Topic Sentences (and Thesis Statements)
Topic sentences (TS) tell the reader the main idea, or topic, of the paragraph. They serve
to keep both reader and writer focused on the point to prove, but do so skillfully. In other words,
the TS is a cue that says: “In this paragraph, I’m going to tell you about or prove to you that . . .”
without using those words. Much more subtle, the TS is interesting, strong, concise, and clear; it
has to be – after all, like a slice of bread, it holds everything together.
Though the TS can be found in the beginning, middle, or end, for our purposes it will
usually be in the beginning.
Characteristics and Examples – applicable to TS and ThS
1. It must be interpretive – it must have a subject and a stance on that subject, or
an attitude. In other words, each has a topic and a controlling idea. Avoid facts –
they state the obvious and do not interest your audience in reading further.
Weak: Bart Simpson is a poor student.
Better: Bart Simpson performs poorly because he learns differently.
2. It is not too general or too much to discuss or support in one paragraph.
Weak: All skateboarders resent authority figures.
Better: Skateboarders tend to ignore the rules about where they can and can’t skate.
Weak: Bathing pets is easy.
Better: Bathing a monkey is easy.
3. It is not so specific that you are unable to support it.
Weak: Pitchers must have an out pitch.
Better: Pitchers must have an array of pitches to rely on.
4. It avoids qualifiers – words like never, always, or all.
Weak: All teenagers lie.
Better: Sometimes teenagers lie.
5. It avoids using there is/are, here is/ are, I’m going to tell you about, this is about,
I am going to write about, etc..
Weak: There are several reasons why my curfew should be extended.
Better: My curfew should be extended for several reasons.
Weak: I’m going to tell you why I should be allowed to have a small party.
Better: I should be allowed to have a small party.
6. It uses strong, specific words to make your point or subject clear.
Weak: Watching The Simpsons is fun.
Better: The Simpsons provides social satire and commentary, often entertaining.
7. It contains no slang, both improper for academic writing and unclear.
Weak: Waunakee football will put the smack down on DeForest.
Better: Waunakee football promises to be competitive against all opponents.
8. It is as interesting as possible – remember, you are trying to engage your
reader. In its efforts to engage, it also established the mood for the paragraph.
Weak: Metallica and Guns N’ Roses fans got angry when Axl refused to perform.
Better: Metallica and Guns N’ Roses fans became a frenzied, destructive mob in
Montreal when Axl refused to perform.
9. It does not contain supporting details, which should follow.
Weak: I believe I should receive an allowance because I have proved responsible by
doing all of my homework.
Better: I should receive an allowance because I have proved myself responsible.
10. It is a complete thought, not a fragment.
Weak: How to tie your shoe.
Better: Tying a shoe involves 4 easy steps.
11. It must unify the content of a paragraph and directs the order of the
sentences; and it advises the reader of the subject to be discussed and
how the paragraph will discuss it.
Each detail of the paragraph must fit with the topic sentence to achieve this
unity.
The Thesis Statement (ThS) and Point of Development Statement
Likewise, the thesis statement (ThS) serves the same purpose and possesses the same
characteristics, only on a much larger scale. The ThS tells the reader the main idea, topic, or
point to prove for the entire essay. Topic sentences, then, serve as main points supporting the
ThS.
For our purposes, the ThS, though it can be located in the introduction or conclusion of an essay,
will be the second to last sentence of the introductory paragraph.
The Point of Development (P.O.D.) statement identifies the main points covered in support of the
ThS.
Example:
Pop culture helped to hammer my personality into shape through use of those same little baubles.
ThS
Specifically, dinosaur books, Disney movies, and Beanie Babies all left their footprints embedded
in my psyche. P.O.D.
Example:
My learning styles and intelligences force me to solve problems from an unconventional
approach.
Overall, being a tactile/kinesthetic learner with a naturalistic intelligence shapes my problemsolving experiences.
Re-Cap – TS, ThS, and P.O.D.
1. Remember, the TS and/ or ThS provide the reader and you with structure.
2. The TS and/ or ThS should be clear and thoughtful.
3. The TS and/or ThS should be concise – generally no more than one sentence.
4. The TS should be in the beginning of a paragraph and should contain a transition.
5. The ThS should be the 2nd to last sentence of the first paragraph.
6. The P.O.D. should be the last sentence.