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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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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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How to write a thesis statement + examples

What is a thesis statement?

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

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

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

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

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

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

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

A good thesis statement needs to do the following:

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

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

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

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

If the question is:

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

A good thesis statement restates the question and answers it:

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

Here is another example. If the question is:

How can we end poverty?

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

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

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

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

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

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

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

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

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

Finding the Thesis

You have plucked one idea (or closely related group of ideas) out of all of your possible ideas to focus on. Congratulations! Now what? Well, now you might write about that topic to explore what you want to say about it. Or, you might already have some idea about what point you want to make about it. If you are in the latter position, you may want to develop a working thesis to guide your drafting process.

What Is a Working Thesis?

A thesis is the controlling idea of a text (often an arguable idea—you will learn more about this in a bit). Depending on the type of text you are creating, all of the discussion in that text will serve to develop, explore multiple angles of, and/or support that thesis.

But how can we know, before getting any of the paper written, exactly what thesis the sources we find and the conversations we have will support? Often, we can’t. The closest we can get in these cases is a working thesis, which is a best guess at what the thesis is likely to be based on the information we are working with at this time. The main idea of it may not change, but the specifics are probably going to be tweaked a bit as you complete a draft and do research.

So, let’s look at one of the examples from “ Strategies for Getting Started ” from the “Prewriting—Generating Ideas” section of this book: the cluster about the broad central idea of danger. If the main idea is “danger,” maybe the conversation you decide you want to have about it after clustering is that sometimes people step into danger intentionally in order to prove ourselves in some way. Next, you might make a list of possible thesis statements. For the sake of example, let’s say this is for an assignment in response to the film The Hunger Games . Some thesis statements that fit this situation might look like this:

• Ultimately, The Hunger Games is a film about facing fears.
• In the 2012 film The Hunger Games , the main character’s fear of losing her sister drives her to face a different set of dangers.
• Katniss Everdeen, the heroine of The Hunger Games , creates as much danger for herself as she faces from others over the course of the film.

If you were writing a summary, the first example in that list might be a good thesis to work with. If you were writing a review, the second one might be the better option. Let’s say, though, that you’ve been assigned to write a more traditional college essay, something a little more focused on analysis. In that case, the final example in this list looks like a good working thesis. It might not be quite the same as the thesis you end up with in later drafts, but it looks like a strong idea to focus your ideas around while you’re first getting them on the page.

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Tips and Examples for Writing Thesis Statements

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This resource provides tips for creating a thesis statement and examples of different types of thesis statements.

Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

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

Identifying Thesis Statements, Claims, and Evidence

Thesis statements, claims, and evidence, introduction.

The three important parts of an argumentative essay are:

• A thesis statement is a sentence, usually in the first paragraph of an article, that expresses the article’s main point. It is not a fact; it’s a statement that you could disagree with.  Therefore, the author has to convince you that the statement is correct.
• Claims are statements that support the thesis statement, but like the thesis statement,  are not facts.  Because a claim is not a fact, it requires supporting evidence.
• Evidence is factual information that shows a claim is true.  Usually, writers have to conduct their own research to find evidence that supports their ideas.  The evidence may include statistical (numerical) information, the opinions of experts, studies, personal experience, scholarly articles, or reports.

Each paragraph in the article is numbered at the beginning of the first sentence.

Paragraphs 1-7

Identifying the Thesis Statement. Paragraph 2 ends with this thesis statement:  “People’s prior convictions should not be held against them in their pursuit of higher learning.”  It is a thesis statement for three reasons:

• It is the article’s main argument.
• It is not a fact. Someone could think that peoples’ prior convictions should affect their access to higher education.
• It requires evidence to show that it is true.

Finding Claims.  A claim is statement that supports a thesis statement.  Like a thesis, it is not a fact so it needs to be supported by evidence.

You have already identified the article’s thesis statement: “People’s prior convictions should not be held against them in their pursuit of higher learning.”

Like the thesis, a claim be an idea that the author believes to be true, but others may not agree.  For this reason, a claim needs support.

• Question 1.  Can you find a claim in paragraph 3? Look for a statement that might be true, but needs to be supported by evidence.

Finding Evidence. 

Paragraphs 5-7 offer one type of evidence to support the claim you identified in the last question.  Reread paragraphs 5-7.

• Question 2.  Which word best describes the kind of evidence included in those paragraphs:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

• “The United States needs to have more of this transformative power of education.”
• “The country [the United States] incarcerates more people and at a higher rate than any other nation in the world.”

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

• “The U.S. accounts for less than 5 percent of the world population but nearly 25 percent of the incarcerated population around the globe.”
• “Roughly 2.2 million people in the United States are essentially locked away in cages. About 1 in 5 of those people are locked up for drug offenses.”

Question 3. Does this evidence support claim 1 from paragraph 8 (about the transformative power of education) or claim 2 (about the U.S.’s high incarceration rate)?

Question 4. Which word best describes this kind of evidence:  A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

• “People’s prior convictions should not be held against them in their pursuit of higher learning.” (Thesis statement)
• “More must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.” (Claim)

Now, review paragraphs 11-13 (Early life of crime). In these paragraphs, Andrisse shares more of his personal story.

Question 5. Do you think his personal story is evidence for statement 1 above, statement 2, both, or neither one?

Question 6. Is yes, which one(s)?

Question 7. Do you think his personal story is good evidence?  Does it persuade you to agree with him?

Paragraphs 14-16

Listed below are some claims that Andrisse makes in paragraph 14.  Below each claim, please write the supporting evidence from paragraphs 15 and 16.  If you can’t find any evidence,  write “none.”

Claim:  The more education a person has, the higher their income.

Claim: Similarly, the more education a person has, the less likely they are to return to prison.

Paragraphs 17-19

Evaluating Evidence

In these paragraphs, Andrisse returns to his personal story. He explains how his father’s illness inspired him to become a doctor and shares that he was accepted to only one of six biomedical graduate programs.

Do you think that this part of Andrisse’s story serves as evidence (support) for any claims that you’ve identified so far?   Or does it support his general thesis that “people’s prior convictions should not be held against them in pursuit of higher learning?” Please explain your answer.

Paragraphs 20-23

Andrisse uses his personal experience to repeat a claim he makes in paragraph 3, that “more must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.”

To support this statement, he has to show that barriers exist.  One barrier he identifies is the cost of college. He then explains the advantages of offering Pell grants to incarcerated people.

What evidence in paragraphs 21-23 support his claim about the success of Pell grants?

Paragraphs  24-28 (Remove questions about drug crimes from federal aid forms)

In this section, Andrisse argues that federal aid forms should not ask students about prior drug convictions.  To support that claim, he includes a statistic about students who had to answer a similar question on their college application.

What statistic does he include?

In paragraph 25, he assumes that if a question about drug convictions discourages students from applying to college, it will probably also discourage them from applying for federal aid.

What do you think about this assumption?   Do you think it’s reasonable or do you think Andrisse needs stronger evidence to show that federal aid forms should not ask students about prior drug convictions?

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How do you find your thesis statement? (video)

Viewing time: 4 mins 24 secs 

The Write Question is a weekly video podcast all about writing. Today’s question? How can you find your thesis statement? If you have a question you’d like me to answer you can email me , tweet me @pubcoach, or leave a message for me at the Skype account, The Write Question.

Transcript:  

How do you find your thesis statement? That’s the topic I’m addressing today in The Write Question. I’m Daphne Gray-Grant, the Publication Coach, still in pandemic mode.

I have a question from Marie Calibre, a grad student based in San Diego, California. Here’s what she’s asked by email….

“With academic writing, how do you home in on the premise of your work? I’m writing a master’s thesis and I’m having a hard time identifying my ‘thesis statement.’ Do you have any suggestions for me?”

Thanks for your question , Marie. For people who aren’t familiar with academic practices, let me begin by giving a definition. A thesis statement is a sentence or short paragraph summarizing the main point of an essay or research paper. In fact, “thesis” is a Greek word meaning ‘proposition.’ So a thesis statement is really the main point you want to make.

An effective thesis statement needs to do three main things:

• It must be very specific and debatable
• It must be appropriate to the type of paper you’re writing
• It must appear within the first section of your text so that it is clear to your reader what the paper is about

Here, for example, is a weak thesis statement:

Shakespeare was the leading playwright of the last 500 years.

Notice that this statement is quite non-specific and, for many people, would hardly be debatable. In fact, if you wanted a better statement, you might propose something like, “Edward Albee [see link in the show notes] is the leading playwright of the last 500 years.” At least it’s a surprising argument!

Anyway, before constructing your thesis statement, you need to do some significant research. Read some good overview literature in your subject area so that you’re really familiar with it.

Once you have a basic understanding of the broad subject area, I suggest you start mindmapping to identify possible thesis statements. I’ve written lots of blog posts and done a number of videos on mindmapping. See links in the show notes below.

But let me emphasize one point about mindmapping that will make a big difference to you. DON’T just write the topic in the centre of the page. Instead, be sure to use a question.

The act of writing a question will force you to become much more specific, which will be helpful to  you as you work to identify your thesis statement.

Also understand that it’s perfectly fine to ask yourself a ‘meta’ question like, “what’s an interesting thesis statement I could use for my paper?”

Keep in mind that you may change the thesis statement several times as you work on the paper. This is normal and expected because the more you work with your topic, the more familiar you will become with the major issues involved.

You might even find that you want to argue in the opposite direction – and that’s okay as well. Writing a paper is a creative process and not one that always proceeds in a predictable way.

Finding a good thesis statement is probably the most important — and most challenging — part of writing a paper. But when you get a good one, it will make the work of writing that paper so much easier!

Finally, let me wrap up with a quote from the American poet Jenny Zhang :

“ Sometimes I worry that people who read my fiction think that I am making some kind of thesis statement.”

Marie , while poets don’t have to worry excessively about thesis statements, academic writers really need to. Take the time to find one that’s going to work for you. It’s well worth the effort.

If you’d like to learn more about how to make writing a happier and more rewarding process, check out my latest book Your Happy First Draft . I don’t sell it in bookstores or via Amazon. The only place to buy it is on my website, link on the screen below and in the show notes.  

Edward Albee

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Your Happy First Draft  

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7: Identifying Thesis Statements, Claims, and Evidence

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Learning Objectives

This chapter teaches you how to identify the elements of argumentative writing: a thesis statement, claims, and evidence.

Thesis Statements, Claims, and Evidence

Introduction.

The three important parts of an argumentative essay are:

• A thesis statement is a sentence, usually in the first paragraph of an article, that expresses the article’s main point. It is not a fact; it’s a statement that you could disagree with. Therefore, the author has to convince you that the statement is correct.
• Claims are statements that support the thesis statement, but like the thesis statement, are not facts. Because a claim is not a fact, it requires supporting evidence.
• Evidence is factual information that shows a claim is true. Usually, writers have to conduct their own research to find evidence that supports their ideas. The evidence may include statistical (numerical) information, the opinions of experts, studies, personal experience, scholarly articles, or reports.

Each paragraph in the article is numbered at the beginning of the first sentence.

Paragraphs 1-7

Identifying the Thesis Statement. Paragraph 2 ends with this thesis statement: “People’s prior convictions should not be held against them in their pursuit of higher learning.” It is a thesis statement for three reasons:

• It is the article’s main argument.
• It is not a fact. Someone could think that peoples’ prior convictions should affect their access to higher education.
• It requires evidence to show that it is true.

Finding Claims. A claim is statement that supports a thesis statement. Like a thesis, it is not a fact so it needs to be supported by evidence.

You have already identified the article’s thesis statement: “People’s prior convictions should not be held against them in their pursuit of higher learning.”

Like the thesis, a claim be an idea that the author believes to be true, but others may not agree. For this reason, a claim needs support.

• Question 1. Can you find a claim in paragraph 3? Look for a statement that might be true, but needs to be supported by evidence.

Finding Evidence.

Paragraphs 5-7 offer one type of evidence to support the claim you identified in the last question. Reread paragraphs 5-7.

• Question 2. Which word best describes the kind of evidence included in those paragraphs: A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

• “The United States needs to have more of this transformative power of education.”
• “The country [the United States] incarcerates more people and at a higher rate than any other nation in the world.”

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

• “The U.S. accounts for less than 5 percent of the world population but nearly 25 percent of the incarcerated population around the globe.”
• “Roughly 2.2 million people in the United States are essentially locked away in cages. About 1 in 5 of those people are locked up for drug offenses.”

Question 3. Does this evidence support claim 1 from paragraph 8 (about the transformative power of education) or claim 2 (about the U.S.’s high incarceration rate)?

Question 4. Which word best describes this kind of evidence: A report, a study, personal experience of the author, statistics, or the opinion of an expert?

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

• “People’s prior convictions should not be held against them in their pursuit of higher learning.” (Thesis statement)
• “More must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.” (Claim)

Now, review paragraphs 11-13 (Early life of crime). In these paragraphs, Andrisse shares more of his personal story.

Question 5. Do you think his personal story is evidence for statement 1 above, statement 2, both, or neither one?

Question 6. Is yes, which one(s)?

Question 7. Do you think his personal story is good evidence? Does it persuade you to agree with him?

Paragraphs 14-16

Listed below are some claims that Andrisse makes in paragraph 14. Below each claim, please write the supporting evidence from paragraphs 15 and 16. If you can’t find any evidence, write “none.”

Claim: The more education a person has, the higher their income.

Claim: Similarly, the more education a person has, the less likely they are to return to prison.

Paragraphs 17-19

Evaluating Evidence

In these paragraphs, Andrisse returns to his personal story. He explains how his father’s illness inspired him to become a doctor and shares that he was accepted to only one of six biomedical graduate programs.

Do you think that this part of Andrisse’s story serves as evidence (support) for any claims that you’ve identified so far? Or does it support his general thesis that “people’s prior convictions should not be held against them in pursuit of higher learning?” Please explain your answer.

Paragraphs 20-23

Andrisse uses his personal experience to repeat a claim he makes in paragraph 3, that “more must be done to remove the various barriers that exist between formerly incarcerated individuals such as myself and higher education.”

To support this statement, he has to show that barriers exist. One barrier he identifies is the cost of college. He then explains the advantages of offering Pell grants to incarcerated people.

What evidence in paragraphs 21-23 support his claim about the success of Pell grants?

Paragraphs 24-28 (Remove questions about drug crimes from federal aid forms)

In this section, Andrisse argues that federal aid forms should not ask students about prior drug convictions. To support that claim, he includes a statistic about students who had to answer a similar question on their college application.

What statistic does he include?

In paragraph 25, he assumes that if a question about drug convictions discourages students from applying to college, it will probably also discourage them from applying for federal aid.

What do you think about this assumption? Do you think it’s reasonable or do you think Andrisse needs stronger evidence to show that federal aid forms should not ask students about prior drug convictions?

What Is Respite Care and Where Can I Find Respite Caregivers Near Me?

Respite care offers home caregivers a chance to relax, regroup and replenish their energy. Learn more about the types of respite care, how much respite care costs and where to find respite caregivers.

This article is based on reporting that features expert sources.

Respite Care

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Nobody can function in any role 24/7 without a break. Yet, that’s what some family caregivers do. Taking time away from the immense responsibility of caring for a loved one seems like a luxury: hard to afford and nearly impossible to manage.

“Everyone deserves the dignity of aging well in the place they call home,” says Diane Ty, the Washington, D.C.-based managing director for the Milken Institute Future of Aging.

But can aging in place come at the cost of caregiver strain and burnout? Finding a way to take a brief respite is necessary for caregiver physical and mental health. Moreover, the family member receiving care benefits from having a better-rested, reinvigorated caregiver looking after them. See what short-term respite entails and how to find respite care.

Key Takeaways:

• Respite care provides short-term relief for caregivers, allowing them to feel refreshed and avoid burnout.
• There are a variety of respite care options available, such as adult day care centers, home health care or temporary stays at an assisted living community.
• Costs of respite care can vary, depending on the option you choose, but you may be able to use benefits from Medicare, Medicaid and Medicare Advantage to help pay. Private funding may also be available.
• There are multiple resources available for caregivers from organizations like the ARCH National Respite Network and Resource Center, the National Adult Day Services Association and the Alzheimer’s Association.

What Is Respite Care?

Respite care is any type of short-term relief for caregivers. While that respite care definition sounds simple, respite can take various forms.

It can mean a few short hours without caregiving responsibilities and worries while a sibling steps in or an in-home caregiver takes over. Respite could involve dropping a parent or spouse off for adult day services. Respite might mean a long weekend away for caregivers during their loved one’s temporary stay at an assisted living facility.

Any successful respite involves some planning and preparation to enjoy that period of comparative freedom and downtime.

Respite Care Types

Respite care can take place in a variety of settings, including:

• Adult day care centers.  Also called adult day services, these programs offer assistance and supervision for older adults during the day. Adult social day care offers respite care, meals, recreation and  social activities  and may include some health services. Adult day health care provides respite care and more intensive therapeutic, health and social services for older adults with serious medical conditions who otherwise might need  nursing home care .
• In-home caregiving.  In-home respite care brings professional caregivers such as certified nursing assistants or, when needed, a visiting nurse to provide care where the older adult lives. In-home services can encompass help with preparing meals, personal hygiene, toileting and other needs, depending on the individual. This respite could encompass a few hours during the day or overnight stays.
• Assisted living stay.  Family caregivers can arrange short-term stays in some  assisted living communities , to go on vacation or attend an out-of-town event, for instance. Medication assistance, meals, help with activities of daily living and a variety of social activities are all included.
• Informal family respite.  Siblings or other relatives, friends and volunteers through community networks like CaringBridge   let people pitch in to give the primary caregiver a break. There are other respite care resources like churches and senior centers, says Peter Ross, the co-founder and CEO of Senior Helpers, a Baltimore-based organization that facilitates nonmedical in-home care for seniors. "They are usually volunteers, so you need to be careful about who comes into your home," he adds.
• Home health care . Ross explains that home health care provides certified nurse aides for short assignments paid by Medicare under a doctor's order, but not much coverage is provided.

Respite Care Costs

Respite care can be expensive. While rates vary by type of care and location, these are average costs:

• Adult day services.  The average daily rate for up to eight hours in U.S. adult day care services is $95, according to the  2023 Cost of Care Survey  conducted by Genworth Financial.
• Assisted living facilities.  The average rate for one day of assisted living community care is $176, according to the Genworth survey. However, respite care might not be offered on an occasional, short-term basis, and there may be a minimum stay requirement.
• In-home respite care.  The average cost for a home health aide is $33 an hour, or $207 per day, according to the aforementioned Genworth survey.

Ross says the best way to check the cost of respite care near you is to contact a home health agency in your area. A respite care provider will determine cost based on an assessment and work with you to create a respite care plan.

Who pays for respite care?

Before you feel the cost of respite care is too prohibitive, consider some of the following programs that are available to help you pay for respite care.

• Medicaid. Medicaid state waivers may help you pay for respite services. Contact your state's Medicaid office to learn more about how to access this benefit where you live.
• Veteran's Administration. As a veteran or dependent of a veteran, you may qualify to apply for benefits through the VA to pay for respite care. "A home care agency should be able to help you through this process," Ross explains. Ty suggests looking into the Program of Comprehensive Assistance to Family Caregivers.
• Medicare Advantage. Some Medicare Advantage plans may offer respite care or personal care services as a supplemental benefit. Contact a member services representative for your plan to learn more.
• Medicare. "Finally for Medicare recipients, starting in July, if your loved one has any form of dementia, respite care will be available through the Medicare GUIDE program ," Ross says. Contact your provider or Medicare to see how you can request this $2,500 per year benefit.
• Vouchers and stipends . Many states provide respite vouchers and stipends. A few of these assistance programs include the Lifespan Respite Program and local Area Agencies on Aging directed by the National Family Caregiver Support Program . To find an AAA in your community, search "area agencies on aging + your state's name."
• Private companies. Private funding is available through grant programs administered by organizations like Hilarity for Charity , the National Organization for Rare Diseases, the National Multiple Sclerosis Society and even by faith-based organizations, such as Lutheran Services in America .

How to Find Respite Care Near Me

These are good starting points for family caregivers seeking respite care and support:

• ARCH National Respite Network and Resource Center . Funded by the Administration for Community Living, ARCH offers the  National Respite Locator  among myriad services for family caregivers.
• National Adult Day Services Association.  The  NADSA directory  lets users find adult day services throughout the country.
• Eldercare Locator and call center.  The  interactive tool  connects caregivers and older adults to their AAA, which can direct users to local services, including respite care. You can also call 800-677-1116   to speak with an agency staff member.
• Disability services.  To ask about services like respite for caregivers of younger people who have a disability such as a cognitive or mobility impairment, call the Disability Information and Access Line at 888-677-1199.
• Alzheimer’s Association.  For caregivers of a family member with Alzheimer’s disease or other dementia, these are helpful  respite-related resources .
• Department of Veterans Affairs.  VA medical centers can give the  veteran’s caregiver  a break by taking over that care for a limited time, for up to 30 days in a calendar year. This respite care may be provided at the VA medical center, in a community facility or in the veteran’s home.

A geriatric care manager can be a professional ally for family caregivers, with extensive knowledge of local options. Also referred to as aging life care experts, geriatric care managers work with older adults and their families to identify needs, make a care plan and find services in the community, according to the National Institute on Aging.

When People Seek Respite

Respite care is a popular resource for caregivers associated with the National Family Caregiver Support Program , established by Congress in 2000 as part of the Older Americans Act. In 2023, Congress increased funding by $2 million compared with fiscal year 2022.

It's clear that the need for respite care is so great because of the impact it has on families and caregivers.

“Most family caregivers don’t identify as caregivers, so oftentimes people don’t search for things like respite until they are overwhelmed and stressed,” says Sandy Markwood, the CEO of USAging, based in Washington, D.C.

She adds that “caregiving often extends beyond an episodic event into months and years. So, caregivers find that trying to continue to maintain that level of support over time becomes difficult, the families find. It’s one thing if Mom and Dad are returning from a hospital stay and they need help for a couple of weeks, or maybe a month or so. But if it’s three or four years? It’s a different situation.”

Markwood suggests looking into online communities like CaringBridge, where family members can all pitch in, for instance, when a loved one is recovering from a fall .

Respite care plays a crucial role in maintaining a caregiver's well-being by offering vital breaks to combat burnout and alleviate stress , says Shanna Grayson, the vice president of care management at Homethrive, an Illinois-based health tech company tackling the caregiving crisis.

"These breaks provide opportunities for rest, rejuvenation and the strengthening of bonds with loved ones," she notes.

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Advantages of Respite Care

Respite offers advantages to the person receiving and giving care.

• More present caregiving . “It’s having a caregiver who is refreshed,” Markwood says. “One who is able to care, and able to be there and be present.” When a caregiver has a chance to take a breather, “it’s renewing on both sides,” she adds.
• Reduced caregiver burnout . With respite, family caregivers can make it to their own doctors’ appointments, go to the grocery store or watch a child’s soccer game, Markwood says. Respite means “just making sure that their loved one is safe and secure so they can go off and do things that are important in their lives, but not worrying the whole time about the care their loved one is getting,” she points out.
• Change in scenery for the care recipient . In some cases, respite care might feel disruptive for the person receiving care, especially if they have dementia or a memory condition. But for others, the change of pace and sharing their story with a new caregiver is a welcome change in routine.

Respite Care Challenges

People may push back at being attended to by anyone other than their comforting family caregiver, at least at first. That reluctance can be heightened when respite involves a short stay in an assisted living facility . Challenges can include:

• Difficulty trusting a new caregiver . Consider your loved one's cognitive status and understanding when arranging respite care. They may need days or even weeks of mental preparation for the anticipated schedule and care change. For individuals that don't have full cognitive understanding, work preemptively with the respite caregiver to ensure a smooth transition. For example, if your loved one has a specific preference in their daily routine or a snack they like to take with their medications.
• Cost of care . Cost is a barrier for many individuals seeking respite care. Look into assistance programs to help with the cost. You can also compare quotes for multiple respite services before choosing.
• Finding a reputable respite care program . To ensure your loved one will be receiving high-quality care, have a discussion with your anticipated care team to discuss their qualifications and licensing. It's also important to consider the religious, personal or cultural needs of your loved one when matching them to a respite service.

Hiring in-home care may be a simpler possibility. As with most aspects of caregiving, there aren’t cut-and-dried answers or solutions.

Pros and Cons of Assisted Living

The U.S. News Health team delivers accurate information about health, nutrition and fitness, as well as in-depth medical condition guides. All of our stories rely on multiple, independent sources and experts in the field, such as medical doctors and licensed nutritionists. To learn more about how we keep our content accurate and trustworthy, read our  editorial guidelines .

Grayson is the the vice president of care management at Homethrive, an Illinois-based health tech company tackling the caregiving crisis.

Markwood is the CEO of USAging based in Washington, D.C.

Ross is the co-founder and CEO of Senior Helpers, a Baltimore-based organization which facilitates nonmedical in-home care for seniors. Ross is based on Sarasota, Florida.

Ty is based out of Washington, D.C., and is a managing director for the Milken Institute Future of Aging.

Tags: senior health , caregiving , Alzheimer's disease , dementia , stress

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This 3D printer can figure out how to print with an unknown material

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While 3D printing has exploded in popularity, many of the plastic materials these printers use to create objects cannot be easily recycled. While new sustainable materials are emerging for use in 3D printing, they remain difficult to adopt because 3D printer settings need to be adjusted for each material, a process generally done by hand.

To print a new material from scratch, one must typically set up to 100 parameters in software that controls how the printer will extrude the material as it fabricates an object. Commonly used materials, like mass-manufactured polymers, have established sets of parameters that were perfected through tedious, trial-and-error processes.

But the properties of renewable and recyclable materials can fluctuate widely based on their composition, so fixed parameter sets are nearly impossible to create. In this case, users must come up with all these parameters by hand.

Researchers tackled this problem by developing a 3D printer that can automatically identify the parameters of an unknown material on its own.

A collaborative team from MIT’s Center for Bits and Atoms (CBA), the U.S. National Institute of Standards and Technology (NIST), and the National Center for Scientific Research in Greece (Demokritos) modified the extruder, the “heart” of a 3D printer, so it can measure the forces and flow of a material.

These data, gathered through a 20-minute test, are fed into a mathematical function that is used to automatically generate printing parameters. These parameters can be entered into off-the-shelf 3D printing software and used to print with a never-before-seen material. 

The automatically generated parameters can replace about half of the parameters that typically must be tuned by hand. In a series of test prints with unique materials, including several renewable materials, the researchers showed that their method can consistently produce viable parameters.

This research could help to reduce the environmental impact of additive manufacturing, which typically relies on nonrecyclable polymers and resins derived from fossil fuels.

“In this paper, we demonstrate a method that can take all these interesting materials that are bio-based and made from various sustainable sources and show that the printer can figure out by itself how to print those materials. The goal is to make 3D printing more sustainable,” says senior author Neil Gershenfeld, who leads CBA.

His co-authors include first author Jake Read a graduate student in the CBA who led the printer development; Jonathan Seppala, a chemical engineer in the Materials Science and Engineering Division of NIST; Filippos Tourlomousis, a former CBA postdoc who now heads the Autonomous Science Lab at Demokritos; James Warren, who leads the Materials Genome Program at NIST; and Nicole Bakker, a research assistant at CBA. The research is published in the journal Integrating Materials and Manufacturing Innovation .

Shifting material properties

In fused filament fabrication (FFF), which is often used in rapid prototyping, molten polymers are extruded through a heated nozzle layer-by-layer to build a part. Software, called a slicer, provides instructions to the machine, but the slicer must be configured to work with a particular material.

Using renewable or recycled materials in an FFF 3D printer is especially challenging because there are so many variables that affect the material properties.

For instance, a bio-based polymer or resin might be composed of different mixes of plants based on the season. The properties of recycled materials also vary widely based on what is available to recycle.

“In ‘Back to the Future,’ there is a ‘Mr. Fusion’ blender where Doc just throws whatever he has into the blender and it works [as a power source for the DeLorean time machine]. That is the same idea here. Ideally, with plastics recycling, you could just shred what you have and print with it. But, with current feed-forward systems, that won’t work because if your filament changes significantly during the print, everything would break,” Read says.

To overcome these challenges, the researchers developed a 3D printer and workflow to automatically identify viable process parameters for any unknown material.

They started with a 3D printer their lab had previously developed that can capture data and provide feedback as it operates. The researchers added three instruments to the machine’s extruder that take measurements which are used to calculate parameters.

A load cell measures the pressure being exerted on the printing filament, while a feed rate sensor measures the thickness of the filament and the actual rate at which it is being fed through the printer.

“This fusion of measurement, modeling, and manufacturing is at the heart of the collaboration between NIST and CBA, as we work develop what we’ve termed ‘computational metrology,’” says Warren.

These measurements can be used to calculate the two most important, yet difficult to determine, printing parameters: flow rate and temperature. Nearly half of all print settings in standard software are related to these two parameters. 

Deriving a dataset

Once they had the new instruments in place, the researchers developed a 20-minute test that generates a series of temperature and pressure readings at different flow rates. Essentially, the test involves setting the print nozzle at its hottest temperature, flowing the material through at a fixed rate, and then turning the heater off.

“It was really difficult to figure out how to make that test work. Trying to find the limits of the extruder means that you are going to break the extruder pretty often while you are testing it. The notion of turning the heater off and just passively taking measurements was the ‘aha’ moment,” says Read.

These data are entered into a function that automatically generates real parameters for the material and machine configuration, based on relative temperature and pressure inputs. The user can then enter those parameters into 3D printing software and generate instructions for the printer.

In experiments with six different materials, several of which were bio-based, the method automatically generated viable parameters that consistently led to successful prints of a complex object.

Moving forward, the researchers plan to integrate this process with 3D printing software so parameters don’t need to be entered manually. In addition, they want to enhance their workflow by incorporating a thermodynamic model of the hot end, which is the part of the printer that melts the filament.

This collaboration is now more broadly developing computational metrology, in which the output of a measurement is a predictive model rather than just a parameter. The researchers will be applying this in other areas of advanced manufacturing, as well as in expanding access to metrology.

“By developing a new method for the automatic generation of process parameters for fused filament fabrication, this study opens the door to the use of recycled and bio-based filaments that have variable and unknown behaviors. Importantly, this enhances the potential for digital manufacturing technology to utilize locally sourced sustainable materials,” says Alysia Garmulewicz, an associate professor in the Faculty of Administration and Economics at the University of Santiago in Chile who was not involved with this work.

This research is supported, in part, by the National Institute of Standards and Technology and the Center for Bits and Atoms Consortia.

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MIT researchers have developed a 3D printer  that can use “unrecognizable printing materials in real-time to create more eco-friendly products,” reports Andrew Paul for Popular Science. The engineers “detailed a newly designed mathematical function that allows off-the-shelf 3D-printer’s extruder software to use multiple materials—including bio-based polymers, plant-derived resins, or other recyclables,” explains Paul.

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How to Get Student Loan Forgiveness in 2024

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Student loan forgiveness has a mixed track record. Last summer, the Supreme Court struck down a broad plan that would’ve erased up to $20,000 per borrower. Still, student loan forgiveness is more accessible now than ever before. A handful of existing federal student loan forgiveness programs have erased $143.6 billion in student debt for 3.96 million borrowers as of March 21, according to the Education Department, with more to come this year.

The White House is currently trying to push through a narrower forgiveness ‘Plan B’ version of its failed broad forgiveness plan. The proven paths to forgiveness, however, include programs that range from income-driven repayment (IDR) plans — which cap monthly bills at a percentage of your income and forgive your remaining balance after 10 to 25 years — to niche programs for borrowers with certain loan types, jobs or school circumstances.

Here’s how to get student loan forgiveness in 2024 — and what you need to know before pursuing this path.

Check your eligibility

You must have federal student loans to qualify for a forgiveness program. Private student loans aren’t eligible.

To verify you have federal loans, go to StudentAid.gov , and try to log in or recover your account.

Next, check which types of federal student loans you have. If you have certain types of loans, like commercially held FFELP or Perkins loans, you may have to consolidate them before going after forgiveness .

Income-driven repayment

The newest IDR plan — Saving on a Valuable Education, or SAVE — is the most accessible path to forgiveness. All borrowers with federal direct loans are eligible to enroll.

The SAVE plan forgives remaining student debt in as little as 10 years if you have an original balance of $12,000 or less, and in up to 20 or 25 years for other borrowers. While working toward forgiveness, your monthly bills could be $0 per month if you earn less than $32,800 as an individual or $67,500 as a family of four; otherwise, they’ll be capped at 5%-10% of your income.

Public Service Loan Forgiveness

If you work for a qualifying government or nonprofit employer, you could be eligible for Public Service Loan Forgiveness (PSLF) . This program erases your remaining balance after a decade of repayment.

“Generally, the PSLF program is the best one if you have access to it,” says Scott Stark, a financial coach and certified financial planner at Financial Finesse, a workplace financial wellness company.

Other forgiveness programs

Outside of IDR and PSLF, your student loan forgiveness options may include:

Teacher Loan Forgiveness , if you work in a qualifying low-income school. 

Borrower defense to repayment , if you think your school defrauded you. 

Closed school discharge , if your school closed during or shortly after your time there.

Perkins loan cancellation , if you have Perkins loans and work in public service.  

State-based student loan payment assistance , if you work in health care or are willing to relocate to a new area. 

Do the math

Use the Education Department’s loan simulator to see how much debt you could get erased under various forgiveness programs and repayment plans, how much your monthly payments could be and how long you’ll be in repayment.

If an IDR plan will result in you paying more interest for a longer period or paying off your debt before getting forgiveness, then it may not be a good choice for you. (Public Service Loan Forgiveness also requires enrollment in an IDR plan.)

“It really is a case-by-case kind of thing, but generally speaking, for people whose income is relatively high compared to their student debt loads, the income-driven repayment plans can be pretty unattractive,” says Tisa Silver Canady, founder of the Maryland Center for Collegiate Financial Wellness. “It might behoove them to just stay on a balance-driven plan and pay extra when they feel it makes sense.” Making extra payments toward the principal while on a balance-driven plan — like the standard 10-year plan , which splits your loan into 120 payments — allows you to shrink your debt faster and reduce total interest costs.

On the other hand, if the math for IDR works out such that borrowers can have smaller payments and keep more of their money to reach other financial goals, pursuing forgiveness is a good option, Stark says.

Prepare for a future tax bomb

IDR student loan forgiveness is exempt from federal taxes through 2025. After that, any amount forgiven could result in a student loan tax bomb . A small number of states tax IDR forgiveness, too.

It’s important to plan for a tax bomb if your forgiveness timeline will extend past 2025. Put a small amount of money aside each month to cover your future tax bill, Stark says.

Use the loan simulator to determine how much forgiveness you could ultimately receive: Your taxable income will increase by that amount in the year you get forgiveness. In some cases, the forgiveness could push you into a higher tax bracket, which could further increase your tax burden. If the amount you have to set aside each month to cover the tax bill is larger than the amount you’d save on the IDR plan, it might not be worth it.

Loan balances forgiven through PSLF, Teacher Loan Forgiveness, borrower defense to repayment, closed school discharge and Perkins loan cancellation are exempt from federal taxation.

Change your repayment plan

If you decide IDR forgiveness is the right choice, you must switch to an IDR plan like SAVE.

To sign up for an IDR plan, submit an online application at StudentAid.gov/IDR or call your student loan servicer.

You must also sign up for an IDR plan if you’re striving for PSLF. Choose the plan that gives you the smallest monthly bill to maximize the amount you could get forgiven after 10 years. It’s a good idea to submit your PSLF employer verification form each year to stay on track for forgiveness, Canady says. You can do this through the Education Department’s online PSLF Help Tool .

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What Is a Thesis? | Ultimate Guide & Examples

Published on 15 September 2022 by Tegan George . Revised on 5 December 2023.

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a PhD program in the UK.

Writing a thesis can be a daunting experience. Indeed, alongside a dissertation , it is the longest piece of writing students typically complete. It relies on your ability to conduct research from start to finish: designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

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Table of contents

Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

• A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarise the central points of your academic essay .
• A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement to complete a PhD program.
• In many countries, particularly the UK, a dissertation is generally written at the bachelor’s or master’s level.
• In the US, a dissertation is generally written as a final step toward obtaining a PhD.

Prevent plagiarism, run a free check.

The final structure of your thesis depends on a variety of components, such as:

• Your discipline
• Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section ,  results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

• Example thesis #1:   ‘Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807’ by Suchait Kahlon.
• Example thesis #2: ‘”A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947’ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

• Your full title
• Your full name
• Your department
• Your institution and degree program
• Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Read more about title pages

The acknowledgements section is usually optional. Its main point is to allow you to thank everyone who helped you in your thesis journey, such as supervisors, friends, or family. You can also choose to write a preface , but it’s typically one or the other, not both.

Read more about acknowledgements Read more about prefaces

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An abstract is a short summary of your thesis. Usually a maximum of 300 words long, it’s should include brief descriptions of your research objectives , methods, results, and conclusions. Though it may seem short, it introduces your work to your audience, serving as a first impression of your thesis.

Read more about abstracts

A table of contents lists all of your sections, plus their corresponding page numbers and subheadings if you have them. This helps your reader seamlessly navigate your document.

Your table of contents should include all the major parts of your thesis. In particular, don’t forget the the appendices. If you used heading styles, it’s easy to generate an automatic table Microsoft Word.

Read more about tables of contents

While not mandatory, if you used a lot of tables and/or figures, it’s nice to include a list of them to help guide your reader. It’s also easy to generate one of these in Word: just use the ‘Insert Caption’ feature.

Read more about lists of figures and tables

If you have used a lot of industry- or field-specific abbreviations in your thesis, you should include them in an alphabetised list of abbreviations . This way, your readers can easily look up any meanings they aren’t familiar with.

Read more about lists of abbreviations

Relatedly, if you find yourself using a lot of very specialised or field-specific terms that may not be familiar to your reader, consider including a glossary . Alphabetise the terms you want to include with a brief definition.

Read more about glossaries

An introduction sets up the topic, purpose, and relevance of your thesis, as well as expectations for your reader. This should:

• Ground your research topic , sharing any background information your reader may need
• Define the scope of your work
• Introduce any existing research on your topic, situating your work within a broader problem or debate
• State your research question(s)
• Outline (briefly) how the remainder of your work will proceed

In other words, your introduction should clearly and concisely show your reader the “what, why, and how” of your research.

Read more about introductions

A literature review helps you gain a robust understanding of any extant academic work on your topic, encompassing:

• Selecting relevant sources
• Determining the credibility of your sources
• Critically evaluating each of your sources
• Drawing connections between sources, including any themes, patterns, conflicts, or gaps

A literature review is not merely a summary of existing work. Rather, your literature review should ultimately lead to a clear justification for your own research, perhaps via:

• Addressing a gap in the literature
• Building on existing knowledge to draw new conclusions
• Exploring a new theoretical or methodological approach
• Introducing a new solution to an unresolved problem
• Definitively advocating for one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyses the concepts and theories that your research hinges on.

Read more about theoretical frameworks

Your methodology chapter shows your reader how you conducted your research. It should be written clearly and methodically, easily allowing your reader to critically assess the credibility of your argument. Furthermore, your methods section should convince your reader that your method was the best way to answer your research question.

A methodology section should generally include:

• Your overall approach ( quantitative vs. qualitative )
• Your research methods (e.g., a longitudinal study )
• Your data collection methods (e.g., interviews or a controlled experiment
• Any tools or materials you used (e.g., computer software)
• The data analysis methods you chose (e.g., statistical analysis , discourse analysis )
• A strong, but not defensive justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. These two sections work in tandem, but shouldn’t repeat each other. While your results section can include hypotheses or themes, don’t include any speculation or new arguments here.

Your results section should:

• State each (relevant) result with any (relevant) descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
• Explain how each result relates to the research question
• Determine whether the hypothesis was supported

Additional data (like raw numbers or interview transcripts ) can be included as an appendix . You can include tables and figures, but only if they help the reader better understand your results.

Read more about results sections

Your discussion section is where you can interpret your results in detail. Did they meet your expectations? How well do they fit within the framework that you built? You can refer back to any relevant source material to situate your results within your field, but leave most of that analysis in your literature review.

For any unexpected results, offer explanations or alternative interpretations of your data.

Read more about discussion sections

Your thesis conclusion should concisely answer your main research question. It should leave your reader with an ultra-clear understanding of your central argument, and emphasise what your research specifically has contributed to your field.

Why does your research matter? What recommendations for future research do you have? Lastly, wrap up your work with any concluding remarks.

Read more about conclusions

In order to avoid plagiarism , don’t forget to include a full reference list at the end of your thesis, citing the sources that you used. Choose one citation style and follow it consistently throughout your thesis, taking note of the formatting requirements of each style.

Which style you choose is often set by your department or your field, but common styles include MLA , Chicago , and APA.

Create APA citations Create MLA citations

In order to stay clear and concise, your thesis should include the most essential information needed to answer your research question. However, chances are you have many contributing documents, like interview transcripts or survey questions . These can be added as appendices , to save space in the main body.

Read more about appendices

Once you’re done writing, the next part of your editing process begins. Leave plenty of time for proofreading and editing prior to submission. Nothing looks worse than grammar mistakes or sloppy spelling errors!

Consider using a professional thesis editing service to make sure your final project is perfect.

Once you’ve submitted your final product, it’s common practice to have a thesis defense, an oral component of your finished work. This is scheduled by your advisor or committee, and usually entails a presentation and Q&A session.

After your defense, your committee will meet to determine if you deserve any departmental honors or accolades. However, keep in mind that defenses are usually just a formality. If there are any serious issues with your work, these should be resolved with your advisor way before a defense.

The conclusion of your thesis or dissertation shouldn’t take up more than 5-7% of your overall word count.

When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

If you only used a few abbreviations in your thesis or dissertation, you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimising confusion about abbreviations unfamiliar to your reader.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organise your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation, such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review, research methods, avenues for future research, etc.)

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How to Find Sources | Scholarly Articles, Books, Etc.

Published on June 13, 2022 by Eoghan Ryan . Revised on May 31, 2023.

It’s important to know how to find relevant sources when writing a  research paper , literature review , or systematic review .

The types of sources you need will depend on the stage you are at in the research process , but all sources that you use should be credible , up to date, and relevant to your research topic.

There are three main places to look for sources to use in your research:

Research databases

• Your institution’s library
• Other online resources

Table of contents

Library resources, other online sources, other interesting articles, frequently asked questions about finding sources.

You can search for scholarly sources online using databases and search engines like Google Scholar . These provide a range of search functions that can help you to find the most relevant sources.

If you are searching for a specific article or book, include the title or the author’s name. Alternatively, if you’re just looking for sources related to your research problem , you can search using keywords. In this case, it’s important to have a clear understanding of the scope of your project and of the most relevant keywords.

Databases can be general (interdisciplinary) or subject-specific.

• You can use subject-specific databases to ensure that the results are relevant to your field.
• When using a general database or search engine, you can still filter results by selecting specific subjects or disciplines.

Example: JSTOR discipline search filter

Check the table below to find a database that’s relevant to your research.

Google Scholar

To get started, you might also try Google Scholar , an academic search engine that can help you find relevant books and articles. Its “Cited by” function lets you see the number of times a source has been cited. This can tell you something about a source’s credibility and importance to the field.

Example: Google Scholar “Cited by” function

Boolean operators

Boolean operators can also help to narrow or expand your search.

Boolean operators are words and symbols like AND , OR , and NOT that you can use to include or exclude keywords to refine your results. For example, a search for “Nietzsche NOT nihilism” will provide results that include the word “Nietzsche” but exclude results that contain the word “nihilism.”

Many databases and search engines have an advanced search function that allows you to refine results in a similar way without typing the Boolean operators manually.

Example: Project Muse advanced search

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You can find helpful print sources in your institution’s library. These include:

• Journal articles
• Encyclopedias
• Newspapers and magazines

Make sure that the sources you consult are appropriate to your research.

You can find these sources using your institution’s library database. This will allow you to explore the library’s catalog and to search relevant keywords. You can refine your results using Boolean operators .

Once you have found a relevant print source in the library:

• Consider what books are beside it. This can be a great way to find related sources, especially when you’ve found a secondary or tertiary source instead of a primary source .
• Consult the index and bibliography to find the bibliographic information of other relevant sources.

You can consult popular online sources to learn more about your topic. These include:

• Crowdsourced encyclopedias like Wikipedia

You can find these sources using search engines. To refine your search, use Boolean operators in combination with relevant keywords.

However, exercise caution when using online sources. Consider what kinds of sources are appropriate for your research and make sure the sites are credible .

Look for sites with trusted domain extensions:

• URLs that end with .edu are educational resources.
• URLs that end with .gov are government-related resources.
• DOIs often indicate that an article is published in a peer-reviewed , scientific article.

Other sites can still be used, but you should evaluate them carefully and consider alternatives.

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

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 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

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You can find sources online using databases and search engines like Google Scholar . Use Boolean operators or advanced search functions to narrow or expand your search.

For print sources, you can use your institution’s library database. This will allow you to explore the library’s catalog and to search relevant keywords.

It is important to find credible sources and use those that you can be sure are sufficiently scholarly .

• Consult your institute’s library to find out what books, journals, research databases, and other types of sources they provide access to.
• Look for books published by respected academic publishing houses and university presses, as these are typically considered trustworthy sources.
• Look for journals that use a peer review process. This means that experts in the field assess the quality and credibility of an article before it is published.

When searching for sources in databases, think of specific keywords that are relevant to your topic , and consider variations on them or synonyms that might be relevant.

Once you have a clear idea of your research parameters and key terms, choose a database that is relevant to your research (e.g., Medline, JSTOR, Project MUSE).

Find out if the database has a “subject search” option. This can help to refine your search. Use Boolean operators to combine your keywords, exclude specific search terms, and search exact phrases to find the most relevant sources.

There are many types of sources commonly used in research. These include:

You’ll likely use a variety of these sources throughout the research process , and the kinds of sources you use will depend on your research topic and goals.

Scholarly sources are written by experts in their field and are typically subjected to peer review . They are intended for a scholarly audience, include a full bibliography, and use scholarly or technical language. For these reasons, they are typically considered credible sources .

Popular sources like magazines and news articles are typically written by journalists. These types of sources usually don’t include a bibliography and are written for a popular, rather than academic, audience. They are not always reliable and may be written from a biased or uninformed perspective, but they can still be cited in some contexts.

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Wizards find no shortage of silver linings in loss to Timberwolves

MINNEAPOLIS — There’s only so much giddiness left to be had on the court near the end of the NBA calendar year when your team has long been eliminated from the playoffs and already clinched the most losses in a season in franchise history.

But one thing that’s always fun? Playing the spoiler, even if just for a bit.

The Washington Wizards experienced three quarters of that Tuesday in a 130-121 loss that showed the duality of the Wizards experience. They walked onto the court at Target Center with their nine available players to line up against Rudy Gobert, Anthony Edwards and the Western Conference-leading Minnesota Timberwolves and gave them a fight.

Then the pendulum swung, and Edwards recorded a career-high 51 points on 17-for-29 shooting from the field, including 6-for-13 from three-point range, mugging for the crowd with gusto afterward in celebration of the first 50-point game of his career.

April in the NBA can be a little funny like that.

The Timberwolves certainly felt the weirdness.

The pressure was on for the home team because it’s locked in a three-way battle with the Denver Nuggets (54-24) and the Oklahoma City Thunder (54-25) for the first seed in the West. One game separates the three teams in the standings, and the Timberwolves (55-24) have a date with the Nuggets on Wednesday. The Wizards stumbled across their opponents daydreaming about Nikola Jokic and made hay.

“We wanted to play aggressively — attack the paint and kick out to make threes,” Wizards interim coach Brian Keefe said. “We did that — really great sharing the ball early in the game.”

The Timberwolves, with all their weapons and their top-rated defense, didn’t take their first lead until there was all of 2:02 left in the third quarter.

And, no, Tuesday was not some grand crumbling for the Wizards even though they lost a 21-point, first-quarter lead. The Timberwolves beat the Toronto Raptors by 48 points a week ago. The fact that the Wizards (15-65) had a 21-point lead in the first place and weren’t just chum in the water was more the surprise.

The Wizards didn’t do anything particularly special other than stay calm, move the ball and share in the scoring. It was their offense that got them off to such a hot start — while Minnesota was sleepwalking, Washington was draining three-pointers.

It hit 9 of 13 attempts from long range to notch a franchise record for three-pointers in the first quarter and drop 44 points on the Timberwolves; that was the most points Minnesota has allowed in a quarter all season.

“We’re learning what it takes to get good shots for us on offense, and we have guys who can get downhill and make plays for others. … That was how we got the lead,” Keefe said. “We’re growing in those terms and realizing what our identity is, how we keep building that. The guys really played unselfishly tonight.”

Corey Kispert led with 25 points, including five three-pointers, and Jordan Poole was right behind him with 24 points. The Wizards had six players in double figures — all five starters and guard Johnny Davis, who had 10 points.

Edwards’ career-best haul meant the hip-hop classic “I Got 5 on It” — Edwards wears No. 5 — blared after the final whistle.

“It’s hard. It’s hard [to keep Edwards off the ball],” Kispert said. “They kind of do everything through him, and he’s electric when he gets it in his hands. … Obviously that showed tonight. He got really hot, and we didn’t do a great job of cutting his water off. He was the reason why they came back and won.”

Nickeil Alexander-Walker stepped in to add 23 points off the bench after Naz Reid was ejected late in the first quarter for elbowing Davis in the head after a basket, which was deemed “unnecessary and excessive contact.”

Gobert added 19 points and 16 rebounds.

The Timberwolves, as unfocused as they were throughout the first half, chipped away steadily at Washington’s lead until a 39-point third quarter finally put them in front with Edwards, no surprise, leading the way. He took all the pressure his team seemed to be feeling and used it as fuel, pouring in 17 points in the third quarter.

“We could have done a little better job trying to get the ball out of his hands, but credit to him — he put them on his back,” Keefe said. " … There’s a reason they’re one of the best teams in the West.”

• Wizards find no shortage of silver linings in loss to Timberwolves April 9, 2024 Wizards find no shortage of silver linings in loss to Timberwolves April 9, 2024
• Size disadvantage wears on Wizards, who come up short in record-tying loss April 6, 2024 Size disadvantage wears on Wizards, who come up short in record-tying loss April 6, 2024
• Wizards stay in the fight but fall short at home to the Lakers April 3, 2024 Wizards stay in the fight but fall short at home to the Lakers April 3, 2024

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Over the years, I've tested numerous cables and used quite a few regularly, constantly battling with tangles. It's truly refreshing to finally have a cable that resists becoming a bird's nest of a mess and  reliably handles a full 240W of power transfer safely. This cable stands out as a game-changer in both functionality and convenience, and you can bet that I'll be packing it with me for travel.

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