what is a thesis statement difference

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

Make a Gift

• Walden University
• Faculty Portal

Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

Related Resources

Didn't find what you need? Email us at [email protected] .

• Previous Page: Introductions
• Next Page: Conclusions
• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

Get Started

Take the first step and invest in your future.

Online Programs

Offering flexibility & convenience in 51 online degrees & programs.

Prairie Stars

Featuring 15 intercollegiate NCAA Div II athletic teams.

Find your Fit

UIS has over 85 student and 10 greek life organizations, and many volunteer opportunities.

Arts & Culture

Celebrating the arts to create rich cultural experiences on campus.

Give Like a Star

Your generosity helps fuel fundraising for scholarships, programs and new initiatives.

Bragging Rights

UIS was listed No. 1 in Illinois and No. 3 in the Midwest in 2023 rankings.

• Quick links Applicants & Students Important Apps & Links Alumni Faculty and Staff Community Admissions How to Apply Cost & Aid Tuition Calculator Registrar Orientation Visit Campus Academics Register for Class Programs of Study Online Degrees & Programs Graduate Education International Student Services Study Away Student Support Bookstore UIS Life Dining Diversity & Inclusion Get Involved Health & Wellness COVID-19 United in Safety Residence Life Student Life Programs UIS Connection Important Apps UIS Mobile App Advise U Canvas myUIS i-card Balance Pay My Bill - UIS Bursar Self-Service Email Resources Bookstore Box Information Technology Services Library Orbit Policies Webtools Get Connected Area Information Calendar Campus Recreation Departments & Programs (A-Z) Parking UIS Newsroom The Observer Connect & Get Involved Update your Info Alumni Events Alumni Networks & Groups Volunteer Opportunities Alumni Board News & Publications Featured Alumni Alumni News UIS Alumni Magazine Resources Order your Transcripts Give Back Alumni Programs Career Development Services & Support Accessibility Services Campus Services Campus Police Facilities & Services Registrar Faculty & Staff Resources Website Project Request Web Services Training & Tools Academic Impressions Career Connect CSA Reporting Cybersecurity Training Faculty Research FERPA Training Website Login Campus Resources Newsroom Campus Calendar Campus Maps i-Card Human Resources Public Relations Webtools Arts & Events UIS Performing Arts Center Visual Arts Gallery Event Calendar Sangamon Experience Center for Lincoln Studies ECCE Speaker Series Community Engagement Center for State Policy and Leadership Illinois Innocence Project Innovate Springfield Central IL Nonprofit Resource Center NPR Illinois Community Resources Child Protection Training Academy Office of Electronic Media University Archives/IRAD Institute for Illinois Public Finance

Request Info

Thesis Statements

• Request Info Request info for....     Undergraduate/Graduate     Online     Study Away     Continuing & Professional Education     International Student Services     General Inquiries

A strong component of academic writing that all writers must understand is the difference between subject, topic, and thesis. Knowing the difference between these three terms will help you create a strong argument for your paper. This handout is designed to help inform you about these three distinct introductory elements, and it will also help you transition from deciding on a subject you are writing about, to the essay’s topic, and finally to your overall thesis.

The subject of your paper is a broad idea that stands alone. At this point, there is no detailed information associated with it or any kind of argumentation. It serves, in essence, as a launching pad for you to form an idea, or argument, which will eventually become the purpose of your paper.

Example: Women

The topic of your paper is an evolved, narrower version of your subject. Here is where you add a detailed, more conclusive area of focus for your paper so that you can eradicate vagueness.

Example: Women in late 1990s television

The thesis acts as the final idea on which the entirety of your paper will focus. It is the central message that ties the whole paper together into one definitive purpose that prepares readers for what you are arguing.

Example : Although people may argue that television in the late 1990s helped portray women in a more honest and intrepid light, programs including Buffy the Vampire Slayer, Charmed , and Sex and the City failed to illustrate the depth and truth of womanhood, choosing to focus heavily on clichéd romantic entanglements, unbecoming pathetic quarrels, and thin temptresses adorned with fashionable costumes and bare midriffs.

Subject to Topic

The following are some suggestions to help you shift from a broad subject area to a narrow, focused topic.

Seek out narrow topics

Inappropriate.

Subject:  Women

Topic:  Women in history

Note:  In this case, the topic is too large to create a complex thesis statement worthy of a paper. The broader the topic, the more difficulty you will have narrowing your argument enough to affect readers.

Appropriate

Topic:  Famous women aviators of WWII

Note:  Here the topic as narrowed down the subject by focusing on women belonging to a specific profession in a particular historical period. It is thorough enough to discover a thesis statement.

Choose arguable topics

Subject:  Toni Morrison

Topic:  Biography

Note:  This idea does not allow for speculation or disagreement, which gives it an underdeveloped quality.

Topic:  Literary merits of the novel Tar Baby

Note:  This idea allows for speculation or disagreement, which gives it a strong, developed quality.

Choose topics within your comfort zone

Subject:  Linguistics

Topic:  OE Northumbrian dialects

Note:  Unless you have studied OE Northumbrian dialects at length, it perhaps poses too high of a research challenge to pursue.

Subject:  College Freshmen

Topic:  The Freshman Fifteen

Note:  This topic is narrow enough and familiar enough to most college students to purse as a topic.

Rules for Thesis Statements

• Needs to correspond to the assignment’s expectations
• Usually, but not always, one sentence
• Typically appears that the end of the introduction
• More often than not, it is explicitly stated
• Establishes an argument
• Establishes the criteria for scrutiny of the topic (previews the structure of the paper)
• Write for an audience. Your paper should be catchy enough to retain readers’ attention.

Determine a "Research Question"

Determining a research question is a crucial aspect of your writing. In order to stay focused on the assignment, you must form a clear and concise argument. Choose one major idea you want to concentrate on, and expand from there.

When your instructor assigns a paper, try and find some angle that makes you inspired to fulfill the assignment to the best of your abilities. For example, if your history professor assigns you to write about a historical figure who changed the world for the better, write about an individual whose work you can relate to. If you are interested in the supernatural, you could write about Joan of Arc, who became a crusader because of the visions she claimed to have had from God.

Next, ask yourself a series of questions to help form your research question. Try to avoid questions you can answer with “yes” or “no” because these will not allow you to explore your topic as thoroughly or as easily as questions that begin with “who,” “what,” “why,” or “how.”

• When did Joan rise to prominence?
• Did she develop a strong following that her enemies felt threatened by?
• How did her gender play a part in her tragic demise?
• What does Joan’s execution say about female leaders of the 15th century?

Once you have developed a series of questions, consider which questions allow you to form an argument that is not too broad that you cannot write a sufficient paper, but not too narrow that it prevents you from crafting an interesting and compelling piece of writing. Decide which question represents this criteria, then you can start researching. In this case, from the above examples, you may select “How did Joan’s gender play a part in her tragic demise?” This question will allow you to develop a complex thesis with argumentative points to pose to readers. Below is a way to develop a thesis statement from the simply worded question that was just brainstormed.

The answer to your research question can become the core of your thesis statement.

Research Question:

How did Joan of Arc’s gender play a part in her tragic demise?

Thesis Statement:

Joan of Arc’s gender played a significant role in her tragic demise because of the laws and social customs concerning women during France’s 15th century, which included social ideals that perceived women as secular citizens; political standards that favored men to hold positions of power over women; as well as religious ideals that perceived Joan’s alleged clairvoyant gifts as a natural trait of witchcraft, a crime of heresy also associated with women.

Note:  Beginning writers are taught to write theses that list and outline the main points of the paper. As college students, professors might expect more descriptive theses. Doing this will illustrate two points: 1) Readers will be able to isolate your argument, which will keep them more inclined to focus on your points and whether or not they agree with you. They may find themselves questioning their own thoughts about your case. 2) A descriptive thesis serves as a way to show your understanding of the topic by providing a substantial claim.

Troubleshooting your Thesis Statement

The following are some suggestions to help you scrutinize your working draft of your thesis statement to develop it through further revisions.

Specify your details

Example:  In today’s society, beauty advertisements are not mere pictures that promote vanity in the public, but instead, they inspire people to make changes so that they can lead better lifestyles.

• Uses cliché phrases like “In today’s society.”
• What kind of beauty advertisements are you referring to? All of them? Or specific kinds?

Note:  Who is this targeting? Women? Men? Adolescents? Being more specific with the targeted audience is going to strengthen your paper.

Example:  Makeup, clothing, and dieting advertisements endorse American ideals of female beauty and show the public that women should possess full ownership of their bodies and fight the stigma of physical and sexual repression which has been placed upon them.

• Identifies specific forms of beauty advertisements for the sake of clearly expressing a strong argument.
• Uses descriptive language.

Note:  By signifying that women’s beauty is the main topic being argued in the paper, this author clearly identifies their main, targeted audience.

Make arguable claims

Undeveloped.

Example:  Social media is not conducive to people’s personal growth because of the distractions, self-doubt, and social anxiety it can cause to its users.

• “Social media” and “personal growth” both encompass a large span of topics and so they leave the reader confused about the particular focus of this paper.

Note:  The thesis is too broad to form a well-constructed argument. It lacks details and specificity about the paper’s points.

Example:  Although Facebook allows people to network personally and professionally, the procrastination and distraction from one’s demanding responsibilities can lead people to invest more time in narcissistic trivialities, resulting in severe cases of anxiety and low self-esteem.

• It alludes to some kind of counterargument in the opening dependent clause.
• The thesis specifies several points that makes a thesis credible. The argument connects all the points (distractions, self-doubt, and social anxiety) together into one linear train of thought, relating the ideas to one another.

Note:  The thesis is more focused. It concentrates on the idea that social media plays up on a person’s self-worth.

Preview the paper’s structure

Example:  College is a crucial stage in one’s life that will help them become more sophisticated individuals upon entering the harsh world as an adult.

Note:  Not only does this statement lack specificity and excitement, but it fails to present an idea of what the paper will look like, and how the argument is set up. As readers, we know this writer believes college is an imperative part of one’s life, but we have no idea how they are going to go about arguing that claim.

Example:  College is a crucial stage in a young adult’s life because it is the time in which they begin to transition from childhood to adulthood, learn to live away from their parents, budget their own finances, and take responsibility for their successes and failures, which will force them to make more responsible decisions about their lives.

Note:  The thesis points to different aspects of college life that help students ease into adulthood, which shows the reader the points the writer will explore throughout the body of the paper.

• transition from childhood to adulthood
• learn to live away from their parents
• budget their own finances
• take responsibility for their successes and failures

Final Thoughts

When you are asked to write a paper in college, there may not be as many detailed descriptions telling you what subject or argument to write about. Remember, the best way to pick your subject is to write about something that interests you. That way, the assignment will be more promising and passionate for you and may help you feel more in control of your writing.

As you venture closer to crafting your thesis, make sure your subject is narrowed down to a specific enough topic so that you can stay focused on the task. If your topic is specific enough, you will be able to create an argument that is concentrated enough for you to provide sufficient argumentative points and commentary.

• U.S. Locations
• UMGC Europe
• Learn Online
• Find Answers
• 855-655-8682
• Current Students

Online Guide to Writing and Research

The writing process, explore more of umgc.

• Online Guide to Writing

Thesis Statement and Controlling Idea

So what? This is the question you will get asked if your thesis statement, or main idea, is not obvious in your paper. Your thesis statement is the most important part of your writing; without it, your paper doesn’t have a main point or stance. A thesis statement states the purpose and topic of your writing, and the controlling idea indicates the direction and, often, the writing strategy you will adopt. 

Generally, your thesis is placed at the end of your introduction and is a concise and simple sentence that combines your topic and your position on the topic. Like a road map, your thesis lets your readers know what to expect from the rest of your paper. Your body paragraphs support it, and your essay lacks direction without it.

It is important to keep in mind that this early in your writing, your thesis statement is really a working thesis that you use to begin thinking about your topic. You may revise this thesis many times before you are finished thinking and ready to write your final draft. Below are some sample thesis statements.  

YOUR TOPIC + POSITION ON TOPIC = THESIS STATEMENT

Thesis statement do's and don'ts.

Present an argument, stance, or claim. Can your audience argue with it? 

Provide a key to the organization of your paper. Can you construct body paragraphs that support it? 

Mirror the assignment prompt. Are you following what is expected of you?

Present the thesis at the end of the introduction.  

Answer the question: “so what?”  

Present an argument that can be supported by reputable research. Is your argument logical?

Embrace the “how” and “why” elements. It’s a great strategy to present the problem, examine why it’s a problem, and show how it can be fixed. 

Include announcement style language like “this paper will discuss” or “this will be shown in this essay.” 

Be informative only with no argument or stance, such as, “Some high school seniors decide to take a gap year.” 

Include overly broad or generalized statements like, “Kids of this generation are lazy.”

Force the reader to guess what the paper will prove or discuss 

Be questions. 

Key Takeaways

Your thesis is one statement at the end of your introduction and should be clear, concise, and arguable.

Without a thesis, your paper lacks direction and purpose. 

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

By using our website you agree to our use of cookies. Learn more about how we use cookies by reading our  Privacy Policy .

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

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.

Share This Book

Research Tutorial

• Library Research Tutorial

What Is a Thesis Statement?

• Topic Development
• Improve Your Research Question
• Good and Bad Research Questions
• Video Review
• Sources for Background Reading
• What about Wikipedia?
• Related Terms
• Subject Terms
• Boolean Searching
• Advanced Searching Techniques
• Definition of "Scholarly"
• Subject Guides
• Individual Databases
• Open Access Resources
• Google Scholar
• Library Catalog
• Evaluation of Sources
• Academic Writing
• Writing Resources
• Citing Sources
• Citation Formats
• Citation Resources
• Academic Integrity
• Research on the Job

Your instructor may ask you to provide a thesis statement, rather than a research question. The main difference between a thesis statement and a research question is that a thesis statement makes a claim upfront that you will attempt to validate in your paper. A thesis statement:

• States your position on a topic
• Is not always required when writing a research paper
• Is often your research question reworded as a statement with a position

For more information on writing thesis statements, see UMGC's Online Guide to Writing and Research: Thesis Statement and Controlling Idea .

• << Previous: 1. Research Question
• Next: Topic Development >>
• Last Updated: Nov 9, 2023 10:44 AM
• URL: https://libguides.umgc.edu/research-tutorial

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Dissertation
• What Is a Thesis? | Ultimate Guide & Examples

What Is a Thesis? | Ultimate Guide & Examples

Published on 15 September 2022 by Tegan George . Revised on 5 December 2023.

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a PhD program in the UK.

Writing a thesis can be a daunting experience. Indeed, alongside a dissertation , it is the longest piece of writing students typically complete. It relies on your ability to conduct research from start to finish: designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

Download Word template Download Google Docs template

Instantly correct all language mistakes in your text

Be assured that you'll submit flawless writing. Upload your document to correct all your mistakes.

Table of contents

Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

• A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarise the central points of your academic essay .
• A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement to complete a PhD program.
• In many countries, particularly the UK, a dissertation is generally written at the bachelor’s or master’s level.
• In the US, a dissertation is generally written as a final step toward obtaining a PhD.

The only proofreading tool specialized in correcting academic writing

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Correct my document today

The final structure of your thesis depends on a variety of components, such as:

• Your discipline
• Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section ,  results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

• Example thesis #1:   ‘Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807’ by Suchait Kahlon.
• Example thesis #2: ‘”A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947’ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

• Your full title
• Your full name
• Your department
• Your institution and degree program
• Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Read more about title pages

The acknowledgements section is usually optional. Its main point is to allow you to thank everyone who helped you in your thesis journey, such as supervisors, friends, or family. You can also choose to write a preface , but it’s typically one or the other, not both.

Read more about acknowledgements Read more about prefaces

An abstract is a short summary of your thesis. Usually a maximum of 300 words long, it’s should include brief descriptions of your research objectives , methods, results, and conclusions. Though it may seem short, it introduces your work to your audience, serving as a first impression of your thesis.

Read more about abstracts

A table of contents lists all of your sections, plus their corresponding page numbers and subheadings if you have them. This helps your reader seamlessly navigate your document.

Your table of contents should include all the major parts of your thesis. In particular, don’t forget the the appendices. If you used heading styles, it’s easy to generate an automatic table Microsoft Word.

Read more about tables of contents

While not mandatory, if you used a lot of tables and/or figures, it’s nice to include a list of them to help guide your reader. It’s also easy to generate one of these in Word: just use the ‘Insert Caption’ feature.

Read more about lists of figures and tables

If you have used a lot of industry- or field-specific abbreviations in your thesis, you should include them in an alphabetised list of abbreviations . This way, your readers can easily look up any meanings they aren’t familiar with.

Read more about lists of abbreviations

Relatedly, if you find yourself using a lot of very specialised or field-specific terms that may not be familiar to your reader, consider including a glossary . Alphabetise the terms you want to include with a brief definition.

Read more about glossaries

An introduction sets up the topic, purpose, and relevance of your thesis, as well as expectations for your reader. This should:

• Ground your research topic , sharing any background information your reader may need
• Define the scope of your work
• Introduce any existing research on your topic, situating your work within a broader problem or debate
• State your research question(s)
• Outline (briefly) how the remainder of your work will proceed

In other words, your introduction should clearly and concisely show your reader the “what, why, and how” of your research.

Read more about introductions

A literature review helps you gain a robust understanding of any extant academic work on your topic, encompassing:

• Selecting relevant sources
• Determining the credibility of your sources
• Critically evaluating each of your sources
• Drawing connections between sources, including any themes, patterns, conflicts, or gaps

A literature review is not merely a summary of existing work. Rather, your literature review should ultimately lead to a clear justification for your own research, perhaps via:

• Addressing a gap in the literature
• Building on existing knowledge to draw new conclusions
• Exploring a new theoretical or methodological approach
• Introducing a new solution to an unresolved problem
• Definitively advocating for one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyses the concepts and theories that your research hinges on.

Read more about theoretical frameworks

Your methodology chapter shows your reader how you conducted your research. It should be written clearly and methodically, easily allowing your reader to critically assess the credibility of your argument. Furthermore, your methods section should convince your reader that your method was the best way to answer your research question.

A methodology section should generally include:

• Your overall approach ( quantitative vs. qualitative )
• Your research methods (e.g., a longitudinal study )
• Your data collection methods (e.g., interviews or a controlled experiment
• Any tools or materials you used (e.g., computer software)
• The data analysis methods you chose (e.g., statistical analysis , discourse analysis )
• A strong, but not defensive justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. These two sections work in tandem, but shouldn’t repeat each other. While your results section can include hypotheses or themes, don’t include any speculation or new arguments here.

Your results section should:

• State each (relevant) result with any (relevant) descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
• Explain how each result relates to the research question
• Determine whether the hypothesis was supported

Additional data (like raw numbers or interview transcripts ) can be included as an appendix . You can include tables and figures, but only if they help the reader better understand your results.

Read more about results sections

Your discussion section is where you can interpret your results in detail. Did they meet your expectations? How well do they fit within the framework that you built? You can refer back to any relevant source material to situate your results within your field, but leave most of that analysis in your literature review.

For any unexpected results, offer explanations or alternative interpretations of your data.

Read more about discussion sections

Your thesis conclusion should concisely answer your main research question. It should leave your reader with an ultra-clear understanding of your central argument, and emphasise what your research specifically has contributed to your field.

Why does your research matter? What recommendations for future research do you have? Lastly, wrap up your work with any concluding remarks.

Read more about conclusions

In order to avoid plagiarism , don’t forget to include a full reference list at the end of your thesis, citing the sources that you used. Choose one citation style and follow it consistently throughout your thesis, taking note of the formatting requirements of each style.

Which style you choose is often set by your department or your field, but common styles include MLA , Chicago , and APA.

Create APA citations Create MLA citations

In order to stay clear and concise, your thesis should include the most essential information needed to answer your research question. However, chances are you have many contributing documents, like interview transcripts or survey questions . These can be added as appendices , to save space in the main body.

Read more about appendices

Once you’re done writing, the next part of your editing process begins. Leave plenty of time for proofreading and editing prior to submission. Nothing looks worse than grammar mistakes or sloppy spelling errors!

Consider using a professional thesis editing service to make sure your final project is perfect.

Once you’ve submitted your final product, it’s common practice to have a thesis defense, an oral component of your finished work. This is scheduled by your advisor or committee, and usually entails a presentation and Q&A session.

After your defense, your committee will meet to determine if you deserve any departmental honors or accolades. However, keep in mind that defenses are usually just a formality. If there are any serious issues with your work, these should be resolved with your advisor way before a defense.

The conclusion of your thesis or dissertation shouldn’t take up more than 5-7% of your overall word count.

When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

If you only used a few abbreviations in your thesis or dissertation, you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimising confusion about abbreviations unfamiliar to your reader.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organise your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation, such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review, research methods, avenues for future research, etc.)

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

George, T. (2023, December 05). What Is a Thesis? | Ultimate Guide & Examples. Scribbr. Retrieved 14 May 2024, from https://www.scribbr.co.uk/thesis-dissertation/thesis-ultimate-guide/

Is this article helpful?

Tegan George

Other students also liked, dissertation & thesis outline | example & free templates, how to write a thesis or dissertation conclusion, how to write a thesis or dissertation introduction.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons

Margin Size

• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

5.2: Explicit Versus Implicit Thesis Statements

• Last updated
• Save as PDF
• Page ID 5601

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

The following video defines the key terms explicit and implicit, as they relate to thesis statements and other ideas present in what you read. It also introduces the excellent idea of the reading voice and the thinking voice that strong readers use as they work through a text.

To help keep you on your toes, the author of this video challenges you to find her spelling mistake in one of her cards along the way!

According to author Pavel Zemliansky,

Arguments then, can be explicit and implicit, or implied. Explicit arguments contain noticeable and definable thesis statements and lots of specific proofs. Implicit arguments, on the other hand, work by weaving together facts and narratives, logic and emotion, personal experiences and statistics. Unlike explicit arguments, implicit ones do not have a one-sentence thesis statement. Instead, authors of implicit arguments use evidence of many different kinds in effective and creative ways to build and convey their point of view to their audience. Research is essential for creative effective arguments of both kinds.

Even if what you’re reading is an informative text, rather than an argumentative one, it might still rely on an implicit thesis statement. It might ask you to piece together the overall purpose of the text based on a series of content along the way.

• Richard G. Trefry Library
• Writing & Citing

Q. What is the difference between a thesis statement and a research question?

• Course-Specific
• Textbooks & Course Materials
• Tutoring & Classroom Help
• 1 Artificial Intelligence
• 43 Formatting
• 5 Information Literacy
• 13 Plagiarism
• 23 Thesis/Capstone/Dissertation

Answered By: APUS Librarians Last Updated: Jan 02, 2020     Views: 80374

A thesis statement is a short, concise sentence or paragraph that summarizes the main point of an essay or research paper. In a thesis statement, the author is making a specific claim or assertion about a topic that can be debated or challenged. This claim will be developed, supported, and explained in the body of the paper by means of examples and evidence.

Example of weak thesis statement:

• Ursula K. Le Guin is one of the best American authors in the last half century.

Example of a strong thesis statement:

• Ursula K. Le Guin's ability to subvert cultural and social expectations makes her one of the best authors of the last century.

A research question indicates the direction of your research. It is an open-ended query, not a final claim or conclusion about an idea. A good research question should act as the focus of a study. It helps the author decide on the methodology she will use as well as guide all subsequent stages of inquiry, analysis, and reporting.

Example of a weak research question:

• How does science fiction literature affect our understanding of other cultures?

Example of a strong research question:

• Can science fiction literature that focuses on fundamental issues such as gender and race deepen our ability to empathize with cultures different from our own?

These links will provide you with more information.

The Research Question and Hypothesis | PDF file [Ryerson University]

What Makes a Good Research Question? | PDF file [Duke University]

Links & Files

• My professor says I need a better thesis statement. How do I fix it?
• How do I write a good hypothesis statement for my research paper?
• Share on Facebook

Was this helpful? Yes 43 No 29

writing tutor

Related topics.

• Thesis/Capstone/Dissertation

Need personalized help? Librarians are available 365 days/nights per year!  See our schedule.

Learn more about how librarians can help you succeed.