Easy Steps to a Great
Thesis Statement
Get out your notes on the writing process
You know how to read the prompt
You know how to annotate your text
Now let’s start writing!
First thing you MUST do is write a good
thesis statement
What’s a thesis statement?
UMMMM, It’s THE most important thing in your
whole essay!
It is an extension of the ISSUE/SUBJECT you
identified in TIP
What is a thesis statement?
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The prompt you are given asks a specific question,
right? (the answer is YES! – it inspires a response to
a topic – so think of it as a question)
Your answer to that question, in a clear, concise
sentence, is the thesis statement.
The thesis statement packs in all the information that
you will talk about in your essay (what the prompt
has told you to do) into one sentence
WHAT IS A THESIS STATEMENT?
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So, your thesis statement should inform the reader
what the task, issue and purpose is!
Aren’t you glad you paid attention and took notes
on Wednesday???
What does the thesis statement do?
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It contains the essay’s topic and your viewpoint (if the prompt
asks you to express a viewpoint)
Tells your reader what the essay will be about
Usually comes at the end of the introduction
Only one sentence
Must be a complete sentence
Everything in the essay must support the thesis
Introduction paragraph should follow this format:
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Attention getter (commonly known as a “hook”)
Introduce the topic
State the thesis
Thesis statement verification
(How do I know I’ve written a good thesis statement?)
Does this sentence explain a topic, and/or analyze an issue?
2.
Is it clear and specific?
3.
Could this sentence stand alone without the rest of the
introduction paragraph and still make sense?
4.
Did I answer the “question” that the prompt proposed?
5.
Does it have information that I will be able to build on in the
body paragraph?
If you answered yes to these questions, then you probably have a
good thesis statement!
1.
There are 3 kinds of thesis statements
The Working Thesis
2. The list
3. The umbrella
1.
The Working Thesis (thesis in
progress)
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This is used to get you, the writer, going,
but it will not appear in the final essay.
Start off with something like, “In this
essay, I will. . .” or “I am going to argue
that. . .” and then insert the topic and
point of the essay.
Example: “In this essay, I am going to
talk about global warming and try to
persuade students that there are things
they can do to reduce it.”
This isn’t a strong thesis, but it’s a
direction to help you get started.
To change a working thesis into one you
can use in your essay, chop off the
“announcement” portion of the sentence.
The LIST
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Contains essay’s topic, point,
and three supporting
reasons
Example: “According to
TDOT, to reduce the number
of highway fatalities [topic
and point], our country could
[purpose=to inform]
enforce the national law that
designates twenty-one as
the legal minimum age to
drink, set up check points on
major holidays, and take
away licenses from convicted
drunk drivers [three
reasons].”
The UMBRELLA
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Contains essay’s topic, point, and
alludes to reasons why the reader
should believe you.
Do not directly state the supporting
reasons, but instead allude to them.
Example: “Although thought to be
humane and necessary, animal testing
[topic] for medical and cosmetic
purposes does not live up to it’s
promises [point and reasons].”
Do NOT use language like, “There are
many reasons people don’t like
chocolate ice cream.”
Difference Between a List & Umbrella
Thesis Statement
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List: “Although MTSU may offer rigorous courses, each
student can be successful as long as they study,
receive tutoring, and meet with their instructors.”
Umbrella: “MTSU can be a challenging school, but all
students can be successful.”
Thesis Don’ts
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Don’t announce your thesis: “In this essay, I am
going to tell you…(this is only for a working
thesis)
Don’t confuse your reader: Just make sure that
the topic and point are clear.
Don’t be vague: Words like “good,” “bad,”
“right,” and “wrong,” don’t convey specific
meaning.
Cannot be a question: “Don’t you think animal
testing is inhumane?”
 Does not give the point of the paper.
 Leaves it open for readers to fill in the
blank.
Thesis statement verification (again)
Does this sentence explain a topic, and/or analyze an issue?
2.
Is it clear and specific?
3.
Could this sentence stand alone without the rest of the body
paragraph and still make sense?
4.
Did I answer the “question” that the prompt proposed?
5.
Does it have information that I will be able to build on in the
body paragraph?
If you answered yes to these questions, then you probably have a
good thesis statement!
1.
Model learning activity
Please read “It’s Not You, It’s Me” by Annie Murphy Paul and“The
Secret to Raising Smart Kids by Carol S. Dweck.
After you have read the texts, write an essay that analyzes how Dweck
and Paul each use and refine the meaning of the term intelligence
over the course of their articles. Be sure to also discuss the
similarities and differences between their definitions.
Cite strong and thorough evidence from both texts to support your
analysis. Follow the conventions of standard written English. Write
your essay in the space provided in the next pages.
Based on TIP, what is the overall question this prompt is asking? Be
very clear and specific?
Creating a Thesis Statement – what
is the question the prompt is asking?
1. Determine essay’s topic (ISSUE)
Example: How two authors define the term intelligence
2. Determine what kind of paper you are writing and what kind of thesis statement you
need to use: (PURPOSE).
Example: informative/analysis
3. Determine how you will construct your thesis (TASK – what it needs to include)
Example:
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Explain how the authors define the term
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Compare and contrast the two definitions
4. What question does the prompt ask, overall?
Example: What are the similarities and differences in the way the two authors
define the term intelligence and how do these authors define the term in their text
Now answer that question and that
is your thesis statement!!!!
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Answer:
Annie Murphy Paul and Carol S. Dweck convey the term
intelligence in varying ways; whereas Paul states that intelligence is
a skill that one is born with, Dweck takes the position that
intelligence is a skill to be learned.
Model Learning Activity
You have now read “Should the Driving Age Be
Raised to 18?” In this text, two points of view are
presented, one by Representative John D’Amico,
and the other by Alex Koroknay-Palicz.
Write an essay that analyzes the two different
points of view, explaining how each is conveyed in
the text. Be sure to cite evidence from the text to
support your analysis. Follow the conventions of
standard written English.
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Question: What are the two different points of view
that the authors present and how does each author
present and explain his POV?
Now you do it with your prompt:
Read the article, “Schools in Ferguson Area
Prepare for an Emotional Opening Day.”
After reading, summarize in your own terms the
advantages and disadvantages of discussing the
happenings in Ferguson, Missouri in the
classroom. Be sure to cite evidence from the text
to support your summary. Follow the
conventions of standard written English.
Do the last one on your own:
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Issue:
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Purpose:
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Task
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What is the question the prompt is asking?
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What is the answer?
What question is the prompt
asking?
Write it down on a new sheet of paper
Group activity
Find three classmates to read your question and
you read their question.
Are your questions all similar?
Today’s graded assignment:
On your sheet of paper, write the question the
prompt is asking, then write a PERFECT thesis
statement for the prompt. Staple it to your
annotated article and let me check it when you
are finished.