Writing a Thesis Statement
When reviewing your first draft and its working thesis, ask yourself the following:
- Do I ask a question? NO, ANSWER IT! 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 topic your teacher gives you isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of having your camera off in a virtual class” can be rephrased as “What is the effect of active participation and grades in an online course?” Don't write the question in your text, but use it to help you.
- Have I taken a position that others might challenge or oppose? HOPEFULLY! 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. This is your chance to take a side, speak your voice and tell the world (or at least your teacher) how you feel.
- 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”? Avoid weak words.
- Does my thesis pass the “So what?” test? IT SHOULD! 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. Make the reader want to read your text.
- 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. The only thing wrong with having an opinion is not being able to back it up. Do the work to make sure you're heard.
Suppose your English teacher 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.
Take a look at that thesis statement.
- 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.
You try again and rewrite your thesis: 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 go back and try again: 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.
If you're stuck, watch this video to help you:
Helpful Checklist:
o I did NOT use I, we or you (or my, mine, yours, etc.).
o I did NOT refer to the writer, the reader or the text when presenting my arguments. (This text will be about…; I am going to write about…; You should understand after you read my composition…).
o I did NOT use phrases like I think, I guess and I suppose to introduce ideas.
o I did NOT ask questions of the reader.
o I did NOT begin sentences with And, Or, But, Because, and So.
o I did NOT write run-on sentences. (many sentences joined by commas).
o I verified any words I am not sure about in the dictionary. I did not invent words or use French words.
o I made sure that I did not plagiarize anyone’s ideas. All borrowed ideas are credited to their original author(s).
o I made sure that I have not added any new ideas to the conclusion.
o My work is objective. I used and cited expert sources to prove my arguments (if required).
o I reread my work to check for grammatical and spelling errors.
o I used SPELLCHECK in English to check my mistakes.
adapted from The Writing Center, University of North Carolina at Chapel Hill
