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Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

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Thesis Statement Study Guide

Thesis Quiz: required task support

Even though doctors did not believe a person could survive without 1/4 of their brain, Phineas Gage is neuroscience's most famous patient because he was the first in recorded history to survive a traumatic brain injury because his open brain injury proved that harmful bacteria causes infection and the destruction of his frontal lobe proved that this part of the brain controls personality.

What is a thesis statement choose all that apply:.

It makes a claim that other people may dispute, challenge, or oppose.

It is an answer in response to the writing assignment.

It is a road map for a paper; it tells the reader what the paper will focus on.

All of the above

Rate this question:

The first thing you should do after receiving your writing prompt is to write your thesis statement.

True, just start writing

False, create a thick question to answer

A good thesis statement is both researchable and factual.

A strong thesis statement is mostly based on your opinion about your topic., a thesis statement should reflect the main idea of an essay., a strong thesis statement is usually found:.

Does not have to be clearly stated.

Is found at the beginning of each paragraph.

Is the first sentence of your conclusion.

Is found in the introduction.

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Thesis Statements

9th - 10th grade.

16 questions

Introducing new   Paper mode

No student devices needed.   Know more

• 1. Multiple Choice Edit 30 seconds 1 pt What is a thesis statement? A general idea of what the essay is about A summary of the main idea A statement that explains the main idea of an essay A suggestion that you should read the essay
• 2. Multiple Choice Edit 20 seconds 1 pt True or False: The thesis statement should express a main idea that links to supporting points in the body paragraphs. True False
• 3. Multiple Choice Edit 1 minute 1 pt Where should a thesis statement appear? first paragraph anywhere in the essay last paragraph the first sentence of every paragraph
• 4. Multiple Choice Edit 20 seconds 1 pt How long is a thesis statement? 1-2 sentences 1-2 paragraphs 1-2 words 1-2 pages
• 5. Multiple Choice Edit 20 seconds 1 pt How many parts should there be in a thesis statement? Four Three Two  One
• 6. Multiple Choice Edit 30 seconds 1 pt What three parts make up a thesis statement? identification of topic/focus, the purpose/claim, and at least 3 subtopics/supporting points topic sentence, introduction, and conclusion introduction, a quote or paraphrase, and conclusion why I chose the topic, why it is a great topic, my personal connection to the topic
• 7. Multiple Choice Edit 20 seconds 1 pt When creating a thesis statement, it is important to think about your... topic purpose audience all of the above
• 8. Multiple Choice Edit 20 seconds 1 pt A formal style and an objective tone will... show a respectful and professional attitude toward your readers help readers focus on your ideas ensure readers take your ideas seriously all of the above
• 9. Multiple Choice Edit 20 seconds 1 pt True or False: It is best to use a quote in your thesis statement to support your point of view. True False
• 10. Multiple Choice Edit 20 seconds 1 pt True or False: The best thesis statements are formed into a question. True False
• 11. Multiple Choice Edit 20 seconds 1 pt True or False: There is a difference between the thesis statement and the topic sentence. True False
• 12. Multiple Choice Edit 30 seconds 1 pt Which of the following is not a function of a thesis statement? To announce the topic of your paper to your reader To reflect a perspective on a topic To leave a final impression on your reader To provide a blueprint of your essay to the reader
• 13. Multiple Choice Edit 1 minute 1 pt Which of the following is a strong thesis statement? Violent video games are harmful for young people to play. Violent video games are harmful to young people, and it should be stopped. Violent video games are harmful for young people to play because  it promotes a sedentary lifestyle, encourages violence, and can cause children to become desensitized to death. Violent video games are harmful for young people because they should be reading a book.
• 14. Multiple Choice Edit 45 seconds 1 pt Which of the following is a strong thesis statement?  I would like to become a chef when I finish school because I like to cook.  Although both chefs and cooks can prepare fine meals, chefs differ from cooks in   education, professional commitment, and artistry. Both chefs and cooks prepare meals but are different in several ways. A career in the culinary arts is a good choice for many reasons.
• 15. Multiple Choice Edit 45 seconds 1 pt Which topic sentence DOES NOT belong with the thesis below? Although there are those who claim otherwise, sports are not overrated because they keep people active, provide entertainment, and instill valuable life lessons in those that play them. To begin with, sports can be an important part of an active lifestyle. Next, sports teams help build a sense of community and pride in a school. Moreover, even if you aren't playing a sport, it is relatively cheap entertainment to watch. Finally, the learning that occurs on the field is as important as that which occurs in the classroom.
• 16. Multiple Choice Edit 45 seconds 1 pt Which topic sentence DOES NOT belong with the thesis below? Schools should start later in the day because it would allow for more sleep, aid efforts at better nutrition, and be more convenient for both students and parents. To begin, if school started later, it would also get out later. Also, teens would be able to sleep in longer and feel more rested for the start of the day. Furthermore, it will be easier to eat a healthy breakfast if there is more time to do so. Most importantly, a later start time would be easier for parents and students to plan around.

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• Q 1 / 4 Score 0 What three parts make up a thesis statement? 29 introduction, a quote or paraphrase, and conclusion identification of topic/focus, the purpose/claim, and at least 3 subtopics/supporting points why I chose the topic, why it is a great topic, my personal connection to the topic

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• Q 1 What three parts make up a thesis statement? introduction, a quote or paraphrase, and conclusion identification of topic/focus, the purpose/claim, and at least 3 subtopics/supporting points why I chose the topic, why it is a great topic, my personal connection to the topic 30 s W.11-12.1
• Q 2 Where should a thesis statement appear? first paragraph the first sentence of every paragraph last paragraph anywhere in the essay 30 s
• Q 3 When creating a thesis statement, it is important to think about your... topic audience all of the above purpose 30 s
• Q 4 Which of the following is a strong thesis statement? Violent video games are harmful for young people because they should be reading a book. Violent video games are harmful to young people, and it should be stopped. Violent video games are harmful for young people to play. Violent video games are harmful for young people to play because it promotes a sedentary lifestyle, encourages violence, and can cause children to become desensitized to death. 30 s

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James Harden's Statement on Kyrie Irving and Luka Doncic

The LA Clippers have a tough test with the Dallas Mavericks

• Author: Joey Linn

In this story:

The LA Clippers are set to face the Dallas Mavericks in the opening round of the playoffs, which means they will have to find a way to make life difficult on Luka Doncic and Kyrie Irving. When asked about this prior to Wednesday's practice, Clippers star James Harden said it will be important for his team to create good schemes around the two Dallas stars.

"Luka takes all the pressure and the double teams and things like that," Harden said. "[Kyrie] obvioulsy demands that same kind of attention, can score with the best of them. I think we all have seen it over his career. He's done it at the highest level. So for us, I think it's just creating some really good schemes around both of those two guys to where it's just making it as difficult as possible. They're gonna get their attempts up, so they're gonna score the basketball, but I think making it as difficult as we can, possession by possession, is very key for us."

The Mavericks will of course face similar issues with the Clippers, who have three stars in their starting lineup with Kawhi Leonard, Paul George, and Harden. The status of Leonard remains a question mark, but he is currently with the team and undergoing a ramp up process that the Clippers hope will have him ready for Game 1.

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Harvard announces return to required testing

Leading researchers cite strong evidence that testing expands opportunity

Students applying to Harvard College for fall 2025 admission will be required to submit standardized test scores, the Faculty of Arts and Sciences announced on Thursday. This new policy will be applied to the Class of 2029 admissions cycle and will be formally assessed at regular intervals.

For the Class of 2029 admissions cycle, Harvard will require submission of scores for the SAT or ACT. In exceptional cases in which applicants are unable to access SAT or ACT testing, other eligible tests will be accepted.

In a message to the FAS community on Thursday, Edgerley Family Dean of the Faculty of Arts and Sciences Hopi Hoekstra foregrounded “a number of factors” that underscored the decision.

“Standardized tests are a means for all students, regardless of their background and life experience, to provide information that is predictive of success in college and beyond,” she said. “Indeed, when students have the option of not submitting their test scores, they may choose to withhold information that, when interpreted by the admissions committee in the context of the local norms of their school, could have potentially helped their application. In short, more information, especially such strongly predictive information, is valuable for identifying talent from across the socioeconomic range.”

In research published last year, Harvard Professors Raj Chetty and David J. Deming and co-author John N. Friedman used data from more than 400 institutions and about 3.5 million undergrads per year to better understand socioeconomic diversity and admissions. Standardized tests emerged as an important tool to identify promising students at less-well-resourced high schools, particularly when paired with other academic credentials.

“Critics correctly note that standardized tests are not an unbiased measure of students’ qualifications, as students from higher-income families often have greater access to test prep and other resources,” said Chetty, the William A. Ackman Professor of Public Economics and director of Opportunity Insights . “But the data reveal that other measures — recommendation letters, extracurriculars, essays — are even more prone to such biases. Considering standardized test scores is likely to make the admissions process at Harvard more meritocratic while increasing socioeconomic diversity.”

Deming, the Kennedy School’s Isabelle and Scott Black Professor of Political Economy and a professor of education and economics at the Ed School, pointed to access as a key issue.

“The virtue of standardized tests is their universality,” he said. “Not everyone can hire an expensive college coach to help them craft a personal essay. But everyone has the chance to ace the SAT or the ACT. While some barriers do exist, the widespread availability of the test provides, in my view, the fairest admissions policy for disadvantaged applicants.”

In June 2020, as the pandemic severely limited access to standardized testing, Harvard began a test-optional policy under which students could apply to the College without submitting scores. The admissions cycle for the Class of 2028 was the fourth for which students were able to apply without submitting test scores. However, admissions has welcomed applicants to submit test scores, and the majority of those who matriculated during the past four years did so.

“Test scores can provide important information about a student’s application,” said William R. Fitzsimmons, dean of admissions and financial aid. “However, they representonly one factor among many as our admissions committee considers the whole person in making its decisions. Admissions officers understand that not all students attend well-resourced schools, and those who come from modest economic backgrounds or first-generation college families may have had fewer opportunities to prepare for standardized tests.”

In recent years, nonprofits such as Khan Academy have offered robust test-prep tools at no charge. In her message, Hoekstra said that access to testing should never prevent a student from applying to Harvard, and included information for those who may not be able to access the SAT or ACT, as well as tools such as Schoolhouse.world and other sources for no-cost tutoring and no-cost test preparation.

“We recognize that in parts of the United States there may be fewer students than in the past taking SAT or ACT for their state universities — and international applicants can also face barriers to testing,” said Joy St. John, director of admissions. “We hope that promising students faced with such challenges will still apply, using alternative forms of testing.”

Said Hoekstra: “Fundamentally, we know that talent is universal, but opportunity is not. With this change, we hope to strengthen our ability to identify these promising students, and to give Harvard the opportunity to support their development as thinkers and leaders who will contribute to shaping our world.”

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UAW vote at Tennessee plant will test resurgent labor movement

4,000 workers at the Volkswagen facility are eligible to vote.

Carmakers and labor leaders are closely watching for results to be released on Friday in a seismic union election that could supercharge organizing in the nation’s auto sector and demonstrate the strength of a resurgent labor movement through a victory in the South, a region typically resistant to unions.

As many as 4,300 employees at a Volkswagen plant in Chattanooga, Tennessee, are voting on whether to join the United Auto Workers .

Workers began casting ballots this week in the most significant test for the UAW since a strike last fall against the Big 3 U.S. carmakers that delivered substantial gains and a burst of interest from employees at non-union firms.

"Workers in America are fed up with being left behind and unions are the path to dignity on and off the job," UAW president Shawn Fain said in February in a post on X , after having met with workers at the Volkswagen facility.

MORE: Why the UAW vote at Volkswagen is significant for workers across US

The labor agreements at the Big 3 last year prompted some non-union competitors to offer pay increases and other benefits, putting their employees in closer alignment with UAW members. Honda, Nissan and Tesla are among the companies that raised wages for U.S. employees after the UAW deal.

The breakthrough also triggered a wave of UAW organizing, the union says. Over 10,000 non-union auto workers have signed cards in support of the UAW in recent months and organizing campaigns have broken out at more than two dozen facilities, the union said in a statement last month.

The election at the Volkswagen plant in Chattanooga offers a difficult test, even as the union appears poised for growth. The UAW suffered narrow defeats in two elections at the facility over the past decade.

Governors of six southern states, including Tennessee Gov. Bill Lee, issued a joint statement this week criticizing the UAW and voicing general opposition toward unions.

"As Governors, we have a responsibility to our constituents to speak up when we see special interests looking to come into our state and threaten our jobs and the values we live by," they wrote .

For its part, Volkswagen has remained publicly neutral toward the union drive. In a statement, the company told ABC News that it supports the union election process.

"We respect our workers' right to a democratic process and to determine who should represent their interests," Volkswagen said.

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"We fully support an NLRB vote so every team member has a chance to a secret ballot vote on this important decision. Volkswagen is proud of our working environment in Chattanooga that provides some of the best paying jobs in the area," the company added

A union victory would help bolster the UAW’s membership, which has dropped steadily from a peak of 1.5 million workers in 1970 to 370,000 last year.

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The opportunity for membership expansion at the UAW, just months after its high-profile strike against the Big 3, exemplifies a wider trend in the U.S. labor movement.

More than 500,000 workers went out on strike nationwide in 2023, more than doubling the figure recorded a year earlier, according to Cornell University's School of Industrial and Labor Relations .

The uptick in activity, however, failed to translate into union membership gains. Only 10% of U.S. workers belonged to unions last year, little changed from the year prior, U.S. Bureau of Labor Statistics data showed.

The election in Chattanooga will test whether the headline-grabbing labor strikes can translate into a resurgence of union growth, said Stephen Silvia, a professor at American University and the author of "The UAW's Southern Gamble."

"Historically, unionization has proceeded in waves," Silvia said. "Is this a wave? That’s what we’ll see."

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