The Writing Center • University of North Carolina at Chapel Hill

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, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

  • to test your ideas by distilling them into a sentence or two
  • to better organize and develop your argument
  • to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”
A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

  • take on a subject upon which reasonable people could disagree
  • deal with a subject that can be adequately treated given the nature of the assignment
  • express one main idea
  • assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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choosing a topic and formulating a thesis statement

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

choosing a topic and formulating a thesis statement

What’s Covered:

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

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

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

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

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

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

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

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

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

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

Step 2: Figure out what point you want to make

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

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

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

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

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

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

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

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

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

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

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

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

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

choosing a topic and formulating a thesis statement

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Getting Started: Library Research Strategy

  • Choosing Your Topic
  • Gathering Background Information
  • Defining Key Terms
  • Crafting a Research Question
  • Gathering Relevant Information
  • Evaluating Sources This link opens in a new window

Formulating a Thesis Statement

  • Avoiding Plagiarism This link opens in a new window
  • Citation Styles This link opens in a new window

A thesis statement clearly states the main idea or concept of an essay.

Keys to formulating a thesis statement:

  • Focus on one main idea or concept
  • Choose a clear stance on the issue
  • Make it interesting to your audience
  • It may be helpful to divide your thesis statement into two Parts: Main topic (what?) and Comment (what about it?)
  • If needed, revise the thesis statement as your paper develops

The current crisis between Israel and Palestine may lead to a major war in the Middle East.

Soccer is a growing sport among youth in the United States.

The civil liberties that American Citizens have enjoyed in the past are decreasing due to the terrorist attacks on September 11, 2001.

NOTE: Before deciding on a thesis statement, you may need to conduct background research on a topic to better inform yourself. Reference resources can provide useful background information on topics. Also, your librarians are happy to help you locate information.

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Tips and Examples for Writing Thesis Statements

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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

choosing a topic and formulating a thesis statement

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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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EN-121 - Resources for Analytical Thinking, Writing, and Research: Choosing, Narrowing the Topic & Forming a Thesis Statement

  • Finding Sources & Conducting Research
  • Information Literacy & Credibility
  • Choosing, Narrowing the Topic & Forming a Thesis Statement
  • Annotated Bibliography
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  • Making Presentations

EN-121 Research Instruction Video Playlist

Visual learner , visit the en-121 youtube playlist.

choosing a topic and formulating a thesis statement

This frequently-updated playlist includes instructional videos on research, writing, and critical thinking from many colleges and universities.

Where to Look for Topic Ideas

Need some ideas for an essay topic .

Looking for an issue to write or speak about? 

Read over your assignment carefully -- find details of required or suggested topics!

Current Events

Context-oriented Websites and Databases:

  • ProCon.org or
  • Gale Opposing Viewpoints Database (click on Browse Issues).
  • ​​​ Try our list of credible news sources .

Topics in your life

What issues are directly affecting you right now?

● The City : (for local issues like: education ,   the  economy ,  housing ,   transportation , justice , elections ,  and work ).

● APA’s Psychology Topics (for mental health issues, e.g.: stress, personality, depression, anxiety, etc.)

● National Institute of Health  (for health & medical topics: e.g.: diabetes, heart health, fitness, healthy eating, etc.)

University of Michigan Research Question Generator

Try this research question generator from the university of michigan..

This handy gadget takes you step-by-step through the process of finding a broad topic, and then narrowing your topic down to fit the parameters of your research project.

choosing a topic and formulating a thesis statement

( Please note : By clicking above, you will leave the Monroe College LibGuide and  will be taken to the University of Michigan LibGuides website.)

Presentation: Choosing and Narrowing Your Topic

  • PRESENTATION_ EN 121 - Milestone 1 - Choosing and Narrowing Down a Topic

Downloadable Worksheet: Choosing and Narrowing Your Topic

  • Worksheet - Choosing and Narrowing Your Research Topic

A Monroe College Research Guide

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

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

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

Steps in Constructing a Thesis

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

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

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

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

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

Some Caveats and Some Examples

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

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

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

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

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

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

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English 101/102 Research Guide: Formulate a research topic

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Formulating a research topic

Choosing a topic, narrowing your topic.

  • Developing your research problem and question
  • State your working thesis

The hardest part of research is getting started! Choosing a topic can be intimidating, especially in introductory classes, when you don't really know much about the subject. The most important thing to remember is this: you are doing research, so don't make a statement about what you want to prove and then go looking for evidence to support your claim. Instead, start out with an interest, read some articles on the topic and then take a stance on the subject based on what you have learned.

Here are some tips to get you started:

1. Think about the topics in your class that have interested you so far. Or, if it is the beginning of the semester, think about what you expect the course will cover and what you expect to enjoy about the class. When you added this class, what made you think it might be interesting?

2. Flip through your textbooks and look for chapter titles or subheadings that interest you. Or, look at a magazine or journal (online or in print) in your subject area and look for interesting article.

3. Think about controversies or current events in your subject area. Could they lead to a potential research question? If you don't know any controversies or current events for your subject, Google "Controversies in XYZ," "Disagreements in XYZ," or "Current hot topics in XYX" and see if something you find interests you.

4. Think about what you’re studying in other classes. Are there interesting ways in which they might intersect with or relate to this class?

5. Talk to your classmates. Find out what ideas they’re considering. Talking to each other is a good way to brainstorm and to figure out what interests you.

6. Talk to your instructor. They may have suggestions, or can give you examples of the sort of ideas that have made for good papers for other students.

Some things to consider when choosing a topic:

How long does your paper need to be?

A shorter paper will need a more narrowly focused idea, and a longer paper a broader one.      How much time do you have?

If you have several weeks, it’s likely your instructor is expecting you to do a lot of research.

Do you need a a particular number or type of references?

Scholarly books and articles take time to write and publish, so topics focused narrowly on a very recent event can be problematic.

Once you have a general idea what you want to write about, you need to make sure your topic is narrow enough to be workable. You do not want your topic to be so broad you could write a whole book on it or so narrow you can't find any information.

What is an example of narrowing your topic?

choosing a topic and formulating a thesis statement

How can you narrow your topic?

1. Ask yourself who, what, where, when, why and how questions about your topic. Using the above "Too Broad" topic as an example, when thinking about teaching reading, we can ask who? (early chapter book readers) and how? (active learning strategies). If we were writing a historical overview of strategies for teaching reading, we might have narrowed our focus by asking "when". Then our topic might have narrowed like this: A comparison of how reading was taught in the 1970's vs 21st century strategies. If we were interested in comparing how reading is taught in other countries, we might have narrowed our topic by asking "where." Then, our topic might have been: Teaching reading in third world countries.

2. Create a mind map. Write down your broad topic in the middle of a piece of paper. Then brainstorm associated ideas. The terms you write down will likely be good directions to take when narrowing your topic. Here is an example:

choosing a topic and formulating a thesis statement

What is a research question?

Once you have done enough research to narrow your topic to something manageable, you are probably ready to formulate your research question. A Research Question is a statement that identifies the phenomenon to be studied. For example, "Does education play a role in reducing juvenile delinquents' return to crime?" Your research question will drive your research. You will be looking for the answer to your question and that answer will become the thesis statement of your final paper.

Where do you start when formulating a research question?

Start with the topic that your have decided upon and then list all the questions that you'd like answered about it yourself.

What makes a good research question?

1. It is researchable. A question that can be answered with yes/no or a simple fact is not a research question.

2. It is unbiased. A good research question does not lead a researcher to a particular conclusion. It allows for investigation. Conclusions are based on that investigation.

3. It is manageable. "What effects do electronic devices have on people?" is a researchable, unbiased question, but it is not manageable. "Electronic devices" and "people" are too broad. A better question would be, "What effects does television have on children between the ages of 2-10?"

4. It is interesting. Hopefully, you started out with a topic that was interesting to you. Your research question should lead you to investigate something you don't already know about and something you'd like to learn about. Along those same lines, it should be significant to people in general. Your research question should ask an important question. Finally, it should be unique to some degree. Ask yourself, "Has my professor read 100 papers on this topic?" If you fear the answer might be yes, try to think of some unique angle to investigate. This usually leads you to narrow your topic a little further.

Examples of  research questions:

Considering the information above, the following provides examples of flawed research questions as well as questions that are well-designed:

Once you have your research question and you have done some preliminary reading on your topic, you are ready to form your thesis statement. The working thesis should summarize the answer to your main research question, and will likely change after you do some research.

A good 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.
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What is a thesis?

Dictionary.com defines a thesis as "a proposition stated or put forward for consideration, especially one to be discussed and proved or to be maintained against objections." Simply put, a thesis is a statement, or question, that you intend to address or form your paper around.

How do I write a thesis?

Easy! A good research question will lead you to a strong thesis statement.

For example, the question...

What are the effects of violent video games on teenaged boys?

...might lead to the following thesis:

"Exposure to violent video games negatively affects teenagers in a variety of ways: It increases aggressive behavior, physiological arousal, aggressive-related thoughts and feelings, and also decreases pro-social behavior."

How do I write a strong thesis?

A strong thesis statement is engaging, answers a question, can be challenged and defended, is supported in your paper, and is neither too broad or too narrow. Below are some resources to help you formulate a strong, focused thesis statement.

  • Creating a Thesis Tips and examples for writing thesis statements put out by the Purdue OWL (Online Writing Lab). These guys are the basically the top dog when it comes to this stuff, so check it out.
  • Thesis Builder Enter some information (topic, opinion, etc), press the button, and VOILA, instant thesis!
  • Thesis Creator A nice little thesis generator created by Dr. John McGarvey, a teacher at San Dimas High School in California. Easy as pie to use; check it out.
  • Thesis Statements Hosted by the UNC-Chapel Hill Writing Center, this site provides all sorts of information on writing effective thesis statements.

choosing a topic and formulating a thesis statement

Research Questions

Once you have selected an initial topic, the next step is to develop research questions. You'll do this by using probing questions, such as what, why, when, how, would/could, should.

Phrasing your topic in the form of questions helps direct the research process.

WHAT questions focus on a particular aspect of the topic: What is the driving force behind the popularity of video games?

WHY questions ask for an explanation of something--why something happened, why it did not happen, or why one thing is better than another. For instance, why are video games so popular among young teenage boys?

WHEN questions focus on timing or history. When did video games start to become popular? When were video games invented?

WHERE questions focus the topic on a location, either geographical or other. Where, or in which countries, are video games most popular?

HOW questions focus aspects of the topic, on a process, or on the origin. How do video games affect users?

WOULD / COULD questions focus on possibilities. Would video games be more popular with teenage girls if marketing targeted girls?

SHOULD questions focus on the appropriateness of a particular action, policy, procedure, or decision. Should the government regulate violent video games?

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ENGL000: Pre-College English

Choosing and focusing a topic.

Many types of academic essays require a thesis statement: a statement that clearly outlines the topic and argument of your essay. In this learning module, you will learn what a thesis statement is and how to develop a strong thesis statement to anchor your argument.

Develop a thesis statement for your research

Thesis statements are one, or at the most, two sentences that indicate the focus of your research or clearly describe your project. They define the main idea of your project and are used as a tool for organizing your research.

You need to develop a working or preliminary thesis statement to guide your research.

A working thesis statement should be a complete, grammatically correct statement that:

  • Identifies the topic
  • Suggests the organization of the research

For example:

The early colonists's reason for emigrating  varied from one colony to another .

(Topic:  Organization)

This thesis statement implies that this presentation will compare and contrast the similarities and differences between the colonists from different countries.

Formulating a working thesis statement early in the research process can help to limit and direct your research and note-taking. However, you should remain flexible and open to change. Often information discovered during your research can lead to a change in emphasis or a different point of view; thus altering the initial thesis statement.

Steps for developing a thesis statement

Developing a working thesis statement is critically important to your research. Without it, you will not have a direction and focus for your project.

The following steps will help you to develop this working thesis statement.

  • Step 1: Write down a description of your research subject. Why is it important?
  • Step 2: Refine, narrow, and clarify this subject based on your overview
  • Step 3: List supporting evidence gathered from your overview.
  • Step 4: List opposing evidence (if any) gathered from your overview.
  • Step 5: Write a statement that clearly and concisely summarizes the information from the first 4 steps.

Strategies for identifying problem thesis statements

Now that you have a working thesis statement double-check it to make sure that it is a viable one by asking yourself the following questions:

Is my thesis a statement of fact that needs no support?

If your thesis statement is a statement of fact, it will not require additional support from research. Therefore, this would not be an appropriate thesis statement.

For example: "Large numbers of early settlers moved west".

Is my thesis based on emotion rather than reason?

If your thesis statement is based on emotion rather than reason, it will be difficult to research because the information to support your point of view may or may not exist.

For example: "The displacement of American Indians was a heinous crime committed by ethnocentric Europeans".

Is my thesis a self-evident statement of truth?

If your thesis statement is a self-evident statement of truth, it will not require additional research. This type of thesis statement can often be turned into a good thesis statement with some additional work.

For example: "Ocean passage to the new world was dangerous" would become "Despite the hardships of ocean passage, many settlers were willing to endure the journey for the promise of land and the opportunity for a better life in the colonies".

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Choosing a topic

The hardest part of research is getting started! Choosing a topic can be challenging, especially in introductory classes, when you don't really know much about the subject. The most important thing to remember is this: you are doing research, so don't make a statement about what you want to prove and then go looking for evidence to support your claim. Instead, start out with an interest, read some articles on the topic and then take a stance on the subject based on what you have learned.

Here are some tips to get you started when choosing a topic:

1. Think about the topics in your class that have interested you so far. Or, if it is the beginning of the semester, think about what you expect the course will cover and what you expect to enjoy about the class. When you added this class, what made you think it might be interesting?

2. Flip through your textbooks and look for chapter titles or subheadings that interest you.

3. Look at a magazine or journal in your subject area and look for interesting articles that might inspire you.

4. Think about controversies or current events in your subject area. Could they lead to a potential research question? If you don't know any controversies or current events for your subject, Google "Controversies in XYZ," "Disagreements in XYZ," or "Current hot topics in XYX" and see if something you find interests you.

5. Think about what you’re studying in other classes. Are there interesting ways in which they might intersect with or relate to this class?

5. Brainstorm with your classmates. Talking to each other is a good way to figure out what interests you.

Some things to consider when choosing a topic:

How long does your paper need to be?

A shorter paper will need a more narrowly focused idea. A longer paper will allow for a more complex exploration of a topic.      How much time do you have?

If you have several weeks, it’s likely your instructor is expecting you to do a lot of research.

Do you need a a particular number or type of references?

Scholarly books and articles take time to write and publish, so topics focused narrowly on a very recent event can be problematic. If you need primary sources, choosing a topic focused on a region whose language you do not speak will be difficult.

Narrowing your topic

When you first begin working on a writing assignment, it is fine to start out with a really broad idea. For example, if you are writing a paper for an introductory computer science class, you might want to focus on cyber security because that is the work field you plan to enter. That is a good starting point - choosing to do more research on an aspect of your future profession is a great idea. But cyber security is too broad of a topic.

How do you know if your topic is too broad?

Here are some strategies you might use to decide if your topic is too broad:

1. Type the topic (like cyber security) into a library search engine. If you get thousands of results, your topic is probably too broad. Look at some of the titles of those results to get an idea of "sub-topics" you might focus on.

2. If you type the topic into a search engine and you find whole books are written on the topic, it is definitely too broad. But scan the chapter titles of several of those books to get an idea of something more specific to focus on.

3. Sit down and brainstorm all the different angles you might take on your topic (ex. cyber security: encryption methods, types of malware, device security, types a social engineering etc). If you can list lots of different angles, any one of those might be a good way to narrow your topic - but it definitely needs to be narrower.

Why is it a big deal if my topic is too broad? Doesn't that make it easier to find lots of information?

Finding lots of information may make you feel more comfortable at first, but here are some reasons why its important to make sure you topic is narrow enough:

1. If your topic is too broad you'll have so much information to include in your paper that you won't know how to organize it or even where to start.

2. If your topic is too broad, your reader may expect you to talk about aspects of the topic that you never address.

3. If your topic is too broad, you'll have to write more pages than your instructor assigned to cover everything you need to say. Most instructors won't accept that. Or they may take off points for it. So, you'll end up having to cut material you took time to write in order to make your paper fit the proper length.

4.  If your topic is too broad, you will spend a lot of time finding articles or gathering data you will never use because you eventually have to cut material as in #3 above.

5. If your topic is too broad, it will be difficult to identify and apply the proper methods needed to analyze all the information/data you gather.

So,in short, making sure your topic is properly narrow saves you from wasting a lot of time!

How can you narrow your topic?

We suggest two great ways to narrow your topic:

1. One option is to ask yourself who, what, where, when, why and how questions about your topic. Using cyber security as an example of a "too broad" topic, we can ask who? (what countries are responsible for hacking? who performs hacking for corporate espionage?) and how? (types of malware, types of social engineering) and where? (on networks, computers, phones, smart devices). If we were writing a historical overview of cyber security, we might have narrowed our focus by asking "when". Then our topic might have narrowed like this: A comparison of how hacking has evolved since the dawn of the Internet of Things (ex. smart refrigerators, coffee pots etc).

Below is a video of how this might work using an example from an American history class:

2. A second option is to create a concept map. To create a concept map, write down your broad topic in the middle of a piece of paper. Then brainstorm associated ideas. The terms you write down will likely be good directions to take when narrowing your topic. Here is an example of a concept map:

choosing a topic and formulating a thesis statement

Here is a video showing how to develop a concept map and use it to create a research statement:

So, returning to our example of cyber security, we might finally decide to write about user education (who? - users) to prevent phishing attacks (what? - phishing attacks)?

What is a research question?

Once you have done enough research to narrow your topic to something manageable, you are probably ready to formulate your research question. For college-level research, you will start out with a question, look at all the evidence and then draw a conclusion based on that evidence. Therefore, your research must begin with a research question - a statement that identifies what you are going to study.

How do you formulate a research question?

To formulate your research question you might:

1. Start with the topic that you have decided upon and then list all the questions that you'd like answered about it yourself. Brainstorm, alone or with another student or with your professor, on all the questions the topic raises in your mind.

2. For beginning researchers, a good way to identify possible research questions is to look at previous studies on the topic. While reading the research studies, look for places where the authors of the studies mention "more research is needed" or "XYZ angle was not included in this study." These statements might indicate gaps in the current research.

3. Another way to use existing studies is to identify a type of study that has been done on one population, but not another. For example, referring again to our computer science research project on which types of user education mitigate social engineering attacks, what if your preliminary research showed there have been many studies on "white collar" workers but none that focused on "blue collar" workers. A study that focused on blue collar workers might offer a new angle for research.

4. A final way to use existing research studies to identify a research question is to look for indications of controversy. If numerous recent studies mention a particular angle of research on the topic is controversial, that indicates there is still a need for study on that angle.

What are the characteristics of a good research question?

Your individual classes will address in depth the characteristics of a good research question in your discipline. We can make a few generalizations about good research questions at the introductory level here. A good research question:

1. Can be answered objectively, with evidence. It is not solely value-based.

2. Can be answered with evidence that already exists or with evidence that can be gathered through experimentation you can design.

3. Is adequately focused.

4. Is significant.

What is all this about being able to test and analyze? Or in other words: A quick introduction to the concept of Methodology

The type of methodology you will use for your research depends greatly on your field of study. Biologists, economists, historians, literature scholars - they all have vastly different methods of gathering evidence that suit their fields. For now, it would help to understand that in some fields, especially the humanities (literature, history, religion etc), research is often "qualitative." Qualitative research focuses on relationships between people or texts. It seeks to to understand people's beliefs, experiences, attitudes, behavior, and interactions in a non-numeric way. For example, a scholar of literature might exam a wide body of medieval texts to answer the question: How was the LGBTQ+  community portrayed in the writings of a certain author. To answer that question, the scholar will examine a body of texts for all references to LGBTQ+ characters or interactions and how they were portrayed/perceived by other characters. They will then draw a conclusion based on that evidence on the perception of LGBTQ+ characters by that author in that time period.

Physical and social scientists (ex. biologists, psychologists, economists), in contrast, typically conduct quantitative research . Quantitative research emphasizes objective measurements and the statistical, mathematical, or numerical analysis of data collected through direct experiments, polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques. Your goal in conducting quantitative research study is to determine the relationship between one thing [an independent variable] and another [a dependent or outcome variable] within a population. Quantitative research designs are either descriptive [subjects usually measured once] or experimental [subjects measured before and after a treatment]. A descriptive study establishes only associations between variables; an experimental study establishes causality.

You will focus on discipline-appropriate methodologies in your classes, but having at least this introduction will help you understand why certain questions aren't really research questions - they can't be tested and they don't allow for analysis or conclusions.

Babbie, Earl R. The Practice of Social Research . 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Brians, Craig Leonard et al. Empirical Political Analysis: Quantitative and Qualitative Research Methods . 8th ed. Boston, MA: Longman, 2011; McNabb, David E. Research Methods in Public Administration and Nonprofit Management: Quantitative and Qualitative Approaches . 2nd ed. Armonk, NY: M.E. Sharpe, 2008; Quantitative Research Methods . Writing@CSU. Colorado State University; Singh, Kultar. Quantitative Social Research Methods . Los Angeles, CA: Sage, 2007.

Once you have developed your research question and you have done some preliminary reading on your topic, you are ready to form your thesis statement or hypothesis. Depending on your discipline, your thesis or hypothesis will have very specific requirements. You will learn about those requirements in your classes. Here, we will make a general introduction to the thesis or hypothesis statement.

A thesis statement may be seen in quantitative, qualitative, and mixed methods research.

A thesis statement is a short, direct sentence that summarizes the main point or claim of an essay or research paper. It  It is developed, supported, and explained in the body of the essay or research report by means of examples and evidence.

A good thesis statement:

  • is stated in declarative form.
  • 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 research question.
  • makes a claim that others might dispute and that you will support with evidence.

The following is an example of a strong thesis statement in the context of the introduction paragraphs of a history paper:

choosing a topic and formulating a thesis statement

Ritchie, Daniel. “War, Religion and Anti-Slavery Ideology: Isaac Nelson’s Radical Abolitionist Examination of the American Civil War.” Historical Research , vol. 89, no. 246, Nov. 2016,   pp. 799–823. EBSCOhost , doi:10.1111/1468-2281.12134.

Hypotheses are typically used in quantitative research.

A hypothesis is a formal statement that predicts a measurable relationship between two or more variables. A well stated, researchable hypothesis:

  • Is stated in declarative form
  • Uses precise terminology and is stated as concisely as possible
  • Aligns with the research question and problem statement and is consistent with known fact, previous research and theory
  • Is testable
  • Is a statement of relationship between variables

Types of variables:

To properly formulate a hypothesis, it is helpful to understand the different types of variables that it must operationalize:

Dependent variable : the target organism; who or what is affected. Independent variable: who or what will affect the target organism; the variable the researcher will manipulate to see if it will make the dependent variable change. Control variable(s ): variables that must be held constant to ensure that the independent variable is the only variable affecting the dependent variable.

Types of hypothesis

There are several types of hypotheses that you might formulate:

Simple hypothesis - predicts the relationship between a single independent variable (IV) and a single dependent variable (DV).

For example:  Computer-based training (IV) is associated with lower susceptibility to social engineering attacks (DV).  

Complex hypothesis - predicts the relationship between two or more independent variables, and two or more dependent variables.

For example: The implementation of a computer-based training program (IV) will result in (DV):

     decreased user susceptibility to social engineering attacks;      increased user confidence in the ability to recognize social engineering attacks;

Null hypotheses - the hypothesis that there is no significant correlation or difference between specified populations, any observed difference being due to sampling or experimental error.

For example: Computer-based training will have no significant effect on susceptibility to social engineering attacks.

Directional hypothesis - predicts positive or negative correlation or change.

For example:

There is a positive correlation between user education and user confidence in the ability to recognize a social engineering attack. Users receiving computer-based training will succumb less frequently to phishing attacks than users who do not receive training.

Nondirectional hypothesis - predicts the independent variable will affect the dependent variable, but the direction of the effect is not specified.

For example: There will be a difference in how users trained by computer-based methods and face-to-face training methods respond to social engineering attacks. (As opposed to: Users trained with face-to-face methods will succumb to fewer social engineering attacks than users trained with computer-based methods).

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Selecting a Research Topic

  • Step 1: Brainstorm
  • Step 2: Read
  • Step 3: Focus In
  • Step 4: List Keywords
  • Step 5: Be Flexible
  • Step 6: Research
  • Step 7: Formulate

Formulate a thesis statement or research question

The research goal and purpose can be expressed in either of two ways: as a  thesis  statement or as a research  question .

Thesis Statement

  • Write your topic as a thesis statement.  Your thesis statement will be one or two sentences that state precisely what is to be answered, proven, or what you will inform your readers about your topic.
  • The development of a thesis assumes there is sufficient evidence to support the thesis statement.

​ For example, a thesis statement could be:  Music benefits both society and the individual in a number of practical ways.

Research Question

You will often begin with a couple of words, develop a more focused interest in an aspect of something relating to these words, then begin to have questions about the topic.

For example:

  • Ideas  = music effects
  • Research Question  = In what ways does music affect people?
  • Focused Research Question  = What positive effects does music have on young children?

Web Resources

Below are links to web sites to assist you in developing a thesis statement:

  • Dartmouth University: Developing Your Thesis
  • Indiana University: How to Write a Thesis Statement
  • The OWL at Purdue: Creating a Thesis Statement
  • University of North Carolina: Thesis Statements

Thesis Generators

These web tools can be used to help you formulate your Thesis Statement:

  • ElectraGuide: Thesis Builder
  • McGarvey Online: Thesis Statement Creator
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  • Guide URL: https://libguides.wilmu.edu/selectingaresearchtopic

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5.2: Identifying Thesis Statements and Topic Sentences

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Being able to identify the purpose and thesis of a text, as you’re reading it, takes practice. This section will offer you that practice.

One fun strategy for developing a deeper understanding the material you’re reading is to make a visual “map” of the ideas. Mind maps, whether hand-drawn or done through computer programs, can be fun to make, and help put all the ideas of an essay you’re reading in one easy-to-read format.

Your understanding of what the “central” element of the mind map is might change as you read and re-read. Developing the central idea of your mind map is a great way to help you determine the reading’s thesis.

The center is a yellow star-shaped human form, labeled Dave. Primary lines leading away from it include "free," "Aranya," and "Anger." Color-coded lines lead to phrases that are difficult to see clearly.

Figure 2.5. 1

- Hand-drawn Mind Map

Locating Explicit and Implicit Thesis Statements

In academic writing, the thesis is often explicit : it is included as a sentence as part of the text. It might be near the beginning of the work, but not always–some types of academic writing leave the thesis until the conclusion.

Journalism and reporting also rely on explicit thesis statements that appear very early in the piece–the first paragraph or even the first sentence.

Works of literature, on the other hand, usually do not contain a specific sentence that sums up the core concept of the writing. However, readers should finish the piece with a good understanding of what the work was trying to convey. This is what’s called an implicit thesis statement: the primary point of the reading is conveyed indirectly, in multiple locations throughout the work. (In literature, this is also referred to as the theme of the work.)

Academic writing sometimes relies on implicit thesis statements, as well.

This video offers excellent guidance in identifying the thesis statement of a work, no matter if it’s explicit or implicit.

Topic Sentences

We’ve learned that a thesis statement conveys the primary message of an entire piece of text. Now, let’s look at the next level of important sentences in a piece of text: topic sentences in each paragraph.

A useful metaphor would be to think of the thesis statement of a text as a general: it controls all the major decisions of the writing. There is only one thesis statement in a text. Topic sentences, in this relationship, serve as captains: they organize and sub-divide the overall goals of a writing into individual components. Each paragraph will have a topic sentence.

Graphic labeled Parts of a Paragraph. It shows a hamburger separated into different layers. From the top down, they are labeled "topic sentence (top bun)"; "supporting details (tomatoes, lettuce, and meat)"; "colourful vocabulary (mustard, ketchup, and relish)"; "concluding sentence (bottom bun)."

Figure 2.5. 2

It might be helpful to think of a topic sentence as working in two directions simultaneously. It relates the paragraph to the essay’s thesis, and thereby acts as a signpost for the argument of the paper as a whole, but it also defines the scope of the paragraph itself. For example, consider the following topic sentence:

Many characters in Lorraine Hansberry’s play A Raisin in the Sun have one particular dream in which they are following, though the character Walter pursues his most aggressively.

If this sentence controls the paragraph that follows, then all sentences in the paragraph must relate in some way to Walter and the pursuit of his dream.

Topic sentences often act like tiny thesis statements. Like a thesis statement, a topic sentence makes a claim of some sort. As the thesis statement is the unifying force in the essay, so the topic sentence must be the unifying force in the paragraph. Further, as is the case with the thesis statement, when the topic sentence makes a claim, the paragraph which follows must expand, describe, or prove it in some way. Topic sentences make a point and give reasons or examples to support it.

 The following diagram illustrates how a topic sentence can provide more focus to the general topic at hand.

Placement of Topic Sentences

What if I told you that the topic sentence doesn’t necessarily need to be at the beginning? This might be contrary to what you’ve learned in previous English or writing classes, and that’s okay. Certainly, when authors announce a topic clearly and early on in a paragraph, their readers are likely to grasp their idea and to make the connections that they want them to make.

However, when authors are writing for a more sophisticated academic audience—that is an audience of college-educated readers—they will often use more sophisticated organizational strategies to build and reveal ideas in their writing. One way to think about a topic sentence, is that it presents the broadest view of what authors want their readers to understand. This is to say that they’re providing a broad statement that either announces or brings into focus the purpose or the meaning for the details of the paragraph. If the topic sentence is seen as the broadest view, then every supporting detail will bring a narrower—or more specific—view of the same topic.

With this in mind, take some time to contemplate the diagrams in the figure below. The widest point of each diagram (the bases of the triangles) represents the topic sentence of the paragraph. As details are presented, the topic becomes narrower and more focused. The topic can precede the details, it can follow them, it can both precede and follow them, or the details can surround the topic. There are surely more alternatives than those that are presented here, but this gives you an idea of some of the possible paragraph structures and possible placements for the topic sentence of a paragraph.

Consider some of the following examples of different topic sentence placements in a paragraph from a review essay of the beloved children’s book, The Cat in the Hat , by Dr. Seuss. Paragraph structures are labeled according to the diagrams presented above, and topic sentences are identified by red text.

Topic Sentence-Details-Topic Sentence

A good children’s book requires an exciting plot and a problem with which children can sympathize. In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story and keeps the plot moving forward at a pace that maintains their interest. There is also tension to be resolved. The fish senses danger and constantly warns the children not to participate in the cat’s perilous stunts. And later, as the mother’s return becomes more imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with which any child can relate: a mess and the threat of a parent’s disapproval. The careful balance of action, tension, and relatability is what makes this book an enduring childhood favorite.

Topic Sentence-Details

The careful balance of action, tension, and relatability is what makes Dr. Seuss’s The Cat in the Hat an enduring childhood favorite. In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story and keeps the plot moving forward at a pace that maintains their interest. There is also tension to be resolved. The fish senses danger and constantly warns the children not to participate in the cat’s perilous stunts. And later, as the mother’s return becomes more imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with which any child can relate: a mess and the threat of a parent’s disapproval.

You can relocate the topic sentence to the end here, and you’ll have an example of the Details-Topic Sentence method of organizing the paragraph.

Details-Topic Sentence-Details

In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story and keeps the plot moving forward at a pace that maintains their interest. The careful balance of action, tension, and relatability is what makes Dr. Seuss’s The Cat in the Hat an enduring childhood favorite. There is definitely tension to be resolved here. The fish senses danger and constantly warns the children not to participate in the cat’s perilous stunts. And later, as the mother’s return becomes more imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with which any child can relate: a mess and the threat of a parent’s disapproval.

Explicit and Implicit Topic Sentences

Similar to thesis statements, topic sentences may be explicit or implicit.

Consider the following paragraph from an essay titled “The Bothersome Beauty of Pigeons,” by author and Boise State writing professor, Bruce Ballenger. It’s important to note that this is a personal narrative essay rather than a more traditional academic essay, but the paragraph provides a good example of an implied topic. In this essay Ballenger takes the time to consider the beauty of pigeons, a bird that’s usually thought of as nothing more than a nuisance. Just prior to this paragraph, Ballenger talks about how he used a fake owl to scare away pigeons on his property. He goes on to explain,

My pigeons moved next door where an elderly couple feed them bird seed and have the time and willingness to clean up after their new charges; so it seems, in this case, things have worked out for everyone. But the large flocks still haunt the piazzas in Florence and Venice, the squares in London, and similar places in nearly every city across the globe. Despite their ability to distinguish between a Van Gogh and a Chagall, pigeons still deposit droppings that deface the great marble statues and facades–the works of art and architecture that are part of our human heritage–and yet people still buy bags of seed for about a dollar and pose for photographs, drenched in doves. Meanwhile, officials in these cities continue, sometimes quietly, to wage war against the birds (“Introduction”).

Here, Ballenger seems to be saying that in spite of the attempts of so many to rid themselves of the pigeons, others are still drawn to them and will feed them and encourage them to come back. His main idea seems to be that the battle against pigeons is a losing proposition, but he doesn’t come out and say so. His message in this paragraph is implied. Do you think this paragraph would be improved with an explicit topic sentence?

EXERCISE 1: Identify the Topic and Focus

Choose a piece of writing, perhaps an essay or some news articles found online, and for each paragraph identify (1) the topic and (2) the more focused idea. Remember, the topic sentence applies more focus to the broader topic to help narrow the scope of the paragraph. For example, the topic of a paragraph might be school lunches. The more focused idea of that same paragraph might be the idea of having students plant school gardens as a way to help incorporate more fresh produce in the menu.

License and Attributions:

CC licensed content, Previously shared:

Basic Reading and Writing. Authored by: Lumen. Located at:  https://human.libretexts.org/Bookshelves/Composition/Book:_Basic_Reading_and_Writing_(Lumen)/ Module_2:_Critical_Reading/2.05:_Identifying_Thesis_Statements   License: CC BY: Attribution.

Adaptions: Reformatted, some content removed to fit a broader audience.

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Capstone & Thesis Research

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Choosing a topic

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Choose a topic that you find interesting! Select something that will hold your interest for the nine weeks that you will work on this project. For a capstone or thesis topic consider:

  • Issues that are relevant to your workplace, classroom experience, or career goals.
  • A topic that has caught your eye in your textbook, a journal article, or an issue that you explored for previous classwork or projects and would like to pursue further.
  • A topic should be manageable in scale. If a topic is too broad, you will have difficulty covering all of the necessary material. If the topic is too narrow, you may have difficulty finding material published on your topic and struggle to stretch the material to meet your project length requirement.
  • If your assignment requires you to do primary research (surveys, interviews, empirical research study), allow time to complete the process.
  • Be flexible. If your topic is too narrow or broad, you may still be able to incorporate the aspects of it that interest you. 
  • Try to have a few options in mind, in case you find out that your first choice is not feasible after exploring available literature. 
  • Always check to make sure that your topic meets your instructor's assignment guidelines. If in doubt, it is best to ask early in the process.

Many students start with a general topic and then narrow the focus. For example, you may be interested in social media and decide to examine its use by employees in the workplace. You could be even more specific, limiting your scope to a particular geographical location, a specific type of company, an age group, etc.

For most papers, you will want to write a thesis statement expressing the argument you want to make. The statement will guide you as you search for information. In this case, you may decide that you want to find research on the pros and cons of social media use in the workplace. A sample thesis statement is Do the benefits to companies whose employees use social media at work outweigh the negatives?  

If you plan to conduct actual research, you will need to establish a research question or questions that your study will attempt to answer. For example, we may ask Does the size of a company make a significant difference in the degree to which companies benefit from social media use among their employees?  To address this question, you could do a survey of various companies and compare the responses of large, medium and small companies.  Ideally this study would cover new ground and not exactly replicate previous studies. 

  • Thesis Statement Guide from the Reeg Academic Resource Center SharePoint (requires login)

We find it helps many students to think strategically about their topic if they ask it in the form of a question. Here's how.:

  • Think of a broad topic that interests you.  Human Resources is a popular area of research, so lets start there, and focus in on the area of training.
  • We will then narrow that topic to orientating or onboarding.
  • A sample research question on this topic may be "How does employee onboarding improve retention?"  This search can focus on a particular action taken by employers, which is onboarding, and a specific result, improving employee retention.
  • If you plan to conduct original research, you could create a survey with original questions and submit it to a variety of companies and compare the responses.  Ideally your study would cover new ground and not exactly replicate previous studies. 

choosing a topic and formulating a thesis statement

  • Thesis Statment Guide from Reeg Academic Resource Center Requires a Sharepoint login
  • Where do I Start?: Selecting a Topic and Beginning Your Research (Recorded on January 25, 2018. 17 minutes) You have a research assignment; now what do you do? We will guide you through selecting a topic, writing a thesis statement and research questions, selecting keywords and databases for preliminary research. Click here to watch specific parts of this video.
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Brainstorming: Choosing a Topic, Formulating a Thesis

If you are preparing to write a paper for a course, think about what initially motivated you to enroll in the course. Is there a topic with which you already are familiar that you hope to explore in more depth? Is there a topic covered on the syllabus that caught your attention? Is the professor an expert in a particular sub-field who might be able to suggest open areas of inquiry that are suitable for your writing project? Has the professor identified (and recommended) specific areas that remain open for investigation?

If you are working while attending law school, does your place of employment confront any legal issues that you could analyze? Can you make use of the expertise you already developed in the field to dive deeper into an issue that might not be as accessible to a layperson? Can your employer offer any guidance regarding how your research could be useful in your workplace?

What was your undergraduate major area of study? Can you find a topic at the intersection of your undergraduate studies and legal studies that captures your interest? Did you conduct substantial research on any topic during college or while pursuing another graduate degree? Can you use your understanding of this area (key vocabulary, reliable resources, etc.) as a launching point for your next writing project?

If your topic suffers from a dearth of references, perhaps because the legal issue is so new, can you think of an analogous topic that has been researched to a greater extent? Can you offer insight by drawing this analogy and suggesting that scholars approach the new development in a manner similar to that which already has been taken to the analogous topic?

Your topic must be stated narrowly but can remain neutral and descriptive; the topic serves as a label for the legal area that you intend to address in your writing project. In contrast, your thesis presents your position in a prescriptive (“should”) statement: [Someone] should [do something] about [some problem] because […].

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  3. 25 Thesis Statement Examples (2024)

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  4. How to Write a Thesis Statement: Fill-in-the-Blank Formula

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  1. Formulating a Statement of Opinion or Assertion || English 10 || Quarter 2 Week 3

  2. Guidelines in Writing the Title/How To Formulate Thesis Title?

  3. Choosing a Topic || Creative Nonfiction

  4. CHOOSING A THESIS TOPIC AND WRITING A PAPER

  5. EXPLAINING THESIS STATEMENT SIMPLY

  6. 🎓 bachelor thesis: my experience, tips and regrets 📓 ✨ ~ part 1

COMMENTS

  1. How to Write a Thesis Statement

    Step 1: Start with a question. You should come up with an initial thesis, sometimes called a working thesis, early in the writing process. As soon as you've decided on your essay topic, you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

  2. Developing 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 ...

  3. PDF FORMULATING THESIS STATEMENTS

    FOCUSING THE TOPIC/FORMULATING A THESIS STATEMENT After you come up with an idea, you need to decide on what aspects of that idea you will emphasize. You can focus a topic by geography (Utah schools), a specific population (elementary school students), or to a particular time period (civil rights movement in the 1950s and 1960s).

  4. Thesis Statements

    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.

  5. How to Write a Thesis Statement

    Hint: a great many clear and engaging thesis statements contain words like because, since, so, although, unless, and however. 4. A strong thesis statement is specific. A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic.

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

    Step 4: Revise and refine your thesis statement before you start writing. Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and ...

  7. Formulating a Thesis Statement

    A thesis statement clearly states the main idea or concept of an essay. Keys to formulating a thesis statement: Focus on one main idea or concept; Choose a clear stance on the issue; Make it interesting to your audience; It may be helpful to divide your thesis statement into two Parts: Main topic (what?) and Comment (what about it?)

  8. Creating a Thesis Statement, Thesis Statement Tips

    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 ...

  9. Academic Guides: Writing a Paper: Thesis Statements

    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.

  10. Choosing and Narrowing Your Topic and Formulating a Thesis Statement

    EN-121 - Resources for Analytical Thinking, Writing, and Research: Choosing and Narrowing Your Topic and Formulating a Thesis Statement This guide will help students accomplish the five Milestone goals associated with EN-121: Choosing a topic | Planning the paper | Conducting research | Organizing research | Drafting the paper.

  11. 5.1: Developing a Strong, Clear Thesis Statement

    A thesis statement is often one sentence long, and it states your point of view. The thesis statement is not the topic of the piece of writing but rather what you have to say about that topic and what is important to tell readers. Table 5.1 "Topics and Thesis Statements" compares topics and thesis statements.

  12. Developing A Thesis

    A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay. Steps in Constructing a Thesis. First, analyze your primary sources. Look for tension, interest, ambiguity, controversy, and/or complication.

  13. English 101/102 Research Guide: Formulate a research topic

    Choosing a topic can be intimidating, especially in introductory classes, when you don't really know much about the subject. The most important thing to remember is this: you are doing research, so don't make a statement about what you want to prove and then go looking for evidence to support your claim.

  14. Formulate Research Questions & Thesis

    Below are some resources to help you formulate a strong, focused thesis statement. Creating a Thesis. Tips and examples for writing thesis statements put out by the Purdue OWL (Online Writing Lab). These guys are the basically the top dog when it comes to this stuff, so check it out. ... Choosing a Topic; Next: Find Background Information ...

  15. ENGL000: Choosing and Focusing a Topic

    Formulating a working thesis statement early in the research process can help to limit and direct your research and note-taking. However, you should remain flexible and open to change. Often information discovered during your research can lead to a change in emphasis or a different point of view; thus altering the initial thesis statement ...

  16. Formulate a research topic

    A thesis statement is a short, direct sentence that summarizes the main point or claim of an essay or research paper. It It is developed, supported, and explained in the body of the essay or research report by means of examples and evidence. A good thesis statement: is stated in declarative form.

  17. Step 7: Formulate

    The research goal and purpose can be expressed in either of two ways: as a thesis statement or as a research question.. Thesis Statement. Write your topic as a thesis statement. Your thesis statement will be one or two sentences that state precisely what is to be answered, proven, or what you will inform your readers about your topic.

  18. 5.2: Identifying Thesis Statements and Topic Sentences

    Adaptions: Reformatted, some content removed to fit a broader audience. 5.2: Identifying Thesis Statements and Topic Sentences is shared under a CC BY-NC-ND license and was authored, remixed, and/or curated by LibreTexts. Topic sentences and thesis statements are similar to main ideas. This section discusses those similarities and the ...

  19. How to Choose a Dissertation Topic

    Step 1: Check the requirements. Step 2: Choose a broad field of research. Step 3: Look for books and articles. Step 4: Find a niche. Step 5: Consider the type of research. Step 6: Determine the relevance. Step 7: Make sure it's plausible. Step 8: Get your topic approved. Other interesting articles.

  20. Selecting and Focusing Your Research Topic

    For a capstone or thesis topic consider: Issues that are relevant to your workplace, classroom experience, or career goals. A topic that has caught your eye in your textbook, a journal article, or an issue that you explored for previous classwork or projects and would like to pursue further. A topic should be manageable in scale.

  21. Brainstorming: Choosing a Topic, Formulating a Thesis

    Your topic must be stated narrowly but can remain neutral and descriptive; the topic serves as a label for the legal area that you intend to address in your writing project. In contrast, your thesis presents your position in a prescriptive ("should") statement: [Someone] should [do something] about [some problem] because […]. choosing topic.