thesis argument statement

Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

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

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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9.4: Argumentative Thesis Statements

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Learning Objective

• Recognize an argumentative thesis

A strong, argumentative thesis statement should take a stance about an issue. It should explain the basics of your argument and help your reader to know what to expect in your essay.

This video reviews the necessary components of a thesis statement and walks through some examples.

You can view the transcript for “Purdue OWL: Thesis Statements” here (opens in new window) .

Key Features of Argumentative Thesis Statements

Below are some of the key features of an argumentative thesis statement. An argumentative thesis is debatable, assertive, reasonable, evidence-based, and focused.

An argumentative thesis must make a claim about which reasonable people can disagree. Statements of fact or areas of general agreement cannot be argumentative theses because few people disagree about them. Let’s take a look at an example:

• BAD: Junk food is bad for your health.

This is not a debatable thesis. Most people would agree that junk food is bad for your health. A debatable thesis would be:

• GOOD: Because junk food is bad for your health, the size of sodas offered at fast-food restaurants should be regulated by the federal government.

Reasonable people could agree or disagree with the statement.

An argumentative thesis takes a position, asserting the writer’s stance. Questions, vague statements, or quotations from others are not argumentative theses because they do not assert the writer’s viewpoint. Let’s take a look at an example:

• BAD: Federal immigration law is a tough issue about which many people disagree.

This is not an arguable thesis because it does not assert a position.

• GOOD: Federal immigration enforcement law needs to be overhauled because it puts undue constraints on state and local police.

This is an argumentative thesis because it asserts a position that immigration enforcement law needs to be changed.

An argumentative thesis must make a claim that is logical and possible. Claims that are outrageous or impossible are not argumentative theses. Let’s take a look at an example:

• BAD: City council members are dishonest and should be thrown in jail.

This is not an argumentative thesis. City council members’ ineffectiveness is not a reason to send them to jail.

• GOOD: City council members should be term-limited to prevent one group or party from maintaining control indefinitely.

This is an arguable thesis because term limits are possible, and shared political control is a reasonable goal.

Evidence-Based

An argumentative thesis must be able to be supported by evidence. Claims that presuppose value systems, morals, or religious beliefs cannot be supported with evidence and therefore are not argumentative theses. Let’s take a look at an example:

• BAD: Individuals convicted of murder will go to hell when they die.

This is not an argumentative thesis because its support rests on religious beliefs or values rather than evidence.

• GOOD: Rehabilitation programs for individuals serving life sentences should be funded because these programs reduce violence within prisons.

This is an argumentative thesis because evidence such as case studies and statistics can be used to support it.

An argumentative thesis must be focused and narrow. A focused, narrow claim is clearer, more able to be supported with evidence, and more persuasive than a broad, general claim. Let’s take a look at an example:

• BAD: The federal government should overhaul the U.S. tax code.

This is not an effective argumentative thesis because it is too general (What part of the government? Which tax codes? What sections of those tax codes?) and would require an overwhelming amount of evidence to be fully supported.

• GOOD: The U.S. House of Representatives should vote to repeal the federal estate tax because the revenue generated by that tax is negligible.

This is an effective argumentative thesis because it identifies a specific actor and action and can be fully supported with evidence about the amount of revenue the estate tax generates.

In the practice exercises below, you will use this information from your reading to see if you can recognize and evaluate argumentative thesis statements. Keep in mind that a sound argumentative thesis should be debatable, assertive, reasonable, evidence-based, and focused.

https://assessments.lumenlearning.co...sessments/5173

https://assessments.lumenlearning.co...sessments/7008

Contributors and Attributions

• Argumentative Thesis Statements. Provided by : University of Mississippi. License : CC BY: Attribution
• Argumentative Thesis Activity. Provided by : Excelsior College. Located at : http://owl.excelsior.edu/argument-and-critical-thinking/argumentative-thesis/argumentative-thesis-activity/ . License : CC BY: Attribution
• Purdue OWL: Thesis Statements. Provided by : OWLPurdue. Located at : https://www.youtube.com/watch?v=LKXkemYldmw . License : Other . License Terms : Standard YouTube License

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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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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

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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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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

What this handout is about

This handout will define what an argument is and explain why you need one in most of your academic essays.

Arguments are everywhere

You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class.

Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own. In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.

Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.

Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.

Making a claim

What is an argument? In academic writing, an argument is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. In other words, gone are the happy days of being given a “topic” about which you can write anything. It is time to stake out a position and prove why it is a good position for a thinking person to hold. See our handout on thesis statements .

Claims can be as simple as “Protons are positively charged and electrons are negatively charged,” with evidence such as, “In this experiment, protons and electrons acted in such and such a way.” Claims can also be as complex as “Genre is the most important element to the contract of expectations between filmmaker and audience,” using reasoning and evidence such as, “defying genre expectations can create a complete apocalypse of story form and content, leaving us stranded in a sort of genre-less abyss.” In either case, the rest of your paper will detail the reasoning and evidence that have led you to believe that your position is best.

When beginning to write a paper, ask yourself, “What is my point?” For example, the point of this handout is to help you become a better writer, and we are arguing that an important step in the process of writing effective arguments is understanding the concept of argumentation. If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.” Consider this: your instructors probably know a lot more than you do about your subject matter. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:

• Proof that you understand the material
• A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.

This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way. In order to succeed at this second step, though, you must have a particular point to argue.

Arguments in academic writing are usually complex and take time to develop. Your argument will need to be more than a simple or obvious statement such as “Frank Lloyd Wright was a great architect.” Such a statement might capture your initial impressions of Wright as you have studied him in class; however, you need to look deeper and express specifically what caused that “greatness.” Your instructor will probably expect something more complicated, such as “Frank Lloyd Wright’s architecture combines elements of European modernism, Asian aesthetic form, and locally found materials to create a unique new style,” or “There are many strong similarities between Wright’s building designs and those of his mother, which suggests that he may have borrowed some of her ideas.” To develop your argument, you would then define your terms and prove your claim with evidence from Wright’s drawings and buildings and those of the other architects you mentioned.

Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make or break your argument. See our handout on evidence . You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you make them feel guilty because your friends’ parents all let them drive? Did you whine until they just wanted you to shut up? Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile? These are all types of argumentation, and they exist in academia in similar forms.

Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best. Pay attention to your textbooks and your instructor’s lectures. What types of argument and evidence are they using? The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things?

Be consistent with your evidence. Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. So, if you start a paragraph or section with a statement like “Putting the student seating area closer to the basketball court will raise player performance,” do not follow with your evidence on how much more money the university could raise by letting more students go to games for free. Information about how fan support raises player morale, which then results in better play, would be a better follow-up. Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered.

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you’ve made or your position as a whole. If you can’t immediately imagine another position, here are some strategies to try:

• Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that a hotdog is a sandwich. If you are making an argument concerning, for example, the characteristics of an exceptional sandwich, you might want to see what some of these people have to say.
• Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven’t occurred to you.
• Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued, “Cats make the best pets. This is because they are clean and independent,” you might imagine someone saying, “Cats do not make the best pets. They are dirty and needy.”

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have considered the many sides of the issue. If you simply attack or caricature your opponent (also referred to as presenting a “straw man”), you suggest that your argument is only capable of defeating an extremely weak adversary, which may undermine your argument rather than enhance it.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Audience is a very important consideration in argument. Take a look at our handout on audience . A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm. It’s usually wise to think of your audience in an academic setting as someone who is perfectly smart but who doesn’t necessarily agree with you. You are not just expressing your opinion in an argument (“It’s true because I said so”), and in most cases your audience will know something about the subject at hand—so you will need sturdy proof. At the same time, do not think of your audience as capable of reading your mind. You have to come out and state both your claim and your evidence clearly. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you’ve chosen.

Critical reading

Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority. Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe. This is OK—everything is written from someone’s perspective—but it’s a good thing to be aware of. For more information on objectivity and bias and on reading sources carefully, read our handouts on evaluating print sources and reading to write .

Take notes either in the margins of your source (if you are using a photocopy or your own book) or on a separate sheet as you read. Put away that highlighter! Simply highlighting a text is good for memorizing the main ideas in that text—it does not encourage critical reading. Part of your goal as a reader should be to put the author’s ideas in your own words. Then you can stop thinking of these ideas as facts and start thinking of them as arguments.

When you read, ask yourself questions like “What is the author trying to prove?” and “What is the author assuming I will agree with?” Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critically, you will start to see the sometimes hidden agendas of other writers, and you can use this skill to improve your own ability to craft effective arguments.

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.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Ede, Lisa. 2004. Work in Progress: A Guide to Academic Writing and Revising , 6th ed. Boston: Bedford/St Martin’s.

Gage, John T. 2005. The Shape of Reason: Argumentative Writing in College , 4th ed. New York: Longman.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

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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Module: Academic Argument

Argumentative thesis statements, learning objective.

• Recognize an arguable thesis

Below are some of the key features of an argumentative thesis statement.

An argumentative thesis is . . .

An argumentative thesis must make a claim about which reasonable people can disagree. Statements of fact or areas of general agreement cannot be argumentative theses because few people disagree about them.

Junk food is bad for your health is not a debatable thesis. Most people would agree that junk food is bad for your health.

Because junk food is bad for your health, the size of sodas offered at fast-food restaurants should be regulated by the federal government is a debatable thesis.  Reasonable people could agree or disagree with the statement.

An argumentative thesis takes a position, asserting the writer’s stance. Questions, vague statements, or quotations from others are not an argumentative thesis because they do not assert the writer’s viewpoint.

Federal immigration law is a tough issue about which many people disagree is not an arguable thesis because it does not assert a position.

Federal immigration enforcement law needs to be overhauled because it puts undue constraints on state and local police is an argumentative thesis because it asserts a position that immigration enforcement law needs to be changed.

An argumentative thesis must make a claim that is logical and possible. Claims that are outrageous or impossible are not argumentative thesis.

City council members stink and should be thrown in jail is not an argumentative thesis. City council members’ ineffectiveness is not a reason to send them to jail.

City council members should be term limited to prevent one group or party from maintaining control indefinitely is an arguable thesis because term limits are possible, and shared political control is a reasonable goal.

Evidence Based

An argumentative thesis must be able to be supported by evidence. Claims that presuppose value systems, morals, or religious beliefs cannot be supported with evidence and therefore are not argumentative theses.

Individuals convicted of murder will go to hell when they die is not an argumentative thesis because its support rests on religious beliefs or values rather than evidence.

Rehabilitation programs for individuals serving life sentences should be funded because these programs reduce violence within prisons is an argumentative thesis because evidence such as case studies and statistics can be used to support it.

An argumentative thesis must be focused and narrow. A focused, narrow claim is clearer, more able to be supported with evidence, and more persuasive than a broad, general claim.

The federal government should overhaul the U.S. tax code is not an effective argumentative thesis because it is too general (What part of the government? Which tax codes? What sections of those tax codes?) and would require an overwhelming amount of evidence to be fully supported.

The U.S. House of Representative should vote to repeal the federal estate tax because the revenue generated by that tax is negligible is an effective argumentative thesis because it identifies a specific actor and action and can be fully supported with evidence about the amount of revenue the estate tax generates.

• Argumentative Thesis Statements. Provided by : University of Mississippi. License : CC BY: Attribution

Making Arguments and Writing Theses

What is an argument?

An argument takes a stand on an issue that is  debatable . It seeks to  persuade  an audience of a point of view in much the same way that a lawyer argues a case in a court of law. It is  NOT  a description or a summary.

• This is an argument: “Although it may seem that internal discord and external barbarian invasions were separate problems for the Roman Empire in the fourth century, these developments were fundamentally interrelated and formed the single most important explanation for the long-term decline of Rome.”
• This is not an argument: “In this paper, I will elucidate the reasons for the collapse of the Roman Empire in the two tumultuous centuries leading up to the sack of its capital city in 410 by the notorious Visigoth king Alaric.”

What is a thesis?

A thesis statement states the  main argument  of your project and describes, briefly,  how you will prove your argument .  In other words, it also states how you will organize your body of evidence in support of the argument.

• This is an vague argument, and not yet a thesis: “The Roman Empire fell due to multiple interrelated reasons.”
• This is a thesis: “The barbarian invasions from the late third to the early fifth century were a direct result of policy changes by the Roman government responding to political struggles within the empire, culminating in the collapse of the Roman Empire at the hands of the Germanic tribes from the north.”

A thesis makes a specific statement to the reader about what you will be trying to argue. Your thesis can be more than one sentence, but should not be longer than a paragraph.  Do not state evidence or use examples in your thesis paragraph.  

A Thesis Helps You and Your Reader

Your  blueprint for writing:

• Helps you focus and clarify your ideas.
• Provides a “hook” on which you can “hang” your topic sentences.
• Can (and should) be revised as you further refine your evidence and arguments. New evidence often requires you to change your thesis.
• Gives your paper a unified structure and point.

Your  reader’s  blueprint for reading:

• Serves as a “map” to follow through your paper.
• Keeps the reader focused on your argument.
• Signals to the reader your main points.
• Engages the reader in your argument.

Tips for Writing a Good Thesis

• Find a Focus :  Choose a thesis that explores an aspect of your topic that is important to you, or that allows you to say something insightful about your topic. For example, if your project seeks to analyze women’s domestic labor during the late fifteenth century, you might decide to focus on the products they produced at home.
• Look for Patterns : After determining a general focus, go back and look more closely at your evidence. As you re-examine your evidence and identify patterns, you will develop your argument and some conclusions. For example, you might find that as men’s access to professional training increased, women made fewer textiles at home, though they generally retained their production of butter and ale.

Strategies for Developing a Thesis Statement

Here are four ways to begin to develop your thesis. These will not necessarily result in a finished product, but will give you a place to start.

Strategy 1:  Spend time ruminating over your topic. Make a list of the ideas you want to include in the essay, and then think about how to group them under several different headings. Often, you will see an organizational plan emerge from the sorting process.

Strategy 2:  Write a sentence that summarizes the main idea of the essay you plan to write.

Main Idea :  Women’s domestic labor during the later Middle Ages contributed to the growth of the early industrial economy in Europe.

Strategy 3:  Use a formula to develop a working thesis statement (which you will need to revise later). Here are a few examples:

• Although most readers of _________ have argued that _________, closer examination shows that _________.
• ________ used _________ and _________ to prove that _________.
• Historical event “X” is a result of the combination of _________, _________, and _________.

Strategy 4:  Since your project instructions asks you to develop a specific historical question, turn the question into an assertion and give reasons for your statement.

Research Question : How did women’s domestic labor change between 1348 and 1500? How were changes in their work important to late medieval economic culture in Germany?

Beginning thesis : Between 1348 and 1500 women’s domestic labor changed as women stopped producing home-made textiles, although they continued to produce butter and ale. With the cash women earned from the sale of butter and ale they purchased cloth imported from Flanders and Italy, which in turn, helped increase early industrial production in those areas.

These strategies all should help you develop two characteristics all thesis statements should have: they state an argument and they reveal how you will make that argument. Your thesis probably still needs revising but these strategies may provide a good start.

Refine, Refine, Refine

As you work on your project, your ideas will change and so will your thesis. Here are examples of weak and strong thesis statements.

• Unspecific thesis : “Francis of Assisi was an important figure in the development of Christian attitudes about nature.”

  This thesis lacks an argument. Why was Francis an important leader?

• Specific thesis : “Francis of Assisi offered a new interpretation of Christian asceticism that responded to the frustrations felt my many urban dwellers with the commercial economy of the thirteenth century, while using simple religious language that attracted people who were uncomfortable with impenetrable scholastic theology of the period.”

This thesis has an argument: Francis’s interpretation of Christianity became popular  because  it satisfied two different frustrations felt by many people in thirteenth-century Europe.

• Unspecific thesis : “At the end of the fifteenth century French women faced difficulty when they attempted to enter universities.”

No historian could argue with this general statement and uninteresting thesis.

• Specific thesis : “At the end of the fifteenth century French women experienced misogynist attacks from scholastics when they petitioned to enter universities  primarily   because  theologians were concerned with protecting the monopoly that males had on priesthood, which was required for entry into academia.”

This thesis statement asserts that theologians attacked women who wanted a formal education  because  they feared that  if  women were allowed into universities they would be granted clerical status, which might threaten the male monopoly on priesthood.

Making an Argument

Your thesis is defenseless without you to prove that its argument holds up under scrutiny. Your reader expects you to provide all of the evidence to prove your thesis. There are two categories of evidence that you can use:

• Primary sources: treatises, letters, diaries, newspaper accounts, government documents, an organization’s meeting minutes and pamphlets.
• Secondary sources: articles and books that explain and interpret historical events.

How can you use this evidence?

• Make sure the examples you select from your available evidence address your thesis.
• Use evidence that your reader will deem credible. This means sorting through your sources, and identifying the clearest and fairest. It also means paying careful attention to the credibility of the source. This is especially important when dealing with web-based sources. Be sure to understand the biases and shortcomings of each piece of evidence. When in doubt consult with your professor or teaching assistant.
• Avoid broad generalizations that your reader may question by appealing to specific evidence.
• Use evidence to address an opposing point of view. How do your sources give examples that refute another historian’s interpretation?

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II. Getting Started

2.5 Writing Thesis Statements

Kathryn Crowther; Lauren Curtright; Nancy Gilbert; Barbara Hall; Tracienne Ravita; and Kirk Swenson

To be effective, all support in an essay must work together to convey a central point; otherwise, an essay can fall into the trap of being out of order and confusing. Just as a topic sentence focuses and unifies a single paragraph, the thesis statement focuses and unifies an entire essay. This statement is like a signpost that signals the essay’s destination; it tells the reader the point you want to make in your essay, while the essay itself supports that point.

Because writing is not a linear process, you may find that the best thesis statement develops near the end of your first draft. However, creating a draft or working thesis early in the writing project helps give the drafting process clear direction. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

A thesis is not just a topic, but rather the writer’s comment or interpretation of the question or subject. For whatever topic you select (for example, school uniforms, social networking), you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful, and confident.

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

Working Thesis Statements

A strong thesis statement must have the following qualities:

• It must be arguable.  A thesis statement must state a point of view or judgment about a topic. An established fact is not considered arguable.
• It must be supportable.  The thesis statement must contain a point of view that can be supported with evidence (reasons, facts, examples).
• It must be specific. A thesis statement must be precise enough to allow for a coherent argument and remain focused on the topic.

Examples of Appropriate Thesis Statements

• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.
• The societal and personal struggles of Troy Maxson in the play Fences symbolize the challenges of black males who lived through segregation and integration in the United States.

Pitfalls to Avoid

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

Weak Thesis Statement Example

My paper will explain why imagination is more important than knowledge.

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

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

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

Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

The life of Abraham Lincoln was long and challenging.

Ways to Revise Your Thesis

Your thesis statement begins as a working thesis statement, an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing. Working thesis statements often become stronger as you gather information and develop new ideas and reasons for those ideas. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

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

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

Pinpoint and Replace Example

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

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

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

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

Clarify Example

Working thesis:  The welfare system is a joke.

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

Explanation:  A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke and more accurately defines their stance, which will better guide the writing of the essay.

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

Replace with Action Verbs Example

Working thesis:  Kansas City school teachers are not paid enough.

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

Explanation:  The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions.

• Who is not paying the teachers enough?
• How much is considered “enough”?
• What is the problem?
• What are the results?
• Omit any general claims that are hard to support.

Omit General Claims Example

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

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

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

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

This section contains material from:

Crowther, Kathryn, Lauren Curtright, Nancy Gilbert, Barbara Hall, Tracienne Ravita, and Kirk Swenson. Successful College Composition . 2nd ed. Book 8. Georgia: English Open Textbooks, 2016. http://oer.galileo.usg.edu/english-textbooks/8 . Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Relating to lines; a way of explaining information logically and/or sequentially; can refer to the chronological relaying of information.

A brief and concise statement or series of statements that outlines the main point(s) of a longer work. To summarize is to create a brief and concise statement or series of statements that outlines the main point(s) of a longer work.

To analyze closely or minutely; to scrutinize every aspect. Unlike the fields of biology, anatomy, or medicine, in rhetoric and writing, dissect does not refer to the cutting apart of a physical body but to the taking apart the body of an argument or idea piece by piece to understand it better.

A logical, rational, lucid, or understandable expression of an idea, concept, or notion; consistent and harmonious explanation.

Assertion or announcement of belief, understanding, or knowledge; a formal statement or proclamation.

Without a defined number or limit; unlimited, infinite, or undetermined.

An altered version of  a written work. Revising means to rewrite in order to improve and make corrections. Unlike editing, which involves minor changes, revisions include major and noticeable changes to a written work.

Not relevant; unimportant; beside the point; not relating to the matter at hand.

Attractive, tempting, or seductive; to have an appealing and charismatic quality.

To influence or convince; to produce a certain or specific result through the use of force.

2.5 Writing Thesis Statements Copyright © 2022 by Kathryn Crowther; Lauren Curtright; Nancy Gilbert; Barbara Hall; Tracienne Ravita; and Kirk Swenson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Argument & Thesis Statements

Main navigation, rhetorical mad libs.

In this activity, student groups experiment with different rhetorical appeals and strategies of argumentation (assigned randomly) to write a fake letter to a specific audience.

Rhetorical Analysis Thesis Workshops

These two activities are designed to introduce students to the idea of a thesis statement for a rhetorical analysis essay and provide structured peer feedback on their draft thesis statement.

The Empath, the Sweetheart, and the Skeptic

This innovative modification of a peer response activity asks students to pitch their thesis statements to each other in small groups, with respondents playing the roles of an active listener (empath), a "Sweetheart" (someone who really loves the thesis statement), and then the Skeptic (someone critical of the thesis statement).  

Identifying Warrants or Assumptions

This activity is designed for students to work through the warrants and assumptions they may have for their arguments and identify possible gaps at the early stage of the research process. They can use this activity to consolidate the research process and locate useful sources and materials to formulate a coherent argument.

Evolving Your RA Argument

In this workshop, students apply the Evolving Thesis method to their RA pre-write, using the pre-write as a foundation to develop their first working thesis. 

Visualizing the Argument

Through creative use of the whiteboard, this activity challenges students to think creatively about their developing research arguments to re-assess what they truly wanted to argue in their upcoming RBA.

The Elevator Pitch

This speaking activity encourages students to focus their argument by asking them to construct a pithy, brief "pitch" that they iteratively revise after delivering.

The Elevator Pitch with Peer Response

This activity helps students continue to develop their focus and argument for their RBAs. It is intended to show students that research is an ongoing process.

Find additional activities here:

Jumbo ‘Spectra’ Worksheets for Narrowing Topics and Locating Positions

Types of Argument

Reaching In to Reach Out to Skeptical Readers

Opening statements in Trump's historic trial set to begin Monday after tense day of jury selection

Opening statements are set to begin next week in Donald Trump’s historic criminal trial after the final members of the jury were seated Friday, following a dramatic day in which two prospective jurors broke down in tears, an appeals court judge rejected Trump's request for a stay, and a man set himself on fire in front of the courthouse.

“We’re going to have opening statements on Monday morning. This trial is starting,” Judge Juan Merchan said towards the end of the day, after successfully seating the remaining five alternate jurors that were needed.

The case — the first-ever criminal trial of a former president —will be heard by a panel of 12 jurors and a total of six alternates. It's expected to last roughly six weeks.

The five alternates ultimately selected Friday include an unemployed married woman who’s into art and described herself as not political, an audio professional, a contract specialist, a clothing company executive and a construction company project manager. It took four days of jury selection to find the 18 jurors.

Around the same time the judge declared, "we have our full panel" inside the courtroom in the early afternoon, a man set himself on fire outside the courthouse. The NYPD said the man, identified as Max Azzarello of Florida, later died. He appeared to have had pamphlets describing a conspiracy involving cryptocurrency that he threw around before setting himself ablaze, police said.

Later in the afternoon, Trump's attorneys were in a state appeals court trying again to get an emergency stay of the trial. Trump attorney Cliff Robert argued his client could not get a fair trial in Manhattan, which had been Trump's longtime home before moving to Florida after he was elected president in 2016.

Steven Wu of Manhattan District Attorney Alvin Bragg's office countered that "what the last week has shown is that the jury selection has worked."

"We have 18 ordinary New Yorkers who are ready to serve. It would be unfair to them and the public for this to be delayed further," he argued. The judge rejected Trump's stay request a short time later.  

The jury selection process Friday was especially intense, some potential jurors breaking down in tears and others saying they were too anxious to serve.

The day began with the judge calling up the 22 remaining potential jurors from the previous pool of 96 to answer questions designed to indicate whether they could be fair and impartial about the divisive real estate mogul and presumptive Republican nominee for president.

The first of those potential jurors was dismissed after she said she didn’t think she could be fair. “I have really, really bad anxiety and people have found out where I am,” she told the judge. A short time later, two other potential jurors were dismissed after each told the judge that upon further reflection, “I don’t think I can be impartial.”

Other potential jurors included a married father who said he listens to a podcast called “Order of Man,” which is described on Apple’s website as discussions about “reclaiming what it means to be a man.” Some past guests of the podcast include people who’ve been outspoken in their support of Trump and were highly critical of the civil fraud case New York Attorney General Letitia James brought against the former president. The man, an audio specialist, was chosen as one of the alternates.

Another potential juror was a married fund manager who said he’d done “get-out-the-vote” work for former Secretary of State Hillary Clinton, Trump’s 2016 presidential opponent. Trump and his attorney Todd Blanche passed notes back and forth while that juror was speaking. He was later dismissed after being asked about a 2020 Facebook post where he apparently called Trump “the devil and a sociopath.”

Trump appeared most interested in jurors whose answers offer ambiguity around their personal political views. When one prospective juror said they were a Fox News viewer, Trump cocked his head, then quickly conferred with his lawyer, Todd Blanche.

Another potential juror was a woman who became emotional as she disclosed she'd served two years in prison on drug-related charges, but said she could be "fair and impartial."

During a morning break, Merchan — who'd chided reporters on Thursday for disclosing too much information about potential jurors — said the woman had shared "very personal things about her life" and was "very brave." “I just wanted to encourage the press to please be kind. Please be kind to this person,” the judge said. He later dismissed her, saying she needed a certificate of release to be qualified for service going forward. On her way out, she cheerfully called out, "Good luck!"

Following that juror's departure, the DA's office began its individual questioning of the jurors. One woman, who'd disclosed that her father is lifelong friends with Trump ally turned critic Chris Christie, broke down in tears when prosecutor Susan Hoffinger asked her an innocuous question about the burden of proof in the case. "I feel so nervous and anxious right now. I’m sorry," she responded, bursting out into tears. "I thought I could do this," she said, adding "I wouldn’t want someone who feels this way to judge my case." She was dismissed.

Hoffinger's questioning was followed by Trump attorney Susan Necheles, who asked a potential juror who'd started their own business how she would assess a witness's credibility. The woman then asked to speak to the judge, saying she was "getting anxiety and self-doubt” from Necheles's line of questioning. She was dismissed. 

Necheles later asked another woman — who previously said she was a victim of sexual assault — whether she would hold it against Trump that women outside this case have accused Trump of sexual assault. She said she would not have a problem setting those accusations aside but the judge ultimately excused her, saying, "It’s best to err on the side of caution."

Another man said he has some differences from Trump on his policies but thinks he's “usually awesome.” He was not chosen for the jury.

On his way into court in the morning, Trump again complained the case against him is "unfair," and that the partial gag order preventing him from lashing out at witnesses, prosecutors, court staffers and jurors is not "constitutional." "Everyone else can say whatever they want about me. They can say anything they want. They can continue to make up lies and everything else. They lie. They’re real scum. But you know what? I’m not allowed to speak," he told reporters.

Prosecutors this week asked the judge to fine Trump and hold him in contempt for social media posts that they said violate the gag order. A hearing on the matter is scheduled for Tuesday.

The m a in pa nel of 12 is made up of seven men and five women, including two lawyers, a teacher, a retired wealth manager, a product development manager, a security engineer, a software engineer, a speech therapist and a physical therapist. The foreman — the juror who essentially acts as the leader and spokesperson for the panel — is a married man who works in sales and gets his news from The New York Times, MSNBC and Fox News.

The lone alternate selected Thursday is a woman who works as an asset manager.

Trump vented about the speed of the process in a post on social media shortly after the final jurors were selected, claiming the judge is “‘railroading’ me, at breakneck speed, in order to completely satisfy his ‘friends’.”

Later in the day, Merchan held what's known as a Sandoval hearing . That's a type of hearing designed to let defendants know the scope of questions they could face from prosecutors on cross-examination so they can make informed decisions about whether to take the witness stand in their own defense.

Leaving court on Friday, Trump was asked whether he was still planning to testify and he said he was.

Manhattan District Attorney Alvin Bragg's office disclosed in a court filing that it would like to ask Trump about several items, among them the $464 million civil judgment against him and his company for fraud , the total $88 million verdicts and liability findings for sexual abuse  and  defamation in lawsuits brought by writer E. Jean Carroll and a number of other adverse court rulings over the past few years.

Trump has denied wrongdoing in all the cases and is appealing  the fraud judgment and the Carroll verdicts.

Prosecutors said they want to be able to bring those findings up “to impeach the credibility of the defendant” if he takes the witness stand.

Discussing the findings in the fraud case, prosecutor Matthew Colangelo told the judge it was "hard to think of something that is more squarely in the wheelhouse” for the DA to ask Trump about "than a finding by a judge of persistent and repeated fraud and illegality."

Trump's attorney Emil Bove countered that prosecutors shouldn't be able to breach the topic at all because Trump's appeal is still pending. He made similar arguments over the DA's contention that they should be allowed to ask about a judge's finding that he was untruthful on the witness stand during the fraud trial and had violated a gag order in the case.

“Is it your position that because a case is being appealed or might be appealed, that therefore it can not be used?" Merchan asked the lawyer. "Not necessarily," Bove replied.

The judge said he'd issue his ruling on the dispute on Monday morning.

Trump said last week he  “absolutely” plans to testify , but he is under no obligation to do so.

Asked by Necheles at the end of the day who the DA's first witness would be, prosecutor Joshua Steinglass said they wouldn't inform Trump's team of the person's identity until Sunday, given that Trump has been criticizing some witnesses on social media despite the partial gag order in the case. “And if that should be tweeted, that’ll be the last time we provide that courtesy,” Steinglass said.

Merchan called the DA's position "understandable" and told Necheles "I will not compel them to do anything."

Trump has pleaded  not guilty  to 34 counts of falsifying business records and faces up to four years in prison if he is convicted.

Bragg alleges that Trump falsified records to hide money he was paying his former lawyer Michael Cohen to reimburse him for $130,000 he paid adult film actor Stormy Daniels  near the end of the 2016 presidential campaign. Daniels has claimed she had a sexual encounter with Trump in 2006. Trump has denied that he slept with Daniels, but he has acknowledged repaying Cohen.

The DA’s office also alleges that as part of a scheme to boost Trump, National Enquirer publisher American Media Inc. paid $150,000 to model and actor Karen McDougal , who appeared in Playboy magazine and claimed that she had a nine-month affair with Trump before he was elected president “in exchange for her agreement not to speak out about the alleged sexual relationship,” according to a statement of facts filed by Bragg.

Trump has also denied having a sexual relationship with McDougal.

Adam Reiss is a reporter and producer for NBC and MSNBC.

Lisa Rubin is an MSNBC legal correspondent and a former litigator.

Dareh Gregorian is a politics reporter for NBC News.

• Engaging With Sources Effectively

by acburton | Apr 30, 2024 | Resources for Students , Writing Resources

We’ve talked about the three ways to integrate sources effectively that allow writers to provide evidence and support for their argument, enter the scholarly conversation, and give credit to the original authors of the work that has helped and informed them. Sources also encourage writers to share their own knowledge and authority with others, help readers find additional sources related to the topic they are interested in, and protect you by giving credit where credit is due (thus avoiding plagiarism). In other words, sources are much more than just something we add on at the end of our writing!

When writing about a source or simply referencing it, we are positioning ourselves in response to, or in conversation with that source, with the goal of focusing our writing on our own argument/thesis. Sources do not stand on their own within a piece of writing and that is why, alongside finding strong and reputable sources worth responding to and making sure that we fully understand sources (even before writing about them), it is critical to engage with our sources in meaningful ways. But how exactly do we effectively engage with our sources in our writing?

Joseph Harris, in How To Do Things with Texts , presents four different ways of “rewriting the work of others”, three of which provide insight into the how of engaging sources. When a writer forwards the work of another writer, they are applying the concepts, topics, or terms from one reading, text, or situation to a different reading, text or situation. By countering the ideas found in source material, a writer argues “against the grain of a text” by underlining and countering ideas that a writer may be in disagreement with. Taking an approach is the adaptation of a theory or method from one writer to a new set of issues or texts. Harris’ book provides a thorough classification of methods to engage with a source. For something a little simpler, here are three basic ways you can get started effectively engaging with sources (Harris 5-7).

3 Basic Ways to Engage with Sources Effectively

• Disagree and Explain Why. Persuade your reader that the argument or information in a source should be questioned or challenged.
• Agree, But With Your Own Take. Add something new to the conversation. Expand a source’s insights or argument to a new situation or your own example. Provide new evidence and discuss new implications.
• Agree and Disagree Simultaneously. This is a nuanced approach to complex sources or complex topics. You can, for example, agree with a source’s overall thesis, but disagree with some of its reasoning or evidence.

Remember that this is not an exhaustive list. When engaging with others’ sources as a way to support our own ideas and argument, it is crucial that we engage with critical thinking, nuance, and objectivity to ensure that we are constructing unbiased, thoughtful, and compelling arguments.

Some of the different areas throughout your essay that will benefit from effective engagement with source material include: your thesis statement, analysis, and conclusion.

• Thesis Statement. The argument that you make in your thesis statement can challenge, weaken, support, or strengthen what is being argued by your source or sources.

Analysis. Thorough analysis in your body paragraphs emphasize the role of your argument in comparison to that found in your source material. Bring your analysis back to your thesis statement to reinforce the connection between the two.

• Conclusion. Consider the “big picture” or “takeaways” to leave your reader with.

There are many other, sometimes optional, essay sections or writing styles that benefit from critical engagement with a source. These can include literature reviews, reflections, critiques, and so on.

Strategies for Engaging Critically From Start to Finish

• Aim to dig deeper than surface level. Ask the ‘how’ and ‘why’ of a source, as well as ‘how’ and ‘why’ it is relevant to the topic at hand and the argument you are making.
• Ask yourself if you’ve addressed every possible question, concern, critique, or “what if” that comes to mind; put yourself in the place of your readers.
• Use TEAL body paragraph development as a template and guide for developing thorough analysis in your body paragraphs. Effectively engaging with your sources is essential to the analysis portion of the TEAL formula and to creating meaningful engagement with your sources.
• Visit the Writing Center for additional support on crafting engaging analyses and for other ways to engage with your source material from thesis to conclusion.

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