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.
• 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.
Examples
Suppose you are taking a course on 19th-century America, and the instructor hands
out the following essay assignment: Compare and contrast the reasons why the North
and South fought the Civil War. You turn on the computer and type out the
following:
The North and South fought the Civil War for many reasons, some of which were the
same and some different.
This weak thesis restates the question without providing any additional
information. It does not tell the reader where you are heading. A reader of this
weak thesis might think “What reasons? How are they the same? How are they
different?” Ask yourself these same questions and begin to compare Northern and
Southern attitudes (perhaps you first think “The South believed slavery was right,
and the North thought slavery was wrong”). Now, push your comparison toward an
interpretation—why did one side think slavery was right and the other side think it
was wrong? You look again at the evidence, and you decide that you are going to
argue that the North believed slavery was immoral while the South believed it
upheld the Southern way of life. You write:
While both sides fought the Civil War over the issue of slavery, the North fought
for moral reasons while the South fought to preserve its own institutions.
Now you have a working thesis! Included in this working thesis is a reason for the
war and some idea of how the two sides disagreed over this reason. As you write the
essay, you will probably begin to characterize these differences more precisely,
and your working thesis may start to seem too vague. Maybe you decide that both
sides fought for moral reasons, and that they just focused on different moral
issues. You end up revising the working thesis into a final thesis that really
captures the argument in your paper:
While both Northerners and Southerners believed they fought against tyranny and
oppression, Northerners focused on the oppression of slaves while Southerners
defended their own right to self-government.
Compare this to the original weak thesis. This final thesis presents a way of
interpreting evidence that illuminates the significance of the question . Keep in
mind that this is one of many possible interpretations of the Civil War—it is not
the one and only right answer to the question. There isn’t one right answer; there
are only strong and weak thesis statements and strong and weak uses of evidence.
Let’s look at another example. 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.
Why is this thesis weak? Think about what the reader would expect from the essay
that follows: most likely a general, appreciative summary of Twain’s novel. But the
question did not ask you to summarize; it asked you to analyze. Your professor is
probably not interested in your opinion of the novel; instead, she wants you to
think about why it’s such a great novel—what do Huck’s adventures tell us about
life, about America, about coming of age, about race, etc.? First, the question
asks you to pick an aspect of the novel that you think is 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.
Here’s a working thesis with potential: you have highlighted an important aspect of
the novel for investigation. However, it’s still not clear what your analysis will
reveal. Your reader is intrigued but is still thinking, “So what? What’s the point
of this contrast? What does it signify?” Perhaps you are not sure yet, either.
That’s fine—begin to work on comparing scenes from the book and see what you
discover. Free write, make lists, jot down Huck’s actions and reactions. Eventually
you will be able to clarify for yourself, and then for the reader, why this
contrast matters. 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 the original version of 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 the latest publications on this topic. 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.
Anson, Chris M., and Robert A. Schwegler. The Longman Handbook for Writers and
Readers. 6th ed. New York: Longman, 2010.
Ruszkiewicz, John J., et al. The Scott, Foresman Handbook for Writers. 9th ed. New
York: Longman, 2010.
Lunsford, Andrea A. The St. Martin’s Handbook. 7th ed. Boston: Bedford/St.
Martin’s, 2011.
Ramage, John D., John C. Bean, and June Johnson. The Allyn & Bacon Guide to
Writing. 7th ed. New York: Longman, 2014.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs
2.5 License.
You may reproduce it for non-commercial use if you use the entire handout (just
click print) and attribute the source: The Writing Center, University of North
Carolina at Chapel Hill
If you enjoy using our handouts, we appreciate contributions of acknowledgement.

Tips on Writing a Thesis Statement

What is a Thesis Statement?
The thesis statement is the sentence that states the main idea of a writing
assignment and helps control the ideas within the paper. It is not merely a topic.
It often reflects an opinion or judgment that a writer has made about a reading or
personal experience. For instance: Tocqueville believed that the domestic role most
women held in America was the role that gave them the most power, an idea that many
would hotly dispute today.
What Makes a Strong Thesis Statement?
A strong thesis statement gives
direction to the paper and limits what you need to write about. It also functions
to inform your readers of what you will discuss in the body of the paper. All
paragraphs of the essay should explain, support, or argue with your thesis.
A strong thesis statement requires
proof ; it is not merely a statement

What is the Topic Sentence?

The topic sentence is a sentence that is used at the beginning of a paragraph to

tell the reader what it is that you are going to be talking about in that
paragraph. It’s very similar to the thesis statement that you may have learned
about if you took an English composition class, except on a much smaller scale. (On
a side note, make sure you check out Udemy’s college writing essentials course if
you’re a student in need of a little refresher).

The topic sentence is important because it leads the reader into the points that
you are trying to make, without leaving them confused. It also helps to prevent any
miscommunication on your part.

There are a few qualities that make for a good topic sentence:

Brevity: Long, rambling sentences can be confusing. Don’t pack your topic sentence
too full of details. That’s what the rest of the paragraph is for.
Clarity: Likewise, don’t beat around the bush. Say exactly what you want to say.
Try not to engage in wordplay and don’t speak in vague terms.
Precision: Don’t be too broad when introducing the topic that you’re going to
discuss. Not only is that a bland approach, it is also unhelpful to readers.
On the other hand, there are a few things that make for a bad topic sentence. Be
sure that you aren’t using these kinds of sentences to introduce your paragraphs,
as they are unhelpful to readers and do little to help you get your point across.

Don’t use facts as topic sentences. Remember, you
introduce a point you are trying to make, or your
Don’t just talk about the “what” – talk about the
just think about the effect, but it’s cause.
Don’t say “I am going to tell you…” or I am going
a topic.
are using the topic sentence to
opinion.
“why” as well. That is, don’t
to speak about…” when introducing

Good Vs. Bad Topic Sentences

Now that you know a little about the basics of writing good topic sentences (and
how you can start to avoid writing bad ones), let’s take a look at some examples of
each.

Bad: Abraham Lincoln was born in 1809.

Why isn’t this a good topic sentence? First and foremost, it tells the reader very
little about what you are going to say. Not only that, but you are not using this
valuable space in your paragraph to make a real point.
Good: Abraham Lincoln, born in 1809, was one of the most influential politicians in
history.

With this topic sentence, you are making a strong point, which you will ideally
back up with plenty of facts and good information. The reader also knows what to
expect when you use this kind of statement.

Bad: I am going to discuss the Battle of Gettysburg.

While you are telling the reader what the topic is, you are still speaking in very
broad terms with this kind of statement.

Good: The Battle of Gettysburg, fought in 1863, was the turning point in the Civil
War.

You are making a strong point with this kind of statement, and narrowing down what
you are going to talk about. In this case, you are discussing why the Battle of
Gettysburg was such an important battle.

Bad: The Civil War had lasting effects on the American South.

With this topic sentence, you are saying what happened, but you are not saying why.

Good: Because the Civil War was fought mostly on Southern soil, it had lasting
effects on the region.

With this topic sentence, you are describing a cause and an effect, and you can go
into a little more detail in the following sentences.

Other Examples of Topic Sentences

Here are a few more examples of topic sentences that work well, as well as
descriptions of why they are effective. Consider some of these techniques to
improve your own writing.

Carol never considered becoming a police officer until her sister was the victim of
a violent crime.
Telling a story – especially one with a cause and an effect – can be a great way to
hook in readers and to introduce your topic.

In tomorrow’s meeting, we will be discussing workplace productivity.

For business writing, the topic sentence is important in delivering a message
quickly.

Education is important in lowering crime rates.

This topic sentence introduces the point – that education is important – and tells
the reader why that point is important.

To become a better athlete, you must learn a number of different skills.

This topic sentence is effective because it is easy to see why the topic is
important. In addition, the reader can tell what will follow the statement – a
discussion of the skills needed to be a better athlete.

And finally, have a look at this topic sentence. What does it tell you? Now that
you’ve seen plenty of examples of topic sentences, you should be more than ready to
write your own.

Writing a great topic sentence is not difficult, and will improve your writing
skills tremendously.
t

A carefully thought out topic sentence has two functions. First, it helps you, the
author, to stay focused. Second, a clearly stated topic and controlling idea will
give readers the tools they need to clearly understand what you have to say.
Remember that topic sentences set the tone for the paragraph and should relate back
to the thesis or the main idea of the paper.t

A topic sentence is the most important sentence in a paragraph. Sometimes referred

to as a focus sentence, the topic sentence helps organize the paragraph by
summarizing the information in the paragraph. In formal writing, the topic sentence
is usually the first sentence in a paragraph (although it doesn't have to be).
A topic sentence essentially tells readers what the rest of the paragraph is about.
All sentences after it have to give more information about that sentence, prove it
by offering facts about it, or describe it in more detail. For example, if the
topic sentence concerns the types of endangered species that live in the ocean,
then every sentence after that needs to expound on that subject.
Topic sentences also need to relate back to the thesis of the essay. The thesis
statement is like a road map that will tell the reader or listener where you are
going with this information or how you are treating it.
Every topic sentence will have a topic and a controlling idea. The controlling idea
shows the direction the paragraph will take.
Here are some examples:
A carefully thought out topic sentence has two functions. First, it helps you, the
author, to stay focused. Second, a clearly stated topic and controlling idea will
give readers the tools they need to clearly understand what you have to say.
Remember that topic sentences set the tone for the paragraph and should relate back
to the thesis or the main idea of the paper.
Purpose of the Topic Sentence
Topic Sentences and Controlling Ideas
Topic Sentence: There are many reasons why pollution in ABC Town is the worst in
the world.
The topic is “pollution in ABC Town is the worst in the world” and the controlling
idea is “many reasons.”
Topic Sentence: To be an effective CEO requires certain characteristics.
The topic is “To be an effective CEO” and the controlling idea is "certain
characteristics."
Topic Sentence: There are many possible contributing factors to global warming.
The topic is "global warming" and the controlling idea is "contributing factors."
Topic Sentence: Fortune hunters encounter many difficulties when exploring a
shipwreck.
The topic is “exploring a shipwreck” and the controlling idea is “many
difficulties.”
Topic Sentence: Dogs make wonderful pets because they help you to live longer.
The topic is "dogs make wonderful pets" and the controlling idea is "because they
help you to live longer."
Topic Sentence: Crime in poverty-stricken areas occurs as a result of a systemic
discrimination.
The topic is "crime in poverty stricken areas" and the controlling idea is
"systemic discrimination."
Topic Sentence: Teen pregnancy may be prevented by improved education.
The topic is "teen pregnancy may be prevented" and the controlling idea is
"improved education."
Topic Sentence: Cooking requires a number of different skills.
The topic is "cooking" and the controlling idea is "many different skills."
Topic Sentence: It is important to be ready before buying a house.
The topic is "buying a house" and the controlling idea is it's "important to be
ready."
Topic Sentence: Graduating from high school is important for many different
reasons.
The topic is "graduating from high school" and the controlling idea is "many
different reasons."
Topic Sentence: Having a first child is difficult because of the significant
adjustments in your life.
The topic is "having a first child" and the controlling idea is "significant
adjustments in your life."
Topic Sentence: Remodeling a kitchen successfully requires research and a good eye.
The topic is "remodeling a kitchen" and the controlling idea is "requires research
and a good eye."t of fact. You should support your thesis statement with detailed
supporting evidence will interest your readers and motivate them to continue
reading the paper.
Sometimes it is useful to mention your supporting points in your thesis. An example
of this could be: John Updike's Trust Me is a valuable novel for a college syllabus
because it allows the reader to become familiar with his writing and provides
themes that are easily connected to other works. In the body of your paper, you
could write a paragraph or two about each supporting idea. If you write a thesis
statement like this it will often help you to keep control of your ideas.
Where Does the Thesis Statement Go?
A good practice is to put the thesis statement at the end of your introduction so
you can use it to lead into the body of your paper. This allows you, as the writer,
to lead up to the thesis statement instead of diving directly into the topic. If
you place the thesis statement at the beginning, your reader may forget or be
confused about the main idea by the time he/she reaches the end of the
introduction. Remember, a good introduction conceptualizes and anticipates the
thesis statement.
Tips for Writing/Drafting Thesis Statements
Know the topic . The topic should be something you know or can learn about. It is
difficult to write a thesis statement, let alone a paper, on a topic that you know
nothing about. Reflecting on personal experience and/or researching will help you
know more information about your topic.
Limit your topic . Based on what you know and the required length of your final
paper, limit your topic to a specific area. A broad scope will generally require a
longer paper, while a narrow scope will be sufficiently proven by a shorter paper.
Brainstorm . If you are having trouble beginning your paper or writing your thesis,
take a piece of paper and write down everything that comes to mind about your
topic. Did you discover any new ideas or connections? Can you separate any of the
things you jotted down into categories? Do you notice any themes? Think about using
ideas generated during this process to shape your thesis statement and your paper.