The document provides guidance on writing an effective thesis statement. It defines a thesis statement as declaring an author's argument or belief that they intend to prove. A good thesis statement makes the paper about more than just summarizing facts. It should be specific, present an arguable point, and guide the reader through the paper. The document provides examples of strong thesis statements and tests to determine if a thesis statement is focused and thought-provoking.

1. Writing a
Thesis
Statement
It is easier than you might think….

2. What is a Thesis Statement?
 The thesis statement states the thesis or
argument of the author in an essay
 A thesis statement declares what you
believe and what you intend to prove. A
good thesis statement makes the difference
between a thoughtful research project/idea
and a simple retelling of facts.

3. But watch out
 Often, unskilled writers will try to make a
thesis statement a summary of what they will
talk about. They will do this by writing their
thesis statement by piecing together the
central points from each idea that they will
cover in their paper.

4. What makes a good thesis
statement?
 It should be contestable, proposing an arguable point with which people could reasonably
disagree. A strong thesis is provocative/interesting; it takes a stand and justifies the
discussion you will present.
 It tackles a subject that could be adequately covered in the format of the project assigned.
 It is specific and focused. A strong thesis proves a point without discussing “everything
about …” Instead of music, think "American jazz in the 1930s" and your argument about
it.
 It clearly asserts your own conclusion based on evidence. Note: Be flexible. The evidence
may lead you to a conclusion you didn't think you'd reach. It is perfectly okay to change
your thesis!
 It provides the reader with a map to guide him/her through your work.
 It anticipates and refutes the counter-arguments
 It avoids vague language (like "it seems").
 It avoids the first person. ("I believe," "In my opinion")
 It should pass the So what? or Who cares? test (Would your most honest friend ask why
he should care or respond with "but everyone knows that"?) For instance, "people should
avoid driving under the influence of alcohol," would be unlikely to evoke any opposition.

5. Isn’t there an easy way to
remember how to write a
thesis statement?
 Simple equations for a thesis might look
something like this:
 Specific topic +
Attitude/Angle/Argument = Thesis
 What you plan to argue + How you plan
to argue it = Thesis

6. How do you know you have a
good thesis statement?
 Try these five tests:
 Does the thesis inspire a reasonable reader to
ask, "How?" or Why?"
 Would a reasonable reader NOT respond with
"Duh!" or "So what?" or "Gee, no kidding!" or "Who
cares?"
 Does the thesis avoid general phrasing and/or
sweeping words such as "all" or "none" or "every"?
 Does the thesis lead the reader toward the topic
sentences of each paragraph (the subtopics
needed to prove the thesis)?
 Can the thesis be adequately developed in the
required length of the paper or project?
 If you cannot answer "YES" to these questions, what
changes must you make in order for your thesis to
pass these tests?

7. What else should I
remember?
As you read look for:
 Interesting contrasts or comparisons or
patterns emerging in the information
 Is there something about the topic that
surprises you?
 Do you encounter ideas that make you
wonder why?
 Does something an "expert" says make you
respond, "no way! That can be right!" or
"Yes, absolutely. I agree!"

8. Examples of Brainstorming a
Thesis…
 Select a topic: television violence and
children
 Ask an interesting question: What are the
effects of television violence on children?
 Revise the question into a thesis: Violence
on television increases aggressive
behavior in preschool children.
 Remember this argument is your
“preliminary” or “working” thesis. As you
read you may discover evidence that may
affect your stance. It is okay to revise your
thesis!

9. Are there different kinds of
Thesis Statements?
Yes!
 Determine what kind of paper you are
writing:
 An expository (explanatory) paper
explains something to the audience.
 An argumentative paper makes a claim
about a topic and justifies this claim with
specific evidence. The claim could be an
opinion, a policy proposal, an
evaluation, a cause-and-effect
statement, or an interpretation. The goal
of the argumentative paper is to convince
the audience that the claim is true based
on the evidence provided.

10. Example – Expository/
Explanatory Thesis…
 The life of the typical college student is
characterized by time spent
studying, attending class, and socializing
with peers.
 The paper that follows should:
 explain how students spend their time
studying, attending class, and
socializing with peers

11. Example – Argumentative
Thesis…
 High school graduates should be required to
take a year off to pursue community service
projects before entering college in order to
increase their maturity and global
awareness.
 The paper that follows should:
 present an argument and give evidence
to support the claim that students
should pursue community projects
before entering college

12. Remember….
 good thesis statement often answers these
questions. You may encounter a thesis
statement that reads:
 The lifestyle of a teenager in the Middle
Ages was very different from the lifestyle of
most modern American teenagers.
 So what? Why should a reader continue?
In what ways are the lifestyles of the
youngsters different?

13. Better versions of that Thesis
Statement might be…
 Because of the relative freedom enjoyed by young
people today, the lifestyle of modern American
teenagers is very different from the lifestyle of teens
in the Middle Ages.
 (this at least says why the difference exists)
 A young person in the Middle Ages had very different
expectations about marriage, family, and personal
freedom than do young adults today.
 (this version of the statement emphasizes the
Medieval, not modern, teenager, but it still does
not present an argument to be defended)
 A young person in the Middle Ages had fewer options
for marriage, family, and personal privacy and
freedom than do young adults today.
 (the essay could go on to support what the
"options" were and why they were limited)

14. Questions to consider as you
write a Thesis Statement…
 What is the main idea of your paper in 25 or
fewer words?
 What is the assignment asking? How can
you answer that question AND focus on a
small area of investigation?
 What "code words" (such as "relative
freedom" or "lifestyles") does the draft of my
thesis statement contain? Are these words
adequately explained?
 As you read over your paper, have you
supported the thesis or drifted off topic?
Where? How?

15. Now Let’s
Play….
Is It
A
Thesis?

16. Which is a Thesis?
 I enjoy white water rafting.
 White water rafting is expensive.
 A first water rafting experience can
challenge the body and spirit and transform
an adolescent into an adult

17. Which is a Thesis?
 Steroid abuse
 Steroid abuse is bad.
 Steroids, even those legally available, are
addictive and should be banned from sports.

18. Which is a Thesis?
 Hip hop is the best thing that has happened
to music in twenty years
 Though many people dismiss hip hop as
offensive, hip hop music offers urban youth
an important opportunity for artistic
expression, and allows them to articulate the
poetry of the street.

19. Which is a Thesis?
 Many people object to today's violent horror
movies.
 I like horror movies.
 Despite their high-tech special
effects, today's graphically violent horror
movies do not convey the creative use of
cinematography or the emotional impact that
we saw in the classic horror films of the
1940s and 50s.

20. Your Turn…
 Now let’s work to develop thesis statements
around areas in which we already have
some background knowledge.
 Here’s a few ideas: high school sports,
school uniforms, high stakes testing, steroid
abuse, divorce, school dances, music
censorship
 Start by brainstorming keywords and
concepts.
 You Can Do It!!!!!!