Thesis Statements
Definition of ‘Analytical Thesis’
• An analytical thesis may be different than previous thesis statements that you have written
because they can be more than one sentence and should clearly offer an actual answer to the
question. Therefore, an analytical thesis is a set of one to three sentences at the end of an
essay’s introduction that clearly states the central argument that will be proven in the rest of the
essay.
Guidelines
1. Thesis statements must answer all parts of the prompt as well as restate the chronological and
geographical boundaries of the prompt. Perhaps even more pressing than “Advanced
Placement,” ‘AP’ stands as a reminder to Address the Prompt.
 AP style prompts usually demand a level of analysis that requires combining two to three
seemingly distinct pieces of information in an attempt to show deeper understanding.
Therefore, it is critical to answer the question that is asked not some close approximation.
For example, a prompt that asks for ‘the effects of nationalism’ is very different than one
that asks for ‘the effects on nationalism.’
2. Take some sort of an evaluative stand on the prompt. One strategy that virtually forces more
analytical, multifaceted thesis writing is starting with words like "While, Although, or Despite/In
spite of ..."
 It is easy to struggle with the concept of “taking a stand” on an issue or arguing a position
because historical knowledge (particularly that from textbooks) seems to be so factual
and black/white. Instead, consider that the narrative of history is often based on
interpretations or conclusions drawn from facts. Two people can consider the same
facts, but arrive at very different conclusions about their significance. So, if a thesis
focuses on the conceptual rather than concrete facts, then the statement is likely
argumentative enough.
3. Introduce between 2 and 4 controlling ideas that are the major points. These two to four major
concepts that will serve as the basis for supporting the position/argument of the thesis must go
beyond listing the simplistic one or two word categories that are often used to distinguish different
types of historical information (political, social, economic).
 PERSIA categories are useful for recalling prior knowledge and planning purposes, but
an analytical thesis must describe what is meant by generic statements such as “had
similar social structures,” “changed economically,” or “had positive effects.” These
categories do not provide concrete answers to prompts and should be treated as ‘blanks’
that need to be filled in. (for example: “had similar social structures in that ____”)
Applying the Guidelines
If an analytical thesis statement is to be a one to three sentence answer to the prompt, then:
 In a comparison essay, the thesis must include a combination of both similarities and differences.
 In a change and continuity essay (ccot), the thesis must include a combination of both changes
and continuities.
 Multiple sentence thesis statements are fine if not naturally demanded when writing to such
complex prompts, but the sentences must be back-to-back in order to form a contiguous
argument. If other sentences that express detailed examples or contradictory points interrupt the
thesis, then there is no thesis statement because there is not a clear coherent argument.
Avoid
Word choice often undermines thesis statements. So, a few "forbidden" words that all thesis statements
should avoid are: very, many, things, lots, stuff, ways. Any thesis that contains these words likely does
not specifically describe the position the author is trying to take.
1.
2.
3.
4.
Avoid a simple restatement of the prompt
Avoid variations of the word 'many'
Avoid using pronouns (I, you, we, etc.)
Avoid "to be" verbs (am, is, are, was, were, be, being, been). The majority of the excellent theses
use action verbs, although that doesn't mean that a thesis that uses a "to be" verb can't be an
acceptable thesis.
Ultimately
An essay, and particularly a thesis statement, should reflect how much the writer has learned, so
 use some of the language and key verbiage from the prompt but do not regurgitate the prompt.
 focus on important concepts that clearly answer the prompt without being so obvious/concrete
that there is little room to expand on evidence in the body of the essay.