This document provides guidance on developing strong thesis statements and supporting them effectively. It defines what a thesis statement is and its key components. A thesis must state the topic and position in one sentence. It then outlines different types of thesis statements for persuasive, analytical, and expository essays. The document discusses how to construct thesis statements using a list or umbrella format and provides examples. It also identifies common mistakes to avoid in thesis statements. Finally, it includes an activity where readers practice identifying thesis statements and supporting details in sample paragraphs.

1. Steps to a Great Thesis
and Support

2. Source: _A Writer's Reference_ by Diana Hacker
A thesis statement can be:
 The answerto a question posed
in the prompt
 The solution to a problemyou
have identified
 A statement that takes a position
on a debatable topic

3. General Tips about Thesis
Statements
 A statement that contains the essay’s topic and point(s)
 Gives the reader a sense of what the essay will be about
 Usually comes at the end of the introduction
 Most thesis statements are only one sentence
 Must be a complete sentence
 Everything in the essay must support the thesis.
 Introduction paragraph should follow this format:
 Attention getter (commonly known as a “hook”)
 Introduce the topic
 State the thesis

4. What are the Roles of a
Thesis?
1. It can assert an argument, explain a topic,
and/oranalyze an issue.
2. It is specific in presenting the writer's
position.
3. It limits both scope and topic of the paper.
4. It captures the reader's interest and focuses
that interest on the topic.

5. Source: http://owl.english.purdue.edu
Kinds of Thesis Statements:
Persuasive*
 A persuasive paper makes a claim based on
opinion, evaluation, or interpretation about a
topic and proves this claim with specific
evidence.
 Persuasive thesis example: 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.
*If you have been asked to arg ue a po int or cho o se a side on an issue, this is
likely the type of thesis you will use.
*Typically, you will use this style of thesis in English 1A and transfer-level
courses.

6. Source: http://owl.english.purdue.edu
Kinds of Thesis Statements:
Analytical*
 An analytical paper breaks the topic down into
parts, examines each part, and determines
how each part relates to the whole topic.
 Analytical thesis example: An analysis of the
college admission process reveals one
challenge facing counselors: accepting
students with high test scores or students with
strong extracurricular backgrounds.
*If you have been asked to analyze a topic, issue, or reading, this is the type of
thesis you should use.
*Typically, you will use this style of thesis in English 1A and transfer level
courses.

7. Source: http://owl.english.purdue.edu
Kinds of Thesis Statements:
Expository*
 An expository (explanatory) paper explains
something to the audience.
 Expository thesis example: The life of the
typical college student is characterized by time
spent studying, attending class, and
socializing with peers.
*If you have been asked to narrate a story or e xplain a process, this is likely
the type of thesis you will use.

8. Ways of Constructing Thesis
Statements: The List (Essay Map)
 Contains essay’s topic,
point, and three
supporting reasons
 Example: “To reduce the
number of highway
fatalities [topic and point],
our country needs
[purpose=persuasive] to
enforce the national law
that designates twenty-
one as the legal minimum
age to drink, set up check
points on major holidays,
and take away licenses
from convicted drunk
drivers [three reasons].”

9. Ways of Constructing Thesis Statements:
The Umbrella
 Contains essay’s topic, point, and
alludes to reasons why the reader
should believe you.
 Do not directly state the supporting
reasons, but instead allude to
them.
 Example: “Although thought to be
humane and necessary, animal
testing [topic] for medical and
cosmetic purposes does not live up
to it’s promises [point and
reasons].”
 Do NOT use language like, “There
are many reasons people don’t like
chocolate ice cream.”

10. Thesis Don’ts
 Announce yourthesis: “In this essay, I am
going to tell you about college and why you
should go there.” (Side note: Some
instructors may encourage this type of
statement, and always do what your
instructor suggests)
 Confuse yourreader: Just make sure that
the topic and point are clear.
 Cannot be a fact: Doesn’t allow you to
prove anything because it’s already factual.
 Don’t be vague: Words like “good,” “bad,”
“right,” and “wrong,” don’t convey specific
meaning.
 Cannot be a question: “Don’t you think
animal testing is inhumane?”
 Does not give the point of the paper.
 Leaves it open for readers to fill in the
blank.

11. Creating a Thesis Statement
1. Determine essay’s topic (what you’re talking about)
Example: Pixar’s film Up
2. Determine what kind of paper you are writing and what
kind of thesis statement you need to use: analytical,
persuasive, or expository.
Example: Persuasive=It’s not really a “kid” movie.
3. Determine the way you will construct your thesis: list or
umbrella?
4. Put it all together!
Example: Pixar’s most recent film, Up, should not be considered a
“kid” movie because its character conflicts and main theme of loss
are too complex for children to understand.

12. Activity: Create Thesis
Statements
 Based on the topic below, create an umbrella
and list thesis statement
 Make sure to include the topic, point, and
possibly reason(s) in each of the statements.
 Topic: Being a successful Delta College student
 Be prepared to post youranswerin this week’s
discussion task!

13. Possible Thesis Statements
 List: “Though Delta College may offer rigorous
courses, each student can be successful
[topic+point] as long as they study, receive
tutoring, and meet with their instructors
[reasons].”
 Umbrella: “Delta College can be a challenging
school, but all students can be successful
[topic+point].”

14. Thesis/Support Identification
On the following slides, identify which of the sentences are
a thesis statement, a supporting detail (SD) to support
the thesis, and a specific example (SE) to demonstrate
the topic sentence.
A thesis should be the broadest idea of the three and must be the
umbrella under which all the ideas of the essay fit.
A supporting detail must contribute to supporting the thesis statement
but cannot simply restate the thesis. Instead, it must work with the
other supporting details to break the thesis idea into parts and
begin to prove it.
A specific example should be ve ry spe cific. It should refer to one
incident/event, one person, or one place that reveals that there is
truth to your topic sentence idea.

15. 1. Thesis/Support Identification
 A. I consider myself a hardworking person, but
I need to be more disciplined.
 B. When I prepared for a recent math test, I
solved only the problems suggested by the
teacher and didn’t do any additional studying.
 C. I am not a completely gritty student, but my
strategy to succeed in college is a balance
between a gritty attitude and intelligence.

16. 2. Thesis/Support Identification
 A. I persevered in my history class despite
being given articles with advanced vocabulary
that I had trouble breaking down.
 B. In rigorous and difficult classes, I motivate
myself to work hard.
 C. I am a gritty student in the sense that I like
to be challenged and strive to earn as high a
grade as I possibly can.

17. 3. Thesis/Support Identification
 A. I don’t consider myself a gritty student
because there are many distractions that
throw me off track.
 B. There are always other obligations in my
life that need my immediate attention and
prevent me from spending extra time on my
studies.
 C. I have a crazy five-year-old sister on whom
I need to keep a careful watch.

18. 4. Thesis/Support Identification
 A. Math was never my strong suit but I
persevered through AP calculus to
demonstrate to myself that I could do it.
 B. I have proven to be able to make it through
difficult challenges; therefore, I consider
myself a gritty student.
 C. Signing up for challenging courses is one
way I’ve exhibited my grit to the world.

19. 5. Thesis/Support Identification (non-example)
 Thesis: I haven’t ever been the smartest student in the
class but I have always tried my hardest with my work,
and that’s what makes me a gritty student.
 SD: I’ve always had good grades but I was never the
smartest student in my class.
 SE: I knew I wasn’t smart so I did all my work to better
myself.
Problem: Too much repetition. No new ideas or support
are provided by the SD or SE. The “example” is not
specific enough and it is not actually an example of
the issue at all.

20. 5. Thesis/Support Identification (non-example)
 Thesis: I am a gritty student most of the time because
I want to be successful in everything I do.
 SD: I am gritty about writing because even though I
don’t love it, I know it will help me in the long run.
 SE: Writing was always on my side when I needed it.
Even though some topics are boring, I still liked to
come up with ideas to help it become more
interesting.
Problem: The “example” is not specific enough and it is
not actually an example of the issue at all.

21. Ideas to Consider (or reconsider!) for College
Success
 Doing everything you are required to do on every assignment (and
nothing more) will likely not earn you an “A.” In fact, that is the
definition of average student performance for any given
expectations. That’s a “C” at best.
 How could you possibly make the argument that you “try your
hardest,” if you don’t go above and beyond, do extra studying, go
to your professors’ office hours, and get FREE tutoring? Do you
even know what “I really truly tried my hardest and exhausted
every possibly resource” would feel like?
 It’s really obvious that most of you did NOT do the homework from
chapters 7 and 10 about examples and supporting your thesis! It’s
not too late to study these chapters!! The answer key is posted in
the module so you can check your work. The first mastery practice
essay is coming up and it will TEST you on EVERYTHING we’ve
covered so far!!

22. Ideas to Consider (or reconsider!) for College
Success
 The research shows that students who end up reaching
their goals and being successful are “grittier” than
students who don’t make it. “Being gritty” means you
work hard through insanely challenging obstacles and still
stay on track; it means that you remain focused on your
goals even when your life gets difficult.
 It means that if your house burns down on Tuesday, you
don’t ask for an extension; you get your essay submitted
by the deadline and make sure it is superb! (hypothetical
example)
 It means when you completely blow out your knee doing
track and field your freshman year of college, you get up
really early to “crutch” to class everyday even when
you’re in pain and feeling depressed, and then you
arrange the surgery around your school’s spring break
schedule so you don’t fall behind. (This really happened
to me my first year at UC Davis!)

23. Ideas to Consider (or reconsider!)
 It means when you’re homeless and
wake-up on the floor of a bus stop in the
middle of winter and you’d rather do
anything more than walk to school, you
still decide to drag your tired self to class,
because graduating from Harvard is your
dream! (Liz Murray, from the fantastic
book Bre aking Nig ht)
 What will you do to demonstrate that you
are a “gritty” college student?