sentence frames for a thesis

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How To Use Sentence Frames In The Secondary Classroom

If you're wondering how to use sentence frames with your high school students, I've got great news: there are multiple ways you can incorporate sentence frames, and they are incredibly effective.  Sentence frames are a key component to scaffolding writing instruction, and one of the best tools I've found   to guide students in the process of crafting their work. 

What Are Sentence Frames?  

First, what  are sentence frames? Essentially they are “templates of language” or “ready made chunks of language” that allow students to create a well-written sentence because the right amount of scaffolding has been provided (Carrier 2005). I’ve found many academic articles on the use of sentence frames with English language learners, but I don't think they should be limited to ELL classrooms. I have found them highly effective with my native speaking English students from 9th grade all the way to 12th grade AP. 

One of my favorite ways to use sentence frames is in grammar instruction, which I'll go into more detail about in a minute. But if you want to go ahead and jump right in, grab this free unit on parts of speech , which has some fantastic mentor sentences and uses sentence frames to guide students toward powerful writing. 

Using sentence frames allows students to truly understand what you are talking about when it comes to writing. Instead of telling them the concepts of what they should put in a thesis statement, you SHOW them a partially-completed thesis statement and give them a chance to complete it. They feel like they have done the writing (which they have), and they feel like they are able to nail it because they have just the right amount of structure. Over time, they'll start to internalize these frames and write their own strong sentences.

How To Use Sentence Frames

So what exactly am I talking about, and how do you get started using these? Let me give you five ideas.

1.) Use sentence frames when teaching the concept of topic sentences.

Although most 9th and 10th graders have some grasp of the need for a topic sentence in their paragraphs, they usually need help writing a strong topic sentence. Students might not know how to connect the topic sentence to the thesis statement, they might not realize they are offering a plot summary and not actual analysis, or they might not know how to make it “sound good.” All of these problems can be addressed when you use sentence frames. 

By showing students examples of a few strong topic sentences and then giving them a sentence frame, they can fill in the blanks with their own topic and analysis. This is scaffolding in its truest form because it breaks down a big concept into smaller pieces which leads to mastery. 

For instance, if you are starting the year by teaching The Odyssey and you want your students to write a paragraph about ways in which Odysseus reveals his strengths, try giving them a sentence frame like: 

Odysseus reveals his ______________________ (mental or physical) strength by  _________________ and _____________________. 

Although this structure is great for 9th graders, I have used it all the way up to 12th grade. Here’s a sentence frame I gave to a class of seniors earlier this year when we studied Tortilla Curtain : 

Using a sentence frame still requires students to work. It should take a while for a student to think about their topic and what analysis they’d like to say about it, but the beauty of the sentence frame is that it gives students a way to be successful. If they can complete this sentence frame they will quite likely have written a strong topic sentence.

2.) Use sentence frames when teaching thesis statements. 

If you can use a sentence frame for a topic sentence you can use it for a thesis statement. Whether you are teaching research essays, analytical essays, or a position piece, a sentence frame should be your right hand man when it comes to making your expectations clear. I have found the sentence frame especially effective when guiding students to move beyond the 3-prong thesis to more fluent and complex thesis statements. For instance, instead of having students use a 3-prong thesis statement to discuss Romeo’s strengths and weaknesses, I would use something like this: 

3.) Use sentence frames for grammar instruction.

I first saw the beauty of sentence frames when I began teaching grammar with mentor sentences, which you can read more about here . Sentence frames are perfect for showing students how they can begin writing like the greats. Give students a sentence from a published work, and then give them a sentence frame that is set up in the same structure as the mentor sentence. This allows students to focus on a single grammatical concept while structuring the sentence in a way that they likely would not do on their own.

Here’s an example of an eerie mentor sentence from Alexandre Dumas' The Man In The Iron Mask  that showcases vivid verbs followed by the sentence frame which guides students toward using their own vivid verbs.

You can actually get this whole lesson on vivid verbs free  here .

This is a no-prep lesson that has all the scaffolding built in for you, including mentor sentences, sentence frames, and writing prompts!  

4.) Use sentence frames for discussion.

Sentence frames or sentence stems are amazing if you want to amp up the quality of your class discussions. Move students from the “I agree” or “I disagree” framework into more advanced responses and openers. This can be a great way to start class to just flesh out any confusion, or use them in a 45 minute Socratic seminar. Here are a few you can try on for size: 

I appreciate how _______ (student’s name) noticed ___________; I hadn’t thought about that, but I also wonder ____________________. 

I thought _______ was one of the most confusing parts of the chapter, and I wonder if anyone else could shed light on what they thought the significance was there. 

I’ve noticed a motif of __________________ in the book and I wonder what the significance might be. 

5.) Use sentence frames for end-of-the-semester evaluations.

If you’re not already asking your students to evaluate your class and your teaching at the end of the semester or school year, please do. It can be incredibly encouraging. You might feel like students don’t notice or don't care how hard you’re working, but usually, they do. This gives them a chance to tell you. Of course it can also allow them to bring up anything they think should be different about your class, and that is great! I mean we can’t really preach a growth mindset and not work on growth ourselves, right? 

Here are a few sentence frames you can use on your end-of-semester evaluations:

Once I started using sentence frames in one area of instruction, I began to see how they could be applied to SO MANY areas of instruction. Have you given your students sentence frames or sentence stems? If so, how did it go? I’d love to hear from you! 

If you are interested in getting access to over 100 resources for secondary students like the ones mentioned in this article, join the English teacher vault and get access today!

Carrier, K. A. (2005). Supporting Science Learning Through Science Literacy    Objectives for English Language Learners. Science Activities, 42(2), 5-11.    doi:10.3200/SATS.42.2.5-11

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Hi Suzette, Thanks for your comment! I’m so glad you enjoyed the post!

I learned something from your blog. Sentence and paragraph frames are a highly effective way to help our students. I couldn’ agree more. I’ve used them both. Your blog has enlarged my understanding.

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

Related CollegeVine Blog Posts

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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Rhetorical Analysis Sentence Starters: Easy and Effective!

November 2, 2020 //  by  Lindsay Ann //   3 Comments

Sharing is caring!

Are you assigning a rhetorical analysis essay ? Why not try having students use rhetorical analysis sentence starters? 

But, you might say, then students aren’t using their own words. 

When someone says this, I think of that tear-jerky ending scene from Finding Forrester when William Forrester comes out of seclusion to defend his friend, Jamal Wallace, who is being accused of plagiarizing Forrester’s words. “I helped him to find his own words by starting with some of mine,” he says. 

This is exactly what sentence starters for rhetorical analysis can do. 

We give students some of our own words to move them toward more sophisticated analysis. 

This is also an easy way to differentiate for students who may struggle with writing a rhetorical analysis essay. These stems will nudge students to talk about ethos, pathos, and logos , as well as SOAPStone and rhetorical devices.

25 Rhetorical Analysis Sentence Starters

It’s important to teach students to use these stems, but as a springboard to further analysis. 

This means that students should not simply complete the sentence, filling in the blanks (…) and moving on. They must unpack the move the author is making in order to connect it to their focus for rhetorical analysis.

After the starter sentence, it will be necessary for students to dig into “why” the author made that particular choice and “how” it shows purpose, tone, message, etc. For this, students will need to use basic text analysis skills as they unpack words and sections of the text to discuss on a deeper level.

• The writer/author/speaker describes … in order to highlight…
• The writer/author/speaker inspires a sense of … by …
• The writer/author/speaker reminds the audience of … because …
• The purpose of the writer/author/speaker is demonstrated through the organizational pattern of …
• The repetition of … allows the reader to infer …
• Unpacking this word a bit further allows the reader to understand …
• Pursuing a deeper understanding of this topic, the writer/author/speaker reasons …
• The writer/author/speaker allows the reader to connect … and … through use of … device. 
• The writer/author/speaker’s credibility is clear when …
• The use of … contributes to the writer/author/speaker’s tone because…
• It is important to notice that the writer/author/speaker’s tone shifts when … because …
• … and … are loaded words used by the writer/author/speaker because they make the audience feel … 
• The writer/author/speaker’s use of collective pronouns implies…
• Because the writer/author/speaker alludes to … , the listener realizes …
• Organizationally, the opening and closing of this text are important and connected to each other in the way that they…
• The imagery/description of the … creates …
• It is clear that the writer/author/speaker knows his or her audience, because s/he appeals to its sense of …
• The author’s … reasoning allows the audience to …
• … appeals to the audience by …
• … shifts the audience’s perspective by …
• The argument is developed by the writer/author/speaker’s use of …
• The occasion / context shapes the speaker’s message. We see this in …
• The writer/author/speaker inspires a sense of … through use of …
• The overall message becomes clear when … 
• To unpack this device even further …

Action Verbs for Rhetorical Analysis

In addition to the rhetorical analysis sentence starters above, I would suggest dreaming up your own for students to use (or having students come up with them). Every sentence starter needs an action verb. Here’s a list to get you started! 

• Takes a Stand
• Demonstrates
• Establishes
• Alludes to 
• Contributes to
• Joins Together

Thank you so much for allowing me to share some of my favorite rhetorical analysis sentence starters with you! I love hearing from my readers. If you have a question or a thought to share, please leave a comment and I’ll respond as soon as I’m able.

Hey, if you loved this post, I want to be sure you’ve had the chance to grab a FREE copy of my guide to streamlined grading . I know how hard it is to do all the things as an English teacher, so I’m over the moon to be able to share with you some of my best strategies for reducing the grading overwhelm.  Click on the link above or the image below to get started!

About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 19 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

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Reader Interactions

April 8, 2023 at 12:43 pm

Lindsay, thank you so much for these tools to support students writing rhetorical analyses. These are really exceptional and student friendly supports.

[…] for writing thesis statements, teaching show don’t tell and connotation in literature, and rhetorical analysis… I […]

[…] For rhetorical appeals–logos, ethos, and pathos–students need to consider closely how they can touch the heads and hearts of their readers.   […]

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How to Introduce Evidence: 41 Effective Phrases & Examples

Research requires us to scrutinize information and assess its credibility. Accordingly, when we think about various phenomena, we examine empirical data and craft detailed explanations justifying our interpretations. An essential component of constructing our research narratives is thus providing supporting evidence and examples.

The type of proof we provide can either bolster our claims or leave readers confused or skeptical of our analysis. Therefore, it’s crucial that we use appropriate, logical phrases that guide readers clearly from one idea to the next. In this article, we explain how evidence and examples should be introduced according to different contexts in academic writing and catalog effective language you can use to support your arguments, examples included.

When to Introduce Evidence and Examples in a Paper

Evidence and examples create the foundation upon which your claims can stand firm. Without proof, your arguments lack credibility and teeth. However, laundry listing evidence is as bad as failing to provide any materials or information that can substantiate your conclusions. Therefore, when you introduce examples, make sure to judiciously provide evidence when needed and use phrases that will appropriately and clearly explain how the proof supports your argument.

There are different types of claims and different types of evidence in writing. You should introduce and link your arguments to evidence when you

• state information that is not “common knowledge”;
• draw conclusions, make inferences, or suggest implications based on specific data;
• need to clarify a prior statement, and it would be more effectively done with an illustration;
• need to identify representative examples of a category;
• desire to distinguish concepts; and
• emphasize a point by highlighting a specific situation.

Introductory Phrases to Use and Their Contexts

To assist you with effectively supporting your statements, we have organized the introductory phrases below according to their function. This list is not exhaustive but will provide you with ideas of the types of phrases you can use.

Although any research author can make use of these helpful phrases and bolster their academic writing by entering them into their work, before submitting to a journal, it is a good idea to let a professional English editing service take a look to ensure that all terms and phrases make sense in the given research context. Wordvice offers paper editing , thesis editing , and dissertation editing services that help elevate your academic language and make your writing more compelling to journal authors and researchers alike.

For more examples of strong verbs for research writing , effective transition words for academic papers , or commonly confused words , head over to the Wordvice Academic Resources website.

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Home > Theses and Dissertations > Honors Theses > 754

Honors Undergraduate Theses

Creating a sentence frame toolkit based on third grade writing standards to support the writing instruction of spanish-speaking english learners.

Tanisha J. Rosa Le Bron , University of Central Florida Follow

Third grade general education teachers, particularly in Florida, will teach English learners (ELs) in their classroom who must participate in their English Language Arts writing classes at roughly the same pace as native English speakers in order to perform grade-level, standards-based writing tasks. For this reason, general education teachers must be equipped with helpful, research-based resources to support the ELs to become equally successful in writing instruction as their native-speaking peers. This thesis explored the use of sentence frames for improving the English skills of ELs as they start to understand and use the syntax of Standard English. As a result, this thesis created a teacher-friendly resource, the Sentence Frame Toolkit for Third Grade, containing sentence frame templates and sample student work for third grade teachers to use as a resource when teaching expository writing in English Language Arts to Spanish-speaking ELs. The sentence frames in the toolkit are aligned to Florida’s third grade expository writing standards from Cluster I. By using the sentence frames in the toolkit as support, ELs will be able to turn thoughts into words, produce the second language at their pace, and continue to improve as skilled writers.

Thesis Completion

Thesis chair/advisor.

Roberts, Sherron Killingsworth

Walters, Cynthia

Bachelor of Science (B.S.)

College of Community Innovation and Education

School of Teacher Education

Degree Program

Elementary Education

Access Status

Open Access

Release Date

Recommended citation.

Rosa Le Bron, Tanisha J., "Creating a Sentence Frame Toolkit Based on Third Grade Writing Standards to Support the Writing Instruction of Spanish-Speaking English Learners" (2020). Honors Undergraduate Theses . 754. https://stars.library.ucf.edu/honorstheses/754

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Crowds, construction, hills, and heat. When tens of thousands of alumni and their families convene on Princeton’s campus for Reunions, many accessibility barriers arise. 

Say Cheese to These Favorite Reunions Photos

We asked, and you sent some of your favorite photos from Reunions.

For These Alumni, Their 50th Reunion Was Their First

‘Our message was: Don’t worry if you haven’t been back in the past. We want you back now.’

Essay: Karma and Girl Power Brought Joy Mcintyre ’74 to Princeton

Princeton, to say the least, was intimidating to a kid from the Midwest.

Ever Wonder Where All Those Reunions Golf Carts Come From?

… and how did they get here?

When Reunions Banned Rock Stars, Cover Bands Stepped In  

Will rock & roll Hall of Famers ever play Reunions again?

Reunions Crossword Puzzle: Don’t Rain on My P-rade

By crossword superstar Stella Daily Zawistowski ’00.

The Whole Student: Mental Health at Reunions 2024

Jess Deutsch ’91 says when you go back, go forward focused on mental health.