thesis statements about identity

Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

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The Mind/Brain Identity Theory

The identity theory of mind holds that states and processes of the mind are identical to states and processes of the brain. Strictly speaking, it need not hold that the mind is identical to the brain. Idiomatically we do use ‘She has a good mind’ and ‘She has a good brain’ interchangeably but we would hardly say ‘Her mind weighs fifty ounces’. Here I take identifying mind and brain as being a matter of identifying processes and perhaps states of the mind and brain. Consider an experience of pain, or of seeing something, or of having a mental image. The identity theory of mind is to the effect that these experiences just are brain processes, not merely correlated with brain processes.

Some philosophers hold that though experiences are brain processes they nevertheless have fundamentally non-physical, psychical, properties, sometimes called ‘qualia’. Here I shall take the identity theory as denying the existence of such irreducible non-physical properties. Some identity theorists give a behaviouristic analysis of mental states , such as beliefs and desires, but others, sometimes called ‘central state materialists’, say that mental states are actual brain states. Identity theorists often describe themselves as ‘materialists’ but ‘physicalists’ may be a better word. That is, one might be a materialist about mind but nevertheless hold that there are entities referred to in physics that are not happily described as ‘material’.

In taking the identity theory (in its various forms) as a species of physicalism, I should say that this is an ontological, not a translational physicalism. It would be absurd to try to translate sentences containing the word ‘brain’ or the word ‘sensation’ into sentences about electrons, protons and so on. Nor can we so translate sentences containing the word ‘tree’. After all ‘tree’ is largely learned ostensively, and is not even part of botanical classification. If we were small enough a dandelion might count as a tree. Nevertheless a physicalist could say that trees are complicated physical mechanisms. The physicalist will deny strong emergence in the sense of some philosophers, such as Samuel Alexander and possibly C.D. Broad. The latter remarked (Broad 1937) that as far as was known at that time the properties of common salt cannot be deduced from the properties of sodium in isolation and of chlorine in isolation. (He put it too epistemologically: chaos theory shows that even in a deterministic theory physical consequences can outrun predictability.) Of course the physicalist will not deny the harmless sense of "emergence" in which an apparatus is not just a jumble of its parts (Smart 1981).

1. Historical Antecedents

2. the nature of the identity theory, 3. phenomenal properties and topic-neutral analyses, 4. causal role theories, 5. functionalism and identity theory, 6. type and token identity theories, 7. consciousness, 8. later objections to the identity theory, other internet resources, related entries.

The identity theory as I understand it here goes back to U.T. Place and Herbert Feigl in the 1950s. Historically philosophers and scientists, for example Leucippus, Hobbes, La Mettrie, and d'Holbach, as well as Karl Vogt who, following Pierre-Jean-Georges Cabanis, made the preposterous remark (perhaps not meant to be taken too seriously) that the brain secretes thought as the liver secretes bile, have embraced materialism. However, here I shall date interest in the identity theory from the pioneering papers ‘Is Consciousness a Brain Process?’ by U.T. Place (Place 1956) and H. Feigl ‘The "Mental" and the "Physical"’ (Feigl 1958). Nevertheless mention should be made of suggestions by Rudolf Carnap (1932, p. 127), H. Reichenbach (1938) and M. Schlick (1935). Reichenbach said that mental events can be identified by the corresponding stimuli and responses much as the (possibly unknown) internal state of a photo-electric cell can be identified by the stimulus (light falling on it) and response (electric current flowing) from it. In both cases the internal states can be physical states. However Carnap did regard the identity as a linguistic recommendation rather than as asserting a question of fact. See his ‘Herbert Feigl on Physicalism’ in Schilpp (1963), especially p. 886. The psychologist E.G. Boring (1933) may well have been the first to use the term ‘identity theory’. See Place (1990).

Place's very original and pioneering paper was written after discussions at the University of Adelaide with J.J.C. Smart and C.B. Martin. For recollections of Martin's contributions to the discussion see Place (1989) ‘Low Claim Assertions’ in Heil (1989). Smart at the time argued for a behaviourist position in which mental events were elucidated purely in terms of hypothetical propositions about behaviour, as well as first person reports of experiences which Gilbert Ryle regarded as ‘avowals’. Avowals were thought of as mere pieces of behaviour, as if saying that one had a pain was just doing a sophisticated sort of wince. Smart saw Ryle's theory as friendly to physicalism though that was not part of Ryle's motivation. Smart hoped that the hypotheticals would ultimately be explained by neuroscience and cybernetics. Being unable to refute Place, and recognizing the unsatisfactoriness of Ryle's treatment of inner experience, to some extent recognized by Ryle himself (Ryle 1949, p. 240), Smart soon became converted to Place's view (Smart 1959). In this he was also encouraged and influenced by Feigl's ‘"The Mental" and the "Physical" ’ (Feigl 1958, 1967). Feigl's wide ranging contribution covered many problems, including those connected with intentionality, and he introduced the useful term ‘nomological danglers’ for the dualists' supposed mental-physical correlations. They would dangle from the nomological net of physical science and should strike one as implausible excrescences on the fair face of science. Feigl (1967) contains a valuable ‘Postscript’.

Place spoke of constitution rather than of identity. One of his examples is ‘This table is an old packing case’. Another is ‘lightning is an electric discharge’. Indeed this latter was foreshadowed by Place in his earlier paper ‘The Concept of Heed’ (Place 1954), in which he took issue with Ryle's behaviourism as it applied to concepts of consciousness, sensation and imagery. Place remarked (p. 255)

The logical objections which might be raised to the statement ‘consciousness is a process in the brain’ are no greater than the logical objections which might be raised to the statement ‘lightning is a motion of electric charges’.

It should be noticed that Place was using the word ‘logical’ in the way that it was used at Oxford at the time, not in the way that it is normally used now. One objection was that ‘sensation’ does not mean the same as ‘brain process’. Place's reply was to point out that ‘this table’ does not mean the same as ‘this old packing case’ and ‘lightning’ does not mean the same as ‘motion of electric charges’. We find out whether this is a table in a different way from the way in which we find out that it is an old packing case. We find out whether a thing is lightning by looking and that it is a motion of electric charges by theory and experiment. This does not prevent the table being identical to the old packing case and the perceived lightning being nothing other than an electric discharge. Feigl and Smart put the matter more in terms of the distinction between meaning and reference. ‘Sensation’ and ‘brain process’ may differ in meaning and yet have the same reference. ‘Very bright planet seen in the morning’ and ‘very bright planet seen in the evening’ both refer to the same entity Venus. (Of course these expressions could be construed as referring to different things, different sequences of temporal stages of Venus, but not necessarily or most naturally so.)

There did seem to be a tendency among philosophers to have thought that identity statements needed to be necessary and a priori truths. However identity theorists have treated ‘sensations are brain processes’ as contingent. We had to find out that the identity holds. Aristotle, after all, thought that the brain was for cooling the blood. Descartes thought that consciousness is immaterial.

It was sometimes objected that sensation statements are incorrigible whereas statements about brains are corrigible. The inference was made that there must be something different about sensations. Ryle and in effect Wittgenstein toyed with the attractive but quite implausible notion that ostensible reports of immediate experience are not really reports but are ‘avowals’, as if my report that I have toothache is just a sophisticated sort of wince. Place, influenced by Martin, was able to explain the relative incorrigibility of sensation statements by their low claims: ‘I see a bent oar’ makes a bigger claim than ‘It looks to me that there is a bent oar’. Nevertheless my sensation and my putative awareness of the sensation are distinct existences and so, by Hume's principle, it must be possible for one to occur without the other. One should deny anything other than a relative incorrigibility (Place 1989).

As remarked above, Place preferred to express the theory by the notion of constitution, whereas Smart preferred to make prominent the notion of identity as it occurs in the axioms of identity in logic. So Smart had to say that if sensation X is identical to brain process Y then if Y is between my ears and is straight or circular (absurdly to oversimplify) then the sensation X is between my ears and is straight or circular. Of course it is not presented to us as such in experience. Perhaps only the neuroscientist could know that it is straight or circular. The professor of anatomy might be identical with the dean of the medical school. A visitor might know that the professor hiccups in lectures but not know that the dean hiccups in lectures.

Someone might object that the dean of the medical school does not qua dean hiccup in lectures. Qua dean he goes to meetings with the vice-chancellor. This is not to the point but there is a point behind it. This is that the property of being the professor of anatomy is not identical with the property of being the dean of the medical school. The question might be asked, that even if sensations are identical with brain processes, are there not introspected non-physical properties of sensations that are not identical with properties of brain processes? How would a physicalist identity theorist deal with this? The answer (Smart 1959) is that the properties of experiences are ‘topic neutral’. Smart adapted the words ‘topic-neutral’ from Ryle, who used them to characterise words such as ‘if, ‘or’, ‘and’, ‘not’, ‘because’. If you overheard only these words in a conversation you would not be able to tell whether the conversation was one of mathematics, physics, geology, history, theology, or any other subject. Smart used the words ‘topic neutral’ in the narrower sense of being neutral between physicalism and dualism. For example ‘going on’, ‘occurring’, ‘intermittent’, ‘waxing’, ‘waning’ are topic neutral. So is ‘me’ in so far as it refers to the utterer of the sentence in question. Thus to say that a sensation is caused by lightning or the presence of a cabbage before my eyes leaves it open as to whether the sensation is non-physical as the dualist believes or is physical as the materialist believes. This sentence also is neutral as to whether the properties of the sensation are physical or whether some of them are irreducibly psychical. To see how this idea can be applied to the present purpose let us consider the following example.

Suppose that I have a yellow, green and purple striped mental image. We may also introduce the philosophical term ‘sense datum’ to cover the case of seeing or seeming to see something yellow, green and purple: we say that we have a yellow, green and purple sense datum. That is I would see or seem to see, for example, a flag or an array of lamps which is green, yellow and purple striped. Suppose also, as seems plausible, that there is nothing yellow, green and purple striped in the brain. Thus it is important for identity theorists to say (as indeed they have done) that sense data and images are not part of the furniture of the world. ‘I have a green sense datum’ is really just a way of saying that I see or seem to see something that really is green. This move should not be seen as merely an ad hoc device, since Ryle and J.L. Austin, in effect Wittgenstein, and others had provided arguments, as when Ryle argued that mental images were not a sort of ghostly picture postcard. Place characterised the fallacy of thinking that when we perceive something green we are perceiving something green in the mind as ‘the phenomenological fallacy’. He characterizes this fallacy (Place 1956):

the mistake of supposing that when the subject describes his experience, when he describes how things look, sound, smell, taste, or feel to him, he is describing the literal properties of objects and events on a peculiar sort of internal cinema or television screen, usually referred to in the modern psychological literature as the ‘phenomenal field’.

Of course, as Smart recognised, this leaves the identity theory dependent on a physicalist account of colour . His early account of colour (1961) was too behaviourist, and could not deal, for example, with the reversed spectrum problem, but he later gave a realist and objectivist account (Smart 1975). Armstrong had been realist about colour but Smart worried that if so colour would be a very idiosyncratic and disjunctive concept, of no cosmic importance, of no interest to extraterrestrials (for instance) who had different visual systems. Prompted by Lewis in conversation Smart came to realize that this was no objection to colours being objective properties.

One first gives the notion of a normal human percipient with respect to colour for which there are objective tests in terms of ability to make discriminations with respect to colour. This can be done without circularity. Thus ‘discriminate with respect to colour’ is a more primitive notion than is that of colour. (Compare the way that in set theory ‘equinumerous’ is antecedent to ‘number’.) Then Smart elucidated the notion of colour in terms of the discriminations with respect to colour of normal human percipients in normal conditions (say cloudy Scottish daylight). This account of colour may be disjunctive and idiosyncratic. (Maxwell's equations might be of interest to Alpha Centaurians but hardly our colour concepts.) Anthropocentric and disjunctive they may be, but objective none the less. David R. Hilbert (1987) identifies colours with reflectances, thus reducing the idiosyncrasy and disjunctiveness. A few epicycles are easily added to deal with radiated light, the colours of rainbows or the sun at sunset and the colours due to diffraction from feathers. John Locke was on the right track in making the secondary qualities objective as powers in the object, but erred in making these powers to be powers to produce ideas in the mind rather than to make behavioural discriminations. (Also Smart would say that if powers are dispositions we should treat the secondary qualities as the categorical bases of these powers, e.g. in the case of colours properties of the surfaces of objects.) Locke's view suggested that the ideas have mysterious qualia observed on the screen of an internal mental theatre. However to do Locke justice he does not talk in effect of ‘red ideas’ but of ‘ideas of red’. Philosophers who elucidate ‘is red’ in terms of ‘looks red’ have the matter the wrong way round (Smart 1995).

Let us return to the issue of us having a yellow, purple and green striped sense datum or mental image and yet there being no yellow, purple and green striped thing in the brain. The identity theorist (Smart 1959) can say that sense data and images are not real things in the world: they are like the average plumber. Sentences ostensibly about the average plumber can be translated into, or elucidated in terms of, sentences about plumbers. So also there is having a green sense datum or image but not sense data or images, and the having of a green sense datum or image is not itself green. So it can, so far as this goes, easily be a brain process which is not green either.

Thus Place (1956, p. 49):

When we describe the after-image as green... we are saying that we are having the sort of experience which we normally have when, and which we have learned to described as, looking at a green patch of light.

and Smart (1959) says:

When a person says ‘I see a yellowish-orange after-image’ he is saying something like this: " There is something going on which is like what is going on when I have my eyes open, am awake, and there is an orange illuminated in good light in front of me".

Quoting these passages, David Chalmers (1996, p. 360) objects that if ‘something is going on’ is construed broadly enough it is inadequate, and if it is construed narrowly enough to cover only experiential states (or processes) it is not sufficient for the conclusion. Smart would counter this by stressing the word ‘typically’. Of course a lot of things go on in me when I have a yellow after image (for example my heart is pumping blood through my brain). However they do not typically go on then: they go on at other times too. Against Place Chalmers says that the word ‘experience’ is unanalysed and so Place's analysis is insufficient towards establishing an identity between sensations and brain processes. As against Smart he says that leaving the word ‘experience’ out of the analysis renders it inadequate. That is, he does not accept the ‘topic-neutral’ analysis. Smart hopes, and Chalmers denies, that the account in terms of ‘typically of’ saves the topic-neutral analysis. In defence of Place one might perhaps say that it is not clear that the word ‘experience’ cannot be given a topic neutral analysis, perhaps building on Farrell (1950). If we do not need the word ‘experience’ neither do we need the word ‘mental’. Rosenthal (1994) complains (against the identity theorist) that experiences have some characteristically mental properties, and that ‘We inevitably lose the distinctively mental if we construe these properties as neither physical nor mental’. Of course to be topic neutral is to be able to be both physical and mental, just as arithmetic is. There is no need for the word ‘mental’ itself to occur in the topic neutral formula. ‘Mental’, as Ryle (1949) suggests, in its ordinary use is a rather grab-bag term, ‘mental arithmetic’, ‘mental illness’, etc. with which an identity theorist finds no trouble.

In their accounts of mind, David Lewis and D.M. Armstrong emphasise the notion of causality. Lewis's 1966 was a particularly clear headed presentation of the identity theory in which he says (I here refer to the reprint in Lewis 1983, p. 100):

My argument is this: The definitive characteristic of any (sort of) experience as such is its causal role, its syndrome of most typical causes and effects. But we materialists believe that these causal roles which belong by analytic necessity to experiences belong in fact to certain physical states. Since these physical states possess the definitive character of experiences, they must be experiences.

Similarly, Robert Kirk (1999) has argued for the impossibility of zombies. If the supposed zombie has all the behavioural and neural properties ascribed to it by those who argue from the possibility of zombies against materialism, then the zombie is conscious and so not a zombie.

Thus there is no need for explicit use of Ockham's Razor as in Smart (1959) though not in Place (1956). (See Place 1960.) Lewis's paper was extremely valuable and already there are hints of a marriage between the identity theory of mind and so-called ‘functionalist’ ideas that are explicit in Lewis 1972 and 1994. In his 1972 (‘Psychophysical and Theoretical Identifications’) he applies ideas in his more formal paper ‘How to Define Theoretical Terms’ (1970). Folk psychology contains words such as ‘sensation’, ‘perceive’, ‘belief, ‘desire’, ‘emotion’, etc. which we recognise as psychological. Words for colours, smells, sounds, tastes and so on also occur. One can regard common sense platitudes containing both these sorts of these words as constituting a theory and we can take them as theoretical terms of common sense psychology and thus as denoting whatever entities or sorts of entities uniquely realise the theory. Then if certain neural states do so too (as we believe) then the mental states must be these neural states. In his 1994 he allows for tact in extracting a consistent theory from common sense. One cannot uncritically collect platitudes, just as in producing a grammar, implicit in our speech patterns, one must allow for departures from what on our best theory would constitute grammaticality.

A great advantage of this approach over the early identity theory is its holism. Two features of this holism should be noted. One is that the approach is able to allow for the causal interactions between brain states and processes themselves, as well as in the case of external stimuli and responses. Another is the ability to draw on the notion of Ramseyfication of a theory. F.P. Ramsey had shown how to replace the theoretical terms of a theory such as ‘the property of being an electron’ by ‘the property X such that...’. so that when this is done for all the theoretical terms, we are left only with ‘property X such that’, ‘property Y such that’ etc. Take the terms describing behaviour as the observation terms and psychological terms as the theoretical ones of folk psychology. Then Ramseyfication shows that folk psychology is compatible with materialism. This seems right, though perhaps the earlier identity theory deals more directly with reports of immediate experience.

The causal approach was also characteristic of D.M. Armstrong's careful conceptual analysis of mental states and processes, such as perception and the secondary qualities, sensation, consciousness, belief, desire, emotion, voluntary action, in his A Materialist Theory of the Mind (1968a) with a second edition (1993) containing a valuable new preface. Parts I and II of this book are concerned with conceptual analysis, paving the way for a contingent identification of mental states and processes with material ones. As had Brian Medlin, in an impressive critique of Ryle and defence of materialism (Medlin 1967), Armstrong preferred to describe the identity theory as ‘Central State Materialism’. Independently of Armstrong and Lewis, Medlin's central state materialism depended, as theirs did, on a causal analysis of concepts of mental states and processes. See Medlin 1967, and 1969 (including endnote 1).

Mention should particularly be made here of two of Armstrong's other books, one on perception (1961), and one on bodily sensations, (1962). Armstrong thought of perception as coming to believe by means of the senses (compare also Pitcher 1971). This combines the advantages of Direct Realism with hospitality towards the scientific causal story which had been thought to have supported the earlier representative theory of perception. Armstrong regarded bodily sensations as perceptions of states of our body. Of course the latter may be mixed up with emotional states, as an itch may include a propensity to scratch, and contrariwise in exceptional circumstances pain may be felt without distress. However, Armstrong sees the central notion here as that of perception. This suggests a terminological problem. Smart had talked of visual sensations. These were not perceptions but something which occurred in perception. So in this sense of ‘sensation’ there should be bodily sensation sensations. The ambiguity could perhaps be resolved by using the word ‘sensing’ in the context of ‘visual’, ‘auditory’, ‘tactile’ and ‘bodily’, so that bodily sensations would be perceivings which involved introspectible ‘sensings’. These bodily sensations are perceptions and there can be misperceptions as when a person with his foot amputated can think that he has a pain in the foot. He has a sensing ‘having a pain in the foot’ but the world does not contain a pain in the foot, just as it does not contain sense data or images but does contain havings of sense data and of images.

Armstrong's central state materialism involved identifying beliefs and desires with states of the brain (1968a). Smart came to agree with this. On the other hand Place resisted the proposal to extend the identity theory to dispositional states such as beliefs and desires. He stressed that we do not have privileged access to our beliefs and desires. Like Ryle he thought of beliefs and desires as to be elucidated by means of hypothetical statements about behaviour and gave the analogy of the horsepower of a car (Place 1967). However he held that the dispute here is not so much about the neural basis of mental states as about the nature of dispositions. His views on dispositions are argued at length in his debate with Armstrong and Martin (Armstrong, Martin and Place, T. Crane (ed.) 1996). Perhaps we can be relaxed about whether mental states such as beliefs and desires are dispositions or are topic neutrally described neurophysiological states and return to what seems to be the more difficult issue of consciousness. Causal identity theories are closely related to Functionalism, to be discussed in the next section. Smart had been wary of the notion of causality in metaphysics believing that it had no place in theoretical physics. However even so he should have admitted it in folk psychology and also in scientific psychology and biology generally, in which physics and chemistry are applied to explain generalisations rather than strict laws. If folk psychology uses the notion of causality, it is no matter if it is what Quine has called second grade discourse, involving the very contextual notions of modality.

It has commonly been thought that the identity theory has been superseded by a theory called ‘functionalism’. It could be argued that functionalists greatly exaggerate their difference from identity theorists. Indeed some philosophers, such as Lewis (1972 and 1994) and Jackson, Pargetter and Prior (1982), have seen functionalism as a route towards an identity theory.

Like Lewis and Armstrong, functionalists define mental states and processes in terms of their causal relations to behaviour but stop short of identifying them with their neural realisations. Of course the term ‘functionalism’ has been used vaguely and in different ways, and it could be argued that even the theories of Place, Smart and Armstrong were at bottom functionalist. The word ‘functionalist’ has affinities with that of ‘function’ in mathematics and also with that of ‘function’ in biology. In mathematics a function is a set of ordered n-tuples. Similarly if mental processes are defined directly or indirectly by sets of stimulus-response pairs the definitions could be seen as ‘functional’ in the mathematical sense. However there is probably a closer connection with the term as it is used in biology, as one might define ‘eye’ by its function even though a fly's eye and a dog's eye are anatomically and physiologically very different. Functionalism identifies mental states and processes by means of their causal roles, and as noted above in connection with Lewis, we know that the functional roles are possessed by neural states and processes. (There are teleological and homuncular forms of functionalism, which I do not consider here.) Nevertheless an interactionist dualist such as the eminent neurophysiologist Sir John Eccles would (implausibly for most of us) deny that all functional roles are so possessed. One might think of folk psychology, and indeed much of cognitive science too, as analogous to a ‘block diagram’ in electronics. A box in the diagram might be labelled (say) ‘intermediate frequency amplifier’ while remaining) neutral as to the exact circuit and whether the amplification is carried out by a thermionic valve or by a transistor. Using terminology of F. Jackson and P. Pettit (1988, pp. 381–400) the ‘role state’ would be given by ‘amplifier’, the ‘realiser state’ would be given by ‘thermionic valve’, say. So we can think of functionalism as a ‘black box’ theory. This line of thought will be pursued in the next section.

Thinking very much in causal terms about beliefs and desires fits in very well not only with folk psychology but also with Humean ideas about the motives of action. Though this point of view has been criticised by some philosophers it does seem to be right, as can be seen if we consider a possible robot aeroplane designed to find its way from Melbourne to Sydney. The designer would have to include an electronic version of something like a map of south-eastern Australia. This would provide the ‘belief’ side. One would also have to program in an electronic equivalent of ‘go to Sydney’. This program would provide the ‘desire’ side. If wind and weather pushed the aeroplane off course then negative feedback would push the aeroplane back on to the right course for Sydney. The existence of purposive mechanisms has at last (I hope) shown to philosophers that there is nothing mysterious about teleology. Nor are there any great semantic problems over intentionality (with a ‘t’). Consider the sentence ‘Joe desires a unicorn’. This is not like ‘Joe kicks a football’. For Joe to kick a football there must be a football to be kicked, but there are no unicorns. However we can say ‘Joe desires-true of himself "possesses a unicorn" ’. Or more generally ‘Joe believes-true S’ or ‘Joe desires-true S’ where S is an appropriate sentence (Quine 1960, pp. 206–16). Of course if one does not want to relativise to a language one needs to insert ‘or some samesayer of S’ or use the word ‘proposition’, and this involves the notion of proposition or intertranslatability. Even if one does not accept Quine's notion of indeterminacy of translation, there is still fuzziness in the notions of ‘belief’ and ‘desire’ arising from the fuzziness of ‘analyticity’ and ‘synonymy’. The identity theorist could say that on any occasion this fuzziness is matched by the fuzziness of the brain state that constitutes the belief or desire. Just how many interconnections are involved in a belief or desire? On a holistic account such as Lewis's one need not suppose that individuation of beliefs and desires is precise, even though good enough for folk psychology and Humean metaethics. Thus the way in which the brain represents the world might not be like a language. The representation might be like a map. A map relates every feature on it to every other feature. Nevertheless maps contain a finite amount of information. They have not infinitely many parts, still less continuum many. We can think of beliefs as expressing the different bits of information that could be extracted from the map. Thinking in this way beliefs would correspond near enough to the individualist beliefs characteristic of folk and Humean psychology.

The notion ‘type’ and ‘token’ here comes by analogy from ‘type’ and ‘token’ as applied to words. A telegram ‘love and love and love’ contains only two type words but in another sense, as the telegraph clerk would insist, it contains five words (‘token words’). Similarly a particular pain (more exactly a having a pain) according to the token identity theory is identical to a particular brain process. A functionalist could agree to this. Functionalism came to be seen as an improvement on the identity theory, and as inconsistent with it, because of the correct assertion that a functional state can be realised by quite different brain states: thus a functional state might be realised by a silicon based brain as well as by a carbon based brain, and leaving robotics or science fiction aside, my feeling of toothache could be realised by a different neural process from what realises your toothache.

As far as this goes a functionalist can at any rate accept token identities. Functionalists commonly deny type identities. However Jackson, Pargetter and Prior (1982) and Braddon-Mitchell and Jackson (1996) argue that this is an over-reaction on the part of the functionalist. (Indeed they see functionalism as a route to the identity theory.) The functionalist may define mental states as having some state or other (e.g., carbon based or silicon based) which accounts for the functional properties. The functionalist second order state is a state of having some first order state or other which causes or is caused by the behaviour to which the functionalist alludes. In this way we have a second order type theory. Compare brittleness. The brittleness of glass and the brittleness of biscuits are both the state of having some property which explains their breaking, though the first order physical property may be different in the two cases. This way of looking at the matter is perhaps more plausible in relation to mental states such as beliefs and desires than it is to immediately reported experiences. When I report a toothache I do seem to be concerned with first order properties, even though topic neutral ones.

If we continue to concern ourselves with first order properties, we could say that the type-token distinction is not an all or nothing affair. We could say that human experiences are brain processes of one lot of sorts and Alpha Centaurian experiences are brain processes of another lot of sorts. We could indeed propose much finer classifications without going to the limit of mere token identities.

How restricted should be the restriction of a restricted type theory? How many hairs must a bald man have no more of? An identity theorist would expect his toothache today to be very similar to his toothache yesterday. He would expect his toothache to be quite similar to his wife's toothache. He would expect his toothache to be somewhat similar to his cat's toothache. He would not be confident about similarity to an extra-terrestrial's pain. Even here, however, he might expect some similarities of wave form or the like.

Even in the case of the similarity of my pain now to my pain ten minutes ago, there will be unimportant dissimilarities, and also between my pain and your pain. Compare topiary, making use of an analogy exploited by Quine in a different connection. In English country gardens the tops of box hedges are often cut in various shapes, for example peacock shapes. One might make generalizations about peacock shapes on box hedges, and one might say that all the imitation peacocks on a particular hedge have the same shape. However if we approach the two imitation peacocks and peer into them to note the precise shapes of the twigs that make them up we will find differences. Whether we say that two things are similar or not is a matter of abstractness of description. If we were to go to the limit of concreteness the types would shrink to single membered types, but there would still be no ontological difference between identity theory and functionalism.

An interesting form of token identity theory is the anomalous monism of Davidson 1980. Davidson argues that causal relations occur under the neural descriptions but not under the descriptions of psychological language. The latter descriptions use intentional predicates, but because of indeterminacy of translation and of interpretation, these predicates do not occur in law statements. It follows that mind-brain identities can occur only on the level of individual (token) events. It would be beyond the scope of the present essay to consider Davidson's ingenious approach, since it differs importantly from the more usual forms of identity theory.

Place answered the question ‘Is Consciousness a Brain Process?’ in the affirmative. But what sort of brain process? It is natural to feel that there is something ineffable about which no mere neurophysiological process (with only physical intrinsic properties) could have. There is a challenge to the identity theorist to dispel this feeling.

Suppose that I am riding my bicycle from my home to the university. Suddenly I realise that I have crossed a bridge over a creek, gone along a twisty path for half a mile, avoided oncoming traffic, and so on, and yet have no memories of all this. In one sense I was conscious: I was perceiving, getting information about my position and speed, the state of the bicycle track and the road, the positions and speeds of approaching cars, the width of the familiar narrow bridge. But in another sense I was not conscious: I was on ‘automatic pilot’. So let me use the word ‘awareness’ for this automatic or subconscious sort of consciousness. Perhaps I am not one hundred percent on automatic pilot. For one thing I might be absent minded and thinking about philosophy. Still, this would not be relevant to my bicycle riding. One might indeed wonder whether one is ever one hundred percent on automatic pilot, and perhaps one hopes that one isn't, especially in Armstrong's example of the long distance truck driver (Armstrong 1962). Still it probably does happen, and if it does the driver is conscious only in the sense that he or she is alert to the route, of oncoming traffic etc., i.e. is perceiving in the sense of ‘coming to believe by means of the senses’. The driver gets the beliefs but is not aware of doing so. There is no suggestion of ineffability in this sense of ‘consciousness’, for which I shall reserve the term ‘awareness’.

For the full consciousness, the one that puzzles us and suggests ineffability, we need the sense elucidated by Armstrong in a debate with Norman Malcolm (Armstrong and Malcolm 1962, p. 110). Somewhat similar views have been expressed by other philosophers, such as Savage (1976), Dennett (1991), Lycan (1996), Rosenthal (1996). A recent presentation of it is in Smart (2004). In the debate with Norman Malcolm, Armstrong compared consciousness with proprioception. A case of proprioception occurs when with our eyes shut and without touch we are immediately aware of the angle at which one of our elbows is bent. That is, proprioception is a special sense, different from that of bodily sensation, in which we become aware of parts of our body. Now the brain is part of our body and so perhaps immediate awareness of a process in, or a state of, our brain may here for present purposes be called ‘proprioception’. Thus the proprioception even though the neuroanatomy is different. Thus the proprioception which constitutes consciousness, as distinguished from mere awareness, is a higher order awareness, a perception of one part of (or configuration in) our brain by the brain itself. Some may sense circularity here. If so let them suppose that the proprioception occurs in an in practice negligible time after the process propriocepted. Then perhaps there can be proprioceptions of proprioceptions, proprioceptions of proprioceptions of proprioceptions, and so on up, though in fact the sequence will probably not go up more than two or three steps. The last proprioception in the sequence will not be propriocepted, and this may help to explain our sense of the ineffability of consciousness. Compare Gilbert Ryle in The Concept of Mind on the systematic elusiveness of ‘I’ (Ryle 1949, pp. 195–8).

Place has argued that the function of the ‘automatic pilot’, to which he refers as ‘the zombie within’, is to alert consciousness to inputs which it identifies as problematic, while it ignores non-problematic inputs or re-routes them to output without the need for conscious awareness. For this view of consciousness see Place (1999).

Mention should here be made of influential criticisms of the identity theory by Saul Kripke and David Chalmers respectively. It will not be possible to discuss them in great detail, partly because of the fact that Kripke's remarks rely on views about modality, possible worlds semantics, and essentialism which some philosophers would want to contest, and because Chalmers' long and rich book would deserve a lengthy answer. Kripke (1980) calls an expression a rigid designator if it refers to the same object in every possible world. Or in counterpart theory it would have an exactly similar counterpart in every possible world. It seems to me that what we count as counterparts is highly contextual. Take the example ‘water is H 2 O’. In another world, or in a twin earth in our world as Putnam imagines (1975), the stuff found in rivers, lakes, the sea would not be H 2 O but XYZ and so would not be water. This is certainly giving preference to real chemistry over folk chemistry, and so far I applaud this. There are therefore contexts in which we say that on twin earth or the envisaged possible world the stuff found in rivers would not be water. Nevertheless there are contexts in which we could envisage a possible world (write a science fiction novel) in which being found in rivers and lakes and the sea, assuaging thirst and sustaining life was more important than the chemical composition and so XYZ would be the counterpart of H 2 O.

Kripke considers the identity ‘heat = molecular motion’, and holds that this is true in every possible world and so is a necessary truth. Actually the proposition is not quite true, for what about radiant heat? What about heat as defined in classical thermodynamics which is ‘topic neutral’ compared with statistical thermodynamics? Still, suppose that heat has an essence and that it is molecular motion, or at least is in the context envisaged. Kripke says (1980, p. 151) that when we think that molecular motion might exist in the absence of heat we are confusing this with thinking that the molecular motion might have existed without being felt as heat. He asks whether it is analogously possible that if pain is a certain sort of brain process that it has existed without being felt as pain. He suggests that the answer is ‘No’. An identity theorist who accepted the account of consciousness as a higher order perception could answer ‘Yes’. We might be aware of a damaged tooth and also of being in an agitation condition (to use Ryle's term for emotional states) without being aware of our awareness. An identity theorist such as Smart would prefer talk of ‘having a pain’ rather than of ‘pain’: pain is not part of the furniture of the world any more than a sense datum or the average plumber is. Kripke concludes (p. 152) that the

apparent contingency of the connection between the mental state and the corresponding brain state thus cannot be explained by some sort of qualitative analogue as in the case of heat.

Smart would say that there is a sense in which the connection of sensations (sensings) and brain processes is only half contingent. A complete description of the brain state or process (including causes and effects of it) would imply the report of inner experience, but the latter, being topic neutral and so very abstract would not imply the neurological description.

Chalmers (1996) in the course of his exhaustive study of consciousness developed a theory of non-physical qualia which to some extent avoids the worry about nomological danglers. The worry expressed by Smart (1959) is that if there were non-physical qualia there would, most implausibly, have to be laws relating neurophysiological processes to apparently simple properties, and the correlation laws would have to be fundamental, mere danglers from the nomological net (as Feigl called it) of science. Chalmers counters this by supposing that the qualia are not simple but unknown to us, are made up of simple proto-qualia, and that the fundamental laws relating these to physical entities relate them to fundamental physical entities. His view comes to a rather interesting panpsychism. On the other hand if the topic neutral account is correct, then qualia are no more than points in a multidimensional similarity space, and the overwhelming plausibility will fall on the side of the identity theorist.

On Chalmers' view how are we aware of non-physical qualia? It has been suggested above that this inner awareness is proprioception of the brain by the brain. But what sort of story is possible in the case of awareness of a quale? Chalmers could have some sort of answer to this by means of his principle of coherence according to which the causal neurological story parallels the story of succession of qualia. It is not clear however that this would make us aware of the qualia. The qualia do not seem to be needed in the physiological story of how an antelope avoids a tiger.

People often think that even if a robot could scan its own perceptual processes this would not mean that the robot was conscious. This appeals to our intuitions, but perhaps we could reverse the argument and say that because the robot can be aware of its awareness the robot is conscious. I have given reason above to distrust intuitions, but in any case Chalmers comes some of the way in that he toys with the idea that a thermostat has a sort of proto-qualia. The dispute between identity theorists (and physicalists generally) and Chalmers comes down to our attitude to phenomenology. Certainly walking in a forest, seeing the blue of the sky, the green of the trees, the red of the track, one may find it hard to believe that our qualia are merely points in a multidimensional similarity space. But perhaps that is what it is like (to use a phrase that can be distrusted) to be aware of a point in a multidimensional similarity space. One may also, as Place would suggest, be subject to ‘the phenomenological fallacy’. At the end of his book Chalmers makes some speculations about the interpretation of quantum mechanics. If they succeed then perhaps we could envisage Chalmers' theory as integrated into physics and him as a physicalist after all. However it could be doubted whether we need to go down to the quantum level to understand consciousness or whether consciousness is relevant to quantum mechanics.

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How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up topics and thinkers related to this entry at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.

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• Identity Theories , an incomplete paper by U.T. Place, published in the Field Guide to Philosophy of Mind

consciousness | functionalism

Acknowledgments

I would like to express my thanks to David Armstrong, Frank Jackson and Ullin Place for comments on an earlier draft of this article and David Chalmers for careful editorial suggestions.

Copyright © 2007 by J. J. C. Smart

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Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

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

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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Thesis Statements

Thesis statements establish for your readers both the relationship between the ideas and the order in which the material will be presented. As the writer, you can use the thesis statement as a guide in developing a coherent argument. In the thesis statement you are not simply describing or recapitulating the material;  you are taking a specific position that you need to defend . A well-written thesis is a tool for both the writer and reader, reminding the writer of the direction of the text and acting as a "road sign" that lets the reader know what to expect. 

A thesis statement has two purposes: (1) to educate a group of people (the audience) on a subject within the chosen topic, and (2) to inspire further reactions and spur conversation. Thesis statements are not written in stone. As you research and explore your subject matter, you are bound to find new or differing points of views, and your response may change. You identify the audience, and your thesis speaks to that particular audience.

Preparing to Write Your Thesis: Narrowing Your Topic

Before writing your thesis statement, you should work to narrow your topic.   Focus statements  will help you stay on track as you delve into research and explore your topic.

• I am researching ________to better understand ________.
• My paper hopes to uncover ________about ________.
• How does ________relate to ________?
• How does ________work?
• Why is ________ happening?
• What is missing from the ________ debate?
• What is missing from the current understanding of ________? 

Other questions to consider:

• How do I state the assigned topic clearly and succinctly?
• What are the most interesting and relevant aspects of the topic?
• In what order do I want to present the various aspects, and how do my ideas relate to each other?
• What is my point of view regarding the topic?

Writing a Thesis Statement

Thesis statements typically consist of a single sentence and stress the main argument or claim of your paper.  More often than not, the thesis statement comes at the end of your introduction paragraph; however, this can vary based on discipline and topic, so check with your instructor if you are unsure where to place it.

Thesis statement should include three main components:​

• TOPIC  – the topic you are discussing (school uniforms in public secondary schools)
• CONTROLLING IDEA  – the point you are making about the topic or significance of your idea in terms of understanding your position as a whole (should be required) 
• REASONING  – the supporting reasons, events, ideas, sources, etc. that you choose to prove your claim​​ in the order you will discuss them. This section varies by type of essay and level of writing. In some cases, it may be left out (because they are more inclusive and foster unity) 

A Strategy to Form Your Own Thesis Statement

Using the topic information, develop this formulaic sentence:

I am writing about_______________, and I am going to argue, show, or prove___________.

What you wrote in the first blank is the topic of your paper; what you wrote in the second blank is what focuses your paper (suggested by Patrick Hartwell in  Open to Language ). For example, a sentence might be:

I am going to write about senior citizens who volunteer at literacy projects, and I am going to show that they are physically and mentally invigorated by the responsibility of volunteering.

Next, refine the sentence so that it is consistent with your style. For example:

Senior citizens who volunteer at literacy projects are invigorated physically and mentally by the responsibility of volunteering.

Here is a second example  illustrating the formulation of another thesis statement. First, read this sentence that includes both topic and focusing comment:

I am going to write about how Plato and Sophocles understand the proper role of women in Greek society, and I am going to argue that though they remain close to traditional ideas about women, the authors also introduce some revolutionary views which increase women's place in society.

Now read the refined sentence, consistent with your style:

When examining the role of women in society, Plato and Sophocles remain close to traditional ideas about women's duties and capabilities in society; however, the authors also introduce some revolutionary views which increase women's place in society.

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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Didn't find what you need? Email us at [email protected] .

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Literary Criticism

• Introduction
• Literary Theories
• Steps to Literary Criticism
• Find Resources
• Cite Sources
• thesis examples

SAMPLE THESIS STATEMENTS

These sample thesis statements are provided as guides, not as required forms or prescriptions.

______________________________________________________________________________________________________________

The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style, imagery, tone, etc.

In “A Worn Path,” Eudora Welty creates a fictional character in Phoenix Jackson whose determination, faith, and cunning illustrate the indomitable human spirit.

Note that the work, author, and character to be analyzed are identified in this thesis statement. The thesis relies on a strong verb (creates). It also identifies the element of fiction that the writer will explore (character) and the characteristics the writer will analyze and discuss (determination, faith, cunning).

Further Examples:

The character of the Nurse in Romeo and Juliet serves as a foil to young Juliet, delights us with her warmth and earthy wit, and helps realize the tragic catastrophe.

The works of ecstatic love poets Rumi, Hafiz, and Kabir use symbols such as a lover’s longing and the Tavern of Ruin to illustrate the human soul’s desire to connect with God.

The thesis may focus on illustrating how a work reflects the particular genre’s forms, the characteristics of a philosophy of literature, or the ideas of a particular school of thought.

“The Third and Final Continent” exhibits characteristics recurrent in writings by immigrants: tradition, adaptation, and identity.

Note how the thesis statement classifies the form of the work (writings by immigrants) and identifies the characteristics of that form of writing (tradition, adaptation, and identity) that the essay will discuss.

Further examples:

Samuel Beckett’s Endgame reflects characteristics of Theatre of the Absurd in its minimalist stage setting, its seemingly meaningless dialogue, and its apocalyptic or nihilist vision.

A close look at many details in “The Story of an Hour” reveals how language, institutions, and expected demeanor suppress the natural desires and aspirations of women.

The thesis may draw parallels between some element in the work and real-life situations or subject matter: historical events, the author’s life, medical diagnoses, etc.

In Willa Cather’s short story, “Paul’s Case,” Paul exhibits suicidal behavior that a caring adult might have recognized and remedied had that adult had the scientific knowledge we have today.

This thesis suggests that the essay will identify characteristics of suicide that Paul exhibits in the story. The writer will have to research medical and psychology texts to determine the typical characteristics of suicidal behavior and to illustrate how Paul’s behavior mirrors those characteristics.

Through the experience of one man, the Narrative of the Life of Frederick Douglass, An American Slave, accurately depicts the historical record of slave life in its descriptions of the often brutal and quixotic relationship between master and slave and of the fragmentation of slave families.

In “I Stand Here Ironing,” one can draw parallels between the narrator’s situation and the author’s life experiences as a mother, writer, and feminist.

SAMPLE PATTERNS FOR THESES ON LITERARY WORKS

1. In (title of work), (author) (illustrates, shows) (aspect) (adjective). 

Example: In “Barn Burning,” William Faulkner shows the characters Sardie and Abner Snopes struggling for their identity.

2. In (title of work), (author) uses (one aspect) to (define, strengthen, illustrate) the (element of work).

Example: In “Youth,” Joseph Conrad uses foreshadowing to strengthen the plot.

3. In (title of work), (author) uses (an important part of work) as a unifying device for (one element), (another element), and (another element). The number of elements can vary from one to four.

Example: In “Youth,” Joseph Conrad uses the sea as a unifying device for setting, structure and theme.

4. (Author) develops the character of (character’s name) in (literary work) through what he/she does, what he/she says, what other people say to or about him/her.

Example: Langston Hughes develops the character of Semple in “Ways and Means”…

5. In (title of work), (author) uses (literary device) to (accomplish, develop, illustrate, strengthen) (element of work).

Example: In “The Masque of the Red Death,” Poe uses the symbolism of the stranger, the clock, and the seventh room to develop the theme of death.

6. (Author) (shows, develops, illustrates) the theme of __________ in the (play, poem, story).

Example: Flannery O’Connor illustrates the theme of the effect of the selfishness of the grandmother upon the family in “A Good Man is Hard to Find.”

7. (Author) develops his character(s) in (title of work) through his/her use of language.

Example: John Updike develops his characters in “A & P” through his use of figurative language.

Perimeter College, Georgia State University,  http://depts.gpc.edu/~gpcltc/handouts/communications/literarythesis.pdf

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5.2: Thesis Examples

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SAMPLE THESIS STATEMENTS

These sample thesis statements are provided as guides, not as required forms or prescriptions.

______________________________________________________________________________________________________________

The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style, imagery, tone, etc.

In “A Worn Path,” Eudora Welty creates a fictional character in Phoenix Jackson whose determination, faith, and cunning illustrate the indomitable human spirit.

Note that the work, author, and character to be analyzed are identified in this thesis statement. The thesis relies on a strong verb (creates). It also identifies the element of fiction that the writer will explore (character) and the characteristics the writer will analyze and discuss (determination, faith, cunning).

Further Examples:

The character of the Nurse in Romeo and Juliet serves as a foil to young Juliet, delights us with her warmth and earthy wit, and helps realize the tragic catastrophe.

The works of ecstatic love poets Rumi, Hafiz, and Kabir use symbols such as a lover’s longing and the Tavern of Ruin to illustrate the human soul’s desire to connect with God.

The thesis may focus on illustrating how a work reflects the particular genre’s forms, the characteristics of a philosophy of literature, or the ideas of a particular school of thought.

“The Third and Final Continent” exhibits characteristics recurrent in writings by immigrants: tradition, adaptation, and identity.

Note how the thesis statement classifies the form of the work (writings by immigrants) and identifies the characteristics of that form of writing (tradition, adaptation, and identity) that the essay will discuss.

Further examples:

Samuel Beckett’s Endgame reflects characteristics of Theatre of the Absurd in its minimalist stage setting, its seemingly meaningless dialogue, and its apocalyptic or nihilist vision.

A close look at many details in “The Story of an Hour” reveals how language, institutions, and expected demeanor suppress the natural desires and aspirations of women.

The thesis may draw parallels between some element in the work and real-life situations or subject matter: historical events, the author’s life, medical diagnoses, etc.

In Willa Cather’s short story, “Paul’s Case,” Paul exhibits suicidal behavior that a caring adult might have recognized and remedied had that adult had the scientific knowledge we have today.

This thesis suggests that the essay will identify characteristics of suicide that Paul exhibits in the story. The writer will have to research medical and psychology texts to determine the typical characteristics of suicidal behavior and to illustrate how Paul’s behavior mirrors those characteristics.

Through the experience of one man, the Narrative of the Life of Frederick Douglass, An American Slave, accurately depicts the historical record of slave life in its descriptions of the often brutal and quixotic relationship between master and slave and of the fragmentation of slave families.

In “I Stand Here Ironing,” one can draw parallels between the narrator’s situation and the author’s life experiences as a mother, writer, and feminist.

SAMPLE PATTERNS FOR THESES ON LITERARY WORKS

1. In (title of work), (author) (illustrates, shows) (aspect) (adjective). 

Example: In “Barn Burning,” William Faulkner shows the characters Sardie and Abner Snopes struggling for their identity.

2. In (title of work), (author) uses (one aspect) to (define, strengthen, illustrate) the (element of work).

Example: In “Youth,” Joseph Conrad uses foreshadowing to strengthen the plot.

3. In (title of work), (author) uses (an important part of work) as a unifying device for (one element), (another element), and (another element).  The number of elements can vary from one to four.

Example: In “Youth,” Joseph Conrad uses the sea as a unifying device for setting, structure and theme.

4. (Author) develops the character of (character’s name) in (literary work) through what he/she does, what he/she says, what other people say to or about him/her.

Example: Langston Hughes develops the character of Semple in “Ways and Means”…

5. In (title of work), (author) uses (literary device) to (accomplish, develop, illustrate, strengthen) (element of work).

Example: In “The Masque of the Red Death,” Poe uses the symbolism of the stranger, the clock, and the seventh room to develop the theme of death.

6. (Author) (shows, develops, illustrates) the theme of __________ in the (play, poem, story).

Example: Flannery O’Connor illustrates the theme of the effect of the selfishness of the grandmother upon the family in “A Good Man is Hard to Find.”

7. (Author) develops his character(s) in (title of work) through his/her use of language.

Example: John Updike develops his characters in “A & P” through his use of figurative language.

• Thesis Examples. Authored by : University of Arlington Texas. Located at : http://libguides.uta.edu/c.php?g=517839&p=3592550 . License : CC BY-NC: Attribution-NonCommercial

Cultural Identity Essay

27 August, 2020

12 minutes read

Author:  Elizabeth Brown

No matter where you study, composing essays of any type and complexity is a critical component in any studying program. Most likely, you have already been assigned the task to write a cultural identity essay, which is an essay that has to do a lot with your personality and cultural background. In essence, writing a cultural identity essay is fundamental for providing the reader with an understanding of who you are and which outlook you have. This may include the topics of religion, traditions, ethnicity, race, and so on. So, what shall you do to compose a winning cultural identity essay?

Cultural Identity Paper: Definitions, Goals & Topics 

Before starting off with a cultural identity essay, it is fundamental to uncover what is particular about this type of paper. First and foremost, it will be rather logical to begin with giving a general and straightforward definition of a cultural identity essay. In essence, cultural identity essay implies outlining the role of the culture in defining your outlook, shaping your personality, points of view regarding a multitude of matters, and forming your qualities and beliefs. Given a simpler definition, a cultural identity essay requires you to write about how culture has influenced your personality and yourself in general. So in this kind of essay you as a narrator need to give an understanding of who you are, which strengths you have, and what your solid life position is.

Yet, the goal of a cultural identity essay is not strictly limited to describing who you are and merely outlining your biography. Instead, this type of essay pursues specific objectives, achieving which is a perfect indicator of how high-quality your essay is. Initially, the primary goal implies outlining your cultural focus and why it makes you peculiar. For instance, if you are a french adolescent living in Canada, you may describe what is so special about it: traditions of the community, beliefs, opinions, approaches. Basically, you may talk about the principles of the society as well as its beliefs that made you become the person you are today.

So far, cultural identity is a rather broad topic, so you will likely have a multitude of fascinating ideas for your paper. For instance, some of the most attention-grabbing topics for a personal cultural identity essay are:

• Memorable traditions of your community
• A cultural event that has influenced your personality 
• Influential people in your community
• Locations and places that tell a lot about your culture and identity

Cultural Identity Essay Structure

As you might have already guessed, composing an essay on cultural identity might turn out to be fascinating but somewhat challenging. Even though the spectrum of topics is rather broad, the question of how to create the most appropriate and appealing structure remains open.

Like any other kind of an academic essay, a cultural identity essay must compose of three parts: introduction, body, and concluding remarks. Let’s take a more detailed look at each of the components:

Introduction 

Starting to write an essay is most likely one of the most time-consuming and mind-challenging procedures. Therefore, you can postpone writing your introduction and approach it right after you finish body paragraphs. Nevertheless, you should think of a suitable topic as well as come up with an explicit thesis. At the beginning of the introduction section, give some hints regarding the matter you are going to discuss. You have to mention your thesis statement after you have briefly guided the reader through the topic. You can also think of indicating some vital information about yourself, which is, of course, relevant to the topic you selected.

Your main body should reveal your ideas and arguments. Most likely, it will consist of 3-5 paragraphs that are more or less equal in size. What you have to keep in mind to compose a sound ‘my cultural identity essay’ is the argumentation. In particular, always remember to reveal an argument and back it up with evidence in each body paragraph. And, of course, try to stick to the topic and make sure that you answer the overall question that you stated in your topic. Besides, always keep your thesis statement in mind: make sure that none of its components is left without your attention and argumentation.

Conclusion 

Finally, after you are all finished with body paragraphs and introduction, briefly summarize all the points in your final remarks section. Paraphrase what you have already revealed in the main body, and make sure you logically lead the reader to the overall argument. Indicate your cultural identity once again and draw a bottom line regarding how your culture has influenced your personality.

Best Tips For Writing Cultural Identity Essay

Writing a ‘cultural identity essay about myself’ might be somewhat challenging at first. However, you will no longer struggle if you take a couple of plain tips into consideration. Following the tips below will give you some sound and reasonable cultural identity essay ideas as well as make the writing process much more pleasant:

• Start off by creating an outline. The reason why most students struggle with creating a cultural identity essay lies behind a weak structure. The best way to organize your ideas and let them flow logically is to come up with a helpful outline. Having a reference to build on is incredibly useful, and it allows your essay to look polished.
• Remember to write about yourself. The task of a cultural identity essay implies not focusing on your culture per se, but to talk about how it shaped your personality. So, switch your focus to describing who you are and what your attitudes and positions are. 
• Think of the most fundamental cultural aspects. Needless to say, you first need to come up with a couple of ideas to be based upon in your paper. So, brainstorm all the possible ideas and try to decide which of them deserve the most attention. In essence, try to determine which of the aspects affected your personality the most.
• Edit and proofread before submitting your paper. Of course, the content and the coherence of your essay’s structure play a crucial role. But the grammatical correctness matters a lot too. Even if you are a native speaker, you may still make accidental errors in the text. To avoid the situation when unintentional mistakes spoil the impression from your essay, always double check your cultural identity essay. 

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Home — Essay Samples — Sociology — Race and Ethnicity — American Identity

Essays on American Identity

Hook examples for identity essays, anecdotal hook.

Standing at the crossroads of cultures and heritage, I realized that my identity is a mosaic, a tapestry woven from the threads of my diverse experiences. Join me in exploring the intricate journey of self-discovery.

Question Hook

What defines us as individuals? Is it our cultural background, our values, or our personal beliefs? The exploration of identity leads us down a path of introspection and understanding.

Quotation Hook

"To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment." These words from Ralph Waldo Emerson resonate as a testament to the importance of authentic identity.

Cultural Identity Hook

Our cultural roots run deep, shaping our language, traditions, and worldview. Dive into the rich tapestry of cultural identity and how it influences our sense of self.

Identity and Belonging Hook

Human beings have an innate desire to belong. Explore the intricate relationship between identity and the sense of belonging, and how it impacts our social and emotional well-being.

Identity in a Digital Age Hook

In an era of social media and digital personas, our sense of identity takes on new dimensions. Analyze how technology and online interactions shape our self-perception.

Identity and Self-Acceptance Hook

Coming to terms with our true selves can be a challenging journey. Explore the importance of self-acceptance and how it leads to a more authentic and fulfilling life.

American Identity in Mericans

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American Identity in Sandra Cisneros Mericans

The way an american identity is created, characteristics that shaped an american identity, an overview of the evolution of the american identity, let us write you an essay from scratch.

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Questioning The Identity: The Meaning of Being an American

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The American Identity and The Role of The Foreigner in American Nation and Other Nations

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National identity can be defined as an overarching system of collective characteristics and values in a nation, American identity has been based historically upon: “race, ethnicity, religion, culture and ideology”.

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• Effects of Social Media
• Sociological Imagination
• Discourse Community
• Social Justice
• Cultural Appropriation
• Sex, Gender and Sexuality
• Social Media

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How to Write a Cultural Identity Essay With Tips and Examples

11 December 2023

last updated

Writing a cultural identity essay is an exciting academic exercise that allows students to develop and utilize critical thinking, reflective, and analytical skills. Unlike a standard essay, this type of paper requires learners to use first-person language throughout. In essence, a cultural identity essay is about writers and what makes them identify with a particular cultural orientation. When writing a cultural identity essay, authors should choose a specific identity and focus on it throughout their texts. Moreover, they should reflect and brainstorm, use the “show, not tell” method, utilize transitions to create a natural flow, and proofread their papers to eliminate mistakes and errors. Hence, students need to learn how to write a cultural identity essay to provide high-quality papers to their readers.

Definition of a Cultural Identity Essay

Students undertake different writing exercises in the learning environment to develop their critical thinking, reflective, and analytical skills. Basically, one of these exercises is academic writing , and among different types of essays that students write is a cultural identity essay. In this case, it is a type of essay where authors write about their culture, which entails exploring and explaining the significance of their cultural identity. Moreover, there are numerous topics that instructors may require students to write about in a cultural identity essay. For example, some of these essay topics fall under different disciplines, such as religion, socio-economic status, family, education, ethnicity, and business. In essence, the defining features of a cultural identity essay are what aspects make authors know that they are writing in this type of essay. In turn, these features include language, nationality, gender, history, upbringing, and religion, among many others.

Differences Between a Cultural Identity Essay and Other Papers

Generally, a cultural identity essay is similar to a standard essay regarding an essay structure and an essay outline . However, the point of difference is the topic. While standard essays, such as argumentative, persuasive, and informative essays, require learners to use third-person language, such a paper requires them to use first-person language. In this case, when writing a cultural identity essay, authors should use the word “I” throughout to show the audience that they are writing from their perspective. Indeed, this aspect is the primary objective of a cultural identity essay – to give the writer’s perspective concerning their culture. Besides, another point of difference between a cultural identity essay and other papers is that the former does not require writers to utilize external sources but to write from a personal viewpoint.

List of Possible Examples of Cultural Identity Essay Topics

1. cultural identity and socialization in a learning environment.

Here, a cultural identity essay prompt may require students to discuss the significance of culture in education, focusing on cultural identity and socialization. As such, this topic requires writers to reflect on how culture influences behavior in a learning environment.

2. The Impact of Culture Change on Family

Here, this prompt may require students to explore and discuss how culture impacts a family unit. Moreover, the theme is a family, and the students’ mission would be to explain how culture in all its dynamics affects families in diverse settings.

3. The Role of Language in Building a Cultural Identity

Here, instructions may require students to explore and explain the significance of language in cultural identity. Hence, writers should focus on explaining the place of culture in the sociology discipline, focusing on the connection between language and cultural identity.

4. The Significance of Culture in a Globalized Economy

Here, a cultural identity essay topic may require students to explore and discuss how culture affects individuals and businesses in today’s connected world. Also, the students’ task would be to explain how culture, in all its dynamics, such as language, is essential in business for individuals and enterprises.

5. How Culture Influences Relations in the Workplace

Here, an essay prompt may require students to explore and explain how culture, in all its dynamics, affects or influences social relations at the workplace. In turn, the task of writers, for example, would be to focus on how Human Resource (HR) departments can use culture to enrich workplace relations.

6. The Place of Culture in Individuals’ Self-Concept

Here, an analysis of a theme may require students to reflect on how their cultural orientation has affected their self-concept. Moreover, the student’s task would be to discuss how culture and its dynamics enable individuals to build a strong or weak understanding of themselves.

7. The Importance of Cultural Orientation in a Multicultural Environment

Here, assignment instructions may require students to explore and discuss how their cultural orientation enables them to operate in a culturally diverse environment, such as a school or workplace. In this case, the student’s task would be to explain how cultural characteristics, such as language and religion, facilitate or hamper social competency in a multicultural setting. 

8. How Global Conflicts Disturb Cultural Identity for Refugees

Here, this example of a cultural identity topic may require students to explore and explain how conflicts in today’s world, such as civil unrest, affect the cultural identity of those who flee to foreign countries. Also, the student’s task would be to explain how one’s culture is affected in a new environment with totally different cultural dynamics.

9. The Challenges of Acculturation

Here, a cultural identity essay prompt may require students to explore and explain the challenges that individuals face in identifying with the dominant culture. In particular, the student’s task would be to explain the significance of the dominant culture and what those from other cultures that try to identify with it must confront.

10. Host Country Culture and Multinational Enterprises

Here, this prompt sample may require students to explore and explain how a host country’s culture affects expatriates working for multinational corporations. Besides, the students’ task would be to show how one’s culture defines their behaviors and how that can be affected in a new environment with new cultural characteristics.

11. Compare and Contrast Native Culture and Dominant Culture in the United States

Here, such instructions require students to explain specific areas of similarity and difference between the Native culture and the dominant culture. In turn, the students’ task would be to define the Native culture and the dominant culture and help the audience to understand whether they mean the same thing. Hence, whether they do or do not, students should elaborate.

12. The Objective of Acculturation

Here, this example of a cultural identity essay topic requires students to explore and explain why people prefer to identify with the dominant culture. Moreover, the students’ task would be to note the advantages of the dominant culture over others and the opportunities that one may access to identify with this dominant culture.

13. The Challenges That the LGBTQ Community Faces in the Modern World

Here, essay prompt instructions require students to explore and discuss the challenges that lesbians, gays, bisexuals, and transgender people face in their normal day-to-day activities. In this case, the students’ task would be to explain the uniqueness of the LGBTQ community and how stereotyping makes their lives miserable in an environment where people are intolerant of different personalities and viewpoints.

14. Dangers of Cultural Intolerance in the Health Care System

Here, instructions may require students to explore and discuss how nurses that are intolerant to cultural differences may jeopardize patients’ lives.

15. Advantages and Disadvantages of Acculturation

Here, a cultural identity essay prompt requires students to discuss the pros and cons of identifying with the dominant culture.

How Students Know if They Write a Cultural Identity Essay

The defining features of a cultural identity essay give students the indication that they need to write this kind of essay. Basically, when learners read instructions regarding their essay topics they need to write about, they should identify one or several defining elements. In turn, these elements include language, nationality, religion, ethnicity, and gender.

Structure of a Cultural Identity Essay

As stated previously, the primary point of similarity between a cultural identity essay and standard papers is an essay structure and an essay outline. Basically, this structure and outline comprise of three main sections: introduction, body, and conclusion. Like in all other essays, writing a cultural identity essay requires students to address specific issues, which are, in essence, the defining characteristics of the essay’s structure and outline.

I. Introduction and Its Defining Characteristics

The introduction is the first paragraph of a cultural identity essay. Here, students introduce themselves to the audience, giving a brief background of their cultural identity. Moreover, rules of academic writing dictate that this part should not exceed 10 percent of the entire paper. In this case, writers should be brief and concise. Then, the most prominent component of this section is a thesis, a statement that appears at the end of an introduction paragraph and whose objective is to indicate the writer’s mission. In summary, the introduction part’s defining features are the writer’s background and thesis statement . In turn, the former gives a hint about a writer, and the latter provides the audience with insight into the writer’s objective in writing a cultural identity essay.

The body of a cultural identity essay is the most significant section of a paper and takes the largest part. Generally, writers use several paragraphs to advance different arguments to explain specific concepts. In a cultural identity essay, writers can use different paragraphs to explain important aspects of their cultural identity. Nonetheless, what determines the number of paragraphs and the content of each is a paper topic. Also, the most prominent defining features of a cultural identity essay’s body are paragraphs, with each advancing a unique concept about the writer’s cultural identity. In turn, paragraphs are where writers provide real-life experiences and other personal anecdotes that help the audience to develop a deeper understanding of authors from a cultural perspective.

III. Conclusion

The conclusion part is the last section of a cultural identity essay. In particular, writers restate a thesis statement and summarize the main points from body paragraphs. Moreover, authors provide concluding remarks about a topic, which is mostly an objective personal opinion. In summary, the conclusion part’s defining features are a restatement of a thesis, a summary of the main points, and the writer’s final thoughts about a topic.

Outline Template for a Cultural Identity Essay

I. Introduction

A. Hook statement/sentence. B. Background information. C. A thesis statement that covers the main ideas from 1 to X in one sentence.

II. Body Paragraphs

A. Idea 1 B. Idea 2 … X. Idea X

A. Restating a thesis statement. B. Summary of the main points from A to X. C. Final thoughts.

An Example of a Cultural Identity Essay

Topic: Identifying as a Naturalist

I. Introduction Sample in a Cultural Identity Essay

The period of birth marks the beginning of one’s identity, with culture playing a significant role. However, from the stage of adolescence going forward, individuals begin to recognize and understand their cultural makeup. In my case, I have come to discover my love for nature, an aspect that I believe has made me a naturalist both in belief and action.

II. Examples of Body Paragraphs in a Cultural Identity Essay

A. idea 1: parents.

Parents play a critical role in shaping the cultural and personal identity of their children. In my case, it is my mother who has instilled in me a love for nature. Although I may not say exactly when this love started, I can only reason that since it was ingrained in me since childhood, it has developed gradually.

B. Idea 2: Naturalism

Today, naturalism defines my interactions with people and the environment. In short, I can say it shapes my worldview. As a lover of nature herself, my mother had this habit of taking me outdoors when I was a toddler. I have seen family photographs of my mother walking through parks and forests holding my hand. What is noticeable in these pictures besides my mother and me is the tree cover that gives the setting such a lovely sight. Moreover, I can now understand why I seem more conversant with the names and species of flowers, trees, and birds than my siblings- my mother was the influence. In turn, my siblings and friends make a joke that I have developed a strong love for nature to the point of identifying myself with the environment. Hence, the basis for this argument is my love for the green color, where even my clothes and toys are mostly green.

III. Conclusion Sample of a Cultural Identity Essay

Naturally, human beings behave in line with their cultural background and orientation. Basically, this behavior is what determines or reflects their cultural identity. In turn, my intense love for nature underscores my naturalist identity. While I may not tell the stage in life when I assumed this identity, I know my mother has played a significant role in shaping it, and this is since childhood.

Summing Up on How to Write a Good Cultural Identity Essay

Like any standard paper, writing a cultural identity essay allows students to build essential skills, such as critical thinking, reflective, and analytical skills. In this case, the essence of a paper is to provide the writer’s cultural identity, background, or orientation. Therefore, in order to learn how to write a good cultural identity essay, students should master the following tips:

• Decide where to focus. Culture is a broad topic, and deciding what to focus on is essential in producing a cultural identity essay. For example, one may have several cultural identities, and addressing all may lead to inconclusive explanations.
• Reflect and brainstorm. Given the close link between one’s cultural identity and personal experiences, learners need to reflect on experiences that would provide the audience with an accurate picture of their cultural identity.
• Adopt the “Show, not tell” approach by providing vivid details about one’s experiences. Using personal anecdotes may be effective in accomplishing this objective.
• Use transitions , such as “therefore,” “thus,” ” additionally,” and “furthermore,” to enhance a natural and logical flow throughout the essay.
• Stay personal by using first-person language to describe one’s background and experiences.
• Proofread a cultural identity essay to eliminate spelling and grammatical mistakes and other notable errors, such as an inconsistent life storyline.

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25 Thesis Statement Examples

A thesis statement is needed in an essay or dissertation . There are multiple types of thesis statements – but generally we can divide them into expository and argumentative. An expository statement is a statement of fact (common in expository essays and process essays) while an argumentative statement is a statement of opinion (common in argumentative essays and dissertations). Below are examples of each.

Strong Thesis Statement Examples

1. School Uniforms

“Mandatory school uniforms should be implemented in educational institutions as they promote a sense of equality, reduce distractions, and foster a focused and professional learning environment.”

Best For: Argumentative Essay or Debate

Read More: School Uniforms Pros and Cons

2. Nature vs Nurture

“This essay will explore how both genetic inheritance and environmental factors equally contribute to shaping human behavior and personality.”

Best For: Compare and Contrast Essay

Read More: Nature vs Nurture Debate

3. American Dream

“The American Dream, a symbol of opportunity and success, is increasingly elusive in today’s socio-economic landscape, revealing deeper inequalities in society.”

Best For: Persuasive Essay

Read More: What is the American Dream?

4. Social Media

“Social media has revolutionized communication and societal interactions, but it also presents significant challenges related to privacy, mental health, and misinformation.”

Best For: Expository Essay

Read More: The Pros and Cons of Social Media

5. Globalization

“Globalization has created a world more interconnected than ever before, yet it also amplifies economic disparities and cultural homogenization.”

Read More: Globalization Pros and Cons

6. Urbanization

“Urbanization drives economic growth and social development, but it also poses unique challenges in sustainability and quality of life.”

Read More: Learn about Urbanization

7. Immigration

“Immigration enriches receiving countries culturally and economically, outweighing any perceived social or economic burdens.”

Read More: Immigration Pros and Cons

8. Cultural Identity

“In a globalized world, maintaining distinct cultural identities is crucial for preserving cultural diversity and fostering global understanding, despite the challenges of assimilation and homogenization.”

Best For: Argumentative Essay

Read More: Learn about Cultural Identity

9. Technology

“Medical technologies in care institutions in Toronto has increased subjcetive outcomes for patients with chronic pain.”

Best For: Research Paper

10. Capitalism vs Socialism

“The debate between capitalism and socialism centers on balancing economic freedom and inequality, each presenting distinct approaches to resource distribution and social welfare.”

11. Cultural Heritage

“The preservation of cultural heritage is essential, not only for cultural identity but also for educating future generations, outweighing the arguments for modernization and commercialization.”

12. Pseudoscience

“Pseudoscience, characterized by a lack of empirical support, continues to influence public perception and decision-making, often at the expense of scientific credibility.”

Read More: Examples of Pseudoscience

13. Free Will

“The concept of free will is largely an illusion, with human behavior and decisions predominantly determined by biological and environmental factors.”

Read More: Do we have Free Will?

14. Gender Roles

“Traditional gender roles are outdated and harmful, restricting individual freedoms and perpetuating gender inequalities in modern society.”

Read More: What are Traditional Gender Roles?

15. Work-Life Ballance

“The trend to online and distance work in the 2020s led to improved subjective feelings of work-life balance but simultaneously increased self-reported loneliness.”

Read More: Work-Life Balance Examples

16. Universal Healthcare

“Universal healthcare is a fundamental human right and the most effective system for ensuring health equity and societal well-being, outweighing concerns about government involvement and costs.”

Read More: The Pros and Cons of Universal Healthcare

17. Minimum Wage

“The implementation of a fair minimum wage is vital for reducing economic inequality, yet it is often contentious due to its potential impact on businesses and employment rates.”

Read More: The Pros and Cons of Raising the Minimum Wage

18. Homework

“The homework provided throughout this semester has enabled me to achieve greater self-reflection, identify gaps in my knowledge, and reinforce those gaps through spaced repetition.”

Best For: Reflective Essay

Read More: Reasons Homework Should be Banned

19. Charter Schools

“Charter schools offer alternatives to traditional public education, promising innovation and choice but also raising questions about accountability and educational equity.”

Read More: The Pros and Cons of Charter Schools

20. Effects of the Internet

“The Internet has drastically reshaped human communication, access to information, and societal dynamics, generally with a net positive effect on society.”

Read More: The Pros and Cons of the Internet

21. Affirmative Action

“Affirmative action is essential for rectifying historical injustices and achieving true meritocracy in education and employment, contrary to claims of reverse discrimination.”

Best For: Essay

Read More: Affirmative Action Pros and Cons

22. Soft Skills

“Soft skills, such as communication and empathy, are increasingly recognized as essential for success in the modern workforce, and therefore should be a strong focus at school and university level.”

Read More: Soft Skills Examples

23. Moral Panic

“Moral panic, often fueled by media and cultural anxieties, can lead to exaggerated societal responses that sometimes overlook rational analysis and evidence.”

Read More: Moral Panic Examples

24. Freedom of the Press

“Freedom of the press is critical for democracy and informed citizenship, yet it faces challenges from censorship, media bias, and the proliferation of misinformation.”

Read More: Freedom of the Press Examples

25. Mass Media

“Mass media shapes public opinion and cultural norms, but its concentration of ownership and commercial interests raise concerns about bias and the quality of information.”

Best For: Critical Analysis

Read More: Mass Media Examples

Checklist: How to use your Thesis Statement

✅ Position: If your statement is for an argumentative or persuasive essay, or a dissertation, ensure it takes a clear stance on the topic. ✅ Specificity: It addresses a specific aspect of the topic, providing focus for the essay. ✅ Conciseness: Typically, a thesis statement is one to two sentences long. It should be concise, clear, and easily identifiable. ✅ Direction: The thesis statement guides the direction of the essay, providing a roadmap for the argument, narrative, or explanation. ✅ Evidence-based: While the thesis statement itself doesn’t include evidence, it sets up an argument that can be supported with evidence in the body of the essay. ✅ Placement: Generally, the thesis statement is placed at the end of the introduction of an essay.

Try These AI Prompts – Thesis Statement Generator!

One way to brainstorm thesis statements is to get AI to brainstorm some for you! Try this AI prompt:

💡 AI PROMPT FOR EXPOSITORY THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTUCTIONS]. I want you to create an expository thesis statement that doesn’t argue a position, but demonstrates depth of knowledge about the topic.

💡 AI PROMPT FOR ARGUMENTATIVE THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTRUCTIONS]. I want you to create an argumentative thesis statement that clearly takes a position on this issue.

💡 AI PROMPT FOR COMPARE AND CONTRAST THESIS STATEMENT I am writing a compare and contrast essay that compares [Concept 1] and [Concept2]. Give me 5 potential single-sentence thesis statements that remain objective.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
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Were ninjas real, it’s vs its, gender & sexuality studies thesis statement examples.

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Gender and sexuality studies is a multifaceted field examining issues related to identity, social structures, and power dynamics. Effective thesis statements in this domain should encapsulate clear and significant research inquiries. Below, find examples of both adept and poor thesis statements regarding gender and sexuality studies, with detailed explanations for their strengths and weaknesses.

Good Thesis Statement Examples

Specific and Clear Good: “This thesis investigates the influence of media representation on the self-esteem and body image of transgender youth in urban environments.” Bad: “Media affects the self-esteem of transgender individuals.”

The good example specifies the demographic (transgender youth), the research setting (urban environments), and the issues under investigation (self-esteem and body image), providing clarity and direction. In contrast, the bad example is vague and lacks defined variables.

Arguable and Debatable Good: “Despite advancements, women of color still face systemic barriers in academia, impacting their career progression and professional development.” Bad: “Women of color face challenges in academia.”

The good statement makes a clear, debatable claim about systemic barriers in academia for women of color, opening the floor for analysis and argumentation. The bad statement, while true, is generic and lacks a clear argument or focus.

Researchable and Measurable Good: “Through an analysis of queer representation in video games, this thesis explores how digital media can either challenge or perpetuate harmful stereotypes.” Bad: “Queer representation in video games is important.”

The good example offers specific areas for research (queer representation in video games) and measurable criteria (the challenging or perpetuating of stereotypes). The bad example, while positive, is broad and does not present clear variables for study.

Bad Thesis Statement Examples

Overly Broad: “Gender inequality is a significant problem in society.”

This statement, though true, is too broad, offering no particular aspect of gender inequality or specified societal area for examination.

Lack of Clear Argument: “Sexuality is complex and diverse.”

While accurate, this statement does not present a clear argument or focus for research, making it ineffective as a guide for scholarly inquiry.

Unmeasurable and Unresearchable: “Understanding gender is key to understanding humanity.”

Though philosophically insightful, this statement is broad, abstract, and provides no clear direction for empirical study or measurement.

Developing a robust thesis statement for research in gender and sexuality studies is vital for guiding your research and providing readers with insight into your study’s objectives and focus. Good thesis statements are clear, arguable, and researchable, serving as cornerstones for insightful academic exploration. Conversely, ineffective ones are usually too broad, lack clear arguments, and do not facilitate empirical analysis. By considering these examples and analyses, students can craft compelling thesis statements that provide a strong foundation for their research on the pressing and complex issues related to gender and sexuality studies.

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Free Gender Identity Essay Examples & Topics

Everyone has their own unique gender identity. Whether a person identifies as female, male, or outside the binary, everyone has ways of expressing themselves. This gender expression is then measured against socially established gender roles. If the two concepts clash, this can become a source of internal and external conflict.

In recent years, the definition of gender is beginning to change. We now consider it as a social construct. It is dictated by our behavior, presentation, and cultural norms. The language surrounding this concept is also evolving. Here our experts have explored some terms that will help you understand gender identity.

Cisgender applies to a person whose identity aligns with the sex that they were assigned at birth. In contrast, transgender refers to a person whose gender identity differs from their assigned sex.

Non-binary describes people whose gender identity lies outside the established man/woman dichotomy. This umbrella term covers a broad number of identities, such as genderfluid, genderqueer, agender, etc.

We have collected advice that will help you in writing your gender identity essay. After all, even when writing about a personal experience, you need to approach the subject thoughtfully. We have also created a list of topics. They will help you compose different types of essays about gender identity.

Essay about Gender Identity: 6 Tips

Doesn’t matter whether you are writing a gender expression essay or a paper about identity. You still have to follow a defined structure. Here we have summarized how to organize your work process best and create an effective outline.

You can start with the following tips:

1. Brainstorm. The most critical step in writing a successful essay is to establish what ideas you already have. Perhaps you are thinking about focusing on gender equality? Or maybe about the differences between masculinity and femininity? Jot down your thoughts on paper and see where that takes you.

2. Get a topic. As soon as you have an idea of the direction you’re heading, start thinking about wording. Keep in mind that you have to narrow down from a broad list of potential subjects. The matter of gender identity is infinitely complex, so choose a single aspect to focus on. Try our topic generator so that it can come up with an idea for you.

3. Research your idea. This is perhaps the step that will take you the longest. To successfully write a compelling essay, you should have a large number of credible sources. Most of the information you need will be available online. Yet, try referring to books and journal articles too. Check for the availability of your resources before you settle on a topic.

4. Come up with a thesis. Here is where you might want to look over all the information you have compiled so far. Refer to your chosen topic and create a thesis statement. It is the main argument that you are trying to make in your essay. So, be concise and precise.

5. Outline your paper. From writing down the title to forming your conclusions, everything in your essay should be pre-planned. Start with writing down your introduction using your thesis statement. Afterward, you may want to note down what you will talk about in the body paragraphs. Don’t forget that using statistics, examples, and quotes can make your essay sound more solid. Finally, summarize your findings and restate your thesis in your conclusion. For this, you can use our online summarizer . Now that you have a rough draft, writing will be much easier.

6. Revise & proofread. When you are done writing, it is time for editing. Many students choose to skip over revising and proofreading, believing that it is not necessary. This is not the case. Your true potential opens up only after you edit your paper and compare it to the writing criteria. Make sure to read through your work at least once.

Amazing Gender Identity Essay Topics

After reading our tips, you may still have a vital question. What should be the topic of my essay on gender identity? We are here to help.

Feel free to make use of these 15 gender identity topics:

• What is gender expression, and how does it feed into gender stereotypes?
• The intersection between race and gender identity.
• Why are feminine traits frowned upon while masculine ones are uplifted?
• Gender identity in society today.
• The history of nonbinary gender identities in the West.
• Gender identity development – a psychological study.
• The third gender – a study of nonbinary gender identities of the past.
• Presentation of gender identity in modern media.
• What is gender performativity, and how does it help shape gender identities?
• The contrast between gender identity and gender role.
• Gender as a spectrum: what lies between masculinity and femininity.
• Dysphoria – a gender identity disorder.
• Breaking down the concept of heteronormativity concerning gender.
• The historical evolution of the female gender identity.
• Understanding equality in terms of gender identity.

Thank you for reading! We hope that you found these tips useful, and we wish you the best in your academic work. If you still find yourself at a loss, read through our sample essays on gender identity below.

167 Best Essay Examples on Gender Identity

Role of men in society essay, the pros and cons of gay marriage.

• Words: 1093

Gender Issues: Femininity and Masculinity

Gender identity, “what is a homosexual” by andrew sullivan, gender inequality in social media, social issues affecting women.

• Words: 1397

Raising Gender-Neutral Children

• Words: 1005

Sociological perspectives of Gender Inequality

• Words: 2339

Gender and ICT (Information and Communication Technology) Programs

• Words: 1502

Effects of Technology and Globalization on Gender Identity

• Words: 1470

LGBTQ Co-Culture: The Key Aspects

• Words: 1462

Gender Inequality, Violence Against Women, and Fear in The Sopranos

Masculinity and femininity.

• Words: 1084

Stereotypes and Their Effects

Sexuality and gender issues: one and the same, nature vs. nurture in the context of sexuality.

• Words: 1129

Digital Technology’s Impact on the Body, Gender, and Identity

• Words: 1920

Homosexuality in Renaissance Italy

• Words: 2285

Relate Gender, Ethnicity and Identity

Gender stratification in education, work, and family.

• Words: 1712

Sociological Concept: Intersectionality

Same-sex marriage legalization and public attitude, gay couples’ problems: gary and jorge’s case.

• Words: 1412

LGBTQ+ Discrimination in Professional Settings

Sexual orientation discrimination, the “lgbtq+ inclusion in the workplace” article by ellsworth et al., lbgt (queer)-specific mental health interventions.

• Words: 1119

Stigmatization of Kathoeys and Gay Minorities

Sociological perspective on intersex babies, transgender individuals’ status in the united states.

• Words: 1858

Annotated Bibliography: Significance of Queerness in Social Media

• Words: 1215

Mental Health Issues Among LGBTQ (Queer) Youth

Historical interpretations of queer community issues.

• Words: 1162

Influence of Domestic Roles on Femininity

• Words: 1126

Bisexuality: The Social Stereotypes

• Words: 1492

The Third Gender (Fafafines) in Samoa

Transnationalism and identity: gomez’s high-risk homosexual, lgbt+ (queer) status and employment opportunities, the perception of the lgbt (queer) community, gender identity applied in human socialization, gender neutrality in a music video: “beneath” by happy little clouds, mental health equity for queer (lgbtq) people, the transgender teens policy issues, lgbtq+ families: discrimination and challenges, lgbtq members: discrimination and stigmatization, gender identity: intersex people and their place in society, aspects of gender roles and identity, recognizing homosexuality as a personal identity, transgender teenagers and obstacles they face, spirituality and sexuality in men who identify as gay, nina pop and skylar heath: introductory biographies, effect of gender norms on play opportunities of children, the role of gender in interaction via social media: extended outline, developing an affirmative cognate therapy.

• Words: 4790

Protecting Queer People (LGBTQ+) in San Antonio

• Words: 1122

Homophobic Name-Calling and Gender Identity

The queer people: negative representation in society, homosexuality as social construction, sexuality-based terms in ‘the danish girl’ film, the meaning of masculinity in 2020, sexual orientation and gender identity concepts.

• Words: 1132

What Is Identity and Stereotypical Roles of Gender?

Lesbian, gay, bisexual, transgender, and queer families’ issues, transgender athletes in female sports teams, the case of gavin grimm within the context of sociology.

• Words: 1107

Creating a Culture of Gender Equality in the Workplace

Why lgbtq+ (lesbian, gay, bisexual, transgender, queer) is becoming popular, discrimination and politics of gender and sexuality, colonizers: non-heterosexual and non-binary gender among the natives, homophobia: “the straight state” book by m. canady, challenges faced by queer african american community, “the nineteenth amendment”: the legislative approaches related to gender diversity, “complete guide to guys” book by dave barry, biological basis for sexual orientation, advocacy for non-traditional sexual orientation, changes in women’s status.

• Words: 1548

Woman Perception in Eastern Asia in Two Novels

Gender, class and race in household and paid work, human sexuality: the sex of a child, societal and gender bias, assumption and different interpretations, “the female quixote’” by charlotte lennox, exotic becomes erotic theory design, gender and perception of police work.

• Words: 2515

Stereotyping: Forms And Theories of Stereotypes

• Words: 1785

Feminist Psychology in Canada

Gender roles and sexuality in media: cosmopolitan & maxim, same sex marriages: definition and main problems.

• Words: 1574

Societal Attitudes Toward Homosexuality

Sexual orientation development.

• Words: 1542

Myths of Gender and Sexual Orientation

• Words: 2803

Impact of Culture on Gender Identity: How Differences in Genders Are Evident in the Behavior

Sexuality and the invasion of america: 1492-1806, lesbian, gay, bisexual, and transgender ideation, correlations with ‘suicidality’.

• Words: 1370

Homosexuality: Explanations of Origins and Causes

• Words: 1914

The Fight for Masculinity

• Words: 1997

Gender and Communication Relations Analysis

• Words: 1613

The Conference “Women as Global Leaders”

Relation between adams’s book and condoleezza rice’s political career, different aspects of gender identity, should women be in the military.

• Words: 2665

Gay Culture’s Influence on Hip Hop Fashion

Gender identity: modernity and the witch hunts.

• Words: 3330

Girls’ Sexuality Issues in American Schools

Human sexuality. social problems of queer people, gender identities and politics of women’s activism.

• Words: 1371

Gender Identity and Victimization in the US

• Words: 3313

Growing Up Transgender: Malisa’s Story on NBC News

Masculinity as a social norms issue.

• Words: 1115

Feminism and Sexuality in the “Lila Says” Film

Gender experience and identity in the social context.

• Words: 1144

School Counseling & Problem Conceptualization

• Words: 1733

Race and Gender: “The Gang’s All Queer” by Vanessa Panfil

• Words: 1232

Sexual Reassignment and Related Challenges

Transgender bathroom rights and legal reforms, sexual orientation and equal rights in military, trans-bathroom debacle as a gender issue in law.

• Words: 1448

Androgyny in “Glory This” by Michelle Moo

Homosexual religious and legal rights, sociological imagination of homosexuality.

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‘Not her first rodeo’: Beyoncé scholar weighs in on ‘Cowboy Carter’

By caitlin hayes, cornell chronicle.

Growing up as a Black girl in Alabama, Riché Richardson said country music and the predominantly white country aesthetic saturated popular culture. But even with few highly visible Black artists, Richardson – who loved Olivia Newton John and the 1980 film “Coal Miner’s Daughter” – felt the genre of country influenced her and belonged to her, too.

Richardson , professor of Africana studies in the College of Arts and Sciences, said reclaiming country music for the Black community and rebranding the genre as an inclusive space are among the triumphs of Beyoncé’s new album, “Cowboy Carter,” released on March 29 and widely considered the pop and R&B icon’s foray into – and challenge to – country as a genre.

Riché Richardson

“I totally identify with Beyoncé’s embrace of the genre and can understand how much it conceivably influenced her, because it influenced me,” said Richardson, who writes in and teaches Beyoncé studies. “In that way, she is living a lot of our dreams. She’s celebrating the diversity of country as a genre and showing that it belongs to everyone.”

Beyoncé, who grew up in Texas, achieves this not only through her own songs, Richardson said, but by including on the album Black country artists who haven’t been given their due, like Linda Martell, contemporary Black country artists like Tanner Adell and Brittney Spencer, as well as foundational white country artists such as Willie Nelson and Dolly Parton.

“She pays tribute to a really wonderful chorus of artists,” Richardson said. “But it’s important to recognize the foundational contributions of people of African descent to the development of country because you have these conceptions that they’re not part of it, they’re other to it, or they’re interlopers, and there’s a whole wealth of artists that belie those conclusions.”

Richardson said Beyoncé is challenging not only the country genre but broader conceptions of race, gender and of America as a nation. And while the full, album-length embrace of the genre is new in Beyoncé’s work – confronting these ideas is not.

For example, Richardson said, at her performance at the 2016 Super Bowl – at an event and game correlated with white culture – Beyoncé paid tribute to Malcom X and the 50th anniversary of the Black Panthers. In performances of her single “Formation” in predominantly white spaces, she has incorporated images of major social justice movements like Black Lives Matter, #SayHerName, Mothers of the Movement and #TakeAKnee. In her current promotion for “Cowboy Carter,” she projected images of the album, without prior consent, on the facades of major art institutions in New York City, including the Guggenheim Museum and the Whitney Museum of American Art.

“She’s putting pressure on these narrow notions of American identity that are correlated with whiteness,” Richardson said.

Richardson said the album iconography is a perfect illustration: on the album’s cover, Beyoncé sits astride a horse; she wears rodeo chaps and a cowboy hat, with the horse’s reins in one hand, and in the other, a large American flag.

“She’s using that national symbolism and announcing herself as a person of African descent in the genre of country, which is stereotypically associated with white identity,” Richardson said. “She’s challenging and deconstructing those perceptions and helping us to envision a more inclusive and expansive notion of American identity.”

Beyoncé is also challenging conceptions of Blackness as well, Richardson said. “For so long Black popular culture has been imagined as being quintessentially urban. How does she challenge our understandings of Black popular culture and what is admissible within its aesthetics?”

In her scholarship on Beyoncé, Richardson has long written of the importance of Beyoncé’s southern roots and how they have informed her identity throughout her career. She’s drawn parallels between Beyoncé’s rise and that of other Texas-born stars like Farrah Fawcett.

“This is not her first rodeo,” Richardson said. “She has been engaging in country discourses for a long time, and her national iconicity as a Black woman has been mediated through her background in Texas.”

For Richardson, the new album is a confirmation of this thesis and an opportunity for further study – she’s currently co-editing a book, with the working title “Beyoncé’s Souths,” about narratives of the South, including the Africana Southwest, in Beyoncé’s music, performance and promotion. Richardson is also looking forward to exploring these themes in the next iteration of her Cornell course on Beyoncé, Beyoncé Nation, which she taught in 2017 and in 2022, with frequent guest lectures from Beyoncé’s father, Mathew Knowles.

“The U.S. South can be figured in very stereotypical ways,” Richardson said. “So what does it mean to look at the region on its own terms, or look at the forms of cultural production and art that have been engendered there? Beyoncé gives us so many of these kinds of gifts, and that’s what makes her a vital cultural resource.”

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Students Showcase Research at 2024 Symposium

Diverse topics range from affirmative action, tea culture and gun violence to robots in the hospitality industry

Posted in: Faculty Voices , Graduate School , Homepage News , Research , University

Montclair State University students presented their research findings on everything from why Americans don’t embrace the ceremony of tea as do other countries and cultures to the use of robots in the hospitality industry at the 2024 Student Research Symposium at University Hall Conference Center on April 26. Students also explored environmental concerns, such as microplastics in water, and topics ranging from racial inequity in education and the roles of affirmative action and legacy admissions to gun violence and mass shootings.

As a comprehensive research university, Montclair’s Student Research Symposium provides both undergraduate and graduate students an opportunity to share their findings through poster presentations. Organized by the Office of Research, this year’s event featured 241 posters highlighting the research of 139 undergraduate, 68 master’s and 34 doctoral students mentored by 110 faculty members.

“Montclair’s Student Research Symposium is an opportunity for our students to share their work, receive feedback, brainstorm ideas for next steps in their projects, and to develop research presentation skills and document those skills on professional resumes,” says Acting Vice Provost for Research Stefanie Brachfeld. “Presenting the results of research and scholarship requires students to explain the key elements of their work and its significance in a way that is exciting and accessible and provides practice for students who will attend professional conferences and who have upcoming thesis and dissertation defenses. It’s also an opportunity to network with faculty members and collaborators, as well as other attendees from the community.”

Associate Justice Studies Professor Jason Williams, a mentor to a number of students, says about the Symposium: “As an R2 public institution that is engaged in community-based research and initiatives, it’s an obligation. We have to give our students these opportunities, not only to do research in the community, but to present it publicly.”

Among the many presenters were:

Julie Chowdhury and Erin Scott, both Family Science and Human Development graduate students in the doctoral program, and Kamalik Vora, a sophomore at Livingston High School, presented their findings on the experiences of formerly incarcerated people reintegrating into society with their poster titled “Understanding the Lived Experiences of Returning Citizens.” The poster outlined their “comprehensive approach, examining the citizens’ narratives on trauma, family and community ties, the criminal justice system, reentry and personal identity.”  

A former federal and state probation officer and current doctoral student, Chowdhury says she wanted to flip the narrative of reentering citizens from being viewed as a problem, to showcasing “their lived experience in a way that told a meaningful story…So, I’m doing the best I can to empower their voices.”  

The doctoral students interviewed formerly incarcerated people and found “that many of them actually do not recidivate, not because we’ve fixed a problem, but because they have a strong support system and they care about their wellness and they care about their families and they finally see their potential. A lot of it has to do with human agency,” says Chowdhury.

Her research partner Scott, a licensed professional counselor in private practice, examined how labeling of those formerly incarcerated “affects their mental health and how that can trigger depression. It can trigger a lot of insecurity, issues and things that sometimes get in the way of them working to be on the right path.”

Vora, who has an interest in criminal justice and research, reached out to Williams, who teamed her with his two graduate assistants Chowdry and Scott. Vora examined the economic aspects of recidivism and policies that help citizens reintegrate into society. “I had the opportunity to review the audio files of the interviews and transcribe them, so being able to hear their stories gave me a new perspective,” she says. “To see how they were able to overcome what they’ve done in the past, it was truly inspiring.”

Angelique Maniego, a senior Jurisprudence, Law and Society major, examined racial inequality in education and the roles of affirmative action and legacy admissions. She found that “instead of focusing on leveraging people of color up to the same level in the society, which is rooted in racial and social stratification…we should dismantle systems that allow systems in society certain advantages over certain groups.” By “dismantling the use of legacy admissions, it could be a step towards educational equality for everyone,” she says. 

Kimberly Gonzalez, a sophomore Hospitality, Sports, Events and Tourism major, researched the use of robots in tourism and hospitality, which is increasingly on the rise. She found that while there is room for robots, they don’t have that human touch, which can enhance guest experiences. “Service robots can help with smaller or more tedious tasks, such as check-in or room service, that don’t really need that human aspect,” she says, adding that using them will give “human employees time to focus on the value of creating connections that elevate experiences and help the industry stay competitive.”

Imaari Andrews explored the causes of increases in mass shootings in the country, including mental health and Supreme Court rulings related to the Second Amendment. Andrews, who lost his father to gun violence in Newark when he was a child, is not optimistic that mass shootings will decrease. “The Second Amendment continues to be a hotly debated topic, because increasingly those shootings continue to happen.  It’s been going on for so many years; nothing has really changed.”

Andrews, who is working to become a trooper with the New Jersey State Police after graduating with a bachelor’s in Political Science and Law , says that finding a balance between gun rights and public safety “remains a pressing task for policymakers and society at large.”

In between poster sessions, students and other attendees heard from professors about scholarship, study abroad and other opportunities. Justice Studies Professor Jessica Henry discussed her journey from a public defender to Montclair faculty and a 2022 distinguished scholar. She shared that as a first-generation college student, she didn’t know what she didn’t know, and she offered students three pieces of advice: “Use your resources, including professors, advisors and Career Services. Second, follow your passion. Third, Do the work, even if it’s hard.”

Henry congratulated students on their poster presentation: “What an amazing day to bring such beautiful minds in one room to celebrate your research.”

Brachfeld notes that the Symposium also helps students in other ways. “Not all students can afford to take time away from school, family, employment and personal obligations to attend a professional conference, and so our Symposium is tremendously important for providing access to professional development opportunities.”

Williams says: “Initiatives like these really help us hammer home that we are an exceptional institution. You can come here and do research, and not just in the classroom context, but you can be in a field of your professors collecting data, working with community-based organizations, you can come here and literally, do it all.”

PHOTO GALLERY

Story by Staff Writer Sylvia A. Martinez . Photos  by University Photographer Mike Peters .

Opening statements in Trump's historic trial set to begin Monday after tense day of jury selection

Opening statements are set to begin next week in Donald Trump’s historic criminal trial after the final members of the jury were seated Friday, following a dramatic day in which two prospective jurors broke down in tears, an appeals court judge rejected Trump's request for a stay, and a man set himself on fire in front of the courthouse.

“We’re going to have opening statements on Monday morning. This trial is starting,” Judge Juan Merchan said towards the end of the day, after successfully seating the remaining five alternate jurors that were needed.

The case — the first-ever criminal trial of a former president —will be heard by a panel of 12 jurors and a total of six alternates. It's expected to last roughly six weeks.

The five alternates ultimately selected Friday include an unemployed married woman who’s into art and described herself as not political, an audio professional, a contract specialist, a clothing company executive and a construction company project manager. It took four days of jury selection to find the 18 jurors.

Around the same time the judge declared, "we have our full panel" inside the courtroom in the early afternoon, a man set himself on fire outside the courthouse. The NYPD said the man, identified as Max Azzarello of Florida, later died. He appeared to have had pamphlets describing a conspiracy involving cryptocurrency that he threw around before setting himself ablaze, police said.

Later in the afternoon, Trump's attorneys were in a state appeals court trying again to get an emergency stay of the trial. Trump attorney Cliff Robert argued his client could not get a fair trial in Manhattan, which had been Trump's longtime home before moving to Florida after he was elected president in 2016.

Steven Wu of Manhattan District Attorney Alvin Bragg's office countered that "what the last week has shown is that the jury selection has worked."

"We have 18 ordinary New Yorkers who are ready to serve. It would be unfair to them and the public for this to be delayed further," he argued. The judge rejected Trump's stay request a short time later.  

The jury selection process Friday was especially intense, some potential jurors breaking down in tears and others saying they were too anxious to serve.

The day began with the judge calling up the 22 remaining potential jurors from the previous pool of 96 to answer questions designed to indicate whether they could be fair and impartial about the divisive real estate mogul and presumptive Republican nominee for president.

The first of those potential jurors was dismissed after she said she didn’t think she could be fair. “I have really, really bad anxiety and people have found out where I am,” she told the judge. A short time later, two other potential jurors were dismissed after each told the judge that upon further reflection, “I don’t think I can be impartial.”

Other potential jurors included a married father who said he listens to a podcast called “Order of Man,” which is described on Apple’s website as discussions about “reclaiming what it means to be a man.” Some past guests of the podcast include people who’ve been outspoken in their support of Trump and were highly critical of the civil fraud case New York Attorney General Letitia James brought against the former president. The man, an audio specialist, was chosen as one of the alternates.

Another potential juror was a married fund manager who said he’d done “get-out-the-vote” work for former Secretary of State Hillary Clinton, Trump’s 2016 presidential opponent. Trump and his attorney Todd Blanche passed notes back and forth while that juror was speaking. He was later dismissed after being asked about a 2020 Facebook post where he apparently called Trump “the devil and a sociopath.”

Trump appeared most interested in jurors whose answers offer ambiguity around their personal political views. When one prospective juror said they were a Fox News viewer, Trump cocked his head, then quickly conferred with his lawyer, Todd Blanche.

Another potential juror was a woman who became emotional as she disclosed she'd served two years in prison on drug-related charges, but said she could be "fair and impartial."

During a morning break, Merchan — who'd chided reporters on Thursday for disclosing too much information about potential jurors — said the woman had shared "very personal things about her life" and was "very brave." “I just wanted to encourage the press to please be kind. Please be kind to this person,” the judge said. He later dismissed her, saying she needed a certificate of release to be qualified for service going forward. On her way out, she cheerfully called out, "Good luck!"

Following that juror's departure, the DA's office began its individual questioning of the jurors. One woman, who'd disclosed that her father is lifelong friends with Trump ally turned critic Chris Christie, broke down in tears when prosecutor Susan Hoffinger asked her an innocuous question about the burden of proof in the case. "I feel so nervous and anxious right now. I’m sorry," she responded, bursting out into tears. "I thought I could do this," she said, adding "I wouldn’t want someone who feels this way to judge my case." She was dismissed.

Hoffinger's questioning was followed by Trump attorney Susan Necheles, who asked a potential juror who'd started their own business how she would assess a witness's credibility. The woman then asked to speak to the judge, saying she was "getting anxiety and self-doubt” from Necheles's line of questioning. She was dismissed. 

Necheles later asked another woman — who previously said she was a victim of sexual assault — whether she would hold it against Trump that women outside this case have accused Trump of sexual assault. She said she would not have a problem setting those accusations aside but the judge ultimately excused her, saying, "It’s best to err on the side of caution."

Another man said he has some differences from Trump on his policies but thinks he's “usually awesome.” He was not chosen for the jury.

On his way into court in the morning, Trump again complained the case against him is "unfair," and that the partial gag order preventing him from lashing out at witnesses, prosecutors, court staffers and jurors is not "constitutional." "Everyone else can say whatever they want about me. They can say anything they want. They can continue to make up lies and everything else. They lie. They’re real scum. But you know what? I’m not allowed to speak," he told reporters.

Prosecutors this week asked the judge to fine Trump and hold him in contempt for social media posts that they said violate the gag order. A hearing on the matter is scheduled for Tuesday.

The m a in pa nel of 12 is made up of seven men and five women, including two lawyers, a teacher, a retired wealth manager, a product development manager, a security engineer, a software engineer, a speech therapist and a physical therapist. The foreman — the juror who essentially acts as the leader and spokesperson for the panel — is a married man who works in sales and gets his news from The New York Times, MSNBC and Fox News.

The lone alternate selected Thursday is a woman who works as an asset manager.

Trump vented about the speed of the process in a post on social media shortly after the final jurors were selected, claiming the judge is “‘railroading’ me, at breakneck speed, in order to completely satisfy his ‘friends’.”

Later in the day, Merchan held what's known as a Sandoval hearing . That's a type of hearing designed to let defendants know the scope of questions they could face from prosecutors on cross-examination so they can make informed decisions about whether to take the witness stand in their own defense.

Leaving court on Friday, Trump was asked whether he was still planning to testify and he said he was.

Manhattan District Attorney Alvin Bragg's office disclosed in a court filing that it would like to ask Trump about several items, among them the $464 million civil judgment against him and his company for fraud , the total $88 million verdicts and liability findings for sexual abuse  and  defamation in lawsuits brought by writer E. Jean Carroll and a number of other adverse court rulings over the past few years.

Trump has denied wrongdoing in all the cases and is appealing  the fraud judgment and the Carroll verdicts.

Prosecutors said they want to be able to bring those findings up “to impeach the credibility of the defendant” if he takes the witness stand.

Discussing the findings in the fraud case, prosecutor Matthew Colangelo told the judge it was "hard to think of something that is more squarely in the wheelhouse” for the DA to ask Trump about "than a finding by a judge of persistent and repeated fraud and illegality."

Trump's attorney Emil Bove countered that prosecutors shouldn't be able to breach the topic at all because Trump's appeal is still pending. He made similar arguments over the DA's contention that they should be allowed to ask about a judge's finding that he was untruthful on the witness stand during the fraud trial and had violated a gag order in the case.

“Is it your position that because a case is being appealed or might be appealed, that therefore it can not be used?" Merchan asked the lawyer. "Not necessarily," Bove replied.

The judge said he'd issue his ruling on the dispute on Monday morning.

Trump said last week he  “absolutely” plans to testify , but he is under no obligation to do so.

Asked by Necheles at the end of the day who the DA's first witness would be, prosecutor Joshua Steinglass said they wouldn't inform Trump's team of the person's identity until Sunday, given that Trump has been criticizing some witnesses on social media despite the partial gag order in the case. “And if that should be tweeted, that’ll be the last time we provide that courtesy,” Steinglass said.

Merchan called the DA's position "understandable" and told Necheles "I will not compel them to do anything."

Trump has pleaded  not guilty  to 34 counts of falsifying business records and faces up to four years in prison if he is convicted.

Bragg alleges that Trump falsified records to hide money he was paying his former lawyer Michael Cohen to reimburse him for $130,000 he paid adult film actor Stormy Daniels  near the end of the 2016 presidential campaign. Daniels has claimed she had a sexual encounter with Trump in 2006. Trump has denied that he slept with Daniels, but he has acknowledged repaying Cohen.

The DA’s office also alleges that as part of a scheme to boost Trump, National Enquirer publisher American Media Inc. paid $150,000 to model and actor Karen McDougal , who appeared in Playboy magazine and claimed that she had a nine-month affair with Trump before he was elected president “in exchange for her agreement not to speak out about the alleged sexual relationship,” according to a statement of facts filed by Bragg.

Trump has also denied having a sexual relationship with McDougal.

Adam Reiss is a reporter and producer for NBC and MSNBC.

Lisa Rubin is an MSNBC legal correspondent and a former litigator.

Dareh Gregorian is a politics reporter for NBC News.