly document that presents a student's original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student's mastery of the subject matter and their ability to conduct independent research.
How to write a thesis statement + Examples
It is a brief statement of your paper's main argument. Essentially, you are stating what you will be writing about. Organize your papers in one place. Try Paperpile. No credit card needed. Get 30 days free. You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the ...
How to Write a Thesis Statement
A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say: World hunger has many causes and effects. This is a weak thesis statement for two major reasons.
Thesis Definition & Meaning
The meaning of THESIS is a dissertation embodying results of original research and especially substantiating a specific view; especially : one written by a candidate for an academic degree. How to use thesis in a sentence.
Thesis statement
A thesis statement usually appears in the introductory paragraph of a paper.It offers a concise summary of the main point or claim of the essay, research paper, etc. It is usually expressed in one sentence, and the statement may be reiterated elsewhere. It contains the topic and the controlling idea. There are two types of thesis statements: direct and indirect. The indirect thesis statement ...
THESIS
THESIS meaning: 1. a long piece of writing on a particular subject, especially one that is done for a higher…. Learn more.
What Is a Thesis?
A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a PhD program in the UK. Writing a thesis can be a daunting experience. Indeed, alongside a dissertation, it is the longest piece of writing students typically complete. It relies on your ability to conduct research from start to ...
Thesis
Etymology. The term thesis comes from the Greek word θέσις, meaning "something put forth", and refers to an intellectual proposition. Dissertation comes from the Latin dissertātiō, meaning "discussion". Aristotle was the first philosopher to define the term thesis.. A 'thesis' is a supposition of some eminent philosopher that conflicts with the general opinion...for to take notice when ...
THESIS
THESIS definition: 1. a long piece of writing on a particular subject, especially one that is done for a higher…. Learn more.
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Bill to Combat Antisemitism on Campuses Prompts Backlash From the Right
Reporting from Washington. May 2, 2024, 4:54 p.m. ET. A bipartisan push in Congress to enact a law cracking down on antisemitic speech on college campuses has prompted a backlash from far-right ...

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