The document outlines the importance of thesis statements, which articulate the central idea of an essay, limit its topic, control evidence selection, and help maintain unity. It contrasts simple statements with effective thesis statements and provides guidance on paragraph structure, including the essential components of topic sentences, supporting details, and concluding sentences. Additionally, it offers tips on writing strong introduction and conclusion paragraphs, avoiding common pitfalls, and ensuring clarity and development throughout an essay.

1. THESIS STATEMENTS
Thesis statements perform the following functions:
· States central idea of the essay (reveals writer’s purpose)
· Limits the topic covered in the essay
· Controls the selection of evidence to support the essay’s thesis
· Suggests how the writer has organized the essay
· Helps the writer maintain unity in the essay
Simple statements vs. thesis statements
A simple statement is just simply a statement; there is little
more to be said.
Example: Applicants must take a test before getting their
driver’s license.
A thesis statement contains both a subject (what is being written
about) and a focus (what is stated about the subject).
Example: In addition to the standard driver’s test, applicants
should also have to take a road rage safety course.
Also, be wary of writing thesis statements that are too broad,
too narrow, or statements that contain more than one idea.
(Source for following examples: Langen, John. College Writing
Skills with Readings. 5th ed. McGraw-Hill: New York, 2001.)
Examples:
Too Broad: (Too broad is not “incorrect,” however, a thesis

2. with a refined focus is more desirable.)
1. My parents have been the most influential people in my
life.
2. Crime is a major concern of everyone in our country.
3. The “baby boom” generation has changed history.
Too Narrow:
1. My parents had only one child.
2. In the last year there have been over twenty robberies in
our neighborhood.
3. The members of the post-World War II “baby boom” make
up the largest single age group in the United States.
Two or more ideas:
1. My parents helped me grow in important ways, although
in other respects I was limited.
2. The problem of overcrowded American prisons must be
solved, and judges must start handing out tougher sentences.
3. The “baby boom” generation has had many advantages,
but it also faces many problems.
Barbara T. Hebert
Paragraphing Cues
A paragraph is a collection of sentences that pertain to a
particular topic. A paragraph has four basic parts: topic
sentence, supporting details, sub-details, and a concluding or
transitional sentence.
The topic of the paragraph is expressed in the topic sentence
which is generally (always for our purposes) the first sentence
of the paragraph. The topic sentence is a general statement of
the paragraph topic that directly supports the thesis statement;
they are the “bones” of the paragraph.

3. Consider we’re writing an essay about the perks of the
Tidewater area. (recalling what you learned about topics / thesis
statements, our topic sentences for this topic should explain the
perks of the Tidewater area.)
One of our topic sentences may be: The Tidewater area is a
great tourist spot. Notice how “general” the sentence is; it does
not reveal any detail. So how do we figure out what to add?
We look at the topic sentence to develop Supporting Details,
which are the “meat on the bone.” They support the topic
sentences by offering clarifying information. Since the
supporting details clarify the topic sentences, they also
indirectly support and clarify the thesis. We need to ask
ourselves “why is the Tidewater area is a great tourist spot”?
Because…..
The peninsula and southside offer a variety of entertainment
possibilities.
Southern hospitality is abundant.
Lodging opportunities are virtually limitless.
So far our “paragraph” looks like this:
The Tidewater area is a great tourist spot. The peninsula and
southside offer a variety of entertainment possibilities. Southern
hospitality is abundant. Lodging opportunities are virtually
limitless.
However, we (hypothetically) have to write a four page typed
essay so we know that a four sentence paragraph won’t suffice
(plus Ms. Hebert has already told students a good, well-
developed paragraph is 10 – 15 sentences long). What do we
do?

4. Evaluate each supporting detail and develop sub-details that
clarify and support each detail.
The peninsula and southside offer a variety of entertainment
possibilities. We need to clarify what type of entertainment
possibilities are available…. Each area offers clubs and
nightlife entertainment for all tastes. Theme parks are
numerous. The area is rich with historical significance.
This process should be completed for each of the supporting
details we developed.
So far our “paragraph” looks like this:
The Tidewater area is a great tourist spot. The peninsula and
southside offer a variety of entertainment possibilities. Each
area offers clubs and nightlife entertainment for all tastes.
Theme parks are numerous. The area is rich with historical
significance. Southern hospitality is abundant. Lodging
opportunities are virtually limitless.
Notice that our reader still doesn’t know any specifics about the
area’s entertainment possibilities. This means that we need to
develop even more subdetails in order to compose a well-
developed paragraph. Each of the subdetails created above need
clarifying information.
Each area offers clubs and nightlife entertainment for all tastes.
Not only are there dance clubs and bars, there are also concert
halls and venues.Theme parks are numerous. The peninsula and
southside offer traditional theme parks that have roller coasters
and also go-cart parks. The peninsula is home to the “world’s
most beautiful theme park”: Busch Gardens. The area is rich
with historical significance. America was founded at Jamestown
and historical battles were fought throughout the area.
Now our paragraph looks like this:

5. The Tidewater area is a great tourist spot. The peninsula and
southside offer a variety of entertainment possibilities.Each
area offers clubs and nightlife entertainment for all tastes. Not
only are there dance clubs and bars, there are also concert halls
and venues. Theme parks are numerous. The peninsula and
southside offer traditional theme parks that have roller coasters
and also go-cart parks. The peninsula is home to the “world’s
most beautiful theme park”: Busch Gardens. The area is rich
with historical significance. America was founded at Jamestown
and historical battles were fought throughout the area. Southern
hospitality is abundant. Lodging opportunities are virtually
limitless.
If we were to develop our remaining details as we did the first
detail, we would have a well-developed and focused paragraph.
Last (but not least) is the concluding or transitional sentence
which (as the name suggests) either concludes the paragraph or
transitions to the next paragraph. In our example a concluding
sentence may perhaps be: Each of these characteristics makes
the Tidewater area an ideal vacation spot. If the “essay” were to
continue to another paragraph, an example transitional sentence
would be: While these characteristics are enticing, the
Tidewater area offers even more perks.
Hebert
Introductions
As you know from previous experience and class discussion, an
introduction paragraph is the first paragraph of your essay. It is
also usually the least developed by students (and that should not
be the case). Your introduction paragraph should be of
sufficient length to fulfill the characteristics listed below. You
want to avoid leaving gaps in development that the reader has to
“fill” for themselves. A solid introduction paragraph should be

6. at least seven to ten sentences long and include your thesis as
the last sentence. For class discussion you should be familiar
with the information below.
Characteristics:
focuses readers' attention on your subject and
arouses interest – you want to make your reader
want to continue reading
specifies your topic and implies your attitude
generally broad to specific (leads from topic to
specific –thesis)
concludes with thesis statement to transition to
body paragraphs—more to come on
writing thesis statements.
Strategies: (make sure that information you include is related to
subject of thesis)
Each of these strategies will be discussed in class:
provide background
ask a question
general comments about subject leading to focus
relate an incident
use a vivid quotation
offer a surprising statistic or other fact
outline the argument your thesis refutes
state an opinion related to your thesis
create a visual image that represents your
subject
make a historical comparison or contrast
outline a problem or dilemma
define a word central to your subject
discuss opposite ideas of your focus
What not to do:
don't reach back too far with vague generalities
or truths "Throughout human
history…”; “In today’s world…”
don't tell your readers what you will do “The
purpose of this essay is…” of “In this

7. essay I will…”, show them (more on this is class).
don't refer to the title of the essay in the first
sentence
don't start with "According to Webster.. ." or
similar phrase leading to definition (it is
acceptable to use a definition if you incorporate it into your
own ideas and cite
according to MLA).
don't apologize for your opinion or for
inadequate knowledge “I’m not sure if
I’m right…”; “I don’t know much about this …”; etc.
· Many of you have, perhaps, been taught to outline /
summarize your main points in your
introduction. DO NOT DO THIS IN ANY OF
YOUR ESSAYS IN THIS CLASS!
Outlining or summarizing your essay in your introduction
should only be used in certain instances (such as a business
plan). For our purposes, outlining or summarizing your main
points in your introduction would defeat the purpose of trying
to gain your reader’s interest. If your reader already knows what
your essay talks about, then why would he or she want to read
it?
Hebert
Conclusions
Conclusions are often the hardest paragraph of the essay to
write since it is typically written last and you just want to finish
the essay and be done with it. Don’t fall prey to just slapping a
few sentences down. You have already led your readers through
your essay and they want to know “what happens in the end.” I
will discuss each of the following in class.
Strategies:
--strike a note of hope or despair

8. --give a symbolic or powerful fact or other detail
--give an especially compelling example
--create a visual image that represents your subject
--use a quotation
--recommend a course of action
--summarize the paper
--echo the approach of the introduction
--restate your thesis and reflect on its implications
Closings to Avoid:
--don't simply restate your introduction
--don't start off in a new direction (digress) with a
subject different from your essay topic
--don't conclude more than you reasonably can from the
evidence you have presented
--don't apologize for your essay or otherwise cast doubt
Hebert