You can turn a subject into a central idea by focusing. Begin by reviewing what you know about your subject or by looking over notes you have made about it through listing, brainstorming, clustering, freewriting, or other prewriting activities.

With these details fresh in your mind, ask yourself:

What is my purpose in writing about this topic? What main point do I want to make about the topic?

WHAT IS MY PURPOSE?

Let's say you decide to write about high school. You might tell a story about your history class, compare two schools you attended, or argue that high schools should require foreign-language study.

If you want to compare the two high schools you attended, you can include details about their academic programs, athletic teams, students, or teachers. But you probably wouldn't argue that high schools should stay open in summer because doing so would take you outside your declared purpose.

WHAT IS MY MAIN POINT?

The next step in focusing is to decide what to say about your subject. What is the most interesting or important point you want to make about the schools you are comparing? The answer will be your main point, which ties all the details of the essay together.

Again, you turn an abstract subject into a central idea by stating a main point about that subject. If your main point is that entering a new school improved your attitude about education, your central idea might read:

Changing high schools made me a more serious student.

MAKING A POINT ABOUT A SUBJECT

In the box below, main points have been added to subjects to form working topic sentences or thesis statements.

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CHECK YOUR WORKING CENTRAL IDEA

After writing a working central idea, check it for qualities that will make it effective as the basis of a paragraph or essay. Ask yourself:

Is my central idea expressed in a complete thought? Is it specific? Does it express an idea that is worth developing in a full-length paragraph or essay? Is it limited enough to discuss in a short piece of writing?

Never confuse a central idea with a simple subject. Central ideas are expressed in complete sentences; subjects are words or phrases. Take these subjects:

The city zoo. Professional athletes. Majoring in foreign languages.

Can you write a paragraph or essay on one of these subjects? Only if you decide on the main point you want to make about it. Try these as working central ideas:

The city zoo is in great need of repairs. Professional athletes are overpaid. Studying foreign languages leads to many career choices.

A CENTRAL IDEA IS SPECIFIC

Make your central idea specific. The key to this step is to focus your main point as precisely as you can. That will give you a clear direction to follow as you develop an essay or paragraph. Take this central idea:

Jogging isn't for everybody.

It is correct, but it leaves questions unanswered. For example, what kind of people should not jog? What ill effects might jogging cause them? Now, try this:

Jogging can be harmful to people who suffer from heart, back, or joint problems.

A CENTRAL IDEA CONTAINS A MAIN POINT THAT IS WORTH DEVELOPING

Make sure your main point is an idea-not just a fact-that is worth developing in a full-length paragraph or essay. Read these two sentences:

The War Memorial is in Ottawa. The War Memorial has been severely vandalized.

The first sentence is a statement of fact; it does not call for discussion. The second lends itself to discussion. For example, you might describe what the vandals did, explain how much repairs will cost, or discuss ways to prevent future problems.

A CENTRAL IDEA IS LIMITED

Essays that beginning college or university students write usually contain approximately five to seven paragraphs of about 50 to 100 words. Therefore, you should limit your working topic sentence or thesis, making it as specific as you can. Otherwise, you won't be able to make your point clearly and completely.

LIMIT THE DISCUSSION TO A MANAGEABLE LENGTH

Let's say you want to convince someone to stop smoking. You might limit yourself to three reasons to stop smoking: the health risks, the costs, and its effects on others.

Here's your working thesis:

Break the habit: otherwise, it will ruin your health, empty your wallet, and annoy your friends.

Your working topic sentences, which will control the three body paragraphs, could be as follows:

Smoking causes cancer, emphysema, and heart disease. You can save hundreds or even thousands of dollars a year by quitting. Smoking is offensive to friends and family.

LIMITING YOUR CENTRAL IDEA FURTHER

You begin a rough draft by discussing illnesses caused by smoking. However, you soon realize that you can't cover all three reasons for quitting and still keep the essay short. So you limit yourself to the issue of health risks.

Your thesis statement becomes:

Break the habit: smoking causes heart disease, emphysema, and cancer.

Your topic sentences become:

Smoking weakens the heart and impairs circulation. Smoking is a major cause of emphysema. Smoking has been linked directly to cancer of the mouth and the esophagus.

DIFFERENCES BETWEEN A TOPIC SENTENCE AND A THESIS

A topic sentence is the sentence that expresses the central idea of a paragraph. A thesis statement is a sentence that expresses the central idea of an essay.

It's a good idea to decide the topic sentence of a paragraph after writing the working version of an essay's thesis. A topic sentence explains one aspect or point in the thesis and, therefore, should always be more specific and limited than a thesis.

REVISE AND REFINE THE CENTRAL IDEA AS YOU WORK

You can revise a central idea whenever you need to. The working version of a topic sentence or thesis statement provides only a starting point and a sense of direction. Don't be afraid to look back to your central ideas and rewrite them often. As a matter of fact, focusing is something you should do throughout the writing process.

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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.

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Frequently asked questions

What is a thesis statement.

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

Frequently asked questions: Writing an essay

For a stronger conclusion paragraph, avoid including:

  • Important evidence or analysis that wasn’t mentioned in the main body
  • Generic concluding phrases (e.g. “In conclusion…”)
  • Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

Your essay’s conclusion should contain:

  • A rephrased version of your overall thesis
  • A brief review of the key points you made in the main body
  • An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

Your essay introduction should include three main things, in this order:

  • An opening hook to catch the reader’s attention.
  • Relevant background information that the reader needs to know.
  • A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

Let’s say you’re writing a five-paragraph  essay about the environmental impacts of dietary choices. Here are three examples of topic sentences you could use for each of the three body paragraphs :

  • Research has shown that the meat industry has severe environmental impacts.
  • However, many plant-based foods are also produced in environmentally damaging ways.
  • It’s important to consider not only what type of diet we eat, but where our food comes from and how it is produced.

Each of these sentences expresses one main idea – by listing them in order, we can see the overall structure of the essay at a glance. Each paragraph will expand on the topic sentence with relevant detail, evidence, and arguments.

The topic sentence usually comes at the very start of the paragraph .

However, sometimes you might start with a transition sentence to summarize what was discussed in previous paragraphs, followed by the topic sentence that expresses the focus of the current paragraph.

Topic sentences help keep your writing focused and guide the reader through your argument.

In an essay or paper , each paragraph should focus on a single idea. By stating the main idea in the topic sentence, you clarify what the paragraph is about for both yourself and your reader.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

The thesis statement is essential in any academic essay or research paper for two main reasons:

  • It gives your writing direction and focus.
  • It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The thesis statement should be placed at the end of your essay introduction .

Follow these four steps to come up with a thesis statement :

  • Ask a question about your topic .
  • Write your initial answer.
  • Develop your answer by including reasons.
  • Refine your answer, adding more detail and nuance.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

  • In a literary analysis essay, you might make an argument for a specific interpretation of a text
  • In a history essay, you might present an argument for the importance of a particular event
  • In a politics essay, you might argue for the validity of a certain political theory

At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

Comparisons in essays are generally structured in one of two ways:

  • The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
  • The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

If you’re not given a specific prompt for your descriptive essay , think about places and objects you know well, that you can think of interesting ways to describe, or that have strong personal significance for you.

The best kind of object for a descriptive essay is one specific enough that you can describe its particular features in detail—don’t choose something too vague or general.

If you’re not given much guidance on what your narrative essay should be about, consider the context and scope of the assignment. What kind of story is relevant, interesting, and possible to tell within the word count?

The best kind of story for a narrative essay is one you can use to reflect on a particular theme or lesson, or that takes a surprising turn somewhere along the way.

Don’t worry too much if your topic seems unoriginal. The point of a narrative essay is how you tell the story and the point you make with it, not the subject of the story itself.

Narrative essays are usually assigned as writing exercises at high school or in university composition classes. They may also form part of a university application.

When you are prompted to tell a story about your own life or experiences, a narrative essay is usually the right response.

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

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

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

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

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

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

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

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

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How to Write a Solid Thesis Statement

The important sentence expresses your central assertion or argument

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A thesis statement provides the foundation for your entire research paper or essay. This statement is the central assertion that you want to express in your essay. A successful thesis statement is one that is made up of one or two sentences clearly laying out your central idea and expressing an informed, reasoned answer to your research question.

Usually, the thesis statement will appear at the end of the first paragraph of your paper. There are a few different types, and the content of your thesis statement will depend upon the type of paper you’re writing.

Key Takeaways: Writing a Thesis Statement

  • A thesis statement gives your reader a preview of your paper's content by laying out your central idea and expressing an informed, reasoned answer to your research question.
  • Thesis statements will vary depending on the type of paper you are writing, such as an expository essay, argument paper, or analytical essay.
  • Before creating a thesis statement, determine whether you are defending a stance, giving an overview of an event, object, or process, or analyzing your subject

Expository Essay Thesis Statement Examples

An expository essay "exposes" the reader to a new topic; it informs the reader with details, descriptions, or explanations of a subject. If you are writing an expository essay , your thesis statement should explain to the reader what she will learn in your essay. For example:

  • The United States spends more money on its military budget than all the industrialized nations combined.
  • Gun-related homicides and suicides are increasing after years of decline.
  • Hate crimes have increased three years in a row, according to the FBI.
  • Post-traumatic stress disorder (PTSD) increases the risk of stroke and arterial fibrillation (irregular heartbeat).

These statements provide a statement of fact about the topic (not just opinion) but leave the door open for you to elaborate with plenty of details. In an expository essay, you don't need to develop an argument or prove anything; you only need to understand your topic and present it in a logical manner. A good thesis statement in an expository essay always leaves the reader wanting more details.

Types of Thesis Statements

Before creating a thesis statement, it's important to ask a few basic questions, which will help you determine the kind of essay or paper you plan to create:

  • Are you defending a stance in a controversial essay ?
  • Are you simply giving an overview or describing an event, object, or process?
  • Are you conducting an analysis of an event, object, or process?

In every thesis statement , you will give the reader a preview of your paper's content, but the message will differ a little depending on the essay type .

Argument Thesis Statement Examples

If you have been instructed to take a stance on one side of a controversial issue, you will need to write an argument essay . Your thesis statement should express the stance you are taking and may give the reader a preview or a hint of your evidence. The thesis of an argument essay could look something like the following:

  • Self-driving cars are too dangerous and should be banned from the roadways.
  • The exploration of outer space is a waste of money; instead, funds should go toward solving issues on Earth, such as poverty, hunger, global warming, and traffic congestion.
  • The U.S. must crack down on illegal immigration.
  • Street cameras and street-view maps have led to a total loss of privacy in the United States and elsewhere.

These thesis statements are effective because they offer opinions that can be supported by evidence. If you are writing an argument essay, you can craft your own thesis around the structure of the statements above.

Analytical Essay Thesis Statement Examples

In an analytical essay assignment, you will be expected to break down a topic, process, or object in order to observe and analyze your subject piece by piece. Examples of a thesis statement for an analytical essay include:

  • The criminal justice reform bill passed by the U.S. Senate in late 2018 (" The First Step Act ") aims to reduce prison sentences that disproportionately fall on nonwhite criminal defendants.
  • The rise in populism and nationalism in the U.S. and European democracies has coincided with the decline of moderate and centrist parties that have dominated since WWII.
  • Later-start school days increase student success for a variety of reasons.

Because the role of the thesis statement is to state the central message of your entire paper, it is important to revisit (and maybe rewrite) your thesis statement after the paper is written. In fact, it is quite normal for your message to change as you construct your paper.

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What is a thesis | A Complete Guide with Examples

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Table of Contents

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

title-page-of-a-thesis

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

  • Title of your thesis
  • Your full name
  • Your department
  • Your institution and degree program
  • Your submission date
  • Your Supervisor's name (in some cases)
  • Your Department or faculty (in some cases)
  • Your University's logo (in some cases)
  • Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

Abstract-section-of-a-thesis

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

Acknowledgement-section-of-a-thesis

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

Table of contents

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

Table-of-contents-of-a-thesis

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

List-of-tables-and-figures-in-a-thesis

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

Introduction-section-of-a-thesis

  • Present the research topic : Clearly articulate the central theme or subject of your research.
  • Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
  • Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
  • Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
  • State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
  • Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

Literature-review-section-thesis

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Methodology-section-thesis

Here's a breakdown of what it should encompass:

  • Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
  • Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
  • Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
  • Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
  • Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
  • Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

  • Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
  • Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
  • Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
  • Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Results-section-thesis

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Conclusion-section-thesis

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

References-section-thesis

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools  to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Appendices-section-thesis

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

Glossary-section-of-a-thesis

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.
Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

  • Is the thesis statement clear, concise, and debatable?
  • Does the introduction provide sufficient background and context?
  • Is the literature review comprehensive, relevant, and well-organized?
  • Does the methodology section clearly describe and justify the research methods?
  • Are the results/findings presented clearly and logically?
  • Does the discussion interpret the results in light of the research question and existing literature?
  • Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

  • Is the writing clear and free of jargon?
  • Are ideas and sections logically connected and flowing?
  • Is there a clear narrative or argument throughout the thesis?

Research quality

  • Is the research question significant and relevant?
  • Are the research methods appropriate for the question?
  • Is the sample size (if applicable) adequate?
  • Are the data analysis techniques appropriate and correctly applied?
  • Are potential biases or limitations addressed?

Originality and significance

  • Does the thesis contribute new knowledge or insights to the field?
  • Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

  • Is the thesis formatted according to institutional guidelines?
  • Are figures, tables, and charts clear, labeled, and referenced in the text?
  • Is the bibliography or reference list complete and consistently formatted?
  • Are appendices relevant and appropriately referenced in the main text?

Grammar and language

  • Is the thesis free of grammatical and spelling errors?
  • Is the language professional, consistent, and appropriate for an academic audience?
  • Are quotations and paraphrased material correctly cited?

Feedback and revision

  • Have you sought feedback from peers, advisors, or experts in the field?
  • Have you addressed the feedback and made the necessary revisions?

Overall assessment

  • Does the thesis as a whole feel cohesive and comprehensive?
  • Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

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The Writing Center • University of North Carolina at Chapel Hill

Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

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Central Idea Mastery: Tips for Identifying Main Themes in Texts

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Ever struggled to figure out what a piece of literature is really about?

I have. I’m a math and sciences geek, and English Lit was never my strong suit in school. But I figured out a way to get straight to the central idea.

Studies show that grasping the central idea is one of the most challenging aspects for readers, freelance writers , and in-company writers alike.

This post will take you on a journey to understand clearly what a central idea statement in literature entails, how it differs from themes or thesis statements , and why it matters so much.

Ready for an enlightening ride into the realm of literary analysis? Let’s dive in!

What is the Central Idea in Literature?

The central idea in literature is the main point or message the author wants to convey to the reader. It is often the well written central ideas, expressed through a thesis statement , which serves as the foundation for the entire work of literature.

The central idea statement should be distinct from the story’s theme itself, as it focuses more on the author’s specific argument or perspective. To identify this in literature, readers can analyze key details and keywords as a map and keep their predictions short and straightforward.

The Relationship between Central Idea and Thesis Statement

Central idea versus a thesis statement in literature.

A central idea is like a map for a story or essay. It guides readers through the words and themes. 

On the other hand, a thesis statement is a claim or argument in an essay, article or research work.

This is often based on the central idea but goes further by giving an opinion about the topic. You can think of these as two good friends. Both play key roles in shaping any piece of writing, and they rely on each other to make sense.

For instance, if you write an essay arguing that reading helps improve vocabulary – your central idea might be ‘the benefits of reading,’ while your thesis statement could be ‘reading regularly improves one’s vocabulary.’

The Difference between Central Idea and Theme

Central idea versus a theme in literature.

The central idea and theme are two critical parts of a story. They may seem the same but tell different parts of the tale. The main topic or message in a text is the central idea .

It’s like telling what a book or essay is about.

A theme, though, dives deeper into the story. It shows us life lessons or morals that we can learn from it. 

Think of it as an undercover message hiding inside the words and scenes of a story! An easy way to spot them? Central ideas often pop up more in texts that give information.

Themes make their home primarily in stories with lots of action, conflict and drama.

How to Identify the Central Idea in Literature

Use details and keywords as a map.

Use details and keywords as a map to determine the central idea in literature.

Words and clues in a story can help find the main idea. Look for words that repeat . They matter a lot to the writer. Think of keywords as signposts on a map. When you use a map when lost, use these words when stuck on an idea.

Stay away from small details that only discuss one thing in the text. Focus on ideas that cover all parts of the story instead. Those tell you what is most important to know.

Keep Predictions Short and Simple

Keep predictions short and simple, narrow down options and eliminate choices.

When identifying the central idea statement in literature, keeping your predictions short and simple is essential. By predicting the answer in your own words, you can narrow down the options and eliminate choices that don’t match the passage.

Keeping your predictions brief makes it easier to compare them with the given choices. If you’re having trouble understanding a passage, try summarizing paragraphs or sentences to help clarify things.

Remember, taking it slow and staying calm can improve your performance in the SAT reading and writing section. So, keep those predictions concise and straightforward!

Importance of Central Ideas in Literature

The central ideas in literature play a crucial role in your content strategy and in understanding the text and its deeper meaning, as they serve as the backbone that holds the entire work together.

The Role of Central Ideas in Understanding Literature

The central idea plays a crucial role in helping us understand literature. It acts as the primary focus or point of the text, providing a clear picture of what the author wants to convey.

By identifying and analyzing the central idea, we can better comprehend the overall message and themes of a piece of writing. The well written central idea guides readers, helping them navigate through the details and supporting evidence presented in the text.

It helps us see how all these elements connect to create a cohesive whole.

The Connection between Central Ideas and Details

The connection between central ideas and details in literature is meaningful because the details provide evidence and examples to support and strengthen the central idea. 

Details are specific pieces of information or examples that help to bring the story’s main idea to life and make it more relatable for readers.

By analyzing the central idea and details, readers can engage with the text deeper and uncover hidden meanings and themes. 

A central idea can be explicit, stated directly in the text, or implicit, requiring readers to infer and interpret what the author is trying to convey.

So, paying attention to details helps readers understand and appreciate the overall message of a work of literature.

Central Ideas Examples in Literature

Central ideas examples in literature and essay writing.

Central ideas in literature can vary greatly depending on the genre and themes explored. 

For instance, classification essays may focus on a central idea related to categorization and justification, while works of English literature might delve into a central idea about societal norms or personal identity.

Additionally, environmental science literature may explore a central idea surrounding sustainability and conservation. These examples demonstrate the diverse range found across different types of literature.

Central Ideas in Classification Essays

The central idea in a classification essay is the main topic and the categories or subtopics we use to organize our thoughts . It’s like a roadmap for our essay, showing us how to structure it and what message we want to convey.

In other words, it’s the same as the thesis statement in a classification essay . 

By stating the main topic and explaining why we’re categorizing things in a certain way, we can say something meaningful about how different parts of the topic are related or how they relate to the whole subject.

So, when writing a classification essay, ensure your central idea is clear and helps guide your readers through your thoughtful categories!

Central Ideas in English Literature

Understanding the central ideas in English literature is crucial for writers. These help us grasp the main themes and messages in literary works. They cover most details and emphasize key points, allowing readers to analyze the text effectively.

When analyzing literature, it’s important to avoid focusing too much on one detail or introducing new ideas not addressed in the text. 

Central ideas play a vital role in answering exam questions like the SAT, where students identify the main idea or specific details based on a passage.

Notable Examples

“The Great Gatsby” by F. Scott Fitzgerald

Central Idea: The American Dream and its corruption. This novel delves deep into the idea of the American Dream—the pursuit of happiness, wealth, and social status—and the lengths people go to achieve it. Set in the Roaring Twenties, the story showcases the opulence of the time but also the moral bankruptcy and hollowness that often accompanied the pursuit of wealth and social status. The novel questions the true meaning of success and challenges the superficial values of society.

“ To Kill a Mockingbird” by Harper Lee

Central Idea: Racism and the loss of innocence. Set in the American South during the 1930s, this novel tackles the deep-seated racial prejudices of the time. Through the eyes of a young girl named Scout Finch, readers witness the injustice and cruelty meted out to a Black man, Tom Robinson, who is falsely accused of raping a white woman. The story also deals with the idea of growing up and losing innocence as Scout and her brother Jem navigate the complexities of their small town’s social structure.

“The Catcher in the Rye” by J.D. Salinger

Central Idea: Adolescent alienation and the challenges of growing up. The novel’s protagonist, Holden Caulfield, represents the quintessential disaffected youth. As he navigates the adult world, which he views as “phony,” he struggles with his own sense of identity, his place in the world, and the impending responsibilities of adulthood. The story is a poignant examination of the complexities of adolescence and the inevitable loss of childhood innocence.

Whether it’s contemporary or classic works, central ideas can be found throughout English literature.

Central Ideas in Environmental Science Literature

The central idea in environmental science literature is essential. It helps us understand the main topic and categories/subtopics discussed in the text. It gives us an overview of what the whole thing is about.

The central idea also helps structure the essay and conveys a message about the topic. So, if you’re writing about environmental science, ensure you have a clear main idea that divides your topic into different parts, helping readers quickly grasp the main points.

One way to find the main idea is by locating the thesis statement in your text.

Tips for Writing a Central Idea

Here are some tips for writing central ideas for your literary work.

Crafting a strong main idea requires clarity and conciseness. Use clear and specific language to express the main point of your work, ensuring that it is debatable and not just a statement of fact.

Consider the purpose of your writing and the audience you are targeting to shape your central idea effectively.

Formulation of the Central Idea

To formulate a well written central idea, you need to think carefully about the main point or message you want to convey.

When formulating the central idea, make sure it covers most of the details introduced in your text and emphasizes any important points. Avoid focusing too much on just one detail or introducing new ideas not addressed in your writing.

Also, be careful not to contradict any information from your text.

To help with formulation, summarize your text in your own words and determine the task or purpose of your writing. If you need clarification on the story’s main character or idea, revisit your summary to find the overarching theme .

Predicting the answer can also be useful as it helps narrow down choices and eliminate options that don’t align with your writing.

The Purpose of a Central Idea in Literature

The purpose of a central idea in literature is to provide a main theme or message that ties together all the different parts of a literary work. It helps readers understand and grasp the overall meaning and purpose of the text.

When writing a central idea, it’s important to consider the main theme or message, analyze key elements in the text, and think about what the author wants to convey. The central idea should cover most of the details introduced in the text and mention any points of emphasis.

However, it shouldn’t focus too much on just one detail, introduce new ideas not addressed in the text, or contradict information from the text.

Wrapping up the Central Idea

Understanding the central idea in literature is crucial for writers and readers alike. By grasping the main message of a text, we can delve deeper into its themes and analyze it with greater clarity.

Through examples and explanations, this blog has highlighted the importance of central ideas and provided tools to identify them effectively. So go forth, writers, armed with this knowledge, and create works that captivate audiences by conveying powerful central ideas!

1. What is the central idea in literature?

The central idea in literature refers to the main point or theme that the author wants to explain or convey through their story or writing.

2. How can I identify the central idea in a piece of literature?

You can identify the central idea by looking for recurring themes, key messages, and important moments that shape the text’s overall meaning.

3. Why is understanding the central idea important when reading literature?

Understanding the central idea helps you grasp the deeper meaning and purpose behind a piece of literature, allowing you to appreciate its message and connect with it more meaningfully.

4. Can multiple central ideas exist in a single piece of literature?

While some texts may have multiple themes or ideas, there is typically one primary central idea that serves as the core focus of the work.

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Six steps for finding and evolving a central claim.

In their Writing Analytically, David Rosenwasser and Jill Stephen, outline six steps for evolving a central claim. Getting the central claim to respond more fully to evidence, either by formulating a mostly new central claim and beginning again, or by modifying the existing thesis, is the primary activity of conceptual revision (as opposed to correcting and editing). Your aim here is not to go round and round forever, but to go back and forth between thesis and evidence, evidence and thesis, allowing each, in turn, to adjust how you see the other, until you find the best possible fit between the two. The central claim not only directs a writer’s way of looking at evidence; the analysis of evidence should also direct and redirect—bring about revision—of the central claim.

What follow is a six-step guide for formulating and reformulating a central claim.  As an overarching guideline, allow your central claim to run up against potentially conflicting evidence in order to build upon and revise your initial idea, extending the range of evidence it can accurately account for by clarifying and qualifying its key terms.

2.  Explain how the details you have focused on in the evidence and lead to your working thesis.

3.  Locate evidence that is not adequately accounted for by the working central claim and pursue the implications of that evidence by repeatedly “ASKING SO WHAT?” Explain how and why these pieces of evidence complicate the working central claim.

4.  Use your analysis of the complicating evidence to reformulate the central claim. Share with readers your reasons for moving from your initial claim to this reformulation.

5.  Test the adequacy of the evolved central claim by repeating steps two, three, and four until you are satisfied that the central claim accounts for your evidence as fully and accurately as possible. The best test of a quality central claim is to see how much of the relevant evidence it can reasonably account for.

6.  Rewrite the draft into a more coherent and fuller analysis of the evidence, while retaining for readers the “central claim trail”—the various steps that you went through along the way to formulating the central claim you ultimately chose.

Let’s trace these steps using the student’s work on Velázquez’s  Las Meninas

Go through your draft and underline potential central claims. View the presence of multiple, perhaps even competing, claims as an opportunity rather than a problem. In an exploratory draft, a range of interpretations of evidence constitutes raw material, the record of your thinking that might be developed in a more finished draft.

In the  Las Meninas paper no single idea emerges clearly as the central claim. Instead, the writer has arrived (in Paragraph 7) at three related but not entirely compatible ideas:

“I think the king wants to. . .”

Central claim 1:  give Velázquez “the recognition he deserves by including him in the ‘family’.”

Central claim 2:  show that Velázquez’s status and brilliance [as an artist] have been appreciated.

Central claim 3:  give Velázquez “the credit he deserved for being a loyal friend and servant.”

These three ideas about the painter’s intentions could be made to work together, but at present the writer is left with an uneasy fit among them. In order to resolve the tension among her possible thesis statements, the writer appears to have settled on  “I think that Velázquez wants the king to give him the recognition he deserves by including him in the family.”  This idea follows logically from a number of the details the writer has focused on, so it is viable as a working thesis—the one that she will, in revision, test against potentially complicating evidence and evolve.

It helps that the writer has specified her  interpretive context —the painter’s intentions—because a writer’s awareness of her interpretive context makes it much easier for her to decide which details to prioritize and what kind of questions to ask about them. A different interpretive context for the  Las Meninas paper, such as the history of painting techniques or the social structure of seventeenth-century royal households, would have caused the writer to emphasize different details and arrive different conclusions about their possible significance.

The success of analytical arguments often depends on a writer’s ability to persuade readers of the appropriateness of her choice of interpretive context. And so it is important for writers to ask and answer the question “In what context might my subject best be understood and why?”

It is okay, by the way, that the writer has not concerned herself prematurely with organization, introductions, and transitions. She has instead allowed her draft to move freely from idea to idea as these occurred to her. She might have come up with the useful ideas in Paragraph 7 had she pressed herself to commit to any one idea (the divine right of kings idea, for example) too soon.

Notice that this writer has prompted a sequence of thought by using the word “ interesting” . Repeated use of this word as a transition would not be adequate in a final draft because it encourages listing without explicit connections among claims or explanations of how each claim evolved into the next. In an exploratory draft, however, the word “interesting” keep the writer’s mind open to possibilities and allows her to try on various claims without worrying prematurely about whether her tentative claims are right or wrong.

The writer of the  Las Meninas paper has offered at least some evidence in support of her working central claim, “ Velázquez wants the king to give him the recognition he deserves by including him in the family. ” She notes the symbol on the painter’s vest, for example, which she says might have been added later by the king to show that the painter’s “status and brilliance have been appreciated.” She implies that the painter’s “confident stance” and “steady stare” also support her central claim. Notice, however, that she has not spelled out her reasons for making this connection between her evidence and her claim.

Nor has she corroborated her claim about this evidence with other evidence that could lend more support to her idea. Interesting, the potential central claims advanced in Paragraph 7 are not connected with the rather provocative details she has noted earlier in the draft: that “Velázquez dominates the painting along with the little girl,” that he “takes up the whole left side along with his gigantic easel,” and that “the king and queen are not as visible as they might be” suggesting that “they are not always at the center where everyone would expect them to be.”

In revision the writer would need to find more evidence in support of her claim and make the links between evidence and claims more explicit. She would also need to tackle the complicating evidence that she leaves dangling earlier.

This is a key step in evolving a central claim—pursuing the piece or pieces of evidence that do not clearly fit with the working central claim, explaining why they don’t fit, and determining what their significance might actually be. For this purpose, the writer would need to zoom in on the details of her evidence that she describes in her draft.

  • So what that there are size differences in the painting? What might large or small size mean?
  • So what that the king and queen are small, but the painter, princess, and dwarf (another servant) are all large and fairly equal in size and/or prominence?

Proposed answer: Perhaps the king and queen have been reduced so that Velázquez can showcase their daughter, the princess.

Test of this answer:  The size and location of the princess (center foreground) seems to support this answer, as does the princess being catered to by the ladies in waiting. But, if the painting is meant to showcase the princess, what is the point of the painter’s having made himself so large?

Another possible answer : Perhaps the small size and lack of physical prominence of the king and queen are relatively unimportant, in which case, what matters is that they are a presence, always overseeing events (an idea implied but not developed by the writer).

Test of this answer:  Further support for this answer comes from the possibility that we are meant to see the king and queen as reflected in a mirror on the back wall of the painter’s studio (an idea the writer mentions), in which case they would be standing in front of the scene depicted in the painting, literally overseeing events.There isn’t much evidence against this answer, except, again, for the large size of the painter, and the trivializing implications of the king’s and queen’s dimunition, but these are significant exceptions.

Another possible answer: Perhaps the painter is demonstrating his own ability to make the king and queen any size—any level of importance—he chooses. The king and queen are among the smallest as well as the least visible figures in the painting. Whether they are being exhibited as an actual painting on the back wall of the painter’s studio (a possibility the writer has not mentioned) or whether they appear as reflections in a small mirror on that back wall, they certainly lack stature in the painting in comparison with the painter, who is not only larger and more prominent than they are but also who, as the writer notes “dominates the painting along with the little girl.” The little girl is the princess, herself, and the supposed subject of the painting within the painting that Velázquez is working on.

Test:  This answer about the painter demonstrating his control of the representation of the kind and queen seems credible. It has the most evidence in its favor and the least evidence to contradict it. The writer would probably want to choose this idea and would need to reformulate her central claim to better accommodate it.

On the basis of the writer’s answers in Step 3, it would appear that rather than showcasing royal power, the painting showcases the painter’s own power. This idea is not a clear fit with the writer’s working central claim about the painter’s intentions, that “Velázquez wants the kind to give him the recognition he deserves by including him in the family.” So, what should the writer do?

What she should not do is beat a hasty retreat from her working central claim. She should use the complicating evidence to qualify, rather than abandon, her initial idea, which did, after all, have some evidence in its favor. Good writing shares with readers the thinking process that carried the writer forward from one idea to the next.

The writer’s evolved central claim would need to qualify the idea of the painter wishing to be recognized as a loyal servant and accepted member of the family (which are, themselves, not entirely compatible ideas), since there is evidence in the painting suggesting a more assertive stance on the part of Velázquez about the importance of painters and their art.

The writer is now ready to pursue the next step in the revision process: looking actively for other features of the painting that might corroborate her theory. This takes us to Step 5, the last step the writer would need to go through before composing a more polished draft.

The need to find additional corroboration is especially pressing for this writer because her new central claim that the painting demonstrates the artist’s power—not just his brilliance and desire for recognition—suggests an interpretation of the painting that would be unusual for an era in which most other court paintings flattered royal figures by portraying them as larger than life, powerful and heroic.

It is unlikely that any one central claim will explain all of the details in a subject, but a reasonable test of the value of one possible claim over another is how much of the relevant evidence it can explain. So the writer would try to apply her new central claim to details in the painting that have not yet received much attention, such as the painter himself with the large dwarf on the other side of the painting.

This pairing of dwarf and painter might initially seem to spell trouble for the new central claim about the painter demonstrating his power to frame the way the monarchs are represented. If it was, in fact, the painter’s intention to have his power recognized, why would he want to parallel himself—in size, placement, and facial expression—with  dwarf who is, presumably, a fairly low-level servant of the royal household, unlike the  meninas , who are the daughters of aristocrats? SO WHAT? that the dwarf is parallel with the painter?

The writer might argue that the dwarf suggests a visual pun or riddle, demonstrating that in the painter’s world the small can be made large (and vice versa, in the case of the king and queen). No longer “dwarfed” by his subordinate role as court painter, Velázquez stands tall. If this reading is correct, and if it is true, as the writer suggests, that Prince Philip himself later had the honorary cross added to Velázquez’s vest, we might assume that the king either entirely missed or was able to appreciate the painter’s wit.

Similarly, another of the writer’s key observations—that the painter “plays” with viewer’s expectations—fits with the central claim that the painting asks for recognition of the artist’s power, not just his loyal service. In subverting viewers’ expectations both by decentering the monarchs and concealing what is on the easel, the painter again emphasizes his power, in this case, over the viewers (among whom might be the king and queen if their images on the back wall are mirror reflections of them standing, like us, in front of the painting). He is not bound by their expectations, and in fact appears to use those expectations to manipulate viewers: he could make them wish to see something he has the power to withhold.

It is tempting at the end of the exploratory writing process for the writer to simply eliminate all the ideas and analysis that did not support her final choice of central claim. Why should you include all six steps when you know what the best version of your central claim is going to be?

Good analytical writing is collaborative. To a significant extent, good writing recreates for readers the thinking process that produced its conclusions. It shares with readers how a writer arrives at ideas, not just what the writer ultimately thinks. It takes readers along on a cognitive journey through the process of formulating and reformulating that results in a carefully qualified statement of ideas. Having made the trip, readers are more likely to appreciate the explanatory power of the most fully articulated statement of the central claim.

In a final draft, a writer can capture for readers the phases of thinking she went through by, for example, wording the central claim as a SEEMS TO BE ABOUT X claim (SEEMS TO BE ABOUT X, BUT IS REALLY—OR ALSO—ABOUT Y.) This wording would allow the writer of the  Las Meninas paper to share with readers the interesting shift she makes from the idea that the painting promotes the divine right of kings to the idea that it also endorses the power of the painter to cause people to see royalty in this light (a visual pun, as the light on the princess is actually produced by the painter’s brush).

The writer could also set up a central claim that puts X in tension with Y, while granting some validity to both. In this case, X (the painter wanting to be recognized as a member of the family) would serve as back pressure todrive Y (the painter wanting to demonstrate, tongue-in-cheek, the power of painters).

In an inductively organized paper, you would begin with a working central claim somewhat closer to the final version of the thesis that was the case in the exploratory draft, but you wuld still take the readers along on your step-by-step journey to your conclusions. In a deductively organized paper, wherein the central claim must appear from the outset in something close to its full version, you would still be able to show your readers how your thinking evolved. The writer of the  Las Meninas paper could do this by beginning with details that seem to obviously support the central claim (large size and prominence of the painter and his easel relative to the king and queen) and then move to details (such as the large dwarf) that readers would be less likely to connect with the central claim without her help.

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53 Formulating a Central Idea Statement

Learning objectives.

After reading this chapter, the student will be able to:

  • Distinguish between the specific purpose, central idea, and main points of a speech;
  • Differentiate between a speech to inform, persuade, and inspire or entertain;
  • Write a specific purpose statement;
  • Write a thesis or central idea statement;
  • Distinguish between acceptable and unacceptable specific purpose and central idea statements;
  • Compose appropriate specific purpose and central idea statements for informative, persuasive, and inspirational/entertaining speeches.

Formulating a Central Idea Statement – developing the thesis statement

While you will not actually say your specific purpose statement during your speech, you will need to clearly state what your focus and main points are going to be (preferably after using an introductory method such as those described in Chapter 8). The statement that reveals your main points is commonly known as the central idea statement (or just the central idea).

Central Idea Statement

a statement that contains or summarizes a speech’s main points

Now, at this point we need to make a point about terminology. Your instructor may call the central idea statement “the thesis” or “the thesis statement.” Your English composition instructor probably uses that term in your essay writing. Another instructor may call it the “main idea statement.” All of these are basically synonymous and you should not let the terms confuse you, but you should use the term your instructor uses.

That said, is the central idea statement the very same thing as the thesis sentence in an essay? Yes, in that both are letting the audience know without a doubt your topic, purpose, direction, angle and/or point of view. No, in that the rules for writing a “thesis” or central idea statement in a speech are not as strict as in an essay. For example, it is acceptable in a speech to announce the topic and purpose, although it is usually not the most artful or effective way to do it. You may say,

“In this speech I will try to motivate you to join me next month as a volunteer at the regional Special Olympics.”

That would be followed by a preview statement of what the speech’s arguments or reasons for participating will be, such as,

“You will see that it will benefit the community, the participants, and you individually.”

However, another approach is to “capsulize” the purpose, topic, approach, and preview in one succinct statement.

“Your involvement as a volunteer in next month’s regional Special Olympics will be a rewarding experience that will benefit the community, the participants, and you personally.”

This last version is really the better approach and most likely the one your instructor will prefer.

So, you don’t want to just repeat your specific purpose in the central idea statement, but you do want to provide complete information. Also, unlike the formal thesis of your English essays, the central idea statement in a speech can and should use personal language (I, me, we, us, you, your, etc.) and should attempt to be attention-getting and audience-focused. And importantly, just like a formal thesis sentence, it must be a complete, grammatical sentence.

The point of your central idea statement in terms of your audience is to reveal and clarify the ideas or assertions you will be addressing in your speech, more commonly known as your main points, to fulfill your specific purpose. However, as you are processing your ideas and approach, you may still be working on them. Sometimes those main points will not be clear to you immediately. As much as we would like these writing processes to be straightforward, sometimes we find that we have to revise our original approach. This is why preparing a speech the night before you are giving it is a really, really bad idea. You need lots of time for the preparation and then the practice.

Sometimes you will hear the writing process referred to as “iterative.” This word means, among other things, that a speech or document is not always written in the same order as the audience finally experiences it. You may have noticed that we have not said anything about the introduction of your speech yet. Even though that is the first thing the audience hears, it may be one of the last parts you actually compose. It is best to consider your speech flexible as you work on it, and to be willing to edit and revise. If your instructor asks you to turn the outline in before the speech, you should be clear on how much you can revise after that. Otherwise, it helps to know that you can keep editing your speech until you deliver it, especially while you practice.

Here are some examples of pairs of specific purpose statements and central idea statements.

Specific Purpose: To explain to my classmates the effects of losing a pet on the elderly.
Central Idea: When elderly persons lose their animal companions, they can experience serious psychological, emotional, and physical effects.
Specific Purpose: To demonstrate to my audience the correct method for cleaning a computer keyboard.
Central Idea: Your computer keyboard needs regular cleaning to function well, and you can achieve that in four easy steps.
Specific Purpose: To persuade my political science class that labor unions are no longer a vital political force in the U.S.
Central Idea: Although for decades in the twentieth century labor unions influenced local and national elections, in this speech I will point to how their influence has declined in the last thirty years.
Specific Purpose: To motivate my audience to oppose the policy of drug testing welfare recipients.
Central Idea: Many voices are calling for welfare recipients to have to go through mandatory, regular drug testing, but this policy is unjust, impractical, and costly, and fair-minded Americans should actively oppose it.
Specific Purpose: To explain to my fellow civic club members why I admire Representative John Lewis.
Central Idea: John Lewis has my admiration for his sacrifices during the Civil Rights movement and his service to Georgia as a leader and U.S. Representative.
Specific Purpose: To describe how makeup is done for the TV show The Walking Dead.
Central Idea: The wildly popular zombie show The Walking Dead achieves incredibly scary and believable makeup effects, and in the next few minutes I will tell you who does it, what they use, and how they do it.

Notice that in all of the above examples that neither the specific purpose nor the central idea ever exceeds one sentence. You may divide your central idea and the preview of main points into two sentences or three sentences, depending on what your instructor directs. If your central idea consists of more than three sentences, then you probably are including too much information and taking up time that is needed for the body of the speech.

Exploring Communication in the Real World Copyright © 2020 by Chris Miller is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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What is the central thesis?

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The central thesis states the main point or argument of the paper. It is stated in the thesis statement in the introductory paragraph, and every paragraph of the paper supports it.

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What is an thesis statement?

A Thesis Statement states the central idea in any essay and sums it up.

The thesis statement summarizes?

the central argument, claim, or premise of the essay.

What is a weak thesis?

Weak thesis is a thesis that is weak

What is a deductive thesis?

A deductive thesis is a thesis that is stated right at the beginning. acctually it is a thesis that was fromed apon carefully analisis of the matter

What is a sub thesis?

It is not necessarily a topic sentence. It is an introduction to an area of support + reference back to your central idea in the form of a topic sentence for each of your body paragraphs

The central idea that explains what your essay is about is included in the what?

The central point appears in your thesis statement.

Should your thesis statement contain two or more central points?

YEs, the classic is 3 main central points in a thesis.

What is the central thesis of biography?

The central thesis of a biography is to provide a detailed and objective account of a person's life, highlighting significant events, accomplishments, and influences that shaped their character and impact on society. It aims to provide readers with insights into the subject's motivations, challenges, and legacy.

What is a central idea of a speech?

The central idea of a speech is like the thesis statement.

The central idea explains what your essay is about is included in the?

thesis statement

The central idea that explains what your essay is about is included in the?

The central argument claim or premise of an essay is represented in the ., is a sentence that reflects a central idea or theme and can be implied or stated..

Thesis Statement

Which of the following elements of revision would you focus on when you want to make sure that each paragraph relates to the central idea of your piece A tone B Thesis C Grammar D-Diction?

What are the answers for chapter 14 in reading across the discipline 5th edition.

the central thesis of this selection is that

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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'thesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

thesis novel

Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 23 Mar. 2024.

Kids Definition

Kids definition of thesis, more from merriam-webster on thesis.

Nglish: Translation of thesis for Spanish Speakers

Britannica English: Translation of thesis for Arabic Speakers

Britannica.com: Encyclopedia article about thesis

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  • 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.

Structure of a Thesis

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.

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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.

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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

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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.)

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What is a Master’s Thesis: A Guide for Students 

masters thesis

A master’s thesis is an academic research output that is expected to showcase a student’s competence in a higher level of research as compared to an undergraduate one. The primary objective of a master’s thesis is to assess a student on the depth of their understanding, knowledge, and competence on the subject of their choice. It provides a scholarly and research foundation for students to build on if they are interested in pursuing higher academic degrees and professional work. 

Benefits of Writing a Master’s Thesis  

Undertaking a master’s thesis program enhances your career and academic prospects. In the academic sphere, those who have completed a master’s thesis program are in a more advantageous position when they seek admission to a PhD program. Research-focused disciplines, in particular, usually favour students who have completed their master’s thesis. Opting for a master’s thesis program also gives researchers the opportunity to pursue their interest area through study and research. Further, through the process of thesis writing, students also develop their skills in writing, putting forth an informed argument and developing research questions. A well-developed thesis can also be published as a research paper in peer-reviewed journals, thereby enhancing future academic and career prospects.  

Thesis Masters and Non-thesis Masters Program: Differences   

It is critical to note that all master’s programs do not have a thesis requirement. At the same time, some programs allow students to choose between a thesis and a non-thesis master’s program. In a thesis Master’s program, you are required to prepare a comprehensive scholarly paper under the advice of a faculty member that demonstrates the knowledge, skills, and critical thinking that you have developed during the program. Hence, it is a mandatory requirement for the completion of your degree. However, in a non-thesis master’s program, you are not expected to write a thesis. You are nevertheless required to take additional classes and, by the end of the program, complete a Capstone project, a comprehensive exam, or a summary project. 

Master’s thesis and PhD Dissertation: Differences  

A Master’s thesis is very different from a PhD dissertation, though often, the words thesis and dissertation are used interchangeably not only by students but also by the wider academic community and publishers.   

  • A PhD dissertation is an original research by the doctoral candidate that contributes something new to the existing body of knowledge in the field, such as new theories and information. This should not have been published previously. In contrast, a master’s thesis is a scholarly paper that involves original testing of ideas and demonstrates the knowledge and skills the student has acquired and built during the master’s program.  
  • A master’s thesis deals or engages more with existing research or secondary knowledge, though depending on the subject, there can be research of primary sources as well. Here, the student certainly has to bring in their critical and analytical skills. The sources of data will generally be research papers, scholarly books, journal articles, government reports, statistics, and so on. However, in a PhD dissertation, the focus is on generating new and novel data, resulting in an original piece of work that external subject experts will evaluate. Hence, apart from the sources of data mentioned for the Master’s thesis, the significant component of sources of data for PhD dissertation will be generated from interviews, focus groups, surveys, laboratory experiments and so on. 
  • A master’s thesis is presented at the end of the master’s program, which is about one or two years. The thesis is a critical part of completing the degree. A PhD dissertation takes a considerable amount of time, ranging from 4 to 7 years. By this time, the candidate should have completed, apart from their dissertation, other requirements such as fulfilling a set of coursework, attending seminars/ conferences, presenting papers at seminars and publishing papers in peer-reviewed journals. 
  • The master’s thesis is completed and submitted at the end of the master’s program. The PhD dissertation is presented to earn the PhD degree. 
  • Another major difference between the two is the length. While a master’s thesis may be between 50 and 100 pages, the Ph.D. dissertation is more detailed, in-depth, and comprehensive, with a length of up to 400 pages. 

While all Master’s programs do not have a thesis requirement, completing a thesis provides a scholarly and research foundation for students to pursue higher academic degrees and professional work. A master’s thesis program can be a valuable experience for students interested in pursuing higher academic degrees and professional work in research-focused disciplines.

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COMMENTS

  1. How to Write a Thesis Statement

    A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why. The best thesis statements are: Concise: A good thesis statement is short and sweet—don't use more words than necessary. State your point clearly and directly in one or two sentences.

  2. Thesis/Central Idea

    A thesis statement is a sentence that expresses the central idea of an essay. It's a good idea to decide the topic sentence of a paragraph after writing the working version of an essay's thesis. A topic sentence explains one aspect or point in the thesis and, therefore, should always be more specific and limited than a thesis.

  3. What Is a Thesis?

    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 summarize 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 ...

  4. Thesis

    Thesis. Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore ...

  5. PDF Developing a Central Claim

    Central Claim What is a thesis? A thesis is the central claim or main argument of an essay. Because it provides a unifying theme for the rest of the essay, it typically appears early on—in shorter papers, most often within the first paragraph or two. The thesis should be analytic or interpretive rather than merely descriptive or factual.

  6. Academic Guides: Writing a Paper: 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.

  7. What is a thesis statement?

    The thesis statement is essential in any academic essay or research paper for two main reasons: It gives your writing direction and focus. It gives the reader a concise summary of your main point. Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

  8. How to Write a Thesis: A Guide for Master's Students

    Tip #2: Begin Work on the Thesis Statement and Break Up the Thesis into Manageable Sections. After selecting an appropriate topic and developing a central research question for the thesis statement, it is then necessary to apply the research and writing skills you have learned throughout your degree program.

  9. How to Write a Thesis Statement With Examples

    A thesis statement provides the foundation for your entire research paper or essay. This statement is the central assertion that you want to express in your essay. A successful thesis statement is one that is made up of one or two sentences clearly laying out your central idea and expressing an informed, reasoned answer to your research question.

  10. What is a thesis

    A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It's typically submitted at the end of your master's degree or as a capstone of your bachelor's degree. However, writing a thesis can be laborious, especially for beginners.

  11. Thesis Statements

    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.

  12. How To Use "Central Thesis" In A Sentence: Diving Deeper

    A central thesis refers to the main argument or central idea of a piece of writing, whether it is an essay, research paper, or even a speech. It serves as the backbone of the entire work, providing a clear focus and guiding the reader or audience through the author's perspective or position on a particular topic.

  13. Evolving a Central Claim: Example 1

    Evolving a Central Claim: Example 1. Your central claim (also called a thesis) lies at the heart of your argument. As a contestable and weighty statement, it anchors your essay, encapsulating the most important idea that you will unpack, unveil, and support in your writing. Claims don't blossom fully formed from the phenomenon under ...

  14. Central Idea Mastery: Tips for Identifying Main Themes in Texts

    A central idea is like a map for a story or essay. It guides readers through the words and themes. On the other hand, a thesis statement is a claim or argument in an essay, article or research work. This is often based on the central idea but goes further by giving an opinion about the topic. You can think of these as two good friends.

  15. Six Steps for Finding and Evolving a Central Claim

    In their Writing Analytically, David Rosenwasser and Jill Stephen, outline six steps for evolving a central claim. Getting the central claim to respond more fully to evidence, either by formulating a mostly new central claim and beginning again, or by modifying the existing thesis, is the primary activity of conceptual revision (as opposed to correcting and editing).

  16. Formulating a Central Idea Statement

    Central Idea Statement. a statement that contains or summarizes a speech's main points. Now, at this point we need to make a point about terminology. Your instructor may call the central idea statement "the thesis" or "the thesis statement.". Your English composition instructor probably uses that term in your essay writing.

  17. What is the central thesis?

    The central thesis states the main point or argument of the paper. It is stated in the thesis statement in the introductory paragraph, and every paragraph of the paper supports it.

  18. Thesis Definition & Meaning

    The meaning of THESIS is a dissertation embodying results of original research and especially substantiating a specific view; especially : one written by a candidate for an academic degree. How to use thesis in a sentence. ... The book's central thesis is that propaganda influences the masses in important ways.

  19. English III B 2020- Unit 1/ Assignment 14.- "Other Nonfiction ...

    Question: The central thesis of biography is the _____. Choices: - contributions of the subject - historical times in which the subject lived - personality of the subject. Click the card to flip 👆 ...

  20. Other nonfiction topics for reading Flashcards

    The central thesis of biography is the. Personality of the subject. Settings and historical events play a. Secondary role. Jesse Stuart wrote an autobiography about his life as a. Teacher in rural Kentucky. Bradford's biography of Robert E. Lee reveals him as a general who felt that war was _____.

  21. What Is a Thesis?

    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 ...

  22. What is a Master's Thesis: A Guide for Students

    Thesis Masters and Non-thesis Masters Program: Differences It is critical to note that all master's programs do not have a thesis requirement. At the same time, some programs allow students to choose between a thesis and a non-thesis master's program.

  23. PDF Your Name A Thesis/Special Project Submi8ed in Par;al Fulfillment of the

    A Thesis/Special Project Submi8ed in Par;al Fulfillment of the Requirements for the Degree of Master of (list your degree, MS, MA) In (list your program) Department of (list department) Central Connec;cut State University New Britain, CT Month, Year Thesis/Special Project Advisor(s): Advisor Name . Title ...

  24. PDF Thesis

    Thesis Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore needs

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    An Abstract of a Thesis/Special Project Submi:ed in Par<al Fulfillment of the Requirements for the Degree of Master of (list your degree, MS, MA) In (list your program) Department of (list department) Central Connec<cut State University New Britain, CT Month, Year Thesis/Special Project Advisor(s): Advisor Name . Title ...