Topic Sentence and Paragraph

What is a Paragraph?
A paragraph is a group of sentences that convey an idea. Each sentence
works together as part of a unit to create an overall thought or impression. A
paragraph is the smallest unit or cluster of sentences in which one idea  can
be developed adequately. Paragraphs can stand alone or function as part of
an essay, but each paragraph covers only one main idea.
The most important sentence in your paragraph is the topic sentence, which
clearly states the subject of the whole paragraph. The topic sentence is
usually the first sentence of the paragraph because it gives an overview of the
sentences to follow. The supporting sentences after the topic sentence help to
develop the main idea. These sentences give specific details related to the
topic sentence. A final or concluding sentence often restates or summarizes
the main idea of the topic sentence.

Effective Paragraphs
An effective parapraph contains:

 a topic sentence that states the main point of the paragraph

 supporting sentences with details and specific examples as proof of
your point
 logical, coherent thoughts that are developed in order from one
sentence to the next
 a concluding idea that wraps up the point of the paragraph

Below is a paragraph model. It contains a topic sentence with concrete

details and examples in the supporting sentences. Notice how the writer sums
up the point of the paragraph with a concluding sentence.
Also, because this is academic writing, the writer indents the first line five
spaces to mark the beginning of a paragraph. This practice is not always
followed in commercial or instructive writing, or in business letters or memos.
My First Day
My first day of college was a disaster. First, I went to the wrong

classroom for math. I was sitting in the class, surrounded by people taking
notes and paying attention to how to do equations, which would have been

okay if I was supposed to be in an algebra class. In reality, I was supposed to

be in geometry, and when I discovered my error, I had already missed the first

twenty minutes of a one-hour class. When I got to the correct class, all twenty-

five students turned and looked at me as the teacher said, "You're late." That

would have been bad enough, but in my next class my history teacher spoke

so fast I could not follow most of what they said. The only thing I did hear was

that we were having a quiz tomorrow over today’s lecture. My day seemed to

be going better during botany class, that is, until we visited the lab. I had a

sneezing fit because of one of the plants in the lab and had to leave the room.

When I finally finished my classes for the day, I discovered I had locked my

keys in the car and had to wait for my brother to bring another set. My first day

of school was so bad that I know the rest will have to be better.

In the above paragraph, the topic sentence appears in bold and the

concluding sentence in italics. The sentences in between support and develop
the topic sentence by giving specific examples and details. These examples
are the writer’s “proof” of their bad first day of school.

Effective Topic Sentences

An effective topic sentence:

 informs the reader of the subject that will be discussed in the paragraph
 asserts the writer’s point of view or attitude
 intrigues the reader to continue reading
 creates a sense of action
 is not vague, rambling, too narrow or too broad
Writing
Topic Sentence Practice
Read the short paragraph next to each picture. Identify the one sentence that isn't
on exactly the same topic as the other sentences. The correct answers will turn blue
when you click on them.

Write a topic sentence for each paragraph. Identify whether each paragraph
includes facts, opinions, or both. When you are finished, click the Submit button to
see possible answers.

Paragraph 1

The first recommendation is that Musa should not text while he is driving. Second, he
should look ahead at the road. Third, he should place both hands on the steering
wheel. Fourth, he should not wear his watch on his right wrist. Finally, he should keep his
eyes on the road.

Topic Sentence:
Paragraph 2

One of the dangers on country roads is wildlife. Drivers should look out for moose.
Crashing into this large animal can damage a car or injure a person. Another danger is
unmarked lanes. Lane lines are yellow or white. Drivers shouldn’t drive in the middle of
the road. They should stay to the right. Drivers may run into danger when they aren’t
familiar with the signs. They shouldn’t speed. It’s a good idea to slow down at all
corners.

Topic Sentence:

Paragraph 3

Sue should have put on her makeup at home. She definitely should not have put on
makeup in the car. She should have used a bathroom mirror; she shouldn’t have used the
rear-view mirror. The mirror shouldn’t be so small. If Sue had focused on driving, she
wouldn’t have hit the power pole. She said, “I should have known better.”
Topic Sentence:

Paragraph 4

I was going to pick up my kids from school. The light ahead of me was green. My phone
rang. You should hear the cool ring tone. My buddy was calling. As I answered it, I saw
my daughter running toward me. I was listening to my friend. I should not have been
listening to him. I was looking to the left. I should have been looking straight ahead. I
rear-ended the car in front of me. There are no excuses for what I did.

Topic Sentence:

What are examples of the 7 types of topic

sentence?
Let's read:

This is the third and final chapter about Topic Sentences. To complete this
reader, read each chapter carefully and then unlock and complete
our materials to check your understanding.   
Chapter 3 Aims
Reader Contents
Before you begin reading...
This topic now has an interactive unit:Forming Topic Sentences
  video and audio texts
  knowledge checks and quizzes
  skills practices, tasks and assignments
VISIT THIS UNIT

E-LEARNING
 Chapter 3

Now that we know what a topic sentence is (Chapter 1) and have discussed
the top twelve tips for writing effective topic sentences (Chapter 2), this final
chapter in our short reader provides students and tutors with numerous
academic examples of successful topic sentences. We’ve divided these
examples into seven types and have bolded the key structural language that
you may wish to use when constructing your own topic sentences.

Please note that in the following examples, we use brackets to identify the
[thesis] and the (main ideas) and bold to indicate the structural language.
 

Remember also, topic sentences:

– set the tone of the paragraph

– may be one or multiple sentences

 – remind the reader of the essay thesis

– introduce the paragraph’s main idea(s)

– are found at the start of a body paragraph

– transition between ideas and body paragraphs

 

Type 1: Single-Sentence Topic Sentences

Most topic sentences are composed of a single sentence and are placed at the

very beginning of a body paragraph:
 

 One reason for the increase in [air pollution in China] in recent years is
likely due to the (increase in coal consumption).
 There is significant evidence to suggest that a [plant-based diet] is
(healthier during childhood) than a meat-based diet.
 Research indicates that the only way to [reduce global warming] on a
global scale is to significantly (reduce the consumption of fossil fuels).
 

Type 2: Multiple-Sentence Topic Sentences

Some topic sentences may require more than one sentence to provide their

[thesis] and (main ideas):
 

 There are many reasons for the [increase in cancer rates in the developed
world]. One of the most significant causes may be the (increased levels of
river pollution) found in poorer countries.
 Many researchers believe that the [polar ice caps are in fact melting] at
unprecedented rates. Some evidence indicates that this may be (directly due
to carbon dioxide emissions) more than any other greenhouse gas.
 The literature indicates that [obesity levels] are indeed at an all time high
[in developed countries]. What causes this is a matter of contention, but
many believe that (the over consumption of sugar) is one of the main
culprits.

Type 3: Transitional Topic Sentences

Many topic sentences also function as transitional devices, allowing the

reader to move smoothly from one paragraph’s main idea to
another. Words such as ‘in addition’ for example can remind the reader of
the previous main idea, and words such as ‘although’ and ‘while’ can
demonstrate an opposing argument or a concession:

 In addition to (human health), [the meat industry] is also having a negative

effect on (the health of the farmed animals).
 While it may be true that overall [human health is (hardly affected) by air
pollution], the seriousness of the effect this pollution has on (the pulmonary
system) is often understated.
 In contrast to the argument that (public transportation) does not
significantly affect [air quality], there is much research to suggest
that (leaded petrol) is incredibly polluting.
 
 
Type 4: Interrogative Topic Sentences

Though less academic in style, some writers may even choose to write
interrogative topic sentences– meaning that they include or imply a direct or
indirect question within their structure:
 

 While there has been much investigation into [the spread of English as a

global language], what many linguists wish to know is whether (English will
become the sole global language) in the not-too-distant future.
 One question is whether [the shift in teaching to online platforms] will
(change the relationship between the student and the tutor).
 Is it likely that [the increase in popularity of urban living] will continue to
rise well into the 21st century as the types of (job shift from industry-based to
being predominantly online)?
 

Type 5: Topic-Changing Topic Sentences

Also known as ‘pivots’ are topic sentences which move the reader from one
main ideas to another within the same paragraph or which reverse the
argument’s direction (i.e., from counter argument to argument). Argument
reversals are usually introduced with words like ‘however’ or ‘even though’,
while words such as ‘additionally’ or ‘secondly’ transition to the next main
idea of that paragraph:
 

 However, there is in fact contrary evidence to suggest that [the rising

national debt levels] may not have a direct impact on (per-capita GDP).
 Additionally, (China) may be a rising contender for world hegemony in
competition with the [USA’s hegemonic status].
 Even though the above studies provide convincing evidence, there are
still more examples that demonstrate how [job security] and
(socioeconomic status) are clearly linked.
 

Type 6: Multiple-Main-Idea Topic Sentences

Some topic sentences may even contain multiple main ideas, although as we

mentioned in Lesson 2, it’s never a good idea to include more than one main
idea in a body paragraph as your investigation will become too shallow:

 Two reasons for [the increase in the consumption of high-sugar food

products] are (TV advertising) and (product placement in TV series).
 There is much evidence to demonstrate how (exercise) and (restful
sleep) are two of the most important factors in [life extension].
 It is also clear that without significant (guidance from tutors) and (parents),
most students do not make well-informed decisions about [which degree to
choose].
 Type 7: Multiple-Paragraph Topic Sentences

Finally, there are topic sentences that are able to introduce more than one
paragraph. Such sentences might come at the beginning of the body
section and prepare the reader for a comprehensive investigation of one or
two main ideas, or they may be included every couple of paragraphs if the
main idea cannot be argued comprehensively within one paragraph alone:

 When it comes to the question of whether [heart disease and smoking] are

linked, there is convincing information on (both sides of the argument).
 As the following paragraphs demonstrate, there is significant empirical
data proving that a predominantly [plant-based diet] is (healthier) for
humans than a predominantly meat-based one.
 There are (multiple examples) that clearly demonstrate the [influencing
effect that the media has over the general public].

 
Paragraph Examples: Expository, Narrative,
Persuasive, Descriptive, and More
by Pattern Based Writing: Quick & Easy Essay | How to Teach Paragraph and Multi-Paragraph
Writing

Point and Purpose in Paragraphs

Point and purpose is the key to understanding types of paragraphs and kinds of
paragraphs.
In writing, the words point and purpose are almost synonymous. Your point is your
purpose, and how you decide to make your point clear to your reader is also your
purpose. Writers have a point and a purpose for every paragraph that they create.
Writers write descriptive paragraphs because their purpose is to describe something.
Their point is that something is beautiful or disgusting or strangely intriguing. Writers
write persuasive and argument paragraphs because their purpose is to persuade or
convince someone. Their point is that their reader should see things a particular way
and possibly take action on that new way of seeing things. Writers write paragraphs of
comparison because the comparison will make their point clear to their readers.
The purpose of Pattern Based Writing: Quick & Easy Essay is to quickly and easily
teach students how to organize information and make points clear. Then in the Writing
with Purpose section of the writing program, students learn to apply their new writing
strategies to different types, kinds, genres, and modes of writing. The truth is that
it’s quick and easy to get students to write many different types of paragraphs when
they have the right foundation.
Put simply, all of the different types and kinds of paragraphs simply involve layering on
a different purpose or intent. When students have the right foundation, it’s just that
simple. What are you trying to achieve in this paragraph and in your whole composition?
What is your purpose right here? Do you wish to describe? Do you want to evaluate? Is
your goal to narrate? Is your intent to persuade?
When students don’t have a proper foundation, these questions don’t mean much to
them.  After Pattern Based Writing: Quick & Easy Essay, students say, “I get it! I
finally get it! I can’t even read what I was writing before!”.
After Pattern Based Writing: Quick & Easy Essay, when the students’ purpose or intent
is to:
 •   Describe  🡺  they write a  🡺 🡺  Descriptive Paragraph
 •   Inform  🡺  they write a  🡺 🡺 Informative Paragraph
 •   Narrate  🡺  they write a  🡺 🡺 Narrative Paragraph
 •   Persuade  🡺  they write a  🡺 🡺  Persuasive Paragraph
It’s just that easy! For amazing writing success, 

Descriptive Paragraph
1.  Describe:   I am going to DESCRIBE a sunset!
Sunset is the time of day when our sky meets the outer space solar winds. There are
blue, pink, and purple swirls, spinning and twisting, like clouds of balloons caught in a
whirlwind. The sun moves slowly to hide behind the line of horizon, while the moon
races to take its place in prominence atop the night sky. People slow to a crawl,
entranced, fully forgetting the deeds that must still be done. There is a coolness, a
calmness, when the sun does set.

Informational Paragraph and a Narrative Paragraph

2. Inform:   I am going to INFORM you about the Apollo 11 space mission.    
On July 16, 1969, the Apollo 11 spacecraft launched from the Kennedy Space Center in
Florida. Its mission was to go where no human being had gone before—the moon! The
crew consisted of Neil Armstrong, Michael Collins, and Buzz Aldrin. The spacecraft
landed on the moon in the Sea of Tranquility, a basaltic flood plain, on July 20, 1969.
The moonwalk took place the following day. On July 21, 1969, at precisely 10:56 EDT,
Commander Neil Armstrong emerged from the Lunar Module and took his famous first
step onto the moon’s surface. He declared, “That’s one small step for man, one giant
leap for mankind.” It was a monumental moment in human history!
Narrate:   I am going to NARRATE a story about the Apollo 11 space mission.
It was July 21, 1969, and Neil Armstrong awoke with a start. It was the day he would
become the first human being to ever walk on the moon. The journey had begun several
days earlier, when on July 16th, the Apollo 11 launched from Earth headed into outer
space. On board with Neil Armstrong were Michael Collins and Buzz Aldrin. The crew
landed on the moon in the Sea of Tranquility a day before the actual walk. Upon Neil’s
first step onto the moon’s surface, he declared, “That’s one small step for man, one
giant leap for mankind.” It sure was!

Process or How-to Paragraph

3.  Process:   I am going to explain the PROCESS of cleaning and organizing your
room.
OR
How-to:   I am going to describe HOW-TO clean and organize your room.
Here is the perfect system for cleaning your room. First, move all of the items that do
not have a proper place to the center of the room. Get rid of at least five things that you
have not used within the last year. Take out all of the trash, and place all of the dirty
dishes in the kitchen sink. Now find a location for each of the items you had placed in
the center of the room. For any remaining items, see if you can squeeze them in under
your bed or stuff them into the back of your closet. See, that was easy!

Compare and Contrast Paragraph

4.  Compare/Contrast:   I am going to COMPARE and CONTRAST an ocean and a
lake.
Oceans and lakes have much in common, but they are also quite different. Both are
bodies of water, but oceans are very large bodies of salt water, while lakes are much
smaller bodies of fresh water. Lakes are usually surrounded by land, while oceans are
what surround continents. Both have plants and animals living in them. The ocean is
home to the largest animals on the planet, whereas lakes support much smaller forms
of life. When it is time for a vacation, both will make a great place to visit and enjoy.
Critical Paragraph
5.  Critique:   I am going to CRITIQUE the Blue Whales’ first baseball game of the
new season.
The Blue Whales just played their first baseball game of the new season; I believe there
is much to be excited about. Although they lost, it was against an excellent team that
had won the championship last year. The Blue Whales fell behind early but showed
excellent teamwork and came back to tie the game. The team had 15 hits and scored 8
runs. That’s excellent! Unfortunately, they had 5 fielding errors, which kept the other
team in the lead the entire game. The game ended with the umpire making a bad call,
and if the call had gone the other way, the Blue Whales might have actually won the
game. It wasn’t a victory, but I say the Blue Whales look like they have a shot at the
championship, especially if they continue to improve.

Persuasive Paragraph and Argumentative Paragraph

6.  Persuade:   I am going to PERSUADE my neighbors to buy tickets to the
school fair.
The school fair is right around the corner, and tickets have just gone on sale. We are
selling a limited number of tickets at a discount, so move fast and get yours while they
are still available. This is going to be an event you will not want to miss! First off, the
school fair is a great value when compared with other forms of entertainment. Also, your
ticket purchase will help our school, and when you help the school, it helps the entire
community. But that’s not all! Every ticket you purchase enters you in a drawing to win
fabulous prizes. And don’t forget, you will have mountains of fun because there are
acres and acres of great rides, fun games, and entertaining attractions! Spend time with
your family and friends at our school fair. Buy your tickets now!
Argue:   I am going to present a logical ARGUMENT as to why my neighbor
should attend the school fair.
The school fair is right around the corner, and tickets have just gone on sale. Even
though you may be busy, you will still want to reserve just one day out of an entire year
to relax and have fun with us. Even if you don’t have much money, you don’t have to
worry. A school fair is a community event, and therefore prices are kept low. Perhaps,
you are still not convinced. Maybe you feel you are too old for fairs, or you just don’t like
them. Well, that’s what my grandfather thought, but he came to last year’s school fair
and had this to say about it: “I had the best time of my life!” While it’s true that you may
be able to think of a reason not to come, I’m also sure that you can think of several
reasons why you must come.  We look forward to seeing you at the school fair!
 
 Problem and Solution Paragraph (Narrative Version and Informational
Version)
7.  Problem/Solution: I am going to describe a kitty door PROBLEM and then
explain the kitty door SOLUTION.
Narrative Version (1st person)
Last week we installed a kitty door so that our cat could come and go as she pleases.
Unfortunately, we ran into a problem. Our cat was afraid to use the kitty door. We tried
pushing her through, and that caused her to be even more afraid. The kitty door was
dark, and she couldn’t see what was on the other side. The first step we took in solving
this problem was taping the kitty door open. After a couple of days, she was confidently
coming and going through the open door. However, when we removed the tape and
closed the door, once again, she would not go through. They say you catch more bees
with honey, so we decided to use food as bait. We would sit next to the kitty door with a
can of wet food and click the top of the can. When kitty came through the closed door,
we would open the can and feed her. It took five days of doing this to make her unafraid
of using the kitty door. Now we have just one last problem: our kitty controls our lives!
Expository/Informational Article Version – This began as one paragraph, but needed
two—one for the problem and one for the solution. Also, notice that the second
paragraph is a process paragraph. It would be very easy to add an introduction and
conclusion to these two paragraphs and have a complete essay!
People often install a kitty door, only to discover that they have a problem. The problem
is their cat will not use the kitty door. There are several common reasons why cats won’t
use kitty doors. First, they may not understand how a kitty door works. They may not
understand that it is a little doorway just for them. Second, many kitty doors are dark,
and cats cannot see to the other side. As such, they can’t be sure of what is on the
other side of the door, so they won’t take the risk. One last reason cats won’t use kitty
doors is because some cats don’t like the feeling of pushing through the door and
having the door drag across their back. But don’t worry—there is a solution for this kitty-
door problem.
The first step in solving the problem is to prop the door open with tape. This means your
cat will now be able to see through to the other side; your cat will likely begin using the
kitty door immediately. Once your cat has gotten used to using the kitty door, remove
the tape. Sometimes cats will continue to use the kitty door without any more prompting.
If this does not happen, you will want to use food to bribe your cat. When it’s feeding
time, sit on the opposite side of the door from your cat and either click the top of the can
or crinkle the cat food bag. Open the door to show your cat that it is both you and the
food waiting on the other side of the door. Repeat this a couple times, and then feed
your cat. After a couple days of this, your kitty-door problem will be solved.

Cause and Effect Paragraph

8.  Cause/Effect: I am going to explain the CAUSES that had the EFFECT of
making me a high achieving student.
(Note: This is also a first-person narrative.)
I do well in school, and people think I am smart because of it. But it’s not true. In fact,
three years ago I struggled in school. However, two years ago I decided to get serious
about school and made a few changes. First, I decided I would become interested in
whatever was being taught, regardless of what other people thought. I also decided I
would work hard every day and never give up on any assignment. I decided to never,
never fall behind. Finally, I decided to make school a priority over friends and fun. After
implementing these changes, I became an active participant in classroom discussions.
Then my test scores began to rise. I still remember the first time that someone made fun
of me because “I was smart.” How exciting! It seems to me that being smart is simply a
matter of working hard and being interested. After all, learning a new video game is
hard work even when you are interested. Unfortunately, learning a new video game
doesn’t help you get into college or get a good job.

Personal Narrative Paragraph

9.  Personal Narrative: I am going to give a PERSONAL NARRATION of an event
that changed my life.
Last year was the first time I had ever been the new kid at school. For the first four
days, I was completely alone. I don’t think I even spoke to a single person. Finally, at
lunch on the fifth day, Karen Watson walked past her usual table and sat down right
next to me. Even though I was new, I had already figured out who Karen Watson was.
She was popular. Pretty soon, all of Karen’s friends were sitting there right next to me. I
never became great friends with Karen, but after lunch that day, it seemed like all sorts
of people were happy to be my friend. You cannot convince me that Karen did not know
what she was doing. I have a great respect for her, and I learned a great deal about
what it means to be a true leader.

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.

Examples

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.

THESIS EXERCISES
What a Thesis Is Not
Not a Title
A title can often give the reader some notion of what the thesis is going to be, but it is
not the thesis itself. The thesis itself, as presented in the thesis statement, does not
suggest the main idea-it is the main idea. Remember, too, that a thesis statement will
always be a complex sentence; there is no other way to make a statement.

TITLE: NOT A THESIS THESIS STATEMENT

Home and Schools Parents ought to participate more in
the education of their children.
James Cagney: Hollywood Great James Cagney was one of the greatest
actors ever to appear in movies.
Inflation and Old Age Continuing inflation makes it almost
impossible to plan intelligently for
one's retirement.
A Shattering Experience My first visit to the zoo was a
shattering experience.
The Fad of Divorce Too many people get divorced for
trivial reasons.

Not an Announcement of the Subject

A thesis takes a stand. It expresses an attitude toward the subject. It is not the subject
itself.

ANNOUNCEMENT: NOT A THESIS STATEMENT

THESIS
My subject is the incompetence of Professor X is an incompetent
Professor X. teacher.
I want to share some thoughts with Our space program is a waste of
you about our space program. money.
The many unforeseen problems I I encountered many unforeseen
encountered when I went camping are problems when I went camping.
the topic of this theme.
This paper will attempt to tell you The Grand Canyon was even more
something about the emotions I felt magnificent that I had imagined.
on viewing the Grand Canyon.
The thesis of this paper is the Solving our environmental problems
difficulty of solving our is more difficult than many
environmental problems. environmentalists believe.
Not a Statement of Absolute Fact
A thesis makes a judgment of interpretation. There's no way to spend a whole paper
supporting a statement that needs to support.

FACT: NOT A THESIS

 Jane Austin is the author if Pride and Prejudice.

 The capitol of California is Sacramento.
 Suicide is the deliberate taking of one's own life.
 President Lincoln's first name was Abraham.
 The planet closest to the sun is Mercury.

What a Good Thesis Is

It's possible to have a one-sentence statement of an idea and still not have a thesis that
can be supported effectively. What characterizes a good thesis?

A good thesis is restricted.

In certain respects, devising a thesis statement as you plan your paper can sometimes
be a way in itself of limiting, or restricting, your subject even further. A paper
supporting the thesis that Professor X is incompetent, besides taking a stand on its
subject, has far less territory to cover than a paper on Professor X in general. Thesis
statements themselves, however, may not always have been sufficiently narrowed
down. A good thesis deals with restricted, bite-size issues rather than issues that
would require a lifetime to discuss intelligently. The more restricted the thesis, the
better the chances are for supporting it fully.
POOR BETTER
The world is in a terrible mess. Trade barriers contribute to
international tensions.
People are too selfish. Human selfishness is seen at its worst
during rush hour.
The American steel industry has The worst problem of the American
problems. steel industry is lack of funds to
renovate outdated plants and
equipment.
Crime must be stopped. Our courts should hand out tougher
sentences.
A good thesis is unified.
The thesis expresses one major idea about its subject. The tight structural strength of
your paper depends on its working to support that one idea. A good thesis may
sometimes include a secondary idea if it is strictly subordinated to the major one, but
without that subordination the writer will have too many important ideas to handle,
and the structure of the paper will suffer.
POOR BETTER
Detective stories are not a high form Detective stories appeal to the basic
of literature, but people have always human desire for thrills.
been fascinated by them, and many
fine writers have experimented with
them.
The new health program is excellent, The new health program should be
but it has several drawbacks, and it run only on experimental basis for
should be run only on experimental two or three years.
basis for two or three years.
OR

Despite its general excellence, the

new health program should be run
only on an experimental basis for two
or three years.
The Columbus Cavaliers have trouble The Columbus Cavaliers should be
at the defensive end and linebacker able to make the play-offs.
positions, and front- office tensions
don't help, but the team should be able OR
to make the play-offs.
Even granting a few troubles, the
Columbus Cavaliers should be able to
make the play- offs.

A good thesis is specific.

A satisfactorily restricted and unified thesis may be useless if the idea it commits you
to is too vague. "The new World Trade Center is impressive," for example, could
mean anything from impressively beautiful to impressively ugly. With a thesis
statement like "Hemingway's war stories are very good," you would probably have to
spend so many words defining what on earth "good" means that there would be no
room for anything else. Even when there's no likelihood of conclusion, vague ideas
normally come through as so familiar or dull or universally accepted that the reader
sees no point in paying attention to them.
POOR BETTER
The World Trade Center is The World Trade Center is a
impressive. monument to human folly.
Hemingway's war stories are very Hemingway's war stories helped
good. create a new prose style.
Drug addiction is a big problem. Drug addiction has caused a dramatic
increase in crimes of violence.
Our vacation was a tremendous Our vacation enabled us to learn the
experience. true meaning of sharing.
My parents are wonderful people. Everything my parents do is based on
their loving concern for the welfare of
the family.

Exercises for Review

Your Name:
Your e-mail address:

A. Write T next to each thesis statement below. Write NT if

there is no thesis statement.
1. I want to tell you about the many defects in the administration's
T 
proposals for restructuring the Social Security program.
NT
2. Al Capone, the Chicago gang leader, was nicknamed "Scarface."
T 
NT
3. Justice delayed is justice denied.
T 
NT
4. My thesis asks whether affirmative action programs are just a new
T 
form of racism.
NT
5. It's not only poor people who get government handouts.
T 
 NT
6. How to Grow Prize-Winning Roses.
T 
NT
7. This paper will examine recent proposals to reinstate the death penalty.
T 
NT
8. My husband is a terrible cook.
T 
NT
9. My husband cooks all the meals for our family.
T 
NT
10. Christmas shopping shows that the law of the jungle is still with us.
T 
NT
B. Write G next to each good thesis statement.
Write NG next to each statement that is not sufficiently
restricted, unified, or specific, and be prepared to suggest
revisions.
1. The history of the United States is dominated by lust for money.
G 
NG
2. Common sense is sometimes the enemy of genius.
G 
NG
3. British and American poets through the centuries have vastly overrated
G 
the glories of romantic love.
NG
4. Thirst is harder to endure than hunger.
G 
NG
5. Exercise is a worthwhile activity.
G 
NG
6. Jogging can add years to one's life.
G 
NG
7. Teaching tricks to a dog is easier than most people think.
G 
NG
8. The way people shake hands can reveal something about their
G 
characters.
NG
9. Natural beauty must be preserved, but government agencies often
G 
make foolish decisions on this matter, and jobs must also be preserved.
NG
10. In Moby Dick, Melville does a very good job.
G 
NG