thesis statement of japan

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Japanese Masters Theses Collection

Theses from 2023 2023.

Transgender in Neverland: Dysphoria in a Supernatural Anime , Arya Arsenault, Japanese

"Kore saa (コレサア)": Visual Representations of Dialogue in Edo Popular Fiction , Lauren Gatewood, Japanese

Tea Ceremony and Girls' Education from Edo to Meiji , Yuko Mizutani, Japanese

Spaces Between Exploring Ma as a Literary Theory , Codi C. Reynolds, Japanese

Theses from 2022 2022

TALKING TO AI TUTORS: SPEAKING PRACTICE USING A JAPANESE LANGUAGE LEARNING APP TO IMPROVE L2 LEARNERS’ FLUENCY , Ryo Nakayama, Japanese

Songs of Limitless Love: A Translation and Critical Exploration of Suzukake Shin’s Ai wo utae , Venezio K. Terranova, Japanese

Theses from 2021 2021

Benjamin Smith Lyman: Geologist at the Intersection of Hokkaido, Japan, and the United States , Benjamin Ashby, Japanese

Real Fake Fighting: the Aesthetic of Qualified Realism in Japanese Professional Wrestling , Clara Marino, Japanese

Memory Vague: A History of City Pop , Jeffrey Salazar, Japanese

Beautiful "Looks" Created by Women: New Aesthetics on Makeup for Overturning the Traditional Japanese Beauty , Yurina Yoshikawa, Japanese

Theses from 2020 2020

An Imitation of Life: The Strength and Struggle of Women in Murakami Ryū , Joseph Erobha, Japanese

The Benefits of Anime Background in Comprehension with Manga in Japanese , Tomoaki Ito, Japanese

Yamamba's Amorphous Self and the Marginal Space in Ohba Minako's Stories , Katsuya Izumi, Japanese

Seas of Sorrow, Lakes of Heaven: Community and Ishimure Michiko , Brett Kaufman, Japanese

WHAT’S LOVE GOT TO DO WITH IT: TRANSLATING SHORT STORIES FROM OMEDETŌ BY KAWAKAMI HIROMI , Elena Kirillova, Japanese

From the Antiworld to the "Other World:" A Translation and Critical Analysis of Kurahashi Yumiko's "The Passage of Dreams" , Emily F. Levine, Japanese

Preferences in Learning "Hiragana": A Comparative Study Between Mobile Apps and Paper Worksheets , Michiko Nakada, Japanese

THE INFLUENCE OF AUDIOVISUAL MATERIALS ON LISTENING COMPREHENSION SKILLS IN LEARNING JAPANESE AS A FOREIGN LANGUAGE , Kei Yamaguchi, Japanese

Theses from 2019 2019

IMAGINING A HOME FOR US: REPRESENTATIONS OF QUEER FAMILIES IN CONTEMPORARY JAPANESE LITERATURE , Patrick Carland, Japanese

Everything feels like the future but us: The Posthuman Master-Slave Dynamic in Japanese Science Fiction Anime , Ryan Daly, Japanese

Localization: Fans, the New Frontier , Caitlin Maroney, Japanese

The Role of Inference in Second Language Reading Comprehension: Developing Inferencing Skill Through Extensive Reading , Sayako Niwa, Japanese

Theses from 2018 2018

Strangers in a Strange Land: Foreign-born Mangaka and the Future of the ‘Japanese’ Comic Industry , Michele Fujii, Japanese

A Religious Pilgrimage for Retired Women: a Translation and Analysis of Jippensha Ikku's Togakushi Zenkō-ji Ōrai , Johnathan McGlory, Japanese

How Students of Japanese Perceive and Use Technology , David Rubino, Japanese

An Archetype of Gōkan: A study and Translation of Ikazuchi tarō gōaku monogatari by Shikitei Sanba , Marina Yamashita, Japanese

Grit and Second Language Acquisition: Can Passion and Perseverance Predict Performance in Japanese Language Learning? , Takuhiro Yamashita, Japanese

Theses from 2017 2017

FORGETTING TRAUMATIC WAR MEMORY: A CASE STUDY OF THE JAPANESE ANIME SERIES "THE BIG O" , Naomi Chiba, Japanese

Trans-gender Themes in Japanese Literature From the Medieval to Meiji Eras , Jessica Riggan, Japanese

Theses from 2016 2016

Player Vs Language: the Effect of Multiplayer in Gamified Language Learning Environments , Craig Baylis, Japanese

Eustia of the Tarnished Wings: The Visual Novel in Translation , Matthew R. Bird, Japanese

Japanese Pronoun Adventure: a Japanese Language Learner's Exploration of His Japanese Gender Pronoun , Takumi Nakano, Japanese

Theses from 2015 2015

The Practice and Evolution of Video Game Translation: Expanding the Definition of Translation , Elizabeth Bushouse, Japanese

You Spoony Bard!: An Analysis of Video Game Localization Practices , Karrie Collins, Japanese

The Unnatural World: Animals and Morality Tales in Hayashi Razan's Kaidan Zensho , Eric Fischbach, Japanese

Recast and Elicitation: The Effectiveness of Corrective Feedback on Japanese Language Learners , Kinji Ito, Japanese

The Evolution of Yōkai in Relationship to the Japanese Horror Genre , Adam J. Johnson, Japanese

How Strange! Are My Eyes Mistaken?": A Study of Arakida Reijo and Her Book of Fantastic Tales, Ayashi no yogatari , Miriam Karavias, Japanese

Publishing Networks in Edo Japan , Hisako Kobayashi, Japanese

Distinction and Difference: From Kana to Hiragana and Hentaigana , Clare Marks, Japanese

Seeing And Believing: A Critical Study of Kobayashi Hideo's Watakushi no Jinseikan , Saki Morikawa, Japanese

A Brief Introduction to Aoki Rosui and Annotated Translation of his Text Otogi Hyaku Monogatari , David Reeves, Japanese

The Flight From Despair: A Translation and Critical Exploration of Hagiwara Sakutarō's Zetsubō no Tōsō , Samik N. Sikand, Japanese

Theses from 2014 2014

Prison of the Setting Sun: A Translation of Ono Fuyumi's Rakushō no goku , Caitlin F. Orwoll, Japanese

Constructing Abe no Seimei: Integrating Genre and Disparate Narratives in Yumemakura Baku's Onmyōji , Devin T. Recchio, Japanese

Theses from 2013 2013

Flowers, Trees, and Writing Brushes: Extraordinary Lovers in the Otogi-zoshi Kazashi no Himegimi and Sakuraume no Soshi , Haley R. Blum, Japanese

The Son and Daughter Who Wander: Representations of Transgender in Takako Shimura's Wandering Son , John S. Hoskins, Japanese

Stop! This is the Back of the Book!: Issues in Manga Translation , Katherine A. Lundy, Japanese

Theses from 2012 2012

Drops of Blood on Fallen Snow: The Evolution of Blood-Revenge Practices in Japan , Jasmin M. Curtis, Japanese

"Biography: Details Lacking": Reimaging Torii Kiyotsune as a Kibyōshi Artist , Jason L. Heuer, Japanese

Dream Time and Which Dreamed It: a Translation and Critical Exploration of Kanai Mieko's Yume no Jikan , Jarrod Minto, Japanese

Ōe Kenzaburō’s Early Works And The Postwar Democracy In Japan , Asayo Ono, Japanese

Theses from 2011 2011

The World of Kanshi and Waka in Heian Period: Literary Study and Translation of Shinsen Rōeishū , Xiaobin Bian, Japanese

Kitahara Hakushū and the Creative Nature of Children Through Dōyō , Gregory Diehl, Japanese

Writing With the Grain: A Multitextual Analysis of Kaidan Botandoro , William D. Wood, Japanese

Theses from 2010 2010

The Gorinsho: Miyamoto Musashi's Five Elements of War , Paul D. Benson, Japanese

Red Letters: Translation as Detection in a Sino-Japanese Murder Mystery , Tyran C. Grillo, Japanese

Hearing Voices: Female Transmission of Memories in Okinawan Literature in the 1970s and 1980s , Erumi Honda, Japanese

Taira No Masakado In Premodern Literature Of Japan , Genesie T. Miller, Japanese

The Go-Tsuchimikado Shinkan-bon ~ Izumi Shikibu Shū: A Translation of the Poems and an Analysis of Their Sequence , Lisa Nelson, Japanese

Poems of the Gods of the Heaven and the Earth , Christina E. Olinyk, Japanese

The Arts of Linking: A Comparative Study on Lian Ju by Han Yu's circle and Haikai by Basho's School , Kai Xie, Japanese

Theses from 2009 2009

"What We Had Instead of Childhoods": Experience as Rememberance in the Vietnam of Kaiko Takeshi , Kelly D. Johnston, Japanese

Tainted Gender: Sexual Impurity and Women in Kankyo no Tomo , Yuko Mizue, Japanese

Genre and Transgenre in Edo Literature: an Annotated Translation of Murai Yoshikiyo's Kyōkun hyakumonogatari with an Exploration of the Text's Multiple Filiations. , Yumiko Ono, Japanese

Mirrors On The Walls, Eyes In The Sky , Derek Petrarca, Japanese

Theses from 2008 2008

Female Protagonists in Shōjo Manga - From the Rescuers to the Rescued , Jennifer L. Brown, Japanese

The Representation Of Marginal Youth In Contemporary Japanese Popular Fiction: Marginal Youth And Ishida Ira’s Ikebukuro West Gate Park , Jonathan W. Lawless, Japanese

Panic Attacks: Violent Female Displacement in The Tale of Genji , Otilia C. Milutin, Japanese

Legendary Patriot or Corrupt Egotist? An Analysis of Tōyama Mitsuru Through an Interpretation of Dai Saigō Ikun , Peter T. Siuda, Japanese

Theses from 2007 2007

The Turtle Woman’s Voices: Multilingual Strategies Of Resistance And Assimilation In Taiwan Under Japanese Colonial Rule , Huang-wen Lai, Japanese

Theses from 2005 2005

GESAKU IN EDO FICTION AND AN ANNOTATED TRANSLATION OF "NENASHIGUSA YUME MONOGATARI" BY SHIKITEI SANBA , Fumiko U. Brown, Japanese

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Home — Essay Samples — Arts & Culture — World Cultures — Japanese Culture

Essays on Japanese Culture

Writing an essay on Japanese culture is important because it allows us to gain a deeper understanding and appreciation of a rich and diverse society. Japan has a unique history, language, art, and traditions that have had a significant impact on the world. By writing about Japanese culture, we can shed light on its customs, beliefs, and values, and how they have shaped the country and its people.

When writing an essay on Japanese culture, it is important to conduct thorough research to gather accurate and credible information. This can include studying historical events, traditional practices, modern influences, and societal norms. It is also crucial to approach the topic with sensitivity and respect, as cultural appropriation and misrepresentation can be harmful.

Furthermore, it is beneficial to incorporate personal experiences or observations when discussing Japanese culture. This can add a personal touch to the essay and provide a unique perspective. Additionally, using examples and anecdotes can help illustrate key points and make the content more engaging for the reader.

Overall, writing an essay on Japanese culture can be an enriching experience that allows us to explore and appreciate a fascinating society. By approaching the topic with diligence and respect, we can create a piece of writing that educates and inspires others to learn more about this vibrant culture.

What Makes a Good Japanese Culture Essay Topics

When it comes to writing an essay on Japanese culture, choosing the right topic is key. A good essay topic should be thought-provoking, unique, and relevant to the subject matter. To brainstorm and choose a suitable essay topic, consider exploring various aspects of Japanese culture, such as traditional customs, art, literature, pop culture, or social issues. Additionally, consider the significance of the topic and its potential to engage and inform the reader. Ultimately, a good essay topic should be compelling, well-researched, and offer a fresh perspective on Japanese culture.

Best Japanese Culture Essay Topics

• The influence of traditional Japanese tea ceremonies on modern society
• The evolution of manga and its impact on global pop culture
• The symbolism of cherry blossoms in Japanese art and literature
• The role of geisha in preserving traditional Japanese arts and entertainment
• The cultural significance of kimonos in contemporary fashion
• The portrayal of samurai in Japanese cinema and literature
• The impact of anime on international animation and storytelling
• The significance of bonsai trees in Japanese culture and gardening
• The cultural implications of Japanese cuisine on global culinary trends
• The history and cultural significance of Kabuki theater
• The influence of Shintoism on Japanese social and cultural practices
• The role of traditional Japanese music in modern entertainment
• The impact of technology on traditional Japanese craftsmanship
• The cultural significance of Japanese festivals and rituals
• The portrayal of Japanese folklore in contemporary media
• The influence of Zen Buddhism on Japanese art and philosophy
• The evolution of traditional Japanese architecture in modern urban design
• The significance of Japanese calligraphy in visual arts and communication
• The cultural implications of martial arts in Japanese society
• The portrayal of yokai (supernatural creatures) in Japanese folklore and popular culture

Japanese Culture Essay Topics Prompts

• Imagine you are a traditional Japanese artist. Describe your creative process and the cultural influences that inspire your work.
• If you could visit any historical period in Japanese history, which would you choose and why? How do you think it would impact your understanding of Japanese culture?
• Create a fictional story set in a modern Japanese high school, incorporating elements of traditional and contemporary Japanese culture.
• Reflect on the impact of globalization on traditional Japanese customs and how it has influenced the country's cultural identity.
• Explore the role of Japanese pop culture in shaping international perceptions of Japan and its people. How has it contributed to the global spread of Japanese culture?

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Japanese culture is a set of spiritual and material values that were created in Japan and determine the spiritual and social life of the Japanese.

Regional character (Kenminsei), formality, face (Menboku), politeness, pragmatism, pacifism, artistry.

Hatsu Miyamairi, Seijin no Hi (Coming of Age Day), Kanreki rite of passage, the Obon Festival, etc.

Bowing is very important in japanese culture. Japanese women used to blacken their teeth. Slurping is a compliment in Japan. Wearing shoes inside is not normal.

Relevant topics

• Western Culture
• Chinese Culture
• Western Civilization
• African American Culture
• American Culture
• Ethnography
• Vincent Van Gogh

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Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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Japanese Popular Culture as a Major Motivation for Japanese Language Study

Japanese popular culture, such as anime, manga, and video games, influences Japanese-as-a-Foreign-Language (JFL) students to study Japanese and is a major channel for interacting with Japanese language and culture. This thesis investigates what kind of relationship university JFL students have with Japanese popular culture. The investigation features two parts: a quantitative Student Survey Questionnaire and a qualitative Textbook Evaluation Questionnaire. The Student Survey Questionnaire asks 164 university JFL student participants about Japanese popular culture that they enjoy and how they acquire Japanese language through Japanese popular culture. The Textbook Evaluation Questionnaire has seven participants evaluate four Japanese language textbooks that use Japanese manga comics as the teaching medium. This investigation finds that university JFL students do indeed interact with Japanese popular culture in a significant way. Japanese popular culture influences them to study Japanese, but is not their main reason for studying the language. Also, the majority of participants believe that positive Japanese language acquisition can occur through engaging with Japanese popular culture.

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This study explores how Japanese anime influences learning elementary Japanese language among American college students. I used anime for my research because I assumed that the sound and visuals of anime would help students learn not only the Japanese language but also the cultural background of the language. The questions this study will answer are 1. Do beginner JLL who study elementary Japanese with the use of anime improve their range of vocabulary more than JLL who do not? 2. Do beginner JLL who study elementary Japanese with the use of anime improve their grammatical accuracy skills more than JLL who do not? 3. Do beginner JLL who study elementary Japanese with the use of anime improve their reading skills more than JLL who do not? 4. Do beginner JLL who study elementary Japanese with the use of anime improve their listening skills more than JLL who do not? 5. Do beginner JLL who study elementary Japanese with the use of anime improve their oral communication/expression skills as well as pragmatic, contextually relevant speaking skills more than JLL who do not? 6. Do beginner JLL who study elementary Japanese with the use of anime express more satisfaction with their learning experience more than JLL who do not?

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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• 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. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• 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 likely to  be “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 okay 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.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Japan Studies Collection: Finding Dissertations

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2021 2022 History Fair - Debate and Diplomacy in History: Writing a Thesis Statement

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Goals and Guiding Questions

• Understand the purpose of a thesis statement.
• Understand the parts of a thesis statement and how to write one.
• Create a thesis statement for your History Fair project.

Guiding Questions:

• How is a thesis statement different from a research question?
• What do I include in my thesis statement?
• What is my thesis statement for my HF project?

Your Thesis Statement MUST:  

Give specific details ​

Go beyond facts to discuss the importance of a topic on history (impact, significance) ​

Show the topic's connection to the theme – Debate and Diplomacy

Thesis Statement Worksheet and Example

Thesis statement tips, thesis statement tips: .

1.) Don't Use the First Person 

 2.) Don’t ask questions in your thesis. ​Answer them!

3.) Don't use present tense.

4.) Avoid using  “should”  in your thesis.​This is a historical argument, not philosophy.

5.) Avoid 'what if" history. Focus on what actually happened.

Writing Your Thesis Statement

Find the five ws:.

Who is involved in your topic?

What is happening?

Where is your topic taking place?

What time period is your topic in?

Why is this topic important? (significance, impa ct)

Look at these Thesis Statement Examples

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Religion in Japan: Buddhism, Shintoism, and Daoism Research Paper

Introduction, background information, religious beliefs, works cited.

Japan is a civilization with many unique cultural and religious aspects which has dictated its people’s behavior for many centuries. Unlike in different European and American nations, the citizens of this country uphold unique ideas informed by the concepts of Buddhism and Shintoism. Analyzing the nature of these attributes and insights can make it easier for many scholars and historians to learn more about this region’s belief system. The purpose of this research paper is to give a detailed description of these three major Japanese religions: Buddhism, Shintoism, and Daoism.

For hundreds of years, the selected society has followed a unique belief system characterized by different ideologies and faiths. The most unusual observation is that followers of such religions do not contradict or challenge each other. Instead, they coexist and focus on concepts that can support their goals and expectations in life. Before the end of the Second World War, the leading religions in Japan supported the notion of powerful emperors (Hardcare 22). These leaders were seen as gods, respected, and even followed. The end of this global upheaval triggered a new model whereby many citizens began to separate issues of faith from those of existence. However, they continued to follow or support various rituals, practices, and ideas that had defined their culture for several centuries.

Today, the idea of religion in Japanese society exists as a mish-mash of ideologies and teachings from Buddhism and Shintoism. Another pertinent observation in this country is that worship is not organized as is the case in the West. This means that people treat religion as a source of inspiration and guidance that dictate the way they should pursue their goals in life (Hardcare 29). It is a moral code that forms the integral aspects of the people’s cultural and social values.

Ellwood goes further to reveal that Japanese religion remains a family or personal affair that lacks the influence of the state or community leaders (15). Many people do not claim to be religious or worship frequently. The major practices of spiritual ideas tend to occur during rituals, such as the ones for death, birth, and marriage. Such ceremonies are known as matsuri and take place throughout the year.

After many centuries of cultural influence and transformation, several traditions and practices form an integral part of the Japanese religion today. Some of the leading faiths or belief systems include Shintoism, Daoism, and Buddhism. Confucianism is also a religion commonly found throughout Japanese society which has many followers all across the country. New religions that arose from the 19th century are becoming a common feature of life in Japanese society (Ellwood 11). The discussion below gives a detailed analysis of the leading belief systems in this country.

This remains a common religion in Japan since it is associated with the history, origin, and nature of all Japanese people. This aspect explains why many researchers and historians examine it as the country’s indigenous spirituality (Hardcare 17).

According to followers of this faith, all-natural and living things have some form of god or kami . These include animals, water, flowers, and trees. This kind of thought explains why the leading principles of Shinto are identifiable in every aspect of Japanese culture. For example, the Japanese consider the naturalness or order of things to the designing of their buildings and gardens (Ellwood 34). The annual celebration called sakura depicts the blossoming nature of flowers and plants.

The Japanese believe that Shintoism is what guides human beings to focus on the spirituality of life and that of the natural world. This religion encourages many people to celebrate marriage and birth (Ellwood 17). They also use its principles and teachings to engage in prayers whenever expecting good harvest seasons. Religion is associated with shrines that tend to have huge gates known as torii (Hardcare 51). Such places of worship usually have water troughs or fountains to symbolize life.

Historians acknowledge that the nature and originality of Shintoism explain why there are no sacred texts. This is true since it emerged from the people’s rituals and ideologies and has been inherited from one generation to the next.

The founders of this religion focused on the nature of the seasons and how people are connected to this (Baffelli 59). They went further to combine such notions with harvests, tree planting practices, offerings, and birth ceremonies. Members of the community engaged in all rituals in an attempt to transform their relationships with the kami (Hardcare 83). Even though many people considered the ideology of Shinto to legitimize the country’s involvement in the Second World War, it has always been a religion of communities, agriculture, and nature.

The ideologies and concepts of Buddhism became common in Japan around the 6th century. This religion is believed to have originated from India whereby its followers focused on the best approaches to get rid of suffering (Ellwood 20). According to the teachings of Buddha, all people at some point become sick or weak and eventually die. With this kind of understanding, religion explains how the idea of rebirth is possible.

Those who want to expel pain should, therefore, pursue a journey to a new form of reality or understanding. This achievement is usually known as nirvana (Baffelli 81). The religion indicated that all human beings and things on earth existed in an interdependent network. This meant that all people were required to pursue a new form of thinking and ignore the problem of self-centeredness. Such a practice would guide them to embrace the concepts of Buddhist morality, wisdom, and meditation.

By the 8th century, Japanese society managed to appreciate the teachings and ideas of Buddhism. The establishment of Nara city encouraged the Japanese court to take the idea of Buddhism seriously. During this time, many scholars supported the creation of different Buddhist sects, thereby fostering a strong foundation for this religion. Over the years, new ideologies and branches of Buddhism continued to emerge, including Mahayana, Zen, Nichiren, and Pure Land (Dessi 48).

Today, this religion has leaders, priests, and monks who guide their followers to meditate and achieve nirvana . Around 90 million citizens in this country consider themselves Buddhists and follow its ideology (Baffelli 102). This belief system does not influence or affect the life of its followers strongly. However, funerals are usually informed by the ideology and concepts of this faith. Many people also have altars or visit temples to pay respect or honor their ancestors.

Another religion many Japanese follow is that of Daoism. Having originated from China, this belief system inspires and guides people to engage in shamanistic practices. This means that believers focus on high states of consciousness in an attempt to interact with their gods and introduce the acquired ideas to the world (Dessi 29). This approach is what makes Daoism a superstitious religious practice. There are specific rituals that followers of this system take into consideration, such as uchi-soto and setsubun . Believers chant and repeat different phrases depending on the intended goals or outcomes.

Daoists engage in practices whereby they call upon ogamiyasan. These forms of consultation are essential to ensure that activities are completed efficiently or successfully, such as house construction. Followers of this religion also embrace the idea of fortune-telling or Tengenjutsu and are usually aware of the best actions or activities to consider. After the establishment of this religion, a practice called Shegundo was developed (Ellwood 57). This is a form of worship whereby followers visit mountains and engage in shamanistic practices. This religious model has also influenced different aspects of Shintoism, including Ise (Dessi 98). Daoists are also known to stay awake during the night and the day to perform specific rituals to achieve their objectives in life.

The above discussion has identified and described the nature of religious worship and practice in Japan. It has analyzed the three major belief systems that people in this country associate with. It is also evident that the aspects, norms, and concepts of the three religions appear to converge. Nonetheless, each ideology has continued to exist without affecting the survival or effectiveness of the other while guiding people to achieve their spiritual goals.

Baffelli, Erica. Media and New Religions in Japan. Routledge, 2016.

Dessi, Ugo. The Global Repositioning of Japanese Religions: An Integrated Approach. Routledge, 2017.

Ellwood, Robert. Introducing Japanese Religion. 2nd ed., Routledge, 2016.

Hardcare, Helen. Shinto: A History. Oxford University Press, 2017.

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IvyPanda. (2021, June 7). Religion in Japan: Buddhism, Shintoism, and Daoism. https://ivypanda.com/essays/religion-in-japan/

"Religion in Japan: Buddhism, Shintoism, and Daoism." IvyPanda , 7 June 2021, ivypanda.com/essays/religion-in-japan/.

IvyPanda . (2021) 'Religion in Japan: Buddhism, Shintoism, and Daoism'. 7 June.

IvyPanda . 2021. "Religion in Japan: Buddhism, Shintoism, and Daoism." June 7, 2021. https://ivypanda.com/essays/religion-in-japan/.

1. IvyPanda . "Religion in Japan: Buddhism, Shintoism, and Daoism." June 7, 2021. https://ivypanda.com/essays/religion-in-japan/.

Bibliography

IvyPanda . "Religion in Japan: Buddhism, Shintoism, and Daoism." June 7, 2021. https://ivypanda.com/essays/religion-in-japan/.

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Home > CMC > CMC_STUDENT > CMC_THESES > 3127

CMC Senior Theses

An analysis of the justifications behind the japanese internment camps and its impact on japanese american identity.

Elizabeth Yoshitake Follow

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Bachelor of Arts

Professor Lisa Koch

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© 2022 Elizabeth Yoshitake

In the first half of my paper, I will be reviewing the rationale from political leaders, citizen group organizers, and military officers on the issuing of Executive Order 9066. Additionally, I will be addressing the types of support and dissent that contributed to the eventual mandating of the Japanese internment camps during World War II. By looking into these aspects, I hope to find clarity behind why the internment camps were considered constitutional at the time and how it was received throughout society. The second half of my paper will address the dual identities amongst the Issei and Nisei Japanese generations, especially concentrating on the dynamics of being both Japanese and American after the War. To do this, I will be looking at memoirs of personal reflections from past internees. I am choosing to focus on memoirs as opposed to scholarly literature in order to find both political and emotional responses from their experiences in the camps. Through this, I hope to find a relationship between the internment camps and their impact on the prospective futures of Japanese Americans and how they choose to identify in this country.

Overall, most justifications for the issuing of Executive Order 9066 were based on racial prejudices which motivated the xenophobic attitudes of policymakers. The sentiment of white supremacy in the US also dictates many of the ways policymakers advertise internment to adhere to their own ulterior motives. Many of the justifications regarding internment were internalized by Japanese Americans as they experienced demoralization, worthlessness, and financial ruin. Ultimately, the ways Japanese Americans identify are contingent on their generation and the strength of the connection to their Japanese heritage.

Recommended Citation

Yoshitake, Elizabeth, "An Analysis of the Justifications Behind the Japanese Internment Camps and Its Impact on Japanese American Identity" (2023). CMC Senior Theses . 3127. https://scholarship.claremont.edu/cmc_theses/3127

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