thesis argument map

Graduate Writing Center

Introductions, thesis statements, and roadmaps - graduate writing center.

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Introductions, Thesis Statements, and Roadmaps

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The first paragraph or two of any paper should be constructed with care, creating a path for both the writer and reader to follow. However, it is very common to adjust the introduction more than once over the course of drafting and revising your document. In fact, it is normal (and often very useful, or even essential!) to heavily revise your introduction after you've finished composing the paper, since that is most likely when you have the best grasp on what you've been aiming to say.

The introduction is your opportunity to efficiently establish for your reader the topic and significance of your discussion, the focused argument or claim you’ll make contained in your thesis statement, and a sense of how your presentation of information will proceed.

There are a few things to avoid in crafting good introductions. Steer clear of unnecessary length: you should be able to effectively introduce the critical elements of any project a page or less. Another pitfall to watch out for is providing excessive history or context before clearly stating your own purpose. Finally, don’t lose time stalling because you can't think of a good first line. A funny or dramatic opener for your paper (also known as “a hook”) can be a nice touch, but it is by no means a required element in a good academic paper.

Introductions, Thesis Statements, and Roadmaps Links

• Short video (5:47): " Writing an Introduction to a Paper ," GWC
• Handout (printable):  " Introductions ," University of North Carolina Chapel Hill Writing Center
• Handout (printable): " Thesis Statements ," University of North Carolina Chapel Hill Writing Center
• NPS-specific one-page (printable)  S ample Thesis Chapter Introduction with Roadmap , from "Venezuela: A Revolution on Standby," Luis Calvo
• Short video (3:39):  " Writing Ninjas: How to Write a Strong Thesis Statement "
• Video (5:06): " Thesis Statements ," Purdue OWL

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Thesis structures

  Whether you're writing a traditional thesis, thesis by compilation or an exegesis, your work needs to have an argument (some disciplines use key message, narrative, story or exposition). The argument is your answer to your research question/s, and the structure of your thesis should support the argument. A thesis argument map can help you to stay on track and can save you a lot of time writing. 

Thesis argument maps

Key points:

• a thesis needs a clear research question/s or aim/s
• a thesis needs an argument that answers the research question/s
• each part of the thesis should contribute to your argument
• the thesis structure should support your argument
• an argument map can be very useful to guide you throughout your project

While there are different ways to produce an outline, we recommend using an argument map. Having an argument map planned out can be helpful for people in both the early and later stages of a research project. Even though in the early stages of your project you won't know exactly how it will turn out, it's still helpful to have a sense of where you are going and what you need to do. In the later stages of a project, you can revisit your argument map to see whether the different parts of the project still fit together logically.

On this page there are links to argument map examples and templates that you can choose from to help you organise your thesis or exegesis.

Filling out your argument map

To fill out your argument map, do the following. 

• Write down your research question/s or aim/s in the top part of the map. 
• Underneath the research question or aims, you'll see 'Argument' or 'Central narrative'. You might like to think of your argument as the take home message that tells the reader what your research has found overall. Even if you don't yet know the answer to your research question, write down what you anticipate your main answer/s will be. Having an idea of your argument or narrative helps you to plan out your chapters logically. 
• Reflect on your argument: does it answer the research question? If it doesn't, do you need to clarify the argument? Or do you need to refine your research question? 
• The introduction column outlines common elements of an introduction. Jot down your ideas in relation to each of the points. 
• Write down the broad purpose of each chapter in the first row of the chapter columns. How will that chapter help you to answer your research question? How do the chapters follow on from one another?
• Jot down what you will argue in each of your chapter sections. You may have fewer than three sections in a chapter, so adapt the template as you like. How does each chapter section contribute to your chapter's argument? What evidence will you draw on?   
• Reflect on your overall thesis structure. Are the chapters in a logical order to answer your research question/s? Does the structure best emphasise your analysis or themes? Are the sections organised around your themes or analytical points? Do you leave plenty of room to address counterarguments? Would another structure work? If so, which structure do you think most clearly answers your research question/s and shows a logical progression of analysis?

When you have a draft outline, carefully review it with your supervisor: is there unnecessary material (i.e. not directly related to the research question/s)? If so, remove or rework it. Is there missing material to add? Whenever you want to make a major change to your work, outlining it first can help you to consider new, more persuasive possibilities for structure.

Another way to test whether your thesis structure is persuasive and logical is to talk about it with someone who knows very little about your topic. You could try explaining it to a friend, to see whether they need to know the information in a certain sequence, and to see whether there are ideas you need to spend more/less time on explaining. You can also make an appointment at Academic Skills  to discuss your argument map.

Principles of structure

The main principle of writing an outline is to work out a structure that best supports your argument. To do this, first consider your research question, and how you would persuade someone that your response is defensible. For example, if you have a question that asks for a comparison of two or more case studies, your structure needs to enable you to make that comparison effectively. You might have a chapter or section that provides a brief overview of each case study. Then, you could have a chapter that compares the case studies in relation to one variable or theme. You could then follow with a chapter that compares the case studies in relation to another variable or theme, and so on. In this way, you would have a structure that enables comparison.

If a part of your thesis does not seem to fit in, ask yourself how it helps you to answer the question. This can help you to identify where it would fit better. Otherwise, you might need to cut the section out of your thesis - you could consider whether it would work well in a separate publication instead.

To decide which structure is best for you, it's useful to have a look at other examples in your area. You can access past ANU theses on the ANU Library's  digital thesis collection , you can ask your supervisor, and/or you can ask your College administrators to show you some past samples. When you look at them, consider:

• is it clear how each section of the thesis answers the research question?
• does the structure logically support the argument?
• is there a lot of background information that could be condensed?
• if the thesis is making comparisons, does the structure help you to understand the comparisons?

Thesis by compilation

Reference documents

• Exegesis narrative map (DOCX, 65.15 KB)
• Long Thesis Argument Map (DOCX, 65.8 KB)
• Sciences thesis argument map (DOCX, 64.9 KB)
• Short Thesis Argument Map (DOCX, 64.48 KB)
• Sample Epidemiology thesis argument map (PDF, 27.17 KB)
• Sample International Relations thesis argument map (PDF, 23.64 KB)
• Sample Film Studies thesis argument map (PDF, 45.92 KB)

Use contact details to request an alternative file format.

• ANU Library Academic Skills
• +61 2 6125 2972

Mapping an argument

A PhD must have a “thesis of the thesis”. This is sometimes called the thesis statement . This is the thing you say when people ask: “what’s your thesis about?” You reply: “ My thesis argues that … [some claim]’ .

A thesis statement is a claim that your thesis argues for .

A claim on its own is not enough of course. A thesis statement always conceals an argument . It is not enough to assert some claim without an argument—especially when writing a PhD! You are assessed not only on your thesis statement, but your argument for it.  

Your PhD thesis supplies this argument. In some theses the argument occurs at the start of the thesis, and evidence is provided for the argument in subsequent chapters.  In other theses there is a sustained argument throughout the entire thesis, i.e., every chapter illuminates some element of the argument (or provides subsidiary arguments for an overarching argument). See below. Of course, many other permutations are possible.

Examiners of PhDs look not only for 1) thesis statement; but 2) the argument for it; and 3) the evidence supporting the argument.

This page will look at how to make an argument using a useful technique called argument mapping.

What is an argument?

An argument is central to a PhD. ‘Argument’ means two things: a) a verbal fight (or worse, like this):

It also means: b) a series of statements that together allow us to infer a conclusion or contention . Of course, it’s the second of these definitions that we mean when we refer to ‘arguments’ in doctoral theses.

An argument is often defined as a connected series of statements intending to establish, or infer, some proposition or claim. There must be links between the statements offered in an argument. They can’t be disconnected or have no relationship to teach other. If there were no links between the statements of an argument it wouldn’t be a good one! These links are known as inferences.

Definitions

Here are some definitions of argument-related terms:

• A contention is a claim that you argue for and want to support (this is also called a conclusion in an argument).
• A statement in support of a contention is called a reason
• A statement   against a contention is called an objection
• A statement against an objection is called a rebuttal
• An inference is the connection between the reason and the contention, i.e., that allows us to draw a conclusion from the reasons provided. Inferences are identified by means of inference words
• An inference word (or phrase) is a linking expression that indicates an inference is being made.

Inference words and phrases are used to connect premises (reasons/objections/rebuttals) to contentions, and to connect contentions to premises.

These indicators can signal that what goes before is a premise, and that what comes after is a conclusion: 

• (premise) …because… (conclusion)
• (premise) …shows that/is shown by… (conclusion)
• (premise) …indicates that… (conclusion)
• (premise) …proves that… (conclusion)
• (premise) …entails that… (conclusion)
• (premise) …implies that… (conclusion)
• (premise) …establishes that …(conclusion)
• (premise) …allows us to infer that… (conclusion)
• (premise) …gives us reasons for (conclusion)

An indicator can also signal that a conclusion which comes before has as its premises some statements which come after :

• (conclusion) …is shown by… (premise)
• (conclusion) …is indicated by… (premise)
• (conclusion) …is proven by… (premise)
• (conclusion) …is entailed by… (premise)
• (conclusion) …is implied by… (premise)
• (conclusion) …is established by… (premise)

The following short passage shows the use of inference indicator words in context:

• Evidence from public health suggests shows that the public should be concerned about a rising rat population. First, the presence of rats shows that a rising rat population is an economic issue. They damage utility lines and wires, start fires and damage a lot of a city’s infrastructure in locations we can’t observe as indicated by damage to sewer walls or under sidewalks. Secondly, it’s a public health concern because rats roam the sewer systems and carry all kinds of germs. With a higher number of rats it can be assumed that our chance of coming into contact with those germs increases. Third, a rising rat population is an aesthetic issue. The presence of rats entails, and is a common indicator of, a degraded environment.

Working out the contention of an argument involves looking for conclusion indicator words . Sometimes, “therefore” or “hence” or “thus” is used, and the contention is very obvious. But these words are not always used. Can you spot the conclusion and the conclusion indicator words in this example?

The contention is: The public should be concerned about the rising rat population. The conclusion indicator is “shows that”.

Argument maps

Arguments can be made clearer by means of argument maps . This is a visual way of displaying conclusions, reasons, objections, rebuttals, and inferences. Being able to map your argument is helpful in thesis writing as it helps you get clear about what you are trying to say. Making an argument map forces you to make an argument as opposed to simply describing information.

In general an argument map can be explained as follows: 1) a contention is provided at the top of the map; and 2) as many reasons as required are provided in support or against a contention below it; 3) there is an inferential link between the reasons and the contention. In this example, the link is the word ‘because’.

Simple argument map s

An argument map can come in simple and complex forms.  A simple argument has one reason that is given for a contention (or conclusion). Below it is argued that It is a good time to invest in property because interest rates are very low . The contention is at the top of the map, the reason is given below it. The inference word is ‘because’.

Complex argument maps

Below is a more complex argument with more than one reason:

Note that there are separate reasons here: 1) the interest rate reason; 2) the keenness to lend reason. In argument maps you must clearly separate different reasons and allocate them to separate reason boxes.

Below is a much more complex argument for the contention that Research into genetically modified food is a good thing . Notice here that objections are given to the contention, and reasons supporting the objections are provided.

Evidence in argument maps

How does evidence come into all this?

Evidence is provided in arguments as they provide support to reasons. The reason Interest rates are very low would need to be supported with evidence, e.g., the current official cash rate provided by the Reserve Bank. The reason Banks are keen to lend money could be supported with a media report about bank enthusiasm for lending.

Evidential sources can also be supplied to objections to contentions as well as the following example shows:

Sometimes many evidential sources are needed to back up the reason(s) being made. It is conceivable that multiple evidence sources might be needed to back up some reason, but typically one or two sources of evidence are sufficient:

The strongest sources of evidence in academic scholarship are peer-reviewed research publications , and experimental data , but other sources of evidence are possible depending on the discipline area, e.g., case study evidence and legal judgments might be appropriate in some contexts.

Co-premises

A premise is another word for a reason in an argument. A co-premise is a reason that helps another reason. Sometimes co-premises seem trivial as they are below. (NB: Co-premises are show in argument maps as a helping reason under ‘umbrella’ shading):

Providing co-premises makes the argument tight. The logic of the argument can be easily seen. If it is accepted that Interest rates are low (reason) and if it is the case that When interest rates are low it is a good time to invest in property (co-premise) it can be concluded that It is a good time to invest in property (contention).

Of course, none of these claims might be right. If so, objections can be made to them. This is good. This means you are getting your argument clear. You will need to find evidence for your objections of course. But responding to assumed co-premises by rebutting them or calling them into question helps to make your reasoning more precise, clear and explicit.

On other occasions a co-premise is not trivial at all, and can be the source of an error in reasoning. A good argument map will make all co-premises explicit. Doing so will allow you to see flaws in your reasoning. For example, if I contend that Dogs make better pets, based on reasoning that Dogs like to play ( because Dogs fetch balls ), and assume the co-premise Pets you can play with make better pets is the reasoning compelling? It isn’t. Old people don’t necessarily like playful pets. The helping premise Pets you can play with make better pets need not be accepted. Your challenge when mapping your discipline-specific arguments is to make all co-premises explicit .

Argument units

Complex arguments can be considered in terms of argument units which, when combined, give rise to larger argument structures. In these complex arguments, intermediate conclusions give rise to final conclusions .

An example is provided below. In this case, one argument unit is comprised of premise A1-b which is supported by premises 2B-a and 2B-b. Premise 2B-a, in turn, is supported by another argument unit comprising premises 3B-a and 3B-b. Another argument unit is comprised of premise 1A-a which is opposed by premise 2A-a and 2A-b. Yet another argument unit consists of premise 2A-a, which in turn, is rebutted by premises 3A-1 and 3A-b. All four argument units contribute to the main argument unit comprising 1A-a and 1A-b which provide support for the main conclusion.

Naturally, the argument advanced in a PhD will be complex with many different argument units. It helps to make these clear in argument maps. Doing so will make it easier to articulate your arguments in prose.

Tips for mapping your argument

Argument mapping requires high-level skills, but the basic principles are simple enough. Follow these steps when mapping your argument:

• First, get clear about your main contention . This is the claim that follows the introductory clause: “My thesis argues that…” This is a claim that sums up your unique and original contribution to the literature in your field. It may be that you are not clear on this yet, especially if you are early in your candidature. However, you can begin with a tentative contention, and revise and refine it as your thesis progresses. This is common with thesis writers. As the thesis sharpens and becomes clearer you will also need to refocus and tighten up your contention, and the argument supporting it.
• Second, determine the first tier reasons supporting your contention. Arguments can be complex, consisting of many argument units . It is likely that you will require many cascading tiers of reasons supporting a variety of intermediate conclusions . Try to concentrate on the levels within an argument. Thinking in terms of first, second and third, tiers of reasons, etc., and localised argument units can help. Ask yourself: ‘Is reason X supporting this claim or this claim’? (Use inference indicator words to help you do this: ‘Am I claiming that X is true because of this, i.e., for this reason’?) Is there a clear link between the reason and the claim? Revise your argument until the logic of the connection between reasons and claims is transparent and clear.
• Third, determine any first tier objections to your contention. Follow the same process with reasons against claims as you did with reasons for claims.
• Fourth, determine whether some of the objections can be rebutted . Can you think of claims that refute, or otherwise cast doubt , on objections? Follow the same process as you did for reasons and objections.
• Fifthly, determine second tier reasons . How would you support the reasons you provide in the first tier of your argument? What reasons would support these reasons? Establish third-tier reasons/objections as requried.
• Finally, establish any tacit co-premises that might be implicit in your argument, i.e., statements that are assumed but not often stated (making these clear that help you determine the originality of you argument, i.e., you might be casting doubt on an assumption in previous arguments in the literature).

IMPORTANT: When mapping your argument strip all linguistic flourishes and academic jargon out. You are interested in getting the argument clear. Make all claims clear and precise and as short as possible (your argument can be “converted” into stylised academic prose later).

IIn the previous “rat” argument, the contention is clear (underlined):

• Evidence from public health sources suggests that the public should be concerned about a rising rat population . First , the presence of rats shows that a rising rat population is an economic issue. They damage utility lines and wires, start fires and damage a lot of a city’s infrastructure in locations we can’t observe as indicated by damage to sewer walls or under sidewalks. Secondly, it’s a public health concern because rats roam the sewer systems and carry all kinds of germs. With a higher number of rats it can be assumed that our chance of coming into contact with those germs increases. Third, a rising rat population is an aesthetic issue. The presence of rats entails, and is a common indicator of, a degraded environment.

Paying attention to the inference indicator words (in bold ), and the signposting language (in italics ) we can display the tiers of reasoning along with tacit co-premises (tagged in yellow):

Now practise your understanding of argument mapping by mapping your own argument. Show your argument to colleagues and your supervisor. Ask them to focus on the links between the claims, reasons, objections and rebuttals. Ask them to consider the evidence provided. Revise your argument, and then turn it into prose backed up with appropriate citations from the literature.

For a downloadable introduction to argument maps, see our helpsheet ,

Further Reading

Argument mapping is an advanced-level skill. This page has only covered some basic principles. Further information can be obtained from the following readings.

• Davies, M. (2019). New directions in teaching critical thinking.  Change: Magazine for Higher Learning , 51 (5), 18-27.
• Davies, M., Barnett, A., van Gelder, T. (2021), Using computer-assisted argument mapping to teach reasoning to students, in  Studies in Critical Thinking  (A. Blair Ed)  Windsor Studies in Argumentation  (Vol. 8), 2nd Edition: Centre for Research in Reasoning, University of Windsor (L. A. Groarke and C. W. Tindale, Editors in Chief): Open Monograph Press.
• Kirschner, P. J., Buckingham Shum, S. J., & Carr, C. S. (Eds.). (2003).  Visualizing argumentation: Software tools for collaborative and educational sense-kaking . London: Springer-Verlag.
• van Gelder, T. (2011). What is argument mapping? in H. Pashler (Ed.),  Encyclopedia of the Mind .  Thousand Oaks, CA. Sage https://timvangelder.com/2009/02/17/what-is-argument-mapping/

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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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Thesis Statements

A thesis statement is:.

• The statement of the author’s position on a topic or subject.
• Clear, concise, and goes beyond fact or observation to become an idea that needs to be supported (arguable).
• Often a statement of tension, where the author refutes or complicates an existing assumption or claim (counterargument).
• Often answers WHY or HOW questions related to the topic at hand.

A thesis statement is NOT:

• A statement of fact or observation (no matter how astute the observation).
• A statement of personal conviction or opinion.
• A generalization or overly broad claim.

For the writer, the thesis statement:

• Helps the writer determine the essay’s real focus. What are you trying to say with the evidence presented? A thesis provides a theory to be tested by evidence.
• Serves as a planning tool. The component parts of the thesis often correspond with the essay’s topic sentences.

For the reader, the thesis statement:

• Serves as a “map” to guide the reader through the paper. In the same way the thesis helps you organize your paper, the thesis helps organize the reader’s thinking. Once a solid thesis is presented, the reader will understand that all of the evidence presented is in service of proving the thesis.
• Creates a reason to keep reading. The reader will want to discover the support behind the thesis.

If you are having trouble writing a thesis...

...ask yourself a genuine, difficult question about the topic (usually a “how” or “why” question), and state your response, even if you are not sure why you want to give that answer. Your response may very well be a workable thesis, and the pursuit of proving that answer may reveal to you more about your sources of evidence.

...think of a strong statement or observation you have made about the subject beginning with the words “In this essay, I will...” Then ask yourself why this observation is important, or “So What?” 1 Answer the question with “I believe this is because...” In the draft stage you might phrase a working thesis as the following:

In this essay, I plan to explain how Mark Twain’s Adventures of Huckleberry Finn contrasts his river and shore scenes. I believe Twain is telling us that in order to find America’s true democratic ideals one must leave “civilized” society (the shore) and go back to nature (the river).

Then revise out the “I” statements. A revised version of this thesis might look like this:

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

Writing in the Disciplines

Keep in mind that thesis statements vary depending on the purpose of the assignment (or type of essay), and also by discipline. Here are a few notes on the thesis statements and the purpose of writing in a few different disciplines. 2

English: “A thesis is an interpretive argument about a text or an aspect of a text. An interpretive argument is defined as one that makes a reasonable but contestable claim about a text; in other words, it is an opinion about a text that can be supported with textual evidence."

Sciences (Biology): “A well-written scientific paper explains the scientist’s motivation for doing an experiment, the experimental design and execution, and the meaning of the results... The last sentences of the introduction should be a statement of objectives and a statement of hypotheses.”

Business: “When you write in business courses, you will usually write for a specific audience. Your goal will be to communicate in a straight-forward manner and with a clear purpose." 3

History: “In historical writing, a thesis explains the words or deeds of people in the past. It shows cause and effect; it answers the question why?... A thesis must change a reader’s mind to be of value. If it presents only facts or an obvious finding, it will merely confirm what the reader already believes.”

1. This strategy comes from Writing Analytically by Jill Stephen and David Rosenwasser.

2.  The following statements on writing in the disciplines have been borrowed from the Writing Guides found at the Writing Across the Curriculum website at http://wac.gmu.edu/guides/GMU%20guides.html .

3.  From A Writer’s Reference, 6th Edition, with Writing in the Disciplines, by Diana Hacker.

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• Thesis, Analysis, & Structure

Making Connections between Sections of your Argument: Road Maps and Signposts

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Making Connections between Sections of your Argument

You are driving from a small town outside Boston to San Francisco. It's a long, somewhat complicated trip, especially because you'd like to visit your friend in New York and stop at a few tourist attractions throughout the country. You want to make good time--a smooth, error-free trip.

You need  a road map  of the US so you don't get lost. You'll probably want to highlight your route on the map so that you can get a "big picture" of your whole trip,  all the twists and turns .

But, it is still fairly easy to get lost--you're on a busy freeway, people are driving quickly, and you miss your turn because your exit was poorly marked. It is great to have a big picture of your trip, but if there are no  signposts (road signs) along the way, you'll encounter quite a bit of difficulty navigating the roads,  the individual twists and turns, even the major freeway exchanges .

Fine, but how does all this relate to writing? Put your reader in the driver's seat.

It is  your  job to help the reader get  "the big picture" of your argument --how it will develop or unfold, what different sections your argument will have (one section per major point), all its twists and turns. To achieve this big picture, you will need to provide a  road map of your overall argument , usually toward the beginning of the paper right after you announce what the main point is that you will argue in the paper or report (thesis/hypothesis). Some writers refer to this set of sentences as the "plan of attack," but I prefer to equate skillful writing with skillful driving, not an act of war...

Now, it would be cruel to send your reader off with this map and not post any road signs throughout your paper. How can you be sure your reader will anticipate curves and turns? You don't want your reader cruising along and then come screeching to a halt in the middle of the road because your argument is shifting lanes to the right and the reader's in the left lane driving right past the exit which takes him to your next point. The reader expects and thus needs  signposts . You need to include  headings or transitional sentences between major sections of your paper or report  to cue your reader that you have finished one section and are moving on to another. And, to help the reader keep a constant speed throughout your paper, with no screeching halts, you'll want to include smaller signs within sections-- transitional words, phrases, or sentences between paragraphs  to show how the next paragraph builds on the previous one.

When reading over your draft, ask yourself, "where have I given my reader a map to my essay, and where have I helped my reader to follow that map?"

See samples below and drive, I mean write, smoothly.

A sample plan of attack

This paper summarizes the issues involved in implementing alternative assessment. The authors list issues that arise in three major educational settings, categorize them, and address each from the perspective of teachers, learners, and administrators. The paper ends with potential plans of action based on the analysis of alternative assessment use in different teaching contexts.

A sample between-sections transition

The Illusion: Luck and the Lottery

The state focuses nearly all its publicity effort on merchandising a get-rich-quick fantasy, one that will come true for only a handful of people, while encouraging millions of others to think of success as a product of luck, not honest work.

-----Several paragraphs of evidence and analysis of this position-----

The following header and sentence set up a contrasting view for the next section of the paper:

Lottery Loot: Inner City Schools and Infrastructure

While the shortcomings of the state lottery system are numerous, there are sound arguments for allowing state lotteries to continue and spread....

A sample between-paragraphs transition

. . . as seen in such puns as "mint," "Angell," and "plate" (Taylor 390). These puns express not only Taylor's desire to get to Heaven ("let me Thy Angell bee"), but also his sense of the great value of being remade or reborn--of being re"minted" by God. He wants to be the heavenly equivalent of earthly money, heaven's wealth and riches.  We see then in these examples from "Meditation 6" and "Meditation 8" that Taylor's metaphors often take earthly, material values that the Puritans eschew and turn these "profane" values to a "sacred" purpose.

Not only do Taylor's metaphors turn conventional Puritan values upside down, but so do his puns. Taylor uses puns to . . .

At the end of a paragraph about Taylor's use of metaphors, the writing does not end with the final examples, but summarize and synthesizes the point of the paragraph. The next paragraph repeats the point and then states a new topic sentence.

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12.4: Argumentative Thesis Statements

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Learning Objective

• Recognize an arguable thesis

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

An argumentative thesis is . . .

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

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

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

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

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

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

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

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

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

Evidence Based

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

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

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

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

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

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

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

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Developing Strong Thesis Statements

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The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

25 Thesis Statement Examples

A thesis statement is needed in an essay or dissertation . There are multiple types of thesis statements – but generally we can divide them into expository and argumentative. An expository statement is a statement of fact (common in expository essays and process essays) while an argumentative statement is a statement of opinion (common in argumentative essays and dissertations). Below are examples of each.

Strong Thesis Statement Examples

1. School Uniforms

“Mandatory school uniforms should be implemented in educational institutions as they promote a sense of equality, reduce distractions, and foster a focused and professional learning environment.”

Best For: Argumentative Essay or Debate

Read More: School Uniforms Pros and Cons

2. Nature vs Nurture

“This essay will explore how both genetic inheritance and environmental factors equally contribute to shaping human behavior and personality.”

Best For: Compare and Contrast Essay

Read More: Nature vs Nurture Debate

3. American Dream

“The American Dream, a symbol of opportunity and success, is increasingly elusive in today’s socio-economic landscape, revealing deeper inequalities in society.”

Best For: Persuasive Essay

Read More: What is the American Dream?

4. Social Media

“Social media has revolutionized communication and societal interactions, but it also presents significant challenges related to privacy, mental health, and misinformation.”

Best For: Expository Essay

Read More: The Pros and Cons of Social Media

5. Globalization

“Globalization has created a world more interconnected than ever before, yet it also amplifies economic disparities and cultural homogenization.”

Read More: Globalization Pros and Cons

6. Urbanization

“Urbanization drives economic growth and social development, but it also poses unique challenges in sustainability and quality of life.”

Read More: Learn about Urbanization

7. Immigration

“Immigration enriches receiving countries culturally and economically, outweighing any perceived social or economic burdens.”

Read More: Immigration Pros and Cons

8. Cultural Identity

“In a globalized world, maintaining distinct cultural identities is crucial for preserving cultural diversity and fostering global understanding, despite the challenges of assimilation and homogenization.”

Best For: Argumentative Essay

Read More: Learn about Cultural Identity

9. Technology

“Medical technologies in care institutions in Toronto has increased subjcetive outcomes for patients with chronic pain.”

Best For: Research Paper

10. Capitalism vs Socialism

“The debate between capitalism and socialism centers on balancing economic freedom and inequality, each presenting distinct approaches to resource distribution and social welfare.”

11. Cultural Heritage

“The preservation of cultural heritage is essential, not only for cultural identity but also for educating future generations, outweighing the arguments for modernization and commercialization.”

12. Pseudoscience

“Pseudoscience, characterized by a lack of empirical support, continues to influence public perception and decision-making, often at the expense of scientific credibility.”

Read More: Examples of Pseudoscience

13. Free Will

“The concept of free will is largely an illusion, with human behavior and decisions predominantly determined by biological and environmental factors.”

Read More: Do we have Free Will?

14. Gender Roles

“Traditional gender roles are outdated and harmful, restricting individual freedoms and perpetuating gender inequalities in modern society.”

Read More: What are Traditional Gender Roles?

15. Work-Life Ballance

“The trend to online and distance work in the 2020s led to improved subjective feelings of work-life balance but simultaneously increased self-reported loneliness.”

Read More: Work-Life Balance Examples

16. Universal Healthcare

“Universal healthcare is a fundamental human right and the most effective system for ensuring health equity and societal well-being, outweighing concerns about government involvement and costs.”

Read More: The Pros and Cons of Universal Healthcare

17. Minimum Wage

“The implementation of a fair minimum wage is vital for reducing economic inequality, yet it is often contentious due to its potential impact on businesses and employment rates.”

Read More: The Pros and Cons of Raising the Minimum Wage

18. Homework

“The homework provided throughout this semester has enabled me to achieve greater self-reflection, identify gaps in my knowledge, and reinforce those gaps through spaced repetition.”

Best For: Reflective Essay

Read More: Reasons Homework Should be Banned

19. Charter Schools

“Charter schools offer alternatives to traditional public education, promising innovation and choice but also raising questions about accountability and educational equity.”

Read More: The Pros and Cons of Charter Schools

20. Effects of the Internet

“The Internet has drastically reshaped human communication, access to information, and societal dynamics, generally with a net positive effect on society.”

Read More: The Pros and Cons of the Internet

21. Affirmative Action

“Affirmative action is essential for rectifying historical injustices and achieving true meritocracy in education and employment, contrary to claims of reverse discrimination.”

Best For: Essay

Read More: Affirmative Action Pros and Cons

22. Soft Skills

“Soft skills, such as communication and empathy, are increasingly recognized as essential for success in the modern workforce, and therefore should be a strong focus at school and university level.”

Read More: Soft Skills Examples

23. Moral Panic

“Moral panic, often fueled by media and cultural anxieties, can lead to exaggerated societal responses that sometimes overlook rational analysis and evidence.”

Read More: Moral Panic Examples

24. Freedom of the Press

“Freedom of the press is critical for democracy and informed citizenship, yet it faces challenges from censorship, media bias, and the proliferation of misinformation.”

Read More: Freedom of the Press Examples

25. Mass Media

“Mass media shapes public opinion and cultural norms, but its concentration of ownership and commercial interests raise concerns about bias and the quality of information.”

Best For: Critical Analysis

Read More: Mass Media Examples

Checklist: How to use your Thesis Statement

✅ Position: If your statement is for an argumentative or persuasive essay, or a dissertation, ensure it takes a clear stance on the topic. ✅ Specificity: It addresses a specific aspect of the topic, providing focus for the essay. ✅ Conciseness: Typically, a thesis statement is one to two sentences long. It should be concise, clear, and easily identifiable. ✅ Direction: The thesis statement guides the direction of the essay, providing a roadmap for the argument, narrative, or explanation. ✅ Evidence-based: While the thesis statement itself doesn’t include evidence, it sets up an argument that can be supported with evidence in the body of the essay. ✅ Placement: Generally, the thesis statement is placed at the end of the introduction of an essay.

Try These AI Prompts – Thesis Statement Generator!

One way to brainstorm thesis statements is to get AI to brainstorm some for you! Try this AI prompt:

💡 AI PROMPT FOR EXPOSITORY THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTUCTIONS]. I want you to create an expository thesis statement that doesn’t argue a position, but demonstrates depth of knowledge about the topic.

💡 AI PROMPT FOR ARGUMENTATIVE THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTRUCTIONS]. I want you to create an argumentative thesis statement that clearly takes a position on this issue.

💡 AI PROMPT FOR COMPARE AND CONTRAST THESIS STATEMENT I am writing a compare and contrast essay that compares [Concept 1] and [Concept2]. Give me 5 potential single-sentence thesis statements that remain objective.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 10 Magical Thinking Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?

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FigJam Clearly articulate your logic with argument mapping

Outline your thought process clearly and concisely with argument diagrams, bubble maps, compare and contrast charts, and more from FigJam.

Argument mapping template

Bring the whole debate team on board with a collaborative argument template to draft important arguments that can draw multiple conclusions.

Debate prep with ease

Bid farewell to missed opportunities and tangled-up tangents. With an argument map, you and your group can structure your argument for maximum clarity by drawing logical relationships and teaching critical thinking around argument structure through complicated arguments.

Tackle topics in teams: Craft your argument with multiple members or students to incorporate other points of view.

Segment your subjects: Separate topics into bite-sized sections to more clearly visualize, then structure each part of your argument.

Look at the logic: Leverage visual aids to level up your argument and make it airtight.

FigJam You can’t spell argument without “u” and “me”

Round out your reasoning when you take your simple argument mapping online. Invite diverse perspectives into a single FigJam whiteboard and start discussing via audio or text, making democratic decisions using Simple Vote or Poll, and using colored markers or out-of-the-box shapes to organize your ideas.

You can’t argue with this level of efficiency

An argument diagram helps you come up with logically sound reasoning—and fast. Make your process even more productive with additional templates from our community.

Pyramid template

Rearrange ideas and relationships to create a helpful hierarchy.

Influence diagram

Switch gears from argument-crafting to decision-making.

Other templates from the community

Incorporate all kinds of tools and tricks to form a winning argument.

What is an argument map?

An argument map is a box-and-line flowchart that helps you develop any argument. These maps start with a singular thesis, then branch off to include all supporting points and possible objections.

So, what is the purpose of argument mapping? Ultimately, these diagrams act as blueprints for a successful debate. Argument maps help their creators flesh out an argument ahead of head-to-head discourse, then work as a map to guide them during the conversation.

What are the basic elements included in argument mapping?

Argument maps have two components that branch off from the main argument:

- Containers – Whether you prefer boxes, ovals, or hexagons, these containers hold the main idea, your arguments, or evidence for a specific point. Each container is linked to a related assumption or objection.

- Connectors – These arrows link one part of your argument to the next. Connectors help guide you through the line of reasoning you’ve created, taking you from one container to the next in the most convincing, logical order.

How do you make an argument map?

The simplest way to make your own argument diagram and perfect this critical thinking skill is to start with an example from FigJam. When you open one of our pre-made templates, you already have an advantage over your opponent—the instructions and structure for your argument are in place.

Once you have your skeleton, it’s time to flesh out your argument visualization. Input your overarching statement into the main box, then work your way through the map, adding sub-points and responses to theoretical rebuttals as you go. To do this effectively, you’ll have to really dive into your opponent’s mindset and see the topic from their perspective. Don’t forget to use connectors with the words “because,” “and,” or “but” to guide your reasoning.

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