why thesis statement is important

Quotations: The Protein of Academic Writing

Internship Journal 2

Importance of a Thesis Statement

• By Mackenzie Tabler in Uncategorized

Starting college can be extremely scary with all of the new concepts being thrown at you. It is a whole new way of living and the work can be very different. Writing is crucial to many college classes. Unlike high school level writing, college level writing can be a bit more thorough. Professors tend to look for key elements in your essays. One of the most essential parts to any essay is the thesis statement. Learning how to form a thesis statement is very important. A thesis statement is an imperative trait to form a strong essay. Normally one or two sentences, a thesis unifies and provides direction for a piece of writing.

There are two main reasons why thesis statements are so important for an essay.

• First, the writer develops a thesis to create a focus on an essay’s main idea. It is important for the writer to be able to write the main idea in a few sentences to create a clear idea for the paper. Not only does the thesis guide the reader, but also the writer. The thesis provides direction to help the writer keep their paper organized.
• Second, having a well-crafted thesis statement helps the reader understand the main idea of the essay. The thesis statement sets the reader up for the rest of the essay. Usually at the end of the introduction paragraph, the thesis leads into the body paragraph, which provides evidence and ideas to back up the thesis. The thesis statement is important because it tells the audience what they will be reading about.

Because thesis statements are essential in any essay, it is important for writers to understand what makes up a solid thesis. As the basis of an essay, a thesis must support three things: audience, purpose, and content. This basically just means answer who, why, and what in your thesis. Who are you writing this thesis for? Be sure to identify the audience to clarify who your paper is for. Why are you writing this thesis? Establish a purpose to ensure that the reader knows the direction of your paper. What will be included in this thesis? Determine the key points of your essay and include them in your thesis.

Here is a comparison to help you understand the importance: The role of a thesis statement is like the role of the sun in the solar system. Just as the planets orbit the sun in the solar system, the different parts of an essay orbit the thesis statement. The planets feed off of the sun, just like the body paragraphs and conclusion feed off of the thesis.

Your audience should be able to easily find the thesis in your essay. The thesis statement should be clear and concise so the reader can identify it and efficiently understand the meaning of the paper. If someone can’t find the thesis in your essay, go back and make sure that you created a meaningful and well-understood thesis.

All styles of writing are different, but a strong thesis is something that they all share.

Mackenzie Tabler

© 2024 Writing Right.

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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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

Thesis and Purpose Statements

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

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

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

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

Thesis statements

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

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

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

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

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

Purpose statements

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

Common beginnings include:

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

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

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

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

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

Sample purpose and thesis statements

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

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

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

Writing Process and Structure

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

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

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

Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning and later added details to the middle. His 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 professor 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.

Ability to be argued. 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.

Ability to be demonstrated. 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. 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.

On a separate 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 the United States
• Steroid use among professional athletes

Examples of Appropriate Thesis Statements

Each of the following thesis statements meets several of the following requirements:

• Specificity
• Ability to be argued
• Ability to be demonstrated
• Forcefulness
• The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
• 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, coworkers 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 at the 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 America are trying to legislate their Puritanical beliefs by banning required high school books.

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

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 Abraham Lincoln was long and challenging.

Read the following thesis statements. On a separate 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 nineteenth century.
• In this essay, I will give you lots of reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• 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.

Writing at Work

Often in your career, you will need to ask your boss for something through an e-mail. Just as a thesis statement organizes an essay, it can also organize your e-mail request. While your e-mail 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.

Thesis Statement Revision

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 from Chapter 8 “The Writing Process: How Do I Begin?” that your thesis statement begins as a working thesis statement , an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and 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.

Ways to Revise Your Thesis

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

1. 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 those 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.

2. 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.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke . The writer should ask himself or herself questions similar to the 5WH questions. (See Chapter 8 “The Writing Process: How Do I Begin?” for more information on 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.

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

Working thesis: Kansas City schoolteachers are not paid enough.

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

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

• 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 behavior.

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

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

In the first section of Chapter 8 “The Writing Process: How Do I Begin?” , you determined your purpose for writing and your audience. You then completed a freewriting exercise about an event you recently experienced and chose a general topic to write about. Using that general 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 separate sheet of paper, write down 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

Please 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 tell the goals of the project. After writing the proposal, you may find that the thesis needs revision to reflect exactly what is expressed in the body. Using the techniques from this chapter would apply to revising that thesis.

Key Takeaways

• 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 can be 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.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

What Makes a Thesis Statement Spectacular? — 5 things to know

Table of Contents

What Is a Thesis Statement?

A thesis statement is a declarative sentence that states the primary idea of an essay or a research paper . In this statement, the authors declare their beliefs or what they intend to argue in their research study. The statement is clear and concise, with only one or two sentences.

Thesis Statement — An Essential in Thesis Writing

A thesis statement distills the research paper idea into one or two sentences. This summary organizes your paper and develops the research argument or opinion. The statement is important because it lets the reader know what the research paper will talk about and how the author is approaching the issue. Moreover, the statement also serves as a map for the paper and helps the authors to track and organize their thoughts more efficiently.

A thesis statement can keep the writer from getting lost in a convoluted and directionless argument. Finally, it will also ensure that the research paper remains relevant and focused on the objective.

Where to Include the Thesis Statement?

The thesis statement is typically placed at the end of the introduction section of your essay or research paper. It usually consists of a single sentence of the writer’s opinion on the topic and provides a specific guide to the readers throughout the paper.

6 Steps to Write an Impactful Thesis Statement

Step 1 – analyze the literature.

Identify the knowledge gaps in the relevant research paper. Analyze the deeper implications of the author’s research argument. Was the research objective mentioned in the thesis statement reversed later in the discussion or conclusion? Does the author contradict themselves? Is there a major knowledge gap in creating a relevant research objective? Has the author understood and validated the fundamental theories correctly? Does the author support an argument without having supporting literature to cite? Answering these or related questions will help authors develop a working thesis and give their thesis an easy direction and structure.

Step 2 – Start with a Question

While developing a working thesis, early in the writing process, you might already have a research question to address. Strong research questions guide the design of studies and define and identify specific objectives. These objectives will assist the author in framing the thesis statement.

Step 3 – Develop the Answer

After initial research, the author could formulate a tentative answer to the research question. At this stage, the answer could be simple enough to guide the research and the writing process. After writing the initial answer, the author could elaborate further on why this is the chosen answer. After reading more about the research topic, the author could write and refine the answers to address the research question.

Step 4 – Write the First Draft of the Thesis Statement

After ideating the working thesis statement, make sure to write it down. It is disheartening to create a great idea for a thesis and then forget it when you lose concentration. The first draft will help you think clearly and logically. It will provide you with an option to align your thesis statement with the defined research objectives.

Step 5 – Anticipate Counter Arguments Against the Statement

After developing a working thesis, you should think about what might be said against it. This list of arguments will help you refute the thesis later. Remember that every argument has a counterargument, and if yours does not have one, what you state is not an argument — it may be a fact or opinion, but not an argument.

Step 6 – Refine the Statement

Anticipating counterarguments will help you refine your statement further. A strong thesis statement should address —

• Why does your research hold this stand?
• What will readers learn from the essay?
• Are the key points of your argumentative or narrative?
• Does the final thesis statement summarize your overall argument or the entire topic you aim to explain in the research paper?

5 Tips to Create a Compelling Thesis Statement

A thesis statement is a crucial part of any academic paper. Clearly stating the main idea of your research helps you focus on the objectives of your paper. Refer to the following tips while drafting your statement:

1. Keep it Concise

The statement should be short and precise. It should contain no more than a couple of sentences.

2. Make it Specific

The statement should be focused on a specific topic or argument. Covering too many topics will only make your paper weaker.

3. Express an Opinion

The statement should have an opinion on an issue or controversy. This will make your paper arguable and interesting to read.

4. Be Assertive

The statement should be stated assertively and not hesitantly or apologetically. Remember, you are making an argument — you need to sound convincing!

5. Support with Evidence

The thesis should be supported with evidence from your paper. Make sure you include specific examples from your research to reinforce your objectives.

Thesis Statement Examples *

Example 1 – alcohol consumption.

High levels of alcohol consumption have harmful effects on your health, such as weight gain, heart disease, and liver complications.

This thesis statement states specific reasons why alcohol consumption is detrimental. It is not required to mention every single detriment in your thesis.

Example 2 – Benefits of the Internet

The internet serves as a means of expediently connecting people across the globe, fostering new friendships and an exchange of ideas that would not have occurred before its inception.

While the internet offers a host of benefits, this thesis statement is about choosing the ability that fosters new friendships and exchange ideas. Also, the research needs to prove how connecting people across the globe could not have happened before the internet’s inception — which is a focused research statement.

*The following thesis statements are not fully researched and are merely examples shown to understand how to write a thesis statement. Also, you should avoid using these statements for your own research paper purposes.

A gripping thesis statement is developed by understanding it from the reader’s point of view. Be aware of not developing topics that only interest you and have less reader attraction. A harsh yet necessary question to ask oneself is — Why should readers read my paper? Is this paper worth reading? Would I read this paper if I weren’t its author?

A thesis statement hypes your research paper. It makes the readers excited about what specific information is coming their way. This helps them learn new facts and possibly embrace new opinions.

Writing a thesis statement (although two sentences) could be a daunting task. Hope this blog helps you write a compelling one! Do consider using the steps to create your thesis statement and tell us about it in the comment section below.

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Thesis Statement | Meaning, Importance, Steps and Types

A thesis statement is used to summarize the main points of a paper or an essay. Usually, one or two sentences are included in the thesis statement that appears at the end of the introduction. Most research papers and academic essays require a thesis statement, which is considered as an answer to the research question.

Example of thesis statement

“To reduce the effects of climate change, the Government of the United States should immediately start to eliminate fossil fuels and invest in renewable energy. As a world’s most powerful economy, it can take global leadership to reduce carbon emissions.”

Importance of thesis statement

A thesis statement is among the most crucial aspects of a research paper.

It has the following functionalities:

• It establishes the purpose of writing a paper
• It declares the position of the researcher on the specific subject
• It guides the reader through the debate presented
• It keeps the reading focused on a particular discussion

A thesis statement must be taken into account throughout the process of writing a research paper or an essay.

The main body of the paper must:

• Expand this statement
• Support it with the pieces of evidence and examples
• Argue its validity

Related Articles: 

• Types of Academic Writing
• How to Develop Methodology For Your Research Paper
• How to Write a Field Report?

How to write a thesis statement?

Step1: Ask the research question. A question must be written that you want to answer in the paper. All the investigation must be related to this question. For example, “What are the advantages of using computers in a fifth-grade classroom?”

Step2: Find the answer and fix the position. After the initial investigation, a simple answer to the question can be written in this part. Such an answer should guide you through the writing process.

Step3: Support the answer with reason or evidence. In order to make an effective thesis statement of a paper, you must support the answer to the question with the evidence, logic, or reason. During the writing process of the essay, the thesis statement continues to be refined and developed. For example, the question mentioned above have a logical answer:

“By using computers, students will have more significant advantages in terms of technology and advance education.

It can enhance the creativity level and mental strength of the fifth-grade students.”

Steps to writing a good thesis statement

Firmness:  Your thesis statement should indicate what you want to investigate in the paper. Writing an actual statement can be one of the most challenging aspects of the essay. That reason is you are trying to make sure it tells the reader precisely what you are trying to propose. Remember that the thesis statement is not the subject of the article. It is a point of view, or you can say the interpretation of the subject. For example, you may be writing a paper about the effects of adding fatty acid supplements to your diet, which is the subject of the essay. In this regard, a thesis statement will describe what you believe about adding fatty acids in your diet. You can consider them harmful or beneficial for health.

Uniqueness: The thesis statement must consist of a single idea to keep the writing focused on one thing. If you do not discuss a single concept and build on it, your article will quickly lose its way. In this way, you will not be able to answer the main points, and the reader will confuse during the discussion. So, try to stay on the main idea to achieve uniqueness.

Specificity: A thesis statement must be as specific as possible so that your position is clear about the subject. It should combine all the background information in your introduction to the topic. It must bring together all the information to a single statement, and it must not repeat the introduction as well.

Location: In some cases, the position of the thesis statement must be in the introduction, and sometimes it comes at the end. It is usually found in the first paragraph occupying one or two sentences. Some authors prefer to discuss it in the first paragraph and build the thesis after the introduction.

• Difference between a research paper, dissertation & thesis
• What is an Action Research Paper?
• Understanding Doctoral Thesis

Types of thesis statement

The way of presenting a thesis statement can vary depending on the objective of the work. There are three basic types of describing the thesis statement:

In this type, you may not want to make a persuasive argument, but you want to analyze, interpret, and evaluate the various points of the subject. In this case, it must outline the key aspects of analysis and introduce the conclusion as well. Following is an example of an analytical thesis statement:

“The history of Britain’s with Europe is very complicated. From the beginning, the UK has been hesitant to integrate into Europe fully, both economically and culturally. But Europe membership policy has changed over the past fifty years.”

This example of an analytical thesis statement is much more specific and guides the reader through the historical analysis that will carry out in the investigation.

Argumentative

If the main focus of the paper is to persuade the reader about a statement, then we can use this type in the thesis statement. To make it persuasive, you can add the reason or logic behind it that will argue the statement. Example of an argumentative thesis statement is:

“Without the help of firm hand and particular decisions of Barak Obama, the USA would never have appeared from the hole it was in early 2000.”

You can see in the example; the researcher uses the key ideas and pieces of evidence to convince the reader.

Declarative

This type is useful when the purpose of the investigation is to explain and discuss the facts of a specific subject. The thesis statement should summarize the key points that will be covered during the writing. For example,

“Surveys and polls shed light on the statistics of the Brexit vote, which can be divided in terms of age, region, ethnicity, and educational level.”

This example establishes the categories and sources of information that the research paper will examine.

A thesis statement is changeable

It is a little easier to write a thesis statement in a research paper since you know the assumptions. But in an essay, you have to set up the goals and the general direction of the article. The thesis statement depends on the experiments does not mean that you must describe the thesis statement first. It will be perfect if you understand the background information and check sources before building a statement. By doing this, you will be able to modify the document as needed. A thesis statement is not already decided. You can modify it as you proceed towards developing the essay.

As you discover more data about the subject, you can slightly deviate your point of view. Once you complete your research or essay and ready to make the improvements, it is necessary to review your work. Each paragraph must relate to the thesis statement in some way. Otherwise, your reader will consider it as an irrelevant material. A thesis statement is an essential part of your research, and it is your job to get it right. A thesis statement is the best unifying feature of an article. It must remain flexible until the writing is completed. It must not cover more than what you analyze in your article, and it must be supported with specific evidence.

A thesis statement is a way to focus on the development of your article. For example, an informative essay will have a different thesis statement than an argumentative or persuasive. A thesis statement declares a specific assertion to the reader about what he will try to argue. It is the main idea of research or essay. If you make a strong thesis statement, it will be easier for you to formulate the rest of your work. The thesis statement helps the writer to stay focused on a particular subject.

How should students handle it?

Creating an effective thesis statement is one of the most challenging sections of the writing process. For a student who does not know the fundamental components of a thesis statement, such a task could end up being invincible. So, the term, thesis statement, terrifies many students, but there is no need to scare about it. Students must try the technique mentioned above that answers the question, “How to write a thesis statement?”

Tip for academic writers

Academic writers can use the thesis statement for guidance in creating a logical argument. If you make your thesis statement first, it will help you to narrow down your topic and focus on the thoughts you want to transfer to your readers in your investigation.

Summing it up

A thesis statement is a term that determines what you want your article to prove. If you are writing a research paper or an essay, you must keep your thesis statement highly accurate. You must provide complete data and a piece of evidence for every claim you do in the paper. Based on the discussions and information in this article, you can now create a thesis statement that will lead you to compose your thesis.

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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.

Margaret H. Ordoubadian University Writing Center at MTSU

University writing center, com 5: thesis statements.

Dynamic PDF:   Thesis Statements

The  thesis statement  is perhaps the most crucial part of your essay because it presents the main idea or main argument of the piece of writing. In academic essays, your thesis statement is often located in the introductory paragraph; however, this is not always the case. Consider the rhetorical situation and assignment guidelines to determine where to best place your thesis.  

What does a thesis statement do?

• Informs the reader how to interpret the paper’s significance
• Serves as a sign post for the essay, showing where the rest of the paper is headed
• Offers a unique perspective on the topic at hand
• Makes a claim or argument about a topic or issue

Creating a Thesis Statement

Once you have brainstormed about a topic, collected evidence to support your claims, and thought about the significance of your ideas, you should decide what you are arguing about the topic at hand. After this consideration, you’ll likely find yourself with a working thesis statement that expresses your main idea. You may have to write your thesis multiple times before you feel it captures all you want to say about your argument.

Remember, your thesis statement is different from the topic itself. For example, the  topic  of your paper might be “Running” or even “Why People Should Run.” Your  thesis statement , however, will present an argument about running and explain the significance.

There are two types of thesis statements, blueprint and umbrella.

• A  blueprint thesis  lists what will be discussed in your paper (EX: Running is important because A, B, and C.). While blueprint thesis statements are sometimes appropriate, you may find them limiting, especially for longer papers.
• An  umbrella thesis  presents an overview of your argument without listing all of the individual components. An umbrella thesis allows you to express your argument in a condensed, concise way (EX: People who are interested in starting an exercise program should consider running because of the instant health benefits, both physical and mental.) While we know this paper will argue that running provides physical and mental health benefits, the writer does not have to list each one that will be discussed in the essay.

After you craft your thesis statement, ask yourself some questions about what your thesis statement accomplishes. This will help strengthen and clarify your main idea:

• Do I answer the question asked of me by this assignment?
• If this essay is argumentative, have I taken a clear position?
• Is my thesis statement specific enough?
• Does my thesis pass the “so what?” test? How is this idea related to a larger significance?

Remember,  as you continue to develop your paper, your thesis statement may evolve. While your original thesis can serve as a guide, you should feel free to change your thesis based on the research you conduct or the ideas you further develop.

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How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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II. Getting Started

2.5 Writing Thesis Statements

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

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

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

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

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

Working Thesis Statements

A strong thesis statement must have the following qualities:

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

Examples of Appropriate Thesis Statements

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

Pitfalls to Avoid

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

Weak Thesis Statement Example

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

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

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

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

Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

The life of Abraham Lincoln was long and challenging.

Ways to Revise Your Thesis

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

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

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

Pinpoint and Replace Example

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

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

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

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

Clarify Example

Working thesis:  The welfare system is a joke.

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

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

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

Replace with Action Verbs Example

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

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

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

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

Omit General Claims Example

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

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

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

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

This section contains material from:

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

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

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

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

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

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

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

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

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

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

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

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

Thesis Statements

What is a thesis statement.

Your thesis statement is one of the most important parts of your paper.  It expresses your main argument succinctly and explains why your argument is historically significant.  Think of your thesis as a promise you make to your reader about what your paper will argue.  Then, spend the rest of your paper–each body paragraph–fulfilling that promise.

Your thesis should be between one and three sentences long and is placed at the end of your introduction.  Just because the thesis comes towards the beginning of your paper does not mean you can write it first and then forget about it.  View your thesis as a work in progress while you write your paper.  Once you are satisfied with the overall argument your paper makes, go back to your thesis and see if it captures what you have argued.  If it does not, then revise it.  Crafting a good thesis is one of the most challenging parts of the writing process, so do not expect to perfect it on the first few tries.  Successful writers revise their thesis statements again and again.

A successful thesis statement:

• makes an historical argument
• takes a position that requires defending
• is historically specific
• is focused and precise
• answers the question, “so what?”

How to write a thesis statement:

Suppose you are taking an early American history class and your professor has distributed the following essay prompt:

“Historians have debated the American Revolution’s effect on women.  Some argue that the Revolution had a positive effect because it increased women’s authority in the family.  Others argue that it had a negative effect because it excluded women from politics.  Still others argue that the Revolution changed very little for women, as they remained ensconced in the home.  Write a paper in which you pose your own answer to the question of whether the American Revolution had a positive, negative, or limited effect on women.”

Using this prompt, we will look at both weak and strong thesis statements to see how successful thesis statements work.

While this thesis does take a position, it is problematic because it simply restates the prompt.  It needs to be more specific about how  the Revolution had a limited effect on women and  why it mattered that women remained in the home.

Revised Thesis:  The Revolution wrought little political change in the lives of women because they did not gain the right to vote or run for office.  Instead, women remained firmly in the home, just as they had before the war, making their day-to-day lives look much the same.

This revision is an improvement over the first attempt because it states what standards the writer is using to measure change (the right to vote and run for office) and it shows why women remaining in the home serves as evidence of limited change (because their day-to-day lives looked the same before and after the war).  However, it still relies too heavily on the information given in the prompt, simply saying that women remained in the home.  It needs to make an argument about some element of the war’s limited effect on women.  This thesis requires further revision.

Strong Thesis: While the Revolution presented women unprecedented opportunities to participate in protest movements and manage their family’s farms and businesses, it ultimately did not offer lasting political change, excluding women from the right to vote and serve in office.

Few would argue with the idea that war brings upheaval.  Your thesis needs to be debatable:  it needs to make a claim against which someone could argue.  Your job throughout the paper is to provide evidence in support of your own case.  Here is a revised version:

Strong Thesis: The Revolution caused particular upheaval in the lives of women.  With men away at war, women took on full responsibility for running households, farms, and businesses.  As a result of their increased involvement during the war, many women were reluctant to give up their new-found responsibilities after the fighting ended.

Sexism is a vague word that can mean different things in different times and places.  In order to answer the question and make a compelling argument, this thesis needs to explain exactly what  attitudes toward women were in early America, and  how those attitudes negatively affected women in the Revolutionary period.

Strong Thesis: The Revolution had a negative impact on women because of the belief that women lacked the rational faculties of men. In a nation that was to be guided by reasonable republican citizens, women were imagined to have no place in politics and were thus firmly relegated to the home.

This thesis addresses too large of a topic for an undergraduate paper.  The terms “social,” “political,” and “economic” are too broad and vague for the writer to analyze them thoroughly in a limited number of pages.  The thesis might focus on one of those concepts, or it might narrow the emphasis to some specific features of social, political, and economic change.

Strong Thesis: The Revolution paved the way for important political changes for women.  As “Republican Mothers,” women contributed to the polity by raising future citizens and nurturing virtuous husbands.  Consequently, women played a far more important role in the new nation’s politics than they had under British rule.

This thesis is off to a strong start, but it needs to go one step further by telling the reader why changes in these three areas mattered.  How did the lives of women improve because of developments in education, law, and economics?  What were women able to do with these advantages?  Obviously the rest of the paper will answer these questions, but the thesis statement needs to give some indication of why these particular changes mattered.

Strong Thesis: The Revolution had a positive impact on women because it ushered in improvements in female education, legal standing, and economic opportunity.  Progress in these three areas gave women the tools they needed to carve out lives beyond the home, laying the foundation for the cohesive feminist movement that would emerge in the mid-nineteenth century.

Thesis Checklist

When revising your thesis, check it against the following guidelines:

• Does my thesis make an historical argument?
• Does my thesis take a position that requires defending?
• Is my thesis historically specific?
• Is my thesis focused and precise?
• Does my thesis answer the question, “so what?”

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The Importance of Writing an Effective Thesis Statement

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One thing all well-written essays have in common is a clear focus on a central idea. The thesis is the central idea of your essay -- all other ideas support the thesis to form a cohesive unit. The thesis statement provides your essay with the structure it needs to stay focused on the topic and answer your audience's questions.

Qualities of an Effective Thesis Statement

An effective thesis statement performs several functions at once. It makes an assertion or claim that your audience can agree with or oppose, as well as answers the questions "how," "why" and "so what?" It predicts the content that will follow in the body of the essay, and sometimes even lists the paragraph topics as a kind of road map for the reader. All topic sentences in the body paragraphs should refer back to the thesis statement so that your essay does not lose focus. Ideally, your thesis statement should be as short and specific as possible. A clear, concise, and assertive thesis statement ensures that your reader fully understands your interpretation of the topic.

• Tips and Examples for Writing Thesis Statements; OWL; Purdue
• Thesis Statements; The Writing Center; University of North Carolina at Chapel Hill
• How to Write a Thesis Statement; Writing Tutorial Services; Indiana University, Bloomington

Jamie Trusty is based in Nashville, Tenn., and has been teaching and writing for more than five years. Her concentrations are non-fiction essays, research-based argumentative writing, literary analyses and film reviews. She holds a Master of Arts in English from Middle Tennessee State University. Although Trusty focuses on publishing more "serious" work, her favorite thing to write is Twin Peaks fan fiction.

Where Is the Thesis Statement Often Found in an Essay?

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• 1 Where Is the Thesis Statement Often Found in an Essay?
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Writing Center: Thesis Statements

• Brainstorming and Planning
• Thesis Statements
• Rough Drafting
• Editing and Revising
• Citations and Style
• Additional Resources
• ENGL 110 Resources
• Writing in the Major

What is a thesis statement?

A thesis statement or thesis is a single sentence that asserts the central idea of what you are writing about. A thesis statement states the purpose of the paper: what the paper is arguing or the information the paper is providing. Thesis statements typically appear at the end of an introduction paragraph. A thesis should take a risk, require support, and briefly capture the argument of your paper.

A Thesis statement MUST address the prompt and include all essential ideas. 

Building a Thesis Statement

To formulate a thesis statement, answer each of these questions for your given topic:.

• What are you trying to say?
• How are you going to prove it?
• Why is it important?

Then, put this information into ONE sentence. 

• Thesis Statement Building Worksheet

Thesis Statement Examples

An effective thesis ....

States a debatable position : Can a reasonable person disagree with your position?

Uses concrete language: Are you using words that are clear and understandable?

Is the right scope: Is this thesis statement the right scope for the length requirement (not too broad or too narrow)?

Passes the "So What?" test: See box to the right.

Example of an Effective Thesis:

Athletes who boost their performance through biotechnology should be banned from competition because biotechnology gives athletes an unfair advantage and disrupts the sense of fair play. 

Adapted from A Writer's Reference (pg. 8-9). 

A Writer's Reference Guide to Thesis Statements

• Writing a working thesis statement (pg. 8-9)
• Common problems with thesis statements (pg. 10-11)
• Drafting an analytical thesis statement in response to a text (pg. 63-64)
• Drafting a thesis statement for an argument (pg. 85-87)
• Writing a thesis in MLA (pg. 137-139), APA (pg. 211), or CMS (pg. 266) style

Thesis Statement Overview

The "So What?" Test

Consider the following questions to help you revise your thesis statement:

Why would readers want to read an essay with this thesis?

How would you respond to a reader who reads your thesis and asks “So what?” or “Why does it matter?”

Is your thesis debatable? Can you imagine counterarguments (objections) to it?

Adapted from A Writer's Reference (pg. 9). 

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FACT SHEET: President   Biden Takes Action to Protect American Workers and Businesses from China’s Unfair Trade   Practices

President Biden’s economic plan is supporting investments and creating good jobs in key sectors that are vital for America’s economic future and national security. China’s unfair trade practices concerning technology transfer, intellectual property, and innovation are threatening American businesses and workers. China is also flooding global markets with artificially low-priced exports. In response to China’s unfair trade practices and to counteract the resulting harms, today, President Biden is directing his Trade Representative to increase tariffs under Section 301 of the Trade Act of 1974 on $18 billion of imports from China to protect American workers and businesses.   The Biden-Harris Administration’s Investing in America agenda has already catalyzed more than $860 billion in business investments through smart, public incentives in industries of the future like electric vehicles (EVs), clean energy, and semiconductors. With support from the Bipartisan Infrastructure Law, CHIPS and Science Act, and Inflation Reduction Act, these investments are creating new American jobs in manufacturing and clean energy and helping communities that have been left behind make a comeback.   As President Biden says, American workers and businesses can outcompete anyone—as long as they have fair competition. But for too long, China’s government has used unfair, non-market practices. China’s forced technology transfers and intellectual property theft have contributed to its control of 70, 80, and even 90 percent of global production for the critical inputs necessary for our technologies, infrastructure, energy, and health care—creating unacceptable risks to America’s supply chains and economic security. Furthermore, these same non-market policies and practices contribute to China’s growing overcapacity and export surges that threaten to significantly harm American workers, businesses, and communities.   Today’s actions to counter China’s unfair trade practices are carefully targeted at strategic sectors—the same sectors where the United States is making historic investments under President Biden to create and sustain good-paying jobs—unlike recent proposals by Congressional Republicans that would threaten jobs and raise costs across the board. The previous administration’s trade deal with China  failed  to increase American exports or boost American manufacturing as it had promised. Under President Biden’s Investing in America agenda, nearly 800,000 manufacturing jobs have been created and new factory construction has doubled after both fell under the previous administration, and the trade deficit with China is the lowest in a decade—lower than any year under the last administration.   We will continue to work with our partners around the world to strengthen cooperation to address shared concerns about China’s unfair practices—rather than undermining our alliances or applying indiscriminate 10 percent tariffs that raise prices on all imports from all countries, regardless whether they are engaged in unfair trade. The Biden-Harris Administration recognizes the benefits for our workers and businesses from strong alliances and a rules-based international trade system based on fair competition.   Following an in-depth review by the United States Trade Representative, President Biden is taking action to protect American workers and American companies from China’s unfair trade practices. To encourage China to eliminate its unfair trade practices regarding technology transfer, intellectual property, and innovation, the President is directing increases in tariffs across strategic sectors such as steel and aluminum, semiconductors, electric vehicles, batteries, critical minerals, solar cells, ship-to-shore cranes, and medical products.   Steel and Aluminum   The tariff rate on certain steel and aluminum products under Section 301 will increase from 0–7.5% to 25% in 2024.   Steel is a vital sector for the American economy, and American companies are leading the future of clean steel. Recently, the Biden-Harris Administration announced $6 billion for 33 clean manufacturing projects including for steel and aluminum, including the first new primary aluminum smelter in four decades, made possible by the Bipartisan Infrastructure Law and the Inflation Reduction Act. These investments will make the United States one of the first nations in the world to convert clean hydrogen into clean steel, bolstering the U.S. steel industry’s competitiveness as the world’s cleanest major steel producer.   American workers continue to face unfair competition from China’s non-market overcapacity in steel and aluminum, which are among the world’s most carbon intensive. China’s policies and subsidies for their domestic steel and aluminum industries mean high-quality, low-emissions U.S. products are undercut by artificially low-priced Chinese alternatives produced with higher emissions. Today’s actions will shield the U.S. steel and aluminum industries from China’s unfair trade practices.   Semiconductors   The tariff rate on semiconductors will increase from 25% to 50% by 2025.   China’s policies in the legacy semiconductor sector have led to growing market share and rapid capacity expansion that risks driving out investment by market-driven firms. Over the next three to five years, China is expected to account for almost half of all new capacity coming online to manufacture certain legacy semiconductor wafers. During the pandemic, disruptions to the supply chain, including legacy chips, led to price spikes in a wide variety of products, including automobiles, consumer appliances, and medical devices, underscoring the risks of overreliance on a few markets.   Through the CHIPS and Science Act, President Biden is making a nearly $53 billion investment in American semiconductor manufacturing capacity, research, innovation, and workforce. This will help counteract decades of disinvestment and offshoring that has reduced the United States’ capacity to manufacture semiconductors domestically. The CHIPS and Science Act includes $39 billion in direct incentives to build, modernize, and expand semiconductor manufacturing fabrication facilities as well as a 25% investment tax credit for semiconductor companies. Raising the tariff rate on semiconductors is an important initial step to promote the sustainability of these investments.   Electric Vehicles (EVs)   The tariff rate on electric vehicles under Section 301 will increase from 25% to 100% in 2024.   With extensive subsidies and non-market practices leading to substantial risks of overcapacity, China’s exports of EVs grew by 70% from 2022 to 2023—jeopardizing productive investments elsewhere. A 100% tariff rate on EVs will protect American manufacturers from China’s unfair trade practices.   This action advances President Biden’s vision of ensuring the future of the auto industry will be made in America by American workers. As part of the President’s Investing in America agenda, the Administration is incentivizing the development of a robust EV market through business tax credits for manufacturing of batteries and production of critical minerals, consumer tax credits for EV adoption, smart standards, federal investments in EV charging infrastructure, and grants to supply EV and battery manufacturing. The increase in the tariff rate on electric vehicles will protect these investments and jobs from unfairly priced Chinese imports.   Batteries, Battery Components and Parts, and Critical Minerals   The tariff rate on lithium-ion EV batteries will increase from 7.5%% to 25% in 2024, while the tariff rate on lithium-ion non-EV batteries will increase from 7.5% to 25% in 2026. The tariff rate on battery parts will increase from 7.5% to 25% in 2024.   The tariff rate on natural graphite and permanent magnets will increase from zero to 25% in 2026. The tariff rate for certain other critical minerals will increase from zero to 25% in 2024.   Despite rapid and recent progress in U.S. onshoring, China currently controls over 80 percent of certain segments of the EV battery supply chain, particularly upstream nodes such as critical minerals mining, processing, and refining. Concentration of critical minerals mining and refining capacity in China leaves our supply chains vulnerable and our national security and clean energy goals at risk. In order to improve U.S. and global resiliency in these supply chains, President Biden has invested across the U.S. battery supply chain to build a sufficient domestic industrial base. Through the Bipartisan Infrastructure Law, the Defense Production Act, and the Inflation Reduction Act, the Biden-Harris Administration has invested nearly $20 billion in grants and loans to expand domestic production capacity of advanced batteries and battery materials. The Inflation Reduction Act also contains manufacturing tax credits to incentivize investment in battery and battery material production in the United States. The President has also established the American Battery Materials Initiative, which will mobilize an all-of-government approach to secure a dependable, robust supply chain for batteries and their inputs.   Solar Cells   The tariff rate on solar cells (whether or not assembled into modules) will increase from 25% to 50% in 2024.   The tariff increase will protect against China’s policy-driven overcapacity that depresses prices and inhibits the development of solar capacity outside of China. China has used unfair practices to dominate upwards of 80 to 90% of certain parts of the global solar supply chain, and is trying to maintain that status quo. Chinese policies and nonmarket practices are flooding global markets with artificially cheap solar modules and panels, undermining investment in solar manufacturing outside of China.   The Biden-Harris Administration has made historic investments in the U.S. solar supply chain, building on early U.S. government-enabled research and development that helped create solar cell technologies. The Inflation Reduction Act provides supply-side tax incentives for solar components, including polysilicon, wafers, cells, modules, and backsheet material, as well as tax credits and grant and loan programs supporting deployment of utility-scale and residential solar energy projects. As a result of President Biden’s Investing in America agenda, solar manufacturers have already announced nearly $17 billion in planned investment under his Administration—an 8-fold increase in U.S. manufacturing capacity, enough to supply panels for millions of homes each year by 2030.   Ship-to-Shore Cranes   The tariff rate on ship-to-shore cranes will increase from 0% to 25% in 2024.   The Administration continues to deliver for the American people by rebuilding the United States’ industrial capacity to produce port cranes with trusted partners. A 25% tariff rate on ship-to-shore cranes will help protect U.S. manufacturers from China’s unfair trade practices that have led to excessive concentration in the market. Port cranes are essential pieces of infrastructure that enable the continuous movement and flow of critical goods to, from, and within the United States, and the Administration is taking action to mitigate risks that could disrupt American supply chains. This action also builds off of ongoing work to invest in U.S. port infrastructure through the President’s Investing in America Agenda. This port security initiative includes bringing port crane manufacturing capabilities back to the United States to support U.S. supply chain security and encourages ports across the country and around the world to use trusted vendors when sourcing cranes or other heavy equipment.   Medical Products   The tariff rates on syringes and needles will increase from 0% to 50% in 2024. For certain personal protective equipment (PPE), including certain respirators and face masks, the tariff rates will increase from 0–7.5% to 25% in 2024. Tariffs on rubber medical and surgical gloves will increase from 7.5% to 25% in 2026.   These tariff rate increases will help support and sustain a strong domestic industrial base for medical supplies that were essential to the COVID-19 pandemic response, and continue to be used daily in every hospital across the country to deliver essential care. The federal government and the private sector have made substantial investments to build domestic manufacturing for these and other medical products to ensure American health care workers and patients have access to critical medical products when they need them. American businesses are now struggling to compete with underpriced Chinese-made supplies dumped on the market, sometimes of such poor quality that they may raise safety concerns for health care workers and patients.   Today’s announcement reflects President Biden’s commitment to always have the back of American workers. When faced with anticompetitive, unfair practices from abroad, the President will deploy any and all tools necessary to protect American workers and industry.  

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Iranian President Raisi: a hardliner on morality, protests and nuclear talks

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How to Write an Introduction Paragraph [50+ Examples]

Writing a captivating introduction paragraph is arguably your most important goal as a writer.

Here is a quick answer for how to write an introduction paragraph:

Write an introduction paragraph by starting with a hook to grab attention, providing necessary context to set the stage, and presenting a clear thesis statement to outline the main idea. Ensure your tone matches your audience, keep the language clear, and smoothly transition into the next section.

As someone with years of writing experience, I’ll guide you through how to write introductory paragraphs with over 50 examples.

What Is an Introductory Paragraph?

Table of Contents

An introductory paragraph is the opening section of your essay or article.

It sets the stage by providing essential background information, introducing the topic, and presenting the main idea or thesis.

This paragraph is crucial because it establishes the context and framework for the rest of your writing, helping the reader understand the subject and its significance from the very beginning.

The primary goal of an introductory paragraph is to engage the reader.

It should capture their interest and make them want to keep reading.

This can be achieved through various techniques, such as starting with a compelling hook, providing intriguing facts, or posing a thought-provoking question.

A well-crafted introduction not only grabs attention but also guides the reader smoothly into the body of the essay.

Types of Introduction Paragraphs

There are 10 types of introduction paragraphs that you need to know.

• Start with a short, interesting story relevant to your topic.
• Engages the reader emotionally.
• Pose a thought-provoking question.
• Invites the reader to ponder and seek answers in your writing.
• Use a famous quote related to your topic.
• Adds credibility and interest.
• Present a surprising fact or statistic.
• Captures attention with interesting information.
• Define a key term or concept.
• Provides clarity and sets the foundation.
• Make a strong, controversial statement.
• Provokes curiosity and debate.
• Paint a vivid picture of a hypothetical situation.
• Helps readers visualize and connect.
• Give a brief history of your topic.
• Provides context and background.
• Share a personal anecdote or experience.
• Creates a personal connection with the reader.
• Speak directly to the reader.
• Engages the reader by making it personal.

Here’s How to Write an Introduction Paragraph

You don’t want an okay introduction — you need to wow your reader with a phenomenal opening.

Here’s how to do it.

A hook is the first sentence that grabs the reader’s attention.

It can be a question, a quote, a fact, or an anecdote. A strong hook is crucial because it determines whether the reader will continue reading. From my experience, crafting a compelling hook takes practice.

It should be relevant and intriguing, making the reader want to learn more about your topic.

Providing context helps the reader understand the background of your topic.

This can include historical information, definitions, or a brief overview of the subject. Context is important because it sets the stage for your argument.

Without it, readers may feel lost or confused.

In my writing, I ensure the context is clear and concise, giving readers the information they need to follow my narrative.

3. Thesis Statement

The thesis statement is the main idea of your essay or article. It tells the reader what to expect and sets the direction of your writing.

A strong thesis is specific, clear, and debatable.

In my teaching, I emphasize the importance of a well-crafted thesis because it guides the entire piece.

A weak thesis can lead to a disorganized and unfocused essay.

4. Relevance

Explain why your topic is important.

Show the reader why they should care about what you’re writing.

Relevance connects your topic to the reader’s interests or concerns.

I often ask myself, “Why does this matter to my audience?” This helps me ensure my writing is meaningful and engaging.

Your introduction should be clear and easy to understand.

Avoid jargon or complex sentences that could confuse the reader. Clarity is essential for effective communication.

In my experience, simple language and straightforward sentences make a stronger impact.

Always aim for clarity to keep your readers engaged.

The tone of your introduction sets the mood for your entire piece.

It can be formal, informal, serious, or humorous, depending on your audience and purpose.

I always consider my audience when choosing a tone. For academic writing, a formal tone is appropriate.

For a blog post, a conversational tone works better.

The right tone helps connect with your readers.

7. Transition

A smooth transition from your introduction to the body of your essay is essential.

It helps maintain the flow and coherence of your writing.

A good transition links your thesis statement to the main points you’ll discuss. In my writing, I use transitional phrases to guide readers from one idea to the next seamlessly.

This keeps the narrative logical and easy to follow.

Here is a good video about how to write an introduction paragraph:

Examples of Introduction Paragraphs

Other than practice, probably the most important way to learn how to write introduction paragraphs is to read good examples.

Academic Essays

• Anecdote : “When I was in high school, I witnessed firsthand the devastating effects of bullying. One incident, in particular, stuck with me. This essay explores the long-term psychological impacts of bullying on teenagers.”
• Question : “What would you do if you found yourself stranded on a deserted island? This essay will examine survival strategies and the psychological effects of isolation.”
• Quotation : “‘Education is the most powerful weapon which you can use to change the world,’ said Nelson Mandela. This paper discusses the role of education in social transformation.”
• Fact or Statistic : “Did you know that over 1 billion people lack access to clean water? This essay addresses the global water crisis and potential solutions.”
• Definition : “Globalization is the process by which businesses and other organizations develop international influence. This paper explores the economic and cultural impacts of globalization.”
• Bold Statement : “Climate change is the single greatest threat to humanity’s future. This essay argues for immediate action to mitigate its effects.”
• Scenario : “Imagine waking up in a world where technology has ceased to exist. This essay examines our dependency on technology and its implications for society.”
• Historical Overview : “Since the Industrial Revolution, the world has seen unprecedented technological advancements. This paper explores the history and future of technological innovation.”
• Personal Experience : “Growing up in a multicultural neighborhood, I learned the value of diversity. This essay discusses the benefits of multiculturalism in modern society.”
• Direct Address : “Have you ever wondered what makes a good leader? This essay will delve into the qualities and characteristics that define effective leadership.”
• Anecdote : “Last summer, I embarked on a solo backpacking trip through Europe. In this blog post, I’ll share tips and tricks for solo travel.”
• Question : “Ever struggled to stay productive while working from home? This blog post offers practical strategies to boost your productivity.”
• Quotation : “‘The journey of a thousand miles begins with one step,’ said Lao Tzu. This post explores the importance of taking the first step in achieving your goals.”
• Fact or Statistic : “Did you know that 8 out of 10 startups fail within the first 18 months? This blog post examines common pitfalls and how to avoid them.”
• Definition : “Mindfulness is the practice of being present in the moment. In this post, we’ll explore mindfulness techniques to reduce stress.”
• Bold Statement : “Social media is destroying our ability to connect in real life. This blog post argues for a digital detox.”
• Scenario : “Picture yourself on a serene beach, the sound of waves lapping at the shore. This post will guide you through the best beach destinations for relaxation.”
• Historical Overview : “Blogging has come a long way since its inception in the late 1990s. This post traces the evolution of blogging and its impact on media.”
• Personal Experience : “After years of struggling with anxiety, I found relief through yoga. This post shares my journey and the benefits of yoga for mental health.”
• Direct Address : “Are you tired of yo-yo dieting? This blog post will introduce you to sustainable weight loss strategies that actually work.”

Creative Writing

• Anecdote : “As a child, I often got lost in the world of books. This story is a tribute to the power of imagination and the magic of storytelling.”
• Question : “What if you could time travel to any era? This story explores the adventures and challenges of a modern-day time traveler.”
• Quotation : “‘All the world’s a stage, and all the men and women merely players,’ wrote Shakespeare. This story delves into the complexities of human relationships.”
• Fact or Statistic : “Over 3 million shipwrecks lie on the ocean floor. This tale follows a daring expedition to uncover the secrets of a legendary shipwreck.”
• Definition : “Courage is not the absence of fear, but the triumph over it. This narrative follows a young hero’s journey to find their inner strength.”
• Bold Statement : “True love is just a myth. This story challenges conventional notions of romance and explores what it means to truly connect with another person.”
• Scenario : “Imagine a world where dreams are currency. This story takes you on a journey through a fantastical realm where dreams hold unimaginable power.”
• Historical Overview : “During the Victorian era, society was obsessed with appearances. This story uncovers the hidden lives of people behind closed doors.”
• Personal Experience : “One summer, I decided to hitchhike across the country. This story is inspired by the unforgettable characters I met along the way.”
• Direct Address : “Do you believe in fate? This narrative invites you to explore the intertwining destinies of two strangers brought together by chance.”

Technical Writing

• Anecdote : “When I first started coding, I encountered countless bugs. This guide will help you debug your code efficiently and effectively.”
• Question : “Struggling to understand machine learning? This guide breaks down the basics of machine learning for beginners.”
• Quotation : “‘Software is eating the world,’ said Marc Andreessen. This guide explores the impact of software development on modern industries.”
• Fact or Statistic : “Over 90% of data has been created in the last two years. This guide explains how to manage and analyze big data.”
• Definition : “API stands for Application Programming Interface. This guide provides a comprehensive overview of how to use APIs in your projects.”
• Bold Statement : “The future of technology lies in artificial intelligence. This guide delves into the fundamentals of AI and its applications.”
• Scenario : “Imagine you’re building a website from scratch. This guide walks you through the essential steps of web development.”
• Historical Overview : “The history of programming languages is a fascinating journey. This guide explores the evolution of programming from its inception to the present day.”
• Personal Experience : “As a software developer, I’ve faced numerous challenges. This guide shares practical solutions to common programming problems.”
• Direct Address : “Are you new to coding? This guide provides step-by-step instructions for beginners to start their coding journey.”

Marketing Copy

• Anecdote : “Last year, our sales skyrocketed after implementing a new strategy. This article reveals the secrets behind our success.”
• Question : “Looking to boost your brand’s online presence? This guide offers proven techniques to enhance your digital marketing efforts.”
• Quotation : “‘Content is king,’ said Bill Gates. This article discusses the importance of high-quality content in digital marketing.”
• Fact or Statistic : “Did you know that email marketing has an ROI of 4,400%? This guide explains how to leverage email marketing for maximum results.”
• Definition : “SEO stands for Search Engine Optimization. This article provides an in-depth look at SEO best practices.”
• Bold Statement : “Traditional advertising is dead. This article argues for the shift to digital marketing and its benefits.”
• Scenario : “Imagine your website appearing at the top of search results. This guide shows you how to achieve top rankings with effective SEO strategies.”
• Historical Overview : “The landscape of marketing has drastically changed over the years. This article traces the evolution of marketing from print to digital.”
• Personal Experience : “As a marketing professional, I’ve tested numerous strategies. This article shares the most effective techniques I’ve discovered.”
• Direct Address : “Do you want to increase your social media engagement? This guide provides actionable tips to grow your audience and boost interaction.”

Final Thoughts: How to Write Introduction Paragraphs

Writing killer intro paragraphs is like setting the stage for an epic adventure—start strong, and the rest will follow.

Read This Next:

• How to Write a Paragraph [Ultimate Guide + Examples]
• How to Write a Good Conclusion Paragraph (+30 Examples)
• Narrative Writing Graphic Organizer [Guide + Free Templates]
• How to Write a Hook (40 Good Examples)
• What Is a Summary In Writing? (Explained + 40 Examples)

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Main body of the thesis.

In the main body of the thesis, the author presents the narrative argument. The text is divided into major divisions (Sections or Chapters), each presenting a main point in the argument. Each major division usually contains subdivisions that will aid the reader in understanding the given information.

In Biomolecular Sciences, major thesis sections are typically the Introduction, Materials and Methods, Results, and Discussion. In a longer thesis, the first chapter might be a general Introduction, followed by chapters with subdivisions of Introduction, Materials and Methods, Results, and Discussion, and a final chapter on Conclusions. Often the format one chooses is that used in the leading scientific journal in the particular field of biology. Consultation with the thesis advisor and committee will help you to select a thesis format to fit your topic.

First pages of a major section should have the section title, centered and in capitals, two inches from the top of the page. Each new major section should begin on a separate page. The main body of the thesis is double-spaced, and begins three spaces below chapter or major section headings. For subdivisions, aim for consistency throughout the text, using your model journal as a guide, perhaps. First-order subdivisions, for example, may be in all capital letters, flush against the left margin, on a separate line. Second-order subdivisions (if needed) may be in all capitals, underlined, indented, and in line with the text. Third-order subdivisions (if needed) may be in capital and lower-case letters, underlined, and in line with the text. (See Appendix 8 and 8B ). (You may note that a different subdivision system is being used in this text!)

Introduction

The Introduction gives the background information on the general problem or area that was investigated. You should tell why the question is of interest and the significance of the ideas presented. This will involve reporting what others have found in the past, and putting your hypotheses into context. In many cases, the Thesis Proposal that you have already written and had approved by your committee will strongly resemble at least the bulk of your thesis Introduction.

Materials and Methods

This section should concisely describe the materials, equipment and procedures used. Clearly state the controls, treatments and design of the experiment. Someone should be able to repeat your experiments based on what you write here, so you’ll need to include things like the number of times each subject was tested, how results were scored, gender, age, etc. Be sure to report your procedures as past events, not as a set of directions. Reagent recipes, or program or equipment parameters might be better shown in an example below.

Present your results in a logical order, not necessarily chronologically. Emphasize the major results, those most pertinent to the hypothesis in question. In general, results are not interpreted in this section, but rather in the Discussion. However, sometimes strict adherence to this rule interferes with clarity. In many cases, Results and Discussion are best combined in the same section, and then followed by a Conclusion section. Consultation with your advisor will be your best guide in determining the ideal structure for your thesis. You main goal is to be as clear as possible, while avoiding redundancy.

Here you will interpret the data presented in the Results, and relate the findings to your original hypothesis. Perhaps begin with a brief summary of the major findings of the study, and follow with a discussion of each important point, from the most general to the most specific. Don’t repeat the Introduction, but you may want to bring in some of the work you mentioned there, to show how your work relates to, integrates with, or extends knowledge in the field. Perhaps discuss ambiguities or problems with your data. Were some questions left unanswered by your study? Were new questions raised? Perhaps suggest further studies, experimental modifications or other approaches that might help with unanswered questions.

Text Citations

The name-and-date system for text citations should be employed. Its use is demonstrated in Appendix 9 , but other styles may also be acceptable. Consult your advisor, and be strictly consistent. Do not use footnotes. Descriptions of Figures and Tables are to be included in the legend of the figures or tables (see below).

As with text structure, your guide for tables may be that format used by the model journal in your field. Here are some general guidelines, and an example of an acceptable table is shown in Appendix 10 .

All tables are numbered consecutively throughout the thesis (including the Appendix). Roman or Arabic numerals may be used, but must be used consistently. Titles should appear at the top of tables. The title proper may be all in capitals, or a mixture of capitals and lower-case letters (i.e. capitals for the first letter of main words, or composed like a standard sentence), but must be consistent throughout the thesis. The first and last lines of the table should be solid lines. Legend and footnotes for the table are placed at the bottom of the table (not the bottom of the page). The table and its description are intended to help the reader, and, as such, should be self-explanatory but not redundant or overly simplistic.

Each table should be placed in the text as soon after its first citation as is possible. The very next page is preferred. In general, each table is placed on a separate page. No table should be presented before the first discussion of its contents.

When a table is too big for one page, it may be continued on the next page. In this event, the last line on the first page should indicate “Table continued on the following page”. The first line of the next page should read “Table #, continued.” The table will resume two spaces below this line. It may be necessary to place some tables broadside on the page. Standard margin regulations must still be followed.

All figures are to be numbered consecutively throughout the thesis. Arabic numbers are to be used. Figures must be numbered and labeled at the bottom of the figure. The title proper may be all in capitals, or a mixture of capitals and lower-case letters (i.e. capitals for the first letter of main words, or composed like a standard sentence), but must be consistent throughout the thesis. Any notes describing the figures’ contents should directly follow the figures title. See Appendix 11 .

Each figure should be placed in the text as soon after its first citation as is possible. The very next page is preferred. In general, each figure is placed on a separate page. No figure should be presented before the first discussion of its contents.

When a figure is too big for one page, the title and legend may be placed on the following page. Standard margin regulations must be followed.

Literature Cited

It is preferred that references cited in the narrative text be combined into a single list at the end of the text, and not at the end of each section. The title “Literature Cited” is used for a list that contains only those items that you actually referenced in your text. (The title “Bibliography” is reserved for a list of all sources consulted that are relevant to your topic.) Full citations (including journal article titles, for example) should always be used. References to unpublished material must clearly indicate where the material may be found.

On the first page of the listing should have the title, “LITERATURE CITED” in capitals, centered, located two inches from the top of the page. The listing begins three spaces below this title. References are typically arranged in alphabetical order in an underhung, single-spaced form. Each entry begins flush against the left margin, and the second and any additional lines are indented. Entries are separated from each other by a line space.

Appendix 12 shows a typical citation format as described above, but other formats may be acceptable, provided that each listed source is accurate and complete enough for the reader to find in a library. It is most important that your citation format is used consistently throughout your Literature Cited section.

Appendices (optional)

Appendices may include any material necessary to present information to the reader. Each Appendix should begin with a title page in the same format as the first page of a Chapter or major Section (for example “APPENDIX 1”, centered and two inched below the top of the page). When explanatory text is required, it should begin three spaces below the title. Examples of material suitable for an appendix are listings of chemical reagents, extensive sequence information, etc.

IMPORTANT NOTE: Theses based on experiments using animals should include a copy of the signed Institutional Animal Care and Use Committee (IACUC) approval form in an Appendix. Theses based on experiments using human subjects should include a copy of the Human Research Approval Form from the Human Studies Council (HSC) in an Appendix. The Central Graduate Thesis Handbook (see link at left) describes these committees (Appendix A) and includes the forms needed for Committee review (Appendices B and C).

Biographical Note

Include a short Biographical Note as the last page of your thesis. You should summarize your academic background, any honors, publications, pertinent employment or professional history. You may also wish to include the date and place of your birth or additional personal information about your interests or goals.

The Biographical Note is formatted like the Abstract Page, Acknowledgment Page and First Chapter or Section pages, with the word “BIOGRAPHICAL NOTE” centered and resting two inches from the top of the page, followed by your full name, centered three spaces below. The text - single spaced - begins two spaces below your name. While this page is numbered, it is not listed in the Table of Contents; see the example in Appendix 13 .(Note: this is depicted as Appendix I in the Graduate School Thesis Handbook; see links at left).

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Research Writing and Analysis

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Jump to DSE Guide

Purpose statement overview.

The purpose statement succinctly explains (on no more than 1 page) the objectives of the research study. These objectives must directly address the problem and help close the stated gap. Expressed as a formula:

Good purpose statements:

• Flow from the problem statement and actually address the proposed problem
• Are concise and clear
• Answer the question ‘Why are you doing this research?’
• Match the methodology (similar to research questions)
• Have a ‘hook’ to get the reader’s attention
• Set the stage by clearly stating, “The purpose of this (qualitative or quantitative) study is to ...

In PhD studies, the purpose usually involves applying a theory to solve the problem. In other words, the purpose tells the reader what the goal of the study is, and what your study will accomplish, through which theoretical lens. The purpose statement also includes brief information about direction, scope, and where the data will come from.

A problem and gap in combination can lead to different research objectives, and hence, different purpose statements. In the example from above where the problem was severe underrepresentation of female CEOs in Fortune 500 companies and the identified gap related to lack of research of male-dominated boards; one purpose might be to explore implicit biases in male-dominated boards through the lens of feminist theory. Another purpose may be to determine how board members rated female and male candidates on scales of competency, professionalism, and experience to predict which candidate will be selected for the CEO position. The first purpose may involve a qualitative ethnographic study in which the researcher observes board meetings and hiring interviews; the second may involve a quantitative regression analysis. The outcomes will be very different, so it’s important that you find out exactly how you want to address a problem and help close a gap!

The purpose of the study must not only align with the problem and address a gap; it must also align with the chosen research method. In fact, the DP/DM template requires you to name the  research method at the very beginning of the purpose statement. The research verb must match the chosen method. In general, quantitative studies involve “closed-ended” research verbs such as determine , measure , correlate , explain , compare , validate , identify , or examine ; whereas qualitative studies involve “open-ended” research verbs such as explore , understand , narrate , articulate [meanings], discover , or develop .

A qualitative purpose statement following the color-coded problem statement (assumed here to be low well-being among financial sector employees) + gap (lack of research on followers of mid-level managers), might start like this:

In response to declining levels of employee well-being, the purpose of the qualitative phenomenology was to explore and understand the lived experiences related to the well-being of the followers of novice mid-level managers in the financial services industry. The levels of follower well-being have been shown to correlate to employee morale, turnover intention, and customer orientation (Eren et al., 2013). A combined framework of Leader-Member Exchange (LMX) Theory and the employee well-being concept informed the research questions and supported the inquiry, analysis, and interpretation of the experiences of followers of novice managers in the financial services industry.

A quantitative purpose statement for the same problem and gap might start like this:

In response to declining levels of employee well-being, the purpose of the quantitative correlational study was to determine which leadership factors predict employee well-being of the followers of novice mid-level managers in the financial services industry. Leadership factors were measured by the Leader-Member Exchange (LMX) assessment framework  by Mantlekow (2015), and employee well-being was conceptualized as a compound variable consisting of self-reported turnover-intent and psychological test scores from the Mental Health Survey (MHS) developed by Johns Hopkins University researchers.

Both of these purpose statements reflect viable research strategies and both align with the problem and gap so it’s up to the researcher to design a study in a manner that reflects personal preferences and desired study outcomes. Note that the quantitative research purpose incorporates operationalized concepts  or variables ; that reflect the way the researcher intends to measure the key concepts under study; whereas the qualitative purpose statement isn’t about translating the concepts under study as variables but instead aim to explore and understand the core research phenomenon.  

Best Practices for Writing your Purpose Statement

Always keep in mind that the dissertation process is iterative, and your writing, over time, will be refined as clarity is gradually achieved. Most of the time, greater clarity for the purpose statement and other components of the Dissertation is the result of a growing understanding of the literature in the field. As you increasingly master the literature you will also increasingly clarify the purpose of your study.

The purpose statement should flow directly from the problem statement. There should be clear and obvious alignment between the two and that alignment will get tighter and more pronounced as your work progresses.

The purpose statement should specifically address the reason for conducting the study, with emphasis on the word specifically. There should not be any doubt in your readers’ minds as to the purpose of your study. To achieve this level of clarity you will need to also insure there is no doubt in your mind as to the purpose of your study.

Many researchers benefit from stopping your work during the research process when insight strikes you and write about it while it is still fresh in your mind. This can help you clarify all aspects of a dissertation, including clarifying its purpose.

Your Chair and your committee members can help you to clarify your study’s purpose so carefully attend to any feedback they offer.

The purpose statement should reflect the research questions and vice versa. The chain of alignment that began with the research problem description and continues on to the research purpose, research questions, and methodology must be respected at all times during dissertation development. You are to succinctly describe the overarching goal of the study that reflects the research questions. Each research question narrows and focuses the purpose statement. Conversely, the purpose statement encompasses all of the research questions.

Identify in the purpose statement the research method as quantitative, qualitative or mixed (i.e., “The purpose of this [qualitative/quantitative/mixed] study is to ...)

Avoid the use of the phrase “research study” since the two words together are redundant.

Follow the initial declaration of purpose with a brief overview of how, with what instruments/data, with whom and where (as applicable) the study will be conducted. Identify variables/constructs and/or phenomenon/concept/idea. Since this section is to be a concise paragraph, emphasis must be placed on the word brief. However, adding these details will give your readers a very clear picture of the purpose of your research.

Developing the purpose section of your dissertation is usually not achieved in a single flash of insight. The process involves a great deal of reading to find out what other scholars have done to address the research topic and problem you have identified. The purpose section of your dissertation could well be the most important paragraph you write during your academic career, and every word should be carefully selected. Think of it as the DNA of your dissertation. Everything else you write should emerge directly and clearly from your purpose statement. In turn, your purpose statement should emerge directly and clearly from your research problem description. It is good practice to print out your problem statement and purpose statement and keep them in front of you as you work on each part of your dissertation in order to insure alignment.

It is helpful to collect several dissertations similar to the one you envision creating. Extract the problem descriptions and purpose statements of other dissertation authors and compare them in order to sharpen your thinking about your own work.  Comparing how other dissertation authors have handled the many challenges you are facing can be an invaluable exercise. Keep in mind that individual universities use their own tailored protocols for presenting key components of the dissertation so your review of these purpose statements should focus on content rather than form.

Once your purpose statement is set it must be consistently presented throughout the dissertation. This may require some recursive editing because the way you articulate your purpose may evolve as you work on various aspects of your dissertation. Whenever you make an adjustment to your purpose statement you should carefully follow up on the editing and conceptual ramifications throughout the entire document.

In establishing your purpose you should NOT advocate for a particular outcome. Research should be done to answer questions not prove a point. As a researcher, you are to inquire with an open mind, and even when you come to the work with clear assumptions, your job is to prove the validity of the conclusions reached. For example, you would not say the purpose of your research project is to demonstrate that there is a relationship between two variables. Such a statement presupposes you know the answer before your research is conducted and promotes or supports (advocates on behalf of) a particular outcome. A more appropriate purpose statement would be to examine or explore the relationship between two variables.

Your purpose statement should not imply that you are going to prove something. You may be surprised to learn that we cannot prove anything in scholarly research for two reasons. First, in quantitative analyses, statistical tests calculate the probability that something is true rather than establishing it as true. Second, in qualitative research, the study can only purport to describe what is occurring from the perspective of the participants. Whether or not the phenomenon they are describing is true in a larger context is not knowable. We cannot observe the phenomenon in all settings and in all circumstances.

Writing your Purpose Statement

It is important to distinguish in your mind the differences between the Problem Statement and Purpose Statement.

The Problem Statement is why I am doing the research

The Purpose Statement is what type of research I am doing to fit or address the problem

The Purpose Statement includes:

• Method of Study
• Specific Population

Remember, as you are contemplating what to include in your purpose statement and then when you are writing it, the purpose statement is a concise paragraph that describes the intent of the study, and it should flow directly from the problem statement.  It should specifically address the reason for conducting the study, and reflect the research questions.  Further, it should identify the research method as qualitative, quantitative, or mixed.  Then provide a brief overview of how the study will be conducted, with what instruments/data collection methods, and with whom (subjects) and where (as applicable). Finally, you should identify variables/constructs and/or phenomenon/concept/idea.

Qualitative Purpose Statement

Creswell (2002) suggested for writing purpose statements in qualitative research include using deliberate phrasing to alert the reader to the purpose statement. Verbs that indicate what will take place in the research and the use of non-directional language that do not suggest an outcome are key. A purpose statement should focus on a single idea or concept, with a broad definition of the idea or concept. How the concept was investigated should also be included, as well as participants in the study and locations for the research to give the reader a sense of with whom and where the study took place. 

Creswell (2003) advised the following script for purpose statements in qualitative research:

“The purpose of this qualitative_________________ (strategy of inquiry, such as ethnography, case study, or other type) study is (was? will be?) to ________________ (understand? describe? develop? discover?) the _________________(central phenomenon being studied) for ______________ (the participants, such as the individual, groups, organization) at __________(research site). At this stage in the research, the __________ (central phenomenon being studied) will be generally defined as ___________________ (provide a general definition)” (pg. 90).

Quantitative Purpose Statement

Creswell (2003) offers vast differences between the purpose statements written for qualitative research and those written for quantitative research, particularly with respect to language and the inclusion of variables. The comparison of variables is often a focus of quantitative research, with the variables distinguishable by either the temporal order or how they are measured. As with qualitative research purpose statements, Creswell (2003) recommends the use of deliberate language to alert the reader to the purpose of the study, but quantitative purpose statements also include the theory or conceptual framework guiding the study and the variables that are being studied and how they are related. 

Creswell (2003) suggests the following script for drafting purpose statements in quantitative research:

“The purpose of this _____________________ (experiment? survey?) study is (was? will be?) to test the theory of _________________that _________________ (compares? relates?) the ___________(independent variable) to _________________________(dependent variable), controlling for _______________________ (control variables) for ___________________ (participants) at _________________________ (the research site). The independent variable(s) _____________________ will be generally defined as _______________________ (provide a general definition). The dependent variable(s) will be generally defined as _____________________ (provide a general definition), and the control and intervening variables(s), _________________ (identify the control and intervening variables) will be statistically controlled in this study” (pg. 97).

Sample Purpose Statements

• The purpose of this qualitative study was to determine how participation in service-learning in an alternative school impacted students academically, civically, and personally.  There is ample evidence demonstrating the failure of schools for students at-risk; however, there is still a need to demonstrate why these students are successful in non-traditional educational programs like the service-learning model used at TDS.  This study was unique in that it examined one alternative school’s approach to service-learning in a setting where students not only serve, but faculty serve as volunteer teachers.  The use of a constructivist approach in service-learning in an alternative school setting was examined in an effort to determine whether service-learning participation contributes positively to academic, personal, and civic gain for students, and to examine student and teacher views regarding the overall outcomes of service-learning.  This study was completed using an ethnographic approach that included observations, content analysis, and interviews with teachers at The David School.
• The purpose of this quantitative non-experimental cross-sectional linear multiple regression design was to investigate the relationship among early childhood teachers’ self-reported assessment of multicultural awareness as measured by responses from the Teacher Multicultural Attitude Survey (TMAS) and supervisors’ observed assessment of teachers’ multicultural competency skills as measured by the Multicultural Teaching Competency Scale (MTCS) survey. Demographic data such as number of multicultural training hours, years teaching in Dubai, curriculum program at current school, and age were also examined and their relationship to multicultural teaching competency. The study took place in the emirate of Dubai where there were 14,333 expatriate teachers employed in private schools (KHDA, 2013b).
• The purpose of this quantitative, non-experimental study is to examine the degree to which stages of change, gender, acculturation level and trauma types predicts the reluctance of Arab refugees, aged 18 and over, in the Dearborn, MI area, to seek professional help for their mental health needs. This study will utilize four instruments to measure these variables: University of Rhode Island Change Assessment (URICA: DiClemente & Hughes, 1990); Cumulative Trauma Scale (Kira, 2012); Acculturation Rating Scale for Arabic Americans-II Arabic and English (ARSAA-IIA, ARSAA-IIE: Jadalla & Lee, 2013), and a demographic survey. This study will examine 1) the relationship between stages of change, gender, acculturation levels, and trauma types and Arab refugees’ help-seeking behavior, 2) the degree to which any of these variables can predict Arab refugee help-seeking behavior.  Additionally, the outcome of this study could provide researchers and clinicians with a stage-based model, TTM, for measuring Arab refugees’ help-seeking behavior and lay a foundation for how TTM can help target the clinical needs of Arab refugees. Lastly, this attempt to apply the TTM model to Arab refugees’ condition could lay the foundation for future research to investigate the application of TTM to clinical work among refugee populations.
• The purpose of this qualitative, phenomenological study is to describe the lived experiences of LLM for 10 EFL learners in rural Guatemala and to utilize that data to determine how it conforms to, or possibly challenges, current theoretical conceptions of LLM. In accordance with Morse’s (1994) suggestion that a phenomenological study should utilize at least six participants, this study utilized semi-structured interviews with 10 EFL learners to explore why and how they have experienced the motivation to learn English throughout their lives. The methodology of horizontalization was used to break the interview protocols into individual units of meaning before analyzing these units to extract the overarching themes (Moustakas, 1994). These themes were then interpreted into a detailed description of LLM as experienced by EFL students in this context. Finally, the resulting description was analyzed to discover how these learners’ lived experiences with LLM conformed with and/or diverged from current theories of LLM.
• The purpose of this qualitative, embedded, multiple case study was to examine how both parent-child attachment relationships are impacted by the quality of the paternal and maternal caregiver-child interactions that occur throughout a maternal deployment, within the context of dual-military couples. In order to examine this phenomenon, an embedded, multiple case study was conducted, utilizing an attachment systems metatheory perspective. The study included four dual-military couples who experienced a maternal deployment to Operation Iraqi Freedom (OIF) or Operation Enduring Freedom (OEF) when they had at least one child between 8 weeks-old to 5 years-old.  Each member of the couple participated in an individual, semi-structured interview with the researcher and completed the Parenting Relationship Questionnaire (PRQ). “The PRQ is designed to capture a parent’s perspective on the parent-child relationship” (Pearson, 2012, para. 1) and was used within the proposed study for this purpose. The PRQ was utilized to triangulate the data (Bekhet & Zauszniewski, 2012) as well as to provide some additional information on the parents’ perspective of the quality of the parent-child attachment relationship in regards to communication, discipline, parenting confidence, relationship satisfaction, and time spent together (Pearson, 2012). The researcher utilized the semi-structured interview to collect information regarding the parents' perspectives of the quality of their parental caregiver behaviors during the deployment cycle, the mother's parent-child interactions while deployed, the behavior of the child or children at time of reunification, and the strategies or behaviors the parents believe may have contributed to their child's behavior at the time of reunification. The results of this study may be utilized by the military, and by civilian providers, to develop proactive and preventive measures that both providers and parents can implement, to address any potential adverse effects on the parent-child attachment relationship, identified through the proposed study. The results of this study may also be utilized to further refine and understand the integration of attachment theory and systems theory, in both clinical and research settings, within the field of marriage and family therapy.

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