Developing a
Thesis Statement
Setting a purpose for your writing
Purpose of a thesis:
 When you write, your mission is to create a focused,
clear message, brimming with quality ideas.
 In information/ expository writing, this focused
message can often be captured in a nutshell in your
thesis statement.
 A thesis statement:
 tells your reader exactly what you are writing about
 keeps you, the writer, pointed in the right direction
What is a thesis?
 It may help if you think of a thesis as an argument with which others
may agree or disagree.
 A thesis statement is a declarative statement that states your
intentions (your argument/viewpoint) for your paper.
 It guides the readers thinking – like a roadmap of what to expect.
 It is your job to support this argument with clear, detailed evidence,
such as facts, quotations, and clarifying summaries or
interpretations.
 Keep in mind that writing is exploration, so as you learn new things
about your topic, what you have learned may require you to revise
your original thesis.
I’ve got my assignment…
but where do I get my thesis?
 At this point, you should have a topic for your research
that is narrowed to something, such as:
Cell Phone use in Schools
 Your teacher wants you to find a specific idea about that
topic – how do you feel about it? Are you for or against
your debatable topic? In this essay, you are trying to
prove your opinion.
 You may not be an expert on the topic, and that‟s OK.
That‟s where your research will help you!!
 If you have questions about your issue, you can use them
to create a thesis.
Developing a thesis from your questions
 You might have questions like these:
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Why is there a cell phone ban in schools?
What problems existed before the ban?
What would school be like if cell phones were permitted?
Is having cell phones in school really an issue?
 To go from the questions to a thesis, you need to find one that
interests you and then come up with a best guess or partial
answer. That gives you a starting point.
 Don‟t worry if you don‟t have enough information, or if you aren‟t
sure if your information is correct. Good research can help you
revise your thinking and fill in the holes later.
Developing a thesis from your questions
 Here‟s an example of how to begin writing a thesis:

Question: Why is there a cell phone ban in schools?

Best Guess Answer: Cell phones cause major
distractions for students and staff, and can be used for
negative purposes, so the school board has banned
the use of them on school grounds.
 Your best guess answer has now become a tentative
thesis statement. This statement can be adapted or
changed after you have researched your topic – your
views may have changed by then.
Thesis Checklist:
 A good thesis statement should:

Be arguable (someone could disagree with your statement)

Identify a limited, specific topic (be narrowed)

Be focused on a particular feature or feeling about the
subject (your standpoint/ viewpoint/ opinion)

Be stated in a clear, direct sentence

Be supported with convincing facts and details
(that appear in your body paragraphs)

Meet the requirements of the assignment
Sample thesis statements:
 dull, vague
 Grass is important in the African Savanna.
 precise, dynamic
 Grass is the essential element in the African savanna‟s
system of nutrient recycling.
 cannot be proven, unmanageable
 Attitudes about love vary.
 manageable, supportable
 In Frankenstein, Mary Shelley discusses Romantic attitudes
about the relationship between physical beauty and love.
Sample Thesis Statement
 So what would be a good thesis statement for the
topic of cancer in teens?

“Radiation therapy for teenage cancer patients may
have adverse effects on the patients’ general health,
mood and appearance.”
 Notice that it has a precise, limited topic:
 radiation therapy for teenage cancer patients
 Notice that it has a position:
 adverse effects
 Notice that it outlines the parts of the essay’s body:
 general health, mood and appearance.
How do I know if I have a strong thesis?

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.

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, "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 o.k. 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.
Thesis Statement expectations:
 Tomorrow, you must submit your tentative (working) thesis.
 What I expect to see is a thesis that follows the criteria we
discussed, along with a re-stated thesis (the recap of your thesis
that will go in your conclusion.
 You should submit a sheet with the following information:
Name:
_______________________________________________
Topic:
_______________________________________________
Thesis: _______________________________________________
Re-stated thesis:
_______________________________________________
Creating an Outline
Character Sketch Essay
Planning the Essay:
Introduction and Conclusion
 Begin with an interesting anecdote, a quote, or statistic to get
Introduction
your reader‟s interest. The last sentence of your introduction
should be the thesis of your paper: „Napoleon Dynamite is the
unique, eccentric, and unpredictable teen whose quirks are so
deeply ingrained that he may be one of pop culture‟s most
likeable protagonists.‟
 Begin your conclusion with a re-stated thesis (not the same as
Conclusion
in the original, but similar). Briefly summarize the most
important attributes of your body paragraphs and end the essay
the way you began: with an anecdote, quote, or interesting
statistic: „After all, as Napoleon might say: „Sorry I‟m late, I just
got done taming a wild honeymoon stallion for you guys.‟
Essay Planning:
Topic Sentences
Your body paragraphs and thesis
statement should be closely related.
 Thesis: Napoleon Dynamite is the
unique, eccentric, and unpredictable
teen whose quirks are so deeply
ingrained that he may be one of pop
culture‟s most likeable protagonists.
 Topic Sentence #1: Napoleon‟s style
is unapologetically unique.
 Topic Sentence #2: His eccentricity
shines when he decides on a course
of action, no matter the situation.
 Topic Sentence #3: Unpredictability is
Napoleon‟s forte.
Possible Outline: Napoleon Dynamite Character Sketch
Introduction
Thesis Statement: Napoleon Dynamite is the unique,
eccentric, and unpredictable teen whose quirks are so
deeply ingrained that he may be one of pop culture’s most
likeable protagonists.
Body Paragraph #1
Topic Sentence: Napoleon’s style is unapologetically unique
Proof 1/Page #: hairstyle
Proof 2/Page #: fashion sense
Proof 3/Page #: dance moves
Body Paragraph #2
Topic Sentence: His eccentricity shines when he decides on a
course of action, no matter the situation.
Proof 1/Page #: his drawings
Proof 2/Page #: response to bullying
Proof 3/Page #: courting techniques
Body Paragraph #3
Topic Sentence: Unpredictability is Napoleon’s forte.
Proof 1/Page #: sudden bursts of anger
Proof 2/Page #: unimaginable stories
Proof 3/Page #: willingness to dance in front of his
entire school
Conclusion
Restated Thesis: Napoleon is truly a one-of-a-kind adolescent
who, no matter the zaniness of his antics, has found a place in
his audience’s hearts.
Dance Break
Essay Planning:
Providing Proof
 Thesis: Napoleon Dynamite is the unique, eccentric,
and unpredictable teen whose quirks are so deeply
ingrained that he may be one of pop culture‟s most
likeable protagonists.

Topic Sentence #1: Napoleon‟s style is
unapologetically unique.
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Proof #1: He has long, permed hair.
Proof #2: He wears ridiculous t-shirts tucked into
high-waisted jeans that are again tucked into
moon boots.
Proof #3: He performs “D-quan‟s dance moves”
routine perfectly.
Writing with Parallelism:
(a balance of two or more similar words, phrases or clauses)
 He has…
long, permed hair.
 He wears…
t-shirts, high-waisted
moon boots.
jeans, and
 He performs…
moves.
D-quan‟s dance
Writing with the PPE Method
 This is a method of development that will work for
almost any response you go to write, for any course.
It is a foolproof way to make a clear, well-supported,
valid point.
P – Point (make a point/statement)
P – Proof (provide proof of the statement,
usually through examples from the text being
discussed)
E – Explanation (explain how your proof
supports your point – make the connection clear
for the reader)
PPE Method: Sample Paragraph
 Napoleon‟s style is unapologetically unique. His hairstyle, a
long and permed, is uncommon for high-school aged boys,
and creates the most recognizable silhouette in the film. He
wears ridiculous t-shirts with graphics on the front, which he
tucks into high-waisted jeans. He then tucks his denims into
his signature moon boots. His inherent uniqueness is
apparent when he performs “D-quan‟s dance moves” routine
after hours of practice in his bedroom. He is unabashedly
different from his peers. He fears no bullies, needs no friends
with whom to play tetherball, and presents no airs of
sophistication. The hair, moon boots, “Vote for Pedro” tshirts, and dance steps provide the clearest visual, for the
audience, of Napoleon‟s individualistic approach to style and
taste.
Napoleon Break
Pre-Writing Practice
Thesis
Restated Thesis
Outline
Identify the problem with the following
thesis statements.
(too vague, unmanageable, irrelevant, unappealing, etc.)
 Napoleon Dynamite is a classic character.
 Napoleon Dynamite is a character in the film
titled Napoleon Dynamite.
 Napoleon feels love like any other human.
 Napoleon fights often with his uncle Rico,
helps on a chicken farm, and lives in Idaho.
Rewrite the following theses to create
the restated thesis for each:
 Napoleon Dynamite is the unique, eccentric,
and unpredictable teen whose quirks are so
deeply ingrained that he may be one of pop
culture‟s most likeable protagonists.
 Deb, though quiet and insecure, finds her
voice and self-confidence when she teams up
with Napoleon and Pedro.
 Kip and Napoleon are antagonistic to each
other, but their relationship transforms into
one of respect and understanding as the
brothers come-of-age.
Create an essay outline using this
template:
 Thesis:
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Topic Sentence 1:
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Proof 1:
Proof 2:
Proof 3:
Topic Sentence 2:
Topic Sentence 3:
Choose a topic for your outline
(character sketch style):
 Favourite cartoon character
 Character from a novel other than your class
novel
 Character from a favourite movie
 Favourite tv character
 Character from Julius Caesar
Next Up:
 Due at the end of class today: thesis and
restated thesis
 Due Monday, April 16th: Character Sketch
outline
 Due Thursday, April 19th: rough copy of
character sketch (we‟ll be peer-editing this
day)
 Due Monday, April 23rd: Character Sketch
final copy (through turnitin.com) AND
Essential Steps handout (completed)