identify and underline the thesis statement brainly

Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

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

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

Make a Gift

Tutoring Service: Writing a Thesis Statement

• What is Academic Writing?
• Basic Essay Structure
• Writing an Introduction
• Writing a Thesis Statement
• Writing a Conclusion
• Writing an Abstract
• Writing an Annotated Bibliography
• Writing a Business Report
• Reflective Writing
• Responding to a Case Study
• Writing a Book Critique
• Writing a Literature Review
• Writing an Exegesis
• Paraphrasing
• Building a Paragraph
• Grammar, Spelling & Vocabulary
• Active & Passive Voice
• Preparing for Study
• Managing Study Time
• Preparing for Exams
• Understanding the Question
• Critical Thinking
• Mind Mapping or Brainstorming
• Tutoring Service Process (Lake Macquarie)
• Online Assignment Review Process
• Philosophy of Service

PRINTABLE PDF FILE

• Printable PDF File

LEARNING TIPS

Purpose of a Thesis Statement

A thesis statement identifies the principal conclusion you have reached in your essay. A thesis statement is a clear articulation of your controlling argument or point of view; in other words, the big idea of your paper!

Do I Always Need One?

Most essays will require a thesis statement. If your essay topic asks you to come to some sort of conclusion about a topic, or calls on you to argue for a particular position, or poses a question to which you are expected to give a considered response, then a thesis statement is necessary. Please check with your lecturer if you are unsure.

Structure of a Thesis Statement

A thesis statement is a brief statement—usually no more than one or two sentences. This statement clearly and directly responds to the set question or topic of your essay, and outlines the position you have taken in responding to that question. A thesis statement can be phrased as follows:

This paper argues that...

This paper advances the idea that...

This paper submits that...

While a thesis statement is generally placed at the end of your introduction paragraph, it can also be placed towards the beginning. Include your thesis statement where it sits most comfortably for you.

ExampleThesis Statements

Sample Thesis Statements

The following tabs include two examples of an introduction which includes a thesis statement. The thesis statements are highlighted for ease of recognition. You should NOT underline the thesis statements in your own writing.

Drawing on the Bible, discuss the concept that we are valued by God.

      This essay opens where the Bible begins, with the creation of this world by God, focusing particularly on the creation of man in God’s image. The essay then explores God’s interaction with His chosen people, the Children of Israel, an interaction that culminated in Calvary where God stepped into human history for the eternal benefit of all mankind. The essay submits that it is God's intervention at Calvary that truly demonstrates the extreme value that God places on his human family .

Discuss the relationship between an ethical life and happiness in terms of ancient philosophy during the Hellenistic period.

     It is said that what goes around, comes around. Aristotle and the Stoics were ancient philosophers during the Hellenistic period, who argued that there was a direct link between an ethical life and happiness. This paper explores the relationship between an ethical life and happiness. It compares the predominant theories of the Stoics and Aristotle, highlighting the differences between the two schools of thought. This paper also examines the complexities of the pursuit of happiness. This paper argues that while an ethical life can contribute to happiness, it does not guarantee happiness as there are external circumstances beyond the control of an individual that can adversely impact happiness .

Need to contact a tutor?

ADDITONAL RESOURCES

• UNE: Thesis Statement & Academic Argument

This resource page has been developed to help you write a thesis statement , however, your lecturer may have specific ideas of what should and shouldn't be included in your assignment. Always ask your lecturer if unsure .

• << Previous: Writing an Introduction
• Next: Writing a Conclusion >>
• Last Updated: Feb 18, 2024 8:34 PM
• URL: https://libguides.avondale.edu.au/tutors

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

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

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

Chapter 5. Putting the Pieces Together with a Thesis Statement

5.1 apply prewriting models, learning objectives.

• Use prewriting strategies to choose a topic and narrow the focus

If you think that a blank sheet of paper or a blinking cursor on the computer screen is a scary sight, you are not alone. Many writers, students, and employees find that beginning to write can be intimidating. When faced with a blank page, however, experienced writers remind themselves that writing, like other everyday activities, is a process. Every process, from writing to cooking to bike riding to learning to use a new cell phone will get significantly easier with practice.

Just as you need a recipe, ingredients, and proper tools to cook a delicious meal, you also need a plan, resources, and adequate time to create a good written composition. In other words, writing is a process that requires steps and strategies to accomplish your goals.

These are the five steps in the writing process:

• Outlining the structure of ideas
• Writing a rough draft

Effective writing can be simply described as good ideas that are expressed well and arranged in the proper order. This chapter will give you the chance to work on all these important aspects of writing. Although many more prewriting strategies exist, this chapter covers six: using experience and observations, freewriting, asking questions, brainstorming, mapping, and searching the Internet. Using the strategies in this chapter can help you overcome the fear of the blank page and confidently begin the writing process.

Prewriting is the stage of the writing process during which you transfer your abstract thoughts into more concrete ideas in ink on paper (or in type on a computer screen). Although prewriting techniques can be helpful in all stages of the writing process, the following four strategies are best used when initially deciding on a topic:

Using experience and observations

Freewriting

Asking questions

At this stage in the writing process, it is okay if you choose a general topic. Later you will learn more prewriting strategies that will narrow the focus of the topic.

Choosing a Topic

In addition to understanding that writing is a process, writers also understand that choosing a good general topic for an assignment is an essential step. Sometimes your instructor will give you an idea to begin an assignment, and other times your instructor will ask you to come up with a topic on your own. A good topic not only covers what an assignment will be about but also fits the assignment’s purpose and its audience.

In this chapter, you will follow a writer named Mariah as she prepares a piece of writing. You will also be planning one of your own. The first important step is for you to tell yourself why you are writing (to inform, to explain, or some other purpose) and for whom you are writing. Write your purpose and your audience on your own sheet of paper, and keep the paper close by as you read and complete exercises in this chapter.

My purpose: ____________________________________________

My audience: ____________________________________________

Using Experience and Observations

When selecting a topic, you may want to consider something that interests you or something based on your own life and personal experiences. Even everyday observations can lead to interesting topics. After writers think about their experiences and observations, they often take notes on paper to better develop their thoughts. These notes help writers discover what they have to say about their topic.

Have you seen an attention-grabbing story on your local news channel? Many current issues appear on television, in magazines, and on the Internet. These can all provide inspiration for your writing.

Reading plays a vital role in all the stages of the writing process, but it first figures in the development of ideas and topics. Different kinds of documents can help you choose a topic and also develop that topic. For example, a magazine advertising the latest research on the threat of global warming may catch your eye in the supermarket. The cover may interest you, and you may consider global warming as a topic. Or maybe a novel’s courtroom drama sparks your curiosity of a particular lawsuit or legal controversy.

After you choose a topic, critical reading is essential to the development of a topic. While reading almost any document, you evaluate the author’s point of view by thinking about the main idea and the support. When you judge the author’s argument, you discover more about not only the author’s opinion but also your own. If this step already seems daunting, remember that even the best writers need to use prewriting strategies to generate ideas.

The steps in the writing process may seem time consuming at first, but following these steps will save you time in the future. The more you plan in the beginning by reading and using prewriting strategies, the less time you may spend writing and editing later because your ideas will develop more swiftly.

Prewriting strategies depend on your critical reading skills. Reading prewriting exercises (and outlines and drafts later in the writing process) will further develop your topic and ideas. As you continue to follow the writing process, you will see how Mariah uses critical reading skills to assess her own prewriting exercises.

Freewriting  is an exercise in which you write freely about any topic for a set amount of time (usually three to five minutes). During the time limit, you may jot down any thoughts that come to mind. Try not to worry about grammar, spelling, or punctuation. Instead, write as quickly as you can without stopping. If you get stuck, just copy the same word or phrase over and over until you come up with a new thought.

Writing often comes easier when you have a personal connection with the topic you have chosen. Remember, to generate ideas in your freewriting, you may also think about readings that you have enjoyed or that have challenged your thinking. Doing this may lead your thoughts in interesting directions.

Quickly recording your thoughts on paper will help you discover what you have to say about a topic. When writing quickly, try not to doubt or question your ideas. Allow yourself to write freely and unselfconsciously. Once you start writing with few limitations, you may find you have more to say than you first realized. Your flow of thoughts can lead you to discover even more ideas about the topic. Freewriting may even lead you to discover another topic that excites you even more.

Look at Mariah’s example. The instructor allowed the members of the class to choose their own topics, and Mariah thought about her experiences as a communications major. She used this freewriting exercise to help her generate more concrete ideas from her own experience.

Some prewriting strategies can be used together. For example, you could use experience and observations to come up with a topic related to your course studies. Then you could use freewriting to describe your topic in more detail and figure out what you have to say about it.

Self-practice Exercise 5.1

Take another look at the possible topics for yo ur expository essay assignment t hen freewrite about that topic. W rite without stopping for five minutes. After you finish, read over what you wrote. How well do you think you will be able to develop this topic?

Possible expository essay questions:

Narrative : Choose one of the topics below and relate your ideas in a clearly organized narrative essay.

Your first day of post-secondary school

A moment of success or failure

An experience that helped you mature

Illustration : Choose one of the topics below and relate your ideas in a clearly organized illustration essay.

The media and the framing of crime

Child obesity

The effect of violent video games on behaviour

Description : Choose one of the topics below and relate your ideas in a clearly organized description essay.

How to reduce weight

How to remain relevant in your workplace

How to get a good night’s sleep

Classification : Choose one of the topics below and relate your ideas in a clearly organized classification essay.

Ways of boring people

Methods of studying for a final exam

Extreme weather

Process analysis : Choose one of the topics below and relate your ideas in a clearly organized process analysis essay.

How to complain effectively

How to apply the Heimlich manoeuvre or other lifesaving technique

How a particular accident occurred

Definition : Choose one of the topics below and relate your ideas in a clearly organized definition essay.

Right to privacy

Compare and contrast : Choose one of the topics below and relate your ideas in a clearly organized compare and contrast essay.

Two ways of losing weight: one healthy, one dangerous

Two ways to break a bad habit

An active and a passive student

Cause and effect : Choose one of the topics below and relate your ideas in a clearly organized cause and effect essay.

Plagiarism and cheating in school. Give its effects.

Bullying. Give its effects.

A personal, unreasonable fear or irritation. Give its causes.

Asking Questions

Who? What? Where? When? Why? How? In everyday situations, you pose these kinds of questions to get information. Who will be my partner for the project? When is the next meeting? Why is my car making that odd noise?

You seek the answers to these questions to gain knowledge, to better understand your daily experiences, and to plan for the future. Asking these types of questions will also help you with the writing process. As you choose your topic, answering these questions can help you revisit the ideas you already have and generate new ways to think about your topic. You may also discover aspects of the topic that are unfamiliar to you and that you would like to learn more about. All these idea-gathering techniques will help you plan for future work on your assignment.

When Mariah reread her freewriting notes, she found she had rambled and her thoughts were disjointed. She realized that the topic that interested her most was the one she started with: the media. She then decided to explore that topic by asking herself questions about it. Her purpose was to refine media into a topic she felt comfortable writing about. To see how asking questions can help you choose a topic, take a look at the following chart in Figure 5.1 : Asking Questions that Mariah completed to record her questions and answers. She asked herself the questions that reporters and journalists use to gather information for their stories. The questions are often called the 5WH questions, after their initial letters.

Prewriting is very purpose driven; it does not follow a set of hard and fast rules. The purpose of prewriting is to find and explore ideas so that you will be prepared to write. A prewriting technique like asking questions can help you both find a topic and explore it. The key to effective prewriting is to use the techniques that work best for your thinking process. Freewriting may not seem to fit your thinking process, but keep an open mind. It may work better than you think. Perhaps brainstorming a list of topics might better fit your personal style. Mariah found freewriting and asking questions to be fruitful strategies to use. In your own prewriting, use the 5WH questions in any way that benefits your planning.

Self-practice  Exercise 5.2

Using the prewriting you completed in   Self – Practice Exercise 5.1 , read each question and use your own paper to answer the 5WH questions. As with Mariah when she explored her writing topic for more detail, it is okay if you do not know all the answers. If you do not know an answer, use your own opinion to speculate, or guess. You may also use factual information from books or articles you previously read on your topic. Later in the chapter, you will read about additional ways (like searching the Internet) to answer your questions and explore your guesses .

5WH Questions

_____________________________________________________

Now that you have completed some of the prewriting exercises, you may feel less anxious about starting a paper from scratch. With some ideas down on paper (or saved on a computer), writers are often more comfortable continuing the writing process. After identifying a good general topic, you, too, are ready to continue the process.

You may find that you need to adjust your topic as you move through the writing stages (and as you complete the exercises in this chapter). If the topic you have chosen is not working, you can repeat the prewriting activities until you find a better one.

More Prewriting Techniques: Narrowing the Focus

The prewriting techniques of freewriting and asking questions helped Mariah think more about her topic. The following additional prewriting strategies would help her (and you) narrow the focus of the topic:

Brainstorming

Idea mapping

Searching the Internet

Narrowing the focus means breaking up the topic into subtopics, or more specific points. Generating a lot of subtopics helps in selecting the ones that fit the assignment and appeal to the writer and the audience.

After rereading her syllabus, Mariah realized her general topic, mass media, was too broad for her class’s short paper requirement. Three pages would not be enough to cover all the concerns in mass media today. Mariah also realized that although her readers are other communications majors who are interested in the topic, they may want to read a paper about a particular issue in mass media.

Brainstorming  is similar to list making. You can make a list on your own or in a group with your classmates. Start with a blank sheet of paper (or a blank computer document) and write your general topic across the top. Underneath your topic, make a list of more specific ideas. Think of your general topic as a broad category and the list items as things that fit into that category. Often you will find that one item can lead to the next, creating a flow of ideas that can help you narrow your focus to a more specific paper topic.

The following is Mariah’s brainstorming list:

From this list, Mariah could narrow her focus to a particular technology under the broad category of mass media.

Writing at Work

Imagine you have to write an email to your current boss explaining your prior work experience, but you do not know where to start. Before you begin the email, you can use the brainstorming technique to generate a list of employers, duties, and responsibilities that fall under the general topic of work experience.

Idea Mapping

Idea mapping  allows you to visualize your ideas on paper using circles, lines, and arrows. This technique is also known as clustering because ideas are broken down and clustered, or grouped together. Many writers like this method because the shapes show how the ideas relate or connect, and writers can find a focused topic from the connections mapped. Using idea mapping, you might discover interesting connections between topics that you had not thought of before.

To create an idea map, start with your general topic in a circle in the centre of a blank sheet of paper. Then write specific ideas around it and use lines or arrows to connect them together. Add and cluster as many ideas as you can think of.

Mariah tried idea mapping in addition to brainstorming. Figure 5.2 : Idea Map shows what she created.

Figure 5.2  Idea Map

Notice Mariah’s largest circle contains her general topic: mass media. Then, the general topic branches into two subtopics written in two smaller circles: television and radio. The subtopic television branches into even more specific topics: cable and DVDs. From there, Mariah drew more circles and wrote more specific ideas: high definition and digital recording from cable and Blu-ray from DVDs. The radio topic led Mariah to draw connections between music, downloads versus CDs, and, finally, piracy.

From this idea map, Mariah saw she could consider narrowing the focus of her mass media topic to the more specific topic of music piracy.

Using search engines on the Internet is a good way to see what kinds of websites are available on your topic. Writers use search engines not only to understand more about the topic’s specific issues but also to get better acquainted with their audience.

Look back at the chart you completed in  Self Practice Exercise 5.2 . Did you guess at any of the answers? Searching the Internet may help you find answers to your questions and confirm your guesses. Be choosy about the websites you use. Make sure they are reliable sources for the kind of information you seek.

When you search the Internet, type some key words from your broad topic or words from your narrowed focus into your browser’s search engine (many good general and specialized search engines are available for you to try). Then look over the results for relevant and interesting articles.

Results from an Internet search show writers the following information:

Who is talking about the topic

How the topic is being discussed

What specific points are currently being discussed about the topic

If the search engine results are not what you are looking for, revise your key words and search again. Some search engines also offer suggestions for related searches that may give you better results.

Mariah typed the words music piracy from her idea map into the search engine Google (see Figure 5.3 Useful Search Engine Results ).

Figure 5 .3  Useful Search Engine Results

Note: Not all the results online search engines return will be useful or reliable. Carefully consider the reliability of an online source before selecting a topic based on it. Remember that factual information can be verified in other sources, both online and in print. If you have doubts about any information you find, either do not use it or identify it as potentially unreliable.

The results from Mariah’s search included websites from university publications, personal blogs, online news sources, and a lot of legal cases sponsored by the recording industry. Reading legal jargon made Mariah uncomfortable with the results, so she decided to look further. Reviewing her map, she realized that she was more interested in consumer aspects of mass media, so she refocused her search to media technology and the sometimes confusing array of expensive products that fill electronics stores. Now, Mariah considers a topic on the products that have fed the mass media boom in everyday lives.

Self-practice Exercise 5.3

In   Self – Practice Exercise 5.2 , you chose a possible topic and explored it by answering questions about it using the 5WH questions. However, this topic may still be too broad. Here, in   this exercise , choose and complete one of the prewriting strategies to narrow the focus. Use brainstorming, idea mapping, or searching the Internet.

Collaboration : P lease share with a classmate and compare your answers. Share what you found and what interests you about the possible topic(s).

Prewriting strategies are a vital first step in the writing process. First they help you first choose a broad topic, and then they help you narrow the focus of the topic to a more specific idea. Use Checklist 5.1: Topic Checklist to help you with this step.

Checklist 5.1  Developing a Good Topic

Using this checklist can help you decide if your narrowed topic is a good topic for your assignment.

Am I interested in this topic?

Would my audience be interested?

Do I have prior knowledge or experience with this topic? If so, would I be comfortable exploring this topic and sharing my experiences?

Do I want to learn more about this topic?

Is this topic specific?

Does it fit the length of the assignment?

An effective topic ensures that you are ready for the next step. With your narrowed focus in mind, answer the bulleted questions in the checklist for developing a good topic. If you can answer “yes” to all the questions, write your topic on the line below. If you answer “no” to any of the questions, think about another topic or adjust the one you have and try the prewriting strategies again.

My narrowed topic: ____________________________________________

Key Takeaways

• All writers rely on steps and strategies to begin the writing process.
• The steps in the writing process are prewriting, outlining, writing a rough draft, revising, and editing.
• Prewriting is the transfer of ideas from abstract thoughts into words, phrases, and sentences on paper.
• A good topic interests the writer, appeals to the audience, and fits the purpose of the assignment.
• Writers often choose a general topic first and then narrow the focus to a more specific topic.

5.2 Developing a Strong, Clear Thesis Statement

• Develop a strong, clear thesis statement with the proper elements
• Revise your thesis statement

Have you ever known someone who was not very good at telling stories? You probably had trouble following the train of thought as the storyteller jumped from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe the person told the end of the story first, then moved to the beginning and later added details to the middle. The ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.

Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement  to provide a specific focus for their essay and to organize what they are about to discuss in the body.

Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

Elements of a Thesis Statement

For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a  controlling idea —the main idea upon which you build your thesis.

Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your instructor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful, and confident.

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

A Strong Thesis Statement

A strong thesis statement contains the following qualities:

Specificity: A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health care coverage.

Precision: A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.

Arguability: A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

Demonstrability: For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.

Forcefulness/Assertiveness: A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.

Confidence: In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say.

Even in a personal essay that allows the use of first person, your thesis should not contain phrases such as in my opinion or I believe. These statements reduce your credibility and weaken your argument. Your opinion is more convincing when you use a firm attitude.

Self-practice Exercise 5.4

On a sheet of paper, write a thesis statement for each of the following topics. Remember to make each statement specific, precise, demonstrable, forceful and confident.

Texting while driving

The legal drinking age in different provinces of Canada

Steroid use among professional athletes

Examples of Appropriate Thesis Statements

Each of the following thesis statements meets several of the qualities discussed above: specificity, precision, arguability, demonstrability, forcefulness/assertiveness, and confidence.

The societal and personal struggles of Floyd in the play Where the Blood Mixes, by Kevin Loring, symbolize the challenge of First Nations people of Canada who lived through segregation and placement into residential schools.

Closing all American borders for a period of five years is one solution that will tackle illegal immigration.

Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.

J. D. Salinger’s character in Catcher in the Rye, Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.

Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.

Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.

In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

You can find thesis statements in many places, such as in the news; in the opinions of friends, co-workers or teachers; and even in songs you hear on the radio. Become aware of thesis statements in everyday life by paying attention to people’s opinions and their reasons for those opinions. Pay attention to your own everyday thesis statements as well, as these can become material for future essays.

Now that you have read about the contents of a good thesis statement and have seen examples, take a look four pitfalls to avoid when composing your own thesis.

A thesis is weak when it is simply a declaration of your subject or a description of what you will discuss in your essay. Weak thesis statement: My paper will explain why imagination is more important than knowledge.

A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side. Weak thesis statement: Religious radicals across the country are trying to legislate their puritanical beliefs by banning required high school books.

A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end. Weak thesis statement: Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad. Weak thesis statement :  The life of Pierre Trudeau was long and accomplished.

Self-practice Exercise 5.5

Read the following thesis statements. On a piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.

The subject of this paper is my experience with ferrets as pets.

The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.

Edgar Allan Poe was a poet who lived in Baltimore during the 19th century.

In this essay, I will give you a lot of reasons why marijuana should not be legalized in British Columbia.

Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.

My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare.

Collaboration : P lease share with a classmate and compare your answers.

Often in your career, you will need to ask your boss for something through an email. Just as a thesis statement organizes an essay, it can also organize your email request. While your email will be shorter than an essay, using a thesis statement in your first paragraph quickly lets your boss know what you are asking for, why it is necessary, and what the benefits are. In short body paragraphs, you can provide the essential information needed to expand upon your request.

Writing a Thesis Statement

One legitimate question readers always ask about a piece of writing is “What is the big idea?” (You may even ask this question when you are the reader, critically reading an assignment or another document.) Every nonfiction writing task—from the short essay to the 10-page term paper to the lengthy senior thesis—needs a big idea, or a controlling idea, as the “spine” for the work. The controlling idea is the main idea that you want to present and develop.

For a longer piece of writing, the main idea should be broader than the main idea for a shorter piece of writing. Be sure to frame a main idea that is appropriate for the length of the assignment. Ask yourself how many pages it will take to explain and explore the main idea in detail? Be reasonable with your estimate. Then expand or trim it to fit the required length.

The big idea, or controlling idea, you want to present in an essay is expressed in your thesis statement. Remember that a thesis statement is often one sentence long, and it states your point of view. The thesis statement is not the topic of the piece of writing but rather what you have to say about that topic and what is important to tell readers.

Look at Table 5.1: Topics and Thesis Statements  for a comparison of topics and thesis statements.

Table 5.1  Topics and Thesis Statements: A Comparison

The first thesis statement you write will be a preliminary thesis statement , or a working thesis statement . You will need it when you begin to outline your assignment as a way to organize it. As you continue to develop the arrangement, you can limit your working thesis statement if it is too broad or expand it if it proves too narrow for what you want to say.

Self-practice exercise 5.6

Using the topic you selected in   Self – Practice Exercise 5.3 , develop a working thesis statement that states your controlling idea for the piece of writing you are doing. On a sheet of paper, write your working thesis statement.

You will make several attempts before you devise a working thesis statement that you think is effective. Each draft of the thesis statement will bring you closer to the wording that expresses your meaning exactly.

Revising a Thesis Statement

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Remember, you begin with a working thesis statement, an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

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

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

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

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

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

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

Working thesis: The welfare system is a joke.

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

Joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke. The writer should ask questions similar to the 5WH questions. By incorporating the answers to these questions into a thesis statement, the writer more accurately defines his or her stance, which will better guide the writing of the essay.

Replace any linking verbs with action verbs. Linking verbs gives information about the subject, such as a condition or relationship (is, appear, smell, sound), but they do not show any action. The most common linking verb is any forms of the verb to be, a verb that simply states that a situation exists.

Working thesis: British Columbian schoolteachers are not paid enough.

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

The linking verb in this working thesis statement is the word are. Linking verbs often make thesis statements weak because they do not express action. Reading the original thesis statement above, readers might wonder why teachers are not paid enough, but the statement does not compel them to ask many more questions. The writer should ask him- or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue. For example, the writer could ask:

Who is not paying the teachers enough?

What is considered “enough”?

What is the problem?

What are the results

4. Omit any general claims that are hard to support.

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

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

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

Which teenage girls?

What constitutes “too” sexualized?

Why are they behaving that way?

Where does this behaviour show up?

What are the repercussions?

Self-practice exercise  5.7

In Section 5.1 , you determined your purpose for writing and your audience. You then completed a freewriting exercise on one of the topics presented to you. Using that topic, you then narrowed it down by answering the 5WH questions. After you answered these questions, you chose one of the three methods of prewriting and gathered possible supporting points for your working thesis statement.

Now, on a sheet of paper, write your working thesis statement. Identify any weaknesses in this sentence and revise the statement to reflect the elements of a strong thesis statement. Make sure it is specific, precise, arguable, demonstrable, forceful, and confident.

Collaboration: P lease share with a classmate and compare your answers.

In your career you may have to write a project proposal that focuses on a particular problem in your company, such as reinforcing the tardiness policy. The proposal would aim to fix the problem; using a thesis statement would clearly state the boundaries of the problem and the goals of the project. After writing the proposal, you may find that the thesis needs revising to reflect exactly what is expressed in the body. The techniques from this chapter would apply to revising that thesis.

• Proper essays require a thesis statement to provide a specific focus and suggest how the essay will be organized.
• A thesis statement is your interpretation of the subject, not the topic itself.
• A strong thesis is specific, precise, forceful, confident, and is able to be demonstrated.
• A strong thesis challenges readers with a point of view that can be debated and supported with evidence.
• A weak thesis is simply a declaration of your topic or contains an obvious fact that cannot be argued.
• Depending on your topic, it may or may not be appropriate to use first person point of view.
• Revise your thesis by ensuring all words are specific, all ideas are exact, and all verbs express action.

5.3 Outlining

• Identify the steps in constructing an outline
• Construct a topic outline and a sentence outline

Your prewriting activities and readings have helped you gather information for your assignment. The more you sort through the pieces of information you found, the more you will begin to see the connections between them. Patterns and gaps may begin to stand out. But only when you start to organize your ideas will you be able to translate your raw insights into a form that will communicate meaning to your audience.

Longer papers require more reading and planning than shorter papers do. Most writers discover that the more they know about a topic, the more they can write about it with intelligence and interest.

Organizing Ideas

When you write, you need to organize your ideas in an order that makes sense. The writing you complete in all your courses exposes how analytically and critically your mind works. In some courses, the only direct contact you may have with your instructor is through the assignments you write for the course. You can make a good impression by spending time ordering your ideas.

Order refers to your choice of what to present first, second, third, and so on in your writing. The order you pick closely relates to your purpose for writing that particular assignment. For example, when telling a story, it may be important to first describe the background for the action. Or you may need to first describe a 3-D movie projector or a television studio to help readers visualize the setting and scene. You may want to group your supporting ideas effectively to convince readers that your point of view on an issue is well reasoned and worthy of belief.

In longer pieces of writing, you may organize different parts in different ways so that your purpose stands out clearly and all parts of the essay work together to consistently develop your main point.

Methods of Organizing Writing

The three common methods of organizing writing are chronological order, spatial order, and order of importance, which you learned about in Chapter 4: What Are You Writing, to Whom, and How? You need to keep these methods of organization in mind as you plan how to arrange the information you have gathered in an outline. An outline is a written plan that serves as a skeleton for the paragraphs you write. Later, when you draft paragraphs in the next stage of the writing process, you will add support to create “flesh” and “muscle” for your assignment.

When you write, your goal is not only to complete an assignment but also to write for a specific purpose—perhaps to inform, to explain, to persuade, or a combination of these purposes. Your purpose for writing should always be in the back of your mind, because it will help you decide which pieces of information belong together and how you will order them. In other words, choose the order that will most effectively fit your purpose and support your main point.

Table 5.2: Order versus Purpose  shows the connection between order and purpose.

Table 5 . 2  Order versus Purpose

Writing an Outline

For an essay question on a test or a brief oral presentation in class, all you may need to prepare is a short, informal outline in which you jot down key ideas in the order you will present them. This kind of outline reminds you to stay focused in a stressful situation and to include all the good ideas that help you explain or prove your point. For a longer assignment, like an essay or a research paper, many instructors will require you to submit a formal outline before writing a major paper as a way of making sure you are on the right track and are working in an organized manner. The expectation is you will build your paper based on the framework created by the outline.

When creating outlines, writers generally go through three stages: a scratch outline , an informal or topic outline , and a formal or sentence outline. The scratch outline is basically generated by taking what you have come up with in your freewriting process and organizing the information into a structure that is easy for you to understand and follow (for example, a mind map or hierarchical outline). An informal outline goes a step further and adds topic sentences, a thesis, and some preliminary information you have found through research. A formal outline is a detailed guide that shows how all your supporting ideas relate to each other. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. If your instructor asks you to submit an outline for approval, you will want to hand in one that is more formal and structured. The more information you provide for your instructor, the better he or she will be able to see the direction in which you plan to go for your discussion and give you better feedback.

Instructors may also require you to submit an outline with your final draft to check the direction and logic of the assignment. If you are required to submit an outline with the final draft of a paper, remember to revise it to reflect any changes you made while writing the paper.

There are two types of formal outlines: the topic outline and the sentence outline . You format both types of formal outlines in the same way.

Place your introduction and thesis statement at the beginning, under Roman numeral I.

Use Roman numerals (II, III, IV, V, etc.) to identify main points that develop the thesis statement.

Use capital letters (A, B, C, D, etc.) to divide your main points into parts.

Use Arabic numerals (1, 2, 3, 4, 5, etc.) if you need to subdivide any As, Bs, or Cs into smaller parts.

End with the final Roman numeral expressing your idea for your conclusion.

Here is what the skeleton of a traditional formal outline looks like. The indention helps clarify how the ideas are related.

1) Introduction

Thesis statement

2) Main point 1 → becomes the topic sentence of body paragraph 1

3) Main point 2 → becomes the topic sentence of body paragraph 2 [same use of subpoints as with Main point 1]

• Supporting detail

4) Main point 3 → becomes the topic sentence of body paragraph 3[same use of subpoints as with Main points 1&2]

5) Conclusion

In an outline, any supporting detail can be developed with subpoints. For simplicity, the model shows subpoints only under the first main point.

Formal outlines are often quite rigid in their organization. As many instructors will specify, you cannot subdivide one point if it is only one part. For example, for every Roman numeral I, there needs to be an A. For every A, there must be a B. For every Arabic numeral 1, there must be a 2. See for yourself on the sample outlines that follow.

Constructing Informal or Topic Outlines An informal topic outline is the same as a sentence outline except you use words or phrases instead of complete sentences. Words and phrases keep the outline short and easier to comprehend. All the headings, however, must be written in parallel structure.

Here is the informal topic outline that Mariah constructed for the essay she is developing. Her purpose is to inform, and her audience is a general audience of her fellow college students. Notice how Mariah begins with her thesis statement. She then arranges her main points and supporting details in outline form using short phrases in parallel grammatical structure.

Checklist 5. 2  Writing an Effective Topic Outline

This checklist can help you write an effective topic outline for your assignment. It will also help you discover where you may need to do additional reading or prewriting.

Do I have a controlling idea that guides the development of the entire piece of writing?

Do I have three or more main points that I want to make in this piece of writing? Does each main point connect to my controlling idea?

Is my outline in the best order—chronological order, spatial order, or order of importance—for me to present my main points? Will this order help me get my main point across?

Do I have supporting details that will help me inform, explain, or prove my main points?

Do I need to add more support? If so, where?

Do I need to make any adjustments in my working thesis statement before I consider it the final version?

Word processing programs generally have an automatic numbering feature that can be used to prepare outlines. This feature automatically sets indents and lets you use the tab key to arrange information just as you would in an outline. Although in business this style might be acceptable, in college or university your instructor might have different requirements. Teach yourself how to customize the levels of outline numbering in your word processing program to fit your instructor’s preferences.

Self-practice Exercise 5.8

Using the working thesis statement you wrote in   Self – Practice Exercise 5 . 3 and the reading you did in   Section 5.1: Apply Prewriting Models , construct a topic outline for your essay. Be sure to observe correct outline form, including correct indentions and the use of Roman and Arabic numerals and capital letters.

Collaboration: P lease share with a classmate and compare your outline. Point out areas of interest from your classmate’s outline and what you would like to learn more about.

Self-practice Exercise 5.9

Refer to the previous exercise and select three of your most compelling reasons to support the thesis statement. Remember that the points you choose must be specific and relevant to the thesis. The statements you choose will be your primary support points, and you will later incorporate them into the topic sentences for the body paragraphs.

Constructing Formal or Sentence Outlines

A sentence outline is the same as a topic outline except you use complete sentences instead of words or phrases. Complete sentences create clarity and can advance you one step closer to a draft in the writing process.

Here is the formal sentence outline that Mariah constructed for the essay she is developing.

The information compiled under each Roman numeral will become a paragraph in your final paper. Mariah’s outline follows the standard five-paragraph essay arrangement, but longer essays will require more paragraphs and thus more Roman numerals. If you think that a paragraph might become too long, add an additional paragraph to your outline, renumbering the main points appropriately.

As you are building on your previously created outlines, avoid saving over the previous version; instead, save the revised outline under a new file name. This way you will still have a copy of the original and any earlier versions in case you want to look back at them.

PowerPoint presentations, used both in schools and in the workplace, are organized in a way very similar to formal outlines. PowerPoint presentations often contain information in the form of talking points that the presenter develops with more details and examples than are contained on the PowerPoint slide.

Self-practice Exercise 5.10

Expand the topic outline you prepared in Self – Practice Exercise 5.7   to make it a sentence o ut line. In this outline, be sure to include multiple supporting points for your main topic even if your topic outline does not contain them. Be sure to observe correct outline form, including correct indentions and the use of Roman and Arabic numerals and capital letters.

• Writers must put their ideas in order so the assignment makes sense. The most common orders are chronological order, spatial order, and order of importance.
• After gathering and evaluating the information you found for your essay, the next step is to write a working, or preliminary, thesis statement.
• The working thesis statement expresses the main idea you want to develop in the entire piece of writing. It can be modified as you continue the writing process.
• Effective writers prepare a formal outline to organize their main ideas and supporting details in the order they will be presented.
• A topic outline uses words and phrases to express the ideas.
• A sentence outline uses complete sentences to express the ideas.
• The writer’s thesis statement begins the outline, and the outline ends with suggestions for the concluding paragraph.

5.4 Organizing Your Writing

• Understand how and why organizational techniques help writers and readers stay focussed
• Assess how and when to use chronological order to organize an essay
• Recognize how and when to use order of importance to organize an essay
• Determine how and when to use spatial order to organize an essay

The method of organization you choose for your essay is just as important as its content. Without a clear organizational pattern, your reader could become confused and lose interest. The way you structure your essay helps your readers draw connections between the body and the thesis, and the structure also keeps you focused as you plan and write the essay. Choosing your organizational pattern before you outline ensures that each body paragraph works to support and develop your thesis.

This section covers three ways to organize body paragraphs:

Chronological order

Order of importance

Spatial order

When you begin to draft your essay, your ideas may seem to flow from your mind in a seemingly random manner. Your readers, who bring to the table different backgrounds, viewpoints, and ideas, need you to clearly organize these ideas in order to help process and accept them.

A solid organizational pattern gives your ideas a path that you can follow as you develop your draft. Knowing how you will organize your paragraphs allows you to better express and analyze your thoughts. Planning the structure of your essay before you choose supporting evidence helps you conduct more effective and targeted research.

Chronological Order

In  Chapter 4: What Are You Writing, to Whom, and How? , you learned that chronological arrangement has the following purposes:

To explain the history of an event or a topic

To tell a story or relate an experience

To explain how to do or to make something

To explain the steps in a process.

Chronological order is mostly used in  expository writing , which is a form of writing that narrates, describes, informs, or explains a process. When using chronological order, arrange the events in the order that they actually happened, or will happen if you are giving instructions. This method requires you to use words such as first, second, then, after that, later, and finally. These transitional words guide you and your reader through the paper as you expand your thesis.

For example, if you are writing an essay about the history of the airline industry, you would begin with its conception and detail the essential timeline events up until present day. You would follow the chain of events using words such as first, then, next, and so on.

At some point in your career you may have to file a complaint with your human resources department. Using chronological order is a useful tool in describing the events that led up to your filing the grievance. You would logically lay out the events in the order that they occurred using the key transitional words. The more logical your complaint, the more likely you will be well received and helped.

Keep in mind that chronological order is most appropriate for the following purposes:

Writing essays containing heavy research

Writing essays with the aim of listing, explaining, or narrating

Writing essays that analyze literary works such as poems, plays, or books

When using chronological order, your introduction should indicate the information you will cover and in what order, and establish the relevance of the information. Your body paragraphs should then provide clear divisions or steps in chronology. You can divide your paragraphs by time (such as decades, wars, or other historical events) or by the same structure of the work you are examining (such as a line-by-line explication of a poem).

Self-practice Exercise 5.11

On a sheet of paper, write a paragraph that describes a process you are familiar with and can do well. Assume that your reader is unfamiliar with the procedure. Remember to use the chronological key words, such as   first ,   second , then , and   finally .

Order of Importance

Recall from  Chapter 4: What Are You Writing, to Whom, and How? that order of importance is best used for the following purposes:

Persuading and convincing

Ranking items by their importance, benefit, or significance

Illustrating a situation, problem, or solution

Most essays move from the least to the most important point, and the paragraphs are arranged in an effort to build the essay’s strength. Sometimes, however, it is necessary to begin with your most important supporting point, such as in an essay that contains a thesis that is highly debatable. When writing a persuasive essay, it is best to begin with the most important point because it immediately captivates your readers and compels them to continue reading.

For example, if you were supporting your thesis that homework is detrimental to the education of high school students, you would want to present your most convincing argument first, and then move on to the less important points for your case.

Some key transitional words you should use with this method of organization are most importantly, almost as importantly, just as importantly, and finally.

During your career, you may be required to work on a team that devises a strategy for a specific goal of your company, such as increasing profits. When planning your strategy you should organize your steps in order of importance. This demonstrates the ability to prioritize and plan. Using the order of importance technique also shows that you can create a resolution with logical steps for accomplishing a common goal.

Self-practice Exercise 5.12

On a sheet of paper, write a paragraph that discusses a passion of yours. Your passion could be music, a particular sport, filmmaking, and so on. Your paragraph should be built on the reasons why you feel so strongly. Briefly discuss your reasons in the order of least to greatest importance.

Spatial Order

As stated in  Chapter 4: What Are You Writing, to Whom, and How? , spatial order is best used for the following purposes:

Helping readers visualize something as you want them to see it

Evoking a scene using the senses (sight, touch, taste, smell, and sound)

Writing a descriptive essay

Spatial order means that you explain or describe objects as they are arranged around you in your space, for example in a bedroom. As the writer, you create a picture for your reader, whose perspective is the viewpoint from which you describe what is around you.

The view must move in an orderly, logical progression, giving the reader clear directional signals to follow from place to place. The key to using this method is to choose a specific starting point and then guide the reader to follow your eye as it moves in an orderly trajectory from your starting point.

Pay attention to the following student’s description of her bedroom and how she guides the reader through the viewing process, foot by foot.

The paragraph incorporates two objectives you have learned in this chapter: using an implied topic sentence and applying spatial order. Often in a descriptive essay, the two work together.

The following are possible transitional words and phrases to include when using spatial order:

Self-practice Exercise  5.13

On a sheet of paper, write a paragraph using spatial order that describes your commute to work, school, or another location you visit often.

Self-practice Exercise 5.14

Look back at your outline from Self – Practice Exercise 5.9. Please share your formal sentence outline with a classmate and together evaluate whether you have organized your points chronologically, by order of importance, or spatially . D iscuss if you have organized your paragraphs in the most appropriate and logical way.

In the next chapter, you will build on this formal sentence outline to create a draft and develop your ideas further. Do not worry; you are not expected to have a completed paper at this point. You will be expanding on your sentences to form paragraphs and complete, well-developed ideas.

• The way you organize your body paragraphs ensures you and your readers stay focused on and draw connections to your thesis statement.
• A strong organizational pattern allows you to articulate, analyze, and clarify your thoughts.
• Planning the organizational structure for your essay before you begin to search for supporting evidence helps you conduct more effective and directed research.
• Chronological order is most commonly used in expository writing. It is useful for explaining the history of your subject, for telling a story, or for explaining a process.
• Order of importance is most appropriate in a persuasion paper as well as for essays in which you rank things, people, or events by their significance.
• Spatial order describes things as they are arranged in space and is best for helping readers visualize something as you want them to see it; it creates a dominant impression.

Supplemental Exercises

On a separate sheet of paper, choose one of the examples of a proper thesis statement from this chapter (one that interests you) and form three supporting points for that statement. After you have formed your three points, write a topic sentence for each body paragraph. Make sure that your topic sentences can be backed up with examples and details.

Group activity. Choose one of the topics from Self-Practice Exercise 5.4 and form a yes/no question about that topic. Then, take a survey of the people in your class to find out how they feel about the subject. Using the majority vote, ask those people to write on slips of paper the reasons for their opinion. Using the data you collect, form a thesis statement based on your classmates’ perspectives on the topic and their reasons.

On a separate sheet of a paper, write an introduction for an essay based on the thesis statement from the group activity using the techniques for introductory paragraphs that you learned in this chapter.

Start a journal in which you record “spoken” thesis statements. Start listening closely to the opinions expressed by your teachers, classmates, friends, and family members. Ask them to provide at least three reasons for their opinion and record them in the journal. Use this as material for future essays.

Open a magazine and read a lengthy article. See if you can pinpoint the thesis statement as well as the topic sentence for each paragraph and its supporting details.

Journal entry #5

Write two to three paragraphs responding to the following.

Think back to times when you had to write a paper and perhaps struggled to get started. What did you learn this week that you will apply in future assignments to get the ideas flowing?

Reflect on all of the content you have learned so far. What did you find challenging but are now more confident with? What, if anything, still confuses you or you know you need to practice more? How have your study skills, time management, and overall writing improved over the past month?

Remember as mentioned in the Assessment Descriptions in your syllabus:

You will be expected to respond to the questions by reflecting on and discussing your experiences with the week’s material.

When writing your journals, you should focus on freewriting—writing without (overly) considering formal writing structures—but remember that it will be read by the instructor, who needs to be able to understand your ideas.

Your instructor will be able to see if you have completed this entry by the end of the week but will not read all of the journals until next week.

Writing for Success - 1st Canadian Edition Copyright © 2015 by Tara Horkoff; an author removed at the request of the original publisher; and Horkoff, Tara is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

• 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.

3.8: Main Ideas and Supporting Details

• Last updated
• Save as PDF
• Page ID 31307

• Athena Kashyap & Erika Dyquisto
• City College of San Francisco via ASCCC Open Educational Resources Initiative

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Analyze Thesis or Main Ideas of Texts

Being able to identify the purpose and thesis of a text, while you’re reading it, takes practice. Questioning the text you’re reading is a good place to start. When trying to isolate the thesis, or main idea, of your reading material, consider these questions:

• What is the primary subject of this text?
• Is the author trying to inform me, or persuade me?
• What does the author think I need to know about this subject?
• Why does the author think I need to know about this subject?

Sometimes the answer to these questions will be very clearly stated in the text itself. Sometimes it is less obvious, and in those cases, the techniques on the following page will be useful.

Implicit vs. Explicit Main Idea/ Thesis Statements

According to author Pavel Zemliansky,

Arguments then, can be explicit and implicit, or implied. Explicit arguments contain noticeable and definable thesis statements and lots of specific proofs. Implicit arguments, on the other hand, work by weaving together facts and narratives, logic and emotion, personal experiences and statistics. Unlike explicit arguments, implicit ones do not have a one-sentence thesis statement. Instead, authors of implicit arguments use evidence of many different kinds in effective and creative ways to build and convey their point of view to their audience. Research is essential for creative effective arguments of both kinds.

Even if what you’re reading is an informative text, rather than an argumentative one, it might still rely on an implicit thesis statement. It might ask you to piece together the overall purpose of the text based on a series of content along the way.

The following video defines the key terms explicit and implicit, as they relate to thesis statements and other ideas present in what you read. It also introduces the excellent idea of the reading voice and the thinking voice that strong readers use as they work through a text.

To help keep you on your toes, the author of this video challenges you to find her spelling mistake in one of her cards along the way!

Explicit v. implicit . Authored by: Michele Armentrout. All Rights Reserved. License Terms: Standard YouTube license.

Take the quiz about implicit and explicit thesis statements to see how well you have understood the information.

Thesis and Topic Sentences

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. A later step in the reading process, summarizing , allows you to encapsulate what a paragraph, section, or the whole document is about. When summarizing individual paragraphs, it’s likely that your summary ends up looking like a paraphrase of that paragraph’s topic sentence .

A paragraph is composed of multiple sentences focused on a single, clearly-defined topic. There should be exactly one main idea per paragraph, so whenever an author moves on to a new idea, he or she will start a new paragraph. For example, this paragraph defines what a paragraph is, and now we will start a new paragraph to deal with a new idea: how a paragraph is structured.

Paragraphs are actually organized much like persuasive papers are. Just like a paper has a thesis statement followed by a body of supportive evidence, paragraphs have a topic sentence followed by several sentences of support or explanation. If you look at this paragraph, for example, you will see that it starts with a clear topic sentence letting you know that paragraphs follow a structure similar to that of papers. The next sentence explains how a paragraph is like a paper, and then two more sentences show how this paragraph follows that structure. All of these sentences are clearly connected to the main idea.

The topic sentence of a paragraph serves two purposes: first, it lets readers know what the paragraph is going to be about; second, it highlights the connection between the present paragraph and the one that came before. The topic sentence of this paragraph explains to a reader what a topic sentence does, fulfilling the first function. It also tells you that this paragraph is going to talk about one particular aspect of the previous paragraph’s main idea: we are now moving from the general structure of the paragraph to the particular role of the topic sentence.

After the topic sentence introduces the main idea, the remainder of the sentences in a paragraph should support or explain this topic. These additional sentences might detail the author’s position on the topic. They might also provide examples, statistics, or other evidence to support that position. At the end of the paragraph, the author may include some sort of conclusion or a transition that sets up the next idea he or she will be discussing (for example, you can see this clearly in the last sentence of the third paragraph).

The Three Parts of a Paragraph

The topic is the subject of the paragraph. It can be:

• A few words long
• These words (or words related to the topic) are typically repeated throughout the paragraph
• Answers the question: What is this paragraph about?

2) Main Idea

This is the writer’s overall point. It can be:

• If stated in the paragraph, it’s called a “topic sentence”
• If unstated in the paragraph, the reader must figure it out (infer it) from details
• General enough to cover the more specific supporting details
• Usually (but not always!) near the beginning of the paragraph
• Answers the question: What is the overall point being made about the topic?”

3) Supporting Details

These are the details in the paragraph that support the main idea. They can be either major or minor supporting details.

Tips for Identifying Main Ideas

Although you are learning to put the main idea first in your own paragraphs, professional writers often don’t. Sometimes the first sentence of a paragraph provides background information, poses a question, or serves as a bridge from a previous paragraph. Don’t assume it is the main idea. Use these tips instead:

• Look for a general statement that appears to “cover” the other information.
• Figure out the general topic of the paragraph first. Then ask yourself, “What point is the writer trying to make about this topic?”
• Look for clue words. Main ideas sometimes have words such as “some” or plural nouns like “ways” or “differences” that signal a list of details to come.
• Is this statement supported by most of the other information?
• If I turn this statement into a question, does the other information answer it?

SPECIAL NOTE: Sometimes a main idea covers more than one paragraph. This may happen in newspaper articles or when the writer has a lot to say about one topic.

Difference Between the Topic and Main Idea

To understand the difference between a main idea and the topic, imagine that you are listening to your friends talk about their pets. The TV is on, so all you can make out are the name of their pets. If someone asked you what the topic was, you would say “pets.” But because you couldn’t hear the whole thing, you didn’t understand the “main idea” was whose pet was the best. The topic is very broad – the main idea is more specific. The sentences that follow in the paragraph exercise offer examples or descriptions to illustrate or explain the main idea. Note the reading-writing connection--while we are finding the main idea as readers, we will be using the main ideas to write topic sentences in paragraphs.

Exercise \(\PageIndex{1}\)

Read the following paragraph and then decide what the main idea is.

One myth about exercise is that if a woman lifts weights, she will develop muscles as large as a man’s. Without male hormones, however, a woman cannot increase her muscle bulk as much as a man’s. Another misconception about exercise is that it increases the appetite. Actually, regular exercise stabilizes the blood-sugar level and prevents hunger pangs. Some people also think that a few minutes of exercise a day or one session a week is enough, but at least three solid workouts a week are needed for muscular and cardiovascular fitness.

Choose the Main Idea:

a) Women who lift weights cannot become as muscular as men.

b) There are several myths about exercise.

c) Exercise is beneficial to everyone.

d) People use many different excuses to avoid exercising.

Explain why you did or did not choose each possible answer above.

a) ________________________________________________________________________

________________________________________________________________________

b) ________________________________________________________________________

c) ________________________________________________________________________

d) ________________________________________________________________________

Exercise \(\PageIndex{2}\)

“To Sherlock Holmes she is always THE woman. I have seldom heard him mention her under any other name. In his eyes she eclipses and predominates the whole of her sex. It was not that he felt any emotion akin to love for Irene Adler. All emotions, and that one particularly, were abhorrent to his cold, precise but admirably balanced mind. He was, I take it, the most perfect reasoning and observing machine that the world has seen, but as a lover he would have placed himself in a false position. He never spoke of the softer passions, save with a gibe and a sneer. They were admirable things for the observer--excellent for drawing the veil from men's motives and actions. But for the trained reasoner to admit such intrusions into his own delicate and finely adjusted temperament was to introduce a distracting factor which might throw a doubt upon all his mental results.“

The main idea of this paragraph is the first sentence. The first sentence identifies the two characters that the rest of the paragraph is going to describe, and suggests at their relationship. Each sentence that follows either describes the woman, Sherlock Holmes, or how he felt about her or her effect on him.

Exercise \(\PageIndex{3}\)

Here is another example from the same story, see if you can find the main idea:

One night--it was on the twentieth of March, 1888--I was returning from a journey to a patient (for I had now returned to civil practice), when my way led me through Baker Street. As I passed the well-remembered door, which must always be associated in my mind with my wooing, and with the dark incidents of the Study in Scarlet, I was seized with a keen desire to see Holmes again, and to know how he was employing his extraordinary powers. His rooms were brilliantly lit, and, even as I looked up, I saw his tall, spare figure pass twice in a dark silhouette against the blind. He was pacing the room swiftly, eagerly, with his head sunk upon his chest and his hands clasped behind him. To me, who knew his every mood and habit, his attitude and manner told their own story. He was at work again.

a. One night--it was on the twentieth of March, 1888--I was returning from a journey to a patient (for I had now returned to civil practice), when my way led me through Baker Street.

b. As I passed the well-remembered door, which must always be associated in my mind with my wooing, and with the dark incidents of the Study in Scarlet, I was seized with a keen desire to see Holmes again, and to know how he was employing his extraordinary powers

c. His rooms were brilliantly lit, and, even as I looked up, I saw his tall, spare figure pass twice in a dark silhouette against the blind.

d. He was pacing the room swiftly, eagerly, with his head sunk upon his chest and his hands clasped behind him.

The correct answer is a. The first sentence gives you the point-of-view, or who is the person explaining what is happening, and it lets you know that this person is going into a particular place. Each of the other sentences describes the place where he, Dr. Watson, entered, what it looked like, and who was in there.

B is not as strong a choice as a, because it refers to Study in Scarlet and Holmes’ powers, which are not described in the rest of the paragraph. Choice B is too specific to be the main idea of this paragraph. Choices c and d are not correct because they are describing Holmes’ actions, and his walking is not what the whole paragraph is about.

Exercise \(\PageIndex{4}\)

Let’s try one more. Read the following and select which one is the main idea from the list below:

“At three o'clock precisely I was at Baker Street, but Holmes had not yet returned. The landlady informed me that he had left the house shortly after eight o'clock in the morning. I sat down beside the fire, however, with the intention of awaiting him, however long he might be. I was already deeply interested in his inquiry, for, though it was surrounded by none of the grim and strange features which were associated with the two crimes which I have already recorded, still, the nature of the case and the exalted station of his client gave it a character of its own. Indeed, apart from the nature of the investigation which my friend had on hand, there was something in his masterly grasp of a situation, and his keen, incisive reasoning, which made it a pleasure to me to study his system of work, and to follow the quick, subtle methods by which he disentangled the most inextricable mysteries. So accustomed was I to his invariable success that the very possibility of his failing had ceased to enter into my head.”

a. At three o'clock precisely I was at Baker Street, but Holmes had not yet returned.

b. The landlady informed me that he had left the house shortly after eight o'clock in the morning.

c. I sat down beside the fire, however, with the intention of awaiting him, however long he might be

d. I was already deeply interested in his inquiry, for, though it was surrounded by none of the grim and strange features which were associated with the two crimes which I have already recorded, still, the nature of the case and the exalted station of his client gave it a character of its own.

The way to figure out that the answer, this time, is d, is to look at each sentence that follows and ask, does this refer back to the location, Baker Street? Do they refer back to the landlady? Do they refer back to Dr. Watson’s waiting? Or, do they refer back to the case? They both refer back to the current investigation, by talking about Holmes’ way of untangling mysteries, and that Watson’s belief that the investigation would be a success.

The introduction to this paragraph may have thrown you off so be careful to read through the entire paragraph each time, and look at each sentence and its role within the paragraph. Mostly the main idea comes right up front – but not always!

Reading-Writing Connection: Thesis Statements

Exercise \(\PageIndex{5}\)

I. Develop a paragraph. Your paragraph must include the following:

• Between 7-9 sentences
• A main idea sentence
• Each sentence must be developed, and checked for correct spelling and grammar
• Have at least three of the four different types of sentences (simple, complex, compound, compound-complex)
• Attach your pre-writing practice after the paragraph, to identify which sentences are major and minor detail sentence

Supporting Details

Earlier we covered what a main idea sentence was: a sentence that names the topic, and allows the reader to understand the focus of the paragraph to follow. It is logical then that the rest of the sentences in the paragraph support the main idea sentence. Support means that they either explain something about the topic, or they offer an example.

We’ve examined the relationship between a text’s thesis statement and its overall organization through the idea of topic sentences in body paragraphs. But of course body paragraphs have a lot more “stuff” in them than just topic sentences. This section will examine in more detail what that “stuff” is made of.

First, watch this video that details the relationship between a topic sentence and supporting details, using the metaphor of a house. The video establishes the difference between major and minor details, which will be useful to apply in coming discussions. (The video has instrumental guitar for audio, but no spoken words, so it can be watched without sound if desired.)

Video: Supporting Details . Authored by: Mastering the Fundamentals of College Reading and Writing. All Rights Reserved. License Terms: Standard YouTube license.

The following image shows the visual relationship between the overall thesis, topic sentences, and supporting ideas:

This next image shows where a topic sentence might reside in the paragraph, in relation to the rest of the supporting details:

In #5 of the sequence above, the topic sentence is rephrased between the opening and closing of the paragraph, to reinforce the concept more strongly.

Point, Illustration, Explanation (P.I.E.)

Many authors use the PIE format to structure their essays. PIE = point, illustration, explanation to structure their body paragraph and support their thesis. The point furthers a thesis or claim and is the same as the main idea, the illustration provides support for the point, and the explanation tells the audience why the evidence provided furthers the point and/or the thesis.

For example, in his argument against the +/- grading system at Radford, student-writer Tareq Hajj makes the Point that “Without the A+, students with high grades in the class would be less motivated to work even harder in order to increase their grades.”

He Illustrates with a quote from a professor who argues, “‘(students) have less incentive to try’” (Fesheraki, 2013).

Hajj then Explains that “not providing [the most motivated students] with additional motivation of a higher grade … is inequitable.”

Through his explanation, Hajj links back to his claim that “A plus-minus grading scale … should not be used at Radford University” because, as he explains, it is “inequitable.” The PIE structure of his paragraph has served to support his thesis.

All Claims Need Evidence

Ever heard the phrase “everyone is entitled to his opinion”? It is indeed true that people are free to believe whatever they wish. However, the mere fact that a person believes something is not an argument in support of a position. If a text’s goal is to communicate effectively, it must provide valid explanations and sufficient and relevant evidence to convince its audience to accept that position. In other words, “every author is entitled to his opinion, but no author is entitled to have his opinion go unchallenged.”

What are the types of evidence?

Any text should provide illustrations for each of its points, but it is especially important to provide reliable evidence in an academic argument. This evidence can be based on primary source material or data (the author’s own experience and/or interviews, surveys, polls, experiments, that she may have created and administered). Evidence can also stem from secondary source material or data (books, journals, newspapers, magazines, websites or surveys, experiments, statistics, polls, and other data collected by others).

Let’s say, for example, that you are reading an argument that college instructors should let students use cell phones in class. Primary source material might include a survey the author administered that asks students if policies forbidding cell phone usage actually stop them from using their phones in class. Secondary sources might include articles about the issue from Faculty Focus or The Chronicle of Higher Education .

Logos, Ethos, Pathos

Writers are generally most successful with their audiences when they can skillfully and appropriately balance the three core types of appeals. These appeals are referred to by their Greek names: logos (the appeal to logic), pathos (the appeal to emotion), and ethos (the appeal to authority). All of these are used in one way or another in your body paragraphs, particularly as it relates to the support or information in the paragraph.

Logical Appeals

Authors using logic to support their claims will include a combination of different types of evidence. These include the following:

• established facts
• case studies
• experiments
• analogies and logical reasoning
• citation of recognized experts on the issue

Authoritative Appeals

Authors using authority to support their claims can also draw from a variety of techniques. These include the following:

• personal anecdotes
• illustration of deep knowledge on the issue
• testimony of those involved first-hand on the issue

Emotional Appeals

Authors using emotion to support their claims again have a deep well of options to do so. These include the following:

• impact studies

As you can see, there is some overlap on these lists. One technique might work simultaneously on multiple levels.

Most texts rely on one of the three as the primary method of support, but may also draw upon one or two others at the same time.

Check your understanding of supporting details by doing this quiz.

Exercise \(\PageIndex{6}\)

Read the paragraph below and find the main idea and supporting details.

My parents were very strict when I was growing up. My mother in particular was always correcting my behavior. One day when I forgot to look both ways when I was crossing the street, my mother made me go back home; she said that I could not go out at all if I could not be safe. My father was more concerned with my grades. Every night he would make me go to my room before I could watch television.

Let’s examine the pattern for this paragraph. The first sentence (1) presents the main idea, that my parents were strict. The second sentence (2) explains what I mean by “strict,” by saying that my mother was strict in correcting my behavior. The third sentence (3) offers an example of how she would correct my behavior. The fourth sentence (4) explains further, that my father was strict when it came to schoolwork, and then the fifth sentence (5) offers an example of how he was strict.

If we were going to diagram the paragraph above, it would look like this:

EXPLAIN (2)-___________________EXPLAIN (4)

EXAMPLE (3) EXAMPLE (5)

Major and Minor Supporting Details

One way to talk about whether a sentence directly supports the main idea (the second level), or indirectly supports the main idea (the third level) is to call them MAJOR detail sentences or MINOR detail sentences. Major details directly explain something about the topic, while minor details offer examples for the Major detail that came right before.

Exercise \(\PageIndex{7}\)

Read the paragraphs, and then identify each sentence as either a main idea, a major detail, or a minor detail sentence.

Single parents have to overcome many obstacles to return to school. If the child is very young, finding quality babysitting can be difficult. Many babysitters are unreliable and that can mean that the parent has to miss many classes, which can hurt their grades. It is also hard to find enough time to study. Children require a lot of attention and are also noisy, and that can interfere with a parent's ability to complete their homework. Finally, raising children is expensive. Many single parents discover that they can’t meet the costs of both raising children and paying for tuition, books, and fees.

Sentence #1: Sentence #2: Sentence #3: Sentence #4: Sentence #5: Sentence #6: Sentence #7:

My grandmother turned 70 last year and celebrated by going skydiving. She said she always wanted to try and figured it was now or never. Many people think that when you get older you can no longer do fun things, but this is not true. The senior center in town offers dance lessons and also takes groups to the art museum. The classes are always full because so many people want to try new things. Towns are even developing senior living communities around activities such as golf and tennis. Those communities are very popular because people like to live with others who share their interests.

Sentence #1: Sentence #2: Sentence #3: Sentence #4: Sentence #5: Sentence #6: Sentence #7

Exercise \(\PageIndex{8}\)

Below you will find several main idea sentences. Provide appropriate supporting sentences following the pattern of Major-Minor-Major- Minor.

1. It is not a good idea to watch a lot of television. Major: Minor: Major: Minor:

2. Coaches have good reasons to be firm with the players on their team. Major: Minor: Major: Minor:

3. Many people believe it is a bad idea to spank children. Major: Minor: Major: Minor:

4. There are several steps I can take to be successful in college.

Major: Minor: Major: Minor:

Reading-Writing Connection: Supporting Details

Exercise \(\PageIndex{9}\)

Return to the Thesis exercise you did previously. As part of that exercise, you identified two topic sentences from your selected reading. Now, look more closely at the paragraphs where those two topic sentences came from.

• Write a paragraph that identifies the type of support that each paragraph from the reading uses to reinforce each of those two topic sentences. Are they narrative or personal examples? Are they facts or statistics? Are they quotes or paraphrases from research materials?
• Write another paragraph that compares the effectiveness of the supporting claims of one of the selected paragraphs against the other one. Which seems more successful in its goal? Why do you feel that way?

Contributors

• Adapted from English 9Y Pre-College English . Provided by: Open Course Library. CC BY 3.0
• Adapted from Thesis Statements and Topic Sentences . Provided by: Lumen Learning. CC-BY-NC-SA
• Adapted from Methods of Discovery: A Guide to Research Writing . Authored by: Pavel Zemliansky. Provided by: Libretexts. CC BY: Attribution

This page last updated June 6, 2020.