thesis and claims

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Identifying Thesis Statements, Claims, and Evidence

Thesis statements, claims, and evidence, introduction.

The three important parts of an argumentative essay are:

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

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

Paragraphs 1-7

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

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

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

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

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

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

Finding Evidence.

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

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

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

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

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

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

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

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

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

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

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

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

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

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

Paragraphs 14-16

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

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

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

Paragraphs 17-19

Evaluating Evidence

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

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

Paragraphs 20-23

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

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

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

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

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

What statistic does he include?

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

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

Supporting English Language Learners in First-Year College Composition Copyright © by Breana Bayraktar is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.

Broad thesis (arguable, but difficult to support with evidence)

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.

Arguable thesis with analytical claim

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.

Arguable thesis with normative claim

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.

Questions to ask about your thesis

Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?
Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?
Is the thesis complex enough to require a whole essay's worth of argument?
Is the thesis supportable with evidence from the text rather than with generalizations or outside research?
Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
picture_as_pdf Thesis

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What is a thesis | A Complete Guide with Examples

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

Title of your thesis
Your full name
Your department
Your institution and degree program
Your submission date
Your Supervisor's name (in some cases)
Your Department or faculty (in some cases)
Your University's logo (in some cases)
Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

Present the research topic : Clearly articulate the central theme or subject of your research.
Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Here's a breakdown of what it should encompass:

Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.

Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

Is the thesis statement clear, concise, and debatable?
Does the introduction provide sufficient background and context?
Is the literature review comprehensive, relevant, and well-organized?
Does the methodology section clearly describe and justify the research methods?
Are the results/findings presented clearly and logically?
Does the discussion interpret the results in light of the research question and existing literature?
Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

Is the writing clear and free of jargon?
Are ideas and sections logically connected and flowing?
Is there a clear narrative or argument throughout the thesis?

Research quality

Is the research question significant and relevant?
Are the research methods appropriate for the question?
Is the sample size (if applicable) adequate?
Are the data analysis techniques appropriate and correctly applied?
Are potential biases or limitations addressed?

Originality and significance

Does the thesis contribute new knowledge or insights to the field?
Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

Is the thesis formatted according to institutional guidelines?
Are figures, tables, and charts clear, labeled, and referenced in the text?
Is the bibliography or reference list complete and consistently formatted?
Are appendices relevant and appropriately referenced in the main text?

Grammar and language

Is the thesis free of grammatical and spelling errors?
Is the language professional, consistent, and appropriate for an academic audience?
Are quotations and paraphrased material correctly cited?

Feedback and revision

Have you sought feedback from peers, advisors, or experts in the field?
Have you addressed the feedback and made the necessary revisions?

Overall assessment

Does the thesis as a whole feel cohesive and comprehensive?
Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

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The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

The Writing Center @ UVa

314 bryan hall, writing theses and claims.

Virtually all genres of academic writing rely to some degree on claims as the engine of arguments, whether as the main point of arguments (the central claim or thesis) or as supporting points (subclaims).

For this reason, writing effective claims is vital to success in academic writing. But what is a claim? How do you distinguish it from other statements. To understand claims, it can be helpful to distinguish them from facts and opinions, as follows.

What is a claim?

Example: Vanilla ice cream is the highest selling flavor of ice cream in the United States . (This is a fact because it can’t be reasonably argued against. The sales figures are pretty ironclad.)
Example: Vanilla ice cream is the best flavor of ice cream. (This is an opinion because it isn’t arguable. It’s based solely in someone’s subjectivity, their preferences.)
Example: The ubiquity of vanilla ice cream disconnects consumers from the complex and unethical agriculture practices that create it. (This is a claim because it can be argued with, and it can be supported with evidence)

Dispelling some myths about claims

Sometimes, people are given a set of rules about claims that don’t apply in all contexts. Here are some common beliefs about claims that aren’t necessarily true or are perhaps only true in some circumstances.

NOT NECESSARILY TRUE. This may have been true in high school writing contexts, but in college and beyond different audiences have different expectations for where central claims will be located. Sometimes it’s after a few paragraphs. Sometimes it’s in the middle. Sometimes it’s at the end. At the college level, it’s time to start thinking more rhetorically (meaning thinking about audience expectations and impact) about where the central claim should go.
NOT NECESSARILY TRUE. You can use a formula, but you don’t have to. And the formula’s you’ve learned previously may only be useful in the specific context you in which you learned them.
NOT TRUE AT ALL. Central claims differ depending on the genre in which you’re writing. They look different in different disciplines (history, english, psychology, biology), and they look different in genres outside of academia, as well.
NOT NECESSARILY TRUE. Again, they might be, but as writing becomes more sophisticated and topics more complex, it’s likely that you’ll come up with central or supporting claims that are more than one sentence long. That’s fine, potentially good even.

Two Types of claims

Example: The University of Virginia should change its admissions practices in an effort to admit more low-income students.
Example: The University of Virginia’s admissions practices create systemic hurdles to the admission of low-income students.

Two ways of doing claims

Explicit – a claim that is clearly stated
Implicit – a claim that is implied

Good claims have 3 features

Focused – typically, the most specific a claim is the better
Arguable – someone could reasonably argue against it
This example is bad because it’s not focused enough. It’s technically a claim, but it’s too broad and not revelatory.
This claim is better because it’s more focused and as a result more arguable and revelatory.

Thesis Statements: Crafting a Claim Backed by Reasoning

Overview of thesis statements.

A clear and well-developed thesis statement is, in many cases, the backbone of most essays and research papers. The thesis statement presents your argument to your reader, making your stance or your position clear. A solid thesis statement can also provide structure for your writing. Even in non-argumentative writing, such as narrative essays, you can still use your thesis statement to express your purpose for writing.

In your thesis statement, you can provide the overarching claims you plan to make, as well as your reasoning for those claims. You can think of the thesis statement as being made up of two parts: the position and the reasoning. The position is the overall point you are making, and the reasoning is the explanation or logic behind that position. When you include both the position and the reasoning, your thesis statement shows your readers how you intend to structure your writing. For more on organization in your writing, see the Stone Writing Center (SWC) handout on this topic.

Argumentative Thesis Statements

When it comes to argumentative thesis statements, these statements are not argumentative for the sake of conflict; rather, you are writing to inform and persuade your readers, advancing their understanding of your topic. It might be helpful to even think of argumentative thesis statements like a road map that guides your writing as a whole. For more on argumentative writing, see the SWC handouts on this topic.

An argumentative thesis statement makes a clear assertion, taking a stance and providing details to support that stance. An effective argumentative thesis statement helps to persuade the reader by providing an outline of the main claims and reasoning for those claims.

Examples of Thesis Statements

Each of these sample thesis statements takes a stance on a subject and states a claim, then provides supporting details to convey the reasoning for the claim/s. The position or claim is in bold , and the reasoning is in italics .

Adults should eat apples more regularly because the fruit has many health benefits including lowering risk for heart disease, improving digestion, and promoting weight loss.

The Stone Writing Center is a convenient learning resource for Del Mar College as it provides a place where students can get help with their writing and offers multiple services for all writers.

Because of the convenience, low prices, and diverse options , people should get rid of cable and join streaming services instead.

Del Mar College is a great option to further one’s education because it offers many different academic programs, has a lower cost than surrounding universities, and provides dual-enrollment courses for high school students.

Because public libraries give citizens access to free books, technological resources, and other helpful learning programs, these institutions deserve more city funding.

To demonstrate the theme that family can be made through friends, The Avengers* movie uses characterization, conflict, and allusion. *Note: Movie titles, such as The Avengers , are usually italicized.

By providing readers with the main claim or position, as well as the reasoning or explanations for said claim, thesis statements allow you to effectively communicate the overall argument you intend to make in your writing.

Page last updated July 12, 2023.

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What is a claim?

A claim is a statement that presents an idea or series of ideas as arguments. Arguments therefore consist of claims, or another way to put it is, to say that claims are the building blocks of a good argument.

In research writing, claims will be the backbone that form a thesis or a hypothesis (here the term ‘hypothesis’ refers to the argument that is evidenced within the scope of the work).

According to Heady (2013) “Claims are the points you want to prove, interpretations you want to offer, and assertions you want to make” (p. 74). Importantly, in academia claims are statements that can be supported by evidence.

‘Traditional classroom teaching is boring’

For example, claiming that traditional classroom teaching is boring is not a good claim because it lacks definition (what does ‘traditional classroom teaching’ actually mean? and how do we measure ‘boring’)? It may also be a ‘sweeping statement’ (meaning it’s far too general in scope). However, claiming that “traditional teaching methods, like didactic instruction, do not provide sufficient interaction with students and lead to poor learning outcomes” is a good argumentative claim, because it can be investigated and measured.

Characteristics of a good claim

In order to make effective claims it is important to understand the difference between statements and sentences. While a statement is also a sentence (in that it is a grammatical unit with subject, verb, object clause), not all sentences are statements (in other words, not all sentences consist of a stance or a position).

The following provides examples of the difference between sentences and statements. The statements present a stance or position about the topic under discussion. This is important to understand as all claims must consist of a stance towards the topic.

Function of claims

The function of claims in academic writing is to provoke, analyse, or interpret rather than merely describe or present facts. They can do this by affirming, acknowledging, confirming, or refuting the proposition being made. In this way, claims do the job of building an overall argument or thesis in a piece of work (i.e. each claim progresses the key argument). It is for this reason that claims will appear in topic sentences, thesis statements, introductory and concluding sentences/paragraphs.

Check your understanding

Research and Writing Skills for Academic and Graduate Researchers Copyright © 2022 by RMIT University is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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7: Identifying Thesis Statements, Claims, and Evidence

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Learning Objectives

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

Thesis Statements, Claims, and Evidence

Introduction.

The three important parts of an argumentative essay are:

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

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

Paragraphs 1-7

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

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

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

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

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

Finding Evidence.

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

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

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

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

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

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

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

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

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

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

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

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

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

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

Paragraphs 14-16

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

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

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

Paragraphs 17-19

Evaluating Evidence

Paragraphs 20-23

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

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

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

What statistic does he include?

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

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Is a Thesis the same as a Claim: How to Write Each

Comparing Thesis and a Claim

A thesis is a statement that carries the main idea of an essay, paper, or piece of writing to help the writer control the ideas within the paper. It reflects the main argument or point of the writer on a particular topic.

A claim is the beginning or end of an argument that needs to be supported with proper evidence and reasoning. This is because the audience to whom the claim is relayed can challenge it, and therefore, the argument made by the claim must stand.

Is a Thesis the same as a Claim?

Thesis statements are not necessarily claims, but they can be used as claims. For example, a thesis is the main argument in writing, while claims are the points that can be accrued from that statement.

Therefore, the thesis must be in the introductory part of ant piece of writing. Everything that you include in that writing must reflect back to the thesis statement. Backing the argument is what brings up a claim.

Therefore, claims are topic sentences that include the argument that backs the thesis.

They are a sneak peek of what you will include in your essay paragraphs and must be supported by factual information to bring out relevance.

However, a thesis statement can be a claim in argumentative papers . When you are arguing against something, you make a claim that you are supposed to back in the rest of the writing.

The statement is a claim because it should demonstrate the value, policy, facts, and examples that are recent, accurate, and reliable. Therefore, one can refer to a thesis statement as a main claim that sets up the way for other minor claims that support it.

These claims help build a well-rounded argument in the essay by showing that you have considered many possible positions to support your topic.

How to write a Thesis Statement

A thesis statement must be included in essays to provide the reader with a guide of your arguments and opinions in the essay and help you organize and develop your arguments.

A good thesis statement must be coherent, concise, and contentious. It should appear as the last part of the introduction of an essay or research paper.

There are four steps that one should follow when writing a thesis statement:

1. Start with a Question

To write a thesis statement, you need to come up with a question about what you want to find out about the topic you are writing about.

This question is like the initial thesis, which can be referred to as a working thesis because you are in the early stages of the writing process. The question should be based on what you want to say about the topic.

2. Write the Answer to the Question

After identifying the main question that should be asked about the topic, answer the question in detail. The answer to this question is what provides the root that your essay or research paper will follow.

Make the answer simple to ensure that you do not complicate your views. For example, if the question was on what are the effects of the internet on education, you can come up with an answer such as the internet has more negative effects on education today compared to its positive impacts.

3. Develop the Answer

After getting the answer, it is now time to consider why it effectively answers your essay question and how it will help you convince the reader that the arguments you will make in the essay are valid.

To do this, you need to research more so that when you begin to write, the answer will be provided and focused on extensively.

The answer you come up with should also effectively portray the position you have taken in the essay and sketch out the arguments that you will use to support it throughout the essay.

4. Refine the Thesis Statement

This is all about making sure that your thesis statement is strong enough.

Therefore, you must ensure that it tells the readers why you hold the position you have taken about the essay topic, what they will learn after going through your writing, and the key points of your argument or narrative that will be focused on in the essay.

A good thesis statement is not all about stating your position on the essay topic but also summarizing your overall argument on that particular topic. Considering this moves your thesis from weak to strong.

5. Make it Specific

The thesis statement should be straight to the point. Anything that will not be discussed in the essay should not be involved, and only specific evidence should be used to support it.

The language should also be specific. This means that the thesis statement should not report a statistic or a fact but make an assertion.

How to Write Claims

Claim statements in an essay or research paper must be arguable but should be stated as facts. This means that they should be debatable but at the same time show inquiry and evidence.

A claim cannot be a personal feeling or opinion about something. It must be something that is supportable using factual arguments. Therefore, a claim must be specific to assert a focused argument.

Also, claims define the goals, scope, and direction that your paragraphs will take. To write a good claim statement, you should:

Come up with a Strong Argument

A claim must be an argument that is in favor or against the topic of study. This argument should be supported by sufficient evidence to convince the reader that it is valid.

The Claim Should be Stated as a Fact

The claim must look as a fact to the reader. For example, the sentence ‘incarceration of juvenile delinquents is illegal’ is not a claim.

Instead, incarceration of juvenile delinquents is no longer an appropriate punishment in America’ is a factual claim.

The Claim Should be Straight to the Point

When a claim is direct, it shows you all the aspects that you will need to tackle. If it involves a lot of information, you are likely to make a vague argument that may not make sense or convince the reader.

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Two-Part (Claim + Reason) Thesis Statement

Unlock the power of concise and persuasive argumentation with Two-Part (Claim + Reason) Thesis Statement Examples. This approach provides a dynamic framework for crafting compelling essays by presenting a claim followed by the reasoning behind it. Delve into how to effectively employ this method and uncover valuable tips to enhance your writing. Elevate your ability to articulate strong arguments and engage readers with well-structured, impactful thesis statements.

What is a Two-Part (Claim + Reason) Thesis Statement? – Definition

A Two-Part (Claim + Reason) Thesis Statement is a succinct and persuasive way to present an argument in academic writing. It consists of two essential components: the claim, which states the main point or position you’re asserting, and the reason, which provides a concise explanation or justification for why that claim is valid. This approach adds depth and clarity to your thesis statement, setting the stage for a well-structured and persuasive essay.

What is an example of a Two-Part (Claim + Reason) thesis statement?

Claim: “Mandatory physical education in schools is crucial.” Reason: “Regular physical activity not only improves students’ physical health but also enhances their cognitive abilities, contributing to better academic performance.”

In this example, the claim is that mandatory physical education in schools is essential. The reason provided explains why this claim is valid, highlighting the positive impact of physical activity on both physical health and academic achievement. This two-part structure effectively outlines the argument and its rationale.

100 Two-Part (Claim + Reason) Thesis Statement Examples

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Explore 100 Two-Part (Claim + Reason) Thesis Statement Examples, each carefully crafted to present compelling arguments along with their supporting rationales. This comprehensive collection spans various topics, allowing you to grasp the art of concise and impactful argumentation. Enhance your essay writing skills by learning how to effectively structure your ideas and convince your readers with well-reasoned claims.

Claim: “Social media platforms have revolutionized communication.” Reason: “Their instant connectivity and vast user base facilitate global interactions, transforming how people connect and share information.”
Claim: “Artificial intelligence is shaping the future of industries.” Reason: “Its ability to analyze massive data sets and automate complex tasks boosts efficiency and innovation across sectors.”
Claim: “Climate change demands urgent attention and action.” Reason: “Mounting evidence of rising temperatures and extreme weather events underscores the critical need to mitigate environmental risks.”
Claim: “Literature plays a pivotal role in fostering empathy.” Reason: “Engaging with diverse characters’ experiences cultivates understanding and compassion among readers.”
Claim: “Diversity in the workplace enhances creativity and innovation.” Reason: “A range of perspectives fuels dynamic discussions and encourages fresh approaches to problem-solving.”
Claim: “Higher education is a gateway to socioeconomic mobility.” Reason: “Access to advanced knowledge and skill development equips individuals to access better job opportunities.”
Claim: “Government surveillance threatens individual privacy rights.” Reason: “Mass surveillance infringes on personal liberties and erodes the balance between security and freedom.”
Claim: “Renewable energy sources are the solution to the climate crisis.” Reason: “Harnessing solar, wind, and hydro power reduces reliance on fossil fuels, curbing greenhouse gas emissions.”
Claim: “Mandatory voting promotes a more engaged and informed citizenry.” Reason: “Compulsory participation ensures broader representation and encourages citizens to stay informed.”
Claim: “Cultural diversity enriches a society’s social fabric.” Reason: “Different backgrounds and traditions contribute to a vibrant tapestry of experiences and perspectives.”
Claim: “Online learning is revolutionizing education.” Reason: “Flexible schedules and interactive platforms enhance accessibility and engagement for learners worldwide.”
Claim: “Gender equality is essential for societal progress.” Reason: “Empowering women in all spheres fosters innovation, economic growth, and social harmony.”
Claim: “Space exploration drives technological advancements.” Reason: “The pursuit of cosmic knowledge inspires breakthroughs in engineering, materials science, and communication.”
Claim: “Censorship of artistic expression hampers creative freedom.” Reason: “Limiting artistic freedom stifles cultural innovation and inhibits open dialogue on societal issues.”
Claim: “Critical thinking is a crucial skill for modern education.” Reason: “Nurturing critical thinking abilities empowers students to analyze information, solve problems, and make informed decisions.”
Claim: “Universal healthcare ensures equitable access to medical services.” Reason: “Healthcare for all reduces disparities, provides preventative care, and promotes overall well-being.”
Claim: “The digital age has transformed the way we consume information.” Reason: “Instant access to online content and personalized algorithms reshape information consumption patterns.”
Claim: “Financial literacy is essential for personal financial well-being.” Reason: “Understanding money management empowers individuals to make informed financial decisions.”
Claim: “Technology addiction poses a significant societal concern.” Reason: “Excessive screen time impairs mental health, interpersonal relationships, and overall productivity.”
Claim: “The preservation of natural habitats is crucial for biodiversity.” Reason: “Conserving ecosystems maintains species diversity and supports ecological balance.”
Claim: “Ethical consumerism drives positive social and environmental change.” Reason: “Supporting eco-friendly and socially responsible products encourages responsible business practices.”
Claim: “The advancement of robotics will redefine the job market.” Reason: “Automated tasks and AI technologies will reshape employment opportunities and skill requirements.”
Claim: “Social media fosters both connection and isolation.” Reason: “Online interactions offer global connectivity, yet excessive screen time can lead to real-world disconnection.”
Claim: “Youth involvement in civic activities cultivates active citizenship.” Reason: “Engaged young individuals contribute fresh perspectives and energize public discourse.”
Claim: “Freedom of speech should have limitations to prevent hate speech.” Reason: “Balancing free expression with societal well-being safeguards marginalized communities and social harmony.”
Claim: “Music therapy offers holistic healing for mental health.” Reason: “Engaging with music promotes emotional release, stress reduction, and cognitive improvement.”
Claim: “Urbanization poses environmental challenges and opportunities.” Reason: “Concentrated urban living accelerates innovation and necessitates sustainable infrastructure solutions.”
Claim: “Social inequality hinders economic growth and stability.” Reason: “Unequal distribution of resources stifles human potential and undermines social cohesion.”
Claim: “The arts are essential for well-rounded education.” Reason: “Cultivating creative expression enhances critical thinking, communication, and empathy.”
Claim: “Personalized learning empowers diverse student needs.” Reason: “Tailoring education to individual strengths fosters engagement and academic success.”
Claim: “Ethical considerations should guide advancements in genetic engineering.” Reason: “Prioritizing ethical guidelines ensures responsible innovation and prevents unintended consequences.”
Claim: “Effective communication is the cornerstone of successful relationships.” Reason: “Clear communication fosters mutual understanding, trust, and resolution of conflicts.”
Claim: “Social media activism has transformed modern advocacy.” Reason: “Online platforms amplify voices, mobilize communities, and raise awareness about social issues.”
Claim: “Multilingualism benefits cognitive development and cultural understanding.” Reason: “Learning multiple languages enhances brain function and promotes cross-cultural empathy.”
Claim: “Early childhood education lays the foundation for lifelong learning.” Reason: “Quality early education nurtures cognitive, social, and emotional development.”
Claim: “The gig economy provides flexible work options but lacks stability.” Reason: “Freelance opportunities offer autonomy, but inconsistent income poses financial challenges.”
Claim: “Effective time management is key to academic success.” Reason: “Balancing priorities and deadlines enhances productivity and reduces stress.”
Claim: “Alternative energy sources are vital for reducing carbon emissions.” Reason: “Transitioning from fossil fuels to renewables mitigates climate change and supports sustainability.”
Claim: “Media literacy is essential in the digital age.” Reason: “Critical analysis of media sources promotes informed decision-making and safeguards against misinformation.”
Claim: “Preserving indigenous languages safeguards cultural heritage.” Reason: “Language is intrinsic to identity, reflecting unique worldviews and historical legacies.”
Claim: “Flexible work arrangements enhance work-life balance.” Reason: “Remote work and flexible hours accommodate personal needs, leading to improved well-being.”
Claim: “Literacy is the foundation of lifelong learning and empowerment.” Reason: “Proficiency in reading and writing enables access to information, education, and opportunities.”
Claim: “Rapid technological advancements pose ethical dilemmas in AI development.” Reason: “Ensuring AI aligns with human values and respects privacy is essential for responsible innovation.”
Claim: “Universal basic income can address socioeconomic inequality.” Reason: “Providing a basic income cushion fosters economic security and reduces poverty.”
Claim: “Cultural appropriation perpetuates stereotypes and erases history.” Reason: “Appropriating elements from marginalized cultures trivializes their significance and disregards their origins.”
Claim: “Physical activity is crucial for overall health and mental well-being.” Reason: “Exercise releases endorphins, reduces stress, and improves cardiovascular health.”
Claim: “Preserving biodiversity is essential for ecological balance.” Reason: “Each species contributes to ecosystem stability and resilience against environmental changes.”
Claim: “Government transparency strengthens democracy and public trust.” Reason: “Open governance fosters accountability, ensures informed decisions, and curbs corruption.”
Claim: “Critical reflection enhances personal growth and self-awareness.” Reason: “Examining experiences and beliefs promotes continuous learning and personal development.”
Claim: “Technological advancements in healthcare improve patient outcomes.” Reason: “Innovations like telemedicine and precision medicine tailor treatments for better results.
Claim: “Early childhood vaccinations are vital for public health.” Reason: “Immunizations prevent the spread of diseases, safeguarding individual and community well-being.”
Claim: “Media plays a significant role in shaping public opinion.” Reason: “Information dissemination influences perspectives, leading to informed decisions and societal change.”
Claim: “Globalization fosters cultural exchange and interconnectedness.” Reason: “Cross-cultural interactions promote understanding, collaboration, and shared values.”
Claim: “Animal testing should be replaced with alternative research methods.” Reason: “Ethical considerations demand the use of cruelty-free testing methods that yield accurate results.”
Claim: “Financial literacy education empowers responsible money management.” Reason: “Teaching budgeting and investment basics ensures informed financial decision-making.”
Claim: “Promoting gender diversity in STEM fields drives innovation.” Reason: “Inclusive environments harness diverse perspectives, fostering creative problem-solving.”
Claim: “Education empowers individuals to break the cycle of poverty.” Reason: “Access to quality education equips individuals with skills to overcome economic challenges.”
Claim: “Cybersecurity measures are essential to protect digital assets.” Reason: “Preventing cyber threats safeguards personal information and prevents cybercrime.”
Claim: “Economic growth should prioritize environmental sustainability.” Reason: “Balancing growth with conservation ensures future generations’ access to resources.”
Claim: “Healthy eating habits contribute to overall well-being.” Reason: “Nutrient-rich diets support physical health, energy levels, and disease prevention.
Claim: “Empathy is crucial for fostering harmonious interpersonal relationships.” Reason: “Understanding others’ perspectives cultivates compassion, reduces conflicts, and builds trust.”
Claim: “Economic inequality hampers social mobility and undermines democracy.” Reason: “Unequal distribution of resources perpetuates disparities and limits equal opportunities.”
Claim: “Online education offers accessible and flexible learning opportunities.” Reason: “Virtual learning platforms cater to diverse schedules and geographical constraints.”
Claim: “Historical preservation maintains cultural heritage and identity.” Reason: “Preserving artifacts and landmarks ensures future generations connect with their past.”
Claim: “Social entrepreneurship addresses societal challenges while generating profits.” Reason: “Innovative business models prioritize social impact, driving positive change and sustainability.”
Claim: “Effective parenting strategies shape children’s emotional development.” Reason: “Nurturing emotional intelligence fosters resilience, empathy, and healthy relationships.”
Claim: “Ethical fashion practices promote sustainable clothing production.” Reason: “Supporting ethically produced garments reduces environmental impact and supports fair labor practices.”
Claim: “Inclusive education benefits students with diverse learning needs.” Reason: “Adapting curriculum and teaching methods empowers all students to thrive academically.”
Claim: “Cultural preservation is integral to indigenous identity and rights.” Reason: “Preserving cultural traditions upholds sovereignty and protects indigenous ways of life.”
Claim: “Volunteering enhances personal well-being and community resilience.” Reason: “Contributing time and skills fosters a sense of purpose and strengthens social ties.
Claim: “A balanced work-life routine improves overall productivity and satisfaction.” Reason: “Prioritizing personal well-being and leisure time enhances focus and reduces burnout.”
Claim: “Cultural diversity fosters innovation and global collaboration.” Reason: “Combining perspectives from different backgrounds sparks creative problem-solving and mutual understanding.”
Claim: “Literacy rates correlate with socioeconomic development and empowerment.” Reason: “High literacy levels enhance access to education, employment opportunities, and civic engagement.”
Claim: “Sustainable tourism preserves natural and cultural resources.” Reason: “Responsible travel practices protect fragile ecosystems and local traditions.”
Claim: “Quality healthcare is a fundamental human right.” Reason: “Access to medical services promotes well-being and ensures equal opportunities for health.”
Claim: “Community engagement enhances neighborhood safety and cohesion.” Reason: “Involved residents collectively address concerns and create a strong sense of belonging.”
Claim: “Ethical considerations should guide AI’s role in decision-making.” Reason: “Responsible AI use prevents biased outcomes and respects human values.”
Claim: “The arts promote emotional expression and healing.” Reason: “Creating and engaging with art facilitates catharsis and emotional release.”
Claim: “Cultural sensitivity is vital for effective global communication.” Reason: “Understanding cultural nuances fosters mutual respect and minimizes misunderstandings.”
Claim: “Social media’s impact on mental health warrants ethical guidelines.” Reason: “Balancing online engagement with mental well-being safeguards against digital stressors.
Claim: “Economic globalization accelerates income inequality.” Reason: “Transnational corporations exploit cheap labor, exacerbating disparities between affluent and impoverished regions.”
Claim: “Investing in early childhood education yields long-term societal benefits.” Reason: “Early learning programs enhance cognitive development and reduce future educational disparities.”
Claim: “Active participation in local governance strengthens democracy.” Reason: “Engaging citizens in decision-making promotes accountability and responsive policies.”
Claim: “Promoting mental health initiatives in schools benefits student well-being.” Reason: “Early support and awareness campaigns address psychological challenges and reduce stigma.”
Claim: “Technology integration in education enhances student engagement.” Reason: “Interactive digital tools cater to diverse learning styles, encouraging active participation.”
Claim: “Criminal justice reform is necessary for equitable legal outcomes.” Reason: “Eliminating biases in sentencing and addressing systemic flaws ensures fair justice.”
Claim: “Sustainable agriculture practices are essential for food security.” Reason: “Regenerative farming methods preserve soil health and mitigate climate change impacts.”
Claim: “Freedom of the press is integral to a functioning democracy.” Reason: “Unbiased journalism informs public discourse and holds authorities accountable.”
Claim: “Intercultural education fosters global understanding and cooperation.” Reason: “Teaching cultural awareness cultivates empathy and prepares individuals for a diverse world.”
Claim: “Inclusive urban planning improves accessibility and quality of life.” Reason: “Designing cities for all residents accommodates diverse needs and enhances urban livability.

With these 100 Two-Part (Claim + Reason) Thesis Statement examples, you have a diverse array of topics and arguments to explore, analyze, and incorporate into your essays.

Two-Part (Claim + Reason) Thesis Statement Examples for Essay

Claim: “Exploring diverse cultures enriches personal growth.” Reason: “Cultural exposure broadens perspectives, fostering tolerance and empathy.”
Claim: “Effective time management enhances academic success.” Reason: “Balancing study and leisure optimizes focus and reduces stress.”
Claim: “Mindfulness practices improve mental well-being.” Reason: “Mindful techniques cultivate self-awareness, reducing anxiety and enhancing emotional balance.”
Claim: “Literature is a powerful tool for social commentary.” Reason: “Fictional narratives offer insights into societal issues, prompting reflection and dialogue.”
Claim: “Personalized learning caters to individual student needs.” Reason: “Tailoring education to learning styles boosts engagement and comprehension.”
Claim: “Responsible social media usage preserves mental health.” Reason: “Setting boundaries online reduces comparison and fosters authentic connections.”
Claim: “Community service fosters a sense of belonging.” Reason: “Volunteering connects individuals to their surroundings, enhancing civic engagement.”
Claim: “Promoting eco-friendly habits protects the environment.” Reason: “Green choices like recycling and energy conservation reduce carbon footprint.”
Claim: “Inclusive workplaces enhance employee morale.” Reason: “Valuing diversity creates a positive environment that promotes collaboration and creativity.”
Claim: “Critical thinking skills are essential for informed decisions.” Reason: “Analytical thinking empowers individuals to evaluate information and make reasoned choices.”

Two-Part (Claim + Reason) Thesis Statement Examples for Argumentative Essay

Claim: “Government surveillance infringes on individual privacy rights.” Reason: “Mass monitoring undermines civil liberties, opening doors to abuse of power.”
Claim: “Social media platforms should implement stricter content moderation.” Reason: “Addressing harmful content reduces misinformation and protects user well-being.”
Claim: “Mandatory voting promotes active citizenship and representative democracy.” Reason: “Compulsory participation ensures diverse voices are heard in political decisions.”
Claim: “Gun control measures are necessary to prevent mass shootings.” Reason: “Stricter regulations reduce access to firearms, curbing potential violence.”
Claim: “Access to quality healthcare is a fundamental human right.” Reason: “Affordable medical services ensure equitable well-being and protect lives.”
Claim: “Climate change is a result of human activity.” Reason: “Scientific evidence links rising emissions to global temperature increases.”
Claim: “Animal testing should be replaced with humane alternatives.” Reason: “Ethical considerations demand cruelty-free research methods that yield accurate results.”
Claim: “Social media has negative effects on mental health.” Reason: “Excessive usage correlates with increased anxiety, depression, and social isolation.”
Claim: “School dress codes infringe on students’ freedom of expression.” Reason: “Restrictive policies limit individuality and discourage self-confidence.”
Claim: “Capital punishment should be abolished as it violates human rights.” Reason: “Irreversible consequences and the potential for wrongful convictions oppose ethical principles.”

Two-Part Thesis Statement Examples for Research Paper

Claim: “AI-driven healthcare innovations enhance medical diagnostics.” Reason: “Machine learning algorithms analyze complex data, aiding accurate disease identification.”
Claim: “Economic globalization impacts income distribution within nations.” Reason: “Global trade can lead to unequal wealth distribution among different socioeconomic groups.”
Claim: “Gender pay gap persists despite progress in workplace equality.” Reason: “Societal norms and biases contribute to unequal compensation between genders.”
Claim: “Urbanization affects mental health and well-being.” Reason: “City living can lead to increased stress levels due to noise and social pressures.”
Claim: “Digital media’s influence on children’s development warrants scrutiny.” Reason: “Excessive screen time can hinder cognitive and social skills during formative years.”
Claim: “Artificial intelligence has transformative potential in education.” Reason: “AI-powered personalized learning adapts to individual student needs, enhancing outcomes.”
Claim: “Effects of climate change impact vulnerable populations disproportionately.” Reason: “Marginalized communities suffer more from environmental changes due to resource disparities.”
Claim: “The role of genetics in mental disorders requires further exploration.” Reason: “Genetic factors contribute to mental health conditions, prompting research for targeted treatments.”
Claim: “Criminal justice reform is needed to address racial disparities.” Reason: “Biased sentencing and profiling lead to unequal treatment within the justice system.”
Claim: “Ethical implications of gene editing demand regulatory frameworks.” Reason: “CRISPR technology raises concerns about unintended consequences and responsible usage.”

Can you have a two point thesis?

Yes, you can have a two-point thesis, also known as a Two-Part Thesis Statement. This type of thesis statement presents two distinct aspects or ideas that will be discussed in your essay, each supported by specific reasons or evidence. It provides a clear structure for organizing your arguments and helps you convey a well-rounded perspective on your topic.

How to Write a Two Part Thesis Statement? – Step by Step Guide

Crafting a Two-Part Thesis Statement involves careful consideration of your topic and the main points you want to address. Here’s a step-by-step guide to help you create an effective Two-Part Thesis Statement:

Choose a Specific Topic: Select a topic for your essay that is focused and manageable. Your thesis statement should address a specific aspect of the topic.
Identify Two Key Points: Determine the two main points or arguments you want to make about the topic. These points should be distinct and complementary, contributing to a comprehensive understanding of the subject.
Create a Claim for Each Point: Develop a clear and concise claim for each of the two points. These claims should represent the main ideas you will be discussing in your essay.
Provide Reasons or Evidence: For each claim, outline the reasons or evidence that support your point. These reasons will help you elaborate on each point in your essay.
Arrange the Structure: Organize your Two-Part Thesis Statement by presenting both claims in a logical order. You can choose to present one claim before the other or arrange them based on their significance.
Concise Language: Write your Two-Part Thesis Statement in clear and concise language. Avoid unnecessary jargon or complex sentence structures.
Revise and Refine: Review your Two-Part Thesis Statement for clarity and coherence. Make sure that each part is distinct and contributes to the overall argument.
Alignment with Essay Content: Ensure that the points you’ve identified in your Two-Part Thesis Statement are directly related to the content of your essay. This alignment helps maintain a focused and organized essay.

How do you split a thesis statement?

Splitting a thesis statement refers to breaking it down into two distinct parts: the claim and the reason. The claim represents the main idea or argument you are making, while the reason provides a brief explanation or justification for that claim. Here’s how you can split a thesis statement:

Original Thesis Statement: “Online education is beneficial.”

Split Thesis Statement:

Claim: “Online education offers numerous benefits.”
Reason: “It provides flexible scheduling and access to a variety of courses.”

By splitting the thesis statement, you clearly separate the main claim from the reason that supports it. This structure sets the foundation for a Two-Part Thesis Statement.

Tips for Writing a Two Part Thesis Statement

Be Clear and Specific: Ensure that your claims and reasons are clear, specific, and focused on the main points you want to discuss.
Balance the Two Points: Choose two points that are relevant to your topic and provide a well-rounded perspective on the subject.
Logical Order: Present your claims in a logical order that flows well and contributes to the coherence of your essay.
Support with Evidence: Make sure you have enough evidence or reasoning to support each claim. This strengthens the credibility of your arguments.
Avoid Overcomplication: Keep your language simple and straightforward. Avoid overly complex sentence structures that might confuse the reader.
Consider Counterarguments: Anticipate potential counterarguments to your claims and address them in your essay to strengthen your position.
Stay Focused: Each part of your thesis statement should relate directly to the points you’ll discuss in your essay. Avoid including unnecessary information.
Revise and Edit: Like any other part of your essay, revise and edit your Two-Part Thesis Statement to ensure it effectively conveys your intended message.

A well-crafted Two-Part Thesis Statement guides your essay’s structure, helps you stay focused on your main points, and provides your readers with a clear roadmap of what to expect.

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ENGL001: English Composition I

Distinguishing between main points and sub-claims.

Read this article on main points and sub-claims. How do main points differ from sub-claims? How can you support sub-claims in your writing?

An effective argument contains a thesis, supporting claims, and evidence to support those claims. The thesis is the writer's central argument, or claim, and the supporting claims reinforce the validity of the thesis. When reading another writer's argument, it is important to be able to distinguish between main points and sub-claims; being able to recognize the difference between the two will prove incredibly useful when composing your own thesis-driven essays.

As you may know, a writer's thesis articulates the direction he or she will take with his or her argument. For example, let's say that my thesis is as follows: "smoking should be banned on campus because of its health and environmental repercussions". At least two things are clear from this statement: my central claim is that smoking should be banned on campus, and I will move from discussing the health impact of allowing smoking on campus to covering the environmental impact of allowing smoking on campus. These latter two ideas (the health and the environmental repercussions of allowing smoking on campus) are the author's main points , which function as support for the author's central claim (thesis), and they will likely comprise one or more body paragraphs of the writer's thesis-driven essay.

Let's take a look at the following diagram:

This diagram translates into the following organizational plan:

Smoking should be banned on campus because of the health repercussions.
Smoking should be banned on campus because of the environmental repercussions.

Points (A) and (B) will be explored in body paragraphs, will likely form the topic sentences of those body paragraphs, and will be supported by more claims specific to each point, or sub-claims . Let's return to the previous diagram and see what happens when we include sub-claims:

Diagram: argument with two main points and sub-claims

I. I argue that smoking should be banned on campus.

A. Smoking should be banned on campus because of the health repercussions.

1. Smoking affects students with allergies.

2. Smoking affects students suffering from asthma.

B. Smoking should be banned on campus because of the environmental repercussions.

1. The cigarette butts are harming animals on campus.

2. The cigarette ash is killing the grass in the campus green areas.

Assertions (1) and (2) listed under each main point are the writer's sub-claims, statements that reinforce the validity of his or her main points. Think about it this way: every time a writer presents a claim, the reader likely asks, "What support do you have for that claim?"

So, when the writer argues, "Smoking should be banned on campus", the reader asks, "What support do you have for that claim?" And the writer responds with, "Because I've found that there are health and environmental repercussions". Then, when the reader asks, "What support do you have for your claim that there are health and environmental repercussions to smoking on campus?" the writer can say, "Well, smoking negatively affects students suffering from asthma as well as those who have allergies, and the pollution caused by cigarettes is harming animals and killing the grass". Each major claim bolsters the writer's thesis, and each sub-claim bolsters one of the writer's major claims; additionally, the claims get increasingly specific as they move from main points to sub-claims.

Then, the writer includes evidence to support each sub-claim. For instance, if I assert that "smoking affects students with allergies", the reader would ask, "What support do you have for that claim?" And the writer might cite a poll taken on campus proving that students with allergies have suffered more when walking through smoky areas.

To support the sub-claim that "smoking affects students suffering from asthma", the writer might cite a report released by Student Health Services connecting the increase of on-campus asthma attacks to on-campus smoking. Those studies function as evidence to support two of the author's sub-claims. Other evidence would be necessary to prove the validity of the writer's other sub-claims.

Whenever you, as a reader, come across an assertion in a thesis-driven text, ask yourself, "What support is the writer offering to back this claim?" You can then chart the points made by the writer by filling in the answers you locate when reading the text. If a point is missing, take note of that, because the point's absence might very well undermine the author's argument. Similarly, as a writer, whenever you make an assertion, ask yourself, "What support can I offer to back this claim?" Then bolster your argument by adding supporting claims and evidence as needed.

College Reading: Understanding College Materials

Distinguishing between main points and sub-claims.

An effective argument contains a thesis, supporting claims, and evidence to support those claims. The thesis is the writer’s central argument, or claim, and the supporting claims reinforce the validity of the thesis. When reading another writer’s argument, it is important to be able to distinguish between main points and sub-claims; being able to recognize the difference between the two will prove incredibly useful when composing your own thesis-driven essays.

As you may know, a writer’s thesis articulates the direction he or she will take with his or her argument. For example, let’s say that my thesis is as follows: “smoking should be banned on campus because of its health and environmental repercussions.” At least two things are clear from this statement: my central claim is that smoking should be banned on campus, and I will move from discussing the health impact of allowing smoking on campus to covering the environmental impact of allowing smoking on campus. These latter two ideas (the health and the environmental repercussions of allowing smoking on campus) are the author’s main points , which function as support for the author’s central claim (thesis), and they will likely comprise one or more body paragraphs of the writer’s thesis-driven essay. Let’s take a look at the following diagram:

Writer organizing thoughts into main thought and sub-thoughts. Written details of this image are provided in the list below.

Smoking should be banned on campus because of the health repercussions.
Smoking should be banned on campus because of the environmental repercussions.

Points (A) and (B) will be explored in body paragraphs, will likely form the topic sentences of those body paragraphs, and will be supported by more claims specific to each point, or sub-claims . Let’s return to the previous diagram and see what happens when we include sub-claims:

Writer adding new sub-thoughts to each original sub-thought to create a pyramid structure.

Smoking affects students with allergies.
Smoking affects students suffering from asthma.
The cigarette butts are harming animals on campus.
The cigarette ash is killing the grass in the campus green areas.

Assertions (1) and (2) listed under each main point are the writer’s sub-claims, statements that reinforce the validity of his or her main points. Think about it this way: every time a writer presents a claim, the reader likely asks, “What support do you have for that claim?” So, when the writer argues, “Smoking should be banned on campus,” the reader asks, “What support do you have for that claim?” And the writer responds with, “Because I’ve found that there are health and environmental repercussions.” Then, when the reader asks, “What support do you have for your claim that there are health and environmental repercussions to smoking on campus?” the writer can say, “Well, smoking negatively affects students suffering from asthma as well as those who have allergies, and the pollution caused by cigarettes is harming animals and killing the grass.” Each major claim bolsters the writer’s thesis, and each sub-claim bolsters one of the writer’s major claims; additionally, the claims get increasingly specific as they move from main points to sub-claims.

Then, the writer includes evidence to support each sub-claim. For instance, if I assert that “smoking affects students with allergies,” the reader would ask, “What support do you have for that claim?” And the writer might cite a poll taken on campus proving that students with allergies have suffered more when walking through smoky areas. To support the sub-claim that “smoking affects students suffering from asthma,” the writer might cite a report released by Student Health Services connecting the increase of on-campus asthma attacks to on-campus smoking. Those studies function as evidence to support two of the author’s sub-claims. Other evidence would be necessary to prove the validity of the writer’s other sub-claims.

Whenever you, as a reader, come across an assertion in a thesis-driven text, ask yourself, “What support is the writer offering to back this claim?” You can then chart the points made by the writer by filling in the answers you locate when reading the text. If a point is missing, take note of that, because the point’s absence might very well undermine the author’s argument. Similarly, as a writer, whenever you make an assertion, ask yourself, “What support can I offer to back this claim?” Then bolster your argument by adding supporting claims and evidence as needed.

Distinguishing Between Main Points and Sub-Claims. Authored by : Jennifer Janechek. Provided by : Writing Commons. Located at : https://writingcommons.org/distinguishing-between-main-points-and-sub-claims . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives

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25 Thesis Statement Examples That Will Make Writing a Breeze

Understanding what makes a good thesis statement is one of the major keys to writing a great research paper or argumentative essay. The thesis statement is where you make a claim that will guide you through your entire paper. If you find yourself struggling to make sense of your paper or your topic, then it's likely due to a weak thesis statement.

Let's take a minute to first understand what makes a solid thesis statement, and what key components you need to write one of your own.

A thesis statement always goes at the beginning of the paper. It will typically be in the first couple of paragraphs of the paper so that it can introduce the body paragraphs, which are the supporting evidence for your thesis statement.

Your thesis statement should clearly identify an argument. You need to have a statement that is not only easy to understand, but one that is debatable. What that means is that you can't just put any statement of fact and have it be your thesis. For example, everyone knows that puppies are cute . An ineffective thesis statement would be, "Puppies are adorable and everyone knows it." This isn't really something that's a debatable topic.

Something that would be more debatable would be, "A puppy's cuteness is derived from its floppy ears, small body, and playfulness." These are three things that can be debated on. Some people might think that the cutest thing about puppies is the fact that they follow you around or that they're really soft and fuzzy.

All cuteness aside, you want to make sure that your thesis statement is not only debatable, but that it also actually thoroughly answers the research question that was posed. You always want to make sure that your evidence is supporting a claim that you made (and not the other way around). This is why it's crucial to read and research about a topic first and come to a conclusion later. If you try to get your research to fit your thesis statement, then it may not work out as neatly as you think. As you learn more, you discover more (and the outcome may not be what you originally thought).

Additionally, your thesis statement shouldn't be too big or too grand. It'll be hard to cover everything in a thesis statement like, "The federal government should act now on climate change." The topic is just too large to actually say something new and meaningful. Instead, a more effective thesis statement might be, "Local governments can combat climate change by providing citizens with larger recycling bins and offering local classes about composting and conservation." This is easier to work with because it's a smaller idea, but you can also discuss the overall topic that you might be interested in, which is climate change.

So, now that we know what makes a good, solid thesis statement, you can start to write your own. If you find that you're getting stuck or you are the type of person who needs to look at examples before you start something, then check out our list of thesis statement examples below.

Thesis statement examples

A quick note that these thesis statements have not been fully researched. These are merely examples to show you what a thesis statement might look like and how you can implement your own ideas into one that you think of independently. As such, you should not use these thesis statements for your own research paper purposes. They are meant to be used as examples only.

Vaccinations Because many children are unable to vaccinate due to illness, we must require that all healthy and able children be vaccinated in order to have herd immunity.
Educational Resources for Low-Income Students Schools should provide educational resources for low-income students during the summers so that they don't forget what they've learned throughout the school year.
School Uniforms School uniforms may be an upfront cost for families, but they eradicate the visual differences in income between students and provide a more egalitarian atmosphere at school.
Populism The rise in populism on the 2016 political stage was in reaction to increasing globalization, the decline of manufacturing jobs, and the Syrian refugee crisis.
Public Libraries Libraries are essential resources for communities and should be funded more heavily by local municipalities.
Cyber Bullying With more and more teens using smartphones and social media, cyber bullying is on the rise. Cyber bullying puts a lot of stress on many teens, and can cause depression, anxiety, and even suicidal thoughts. Parents should limit the usage of smart phones, monitor their children's online activity, and report any cyber bullying to school officials in order to combat this problem.
Medical Marijuana for Veterans Studies have shown that the use of medicinal marijuana has been helpful to veterans who suffer from Post-Traumatic Stress Disorder (PTSD). Medicinal marijuana prescriptions should be legal in all states and provided to these veterans. Additional medical or therapy services should also be researched and implemented in order to help them re-integrate back into civilian life.
Work-Life Balance Corporations should provide more work from home opportunities and six-hour workdays so that office workers have a better work-life balance and are more likely to be productive when they are in the office.
Teaching Youths about Consensual Sex Although sex education that includes a discussion of consensual sex would likely lead to less sexual assault, parents need to teach their children the meaning of consent from a young age with age appropriate lessons.
Whether or Not to Attend University A degree from a university provides invaluable lessons on life and a future career, but not every high school student should be encouraged to attend a university directly after graduation. Some students may benefit from a trade school or a "gap year" where they can think more intensely about what it is they want to do for a career and how they can accomplish this.
Studying Abroad Studying abroad is one of the most culturally valuable experiences you can have in college. It is the only way to get completely immersed in another language and learn how other cultures and countries are different from your own.
Women's Body Image Magazines have done a lot in the last five years to include a more diverse group of models, but there is still a long way to go to promote a healthy woman's body image collectively as a culture.
Cigarette Tax Heavily taxing and increasing the price of cigarettes is essentially a tax on the poorest Americans, and it doesn't deter them from purchasing. Instead, the state and federal governments should target those economically disenfranchised with early education about the dangers of smoking.
Veganism A vegan diet, while a healthy and ethical way to consume food, indicates a position of privilege. It also limits you to other cultural food experiences if you travel around the world.
University Athletes Should be Compensated University athletes should be compensated for their service to the university, as it is difficult for these students to procure and hold a job with busy academic and athletic schedules. Many student athletes on scholarship also come from low-income neighborhoods and it is a struggle to make ends meet when they are participating in athletics.
Women in the Workforce Sheryl Sandberg makes a lot of interesting points in her best-selling book, Lean In , but she only addressed the very privileged working woman and failed to speak to those in lower-skilled, lower-wage jobs.
Assisted Suicide Assisted suicide should be legal and doctors should have the ability to make sure their patients have the end-of-life care that they want to receive.
Celebrity and Political Activism Although Taylor Swift's lyrics are indicative of a feminist perspective, she should be more politically active and vocal to use her position of power for the betterment of society.
The Civil War The insistence from many Southerners that the South seceded from the Union for states' rights versus the fact that they seceded for the purposes of continuing slavery is a harmful myth that still affects race relations today.
Blue Collar Workers Coal miners and other blue-collar workers whose jobs are slowly disappearing from the workforce should be re-trained in jobs in the technology sector or in renewable energy. A program to re-train these workers would not only improve local economies where jobs have been displaced, but would also lead to lower unemployment nationally.
Diversity in the Workforce Having a diverse group of people in an office setting leads to richer ideas, more cooperation, and more empathy between people with different skin colors or backgrounds.
Re-Imagining the Nuclear Family The nuclear family was traditionally defined as one mother, one father, and 2.5 children. This outdated depiction of family life doesn't quite fit with modern society. The definition of normal family life shouldn't be limited to two-parent households.
Digital Literacy Skills With more information readily available than ever before, it's crucial that students are prepared to examine the material they're reading and determine whether or not it's a good source or if it has misleading information. Teaching students digital literacy and helping them to understand the difference between opinion or propaganda from legitimate, real information is integral.
Beauty Pageants Beauty pageants are presented with the angle that they empower women. However, putting women in a swimsuit on a stage while simultaneously judging them on how well they answer an impossible question in a short period of time is cruel and purely for the amusement of men. Therefore, we should stop televising beauty pageants.
Supporting More Women to Run for a Political Position In order to get more women into political positions, more women must run for office. There must be a grassroots effort to educate women on how to run for office, who among them should run, and support for a future candidate for getting started on a political career.

Still stuck? Need some help with your thesis statement?

If you are still uncertain about how to write a thesis statement or what a good thesis statement is, be sure to consult with your teacher or professor to make sure you're on the right track. It's always a good idea to check in and make sure that your thesis statement is making a solid argument and that it can be supported by your research.

After you're done writing, it's important to have someone take a second look at your paper so that you can ensure there are no mistakes or errors. It's difficult to spot your own mistakes, which is why it's always recommended to have someone help you with the revision process, whether that's a teacher, the writing center at school, or a professional editor such as one from ServiceScape .

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Evolving a central claim: example 1, how an initial idea evolves to become a central claim.

In their Writing Analytically textbook, Writing Studies scholars David Rosenwsasser and Jill Stephens illustrate how a central claim evolves by revealing a set of questions a student writer asks of her object of study. Here is their illustration of that process:

Because the writing process is a way not just of recording but of discovering ideas, writers, especially in the early stages of drafting, often set out with one idea or direction in mind and then, in the process of writing, happen upon another, potentially better idea that only begins to emerge in the draft. Once you’re recognized them, these emerging thoughts may lead to your evolving a markedly different central claim, or they may provide you with the means of extending your paper’s original thesis well beyond the point you settled for initially.

Writers undertake this kind of conceptual revision–locating and defining the central claim–in different ways. Some writers rely on repeatedly revising while they work their way through a first draft (which, when finished, will b e close to a final draft). Others move through the first draft without much revision and then comprehensively rethink and restructure it (sometimes two, three, or more times).Whatever mode of revision works best for you, the thinking processes we demonstrate here are central. They are the common denominators of he various stages of the drafting process.

Our means of demonstrating how writers use exploratory writing to locate and develop a workable thesis [central claim] is to take you through the steps a student writer would follow in revising her initial draft on a painting, Las Meninas (Spanish for “the ladies in waiting”) by the seventeenth-century painter, Diego Velázquez. We are using a paper on a painting because all of the writer’s data (the details of the painting) are on one page, allowing you to think with the writer as she develops her ideas.

As you read the draft, watch how the writer goes about developing the claim made at the end of her first paragraph–that, despite its complexity, the painting clearly reveals at least some of the painter’s intentions (referred to elsewhere in the paper as what the painting is saying, what it suggests, or what the painter wants). We have underlined each appearance of potential central claims in the text of the paper. Using square brackets at the ends of paragraphs, we have described the writer’s methods for arriving at ideas: NOTICE AND FOCUS, THE METHOD, and ASKING “SO WHAT?”

There are a number of good things about this student paper when considered as an exploratory draft. Studying it will help you train yourself to turn a more discriminating eye on your own works in progress, especially in that all-important early stage in which you are writing in order to discover ideas.

A Student’s Work in Progress

Draft Title: Velázquez’s Intentions in Las Meninas

Paragraph 1

Velázquez has been noted as being one of the best Spanish artists of all time. It seems that as Velázquez got older, his paintings became better. Toward the end of his life, he painted his masterpiece, Las Meninas. Out of all his works, Las Meninas is the only known self-portrait of Velázquez. There is much to be said about Las Meninas. The painting is very complex, but some of the intentions that Velázquez had in painting Las Meninas are very clear. [The writer opens with background information and a broad working central claim (underlined).] Paragraph 2 First, we must look at the painting as a whole. The question that must be answered is who is in the painting? The people are all members of the Royal Court of the Spanish monarch Philip IV. In the center is the king’s daughter, who eventually became Empress of Spain. Around her are her meninas or ladies-in-waiting. These meninas are all daughters of influential men. To the right of the meninas is a dwarf who is a servant, and the family dog who looks fierce but is easily tamed by the foot of a child. The more unique people in the painting are Velázquez, himself, who stands to the left in front of the canvas; the king and queen, whose faces are captured in the obscure mirror; the man in the doorway; and the nun and man behind the meninas . To analyze this painting further, the relationship between characters must be understood. [The writer describes the evidence and arrives at an operating assertion—focusing on the relationship among characters.]

Paragraph 3

Where is this scene occurring? Most likely it is in the palace. But why is there no visible furniture? Is it because Velázquez didn’t want the viewer to become distracted from his true intentions? I believe it is to show that this is not just a painting of an actual event. This is an event out of his imagination. [The writer begins pushing observations to tentative conclusions by ASKING SO WHAT?] Paragraph 4 Now, let us become better acquainted with the characters. The child in the center is the most visible. All the light is shining on her. Maybe Velázquez is suggesting that she is the next light for Spain and that even God has approved her by shining all the available light on her. Back in those days there was a belief in the divine right of kings, so this just might be what Velázquez is saying. [The writer starts ranking evidence for importance and continues to ask, SO WHAT?; she arrives at a possible interpretation of the painter’s intention.]

Paragraph 5

The next people of interest are the ones behind the meninas . The woman in the habit might be a nun and the man a priest. The king and queen are in the mirror, which is to suggest they are present, but they are not as visible as they might be. Velázquez suggests that they are not always at the center where everyone would expect them to be. [The writer continues using NOTICE AND FOCUS plus asking SO WHAT?; in addition to looking for pattern in the painting’s details, the writer has begun to notice evidence—the minimal presence of the king and queen in the painting—that could complicated her initial interpretation about the divine right of kings.]

Paragraph 6

The last person and the most interesting is Velázquez. He dominates the painting along with the little girl. He takes up the whole left side along with his gigantic easel. But what is he painting? As I previously said, he might be painting the king and queen. But I also think he could be pretending to paint us, the viewers. The easel really gives this portrait an air of mystery because Velázquez knows that we, the viewers, want to know what he is painting. [The writer locates what she finds to be the most significant detail—the size and prominence of the painter.]

Paragraph 7

The appearance of Velázquez is also interesting. His eyes are focused outward here. They are not focused on what is going on around him. It is a steady stare. Also interesting is his confident stance. He was confident enough to place himself in the painting of the royal court. I think that Velázquez wants the king to give him the recognition he deserves by including him in the “family.” And the symbol of his vest is the symbol given to a painter by the king to show that his status and brilliance have been appreciated by the monarch. It is unknown how it got there. It is unlikely that Velázquez put it there himself. That would be too outright, and Velázquez was the type to give his messages subtly. Some say that after Velázquez’s death, King Philip IV himself painted it to finally give Velázquez the credit he deserved for being a loyal friend and servant. [The writer continues to analyze the most significant detail and to ask SO WHAT? about the painter’s appearance; this takes her to three tentative central claims (underlined above).]

Paragraph 8

I believe that Velázquez was very ingenious by putting his thoughts and feelings into a painting. He didn’t want to offend the kind, who had done so much for him. It paid off for Velázquez because he did finally get what he wanted, even if it was after he died. [The writer concludes and is now ready to redraft to tighten links between evidence and claims, formulate a better central claim, and make this central claim evolve.]

From Details to Ideas: Arriving at a WorkingThesis in an Exploratory Draft

An exploratory draft uses writing as a means of arriving at a working central claim that the next draft can more fully evolve. Most writers find that their best ideas emerge near the end of the exploratory draft, which is the case in this student’s draft (see the three claims underlined in Paragraph 7).

The Las Meninas paper is a good exploratory draft. The writer has begun to interpret details and draw possible conclusions from what she sees, rather than just describing the scene depicted on the canvas or responding loosely to it with her unanalyzed impressions. The move from description to analysis and interpretation begins when you select certain details in your evidence as more important than others and explain what they seem to you to suggest. The writer has done both of these things, and so has gotten to the point where she can begin methodically evolving her initial ideas into a perceptive analysis.

What is especially good about the draft is that it reveals the writer’s willingness to push on from her first idea (reading the painting as an endorsement of the divine right of kings, expressed by the light shining on the princess) by seeking out complicating evidence. The process of revising for ideas begins in earnest when you start checking to make sue that the thesis you have formulated accounts for as much of the available evidence as possible and does not avoid evidence that might complicate or contradict it.

The writer’s first idea (about divine right), for example, does not account for enough of the evidence and is undermined by evidence that clearly doesn’t fit, such as the small size and decentering of the king and queen, and the large size and foregrounding of the painter himself. Rather than ignoring these troublesome details, the writer instead zooms in on them. She focuses on the painter’s representation of himself and of his employers, the king and queen, as the most significant evidence to be taken into account and analyzed in depth.

Columbia student mocked for viral video telling reporters that occupiers might die without food delivery

A Columbia University graduate student went viral online after telling members of the media that protesters were at risk of dying or becoming severely ill if authorities did not deliver food and water to them.

"First of all, we're saying that they're obligated to provide food to students who pay for a meal plan here," the student told reporters when asked about Columbia's role providing food access for students occupying the campus building Hamilton Hall.

The student is reported to be Johannah King-Slutzky, an instructor and Ph.D. candidate at Columbia, according to National Review .

TWO COLUMBIA STUDENTS WHO FACED OFF WITH MOB SPEAK OUT, CLAIM A CAR FULL OF 'MASKED PEOPLE' SURVEILLED THEM

"I guess it's ultimately a question of what kind of community and obligation Columbia feels it has to its students," King-Slutzky said. "Do you want students to die of dehydration and starvation or get severely ill, even if they disagree with you?"

She continued: "If the answer is no then you should allow basic — I mean, it's crazy to say since we're on an Ivy League campus — but this is like, basic humanitarian aid we're asking for, like could people please have a glass of water?"

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"Columbia students who took over a campus building are demanding food and water as part of their basic human rights," Outkick founder Clay Travis wrote. "Really."

COLUMBIA STUDENTS WHO WITNESSED ANTI-ISRAEL PROTESTERS' BUILDING TAKEOVER SPEAKS OUT: 'WE FEEL ALONE'

"These are not the remarks, let alone the arguments, of a serious person," Yale professor Nicholas Christakis wrote. "This is the way someone who has never been challenged to defend her views with facts and reason speaks. This is someone who thinks she is winning the battle of ideas simply by articulating her desires. Someone her university has not taught."

"Every good revolutionary knows you have to pack snacks," liberal commentator Joanne Carducci wrote on X.

"That this ends with ‘but the Grubhub’ might be the greatest commentary on the times we live in," Carducci added.

"Her entire bio on Columbia’s website is about viewing everything through a lens of Marxism ," conservative commentator and show host Liz Wheeler wrote. "She’s a literal communist whining for someone to bring her her lunch box."

One reporter asked the student to explain her demands for food and water. "It seems like you're saying, ‘we want to be revolutionaries, we want to take over this building, now would you please bring us some food,’" the reporter said.

"No one's asking them to bring anything," she responded. "We're asking them to not stop us from bringing basic humanitarian aid."

Hamilton Hall on Columbia's campus was cleared of protesters by the New York Police Department on Tuesday night, around 11 p.m. ET, nearly 24 hours after it was occupied by students.

A spokesperson for Columbia shared a link to campus updates with Fox News Digital in an email.

Fox News' Elizabeth Pritchett contributed to this report.

Original article source: Columbia student mocked for viral video telling reporters that occupiers might die without food delivery

A Columbia student went viral online after telling members of the media that protesters were at risk of dying or becoming severely ill if authorities did not deliver food and water to them. Getty Images

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Identifying Thesis Statements, Claims, and Evidence
Thesis Statements, Claims, and Evidence Introduction. The three important parts of an argumentative essay are: A thesis statement is a sentence, usually in the first paragraph of an article, that expresses the article's main point. It is not a fact; it's a statement that you could disagree with.
Thesis
Thesis. Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore ...
How to Write a Thesis Statement
A good thesis statement is a claim that requires further evidence or analysis to back it up. Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper. Tip AI tools like ChatGPT can be effectively used to brainstorm and refine potential thesis statements.
What is a thesis
A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic. Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research ...
Thesis Statements and Counter-Claims
Thesis Statements and Counter-Claims. A thesis statement is a claim that sets up your argument. Your thesis should situate your argument within a broader discussion, which will likely involve addressing possible objections, or counter-claims. Counter-claims will help you develop a well-rounded argument by showing you've considered many ...
Strong Thesis Statements
The thesis statement or main claim must be debatable. An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no ...
Writing Theses and Claims
Writing Theses and Claims 14 Mar 2020 4 Aug 2020 Marcus Meade Virtually all genres of academic writing rely to some degree on claims as the engine of arguments, whether as the main point of arguments (the central claim or thesis) or as supporting points (subclaims).
PDF What is a thesis statement? Topic Claim [Topic + Claim because So What?
The Claim part of your thesis is your argument; it is a stance on the issue you brought up in the topic. For example, the commercial fishing industry is making subsistence living in Alaska harder on Indigenous peoples. The "So What?" of your thesis lets your readers know why they should care about the topic and claim you are making.
Thesis Statements: Crafting a Claim Backed by Reasoning
An argumentative thesis statement makes a clear assertion, taking a stance and providing details to support that stance. An effective argumentative thesis statement helps to persuade the reader by providing an outline of the main claims and reasoning for those claims. Examples of Thesis Statements. Each of these sample thesis statements takes a ...
PDF Thesis Statements and Topic Sentences
A thesis driven essay is comprised of an initial thesis statement that establishes a claim or argument, and ensuing topic sentences that support and develop that claim. Ideally, a reader would be able to read only the thesis statement and topic sentences of your text, and still be able to understand the main ideas and
What is a claim?
A claim is a statement that presents an idea or series of ideas as arguments. Arguments therefore consist of claims, or another way to put it is, to say that claims are the building blocks of a good argument. In research writing, claims will be the backbone that form a thesis or a hypothesis (here the term 'hypothesis' refers to the ...
What's in a Claim? Claims and Thesis Statements, De-Mystified
What makes a good claim? How do I make a thesis statement stand out? This first video walks through how to spot a good claim and what sets a great thesis st...
7: Identifying Thesis Statements, Claims, and Evidence
It is a thesis statement for three reasons: It is the article's main argument. It is not a fact. Someone could think that peoples' prior convictions should affect their access to higher education. It requires evidence to show that it is true. Finding Claims. A claim is statement that supports a thesis statement.
Is a Thesis the same as a Claim: How to Write Each
For example, a thesis is the main argument in writing, while claims are the points that can be accrued from that statement. Therefore, the thesis must be in the introductory part of ant piece of writing. Everything that you include in that writing must reflect back to the thesis statement. Backing the argument is what brings up a claim.
Two-Part (Claim + Reason) Thesis Statement
A Two-Part (Claim + Reason) Thesis Statement is a succinct and persuasive way to present an argument in academic writing. It consists of two essential components: the claim, which states the main point or position you're asserting, and the reason, which provides a concise explanation or justification for why that claim is valid. ...
ENGL001: Distinguishing Between Main Points and Sub-claims
The thesis is the writer's central argument, or claim, and the supporting claims reinforce the validity of the thesis. When reading another writer's argument, it is important to be able to distinguish between main points and sub-claims; being able to recognize the difference between the two will prove incredibly useful when composing your own ...
Module 3 Discussion: Thesis Statements and Supporting Claims Assignment
STEP 2: Next, write a paragraph that describes how the thesis relates to the topic sentences of at least two of the paragraphs. Include 2 topic sentences as quotes, and explain each's relationship to the thesis. STEP 3 : Write a paragraph that identifies the type of support that each paragraph from the reading uses to reinforce each of those ...
Distinguishing Between Main Points and Sub-Claims
The thesis is the writer's central argument, or claim, and the supporting claims reinforce the validity of the thesis. When reading another writer's argument, it is important to be able to distinguish between main points and sub-claims; being able to recognize the difference between the two will prove incredibly useful when composing your ...
25 Thesis Statement Examples That Will Make Writing a Breeze
The thesis statement is where you make a claim that will guide you through your entire paper. If you find yourself struggling to make sense of your paper or your topic, then it's likely due to a weak thesis statement. Let's take a minute to first understand what makes a solid thesis statement, and what key components you need to write one of ...
Evolving a Central Claim: Example 1
Evolving a Central Claim: Example 1. Your central claim (also called a thesis) lies at the heart of your argument. As a contestable and weighty statement, it anchors your essay, encapsulating the most important idea that you will unpack, unveil, and support in your writing. Claims don't blossom fully formed from the phenomenon under ...
What Is a Claim in Writing? Examples of Argumentative Statements
It's not all that far off from a claim you might make out loud. Learn more about when you're making a claim right here. Dictionary ... A claim statement is a type of thesis statement in which you present the main idea of what you are writing in the form of an argument. Think of claims like a thesis statement in the form of an argument.
What is the difference between claim and thesis?
In lang=en terms the difference between claim and thesis is that claim is to demand compensation or damages through the courts while thesis is the accented part of the measure, expressed by the downward beat; the opposite of arsis. As nouns the difference between claim and thesis is that claim is a demand of ownership made for something (e.g. claim ownership, claim victory) while thesis is a ...
Columbia student mocked for viral video telling reporters that ...
A Columbia University graduate student went viral online after telling members of the media that protesters were at risk of dying or becoming severely ill if authorities did not deliver food and ...

Identifying Thesis Statements, Claims, and Evidence

Paragraphs 1-7

Paragraphs 8-10

Paragraphs 11-13

Paragraphs 14-16

Paragraphs 17-19

Paragraphs 20-23

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

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Broad thesis (arguable, but difficult to support with evidence)

Arguable thesis with analytical claim

Arguable thesis with normative claim

Questions to ask about your thesis

What is a thesis | A Complete Guide with Examples

Table of Contents

What is a thesis?

What is a thesis statement?

Different types of thesis statements

Argumentative (or Persuasive) thesis statement

Analytical thesis statement

Expository (or Descriptive) thesis statement

Cause and effect thesis statement

Compare and contrast thesis statement

What is the difference between a thesis and a thesis statement?

15 components of a thesis structure

Acknowledgments

Table of contents

List of figures and tables

Introduction

Literature review section

Methodology

Results (or Findings)

Practical implications (Recommendation) section

References (or Bibliography)

Glossary (optional)

Thesis examples

Checklist for your thesis evaluation

Preparing your thesis defense

Dissertation vs. Thesis

Wrapping up

Frequently Asked Questions

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The thesis statement or main claim must be debatable

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What is a claim?

Dispelling some myths about claims

Two Types of claims

Two ways of doing claims

Good claims have 3 features

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Thesis Statements: Crafting a Claim Backed by Reasoning

Argumentative Thesis Statements

Examples of Thesis Statements

What is a claim?

Characteristics of a good claim

Function of claims

Check your understanding

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7: Identifying Thesis Statements, Claims, and Evidence

Learning Objectives

Thesis Statements, Claims, and Evidence

Paragraphs 1-7

Paragraphs 8-10

Paragraphs 11-13

Paragraphs 14-16

Paragraphs 17-19

Paragraphs 20-23

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

Is a Thesis the same as a Claim: How to Write Each

Is a Thesis the same as a Claim?

How to write a Thesis Statement

1. Start with a Question