thesis statement topic position reason concession

Home » Writers-House Blog » Using Concessions in a Thesis Statement

Using Concessions in a Thesis Statement

A thesis statement is the most important part of your argument. It should clearly indicate your position on the topic and provide your readers with an understanding of what you will discuss in your paper. Sometimes, thesis statements include concessions. Concessions are statements that admit that your paper doesn’t address some important issues or acknowledge a different perspective. Learn more about concessions in this quick guide from Writers-House.com

Writing Concessions

Also known as concessive clauses, concessions usually start with a concession phrase or word, such as “even though,” “although,” “regardless of,” “despite,” or “while.” For example: “Even though coal mining creates jobs, its impact on the environment outweighs such benefits.” The same thesis statement can also end with a concession: “Coal mining creates thousands of jobs; however, its negative impact on the environment is a much more important issue.”

Where to Use Concessions

Usually, a concession precedes the main part of a thesis statement. This approach allows you to make sure that readers will focus on your idea because people tend to remember the last idea in a series. This approach also helps to prepare readers for the first paragraph, which will likely support your thesis. Keep in mind that a concessionary can also be an independent sentence. We recommend that you experiment with different approaches to choose the most persuasive one.

Addressing Opposite Points

One of the main purposes of a concession is to acknowledge another perspective. If you demonstrate that you understand a competing point, your concession can make your argument more authoritative. Thesis statements of this kind are very effective because they don’t follow a binary logic. Concessions allow you to demonstrate the complexity of a topic, explaining different perspectives and the strengths of your point.

Limit Your Scope

A concession can also help you indicate that you’re aware of other aspects of your topic but not going to discuss them in the paper. Such a concession is necessary if you write about a broad topic because you need to narrow down your thesis. Acknowledge other aspects of the topic in the form of a concession and then clarify what exactly you’re going to consider.

Leave a Reply

Be the First to Comment!

Place your order

• Essay Writer
• Essay Writing Service
• Term Paper Writing
• Research Paper Writing
• Assignment Writing Service
• Cover Letter Writing
• CV Writing Service
• Resume Writing Service
• 5-Paragraph Essays
• Paper By Subjects
• Affordable Papers
• Prime quality of each and every paper
• Everything written per your instructions
• Native-speaking expert writers
• 100% authenticity guaranteed
• Timely delivery
• Attentive 24/7 customer care team
• Benefits for return customers
• Affordable pricing

What Is a Concession in a Thesis Statement?

Elissa hansen.

In academic essays, the thesis statement is the heart of your argument: It tells readers exactly what your paper will discuss and what position you’ll take on the topic. Some thesis statements include concessions, which are statements that acknowledge a different, valid perspective on the topic or that admit that your argument doesn’t address certain concerns related to the topic.

Explore this article

• Crafting Concessions
• Concession Placement
• Addressing Competing Voices
• Limiting Your Scope

1 Crafting Concessions

Concessions, also called “concessive clauses,” usually begin with a concession word or phrase such as “although,” “even though,” “regardless of,” “while” or “despite,” according to Edward C. Martin, law professor at Samford University. For example, a thesis statement that follows a concession might read, “Although coal mining creates thousands of jobs in the United States, the environmental costs of coal mining outweigh its economic benefits.” Another way to present a concession is to state the concession as a fact, then to use a contrasting conjunction when you state your own thesis: “Coal mining does create thousands of jobs in the United States; yet, the environmental costs of coal mining outweigh its economic benefits.”

2 Concession Placement

As these examples suggest, the concession usually precedes the thesis statement itself. This order is mainly to ensure that readers remember your idea most vividly; in general, people most clearly retain the last idea that they read in a series of ideas. This order also prepares the reader to launch into your first paragraph, which will likely begin with a topic sentence that supports your thesis. Note that the concession can be a separate sentence from the thesis statement. If you’re writing a concession to go with your thesis statement, experiment with different word arrangements to see which one sounds most persuasive.

3 Addressing Competing Voices

The most common use of concessions is to acknowledge that other perspectives exist on your topic. By demonstrating that you’ve understood an alternative or competing argument, a concession can bolster your argument’s authority. This kind of thesis statement can show that you’re not a binary thinker: “Although the North and the South both worried that former slaves would compete with white workers for jobs, the North dealt with former slaves far differently during the Civil War than the South did.” The concession adds complexity to a discussion of differences by acknowledging that similarities also exist.

4 Limiting Your Scope

Concessions can also clarify that you’ve considered other aspects of your topic but decided not to discuss them in this paper. This kind of concession is crucial if you’re dealing with a broad topic, since you’ll have to limit your thesis. Such a concession and thesis statement might read, “Abortion rights remain hotly contested at both the federal and state levels for complex social, economic, legal and religious reasons. However, by focusing specifically on religious organizations’ arguments against abortion in Wisconsin, I show that ….” When using this kind of concession, make sure to clarify why the narrower perspective you’ve chosen is important for readers to consider.

About the Author

Elissa Hansen has more than nine years of editorial experience, and she specializes in academic editing across disciplines. She teaches university English and professional writing courses, holding a Bachelor of Arts in English and a certificate in technical communication from Cal Poly, a Master of Arts in English from the University of Wyoming, and a doctorate in English from the University of Minnesota.

Related Articles

How to Write a Discursive Essay

How to Identify a Hypothesis

How to Write Constructive Essays

How to Write a Propagandist Essay

Who Advocated States Rights & Nullification?

Nullification Theory in the Civil War

Essay Paper Ideas on Federalism

What Are the Differences Between Bias & Fallacy?

What Is a Lead-in Statement?

How to Write a Paper on Strengths & Weaknesses

What Were Jefferson's Beliefs About Government & States?

How to Write a Constructive Speech

The Definition of Federalism and Democracy

What Is a Subordinate Idea in Writing?

How to Write a Thesis Statement in High School Essays

How to Write an MLA Argument Essay

Why Did Texas Secede From the Union & Join the Confederate...

Extending Slavery to U.S. Territories During the Mexican...

How to Write a Historical Persuasive Essay

A Writer's Reference for How to Write a Thesis Statement

Regardless of how old we are, we never stop learning. Classroom is the educational resource for people of all ages. Whether you’re studying times tables or applying to college, Classroom has the answers.

• Accessibility
• Terms of Use
• Privacy Policy
• Copyright Policy
• Manage Preferences

© 2020 Leaf Group Ltd. / Leaf Group Media, All Rights Reserved. Based on the Word Net lexical database for the English Language. See disclaimer .

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

4.5 Identifying Concessions and Counter Arguments

Learning objectives.

• Identify the parts of a reasonable concession
• Evaluate paragraphs for concessions
• Apply concession format to a series of sentences

Let’s take some time to learn how to concede logical points and then to counter them appropriately. These skills are INCREDIBLY IMPORTANT. Oftentimes, only the strongest and most confident writers can write in a concession-style. Your use of concession-style thesis statements, and concessions throughout a response, signals to your readers that you are a confident and capable writer and critical thinker. Concessions are invaluable to DISCOURSE and DIALOGUE, the two most important parts of responsible argumentation.

The purpose behind this chapter and its activities is to teach you how to concede strong points, and more importantly, how to counter them effectively.  Students new to writing arguments often think that including concessions will weaken their argument or that a reader will be more likely to agree with them if they pretend that no weaknesses exist in the argument. This assumption is untrue. In fact, your willingness to admit where the prompt writer’s argument has value and either present an extension of that argument or move it in a different direction is really impressive.

What is more, you will be learning to grow comfortable in conceding that your own argument might have limitations. All arguments have limitations, whether they belong to a prompt writer or to you. Remember the final instruction given to you before all prompt responses?

Your essay should also consider at least one objection a reader might have to  your  argument. You may respond to this objection in different ways. For example, you may argue against the objection, or you may acknowledge that the objection is a good point and incorporate it into your argument. It’s up to you.

At a very basic level, the purpose behind learning counter-arguments is because the prompt instructions on each prompt ask you to do so.  The goal of that instruction is to teach you how to strengthen your argument.  Acknowledging weaker points (or strong points from your opposition) makes your writing more compelling because it demonstrates to your reader that 1) you have actually considered the topic without making snap judgments, and 2) you are not hiding the weaknesses of your argument from your reader, hoping that they will miss them.

More importantly, it creates an honest relationship between you and your reader, which is essential because some audiences will know something about the topic of your argument already, and they could have oppositions to offer.  Ultimately, you need to learn how to concede and counter in writing because you cannot respond to a reader’s objections verbally, as you might in a conversation.  The greater challenge is to anticipate the objections and respond to them before they come up. This strategy is akin to an artist writing a diss track in which they not only identify faults in their rival, but also in themselves. What ammunition is left for their rival in response? When you “anticipate and defend,” there is little left for the opposition. It is a proven strategy.

To begin the process, we need to understand how to make reasonable concessions first.  It’s likely that you may have already learned how to make one of these two types of concessions early in your WRIT course, but let’s look over them again.

First, read the following prompt below.  You can also Download a PDF version , if you prefer.

Drink Your Way to Success Randolph Hennepin

The following editorial appeared in the May/June 2014 issue of Today’s Student

     Success in just about any profession often depends on a person’s ability to network, and to develop contacts. A prime way to network is over drinks. In fact, a person who does not drink is less likely to be successful than one who does . Students who spend time drinking rather than studying are ensuring their eventual success.

     Facts are facts. A recent study “found drinkers earn between 10 and 14 per cent more than non-drinkers.” Further, according to the same study, men who go to a bar at least once a month earn an additional 7 per cent. The reason for the success of drinkers, according to the author of the study, is that “Social drinking builds social capital. Social drinkers are networking, building relationships and adding contacts to their [phones] that result in bigger paycheques.”

     Perhaps this study is not good news for people who do not drink. Perhaps these people feel that there are other ways to develop contacts, such as getting involved in charitable organizations or meeting colleagues for breakfast instead of in a bar after work. While these strategies do have merit, neither is as effective as the social networking that occurs while drinking.

     In fact, a reasonable conclusion from this study would be to encourage students to learn how to drink. Knowing how to drink without embarrassing oneself is a key skill in business, as the above study proves. Therefore, students should not feel guilty about spending evenings drinking instead of working or studying, since drinking will lead to their eventual success. Students should not focus on school other than to do well enough to pass; otherwise, they are doomed to earn less than their peers who put their study time to good use by hitting the bottle.

Now, look at these straightforward responses to the prompt and determine which one uses a  general concession,  and which one uses a  specific concession .

• Introduction: Version 1
• Introduction: Version 2

Activity 1: Identifying Concessions

Which introduction in the above example uses a more specific concession? Vote on your choice below and then view the results. Click  the accordion below to learn more.

The next section includes practice activities for concessions and counterarguments.

Putting the Pieces Together Copyright © 2020 by Andrew Stracuzzi and André Cormier is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

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

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved April 15, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

Is this article helpful?

Shona McCombes

Other students also liked, how to write an essay introduction | 4 steps & examples, how to write topic sentences | 4 steps, examples & purpose, academic paragraph structure | step-by-step guide & examples, what is your plagiarism score.

4. MAKING A CONCESSION Why should I make a concession to a different point of view? Let's face it: in life, things are seldom entirely one thing or the other, and there is almost always a bit of ambiguity or uncertainty. So it is unrealistic to suppose that your thesis, however clear and thoughtful it is, will be entirely convincing or account for all of the facts. Rather than ignore facts that don't fit your theory, therefore, it is usually best to make some concession to an alternative point of view. That is, you accept that someone arguing from a different perspective has some valid reason or reasons for doing so, just not as compelling as the reasons to support your own point of view. How should such a concession be organized? It is best to develop what I call a paragraph of concession. You begin this paragraph by admitting that there are some who do not accept your thesis, and that there is the possibility for holding a different point of view. You then provide one or two reasons for holding such a point of view, reasons that work against your thesis. But -- and this is essential in a paragraph of concession -- you need to end that paragraph with a sentence or two suggesting that this reason for holding an alternative point of view is ultimately wrong: insignificant or an exception to the rule. In other words, find some means to undermine this concession and return your reader to your point of view at the end of your paragraph of concession. Example: Suppose that your thesis is something like: Charlemagne can hardly be considered as one of the great emperors of European history. Your reasons for holding this thesis, developed into topic sentences, might include: Charlemagne's empire fell apart within fifty years of his death, which hardly befits a truly great emperor. Even at the height of his powers, Charlemagne did not seem to exercise much control over the noblemen of his empire. Nor did Charlemagne extend his control to the churchmen of his empire, as other medieval emperors had. And so on. Your paragraph of concession would have to concede that in at least some regards, Charlemagne should be considered as a great emperor. It could go something like this: Some have argued that Charlemagne was the greatest of European emperors. After all, most European emperors who followed after him borrowed ideas or images from his reign. The Holy Roman Emperors were always crowned at Rome, as he had been. The kings of eastern Europe mostly adopted a version of his name, karoly , as their title. And when Hitler founded his Nazi domination of Europe, he called it the Third Reich or Empire, the first having been that of Charlemagne. Still, these later rulers based these ideas and images on a misperception of Charlemagne's reign. In the end, the myth of Charlemagne proved much more durable than the fact of his empire. Note how I begin this paragraph, "Some have argued . . ." and then leading into an alternative thesis. This different kind of opening shows my readers that it is not like my other paragraphs, and it is not something that I am arguing myself. You could start this paragraph in a number of ways: "It could be argued . . ." or "Some have suggested that . . . " or "It might be possible to consider that . . . " or anything that lets your reader know that this is not your own point of view. Then I follow up this sentence with what I consider to be the main reason for someone to hold that alternative point of view: "most European emperors who followed after him borrowed ideas or images from his reign." I follow that with, in this case, three examples to support this reason: 1) his influence on the Holy Roman Emperors, 2) his influence on eastern European monarchs, and 3) his influence on the Nazis. But I end the paragraph by clearly dismissing the importance of this alternative thesis. Note that I begin this sentence undermining the different point of view with the word "Still, . . . ". That lets my reader know that I am changing perspectives. Or you could begin this part of the paragraph with "Nonetheless, . . ." or "However, . . ." or something like that. And both of the last two sentences of the paragraph above return the reader to my own point of view. Where should the paragraph of concession be situated in the essay? In most cases, it is best to place this paragraph of concession after you have taken the reader through all of the points in your favor, when you are likeliest to have him or her already agreeing with you, and undercutting your opponent's arguments is just one more reason to agree with you more wholeheartedly. In most cases, therefore, it is best to place this paragraph of concession just before your conclusion, as the second-to-last paragraph . In some cases, though, it is best to place this paragraph of concession immediately after your introduction, in the second paragraph of the whole essay . Mostly this makes sense if you think that your reader is likely to hold a point of view different from the one you will be arguing. This can happen, for example, if you are arguing something that seems to run counter to what is commonly believed (for example, that Charlemagne was a great European emperor). In such cases, it often works best to undermine that common point of view before you begin your own reasons for holding a minority opinion. There is flexibility in the placement of this paragraph, then, but not so much that it would seem a good idea to place it in the middle of the essay, after you have addressed some of the reasons for your thesis but not others. If you feel that the paragraph of concession works particularly well after one of the reasons you provide for your thesis, then make that the last reason you give in support of your thesis. A valid argument could be made for not including a paragraph of concession at all. When you think about it, the whole point of your essay is to persuade your reader of your point of view, so it may not be a good idea to provide them with reasons or examples for believing something else instead. But honesty to history demands that some concession to historical facts be made, when those facts might be known or discovered by your reader, who might dismiss the whole of your argument by saying that you were biased or uninformed. Almost always, then, this paragraph of concession is a good idea. This last paragraph I wrote is itself a paragraph of concession, you'll note. See how well it works to persuade the reader of your point of view?  

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

Make a Gift

Please log in to save materials. Log in

• Concessions
• Counterarguments
• ESL Writing

The Argumentative Essay: The Language of Concession and Counterargument

Explanations and exercises about the use of counterarguments and concessions in argumentative essays.

The Argumentative Essay:  The Language of Concession and Counterargument

We have already analyzed the structure of an argumentative essays (also known as a persuasive essay), and have read samples of this kind of essay.  In this session we will review the purpose and structure of an argumentative essay, and will focus on practicing the grammar of sentences that present our argument while acknowledging that there is an opposing view point. In other words, we will focus on the grammar of concession and counterargument.

Purpose and structure of an argumentative essay

Take a few minutes to refresh your knowledge about the purpose and structure of argumentative / persuasive essays. 

The Purpose of Persuasive Writing

The purpose of persuasion in writing is to convince, motivate, or move readers toward a certain point of view, or opinion. The act of trying to persuade automatically implies more than one opinion on the subject can be argued.

The idea of an argument often conjures up images of two people yelling and screaming in anger. In writing, however, an argument is very different. An argument is a reasoned opinion supported and explained by evidence. To argue in writing is to advance knowledge and ideas in a positive way. Written arguments often fail when they employ ranting rather than reasoning.

Most of us feel inclined to try to win the arguments we engage in. On some level, we all want to be right, and we want others to see the error of their ways. More times than not, however, arguments in which both sides try to win end up producing losers all around. The more productive approach is to persuade your audience to consider your opinion as a valid one, not simply the right one.

The Structure of a Persuasive Essay

The following five features make up the structure of a persuasive essay:

• Introduction and thesis
• Opposing and qualifying ideas
• Strong evidence in support of claim
• Style and tone of language
• A compelling conclusion                                                                                                            

Creating an Introduction and a thesis

The persuasive essay begins with an engaging introduction that presents the general topic. The thesis typically appears somewhere in the introduction and states the writer’s point of view.

Avoid forming a thesis based on a negative claim. For example, “The hourly minimum wage is not high enough for the average worker to live on.” This is probably a true statement, but persuasive arguments should make a positive case. That is, the thesis statement should focus on how the hourly minimum wage is low or insufficient.

Acknowledging Opposing Ideas and Limits to Your Argument

Because an argument implies differing points of view on the subject, you must be sure to acknowledge those opposing ideas. Avoiding ideas that conflict with your own gives the reader the impression that you may be uncertain, fearful, or unaware of opposing ideas. Thus it is essential that you not only address counterarguments but also do so respectfully.

Try to address opposing arguments earlier rather than later in your essay. Rhetorically speaking, ordering your positive arguments last allows you to better address ideas that conflict with your own, so you can spend the rest of the essay countering those arguments. This way, you leave your reader thinking about your argument rather than someone else’s. You have the last word.

Acknowledging points of view different from your own also has the effect of fostering more credibility between you and the audience. They know from the outset that you are aware of opposing ideas and that you are not afraid to give them space.

It is also helpful to establish the limits of your argument and what you are trying to accomplish. In effect, you are conceding early on that your argument is not the ultimate authority on a given topic. Such humility can go a long way toward earning credibility and trust with an audience. Audience members will know from the beginning that you are a reasonable writer, and audience members will trust your argument as a result. For example, in the following concessionary statement, the writer advocates for stricter gun control laws, but she admits it will not solve all of our problems with crime:

Although tougher gun control laws are a powerful first step in decreasing violence in our streets, such legislation alone cannot end these problems since guns are not the only problem we face.

Such a concession will be welcome by those who might disagree with this writer’s argument in the first place. To effectively persuade their readers, writers need to be modest in their goals and humble in their approach to get readers to listen to the ideas.

Text above adapted from: Writing for Success – Open Textbook (umn.edu)    Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Argument, Concession/Acknowledgment and Refutation

We have already seen that as a writer of an argumentative essay, you do not just want to present your arguments for or against a certain issue. You need to convince or persuade your readers that your opinion is the valid one. You convince readers by presenting your points of view, by presenting points of view that oppose yours, and by showing why the points of view different from yours are not as valid as yours.  These three elements of an argumentative essay are known as argument (your point of view), concession/acknowledgement/counterargument (admission that there is an opposing point of view to yours) and refutation (showing why the counterargument is not valid). Acknowledging points of view different from yours and refuting them makes your own argument stronger. It shows that you have thought about all the sides of the issue instead of thinking only about your own views.

Identifying argument, counterargument, concession and refutation

We will now look at sentences from paragraphs which are part of an argumentative essay and identify these parts. Read the four sentences in each group and decide if each sentence is the argument, the counterargument, the acknowledgement / concession or the refutation. Circle your choice.

Schools need to replace paper books with e-books.

argument                counterargument       acknowledgement      refutation

Others believe students will get bad eyesight if they read computer screens instead of paper books.

There is some truth to this statement.

However, e-books are much cheaper than paper books.

The best way to learn a foreign language is to visit a foreign country.

Some think watching movies in the foreign language is the best way to learn a language.

Even though people will learn some of the foreign language this way,

it cannot be better than actually living in the country and speaking with the people every day.

Exercise above adapted from: More Practice Recognizing Counterarguments, Acknowledgements, and Refutations. Clyde Hindman.  Canvas Commons. Public domain.

More Practice Recognizing Counterarguments, Acknowledgements, and Refutations | Canvas Commons (instructure.com)

Sentence structure: Argument and Concession 

Read the following sentences about the issue of cell phone use in college classrooms. Notice the connectors used between the independent and the dependent clauses.

Although cell phones are convenient, they isolate people.

    dependent clause                                              independent clause

 Cell phones isolate people, even though they are convenient.

                independent clause                                      dependent clause

In the sentences above, the argument is “cell phones isolate people”.  The counterargument is “cell phones are convenient” and the acknowledgment/concession is expressed by the use of although / even though to make the concession of the opposing argument. 

In addition, and most importantly, notice the following:

Which clause contains the writer’s argument? Which clause contains the concession?

The writer’s position is contained in the independent clause and the concession is contained in the dependent clause. This helps the writer to highlight their argument by putting it in the clause that stands on its own and leaving the dependent clause for the concession.

Notice that it doesn’t matter if the independent clause is at the beginning or at the end of the sentence.  In both cases, the argument is “cell phones isolate people.”

Notice the difference between these two sentences:

Cell phones are convenient, even though they isolate people.

     independent clause                   dependent clause

Cell phones isolate people, even though they are convenient.

          independent clause                   dependent clause

This pair of sentences shows how the structure of the sentence reflects the point of view of the writer. The argument in the first sentence is that cell phones are convenient. The writer feels this is the important aspect, and thus places it in the independent clause. In the dependent clause, the writer concedes that cell phones isolate people. In contrast, in the second sentence the argument is that cell phones isolate people. The writer feels this is the important aspect and therefore puts this idea in the independent clause. The writer of this sentence concedes that cell phones are convenient, and this concession appears in the dependent clause.

Read the following pairs of sentences and say which sentence in the pair has a positive attitude towards technology in our lives.

                                                             A

• Although technology has brought unexpected problems to society, it has become an instrument of progress.
• Technology has brought unexpected problems to society, even though it has become an instrument of progress.

                                                                  B

• Technology is an instrument of social change, even though there are affordability issues.
• There are affordability issues with technology, even though it is it is an instrument of social change.

Licensed under Creative Commons Attribution-NonCommercial-ShareAlike

Maria Antonini de Pino – Evergreen Valley College, San Jose, California, USA

LIST OF SOURCES (in order of appearance)

• Text adapted from: Writing for Success – Open Textbook (umn.edu)

         Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International

• Exercise adapted from: More Practice Recognizing Counterarguments, Acknowledgements, and Refutations. Clyde Hindman.  Canvas Commons. Public domain.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

21 Argument, Counterargument, & Refutation

In academic writing, we often use an Argument essay structure. Argument essays have these familiar components, just like other types of essays:

• Introduction
• Body Paragraphs

But Argument essays also contain these particular elements:

• Debatable thesis statement in the Introduction
• Argument – paragraphs which show support for the author’s thesis (for example: reasons, evidence, data, statistics)
• Counterargument – at least one paragraph which explains the opposite point of view
• Concession – a sentence or two acknowledging that there could be some truth to the Counterargument
• Refutation (also called Rebuttal) – sentences which explain why the Counterargument is not as strong as the original Argument

Consult  Introductions & Titles for more on writing debatable thesis statements and  Paragraphs ~ Developing Support for more about developing your Argument.

Imagine that you are writing about vaping. After reading several articles and talking with friends about vaping, you decide that you are strongly opposed to it.

Which working thesis statement would be better?

• Vaping should be illegal because it can lead to serious health problems.

Many students do not like vaping.

Because the first option provides a debatable position, it is a better starting point for an Argument essay.

Next, you would need to draft several paragraphs to explain your position. These paragraphs could include facts that you learned in your research, such as statistics about vapers’ health problems, the cost of vaping, its effects on youth, its harmful effects on people nearby, and so on, as an appeal to logos . If you have a personal story about the effects of vaping, you might include that as well, either in a Body Paragraph or in your Introduction, as an appeal to pathos .

A strong Argument essay would not be complete with only your reasons in support of your position. You should also include a Counterargument, which will show your readers that you have carefully researched and considered both sides of your topic. This shows that you are taking a measured, scholarly approach to the topic – not an overly-emotional approach, or an approach which considers only one side. This helps to establish your ethos as the author. It shows your readers that you are thinking clearly and deeply about the topic, and your Concession (“this may be true”) acknowledges that you understand other opinions are possible.

Here are some ways to introduce a Counterargument:

• Some people believe that vaping is not as harmful as smoking cigarettes.
• Critics argue that vaping is safer than conventional cigarettes.
• On the other hand, one study has shown that vaping can help people quit smoking cigarettes.

Your paragraph would then go on to explain more about this position; you would give evidence here from your research about the point of view that opposes your own opinion.

Here are some ways to begin a Concession and Refutation:

• While this may be true for some adults, the risks of vaping for adolescents outweigh its benefits.
• Although these critics may have been correct before, new evidence shows that vaping is, in some cases, even more harmful than smoking.
• This may have been accurate for adults wishing to quit smoking; however, there are other methods available to help people stop using cigarettes.

Your paragraph would then continue your Refutation by explaining more reasons why the Counterargument is weak. This also serves to explain why your original Argument is strong. This is a good opportunity to prove to your readers that your original Argument is the most worthy, and to persuade them to agree with you.

Activity ~ Practice with Counterarguments, Concessions, and Refutations

A. Examine the following thesis statements with a partner. Is each one debatable?

B. Write  your own Counterargument, Concession, and Refutation for each thesis statement.

Thesis Statements:

• Online classes are a better option than face-to-face classes for college students who have full-time jobs.
• Students who engage in cyberbullying should be expelled from school.
• Unvaccinated children pose risks to those around them.
• Governments should be allowed to regulate internet access within their countries.

Is this chapter:

…too easy, or you would like more detail? Read “ Further Your Understanding: Refutation and Rebuttal ” from Lumen’s Writing Skills Lab.

Note: links open in new tabs.

reasoning, logic

emotion, feeling, beliefs

moral character, credibility, trust, authority

goes against; believes the opposite of something

ENGLISH 087: Academic Advanced Writing Copyright © 2020 by Nancy Hutchison is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Definition of Concession

Concession is a literary device used in argumentative writing, where one acknowledges a point made by one’s opponent. It allows for different opinions and approaches toward an issue, indicating an understanding of what causes the actual debate or controversy. It demonstrates that the writer is a mature thinker, and has considered the issue from all angles.

Concession writing style also shows that the writer is a logical and fair-minded person, able to realize that every argument has several sides to consider before it is presented. This type of writing can be considered strong as it finds common ground between the writer and his opponent.

Concession Examples

Example #1:.

“Dad, I know taking a trip to another country with my friends may be expensive and unsafe, but I have studied so hard the past year and I think I deserve a vacation. You already know how responsible I have been all my life; I don’t think there will be any problem.”

The above statement is an example of concession writing. It demonstrates the negative aspects of traveling as a young group of boys, but argues against this with the fact that this particular boy has always been a responsible person and is not likely to get into trouble.

Example #2:

“I agree that many students act and lie about being sick, so that they can avoid school for whatever reason. However, most students who do not come to school are actually sick. Being sick, they should be focusing on getting better, not worrying about school and grades just because some students take advantage of the absentee policy.”

This statement also shows the concession form of writing where the writer agrees that some students do lie about being sick, and that the writer is able to understand this issue. At the same time, the writer argues as to why students who are actually sick suffer because of those irresponsible students.

Example #3:

“An individual does have his own right to freedom, but medical evidence proves that second-hand smoke is harmful. Nobody has the right to harm the health of another, and smoking does just that.”

Using concession, the writer has noted that everybody has freedom rights, but argues about the fact that nobody has the right to harm another person’s health, no matter what the case is.

Example #4:

“It is true that issues may sometimes become polarized and debated heatedly. Certainly, there is a need for matters of public concern to be discussed rationally. But that does not mean that such concerns should not be expressed and investigated. After all, improper interference with academic freedom was found to have taken place. And the allegations raised by doctors are ones which deserve further inquiry.”

The above statement demonstrates the concession writing technique, where the writer agrees that debating on issues can turn into a heated argument, but that does not mean the issues should stop being discussed and investigated. Using concession, the writer has considered the different viewpoints of the issue, and then stated his argument.

Example #5: Politics and the English Language (By George Orwell)

“I said earlier that the decadence of our language is probably curable. Those who deny this would argue, if they produced an argument at all, that language merely reflects existing social conditions, and that we cannot influence its development by any direct tinkering with words or constructions. So far as the general tone or spirit of language goes, this may be true, but it is not true in detail.”

This is another example of concession writing showing that the writer is a fair person who has thought about the issue before giving his opinion. The writer agrees with the fact that we cannot do anything to develop the language. However it is not true if we go into details, Orwell says, because writers influence it too.

Function of Concession

Concession writing acknowledges that there are many different views to a story . This type of writing allows for different opinions that can or could be made toward an issue. It also shows that all points, positive as well as negative, have been considered before an argument is put forward. Presenting the other side and then arguing against it with valid points can make it a very strong piece of writing. Acknowledging the other side demonstrates respect for the other opinion. The concession writing technique is also known used as a method of persuasion and reasoning.

Post navigation

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

5.8: Writing Concession and Counterargument

• Last updated
• Save as PDF
• Page ID 123878

• Gabriel Winer & Elizabeth Wadell
• Berkeley City College & Laney College via ASCCC Open Educational Resources Initiative (OERI)

Reading about multiple perspectives

When we read an article or a book, we might imagine we are listening to the voice of the author: one voice (or maybe two or a few voices if there are multiple authors). That one voice is always speaking from a particular point of view, from within a particular culture, and from inside a time period. The author is also not speaking alone, to an empty room. As we read, we can also imagine we are listening to that speaker take their turn in a huge and timeless discussion with thousands of participants, in which the speakers build on and evaluate each others' ideas and argue with each other. Each new study, article, or book adds facts, ideas, and layers of meaning to the discussion. This exchange of ideas, with each new contribution referencing past texts, has been called "the Great Conversation."

Traditionally, many people talk about this "Great Conversation" as something that happens in the Liberal Arts disciplines of Western (European and American) universities: subjects like philosophy, literature, history, the social sciences, and the arts. Scholars discuss competing explanations for a historical event, or the meaning of a line in a poem, or whether a government policy is fair. But great conversations about truth, meaning, and justice also happen around the world and outside of formal academic discourse. They take place on Twitter and TikTok, in movies, in popular magazines, and in street protests, such as the one in Figure 5.8.1. Many texts you read in college classes are taking their turn in this imaginary discussion: they argue for their position, and explain and respond to other perspectives on the topic. 

Let's look at an example:

Noticing multiple perspectives

Notice this!

As you read this article, ask yourself

• What is the writers' thesis?
• What other positions do they explain and then fight back against?
• Where are the places where the writers shift perspectives?
• Which connecting words signal the change?

Reading from an online magazine: ‘ Plastic-free ’ fashion is not as clean or green as it seems

We have all become more aware of the environmental impact of our clothing choices. The fashion industry has seen a rise in “green”, “eco” and “sustainable” clothing. This includes an increase in the use of natural fibres, such as wool, hemp, and cotton, as synthetic fabrics, like polyester, acrylic and nylon, have been vilified by some.

However, the push to go “natural” obscures a more complex picture.

Natural fibres in fashion garments are products of multiple transformation processes, most of which are reliant on intensive manufacturing as well as advanced chemical manipulation. While they are presumed to biodegrade, the extent to which they do has been contested by a handful of studies. Natural fibres can be preserved over centuries and even millennia in certain environments. Where fibres are found to degrade they may release chemicals, for example from dyes, into the environment.

When they have been found in environmental samples, natural textile fibres are often present in comparable concentrations than their plastic alternatives. Yet, very little is known of their environmental impact. Therefore, until they do biodegrade, natural fibres will present the same physical threat as plastic fibres. And, unlike plastic fibres, the interactions between natural fibres and common chemical pollutants and pathogens are not fully understood.

Fashion’s environmental footprint

It is within this scientific context that fashion’s marketing of alternative fibre use is problematic. However well-intentioned, moves to find alternatives to plastic fibres pose real risks of exacerbating the unknown environmental impacts of non-plastic particles.

To assert that all these problems can be resolved by buying “natural” simplifies the environmental crisis we face. To promote different fibre use without fully understanding its environmental ramifications suggests a disingenuous engagement with environmental action. It incites “superficial green” purchasing that exploits a culture of plastic anxiety. Their message is clear: buy differently, buy “better”, but don’t stop buying.

Yet the “better” and “alternative” fashion products are not without complex social and environmental injustices. Cotton, for example, is widely grown in countries with little legislation protecting the environment and human health.

The drying up of the Aral Sea in central Asia, formally the fourth largest lake in the world, is associated with the irrigation of cotton fields that dry up the rivers that feed it. This has decimated biodiversity and devastated the region’s fishing industry. The processing of natural fibres into garments is also a major source of chemical pollution, where factory wastewaters are discharged into freshwater systems, often with little or no treatment.

Organic cotton and Woolmark wool are perhaps the most well-known natural fabrics being used. Their certified fibres represent a welcomed material change, introducing to the marketplace new fibres that have codified, improved production standards. However, they still contribute fibrous particles into the environment over their lifetime.

More generally, fashion’s systemic low pay, deadly working conditions, and extreme environmental degradation demonstrate that too often our affordable fashion purchases come at a higher price to somebody and somewhere.

Slow down fast fashion

It is clear then that a radical change to our purchasing habits is required to address fashion’s environmental crisis. A crisis that is not defined by plastic pollution alone.

We must reassess and change our attitudes towards our clothing and reform the whole lifecycle of our garments. This means making differently, buying less and buying second hand. It also means owning for longer, repurposing, remaking and mending.

Fashion’s role in the plastic pollution problem has contributed to emotive headlines, in which purchasing plastic-fibred clothing has become highly moralised. In buying plastic-fibred garments, consumers are framed complicit in poisoning the oceans and food supply. These limited discourses shift accountability onto the consumer to “buy natural”. However, they do little to equally challenge the environmental and social ills of these natural fibres and the retailers’ responsibilities to them.

Thomas Stanton , PhD researcher in the Geography and Department of Chemical and Environmental Engineering, University of Nottingham and Kieran Phelan , PhD Researcher in economic geography, University of Nottingham

This article is republished from The Conversation under a Creative Commons license. Read the original article .

When you write a paper, you are contributing to this "Great Conversation," and you also have to make these same moves. In an argumentative paper, you argue for your own perspective and support your main idea with evidence from other writers who agree with you. However, another important part of your job is to explain other points of view on the topic and respond to them with counterargument and/or concession.

Writing about multiple perspectives

Which perspectives should i include.

Sometimes, if you are writing about a controversial topic with clear opposite sides, it will be easy to identify different perspectives. It's like a debate. Here's an example:

• Thesis: The government should strengthen regulations on water pollution from factories.
• Opposite perspective: Opponents of this plan argue that regulations are not an effective way to reduce pollution.

But "multiple perspectives" doesn't always mean "opposite perspectives." The big questions we think deeply about often lead to more complicated discussions. If you have a more nuanced thesis, it might be harder to think of what the other perspectives are. Here's an example:

• Thesis: Although labor conditions in sweatshops are clearly human rights violations that demand international action, boycotts are actually not the most effective strategy to improve the situation.
• Exploring another perspective: It's true that labor conditions are terrible; workers, sometimes children, work long hours in dangerous factories for low pay.
• Exploring another perspective: Admittedly, many human rights advocates have called for boycotts.
• Exploring another perspective: Granted, boycotts have sometimes been an effective tool for reducing worker exploitation in other industries.

As you research and draft your paper, ask yourself—and your sources—these questions:

• Who? Are they credible sources?
• Why? Is there anything valid about their position? Is it based on values that you (and probably your reader) reject?
• What evidence do they use? Is it solid? Does it actually support their position?
• Is their position logical? Did they use any logical fallacies?
• Is there any factual evidence that seems to contradict my idea?
• What is a problem or concern with my idea? What are some drawbacks?
• What are the limits to my idea?
• What is an exception to my idea?
• What are some possible bad consequences that could result from my idea or plan?
• Why will my idea or plan be hard to do?
• If my idea or plan is so great, why isn't everyone already doing it?

How do multiple perspectives make an argument stronger?

Wait—why would you want to talk about the positions of people who think you're wrong? Wouldn't that weaken your argument?

Actually, no. Carefully explaining the other sides of the topic builds both ethos and logos. Imagine your reader reading your paper, taking in your reasons for why your thesis is true, and saying to themselves, "But what about this problem?" or "I heard that was a bad idea because..." You are communicating to your reader: "See? In case you don't believe me, I already thought about the other sides. Here's what my opponents say, and here's why I'm still right!"

Where do multiple perspectives go in a paper?

In journalistic articles like "‘ Plastic-free ’ Fashion is Not as Clean or Green as it Seems," writers often jump back and forth between perspectives throughout the text. A customary U.S. college argumentative essay typically includes one or more separate body paragraphs dedicated to explaining and responding to perspectives besides your own. Depending on the logic of your ideas, the order of your body paragraphs might follow one of these patterns:

• other perspectives come first, before your regular body paragraphs, to take on readers' possible doubts and objections and get them out of the way before explaining more about your reasons.
• other perspectives come last, after you have made your main case and before your conclusion.
• other perspectives go before or after the particular regular body paragraph they relate to.

Your introduction should also touch on the existence of these other perspectives, and your thesis statement may also directly address them, but you do not need to list every specific perspective in the introduction.

What goes in this special kind of body paragraph?

You start these paragraphs by stating another perspective. Then you explain that idea with specific detail (and often text evidence). Then you respond to that idea in a way that strengthens your overall argument. You may respond to the other positions with one of these two strategies, or a combination of both:

• counterargument : the other position is wrong (this is also called refutation)
• concession : the other position is a little bit true, but overall I'm still right

The key to keeping it all clear is to use connecting words to show which side you are focusing on and when you are changing sides.

Table 5.8.1 provides ideas and possible language to write a paragraph naming, explaining, and responding to other perspectives:

The models in Figure 5.8.2 are expressing two perspectives with their T-shirt slogans.

Concession/counterargument in action

Let's look at an example of a concession/counterargument paragraph in a student essay:

Here is a concession/counterargument paragraph from the student essay. The overall thesis of the whole essay is this:

Although some defend the fast fashion industry’s aesthetic and economic contributions, it has devastating impacts on labor rights and the environment, and needs serious regulations by all nations to stop the damage.

Read the paragraph and look for the following elements:

• What other position do they explain and then fight back against?
• Where are the places where the writer shifts perspectives?

Which parts are counterarguments, and which are concessions?

          Despite the clear injustices of garment production, some argue that the fashion industry provides work to people with few better choices in developing countries. According to reporter Stephanie Vatz, companies began outsourcing clothing manufacturing jobs in the 1970s, and by 2013, only two percent of clothing was made in the U.S. The same lack of labor protections that allows terrible working conditions in developing countries also guarantees low labor costs that motivate U.S. companies to relocate their factory sources. Benjamin Powell, the director of the Free Market Institute, justifies sweatshop labor, insisting that this model is "part of the process that raises living standards and leads to better working conditions and development over time (qtd. in Ozdamar-Ertekin 3). This argument is compelling from a distance, but even if it may be true to some degree when we look at the history of economic development, it disregards the humanity of the garment workers. These people continue to work long hours in brutal conditions, generating huge profits for the factory and retail owners. Saying that their lives could be even worse without this exploitation is actually just an excuse for greed.

For suggested answers, see 5.12: Analyzing Arguments Answer Key

Licenses and attributions

Authored by Gabriel Winer, Berkeley City College. License: CC BY NC.

Student essay paragraph from "Deadly Fashion" authored by Maroua Abdelghani and Ruri Tamimoto. License: CC BY NC

CC Licensed Content: Previously Published

"‘ Plastic-free ’ Fashion is Not as Clean or Green as it Seems" is republished from The Conversation , licensed under CC-BY-ND .

ENG 101/107

• Videos & Tutorials
• Finding Topics

Creating a Thesis Statement

Writing centers at asu, additional resources.

• Research Starters
• Finding Sources: Research Databases
• Evaluating Your Sources
• Citing Your Sources
• Instructor Materials

What is a Thesis Statement?

A thesis statement expresses the conclusion you have reached on an issue or topic. It is what you plan to prove with the evidence and reasoning presented. A good initial thesis helps focus your information search. The initial thesis can be posed in the form of a question that will guide your research; your final thesis should be a statement indicating your position. 

A Good Thesis :

• Clearly takes a stand or position on a topic
• Justifies the position or opinion with reasons
• Expresses one idea
• Serves as a roadmap or structure for the paper

Before writing a thesis statement, you must do some initial research and reading to familiarize yourself with the topic. This will help you identify the controversies surrounding the topic and assist you in formulating your position or opinion.

Sample Thesis Statement :

Your Stand : Plagiarism policies at Arizona State University must be more consistently defined, applied, and publicized across departments.....   Supporting Reasons for This Position: .....in order to avoid potential legal conflict, and augment the quality of scholarship at the university level.  

According to this thesis, the main body of the paper will have two major sections---avoiding legal conflict, and augmenting the quality of scholarship---containing three sub-sections each---defining, applying, and publicizing plagiarism policies.

Student Success Center

Academic Support Network

Writing Center

• << Previous: Finding Topics
• Next: Research Starters >>
• Last updated: Jan 29, 2024 11:24 AM
• URL: https://libguides.asu.edu/WAC101-ENG101

The ASU Library acknowledges the twenty-three Native Nations that have inhabited this land for centuries. Arizona State University's four campuses are located in the Salt River Valley on ancestral territories of Indigenous peoples, including the Akimel O’odham (Pima) and Pee Posh (Maricopa) Indian Communities, whose care and keeping of these lands allows us to be here today. ASU Library acknowledges the sovereignty of these nations and seeks to foster an environment of success and possibility for Native American students and patrons. We are advocates for the incorporation of Indigenous knowledge systems and research methodologies within contemporary library practice. ASU Library welcomes members of the Akimel O’odham and Pee Posh, and all Native nations to the Library.

Reference management. Clean and simple.

How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

The Latest AIs, every day

AIs with the most favorites on Toolify

AIs with the highest website traffic (monthly visits)

AI Tools by browser extensions

AI Tools by Apps

Discover the Discord of AI

Top AI lists by month and monthly visits.

Top AI lists by category and monthly visits.

Top AI lists by region and monthly visits.

Top AI lists by source and monthly visits.

Top AI lists by revenue and real traffic.

Unveiling the Truth: Concession Theses Explained

Updated on Nov 26,2023

Table of Contents :

• Introduction
• What is a Thesis Statement?
• The Importance of Constructing a Strong Thesis Statement
• Defining a Concession Thesis
• Key Components of the Concession Thesis and Reasons Model
• Acknowledging the Opposition's Strongest Argument
• Presenting Your Topic and Opinion
• Providing Supporting Reasons
• Examples of Concession Thesis Statements
• Utilizing Parallelism in the Reasons
• The Benefits of the Concession Thesis and Reasons Model
• Practical Tips for Writing a Strong Thesis Statement

The Concession Thesis and Reasons Model: Constructing a Persuasive Thesis Statement

Introduction: When writing an argumentative essay, the thesis statement plays a crucial role in stating your main argument and providing a preview of how you intend to support it. In this video, we will delve into the concession thesis and reasons model, which is an effective approach to constructing a persuasive thesis statement. By utilizing this model, you can address the strongest arguments of the opposing side while presenting your own opinion and supporting reasons. This article will guide you through the process of creating a strong concession thesis statement and structuring your reasons in a logical progression. Furthermore, we will explore the benefits of this model and provide practical tips for writing a compelling thesis statement.

What is a Thesis Statement? A thesis statement is the central claim or argument of your essay. It serves as a roadmap for your reader, conveying the main focus of your writing and the supporting reasons that will be discussed. In argumentative essays, the thesis statement is often referred to as a claim, which signifies its persuasive nature. The thesis statement should be concise, specific, and debatable, setting the tone for the entire essay.

The Importance of Constructing a Strong Thesis Statement. A strong thesis statement is essential for several reasons. Firstly, it provides a clear direction for your essay, ensuring that your arguments are focused and coherent. Additionally, a well-crafted thesis statement engages your readers, capturing their attention and enticing them to continue reading. Moreover, a strong thesis statement adds credibility to your writing by showcasing your ability to consider alternative viewpoints and ultimately persuading your audience to adopt your perspective.

Understanding the Concession Thesis and Reasons Model.

Defining a Concession Thesis: The concession thesis is an approach in which the writer acknowledges the opposing side's strongest argument while still firmly presenting their opinion. By incorporating a concession, the writer gains credibility and demonstrates a thoughtful consideration of alternative perspectives. The concession thesis, when accompanied by supporting reasons, provides a persuasive structure for your arguments.

Key Components of the Concession Thesis and Reasons Model: To construct a concession thesis statement, there are three key components that need to be addressed:

Acknowledging the Opposition's Strongest Argument: Begin the thesis statement with a contrasting transition word (e.g., although, despite, while) to introduce the opposing viewpoint. This concession establishes your ability to consider other perspectives and strengthens your credibility as a writer.

Presenting Your Topic and Opinion: After the concession, clearly state your topic and present your opinion on the matter. Be sure to articulate your opinion as a factual statement rather than a personal preference.

Providing Supporting Reasons: Conclude the thesis statement by providing three reasons that support your opinion. These reasons will serve as the backbone of your essay, and each one should be elaborated upon in the subsequent paragraphs.

How to Construct a Concession Thesis Statement. Constructing a concession thesis statement involves following a specific process. Here is a step-by-step guide to help you create a compelling thesis statement for your argumentative essay:

• Identify the strongest argument of the opposing side.
• Begin with a contrasting transition word to introduce your concession.
• Clearly state your topic and opinion.
• Provide three supporting reasons for your opinion.

Example: Although video surveillance cameras may be expensive, schools should install them because they increase safety, reduce vandalism, and hold both teachers and students accountable for their actions.

Structuring the Reasons in a Logical Progression. When presenting the supporting reasons in your concession thesis statement, it is crucial to structure them in a logical progression. This logical flow enhances the clarity and effectiveness of your argument. Start with a reason that supports the individual's welfare, followed by a reason that emphasizes community benefits, and conclude with a reason that highlights the broader social impact.

Utilizing Parallelism in the Reasons. To further enhance the coherence and impact of your reasons, utilize parallelism. Parallelism involves constructing your sentences in a way that makes the verbs sound similar or in the same tense. This technique adds rhythm and clarity to your writing. For example:

• It improves our health, supports our local community, and benefits the environment.

The Benefits of the Concession Thesis and Reasons Model. The concession thesis and reasons model offer various benefits that contribute to the persuasiveness of your argumentative essay:

Enhanced Credibility: By incorporating a concession, You signal to your readers that you have carefully considered opposing arguments, ultimately strengthening your credibility as a Writer .

Stronger Persuasive Appeal: The concession thesis and reasons model allows you to craft a nuanced argument that acknowledges different viewpoints, making your essay more persuasive and convincing.

Structured Approach: This model provides a clear and organized structure for your thesis statement, ensuring that your arguments flow logically and cohesively.

Practical Tips for Writing a Strong Thesis Statement. To create a powerful thesis statement, consider the following tips:

Be Specific: Your thesis statement should clearly articulate your opinion and provide a concise preview of your supporting reasons.

Use Active Voice: Write your thesis statement in the active voice to make it more engaging and impactful.

Keep it Brief: Aim for a concise thesis statement that effectively communicates your main argument without unnecessary wordiness.

Engage the Reader: Pose rhetorical questions, incorporate analogies or metaphors, and utilize personal pronouns to Create a conversational tone that engages your readers.

Conclusion: Constructing a strong thesis statement is essential for writing a persuasive and impactful argumentative essay. The concession thesis and reasons model provide a structured approach that acknowledges opposing arguments while firmly presenting your opinion. By following the steps outlined in this article and considering the provided tips, you can craft a compelling thesis statement that captivates your readers and effectively conveys your main argument.

The above is a brief introduction to Unveiling the Truth: Concession Theses Explained

Let's move on to the first section of Unveiling the Truth: Concession Theses Explained

Most people like

Find AI tools in Toolify

Join TOOLIFY to find the ai tools

Get started

• Discover Leanbe: Boost Your Customer Engagement and Product Development
• Unlock Your Productivity Potential with LeanBe
• Unleash Your Naval Power! Best Naval Civs in Civilization 5 - Part 7
• Master Algebra: Essential Guide for March SAT Math
• Let God Lead and Watch Your Life Transform | Inspirational Video
• Magewell XI204XE SD/HD Video Capture Card Review
• Discover Nepal's Ultimate Hiking Adventure
• Master the Art of Debugging with Our Step-by-Step Guide
• Maximize Customer Satisfaction with Leanbe's Feedback Tool
• Unleashing the Power of AI: A Closer Look
• Transform Your Images with Microsoft's BING and DALL-E 3
• Create Stunning Images with AI for Free!
• Unleash Your Creativity with Microsoft Bing AI Image Creator
• Create Unlimited AI Images for Free!
• Discover the Amazing Microsoft Bing Image Creator
• Create Stunning Images with Microsoft Image Creator
• AI Showdown: Stable Diffusion vs Dall E vs Bing Image Creator
• Create Stunning Images with Free Ai Text to Image Tool
• Unleashing Generative AI: Exploring Opportunities in QE&T
• Create a YouTube Channel with AI: ChatGPT, Bing Image Maker, Canva
• Google's AI Demo Scandal Sparks Stock Plunge
• Unveiling the Yoga Master: the Life of Tirumalai Krishnamacharya
• Hilarious Encounter: Jimmy's Unforgettable Moment with Robert Irwin
• Google's Incredible Gemini Demo: Unveiling the Future
• Say Goodbye to Under Eye Dark Circles - Simple Makeup Tips
• Discover Your Magical Soul Mate in ASMR Cosplay Role Play
• Boost Kidney Health with these Top Foods
• OpenAI's GEMINI 1.0 Under Scrutiny
• Unveiling the Mind-Blowing Gemini Ultra!
• Shocking AI News: Google's Deception Exposed!
• Unraveling Analog Devices Interview Puzzle
• Top 3 AMD Motherboards for RTX 4060
• Intel: The Trusted Foundation of the Cloud
• Unveiling Intel's Open Source Legacy
• Unlocking AI: Insights from Intel's AI Everywhere Head
• Unlocking Tech Insights: Edge Computing & Analytics Evolution
• Unlocking Intel's AI Strategy
• Intel Arc Desktop Lineup Leak: Big Xe vs. Big Ampere
• Unveiling Quantum Computing: A Journey into the Future
• Unveiling 12th Gen: Overclocking Intel's Powerhouse

Unleashing AI's Power in Credit ScoringTable of Contents: Introduction The Problem with Credit Invi

Master the Basics of Film Scriptwriting!Table of Contents Introduction Understanding the Elements o

Makayla Lysiak

World Wildlife Day: 10 Easy Essay Ideas for StudentsTable of Contents: Introduction Importance of W

InformationBoxTicket Lifestyles

The Best AI Websites & AI Tools Directory

• Most Saved AIs
• Most Used AIs
• AI Browser Extensions
• Discord of AI
• Top AI By Monthly
• Top AI By Categories
• Top AI By Regions
• Top AI By Source
• Top AI by Revenue
• More Business
• Stable Video Diffusion
• Top AI Tools
• How to boost your SQL Coding Efficiency in a Multi-Database Environment
• Unleash Your Potential: Why ITIL Certification is the Smartest Investment for Your Future
• Navigating the Web Unseen: How Dolphin Anty Shields Your Digital Identity
• Human Writing vs. AI Writing: What to Choose for College Education Needs
• Privacy Policy
• [email protected]
• ai watermark remove
• ai voice noise removal
• ai voice background remover
• ai vocal remove
• ai video text remover
• ai video remove watermark
• ai content remover
• ai object removal
• ai text remover
• ai voice remover

Copyright ©2024 toolify