Thesis Statements

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A thesis concisely states the focus of a paper and informs the reader what to expect in the paper. A clear thesis statement can provide a solid framework for the rest of the paper.

 

A Narrow Thesis

Shorter papers cannot cover everything that could be said about the topic, so the thesis must limit the amount of material you cover. Keep the assignment and the page length requirements in mind. Consider the following potential theses for an assignment to write 3-5 pages about J.R.R. Tolkien’s Lord of the Rings.

1. Lord of the Rings accurately describes a hero’s journey.
2. Lord of the Rings follows Gandalf, Frodo, and Sam Wise as they go through the hero’s journey.
3. When Gandalf gives advice and comfort both in Mordor and before the Battle of Helms Deep, he functions as the sage counselor in the hero’s journey.

The first example is far too broad for a short paper. The second example is slightly more specified, but it also contains too much information to adequately explain in such a limited space. The last example is the best because it states a narrow argument and specific reasons to support that argument.

 

Organization of Paper and the Thesis

The thesis presents a skeleton of what the paper will discuss. The paper will follow the same order that the thesis lays out. Here is an example of a thesis statement that helps structure the paper:

While Boise has thrilling nightlife, London has both thrilling nightlife and interesting museums, making London the better place to visit.

The rest of the paper should follow the order outlined in the thesis:

1. thrilling nightlife in Boise
2. thrilling nightlife in London
3. interesting museums in London

The last part of the thesis indicates that the paper will prove how London is the better tourist town. The writer will connect sections B and C to the thesis statement in order to prove London’s superiority.

 

An Argumentative Thesis

Academic writing strives to add new insights to a given field of study, and many papers require an argumentative thesis, meaning the writer sets out to support and explain a specific claim. Writers attempt to enter the discourse of their field through formulating and supporting an argument. An argumentative thesis will also list support for the argument.

Consider the following sentences:

1. Flu vaccines prevent the flu.
2. Since flu vaccines are available to many, more people should be vaccinated to prevent a breakout.
3. Although the fear of avian influenza is the rise, scientists are not currently producing enough vaccine, thus increasing the dangers of an epidemic.

Number one could be considered common knowledge since it simply mentions the subject of the paper. It is not an argument. Number two is definitely arguable but too general to be accurately supported or create interest. The third one is the best example because it is assertive, clear, defendable, and narrow.

 

Steps in Generating an Argumentative Thesis

Determine what interests you about the topic.

Break down the larger topic into subtopics and explore the smaller issues.

Ask yourself questions about the point of interest to prompt thinking.

As you formulate ideas, eventually ask questions that will have specific, arguable answers.
Possible questions to ask:

• Why do I find this idea interesting? What about it intrigues me?
• Do I have something unique to say about the topic?
• Would people argue about this idea? If so, what is my stance and why?
• What specific points do I want to address that will prove my ideas?

Determine several supporting reasons for your argument.

Feel free to change your initial thesis as you write and revise your paper. For example, if you discover that you don’t have the evidence to support your thesis, then the thesis will have to change.

 

General Guidelines on Theses

A thesis statement does not require three supporting ideas. Sometimes it only has two. Sticking to three supporting ideas leads to a five-paragraph essay, which can be formulaic and underdeveloped.

The reader should be able to easily recognize the thesis statement.

Jenny Sneddon, summer 2005
Based on a handout by Heather O’Brien, Feb. 1993
Revised by Jason Johnson, March 2000