how to write a thesis with a claim

Two-Part (Claim Reason) Thesis Statement

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Unlock the power of concise and persuasive argumentation with Two-Part (Claim + Reason) Thesis Statement Examples. This approach provides a dynamic framework for crafting compelling essays by presenting a claim followed by the reasoning behind it. Delve into how to effectively employ this method and uncover valuable tips to enhance your writing. Elevate your ability to articulate strong arguments and engage readers with well-structured, impactful thesis statements.

What is a Two-Part (Claim + Reason) Thesis Statement? – Definition

A Two-Part (Claim + Reason) Thesis Statement is a succinct and persuasive way to present an argument in academic writing. It consists of two essential components: the claim, which states the main point or position you’re asserting, and the reason, which provides a concise explanation or justification for why that claim is valid. This approach adds depth and clarity to your thesis statement, setting the stage for a well-structured and persuasive essay.

What is an example of a Two-Part (Claim + Reason) thesis statement?

Claim: “Mandatory physical education in schools is crucial.” Reason: “Regular physical activity not only improves students’ physical health but also enhances their cognitive abilities, contributing to better academic performance.”

In this example, the claim is that mandatory physical education in schools is essential. The reason provided explains why this claim is valid, highlighting the positive impact of physical activity on both physical health and academic achievement. This two-part structure effectively outlines the argument and its rationale.

100 Two-Part (Claim + Reason) Thesis Statement Examples

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Explore 100 Two-Part (Claim + Reason) Thesis Statement Examples, each carefully crafted to present compelling arguments along with their supporting rationales. This comprehensive collection spans various topics, allowing you to grasp the art of concise and impactful argumentation. Enhance your essay writing skills by learning how to effectively structure your ideas and convince your readers with well-reasoned claims.

• Claim: “Social media platforms have revolutionized communication.” Reason: “Their instant connectivity and vast user base facilitate global interactions, transforming how people connect and share information.”
• Claim: “Artificial intelligence is shaping the future of industries.” Reason: “Its ability to analyze massive data sets and automate complex tasks boosts efficiency and innovation across sectors.”
• Claim: “Climate change demands urgent attention and action.” Reason: “Mounting evidence of rising temperatures and extreme weather events underscores the critical need to mitigate environmental risks.”
• Claim: “Literature plays a pivotal role in fostering empathy.” Reason: “Engaging with diverse characters’ experiences cultivates understanding and compassion among readers.”
• Claim: “Diversity in the workplace enhances creativity and innovation.” Reason: “A range of perspectives fuels dynamic discussions and encourages fresh approaches to problem-solving.”
• Claim: “Higher education is a gateway to socioeconomic mobility.” Reason: “Access to advanced knowledge and skill development equips individuals to access better job opportunities.”
• Claim: “Government surveillance threatens individual privacy rights.” Reason: “Mass surveillance infringes on personal liberties and erodes the balance between security and freedom.”
• Claim: “Renewable energy sources are the solution to the climate crisis.” Reason: “Harnessing solar, wind, and hydro power reduces reliance on fossil fuels, curbing greenhouse gas emissions.”
• Claim: “Mandatory voting promotes a more engaged and informed citizenry.” Reason: “Compulsory participation ensures broader representation and encourages citizens to stay informed.”
• Claim: “Cultural diversity enriches a society’s social fabric.” Reason: “Different backgrounds and traditions contribute to a vibrant tapestry of experiences and perspectives.”
• Claim: “Online learning is revolutionizing education.” Reason: “Flexible schedules and interactive platforms enhance accessibility and engagement for learners worldwide.”
• Claim: “Gender equality is essential for societal progress.” Reason: “Empowering women in all spheres fosters innovation, economic growth, and social harmony.”
• Claim: “Space exploration drives technological advancements.” Reason: “The pursuit of cosmic knowledge inspires breakthroughs in engineering, materials science, and communication.”
• Claim: “Censorship of artistic expression hampers creative freedom.” Reason: “Limiting artistic freedom stifles cultural innovation and inhibits open dialogue on societal issues.”
• Claim: “Critical thinking is a crucial skill for modern education.” Reason: “Nurturing critical thinking abilities empowers students to analyze information, solve problems, and make informed decisions.”
• Claim: “Universal healthcare ensures equitable access to medical services.” Reason: “Healthcare for all reduces disparities, provides preventative care, and promotes overall well-being.”
• Claim: “The digital age has transformed the way we consume information.” Reason: “Instant access to online content and personalized algorithms reshape information consumption patterns.”
• Claim: “Financial literacy is essential for personal financial well-being.” Reason: “Understanding money management empowers individuals to make informed financial decisions.”
• Claim: “Technology addiction poses a significant societal concern.” Reason: “Excessive screen time impairs mental health, interpersonal relationships, and overall productivity.”
• Claim: “The preservation of natural habitats is crucial for biodiversity.” Reason: “Conserving ecosystems maintains species diversity and supports ecological balance.”
• Claim: “Ethical consumerism drives positive social and environmental change.” Reason: “Supporting eco-friendly and socially responsible products encourages responsible business practices.”
• Claim: “The advancement of robotics will redefine the job market.” Reason: “Automated tasks and AI technologies will reshape employment opportunities and skill requirements.”
• Claim: “Social media fosters both connection and isolation.” Reason: “Online interactions offer global connectivity, yet excessive screen time can lead to real-world disconnection.”
• Claim: “Youth involvement in civic activities cultivates active citizenship.” Reason: “Engaged young individuals contribute fresh perspectives and energize public discourse.”
• Claim: “Freedom of speech should have limitations to prevent hate speech.” Reason: “Balancing free expression with societal well-being safeguards marginalized communities and social harmony.”
• Claim: “Music therapy offers holistic healing for mental health.” Reason: “Engaging with music promotes emotional release, stress reduction, and cognitive improvement.”
• Claim: “Urbanization poses environmental challenges and opportunities.” Reason: “Concentrated urban living accelerates innovation and necessitates sustainable infrastructure solutions.”
• Claim: “Social inequality hinders economic growth and stability.” Reason: “Unequal distribution of resources stifles human potential and undermines social cohesion.”
• Claim: “The arts are essential for well-rounded education.” Reason: “Cultivating creative expression enhances critical thinking, communication, and empathy.”
• Claim: “Personalized learning empowers diverse student needs.” Reason: “Tailoring education to individual strengths fosters engagement and academic success.”
• Claim: “Ethical considerations should guide advancements in genetic engineering.” Reason: “Prioritizing ethical guidelines ensures responsible innovation and prevents unintended consequences.”
• Claim: “Effective communication is the cornerstone of successful relationships.” Reason: “Clear communication fosters mutual understanding, trust, and resolution of conflicts.”
• Claim: “Social media activism has transformed modern advocacy.” Reason: “Online platforms amplify voices, mobilize communities, and raise awareness about social issues.”
• Claim: “Multilingualism benefits cognitive development and cultural understanding.” Reason: “Learning multiple languages enhances brain function and promotes cross-cultural empathy.”
• Claim: “Early childhood education lays the foundation for lifelong learning.” Reason: “Quality early education nurtures cognitive, social, and emotional development.”
• Claim: “The gig economy provides flexible work options but lacks stability.” Reason: “Freelance opportunities offer autonomy, but inconsistent income poses financial challenges.”
• Claim: “Effective time management is key to academic success.” Reason: “Balancing priorities and deadlines enhances productivity and reduces stress.”
• Claim: “Alternative energy sources are vital for reducing carbon emissions.” Reason: “Transitioning from fossil fuels to renewables mitigates climate change and supports sustainability.”
• Claim: “Media literacy is essential in the digital age.” Reason: “Critical analysis of media sources promotes informed decision-making and safeguards against misinformation.”
• Claim: “Preserving indigenous languages safeguards cultural heritage.” Reason: “Language is intrinsic to identity, reflecting unique worldviews and historical legacies.”
• Claim: “Flexible work arrangements enhance work-life balance.” Reason: “Remote work and flexible hours accommodate personal needs, leading to improved well-being.”
• Claim: “Literacy is the foundation of lifelong learning and empowerment.” Reason: “Proficiency in reading and writing enables access to information, education, and opportunities.”
• Claim: “Rapid technological advancements pose ethical dilemmas in AI development.” Reason: “Ensuring AI aligns with human values and respects privacy is essential for responsible innovation.”
• Claim: “Universal basic income can address socioeconomic inequality.” Reason: “Providing a basic income cushion fosters economic security and reduces poverty.”
• Claim: “Cultural appropriation perpetuates stereotypes and erases history.” Reason: “Appropriating elements from marginalized cultures trivializes their significance and disregards their origins.”
• Claim: “Physical activity is crucial for overall health and mental well-being.” Reason: “Exercise releases endorphins, reduces stress, and improves cardiovascular health.”
• Claim: “Preserving biodiversity is essential for ecological balance.” Reason: “Each species contributes to ecosystem stability and resilience against environmental changes.”
• Claim: “Government transparency strengthens democracy and public trust.” Reason: “Open governance fosters accountability, ensures informed decisions, and curbs corruption.”
• Claim: “Critical reflection enhances personal growth and self-awareness.” Reason: “Examining experiences and beliefs promotes continuous learning and personal development.”
• Claim: “Technological advancements in healthcare improve patient outcomes.” Reason: “Innovations like telemedicine and precision medicine tailor treatments for better results.
• Claim: “Early childhood vaccinations are vital for public health.” Reason: “Immunizations prevent the spread of diseases, safeguarding individual and community well-being.”
• Claim: “Media plays a significant role in shaping public opinion.” Reason: “Information dissemination influences perspectives, leading to informed decisions and societal change.”
• Claim: “Globalization fosters cultural exchange and interconnectedness.” Reason: “Cross-cultural interactions promote understanding, collaboration, and shared values.”
• Claim: “Animal testing should be replaced with alternative research methods.” Reason: “Ethical considerations demand the use of cruelty-free testing methods that yield accurate results.”
• Claim: “Financial literacy education empowers responsible money management.” Reason: “Teaching budgeting and investment basics ensures informed financial decision-making.”
• Claim: “Promoting gender diversity in STEM fields drives innovation.” Reason: “Inclusive environments harness diverse perspectives, fostering creative problem-solving.”
• Claim: “Education empowers individuals to break the cycle of poverty.” Reason: “Access to quality education equips individuals with skills to overcome economic challenges.”
• Claim: “Cybersecurity measures are essential to protect digital assets.” Reason: “Preventing cyber threats safeguards personal information and prevents cybercrime.”
• Claim: “Economic growth should prioritize environmental sustainability.” Reason: “Balancing growth with conservation ensures future generations’ access to resources.”
• Claim: “Healthy eating habits contribute to overall well-being.” Reason: “Nutrient-rich diets support physical health, energy levels, and disease prevention.
• Claim: “Empathy is crucial for fostering harmonious interpersonal relationships.” Reason: “Understanding others’ perspectives cultivates compassion, reduces conflicts, and builds trust.”
• Claim: “Economic inequality hampers social mobility and undermines democracy.” Reason: “Unequal distribution of resources perpetuates disparities and limits equal opportunities.”
• Claim: “Online education offers accessible and flexible learning opportunities.” Reason: “Virtual learning platforms cater to diverse schedules and geographical constraints.”
• Claim: “Historical preservation maintains cultural heritage and identity.” Reason: “Preserving artifacts and landmarks ensures future generations connect with their past.”
• Claim: “Social entrepreneurship addresses societal challenges while generating profits.” Reason: “Innovative business models prioritize social impact, driving positive change and sustainability.”
• Claim: “Effective parenting strategies shape children’s emotional development.” Reason: “Nurturing emotional intelligence fosters resilience, empathy, and healthy relationships.”
• Claim: “Ethical fashion practices promote sustainable clothing production.” Reason: “Supporting ethically produced garments reduces environmental impact and supports fair labor practices.”
• Claim: “Inclusive education benefits students with diverse learning needs.” Reason: “Adapting curriculum and teaching methods empowers all students to thrive academically.”
• Claim: “Cultural preservation is integral to indigenous identity and rights.” Reason: “Preserving cultural traditions upholds sovereignty and protects indigenous ways of life.”
• Claim: “Volunteering enhances personal well-being and community resilience.” Reason: “Contributing time and skills fosters a sense of purpose and strengthens social ties.
• Claim: “A balanced work-life routine improves overall productivity and satisfaction.” Reason: “Prioritizing personal well-being and leisure time enhances focus and reduces burnout.”
• Claim: “Cultural diversity fosters innovation and global collaboration.” Reason: “Combining perspectives from different backgrounds sparks creative problem-solving and mutual understanding.”
• Claim: “Literacy rates correlate with socioeconomic development and empowerment.” Reason: “High literacy levels enhance access to education, employment opportunities, and civic engagement.”
• Claim: “Sustainable tourism preserves natural and cultural resources.” Reason: “Responsible travel practices protect fragile ecosystems and local traditions.”
• Claim: “Quality healthcare is a fundamental human right.” Reason: “Access to medical services promotes well-being and ensures equal opportunities for health.”
• Claim: “Community engagement enhances neighborhood safety and cohesion.” Reason: “Involved residents collectively address concerns and create a strong sense of belonging.”
• Claim: “Ethical considerations should guide AI’s role in decision-making.” Reason: “Responsible AI use prevents biased outcomes and respects human values.”
• Claim: “The arts promote emotional expression and healing.” Reason: “Creating and engaging with art facilitates catharsis and emotional release.”
• Claim: “Cultural sensitivity is vital for effective global communication.” Reason: “Understanding cultural nuances fosters mutual respect and minimizes misunderstandings.”
• Claim: “Social media’s impact on mental health warrants ethical guidelines.” Reason: “Balancing online engagement with mental well-being safeguards against digital stressors.
• Claim: “Economic globalization accelerates income inequality.” Reason: “Transnational corporations exploit cheap labor, exacerbating disparities between affluent and impoverished regions.”
• Claim: “Investing in early childhood education yields long-term societal benefits.” Reason: “Early learning programs enhance cognitive development and reduce future educational disparities.”
• Claim: “Active participation in local governance strengthens democracy.” Reason: “Engaging citizens in decision-making promotes accountability and responsive policies.”
• Claim: “Promoting mental health initiatives in schools benefits student well-being.” Reason: “Early support and awareness campaigns address psychological challenges and reduce stigma.”
• Claim: “Technology integration in education enhances student engagement.” Reason: “Interactive digital tools cater to diverse learning styles, encouraging active participation.”
• Claim: “Criminal justice reform is necessary for equitable legal outcomes.” Reason: “Eliminating biases in sentencing and addressing systemic flaws ensures fair justice.”
• Claim: “Sustainable agriculture practices are essential for food security.” Reason: “Regenerative farming methods preserve soil health and mitigate climate change impacts.”
• Claim: “Freedom of the press is integral to a functioning democracy.” Reason: “Unbiased journalism informs public discourse and holds authorities accountable.”
• Claim: “Intercultural education fosters global understanding and cooperation.” Reason: “Teaching cultural awareness cultivates empathy and prepares individuals for a diverse world.”
• Claim: “Inclusive urban planning improves accessibility and quality of life.” Reason: “Designing cities for all residents accommodates diverse needs and enhances urban livability.

With these 100 Two-Part (Claim + Reason) Thesis Statement examples, you have a diverse array of topics and arguments to explore, analyze, and incorporate into your essays.

Two-Part (Claim + Reason) Thesis Statement Examples for Essay

• Claim: “Exploring diverse cultures enriches personal growth.” Reason: “Cultural exposure broadens perspectives, fostering tolerance and empathy.”
• Claim: “Effective time management enhances academic success.” Reason: “Balancing study and leisure optimizes focus and reduces stress.”
• Claim: “Mindfulness practices improve mental well-being.” Reason: “Mindful techniques cultivate self-awareness, reducing anxiety and enhancing emotional balance.”
• Claim: “Literature is a powerful tool for social commentary.” Reason: “Fictional narratives offer insights into societal issues, prompting reflection and dialogue.”
• Claim: “Personalized learning caters to individual student needs.” Reason: “Tailoring education to learning styles boosts engagement and comprehension.”
• Claim: “Responsible social media usage preserves mental health.” Reason: “Setting boundaries online reduces comparison and fosters authentic connections.”
• Claim: “Community service fosters a sense of belonging.” Reason: “Volunteering connects individuals to their surroundings, enhancing civic engagement.”
• Claim: “Promoting eco-friendly habits protects the environment.” Reason: “Green choices like recycling and energy conservation reduce carbon footprint.”
• Claim: “Inclusive workplaces enhance employee morale.” Reason: “Valuing diversity creates a positive environment that promotes collaboration and creativity.”
• Claim: “Critical thinking skills are essential for informed decisions.” Reason: “Analytical thinking empowers individuals to evaluate information and make reasoned choices.”

Two-Part (Claim + Reason) Thesis Statement Examples for Argumentative Essay

• Claim: “Government surveillance infringes on individual privacy rights.” Reason: “Mass monitoring undermines civil liberties, opening doors to abuse of power.”
• Claim: “Social media platforms should implement stricter content moderation.” Reason: “Addressing harmful content reduces misinformation and protects user well-being.”
• Claim: “Mandatory voting promotes active citizenship and representative democracy.” Reason: “Compulsory participation ensures diverse voices are heard in political decisions.”
• Claim: “Gun control measures are necessary to prevent mass shootings.” Reason: “Stricter regulations reduce access to firearms, curbing potential violence.”
• Claim: “Access to quality healthcare is a fundamental human right.” Reason: “Affordable medical services ensure equitable well-being and protect lives.”
• Claim: “Climate change is a result of human activity.” Reason: “Scientific evidence links rising emissions to global temperature increases.”
• Claim: “Animal testing should be replaced with humane alternatives.” Reason: “Ethical considerations demand cruelty-free research methods that yield accurate results.”
• Claim: “Social media has negative effects on mental health.” Reason: “Excessive usage correlates with increased anxiety, depression, and social isolation.”
• Claim: “School dress codes infringe on students’ freedom of expression.” Reason: “Restrictive policies limit individuality and discourage self-confidence.”
• Claim: “Capital punishment should be abolished as it violates human rights.” Reason: “Irreversible consequences and the potential for wrongful convictions oppose ethical principles.”

Two-Part Thesis Statement Examples for Research Paper

• Claim: “AI-driven healthcare innovations enhance medical diagnostics.” Reason: “Machine learning algorithms analyze complex data, aiding accurate disease identification.”
• Claim: “Economic globalization impacts income distribution within nations.” Reason: “Global trade can lead to unequal wealth distribution among different socioeconomic groups.”
• Claim: “Gender pay gap persists despite progress in workplace equality.” Reason: “Societal norms and biases contribute to unequal compensation between genders.”
• Claim: “Urbanization affects mental health and well-being.” Reason: “City living can lead to increased stress levels due to noise and social pressures.”
• Claim: “Digital media’s influence on children’s development warrants scrutiny.” Reason: “Excessive screen time can hinder cognitive and social skills during formative years.”
• Claim: “Artificial intelligence has transformative potential in education.” Reason: “AI-powered personalized learning adapts to individual student needs, enhancing outcomes.”
• Claim: “Effects of climate change impact vulnerable populations disproportionately.” Reason: “Marginalized communities suffer more from environmental changes due to resource disparities.”
• Claim: “The role of genetics in mental disorders requires further exploration.” Reason: “Genetic factors contribute to mental health conditions, prompting research for targeted treatments.”
• Claim: “Criminal justice reform is needed to address racial disparities.” Reason: “Biased sentencing and profiling lead to unequal treatment within the justice system.”
• Claim: “Ethical implications of gene editing demand regulatory frameworks.” Reason: “CRISPR technology raises concerns about unintended consequences and responsible usage.”

Can you have a two point thesis?

Yes, you can have a two-point thesis, also known as a Two-Part Thesis Statement. This type of thesis statement presents two distinct aspects or ideas that will be discussed in your essay, each supported by specific reasons or evidence. It provides a clear structure for organizing your arguments and helps you convey a well-rounded perspective on your topic.

How to Write a Two Part Thesis Statement? – Step by Step Guide

Crafting a Two-Part Thesis Statement involves careful consideration of your topic and the main points you want to address. Here’s a step-by-step guide to help you create an effective Two-Part Thesis Statement:

• Choose a Specific Topic: Select a topic for your essay that is focused and manageable. Your thesis statement should address a specific aspect of the topic.
• Identify Two Key Points: Determine the two main points or arguments you want to make about the topic. These points should be distinct and complementary, contributing to a comprehensive understanding of the subject.
• Create a Claim for Each Point: Develop a clear and concise claim for each of the two points. These claims should represent the main ideas you will be discussing in your essay.
• Provide Reasons or Evidence: For each claim, outline the reasons or evidence that support your point. These reasons will help you elaborate on each point in your essay.
• Arrange the Structure: Organize your Two-Part Thesis Statement by presenting both claims in a logical order. You can choose to present one claim before the other or arrange them based on their significance.
• Concise Language: Write your Two-Part Thesis Statement in clear and concise language. Avoid unnecessary jargon or complex sentence structures.
• Revise and Refine: Review your Two-Part Thesis Statement for clarity and coherence. Make sure that each part is distinct and contributes to the overall argument.
• Alignment with Essay Content: Ensure that the points you’ve identified in your Two-Part Thesis Statement are directly related to the content of your essay. This alignment helps maintain a focused and organized essay.

How do you split a thesis statement?

Splitting a thesis statement refers to breaking it down into two distinct parts: the claim and the reason. The claim represents the main idea or argument you are making, while the reason provides a brief explanation or justification for that claim. Here’s how you can split a thesis statement:

Original Thesis Statement: “Online education is beneficial.”

Split Thesis Statement:

• Claim: “Online education offers numerous benefits.”
• Reason: “It provides flexible scheduling and access to a variety of courses.”

By splitting the thesis statement, you clearly separate the main claim from the reason that supports it. This structure sets the foundation for a Two-Part Thesis Statement.

Tips for Writing a Two Part Thesis Statement

• Be Clear and Specific: Ensure that your claims and reasons are clear, specific, and focused on the main points you want to discuss.
• Balance the Two Points: Choose two points that are relevant to your topic and provide a well-rounded perspective on the subject.
• Logical Order: Present your claims in a logical order that flows well and contributes to the coherence of your essay.
• Support with Evidence: Make sure you have enough evidence or reasoning to support each claim. This strengthens the credibility of your arguments.
• Avoid Overcomplication: Keep your language simple and straightforward. Avoid overly complex sentence structures that might confuse the reader.
• Consider Counterarguments: Anticipate potential counterarguments to your claims and address them in your essay to strengthen your position.
• Stay Focused: Each part of your thesis statement should relate directly to the points you’ll discuss in your essay. Avoid including unnecessary information.
• Revise and Edit: Like any other part of your essay, revise and edit your Two-Part Thesis Statement to ensure it effectively conveys your intended message.

A well-crafted Two-Part Thesis Statement guides your essay’s structure, helps you stay focused on your main points, and provides your readers with a clear roadmap of what to expect.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

How to Write an Effective Claim (with Examples)

Formulating a claim for your essay can be difficult even if you are already a masterful debater — especially if you are not quite sure what a claim is, and how it may differ from a counterclaim or thesis statement. This guide will make it easy to decide on your claim!

Essay Claim Basics

In essay writing, a claim can most succinctly be defined as "a debatable statement" — which the writer then defends with supporting evidence and rhetoric. It is easy to confuse a claim and a thesis statement, because the thesis is indeed a type of claim as well. Essays can contain further claims that orbit the topic of the thesis statement, however.

Claims straddle the line between opinion and fact. If you're hoping to make a strong claim that seamlessly fits into a powerful essay, you will need to make sure that your claim ticks the right boxes:

• Your claim can debated — solid arguments can be made both in favor and against. Therefore, statements such as "I live in Queens" or "Joe Biden is the President" are not claims. In an argumentative essay, "the death penalty should be abolished" is an example of a claim. Even scientific papers make claims, such as "Keyboards contain more germs than toilet seats", which can be tested. These are called hypotheses.
• You will state your claim as a matter of fact. "Many people oppose the death penalty, and with good reason" is not a good claim, but "the death penalty is no longer an appropriate punishment in modern America" can be.
• Your claim is sufficiently specific to allow you to explore all aspects that you intend to tackle. "The Victorian era was Britain's darkest era" give you more bite than you can comfortably chew. "Fast food should be taxed to reduce obesity rates" is more specific.

Types of Claim (With Examples!)

Claims are debatable statements, but there are numerous different types. If you have specifically been asked to present a claim in an essay, you may be able to choose what kind of claim you would like to work with.

1. Claim of Fact or Definition

In research essays, a claim of fact or definition is one that defines a fact, as you see it, and proceeds to lay out the evidence in favor of the claim. Here are some examples to show you how it works:

• Plant species are becoming extinct at a faster rate than animal species, yet the plight of plants has been overlooked.
• Amazon's Alexa has revolutionized many people's daily lives — but this appliance also makes us vulnerable to new forms of hacking.
• Commercial air travel transformed the way in which we do business.

2. Claim of Cause & Effect

In a claim of cause and effect, you argue that one thing causes another, such as:

• Internet gaming has a widespread negative effect on students' grades.
• Lax enforcement of preventative measures against Covid has enabled the pandemic to continue for much longer than it need have.
• Playing jigsaw puzzles leads to novel cognitive connections that help senior citizens stay sharp.

3. Claim of Value

Claims of value are more heavily opinion-based than other types of claims. If you are making a claim of value, you will usually want to compare two things. For example:

• George W Bush was a better President than George W H Bush.
• Emotional health is just as important as physical health.
• Stephen King is the best horror writer of al time.

4. Claim of Solution or Policy

Claims of solution or policy state a position on a proposed course of action. In high school and college essays, they typically focus on something that should be done, or something that should no longer be done. Examples might include:

• Depressed patients should always be offered talk therapy before they receive a prescription for antidepressants.
• The United States should not accept refugees from Afghanistan.
• First-time offenders should be given lighter sentences.

Claim vs. Counterclaim vs. Thesis Statement

If you've been told to make an essay claim, you may be confused about the differences between a claim, counterclaim, and thesis statement. That's understandable, because some people believe that there's no difference between a claim and a thesis statement.

There are important distinctions between these three concepts, however, and if you want to write a killer essay, it's important to be aware of them:

• A thesis statement is the very foundation of your essay — everything else rests on it. The thesis statement should contain no more than one or two sentences, and summarize the heart of your argument. "Regular exercise has consistently been shown to increase productivity in the workplace. Therefore, employers should offer office workers, who would otherwise be largely sedentary, opportunities to work out."
• A claim is a statement you can defend with arguments and evidence. A thesis statement is a type of claim, but you'll want to include other claims that fit neatly into the subject matter as well. For instance, "Employers should establish gyms for employees."
• A counterclaim is a statement that contradicts, refutes, or opposes a claim. Why would you want to argue against yourself? You can do so to show that arguments that oppose the claim are weak. For instance, "Many employers would balk at the idea of facilitating costly exercise classes or providing a gym space — employees can work out in their own time, after all. Why should the boss pay for workers to engage in recreational activities at work? Recent studies have shown, however, that workplaces that have incorporated aerobics classes enjoy 120% increase in productivity, showing that this step serves the bottom line."

Together, a thesis statement, claims, and some well-placed counterclaims make up the threads of your story, leading to a coherent essay that is interesting to read.

How to Write an Effective Claim

Now that you've seen some examples, you are well on your way to writing an effective claim for your essay. Need some extra tips? We've got you covered.

First things first — how do you start a claim in an essay? Your claim sentence or sentences should be written in the active voice, starting with the subject, so that your readers can immediately understand what you are talking about.

They'll be formulated as an "[Subject] should be [proposed action], because [argument]. You can stay with this general structure while making different word choices, however, such as:

• It is about time that
• We have an obligation to
• Is the only logical choice
• It is imperative that

Once you have formulated a claim, you will want to see if you can hook your readers with an interesting or provocative statement that can really get them thinking. You will want to break your argument down into sections. This will lead you to sub-claims. If your claim is your main argument, your sub-claims are smaller arguments that work to support it. They will typically appear naturally once you contemplate the subject deeply — just brainstorm, and as you research, keep considering why your claim is true. The reasons you come up with will sprout sub-claims.

Still not sure what to write? Take a look at these examples of strong claim statements:

• A lack of work experience has proven to be the main barrier to finding satisfying employment, so businesses should be incentivized to hire recent graduates.
• The rise in uncertified "emotional support animals" directly causes suffering for people suffering from severe pet dander allergies. Such pets must be outlawed in public places to alleviate the very real harm allergy patients now experience on a daily basis.
• Emerging private space exploration ventures may be exciting, but they greatly increase CO2 emissions. At a time when the planet is in crisis, private space exploration should be banned.

Additional Tips in Writing a Claim the Right Way

You now know what you need to include in a claim paragraph to leave a strong impression. Understanding what not to do is equally important, however.

• Take a stand — if you're writing an argumentative essay, it is perfectly OK to take a controversial opinion, and no matter what you write, it is bound to have the potential to offend someone . Don't sit on the fence. Even when you're defending a position you disagree with, embrace it wholeheartedly.
• Narrow your claim down. The more specific you can get, the more compelling your argument can be, and the more depth you can add to each aspect of your argument.
• Have fun! You want your essay to be interesting to read, and any genuine passion you have will be apparent.
• Choose the right subject — one about which you can find a lot of data and facts.

What should you avoid in writing a claim, you wonder? Don't:

• Use any first-person statements. The claim is about your ideas, not about you.
• Base your claim on emotional appeal. You can work some pathos in, but don't make feelings your center.
• Clutter your claim with too many separate ideas, which will make the rest of your essay harder to read, less powerful, and unwieldy for you to develop.

How do you use a claim?

When you're writing your essay, you can think of the thesis statement as the spine. The claims you make are, then, your "ribs", so to speak. If you prefer a different analogy, the thesis is your trunk, and the claims branches. You use them to build a strong final product that shows you have considered all aspects of your argument, and can back them up with evidence and logic.

What is a good way to start a claim?

You can start with a shocking fact, objective data from a reliable source, or even an anecdote — or, if you prefer, you can simply offer your argument without bells and whistles.

Can a claim be in a paragraph or is it a single sentence only?

Claims are almost always limited to a single sentence. It can be a long compound sentence, though! The claim does not have to remain all alone in the paragraph. You can immediately surround it with rhetorical punches or further facts.

What are some examples of argumentative claims?

So, you want to learn to argue like a pro? Watching speeches politicians make is a great way to look out for claims, and court transcripts and academic debates are two other places you can look for great argumentative claims.

Is there a claim generator you can use?

Yes! Some claim generators are free to use, while others require a subscription. These tools can be interesting to play with, and can serve as inspiration. However, it's always best to tweak your final claim to fit your needs.

Related posts:

• Bone of Contention - Meaning, Usage and Origin
• I Beg to Differ - Meaning, Origin and Usage
• Chewing the Fat - Meaning, Usage and Origin
• All that Glitters is Not Gold - Meaning, Origin and Usage
• Ginning Up - Meaning, Usage and Origin
• Chime In - Meaning, Origin and Usage

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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.

Building an argument

• 1. What is an argument?

Claims and facts

Topic sentences, does my paragraph have a topic sentence, thesis statements.

• Sample arguments
• Counterarguments
• Assess if you've demonstrated your critical thinking in your arguments
• Think about your audience
• Liber rhetoriae: A rhetorical story about arguments
• Body paragraph checklist

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In North American academic writing, arguments generally start with a claim. A claim states a position, perspective, or interpretation of a topic that others can agree or disagree with. Unlike facts, which are statements of truth, a claim is arguable. It shares your idea with your audience, and lets them know what you will focus on in the discussion to come. Conventionally, claims are often placed in the first sentence of an academic body paragraph; that claim or topic sentence tells the reader right away what you will be arguing in that paragraph.

A thesis statement should identify the major claim of a work and:

• Be specific
• Be appropriate to the type of paper you're writing
• Appear within the first section of your text so that it is immediately clear to your reader what the paper is about

For example: "Royal Roads University is unique amongst post-secondary institutions on Vancouver Island because of its history, diversity of wildlife, Hatley Castle, and educational programs".

The advantage of a clear thesis statement is that it will also help you to stay on track. At any time during your writing process, you should be able to make a direct connection between what you're writing and your thesis statement. If that connection isn't clear, you may need to either adjust your writing, or revisit your thesis statement. Thesis statements can change during the evolution of a paper; however, make sure you re-examine your outline before you divert too far from your original plan.

Please see the resources below for more information on writing thesis statements:

• Thesis Statement: How to Write a Strong Thesis Sentence for Your Essay  (Youtube video)
• Using Thesis Statements (University of Toronto) 
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Research Paper: A step-by-step guide: 3. Thesis Statement & Outline

• 1. Getting Started
• 2. Topic Ideas
• 3. Thesis Statement & Outline
• 4. Appropriate Sources
• 5. Search Techniques
• 6. Taking Notes & Documenting Sources
• 7. Evaluating Sources
• 8. Citations & Plagiarism
• 9. Writing Your Research Paper

About Thesis Statements

Qualities of a thesis statement.

Thesis statements:

• state the subject matter and main ideas of a paper.
• appear in the first paragraph and announces what you will discuss in your paper.
• define the scope and focus of your essay, and tells your reader what to expect.  
• are not a simple factual statement.  It is an assertion that states your claims and that you can prove with evidence.
• should be the product of research and your own critical thinking.
• can be very helpful in constructing an outline for your essay; for each point you make, ask yourself whether it is relevant to the thesis.

Steps you can use to create a thesis statement

1. Start out with the main topic and focus of your essay.

youth gangs + prevention and intervention programs

2. Make a claim or argument in one sentence.  It can be helpful to start with a question which you then turn into an argument

Can prevention and intervention programs stop youth gang activities?  How?  ►►►  "Prevention and intervention programs can stop youth gang activities by giving teens something else to do."

3. Revise the sentence by using specific terms.

"Early prevention programs in schools are the most effective way to prevent youth gang involvement by giving teens good activities that offer a path to success."

4. Further revise the sentence to cover the scope of your essay and make a strong statement.

"Among various prevention and intervention efforts that have been made to deal with the rapid growth of youth gangs, early school-based prevention programs are the most effective way to prevent youth gang involvement, which they do by giving teens meaningful activities that offer pathways to achievement and success."

5. Keep your thesis statement flexible and revise it as needed. In the process of researching and writing, you may find new information or refine your understanding of the topic.

You can view this short video for more tips on how to write a clear thesis statement.

An outline is the skeleton of your essay, in which you list the arguments and subtopics in a logical order. A good outline is an important element in writing a good paper. An outline helps to target your research areas, keep you within the scope without going off-track, and it can also help to keep your argument in good order when writing the essay.  Once your outline is in good shape, it is much easier to write your paper; you've already done most of the thinking, so you just need to fill in the outline with a paragraph for each point.

To write an outline: The most common way to write an outline is the list format.  List all the major topics and subtopics with the key points that support them. Put similar topics and points together and arrange them in a logical order.    Include an introduction, a body, and a conclusion. 

A list outline should arrange the main points or arguments in a hierarchical structure indicated by Roman numerals for main ideas (I, II, III...), capital letters for subtopics (A, B, C...), Arabic numerals for details (1,2,3...), and lower-case letters for fine details if needed (a,b,c...). This helps keep things organized.  

Here is a shortened example of an outline:

Introduction: background and thesis statement

I. First topic

1. Supporting evidence 2. Supporting evidence

II. Second Topic

III. Third Topic

I. Summarize the main points of your paper II. Restate your thesis in different words III. Make a strong final statement

You can see examples of a few different kinds of outlines and get more help at the Purdue OWL .

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• Next: 4. Appropriate Sources >>
• Last Updated: Apr 18, 2023 12:12 PM
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Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

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

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for 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

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

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

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Identifying Thesis Statements, Claims, and Evidence

Thesis statements, claims, and evidence, introduction.

The three important parts of an argumentative essay are:

• A thesis statement is a sentence, usually in the first paragraph of an article, that expresses the article’s main point. It is not a fact; it’s a statement that you could disagree with.  Therefore, the author has to convince you that the statement is correct.
• Claims are statements that support the thesis statement, but like the thesis statement,  are not facts.  Because a claim is not a fact, it requires supporting evidence.
• Evidence is factual information that shows a claim is true.  Usually, writers have to conduct their own research to find evidence that supports their ideas.  The evidence may include statistical (numerical) information, the opinions of experts, studies, personal experience, scholarly articles, or reports.

Each paragraph in the article is numbered at the beginning of the first sentence.

Paragraphs 1-7

Identifying the Thesis Statement. Paragraph 2 ends with this thesis statement:  “People’s prior convictions should not be held against them in their pursuit of higher learning.”  It is a thesis statement for three reasons:

• It is the article’s main argument.
• It is not a fact. Someone could think that peoples’ prior convictions should affect their access to higher education.
• It requires evidence to show that it is true.

Finding Claims.  A claim is statement that supports a thesis statement.  Like a thesis, it is not a fact so it needs to be supported by evidence.

You have already identified the article’s thesis statement: “People’s prior convictions should not be held against them in their pursuit of higher learning.”

Like the thesis, a claim be an idea that the author believes to be true, but others may not agree.  For this reason, a claim needs support.

• Question 1.  Can you find a claim in paragraph 3? Look for a statement that might be true, but needs to be supported by evidence.

Finding Evidence. 

Paragraphs 5-7 offer one type of evidence to support the claim you identified in the last question.  Reread paragraphs 5-7.

• Question 2.  Which word best describes the kind of evidence included in those paragraphs:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

• “The United States needs to have more of this transformative power of education.”
• “The country [the United States] incarcerates more people and at a higher rate than any other nation in the world.”

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

• “The U.S. accounts for less than 5 percent of the world population but nearly 25 percent of the incarcerated population around the globe.”
• “Roughly 2.2 million people in the United States are essentially locked away in cages. About 1 in 5 of those people are locked up for drug offenses.”

Question 3. Does this evidence support claim 1 from paragraph 8 (about the transformative power of education) or claim 2 (about the U.S.’s high incarceration rate)?

Question 4. Which word best describes this kind of evidence:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

• “People’s prior convictions should not be held against them in their pursuit of higher learning.” (Thesis statement)
• “More must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.” (Claim)

Now, review paragraphs 11-13 (Early life of crime). In these paragraphs, Andrisse shares more of his personal story.

Question 5. Do you think his personal story is evidence for statement 1 above, statement 2, both, or neither one?

Question 6. Is yes, which one(s)?

Question 7. Do you think his personal story is good evidence?  Does it persuade you to agree with him?

Paragraphs 14-16

Listed below are some claims that Andrisse makes in paragraph 14.  Below each claim, please write the supporting evidence from paragraphs 15 and 16.  If you can’t find any evidence,  write “none.”

Claim:  The more education a person has, the higher their income.

Claim: Similarly, the more education a person has, the less likely they are to return to prison.

Paragraphs 17-19

Evaluating Evidence

In these paragraphs, Andrisse returns to his personal story. He explains how his father’s illness inspired him to become a doctor and shares that he was accepted to only one of six biomedical graduate programs.

Do you think that this part of Andrisse’s story serves as evidence (support) for any claims that you’ve identified so far?   Or does it support his general thesis that “people’s prior convictions should not be held against them in pursuit of higher learning?” Please explain your answer.

Paragraphs 20-23

Andrisse uses his personal experience to repeat a claim he makes in paragraph 3, that “more must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.”

To support this statement, he has to show that barriers exist.  One barrier he identifies is the cost of college. He then explains the advantages of offering Pell grants to incarcerated people.

What evidence in paragraphs 21-23 support his claim about the success of Pell grants?

Paragraphs  24-28 (Remove questions about drug crimes from federal aid forms)

In this section, Andrisse argues that federal aid forms should not ask students about prior drug convictions.  To support that claim, he includes a statistic about students who had to answer a similar question on their college application.

What statistic does he include?

In paragraph 25, he assumes that if a question about drug convictions discourages students from applying to college, it will probably also discourage them from applying for federal aid.

What do you think about this assumption?   Do you think it’s reasonable or do you think Andrisse needs stronger evidence to show that federal aid forms should not ask students about prior drug convictions?

Supporting English Language Learners in First-Year College Composition Copyright © by Breana Bayraktar is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

College essays

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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The Writing Center @ UVa

314 bryan hall, writing theses and claims.

Virtually all genres of academic writing rely to some degree on claims as the engine of arguments, whether as the main point of arguments (the central claim or thesis) or as supporting points (subclaims).

For this reason, writing effective claims is vital to success in academic writing. But what is a claim? How do you distinguish it from other statements. To understand claims, it can be helpful to distinguish them from facts and opinions, as follows.

What is a claim?

• Example: Vanilla ice cream is the highest selling flavor of ice cream in the United States . (This is a fact because it can’t be reasonably argued against. The sales figures are pretty ironclad.)
• Example: Vanilla ice cream is the best flavor of ice cream.  (This is an opinion because it isn’t arguable. It’s based solely in someone’s subjectivity, their preferences.)
• Example: The ubiquity of vanilla ice cream disconnects consumers from the complex and unethical agriculture practices that create it. (This is a claim because it can be argued with, and it can be supported with evidence)

Dispelling some myths about claims

Sometimes, people are given a set of rules about claims that don’t apply in all contexts. Here are some common beliefs about claims that aren’t necessarily true or are perhaps only true in some circumstances.

• NOT NECESSARILY TRUE. This may have been true in high school writing contexts, but in college and beyond different audiences have different expectations for where central claims will be located. Sometimes it’s after a few paragraphs. Sometimes it’s in the middle. Sometimes it’s at the end. At the college level, it’s time to start thinking more rhetorically (meaning thinking about audience expectations and impact) about where the central claim should go.
• NOT NECESSARILY TRUE. You can use a formula, but you don’t have to. And the formula’s you’ve learned previously may only be useful in the specific context you in which you learned them.
• NOT TRUE AT ALL. Central claims differ depending on the genre in which you’re writing. They look different in different disciplines (history, english, psychology, biology), and they look different in genres outside of academia, as well.
• NOT NECESSARILY TRUE. Again, they might be, but as writing becomes more sophisticated and topics more complex, it’s likely that you’ll come up with central or supporting claims that are more than one sentence long. That’s fine, potentially good even.

Two Types of claims

• Example: The University of Virginia should change its admissions practices in an effort to admit more low-income students.
• Example: The University of Virginia’s admissions practices create systemic hurdles to the admission of low-income students.

Two ways of doing claims

• Explicit – a claim that is clearly stated
• Implicit – a claim that is implied

Good claims have 3 features

• Focused – typically, the most specific a claim is the better
• Arguable – someone could reasonably argue against it
• This example is bad because it’s not focused enough. It’s technically a claim, but it’s too broad and not revelatory.
• This claim is better because it’s more focused and as a result more arguable and revelatory.

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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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