how to identify thesis statement in an article

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Identifying Thesis Statements, Claims, and Evidence

Thesis statements, claims, and evidence, introduction.

The three important parts of an argumentative essay are:

• A thesis statement is a sentence, usually in the first paragraph of an article, that expresses the article’s main point. It is not a fact; it’s a statement that you could disagree with.  Therefore, the author has to convince you that the statement is correct.
• Claims are statements that support the thesis statement, but like the thesis statement,  are not facts.  Because a claim is not a fact, it requires supporting evidence.
• Evidence is factual information that shows a claim is true.  Usually, writers have to conduct their own research to find evidence that supports their ideas.  The evidence may include statistical (numerical) information, the opinions of experts, studies, personal experience, scholarly articles, or reports.

Each paragraph in the article is numbered at the beginning of the first sentence.

Paragraphs 1-7

Identifying the Thesis Statement. Paragraph 2 ends with this thesis statement:  “People’s prior convictions should not be held against them in their pursuit of higher learning.”  It is a thesis statement for three reasons:

• It is the article’s main argument.
• It is not a fact. Someone could think that peoples’ prior convictions should affect their access to higher education.
• It requires evidence to show that it is true.

Finding Claims.  A claim is statement that supports a thesis statement.  Like a thesis, it is not a fact so it needs to be supported by evidence.

You have already identified the article’s thesis statement: “People’s prior convictions should not be held against them in their pursuit of higher learning.”

Like the thesis, a claim be an idea that the author believes to be true, but others may not agree.  For this reason, a claim needs support.

• Question 1.  Can you find a claim in paragraph 3? Look for a statement that might be true, but needs to be supported by evidence.

Finding Evidence. 

Paragraphs 5-7 offer one type of evidence to support the claim you identified in the last question.  Reread paragraphs 5-7.

• Question 2.  Which word best describes the kind of evidence included in those paragraphs:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

• “The United States needs to have more of this transformative power of education.”
• “The country [the United States] incarcerates more people and at a higher rate than any other nation in the world.”

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

• “The U.S. accounts for less than 5 percent of the world population but nearly 25 percent of the incarcerated population around the globe.”
• “Roughly 2.2 million people in the United States are essentially locked away in cages. About 1 in 5 of those people are locked up for drug offenses.”

Question 3. Does this evidence support claim 1 from paragraph 8 (about the transformative power of education) or claim 2 (about the U.S.’s high incarceration rate)?

Question 4. Which word best describes this kind of evidence:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

• “People’s prior convictions should not be held against them in their pursuit of higher learning.” (Thesis statement)
• “More must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.” (Claim)

Now, review paragraphs 11-13 (Early life of crime). In these paragraphs, Andrisse shares more of his personal story.

Question 5. Do you think his personal story is evidence for statement 1 above, statement 2, both, or neither one?

Question 6. Is yes, which one(s)?

Question 7. Do you think his personal story is good evidence?  Does it persuade you to agree with him?

Paragraphs 14-16

Listed below are some claims that Andrisse makes in paragraph 14.  Below each claim, please write the supporting evidence from paragraphs 15 and 16.  If you can’t find any evidence,  write “none.”

Claim:  The more education a person has, the higher their income.

Claim: Similarly, the more education a person has, the less likely they are to return to prison.

Paragraphs 17-19

Evaluating Evidence

In these paragraphs, Andrisse returns to his personal story. He explains how his father’s illness inspired him to become a doctor and shares that he was accepted to only one of six biomedical graduate programs.

Do you think that this part of Andrisse’s story serves as evidence (support) for any claims that you’ve identified so far?   Or does it support his general thesis that “people’s prior convictions should not be held against them in pursuit of higher learning?” Please explain your answer.

Paragraphs 20-23

Andrisse uses his personal experience to repeat a claim he makes in paragraph 3, that “more must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.”

To support this statement, he has to show that barriers exist.  One barrier he identifies is the cost of college. He then explains the advantages of offering Pell grants to incarcerated people.

What evidence in paragraphs 21-23 support his claim about the success of Pell grants?

Paragraphs  24-28 (Remove questions about drug crimes from federal aid forms)

In this section, Andrisse argues that federal aid forms should not ask students about prior drug convictions.  To support that claim, he includes a statistic about students who had to answer a similar question on their college application.

What statistic does he include?

In paragraph 25, he assumes that if a question about drug convictions discourages students from applying to college, it will probably also discourage them from applying for federal aid.

What do you think about this assumption?   Do you think it’s reasonable or do you think Andrisse needs stronger evidence to show that federal aid forms should not ask students about prior drug convictions?

Supporting English Language Learners in First-Year College Composition Copyright © by Breana Bayraktar is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

• Walden University
• Faculty Portal

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.

Related Resources

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

• Previous Page: Introductions
• Next Page: Conclusions
• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

Reference management. Clean and simple.

How to write a thesis statement + examples

What is a thesis statement?

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

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

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

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

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

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

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

A good thesis statement needs to do the following:

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

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

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

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

If the question is:

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

A good thesis statement restates the question and answers it:

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

Here is another example. If the question is:

How can we end poverty?

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

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

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

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

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

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

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

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

• Skip to Content
• Skip to Main Navigation
• Skip to Search

Indiana University Bloomington Indiana University Bloomington IU Bloomington

• Mission, Vision, and Inclusive Language Statement
• Locations & Hours
• Undergraduate Employment
• Graduate Employment
• Frequently Asked Questions
• Newsletter Archive
• Support WTS
• Schedule an Appointment
• Online Tutoring
• Before your Appointment
• WTS Policies
• Group Tutoring
• Students Referred by Instructors
• Paid External Editing Services
• Writing Guides
• Scholarly Write-in
• Dissertation Writing Groups
• Journal Article Writing Groups
• Early Career Graduate Student Writing Workshop
• Workshops for Graduate Students
• Teaching Resources
• Syllabus Information
• Course-specific Tutoring
• Nominate a Peer Tutor
• Tutoring Feedback
• Schedule Appointment
• Campus Writing Program

Writing Tutorial Services

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.

[ Back to top ]

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.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

Writing Tutorial Services social media channels

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Tips and Examples for Writing Thesis Statements

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

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 are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

Related CollegeVine Blog Posts

Thesis and Purpose Statements

Use the guidelines below to learn the differences between thesis and purpose statements.

In the first stages of writing, thesis or purpose statements are usually rough or ill-formed and are useful primarily as planning tools.

A thesis statement or purpose statement will emerge as you think and write about a topic. The statement can be restricted or clarified and eventually worked into an introduction.

As you revise your paper, try to phrase your thesis or purpose statement in a precise way so that it matches the content and organization of your paper.

Thesis statements

A thesis statement is a sentence that makes an assertion about a topic and predicts how the topic will be developed. It does not simply announce a topic: it says something about the topic.

Good: X has made a significant impact on the teenage population due to its . . . Bad: In this paper, I will discuss X.

A thesis statement makes a promise to the reader about the scope, purpose, and direction of the paper. It summarizes the conclusions that the writer has reached about the topic.

A thesis statement is generally located near the end of the introduction. Sometimes in a long paper, the thesis will be expressed in several sentences or an entire paragraph.

A thesis statement is focused and specific enough to be proven within the boundaries of the paper. Key words (nouns and verbs) should be specific, accurate, and indicative of the range of research, thrust of the argument or analysis, and the organization of supporting information.

Purpose statements

A purpose statement announces the purpose, scope, and direction of the paper. It tells the reader what to expect in a paper and what the specific focus will be.

Common beginnings include:

“This paper examines . . .,” “The aim of this paper is to . . .,” and “The purpose of this essay is to . . .”

A purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn.

A purpose statement usually appears toward the end of the introduction. The purpose statement may be expressed in several sentences or even an entire paragraph.

A purpose statement is specific enough to satisfy the requirements of the assignment. Purpose statements are common in research papers in some academic disciplines, while in other disciplines they are considered too blunt or direct. If you are unsure about using a purpose statement, ask your instructor.

This paper will examine the ecological destruction of the Sahel preceding the drought and the causes of this disintegration of the land. The focus will be on the economic, political, and social relationships which brought about the environmental problems in the Sahel.

Sample purpose and thesis statements

The following example combines a purpose statement and a thesis statement (bold).

The goal of this paper is to examine the effects of Chile’s agrarian reform on the lives of rural peasants. The nature of the topic dictates the use of both a chronological and a comparative analysis of peasant lives at various points during the reform period. . . The Chilean reform example provides evidence that land distribution is an essential component of both the improvement of peasant conditions and the development of a democratic society. More extensive and enduring reforms would likely have allowed Chile the opportunity to further expand these horizons.

For more tips about writing thesis statements, take a look at our new handout on Developing a Thesis Statement.

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 Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting 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

Please log in to save materials. Log in

• Thesis Statement

Thesis Statements: How to Identify and Write Them

Students read about and watch videos about how to identify and write thesis statements. 

Then, students complete two exercises where they identify and write thesis statements. 

*Conditions of Use: While the content on each page is licensed under an  Attribution Non-Commercial Share Alike  license, some pages contain content and/or references with other types of licenses or copyrights. Please look at the bottom of each page to view this information. 

Learning Objectives

By the end of these readings and exercises, students will be able to: 

• define the term thesis statement
• read about two recommended thesis statement models 
• practice identifying thesis statements in other texts
• write your own effective thesis statements

Attributions:

• The banner image is licensed under  Adobe Stock .
• The untitled image of a detective by Peggy_Marco is licensed under Pixabay . 

What is a thesis statement?

The thesis statement is the key to most academic writing. The purpose of academic writing is to offer your own insights, analyses, and ideas—to show not only that you understand the concepts you’re studying, but also that you have thought about those concepts in your own way and agreed or disagreed, or developed your own unique ideas as a result of your analysis. The  thesis statement  is the one sentence that encapsulates the result of your thinking, as it offers your main insight or argument in condensed form.

We often use the word “argument” in English courses, but we do not mean it in the traditional sense of a verbal fight with someone else. Instead, you “argue” by taking a position on an issue and supporting it with evidence. Because you’ve taken a position about your topic, someone else may be in a position to disagree (or argue) with the stance you have taken. Think about how a lawyer presents an argument or states their case in a courtroom—similarly, you want to build a case around the main idea of your essay. For example, in 1848, when Elizabeth Cady Stanton drafted “The Declaration of Sentiments,” she was thinking about how to convince New York State policymakers to change the laws to allow women to vote. Stanton was making an argument.

Some consider all writing a form of argument—or at least of persuasion. After all, even if you’re writing a letter or an informative essay, you’re implicitly trying to persuade your audience to care about what you’re saying. Your thesis statement represents the main idea—or point—about a topic or issue that you make in an argument. For example, let’s say that your topic is social media. A thesis statement about social media could look like one of the following sentences:

• Social media harms the self-esteem of American pre-teen girls.
• Social media can help connect researchers when they use hashtags to curate their work.
• Social media tools are not tools for social movements, they are marketing tools.

Please take a look at this video which explains the basic definition of a thesis statement further (we will be building upon these ideas through the rest of the readings and exercises): 

Attributions: 

• The content about thesis statements has been modified from English Composition 1 by Lumen Learning and Audrey Fisch et al. and appears under an  Attribution 4.0 International (CC BY 4.0) license. 
• The video "Purdue OWL: Thesis Statements" by the Purdue University Online Writing Lab appears under a YouTube license . 

The Two-Story Model (basic)

First, we will cover the two-story thesis statement model. This is the most basic model, but that doesn't mean it's bad or that you shouldn't use it. If you have a hard time with thesis statements or if you just want to keep things simple, this model is perfect for you. Think of it like a two-story building with two layers. 

A basic thesis sentence has two main parts:

• Topic:  What you’re writing about
• Angle:  What your main idea is about that topic, or your claim

Examples: 

When you read all of the thesis statement examples, can you see areas where the writer could be more specific with their angle? The more specific you are with your topic and your claims, the more focused your essay will be for your reader.

Thesis:  A regular exercise regime leads to multiple benefits, both physical and emotional.

• Topic:  Regular exercise regime
• Angle:  Leads to multiple benefits

Thesis:  Adult college students have different experiences than typical, younger college students.

• Topic:  Adult college students
• Angle:  Have different experiences

Thesis:  The economics of television have made the viewing experience challenging for many viewers because shows are not offered regularly, similar programming occurs at the same time, and commercials are rampant.

• Topic:  Television viewing
• Angle:  Challenging because shows shifted, similar programming, and commercials

Please watch how Dr. Cielle Amundson demonstrates the two-story thesis statement model in this video:

• The video "Thesis Statement Definition" by  Dr. Cielle Amundson  appears under a YouTube license . 

The Three-Story Model (advanced)

Now, it's time to challenge yourself. The three-story model is like a building with three stories. Adding multiple levels to your thesis statement makes it more specific and sophisticated. Though you'll be trying your hand with this model in the activity later on, throughout our course, you are free to choose either the two-story or three-story thesis statement model. Still, it's good to know what the three-story model entails. 

A thesis statement can have three parts: 

• Relevance : Why your argument is meaningful

Conceptualizing the Three-Story Model: 

A helpful metaphor based on this passage by Oliver Wendell Holmes Sr.:

There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors who have no aim beyond their facts are one-story men. Two-story men compare, reason, generalize using the labor of fact collectors as their own. Three-story men idealize, imagine, predict—their best illumination comes from above the skylight.

One-story theses state inarguable facts. Two-story theses bring in an arguable (interpretive or analytical) point. Three-story theses nest that point within its larger, compelling implications. 

The biggest benefit of the three-story metaphor is that it describes a process for building a thesis. To build the first story, you first have to get familiar with the complex, relevant facts surrounding the problem or question. You have to be able to describe the situation thoroughly and accurately. Then, with that first story built, you can layer on the second story by formulating the insightful, arguable point that animates the analysis. That’s often the most effortful part: brainstorming, elaborating and comparing alternative ideas, finalizing your point. With that specified, you can frame up the third story by articulating why the point you make matters beyond its particular topic or case.

Though the three-story thesis statement model appears a little bit differently in this video, you can still see how it follows the patterns mentioned within this section: 

• The content about thesis statements has been modified from Writing in College by Amy Guptill from Milne Publishing and appears under an  Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. 
• The video "How to Write a STRONG Thesis Statement" by Scribbr  appears under a YouTube license . 

Identifying Thesis Statements

You’ll remember that the first step of the reading process, previewing ,  allows you to get a big-picture view of the document you’re reading. This way, you can begin to understand the structure of the overall text. The most important step of understanding an essay or a book is to find the thesis statement.

Pinpointing a Thesis Statement

A thesis consists of a specific topic and an angle on the topic. All of the other ideas in the text support and develop the thesis. The thesis statement is often found in the introduction, sometimes after an initial “hook” or interesting story; sometimes, however, the thesis is not explicitly stated until the end of an essay. Sometimes it is not stated at all. In those instances, there is an  implied thesis statement.  You can generally extract the thesis statement by looking for a few key sentences and ideas.

Most readers expect to see the point of your argument (the thesis statement) within the first few paragraphs. This does not mean that it has to be placed there every time. Some writers place it at the very end, slowly building up to it throughout their work, to explain a point after the fact. Others don’t bother with one at all but feel that their thesis is “implied” anyway. Beginning writers, however, should avoid the implied thesis unless certain of the audience. Almost every professor will expect to see a clearly discernible thesis sentence in the introduction.

Shared Characteristics of Thesis Statements:

• present the main idea
• are one sentence
• tell the reader what to expect
• summarize the essay topic
• present an argument
• are written in the third person (does not include the “I” pronoun)

The following “How to Identify a Thesis Statement” video offers advice for locating a text’s thesis statement. It asks you to write one or two sentences that summarize the text. When you write that summary, without looking at the text itself, you’ve most likely paraphrased the thesis statement.

You can view the  transcript for “How to Identify the Thesis Statement” here (download).

Try it! 

Try to check your thesis statement identification skills with this interactive exercise from the Excelsior University Online Writing Lab. 

• The video "How to Identidy the Thesis Statement" by  Martha Ann Kennedy  appears under a YouTube license . 
• The "Judging Thesis Statements" exercise from the Purdue University Online Writing Lab appears under an Attribution 4.0 International (CC BY 4.0) license. 

Writing Your Own Thesis Statements

A thesis statement is a single sentence (or sometimes two) that provides the answers to these questions clearly and concisely. Ask yourself, “What is my paper about, exactly?” Answering this question will help you develop a precise and directed thesis, not only for your reader, but for you as well.

Key Elements of an Effective Thesis Statement: 

• A good thesis is non-obvious. High school teachers needed to make sure that you and all your classmates mastered the basic form of the academic essay. Thus, they were mostly concerned that you had a clear and consistent thesis, even if it was something obvious like “sustainability is important.” A thesis statement like that has a wide-enough scope to incorporate several supporting points and concurring evidence, enabling the writer to demonstrate his or her mastery of the five-paragraph form. Good enough! When they can, high school teachers nudge students to develop arguments that are less obvious and more engaging. College instructors, though, fully expect you to produce something more developed.
• A good thesis is arguable . In everyday life, “arguable” is often used as a synonym for “doubtful.” For a thesis, though, “arguable” means that it’s worth arguing: it’s something with which a reasonable person might disagree. This arguability criterion dovetails with the non-obvious one: it shows that the author has deeply explored a problem and arrived at an argument that legitimately needs 3, 5, 10, or 20 pages to explain and justify. In that way, a good thesis sets an ambitious agenda for a paper. A thesis like “sustainability is important” isn’t at all difficult to argue for, and the reader would have little intrinsic motivation to read the rest of the paper. However, an arguable thesis like “sustainability policies will inevitably fail if they do not incorporate social justice,” brings up some healthy skepticism. Thus, the arguable thesis makes the reader want to keep reading.
• A good thesis is well specified. Some student writers fear that they’re giving away the game if they specify their thesis up front; they think that a purposefully vague thesis might be more intriguing to the reader. However, consider movie trailers: they always include the most exciting and poignant moments from the film to attract an audience. In academic papers, too, a well specified thesis indicates that the author has thought rigorously about an issue and done thorough research, which makes the reader want to keep reading. Don’t just say that a particular policy is effective or fair; say what makes it is so. If you want to argue that a particular claim is dubious or incomplete, say why in your thesis.
• A good thesis includes implications. Suppose your assignment is to write a paper about some aspect of the history of linen production and trade, a topic that may seem exceedingly arcane. And suppose you have constructed a well supported and creative argument that linen was so widely traded in the ancient Mediterranean that it actually served as a kind of currency. 2  That’s a strong, insightful, arguable, well specified thesis. But which of these thesis statements do you find more engaging?

How Can You Write Your Thesis Statements?

A good basic structure for a thesis statement is “they say, I say.” What is the prevailing view, and how does your position differ from it? However, avoid limiting the scope of your writing with an either/or thesis under the assumption that your view must be strictly contrary to their view.

• focus on one, interesting idea
• choose the two-story or three-story model
• be as specific as possible
• write clearly
• have evidence to support it (for later on)

Thesis Statement Examples: 

• Although many readers believe Romeo and Juliet to be a tale about the ill fate of two star-crossed lovers, it can also be read as an allegory concerning a playwright and his audience.
• The “War on Drugs” has not only failed to reduce the frequency of drug-related crimes in America but actually enhanced the popular image of dope peddlers by romanticizing them as desperate rebels fighting for a cause.
• The bulk of modern copyright law was conceived in the age of commercial printing, long before the Internet made it so easy for the public to compose and distribute its own texts. Therefore, these laws should be reviewed and revised to better accommodate modern readers and writers.
• The usual moral justification for capital punishment is that it deters crime by frightening would-be criminals. However, the statistics tell a different story.
• If students really want to improve their writing, they must read often, practice writing, and receive quality feedback from their peers.
• Plato’s dialectical method has much to offer those engaged in online writing, which is far more conversational in nature than print.

You can gather more thesis statement tips and tricks from this video titled "How to Create a Thesis Statement" from the Florida SouthWestern State College Academic Support Centers: 

• The video "How to Create a Thesis Statement" by the Florida SouthWestern State College Academic Support Centers appears under a YouTube license . 

Additional, Optional Resources

If you feel like you might need more support with thesis statements, please check out these helpful resources for some extra, optional instruction: 

• "Checklist for a Thesis Statement"  from the  Excelsior University Online Writing Lab  which appears under an Attribution 4.0 International (CC BY 4.0) license. 
• "Developing Your Thesis" from Hamiliton College which appears under a copyright. 
• "Parts of a Thesis Sentence and Common Problems"  from the  Excelsior University Online Writing Lab  which appears under an Attribution 4.0 International (CC BY 4.0) license.
• "Tips and Examples for Writing Thesis Statements" from the Purdue University Writing Lab which appears under a copyright. 
• "Writing Thesis Statements & Hypotheses" by Hope Matis from Clarkson University which appears under a copyright. 
• The content about these resources has been modified from English Composition 1 by Lumen Learning and Audrey Fisch et al. and appears under an  Attribution 4.0 International (CC BY 4.0) license. 
• The content about these resources has been modified from Writing in College by Amy Guptill from Milne Publishing and appears under an  Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. 
• The untitled image of the books by OpenClipart-Vectors is licensed under Pixabay . 

Exercise #1: Identify Thesis Statements

Throughout the readings, we have been learning what an effective thesis statement is and what it is not. Before we even get to writing our own thesis statements, let's look for real-world examples. It's your turn to locate and identify thesis statements!

Objectives/Goals

By completeting this exercise students will be able to: 

• identify the main ideas within a text 
• summarize the main ideas within a text
• choose one sentence from the text which you believe is the thesis statement
• argue why you believe that's the true thesis statement of the text

Instructions

• Any print or online text (probably something around a page in length) will be fine for this exercise. 
• If you have trouble finding a text, I recommend looking at this collection from  88 Open Essays – A Reader for Students of Composition & Rhetoric  by Sarah Wangler and Tina Ulrich. 
• Write the title of the text that you selected and the full name(s) of the author (this is called the full citation). 
• Provide a hyperlink for that text. 
• Write one paragraph (5+ sentences) summarizing the main points of the text. 
• Write one more argumentative paragraph (5+ sentences) where you discuss which sentence (make sure it appears within quotation marks, but don't worry about in-text citations for now) you think is the author's thesis statement and why. 

Submitting the Assignment

You will be submitting Exercise #1: Identify Thesis Statements within Canvas in our weekly module. 

Please check the assignment page for deadlines and Canvas Guides to help you in case you have trouble submitting your document. 

• "88 Open Essays - A Reader for Students of Composition & Rhetoric" by Sarah Wangler and Tina Ulrich from LibreTexts appears under an  Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license. 

Exercise #2: Write Your Own Thesis Statements

Now that you've had some practice with locating and identifying thesis statements, you are ready to write some practice thesis statements yourself. 

• write a two-story thesis statement 
• write a three-story thesis statement
• reflect on your thesis statement skills
• Using the same text from Exercise #1, write a two-story thesis statement in response to that text. 
• Using the same text from Exercise #1, write a three-story thesis statement in response to that text. 
• Is it easy for you to identify thesis statements in other texts? Why or why not?
• What methods do you use to identify/locate thesis statements?
• In the past, how have you felt when you needed to write a thesis statement?
• How did you feel about writing your own thesis statements in Exercise #2?
• Which thesis statement writing strategies were the most beneficial to you? Why?
• What challenges did you face when you were writing you thesis statement for Exercise #2?

You will be submitting Exercise #2: Write Your Own Thesis Statements within Canvas in our weekly module. 

• The untitled image of the writing supplies by ptra  is licensed under Pixabay . 

Version History

Argumentative Thesis Statement

Ai generator.

In the realm of persuasive writing, the argumentative thesis statement stands as a pivotal element, guiding the entire context of an essay or research paper. It serves as the beacon that directs your work, letting readers know not only what to expect but also the position you’re advocating. This article dives into the depths of argumentative thesis statement examples, unraveling their significance, and offering a step-by-step guide on how to create one effectively.

3+ Argumentative Thesis Statement Examples

1. argumentative essay thesis statement.

Size: 637 KB

2. Argumentative Thesis Statement Example

Size: 418 KB

3. Printable Argumentative Thesis Statement

Size: 19 KB

4. New Argumentative Thesis Statement

Size: 356 KB

What is an Argumentative Thesis Statement?

Before we delve into the intricacies of crafting a compelling argumentative thesis statement, let’s clarify what this vital element entails. An argumentative thesis statement serves as the core assertion of your essay, presenting your stance on a particular theme or topic. It goes beyond a mere description of the subject; it takes a firm position that you will defend with logical reasoning, evidence, and persuasion.

How to Craft an Argumentative Thesis Statement

Creating an argumentative thesis statement requires a methodical approach. By following these steps, you’ll be better equipped to develop a thesis that not only captures the essence of your argument but also engages readers from the outset.

Step 1: Identify Your Topic and Stance

The first step involves identifying the simple subject you’re addressing and your position on it before starting with the introduction . Your stance could be an assertion, a judgment, or an evaluation, shaping the tone and direction of your entire argument.

Step 2: Analyze Your Audience

Understanding your audience is crucial. Consider their perspectives, beliefs, and potential objections. Tailoring your argumentative thesis statement to resonate with your readers enhances the persuasiveness of your message.

Step 3: Develop a Concise Thesis

A strong thesis is concise and focused. It should encapsulate your main argument while giving a glimpse of the supporting points you’ll discuss. Avoid vague language and ensure your thesis statement is clear and direct.

Step 4: Incorporate Cause and Effect

A compelling argumentative thesis statement often involves demonstrating the cause-and-effect relationship between your stance and the topic. Highlight how certain actions, beliefs, or decisions lead to specific outcomes.

Can my argumentative thesis statement evolve as I research and write?

Absolutely. Your thesis can and should evolve based on your research findings and the development of your argument. Flexibility allows you to refine and strengthen your position.

How can I avoid falling into clichés when crafting my thesis statement?

To avoid clichés , strive for originality. Instead of using well-worn phrases, express your position in a unique way that showcases your perspective and analytical depth.

Should I include counterarguments in my thesis statement?

While it’s not necessary to include counterarguments in your thesis statement, acknowledging opposing viewpoints can add credibility to your argument. However, save the detailed counterarguments for the body of your essay.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

Module 2: Critical Reading

Identifying thesis statements, introduction, learning objectives.

• identify explicit thesis statements in texts
• identify implicit thesis statements in texts
• identify strategies for using thesis statements to predict content of texts

Being able to identify the purpose and thesis of a text, as you’re reading it, takes practice. This section will offer you that practice.

One fun strategy for developing a deeper understanding the material you’re reading is to make a visual “map” of the ideas. Mind maps, whether hand-drawn or done through computer programs, can be fun to make, and help put all the ideas of an essay you’re reading in one easy-to-read format.

Your understanding of what the “central” element of the mind map is might change as you read and re-read. Developing the central idea of your mind map is a great way to help you determine the reading’s thesis.

Hand-drawn Mind Map

Locating Explicit and Implicit Thesis Statements

In academic writing, the thesis is often explicit : it is included as a sentence as part of the text. It might be near the beginning of the work, but not always–some types of academic writing leave the thesis until the conclusion.

Journalism and reporting also rely on explicit thesis statements that appear very early in the piece–the first paragraph or even the first sentence.

Works of literature, on the other hand, usually do not contain a specific sentence that sums up the core concept of the writing. However, readers should finish the piece with a good understanding of what the work was trying to convey. This is what’s called an implicit thesis statement: the primary point of the reading is conveyed indirectly, in multiple locations throughout the work. (In literature, this is also referred to as the theme of the work.)

Academic writing sometimes relies on implicit thesis statements, as well.

This video offers excellent guidance in identifying the thesis statement of a work, no matter if it’s explicit or implicit.

Topic Sentences

We’ve learned that a thesis statement conveys the primary message of an entire piece of text. Now, let’s look at the next level of important sentences in a piece of text: topic sentences in each paragraph.

A useful metaphor would be to think of the thesis statement of a text as a general: it controls all the major decisions of the writing. There is only one thesis statement in a text. Topic sentences, in this relationship, serve as captains: they organize and sub-divide the overall goals of a writing into individual components. Each paragraph will have a topic sentence.

It might be helpful to think of a topic sentence as working in two directions simultaneously. It relates the paragraph to the essay’s thesis, and thereby acts as a signpost for the argument of the paper as a whole, but it also defines the scope of the paragraph itself. For example, consider the following topic sentence:

Many characters in Lorraine Hansberry’s play  A Raisin in the Sun have one particular dream in which they are following, though the character Walter pursues his most aggressively.

If this sentence controls the paragraph that follows, then all sentences in the paragraph must relate in some way to Walter and the pursuit of his dream.

Topic sentences often act like tiny thesis statements. Like a thesis statement, a topic sentence makes a claim of some sort. As the thesis statement is the unifying force in the essay, so the topic sentence must be the unifying force in the paragraph. Further, as is the case with the thesis statement, when the topic sentence makes a claim, the paragraph which follows must expand, describe, or prove it in some way. Topic sentences make a point and give reasons or examples to support it.

The topic sentence is often, though not always, the first sentence of a paragraph.

• Outcome: Thesis. Provided by : Lumen Learning. License : CC BY: Attribution
• Revision and Adaptation of Topic Sentences. Provided by : Lumen Learning. License : CC BY: Attribution
• Image of hand-drawn mind map. Authored by : Aranya. Located at : https://commons.wikimedia.org/wiki/File:Guru_Mindmap.jpg . License : CC BY-SA: Attribution-ShareAlike
• Topic Sentences. Authored by : Ms. Beardslee. Located at : http://msbeardslee.wikispaces.com/Topic+Sentences?showComments=1 . License : CC BY-SA: Attribution-ShareAlike
• Image of Parts of a Paragraph. Authored by : Enokson. Located at : https://flic.kr/p/ak9H3v . License : CC BY: Attribution
• How to Identify the Thesis Statement. Authored by : Martha Ann Kennedy. Located at : https://youtu.be/di1cQgc1akg . License : All Rights Reserved . License Terms : Standard YouTube License

Suggestions or feedback?

MIT News | Massachusetts Institute of Technology

• Machine learning
• Social justice
• Black holes
• Classes and programs

Departments

• Aeronautics and Astronautics
• Brain and Cognitive Sciences
• Architecture
• Political Science
• Mechanical Engineering

Centers, Labs, & Programs

• Abdul Latif Jameel Poverty Action Lab (J-PAL)
• Picower Institute for Learning and Memory
• Lincoln Laboratory
• School of Architecture + Planning
• School of Engineering
• School of Humanities, Arts, and Social Sciences
• Sloan School of Management
• School of Science
• MIT Schwarzman College of Computing

Exploring the mysterious alphabet of sperm whales

Press contact :.

Previous image Next image

The allure of whales has stoked human consciousness for millennia, casting these ocean giants as enigmatic residents of the deep seas. From the biblical Leviathan to Herman Melville's formidable Moby Dick, whales have been central to mythologies and folklore. And while cetology, or whale science, has improved our knowledge of these marine mammals in the past century in particular, studying whales has remained a formidable a challenge.

Now, thanks to machine learning, we're a little closer to understanding these gentle giants. Researchers from the MIT Computer Science and Artificial Intelligence Laboratory (CSAIL) and Project CETI (Cetacean Translation Initiative) recently used algorithms to decode the “sperm whale phonetic alphabet,” revealing sophisticated structures in sperm whale communication akin to human phonetics and communication systems in other animal species. 

In a new open-access study published in Nature Communications , the research shows that sperm whales codas, or short bursts of clicks that they use to communicate, vary significantly in structure depending on the conversational context, revealing a communication system far more intricate than previously understood. 

Nine thousand codas, collected from Eastern Caribbean sperm whale families observed by the Dominica Sperm Whale Project, proved an instrumental starting point in uncovering the creatures’ complex communication system. Alongside the data gold mine, the team used a mix of algorithms for pattern recognition and classification, as well as on-body recording equipment. It turned out that sperm whale communications were indeed not random or simplistic, but rather structured in a complex, combinatorial manner. 

The researchers identified something of a “sperm whale phonetic alphabet,” where various elements that researchers call  “rhythm,” “tempo,” “rubato,” and “ornamentation” interplay to form a vast array of distinguishable codas. For example, the whales would systematically modulate certain aspects of their codas based on the conversational context, such as smoothly varying the duration of the calls — rubato — or adding extra ornamental clicks. But even more remarkably, they found that the basic building blocks of these codas could be combined in a combinatorial fashion, allowing the whales to construct a vast repertoire of distinct vocalizations.

The experiments were conducted using acoustic bio-logging tags (specifically something called “D-tags”) deployed on whales from the Eastern Caribbean clan. These tags captured the intricate details of the whales’ vocal patterns. By developing new visualization and data analysis techniques, the CSAIL researchers found that individual sperm whales could emit various coda patterns in long exchanges, not just repeats of the same coda. These patterns, they say, are nuanced, and include fine-grained variations that other whales also produce and recognize.

“We are venturing into the unknown, to decipher the mysteries of sperm whale communication without any pre-existing ground truth data,” says Daniela Rus, CSAIL director and professor of electrical engineering and computer science (EECS) at MIT. “Using machine learning is important for identifying the features of their communications and predicting what they say next. Our findings indicate the presence of structured information content and also challenges the prevailing belief among many linguists that complex communication is unique to humans. This is a step toward showing that other species have levels of communication complexity that have not been identified so far, deeply connected to behavior. Our next steps aim to decipher the meaning behind these communications and explore the societal-level correlations between what is being said and group actions."

Whaling around

Sperm whales have the largest brains among all known animals. This is accompanied by very complex social behaviors between families and cultural groups, necessitating strong communication for coordination, especially in pressurized environments like deep sea hunting.

Whales owe much to Roger Payne, former Project CETI advisor, whale biologist, conservationist, and MacArthur Fellow who was a major figure in elucidating their musical careers. In the noted 1971 Science article “ Songs of Humpback Whales ,” Payne documented how whales can sing. His work later catalyzed the “Save the Whales” movement, a successful and timely conservation initiative.

“Roger’s research highlights the impact science can have on society. His finding that whales sing led to the marine mammal protection act and helped save several whale species from extinction. This interdisciplinary research now brings us one step closer to knowing what sperm whales are saying,” says David Gruber, lead and founder of Project CETI and distinguished professor of biology at the City University of New York.

Today, CETI’s upcoming research aims to discern whether elements like rhythm, tempo, ornamentation, and rubato carry specific communicative intents, potentially providing insights into the “duality of patterning” — a linguistic phenomenon where simple elements combine to convey complex meanings previously thought unique to human language.

Aliens among us

“One of the intriguing aspects of our research is that it parallels the hypothetical scenario of contacting alien species. It’s about understanding a species with a completely different environment and communication protocols, where their interactions are distinctly different from human norms,” says Pratyusha Sharma, an MIT PhD student in EECS, CSAIL affiliate, and the study’s lead author. “We’re exploring how to interpret the basic units of meaning in their communication. This isn’t just about teaching animals a subset of human language, but decoding a naturally evolved communication system within their unique biological and environmental constraints. Essentially, our work could lay the groundwork for deciphering how an ‘alien civilization’ might communicate, providing insights into creating algorithms or systems to understand entirely unfamiliar forms of communication.”

“Many animal species have repertoires of several distinct signals, but we are only beginning to uncover the extent to which they combine these signals to create new messages,” says Robert Seyfarth, a University of Pennsylvania professor emeritus of psychology who was not involved in the research. “Scientists are particularly interested in whether signal combinations vary according to the social or ecological context in which they are given, and the extent to which signal combinations follow discernible ‘rules’ that are recognized by listeners. The problem is particularly challenging in the case of marine mammals, because scientists usually cannot see their subjects or identify in complete detail the context of communication. Nonetheless, this paper offers new, tantalizing details of call combinations and the rules that underlie them in sperm whales.”

Joining Sharma, Rus, and Gruber are two others from MIT, both CSAIL principal investigators and professors in EECS: Jacob Andreas and Antonio Torralba. They join Shane Gero, biology lead at CETI, founder of the Dominica Sperm Whale Project, and scientist-in residence at Carleton University. The paper was funded by Project CETI via Dalio Philanthropies and Ocean X, Sea Grape Foundation, Rosamund Zander/Hansjorg Wyss, and Chris Anderson/Jacqueline Novogratz through The Audacious Project: a collaborative funding initiative housed at TED, with further support from the J.H. and E.V. Wade Fund at MIT.

Share this news article on:

Press mentions, smithsonian magazine.

MIT researchers have used advancements in machine learning and computing to help decode whale vocalizations, reports Sarah Kuta of Smithsonian Magazine. “ If researchers knew what sperm whales were saying, they might be able to come up with more targeted approaches to protecting them,” Kuta explains. “In addition, drawing parallels between whales and humans via language might help engage the broader public in conservation efforts.”

Associated Press

Associated Press  reporter Maria Cheng spotlights a new study by MIT researchers that identifies a “phonetic alphabet” used by whales when communicating. “It doesn’t appear that they have a fixed set of codas,” says graduate student Pratyusha Sharma. “That gives the whales access to a much larger communication system.” 

A new analysis of years of vocalizations by sperm whales in the eastern Caribbean has provided a fuller understanding of how whales communicate using codas, reports Will Dunham of Reuters. Graduate student Pratyusha Sharma explained that: "The research shows that the expressivity of sperm whale calls is much larger than previously thought."

New York Times

MIT researchers have discovered that sperm whales use a “much richer set of sounds than previously known, which they call a ‘sperm whale phonetic alphabet,’” reports Carl Zimmer for The New York Times. “The researchers identified 156 different codas, each with distinct combinations of tempo, rhythm, rubato and ornamentation,” Zimmer explains. “This variation is strikingly similar to the way humans combine movements in our lips and tongue to produce a set of phonetic sounds.”

Researchers from MIT and elsewhere have uncovered a phonetic alphabet used by sperm whales, which provides “key breakthroughs in our understanding of cetacean communication,” reports Brain Heater for TechCrunch . “This phonetic alphabet makes it possible to systematically explain the observed variability in the coda structure,” says Prof. Daniela Rus, director of CSAIL. “We believe that it’s possible that this is the first instance outside of human language where a communication provides an example of the linguistic concept of duality of patterning. That refers to a set of individually meaningless elements that can be combined to form larger meaningful units, sort of like combining syllables into words.”

Using machine learning, MIT researchers have discovered that sperm whales use “a bigger lexicon of sound patterns” that indicates a far more complex communication style than previously thought, reports Lauren Sommers for NPR. “Our results show there is much more complexity than previously believed and this is challenging the current state of the art or state of beliefs about the animal world," says Prof. Daniela Rus, director of CSAIL. 

New Scientist

New Scientist reporter Clare Wilson writes that a new analysis by MIT researchers of thousands of exchanges made by east Caribbean sperm whales demonstrates a communication system more advanced than previously thought. “It’s really extraordinary to see the possibility of another species on this planet having the capacity for communication,” says Prof. Daniela Rus.

Previous item Next item

Related Links

• Jacob Andreas
• Daniela Rus
• Pratyusha Sharma
• Antonio Torralba
• Computer Science and Artificial Intelligence Laboratory (CSAIL)
• Department of Electrical Engineering and Computer Science
• Project CETI

Related Topics

• Marine biology
• Electrical Engineering & Computer Science (eecs)

Related Articles

Entering the animal world

Whales dine with their own kind

More mit news.

New tool empowers users to fight online misinformation

Read full story →

Elaine Liu: Charging ahead

Scientists use generative AI to answer complex questions in physics

2024 MIT Supply Chain Excellence Awards given to 35 undergraduates

Faces of MIT: Reimi Hicks

John Joannopoulos receives 2024-2025 Killian Award

• More news on MIT News homepage →

Massachusetts Institute of Technology 77 Massachusetts Avenue, Cambridge, MA, USA

• Map (opens in new window)
• Events (opens in new window)
• People (opens in new window)
• Careers (opens in new window)
• Accessibility
• Social Media Hub
• MIT on Facebook
• MIT on YouTube
• MIT on Instagram

Developing an effective M&A blueprint for insurers

At its core, programmatic M&A  is not a volume play; it’s a strategy for systematically acquiring small to midsize businesses, services, and capabilities and for effectively integrating them as new businesses or capabilities. Companies that adopt this approach to deal making , including a select group of insurers in both the life and property and casualty (P&C) sectors, have generated superior excess TSR by focusing on a series of smaller acquisitions to diversify product offerings or add new capabilities—rather than traditional financial-sector M&A goals that emphasize building scale.

About the authors

This article is a collaborative effort by Alex D’Amico , Oliver Engert , Jay Gelb , Sean O’Connell , Kurt Strovink , and Liz Wol , representing views from McKinsey’s Insurance and Strategy & Corporate Finance Practices.

It’s an approach insurers should consider. Deal making in the sector is likely to be brisk in the coming years as insurers seek to grow and diversify their earnings. Life insurers face ongoing challenges to sustaining growth in core life and annuity businesses; they also remain focused on improving ROE profiles by divesting or reinsuring legacy blocks. Meanwhile, P&C carriers are likely to seek bolt-on deals of companies that enhance their presence in growth markets and offer attractive cross-cycle ROE.

To support a programmatic approach to M&A, acquirers need to canvass a large number of potential acquisitions—as many as two to three times more than they did several years ago. But in our experience, many insurance carriers are facing that volume of activity with little more than the most basic framework describing the how and why of their M&A strategy. In a recent informal poll of insurance executives who focus on strategy, business development, and M&A, 1 Our informal poll, completed in the fourth quarter of 2021, solicited input from 12 North American insurance executives, representing traditional carriers as well as newer entrants. Seven of the 12 respondents reported closing at least one or two deals per year over the past five years, with none of them characterized as large deals. we found that some believe they have relevant capabilities in place given their frequent engagement in M&A (Exhibit 1). Yet few of these rise to the level of what we would define as a fully developed M&A blueprint . Without such a blueprint, companies will find it hard to distinguish between through-cycle opportunities  (during both upcycles and downturns) that are consistent with their corporate strategy and low-hanging opportunistic deals available in the marketplace that are not. Furthermore, without a developed M&A blueprint, insurers are more likely to pursue ad hoc synergies around each target with hit-or-miss returns.

A robust M&A blueprint addresses where, why, and how a company will undertake a systematic program of acquisition. It lays out well-defined themes and criteria that are explicitly grounded in strategy, builds conviction and alignment of stakeholders, and sets clear boundaries and integration plans. The result is that companies can be both more proactive and more opportunistic at identifying potential acquisition targets and will be better prepared for negotiations and integration. As important, an effective M&A blueprint will be an invaluable tool for executives communicating a compelling story, both internally and to investors, about the company’s deal-making strategy and its vision for the future.

Where and why

The foundation of any M&A blueprint is an explicit articulation of how M&A aligns with and furthers a company’s growth strategy. Companies that acquire businesses expecting to refine the strategic rationale later are unlikely to reap the rewards of programmatic deal making. So are those that see smaller acquisitions as malleable building blocks to be pieced together ad hoc, that take an opportunistic approach to M&A, or that proceed without a pressure-tested integration playbook.

For companies considering acquisitions, an M&A blueprint should target specific growth themes and boundary conditions that reflect a comprehensive self-assessment of a company’s competitive advantages as well as the compelling strategy requirements for its business model that make it well suited to pursue M&A in a specific area. For example, a personal lines P&C carrier’s corporate strategy included enhancing customer growth through a digital engagement platform. Confident in the company’s ability to rapidly scale new businesses, managers decided that a program of M&A to acquire the various components of an integrated, direct-to-consumer platform would be the best way to accelerate domestic growth and support international expansion.

Identifying growth themes

An effective blueprint for programmatic M&A identifies at most three actionable M&A growth themes. 2 Even experienced programmatic acquirers are often unable to focus on more than three M&A themes. Even so, companies with highly distinct business units, such as life and P&C insurance, could identify more than three themes. But in general, for carriers new to this approach, focusing on one or two M&A growth themes to start with could be more beneficial. These themes should be areas where the company can add value to targets and needs M&A to deliver its strategy. They might include, for example, themes leading to superior product manufacturing capabilities across life and annuities as well as personal and commercial P&C lines, the ability to operate effectively in multiple international markets—which can be difficult to achieve through organic growth—or opportunities to target smaller companies with differentiated offerings and niche areas, including asset management or specialty commercial P&C lines.

A vague M&A blueprint with an unclear link to strategy tends to lead to overly broad objectives for deal making. “Increasing our digital focus,” for example, is not specific enough to help executives identify potential M&A targets. A more actionable objective might be framed as “improving underwriting methodology by acquiring companies with expertise in areas such as data analytics, intelligent pricing, antifraud, and telematics.”

Converging around the top one to three areas where M&A can most substantially advance the organization’s strategy takes some planning. Getting a group of executives to agree on a shortlist of M&A themes is bound to evoke some friction. If you were to go around the table at the next strategy meeting and ask your company’s senior leadership team to identify the organization’s top M&A themes, you’d likely end up with a long list of ideas. That’s acceptable, at first, because such an exercise can serve as a mechanism that compels everyone to take a closer look at their data, assumptions, and biases—a process that elevates awareness and understanding. But eventually, the most effective M&A blueprints also reflect alignment and conviction among senior leadership (including business unit leadership and the business development team) around a shortlist of M&A themes.

Among the North American insurance industry M&A executives we polled, the two most common objectives of pursuing deals are the acquisition of new capabilities and the expansion of product and service offerings. Less relevant acquisition rationales included expanding geographically, realizing economies of scale, and acquiring undervalued companies.

The CFO of one leading insurance company successfully focuses the carrier’s M&A agenda around a prioritized set of growth and capability themes. Close collaboration between the CFO’s team and business unit leaders enables the company to identify top acquisition candidates—which is a big factor in their success at conducting due diligence on dozens of potential targets each year. This company successfully completes multiple bolt-on deals per year, many of which are privately negotiated transactions cultivated through proactive sourcing rather than well-known opportunities in the marketplace. In addition, the CFO’s team uses its playbook to create value and meet integration targets, which maintains capabilities, improves the cost structure, and typically includes a boundary condition of achieving earnings accretion within 12 months.

Setting boundary conditions

One aspect of this assessment that is often overlooked is an explicit acknowledgment of the market and organizational forces that define the boundaries of a company’s deal making in terms of size, type, and pace. The most concrete boundary is probably how much capital an insurer has on hand or can raise to fund a program of acquisitions—including capital not just for funding acquisitions but also for integrating and scaling each asset.

Boundary conditions might also include financial metrics such as those reflecting an insurer’s growth targets, margins, earnings, or ROE. If a carrier is only anchored on certain return metrics, such as ROE or ROIC, to track ongoing performance of an acquired asset, then high-growth, early-stage companies often look less attractive. Alternatively, if an insurer is willing to look at an array of metrics based on the asset profile—such as ROE or ROIC for mature assets versus top-line growth for early-stage innovators—then it will have a greater degree of freedom for deal making. Finally, even softer assessments of organizational and cultural fit, financial limitations, or regulatory boundaries can further narrow the scope of potential targets.

Establishing these boundary conditions early—with explicit agreement from the CFO and the board—can help put teeth into investment commitments and align everyone on negotiable and nonnegotiable terms. Consider, for example, the case of one personal lines carrier. Over the years, the company had a generally successful track record of acquiring large insurers to add new brands and customer segments. However, these acquisitions were seldom fully integrated, resulting in unwieldy productivity metrics and a collection of separately maintained corporate functions, such as finance and HR. This M&A strategy worked reasonably well until the company realized its loose approach was not scalable. The insurer addressed this issue by resetting both its organizational and M&A approaches and refining its methodology to implement a series of boundary conditions for acquisitions linked to tightened integration parameters. These included centralized corporate functions that created additional efficiencies, rather than maintaining separate corporate functions for each company it acquired. As a result, the company is now able to effectively pursue growth through M&A.

Programmatic acquirers must give careful thought to how they plan to pursue M&A—a critical part of the M&A blueprint to advance their strategic plans.

How: A foundation for action

Programmatic acquirers must give careful thought to how they plan to pursue M&A—a critical part of the M&A blueprint to advance their strategic plans. This process includes constructing a high-level business case to identify the objectives and preliminary integration plans for each area. It also includes identifying the right capabilities and resources for each part of the deal-making process, as well as plans for tailoring the approach for each specific deal. Plans may need adjustments to reflect each deal’s sources of risk and whether value opportunities will come from consolidation, capability building, or new business opportunities, for example.

Business case to identify objectives

Once priority M&A themes and boundary conditions are established, the next critical step is to develop a granular road map for execution. The road map should identify how an acquisition would create value and create screening criteria to prioritize potential targets—within the boundary conditions of feasibility and availability.

Once the business case is developed at the theme level, carriers need to develop a plan for each identified acquisition candidate, including a top-down growth plan, capital and cost synergy assumptions, risk mitigation, and a determination of the investment needed to scale the asset. An effective business plan should be continuously refined based on the target’s relative size, its level of similarity with the acquiring business, and, as acquirers learn more about an asset, its working culture.

It is important to recognize that in a seller’s market, buyers face the risk of overpaying for an attractive asset. A critical way to reduce this risk is to apply the discipline of developing an M&A blueprint inclusive of a theme-level business case. This process is designed to enhance the due-diligence process and allow organizations to avoid making costly mistakes that are inconsistent with their growth strategies.

Capabilities and execution

Part of the self-assessment involved in developing an M&A blueprint is a review of the company’s internal talent; its capabilities; and the time needed to evaluate, pursue, and execute M&A deals, both before and after a transaction. If there are unknowns, what are the gaps that need to be addressed?

We recommend that companies develop a comprehensive integration playbook as part of the overall blueprint, including key activities for each area (such as value capture, cultural integration, and revenue synergies) and specific leadership roles that must be filled for a successful transaction. This includes senior sponsors in the organization, ideally business unit leaders who own initiatives and assign working teams against them.

At least half of the carriers we polled have playbooks centered on the initial stages of a deal, including target identification, due diligence, valuation, and integration planning checklists. But most of them lack guidelines about tailoring execution—a critical factor in the most effective acquisitions  (Exhibit 2). In particular, based on different deal archetypes in insurance, acquirers might have different perspectives on who leads across five critical design areas of merger integration:

• Governance: Who leads the overall value creation planning and business case development and review, and how they do it?
• Leadership: Who coordinates the integration and organization effort across ideation, business case development, approval, and rigorous tracking?
• Scope: What do we integrate, and to what extent, to realize the value aspiration?
• Speed and pace: How fast should we go, and how coordinated should the effort be?
• Culture and talent: How will we handle people?

One leading global player with a history of delivering strong M&A returns employs a highly disciplined, sponsor-oriented approach to deal making. The CFO assigns leadership roles to specific executives, who have ultimate responsibility for deal execution and integration. This approach ensures speedy decision making, which unblocks pain points and helps deliver a deal’s full value.

Building conviction

Embarking on a program of M&A requires conviction, commitment, and buy-in from internal and external stakeholders alike. An effective M&A blueprint, when developed collaboratively, can ensure that competing viewpoints are heard inside the company and that risks and opportunities are thoroughly vetted. This better prepares the CEO to communicate with the board but also enables the acquisition team to seek the support of its acquisition targets.

Embarking on a program of M&A requires conviction, commitment, and buy-in from internal and external stakeholders alike.

Drafting the M&A blueprint

An M&A blueprint isn’t something a single executive can draft—and it isn’t much use if it’s developed after the fact to confirm the hypotheses supporting an exciting deal. The best blueprints reflect senior-level coordination between corporate-strategy and corporate-development executives whose collective alignment helps build conviction in their decision to commit capital to transactions. When alignment is established, the process becomes efficient because executives are not debating which types of deals to target. This alignment occurs in no small part due to a transparent and unambiguous approach from the CEO.

After one deal failed to cross the finish line, a mutual insurer’s CEO and head of M&A conducted a six-week exercise to assess and strengthen the company’s M&A approach. As a result, the company aligned its growth themes and developed a process to scan for broadened opportunities—enhancements that led to a threefold increase in the number of potential acquisition candidates. The new blueprint increased the company’s confidence in deal making and ultimately led to multiple equity investments in companies that generated substantial financial returns and turbocharged capabilities.

Your reputation as an acquirer

For programmatic acquirers, today’s competitive M&A landscape has characteristics of a seller’s market. Small and midsize companies with innovative technology, next-generation products, undeveloped intellectual assets, or even well-honed capabilities in underserved markets can have multiple suitors—and they’re often interested in more than just the bottom-line sale price. As a result, acquirers need to make longer-term investments to build conviction in acquisition targets. Yet nearly half the carriers we polled lack a clear owner for proactive target cultivation, and only one-third of carriers regularly establish relationships with potential M&A targets.

Some acquirers maintain lists of potential acquisition targets and cultivate relationships with them, and we expect more companies to begin following suit in the next year or two. This development will change the job responsibilities of carriers’ most senior executives, including the CEO. For example, one global insurance industry leader keeps an extended list of close to 100 potential acquisition candidates. Executives update this list quarterly and actively reach out to candidates to cultivate them for potential fit and deals. Senior leaders will need to allocate greater portions of their time to cultivating acquisition candidates. As a result, they need to have time blocks (appropriately leveraged in coordination and collaboration with others) focused on developing long-term relationships with targets that might ultimately lead to acquisitions.

The most successful acquirers also take the long view on establishing and supporting their brand identity as a desirable buyer. Companies known for treating people fairly after an acquisition—as well as caring about the knowledge they bring to the enterprise—often enjoy an advantaged position among competing acquirers. A robust M&A blueprint should explicitly address a company’s reputation as a buyer, how that reputation will play out in the acquisition process, and how the acquisition team might use the blueprint as a screening criterion in cultivating acquisition candidates.

Programmatic M&A is a strategy for systematically building new businesses, services, and capabilities and effectively integrating them to build something that did not exist before. The companies that use a programmatic approach create deal flow linked to their conviction in their corporate strategy, understanding of their competitive advantage, and confidence in their capacity to execute.

Alex D’Amico and Kurt Strovink are senior partners in McKinsey’s New York office, where Jay Gelb , Sean O’Connell , and Liz Wol are partners; Oliver Engert is a senior partner in the Miami office.

The authors wish to thank Shaun Ayrton, Cristian Boldan, Alok Bothra, Deniz Lenger, Aria Mason, Yves Vontobel, and Andy West for their contributions to this article.

Explore a career with us

Related articles.

A better approach to M&A in North American insurance

The insurance trends private-equity investors should understand in 2021

Why private equity sees life and annuities as an enticing form of permanent capital

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons

Margin Size

• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

7: Identifying Thesis Statements, Claims, and Evidence

• Last updated
• Save as PDF
• Page ID 203826

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

Learning Objectives

This chapter teaches you how to identify the elements of argumentative writing: a thesis statement, claims, and evidence.

Thesis Statements, Claims, and Evidence

Introduction.

The three important parts of an argumentative essay are:

• A thesis statement is a sentence, usually in the first paragraph of an article, that expresses the article’s main point. It is not a fact; it’s a statement that you could disagree with. Therefore, the author has to convince you that the statement is correct.
• Claims are statements that support the thesis statement, but like the thesis statement, are not facts. Because a claim is not a fact, it requires supporting evidence.
• Evidence is factual information that shows a claim is true. Usually, writers have to conduct their own research to find evidence that supports their ideas. The evidence may include statistical (numerical) information, the opinions of experts, studies, personal experience, scholarly articles, or reports.

Each paragraph in the article is numbered at the beginning of the first sentence.

Paragraphs 1-7

Identifying the Thesis Statement. Paragraph 2 ends with this thesis statement: “People’s prior convictions should not be held against them in their pursuit of higher learning.” It is a thesis statement for three reasons:

• It is the article’s main argument.
• It is not a fact. Someone could think that peoples’ prior convictions should affect their access to higher education.
• It requires evidence to show that it is true.

Finding Claims. A claim is statement that supports a thesis statement. Like a thesis, it is not a fact so it needs to be supported by evidence.

You have already identified the article’s thesis statement: “People’s prior convictions should not be held against them in their pursuit of higher learning.”

Like the thesis, a claim be an idea that the author believes to be true, but others may not agree. For this reason, a claim needs support.

• Question 1. Can you find a claim in paragraph 3? Look for a statement that might be true, but needs to be supported by evidence.

Finding Evidence.

Paragraphs 5-7 offer one type of evidence to support the claim you identified in the last question. Reread paragraphs 5-7.

• Question 2. Which word best describes the kind of evidence included in those paragraphs: A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

• “The United States needs to have more of this transformative power of education.”
• “The country [the United States] incarcerates more people and at a higher rate than any other nation in the world.”

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

• “The U.S. accounts for less than 5 percent of the world population but nearly 25 percent of the incarcerated population around the globe.”
• “Roughly 2.2 million people in the United States are essentially locked away in cages. About 1 in 5 of those people are locked up for drug offenses.”

Question 3. Does this evidence support claim 1 from paragraph 8 (about the transformative power of education) or claim 2 (about the U.S.’s high incarceration rate)?

Question 4. Which word best describes this kind of evidence: A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

• “People’s prior convictions should not be held against them in their pursuit of higher learning.” (Thesis statement)
• “More must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.” (Claim)

Now, review paragraphs 11-13 (Early life of crime). In these paragraphs, Andrisse shares more of his personal story.

Question 5. Do you think his personal story is evidence for statement 1 above, statement 2, both, or neither one?

Question 6. Is yes, which one(s)?

Question 7. Do you think his personal story is good evidence? Does it persuade you to agree with him?

Paragraphs 14-16

Listed below are some claims that Andrisse makes in paragraph 14. Below each claim, please write the supporting evidence from paragraphs 15 and 16. If you can’t find any evidence, write “none.”

Claim: The more education a person has, the higher their income.

Claim: Similarly, the more education a person has, the less likely they are to return to prison.

Paragraphs 17-19

Evaluating Evidence

In these paragraphs, Andrisse returns to his personal story. He explains how his father’s illness inspired him to become a doctor and shares that he was accepted to only one of six biomedical graduate programs.

Do you think that this part of Andrisse’s story serves as evidence (support) for any claims that you’ve identified so far? Or does it support his general thesis that “people’s prior convictions should not be held against them in pursuit of higher learning?” Please explain your answer.

Paragraphs 20-23

Andrisse uses his personal experience to repeat a claim he makes in paragraph 3, that “more must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.”

To support this statement, he has to show that barriers exist. One barrier he identifies is the cost of college. He then explains the advantages of offering Pell grants to incarcerated people.

What evidence in paragraphs 21-23 support his claim about the success of Pell grants?

Paragraphs 24-28 (Remove questions about drug crimes from federal aid forms)

In this section, Andrisse argues that federal aid forms should not ask students about prior drug convictions. To support that claim, he includes a statistic about students who had to answer a similar question on their college application.

What statistic does he include?

In paragraph 25, he assumes that if a question about drug convictions discourages students from applying to college, it will probably also discourage them from applying for federal aid.

What do you think about this assumption? Do you think it’s reasonable or do you think Andrisse needs stronger evidence to show that federal aid forms should not ask students about prior drug convictions?

A novel missense variant in the ATPase domain of ATP8A2 and review of phenotypic variability of ATP8A2-related disorders caused by missense changes

• Find this author on Google Scholar
• Find this author on PubMed
• Search for this author on this site
• ORCID record for M. Chiara Manzini
• For correspondence: [email protected]
• Info/History
• Preview PDF

ATPase, class 1, type 8A, member 2 (ATP8A2) is a P4-ATPase with a critical role in phospholipid translocation across the plasma membrane. Pathogenic variants in ATP8A2 are known to cause cerebellar ataxia, impaired intellectual development, and disequilibrium syndrome 4 (CAMRQ4) which is often associated with encephalopathy, global developmental delay, and severe motor deficits. Here, we present a family with two siblings presenting with global developmental delay, intellectual disability, spasticity, ataxia, nystagmus, and thin corpus callosum. Whole exome sequencing revealed a homozygous missense variant in the nucleotide binding domain of ATP8A2 (p.Leu538Pro) that results in near complete loss of protein expression. This is in line with other missense variants in the same domain leading to protein misfolding and loss of ATPase function. In addition, by performing diffusion-weighted imaging, we identified bilateral hyperintensities in the posterior limbs of the internal capsule suggesting possible microstructural changes in axon tracts that had not been appreciated before and could contribute to the sensorimotor deficits in these individuals.

Competing Interest Statement

The authors have declared no competing interest.

Funding Statement

The research was supported by funding from the National Institutes of Health (grant #R01NS109149) and the Robert Wood Johnson Foundation (grant #74260) to M.C.M.

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

Ethics committees of the Medical Campus, University of Khartoum, Sudan, of the National University, Sudan, and the Institutional Review Board at Rutgers University, United States gave ethical approval for this work.

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Data Availability

Data reported in this study will be made available upon request from the corresponding author.

View the discussion thread.

Thank you for your interest in spreading the word about medRxiv.

NOTE: Your email address is requested solely to identify you as the sender of this article.

Citation Manager Formats

• EndNote (tagged)
• EndNote 8 (xml)
• RefWorks Tagged
• Ref Manager
• Tweet Widget
• Facebook Like
• Google Plus One
• Addiction Medicine (323)
• Allergy and Immunology (627)
• Anesthesia (163)
• Cardiovascular Medicine (2367)
• Dentistry and Oral Medicine (288)
• Dermatology (206)
• Emergency Medicine (379)
• Endocrinology (including Diabetes Mellitus and Metabolic Disease) (834)
• Epidemiology (11765)
• Forensic Medicine (10)
• Gastroenterology (702)
• Genetic and Genomic Medicine (3729)
• Geriatric Medicine (348)
• Health Economics (632)
• Health Informatics (2392)
• Health Policy (929)
• Health Systems and Quality Improvement (896)
• Hematology (340)
• HIV/AIDS (780)
• Infectious Diseases (except HIV/AIDS) (13302)
• Intensive Care and Critical Care Medicine (767)
• Medical Education (365)
• Medical Ethics (104)
• Nephrology (398)
• Neurology (3493)
• Nursing (198)
• Nutrition (523)
• Obstetrics and Gynecology (673)
• Occupational and Environmental Health (661)
• Oncology (1819)
• Ophthalmology (535)
• Orthopedics (218)
• Otolaryngology (287)
• Pain Medicine (232)
• Palliative Medicine (66)
• Pathology (446)
• Pediatrics (1032)
• Pharmacology and Therapeutics (426)
• Primary Care Research (420)
• Psychiatry and Clinical Psychology (3172)
• Public and Global Health (6135)
• Radiology and Imaging (1278)
• Rehabilitation Medicine and Physical Therapy (745)
• Respiratory Medicine (825)
• Rheumatology (379)
• Sexual and Reproductive Health (372)
• Sports Medicine (322)
• Surgery (400)
• Toxicology (50)
• Transplantation (172)
• Urology (145)

• International edition
• Australia edition
• Europe edition

Police shoot and kill Black US airman in Florida home

Senior Airman Roger Fortson, 23, was at home in apartment when officers burst into wrong unit and shot him dead, family says

Deputies responding to a disturbance call at a Florida apartment complex burst into the wrong unit and fatally shot a Black US air force airman who was home alone when they saw he was armed with a gun, an attorney for the man’s family said on Wednesday.

Senior Airman Roger Fortson, 23, who was based at the special operations wing at Hurlburt Field, was in his off-base apartment in Fort Walton Beach when the shooting happened on Friday.

The civil rights attorney Ben Crump said in a statement that Fortson was on a FaceTime call with a woman at the time of the encounter.

According to Crump, the woman, whom Crump did not identify, said Fortson was alone in his apartment when he heard a knock at the door. He asked who was there but did not get a response. A few minutes later, Fortson heard a louder knock but did not see anyone when he looked through the peephole, Crump said, citing the woman’s account.

The woman said Fortson was concerned and went to retrieve his gun, which Crump said was legally owned.

As Fortson walked back through his living room, deputies burst through the door, saw that Fortson was armed and shot him six times, according to Crump’s statement. The woman said Fortson was on the ground, saying, “I can’t breathe,” after he was shot, Crump said.

Fortson died at a hospital, officials said. The deputy involved in the shooting was placed on administrative leave pending an investigation.

The woman said Fortson was not causing a disturbance during their FaceTime call and believes that the deputies must have had the wrong apartment, Crump’s statement said.

“The circumstances surrounding Roger’s death raise serious questions that demand immediate answers from authorities, especially considering the alarming witness statement that the police entered the wrong apartment,” Crump said in the statement.

“We are calling for transparency in the investigation into Roger’s death and the immediate release of body cam video to the family,” Crump said. “His family and the public deserve to know what occurred in the moments leading up to this tragedy.”

Crump is a nationally known attorney based in Tallahassee, Florida. He has been involved in multiple high-profile law enforcement shooting cases involving Black people, including those of Ahmaud Arbery, Trayvon Martin, Breonna Taylor, Tyre Nichols and George Floyd.

Crump and Fortson’s family plan to speak at a news conference in Fort Walton Beach on Thursday morning.

The Okaloosa county sheriff’s office said in a statement last week that a deputy responding to a call of a disturbance in progress at the apartment complex reacted in self-defense after encountering an armed man. The office did not offer details on what kind of disturbance deputies were responding to or who called them.

The sheriff’s office also declined to immediately identify the responding deputies or their races. The office did not respond to an email or phone message on Wednesday. Officials said earlier this week that the Florida department of law enforcement and the local state attorney’s office would investigate the shooting.

A police spokesperson, Gretl Plessinger, told the Associated Press on Wednesday it was highly unlikely the agency would have any further comment until the investigation is complete.

Fortson was assigned to the 4th Special Operations Squadron as a special missions aviator, where one of his roles as a member of the squadron’s AC-130J Ghostrider aircrew was to load the gunship’s 30mm and 105mm cannons during missions.

The sheriff’s office did not immediately respond to an email or voicemail seeking comment on Wednesday by the Associated Press.

Fort Walton Beach is between Panama City Beach and Pensacola in the Florida Panhandle.

• US military
• US policing

Most viewed