child support thesis statement

Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

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

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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

9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

• Develop a strong, clear thesis statement with the proper elements.
• Revise your thesis statement.

Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.

Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.

Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

Elements of a Thesis Statement

For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea —the main idea upon which you build your thesis.

Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful and confident.

A thesis is one sentence long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

A Strong Thesis Statement

A strong thesis statement contains the following qualities.

Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health care coverage.

Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.

Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.

Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.

Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say.

Even in a personal essay that allows the use of first person, your thesis should not contain phrases such as in my opinion or I believe . These statements reduce your credibility and weaken your argument. Your opinion is more convincing when you use a firm attitude.

On a separate sheet of paper, write a thesis statement for each of the following topics. Remember to make each statement specific, precise, demonstrable, forceful and confident.

• Texting while driving
• The legal drinking age in the United States
• Steroid use among professional athletes

Examples of Appropriate Thesis Statements

Each of the following thesis statements meets several of the following requirements:

• Specificity
• Ability to be argued
• Ability to be demonstrated
• Forcefulness
• The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
• J. D. Salinger’s character in Catcher in the Rye , Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

You can find thesis statements in many places, such as in the news; in the opinions of friends, coworkers or teachers; and even in songs you hear on the radio. Become aware of thesis statements in everyday life by paying attention to people’s opinions and their reasons for those opinions. Pay attention to your own everyday thesis statements as well, as these can become material for future essays.

Now that you have read about the contents of a good thesis statement and have seen examples, take a look at the pitfalls to avoid when composing your own thesis:

A thesis is weak when it is simply a declaration of your subject or a description of what you will discuss in your essay.

Weak thesis statement: My paper will explain why imagination is more important than knowledge.

A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side.

Weak thesis statement: Religious radicals across America are trying to legislate their Puritanical beliefs by banning required high school books.

A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end.

Weak thesis statement: Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

Weak thesis statement: The life of Abraham Lincoln was long and challenging.

Read the following thesis statements. On a separate piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.

• The subject of this paper is my experience with ferrets as pets.
• The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.
• Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
• In this essay, I will give you lots of reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.
• My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare.

Writing at Work

Often in your career, you will need to ask your boss for something through an e-mail. Just as a thesis statement organizes an essay, it can also organize your e-mail request. While your e-mail will be shorter than an essay, using a thesis statement in your first paragraph quickly lets your boss know what you are asking for, why it is necessary, and what the benefits are. In short body paragraphs, you can provide the essential information needed to expand upon your request.

Thesis Statement Revision

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Remember from Chapter 8 “The Writing Process: How Do I Begin?” that your thesis statement begins as a working thesis statement , an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

Ways to Revise Your Thesis

You can cut down on irrelevant aspects and revise your thesis by taking the following steps:

1. Pinpoint and replace all nonspecific words, such as people , everything , society , or life , with more precise words in order to reduce any vagueness.

Working thesis: Young people have to work hard to succeed in life.

Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents.

The revised thesis makes a more specific statement about success and what it means to work hard. The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus his or her research and gain more direction in his or her writing.

2. Clarify ideas that need explanation by asking yourself questions that narrow your thesis.

Working thesis: The welfare system is a joke.

Revised thesis: The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke . The writer should ask himself or herself questions similar to the 5WH questions. (See Chapter 8 “The Writing Process: How Do I Begin?” for more information on the 5WH questions.) By incorporating the answers to these questions into a thesis statement, the writer more accurately defines his or her stance, which will better guide the writing of the essay.

3. Replace any linking verbs with action verbs. Linking verbs are forms of the verb to be , a verb that simply states that a situation exists.

Working thesis: Kansas City schoolteachers are not paid enough.

Revised thesis: The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers.

The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue:

• Who is not paying the teachers enough?
• What is considered “enough”?
• What is the problem?
• What are the results

4. Omit any general claims that are hard to support.

Working thesis: Today’s teenage girls are too sexualized.

Revised thesis: Teenage girls who are captivated by the sexual images on MTV are conditioned to believe that a woman’s worth depends on her sensuality, a feeling that harms their self-esteem and behavior.

It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. Many girls have strict parents, dress appropriately, and do not engage in sexual activity while in middle school and high school. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Why are they behaving that way?
• Where does this behavior show up?
• What are the repercussions?

In the first section of Chapter 8 “The Writing Process: How Do I Begin?” , you determined your purpose for writing and your audience. You then completed a freewriting exercise about an event you recently experienced and chose a general topic to write about. Using that general topic, you then narrowed it down by answering the 5WH questions. After you answered these questions, you chose one of the three methods of prewriting and gathered possible supporting points for your working thesis statement.

Now, on a separate sheet of paper, write down your working thesis statement. Identify any weaknesses in this sentence and revise the statement to reflect the elements of a strong thesis statement. Make sure it is specific, precise, arguable, demonstrable, forceful, and confident.

Collaboration

Please share with a classmate and compare your answers.

In your career you may have to write a project proposal that focuses on a particular problem in your company, such as reinforcing the tardiness policy. The proposal would aim to fix the problem; using a thesis statement would clearly state the boundaries of the problem and tell the goals of the project. After writing the proposal, you may find that the thesis needs revision to reflect exactly what is expressed in the body. Using the techniques from this chapter would apply to revising that thesis.

Key Takeaways

• Proper essays require a thesis statement to provide a specific focus and suggest how the essay will be organized.
• A thesis statement is your interpretation of the subject, not the topic itself.
• A strong thesis is specific, precise, forceful, confident, and is able to be demonstrated.
• A strong thesis challenges readers with a point of view that can be debated and can be supported with evidence.
• A weak thesis is simply a declaration of your topic or contains an obvious fact that cannot be argued.
• Depending on your topic, it may or may not be appropriate to use first person point of view.
• Revise your thesis by ensuring all words are specific, all ideas are exact, and all verbs express action.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Thesis Statements: Examples

• Where Do Theses Come From?

Bullying in elementary schools is getting worse, because children model what they see at home and there are more cases of physical and emotional child abuse, and this causes various emotional problems in children.

In order to be truly effective, anti-bullying policies should focus on the home life of the bully, because of the strong connection between parental actions and attitudes and the way a student treats his or her peers.

Explanation

The first example tries to cover too many topics: bullying is getting worse, bullying is related to the student's home life, and bullying causes various emotional problems in children.  The second example focuses only on the connection between a student's home life and tendency towards bullying.

Abortion is a terrible practice that only deranged, baby-killing monsters would advocate under the guise of being pro-choice.

Despite the appeal of freedom of choice, the legalization of abortion has been detrimental to the well-being of women in America.

The first example states a strong opinion, but does not offer any facts to back it up.  The explosive language is likely to alienate even readers who may have been sympathetic to the writer's position.  The second example promises to offer a rational, if still opinioned, look at the issue.

Texting your sister who is in the next room to ask her to bring you your backpack means that you should get a life.

The use of technology to replace face to face communication increases the feeling of isolation among American youth.

The first statement is too specific to be a thesis statement.  If reworded for a more academic structure, the specific anecdote could be used to prove a broader point, but, as it is, the author would have difficulty writing an entire paper about this one incident.  The second thesis statement is broad enough that an entire paper could be written about it.

The government should legalize the use of marijuana.

The governement should legalize the use of marijuana in order to benefit from sales taxes of the drug and in order to make it more easily available to people who need it for medical reasons.

The first statement is debatable, but gives no sign that the author has any reasons for making such a statement.  The second thesis statement offers logical reasons, which the reader can assume the author will expound upon in the rest of the paper.

People who are healthy and have healthy organs should be allowed to find other people in need of organs that they don't need, like a kidney, and sell them to the other people because that could save lives if a financial incentive was offered, instead of just relying on people's charity.

The purchase and sale of organs should be legalized in order to better facilitate the saving of lives.

More words don't always make a better thesis.  The second thesis statement is much clearer.  The example of the first thesis statement could be included earlier in the paragraph to help illustrate what is being argued, especially since the subject matter is rather unusual.

Beauty contests are sexist and detrimental to society, and they should be banned everywhere. 

Beauty contests, while they may increase confidence in those who perform in them, can be sexist and harmful because they encourage objectification of women and put an overemphasis on physical appearance. 

The first example is too simple and opinionated. The writer gives his or her point of view, but does not back it up with reasons or facts -- it is just stated. It also offers an overly simplified and extreme solution to the problem. The second example, while still offering a concrete opinion on the subject, gives reasons for this view. The writer is informing the reader of how he or she will go about defending his or her stance. 

Smoking causes lung damage and other health problems. 

Smoking should be made illegal in the United States because of the health problems that it causes. 

The first example is not a point that can be argued against; it is widely known and accepted that smoking is unhealthy. Why write a paper explaining something that everybody already knows and agrees about? The second example can be argued, however: making smoking illegal is one possible solution to the problem, but it still needs to have evidence and argument to back it up because not everybody believes that this is a good solution. 

Exams are not the best way to determine academic successs. 

Exams determine students' talent at test-taking and recall rather than their actual understanding of the material; therefore, instead of exams alone, instructors should employ several different ways of measuring student success, including papers and projects.  

The first example is too broad; it is more of a general topic rather than a thesis. The second example is much more specific. It narrows the thesis down from the problem itself to the solution to the problem. 

Prompt: Describe a character from the movie who shows compassion.

Jack shows compassion.

Jack shows compassion through his kind words, his selfless volunteering, and his forgiveness of Alicia's quick temper.

The first example simply uses the prompt as the thesis statement.  The second example offers support for the statement, preparing the reader for an essay about how Jack's kind words, selfless volunteering and forgiveness show his compassion.

One thing I am going to talk about today is one thing that happened to me one time when I was on this one trip at a place that I was staying at for a certain amount of time. 

Standing on a mountain-top in Israel was an experience that redefined my faith and helped me decide to become an archeologist.

The first example is very vague, providing the reader with almost no information.  The second example gives the reader a clear idea of what the essay is going to be about.  The first example also announces what the author plans to do.  It is much better to launch right into the essay, thereby demosntrating to the reader the purpose of the essay.

• << Previous: Where Do Theses Come From?
• Last Updated: May 17, 2023 3:15 PM
• URL: https://libguides.grace.edu/thesisstatements

• Skip to Content
• Skip to Main Navigation
• Skip to Search

Indiana University Bloomington Indiana University Bloomington IU Bloomington

• Mission, Vision, and Inclusive Language Statement
• Locations & Hours
• Undergraduate Employment
• Graduate Employment
• Frequently Asked Questions
• Newsletter Archive
• Support WTS
• Schedule an Appointment
• Online Tutoring
• Before your Appointment
• WTS Policies
• Group Tutoring
• Students Referred by Instructors
• Paid External Editing Services
• Writing Guides
• Scholarly Write-in
• Dissertation Writing Groups
• Journal Article Writing Groups
• Early Career Graduate Student Writing Workshop
• Workshops for Graduate Students
• Teaching Resources
• Syllabus Information
• Course-specific Tutoring
• Nominate a Peer Tutor
• Tutoring Feedback
• Schedule Appointment
• Campus Writing Program

Writing Tutorial Services

How to write a thesis statement, what is a thesis statement.

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

Why Should Your Essay Contain a Thesis Statement?

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

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

How Can You Write a Good Thesis Statement?

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

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

How to Generate a Thesis Statement if the Topic is Assigned

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

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

A: “Using computers in a fourth-grade class promises to improve . . .”

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

[ Back to top ]

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

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

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

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

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

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

You start out with a thesis statement like this:

Sugar consumption.

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

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

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

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

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

You revise your thesis statement to look like this:

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

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

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

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

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

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

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

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

How to Tell a Strong Thesis Statement from a Weak One

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

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

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

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

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

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

2. A strong thesis statement justifies discussion.

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

My family is an extended family.

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

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

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

3. A strong thesis statement expresses one main idea.

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

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

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

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

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

4. A strong thesis statement is specific.

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

World hunger has many causes and effects.

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

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

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

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

Writing Tutorial Services social media channels

Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

Make a Gift

• Walden University
• Faculty Portal

Writing a Paper: Thesis Statements

Basics of thesis statements.

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

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

Being Specific

This thesis statement has no specific argument:

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

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

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

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

Making a Unique Argument

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

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

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

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

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

Creating a Debate

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

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

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

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

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

Choosing the Right Words

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

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

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

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

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

Leaving Room for Discussion

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

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

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

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

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

Thesis Mad Libs

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

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

Words to Avoid and to Embrace

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

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

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

Related Resources

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

• Previous Page: Introductions
• Next Page: Conclusions
• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

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

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

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

Steps in Constructing a Thesis

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

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

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

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

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

Some Caveats and Some Examples

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

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

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

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

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

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

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

selected template will load here

This action is not available.

12.1: Developing a Thesis Statement

• Last updated
• Save as PDF
• Page ID 120097

Media Alternative

Listen to an audio version of this page (9 min, 29 sec):

What is a thesis and why is it important?

We can think of a thesis statement as a very short version of the whole essay. If a friend asks us, "What are you trying to say in your essay?" the thesis should give the answer.  It's like a signpost that signals the essay’s destination. The essay itself explains, justifies, questions, and elaborates on that thesis.

As to why we need a thesis, have you ever listened to someone talk and asked yourself, "Where are they going with this? What's the point?" When we listen or when we read, we can take in multiple ideas if we know how they are related to an overall claim. Otherwise, we may be tempted to tune out.

In Chapter 2: Reading to Figure out the Argument , we practiced looking for main claims and supporting reasons as well as counterarguments and limits.  When we write our own essays, we want to make clear to readers what our main claim is and how our other points fit in. 

How do I come up with a good thesis?

A thesis is most commonly one sentence long and appears toward the end of the introduction. However, as our essays get longer and more complex, we may need two sentences to fully articulate the thesis. Check with your professor to see if they consider a two-sentence thesis legitimate and necessary in your case. In general, keeping the thesis short and stating it early will allow readers to easily grasp where the essay is going and how each paragraph relates. A strong thesis statement will have the following qualities:

• Specific. A thesis statement must be precise enough to allow for a coherent argument and remain focused on the topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as the limited options for individuals without health care coverage.
• Arguable. A thesis statement needs to be something that not everyone would immediately accept right away. A point of view or judgment about a topic is arguable and worth exploring in an essay. An established fact is not arguable.
• Supportable.  For any claim we make in our thesis, we must be able to provide reasons and examples. We can rely on personal observations in order to do this, or we can consult outside sources to demonstrate that what we assert is valid. A strong argument is backed by examples and details.

In essay assignments, teachers often provide a central question they want us to answer.  That question can be our guide as we develop the thesis.  The thesis can be our best answer to the question, an answer we can explain in more detail throughout the essay. If the teacher does not ask a question in the essay assignment, they may still describe a general topic. In that case, we can ask ourselves, “What do I want to say about this topic?” We will discuss coming up with a topic for more open-ended essay assignments in Section 6.*: Focused Research Topics (link).

Often as we write, we get a clearer idea of what it is we are ultimately trying to say, so we can revise the thesis as we go. Writing process strategies such as brainstorming, outlining, getting feedback, and revising will help us refine the thesis (Writing Process Chapter reference and link).

Examples of thesis statements

• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.
• The societal and personal struggles of Troy Maxson in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.

How can I improve a thesis?

Check if it covers the ideas in the essay.

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Working thesis statements often become stronger as we gather information and form new opinions and reasons for those opinions. Revision helps us strengthen our thesis so that it matches what you have expressed in the body of the paper. 

Make it more specific

Replace nonspecific words, such as people , everything , society , or life , with more precise words..

Working thesis: Young people have to work hard to succeed in life.

Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents.

The revised thesis makes a more specific statement about success and what it means to work hard. The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus his or her research and gain more direction in his or her writing.

Add key information 

We can ask ourselves the following questions to anticipate what readers will want to know.

Working thesis: Kansas City schoolteachers are not paid enough.

• Who is not paying the teachers enough?
• What is considered “enough”? Why?
• How do the low salaries of teachers affect the overall functioning of a school?

Revised thesis: The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers

Clarify an idea

What might readers be confused about after they read the thesis?  What basic questions will they have about the meaning of the thesis? We can revise to make the answers clear.

Working thesis: The welfare system is a joke.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke .

Revised thesis: The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

Working thesis: Today’s teenage girls are too sexualized.

It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Are we talking about the girls' behavior or the way other people view them, or both?
• What is causing this?
• Why does it matter? What are the repercussions?

Revised thesis: Teenage girls who are captivated by the sexual images on MTV are conditioned to believe that a woman’s worth depends on her sexual attractiveness, a feeling that harms their self-esteem and behavior.

Exercise \(\PageIndex{2}\)

Read the following thesis statements. Choose three that need improvement and revise them. Explain why each revision is better.

• The subject of this paper is my experience with ferrets as pets.
• The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.
• Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
• There are many reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.
• My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare.

Attributions

Some sections of the above are original content by Anna Mills and others are adapted by Anna Mills from the following:

• Writing for Success , created by an author and publisher who prefer to remain anonymous, adapted and presented by the Saylor Foundation and licensed  CC BY-NC-SA 3.0 .
• Successful College Composition , also licensed CC BY-NC-SA 3.0 , which was itself adapted from Writing for Success .

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

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

What’s Covered:

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

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

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

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

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

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

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

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

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

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

Step 2: Figure out what point you want to make

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

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

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

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

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

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

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

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

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

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

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

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

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

Related CollegeVine Blog Posts

Reference management. Clean and simple.

How to write a thesis statement + examples

What is a thesis statement?

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

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

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

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

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

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

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

A good thesis statement needs to do the following:

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

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

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

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

If the question is:

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

A good thesis statement restates the question and answers it:

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

Here is another example. If the question is:

How can we end poverty?

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

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

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

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

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

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

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

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

25 Thesis Statement Examples

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

Strong Thesis Statement Examples

1. School Uniforms

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

Best For: Argumentative Essay or Debate

Read More: School Uniforms Pros and Cons

2. Nature vs Nurture

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

Best For: Compare and Contrast Essay

Read More: Nature vs Nurture Debate

3. American Dream

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

Best For: Persuasive Essay

Read More: What is the American Dream?

4. Social Media

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

Best For: Expository Essay

Read More: The Pros and Cons of Social Media

5. Globalization

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

Read More: Globalization Pros and Cons

6. Urbanization

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

Read More: Learn about Urbanization

7. Immigration

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

Read More: Immigration Pros and Cons

8. Cultural Identity

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

Best For: Argumentative Essay

Read More: Learn about Cultural Identity

9. Technology

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

Best For: Research Paper

10. Capitalism vs Socialism

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

11. Cultural Heritage

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

12. Pseudoscience

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

Read More: Examples of Pseudoscience

13. Free Will

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

Read More: Do we have Free Will?

14. Gender Roles

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

Read More: What are Traditional Gender Roles?

15. Work-Life Ballance

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

Read More: Work-Life Balance Examples

16. Universal Healthcare

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

Read More: The Pros and Cons of Universal Healthcare

17. Minimum Wage

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

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

18. Homework

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

Best For: Reflective Essay

Read More: Reasons Homework Should be Banned

19. Charter Schools

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

Read More: The Pros and Cons of Charter Schools

20. Effects of the Internet

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

Read More: The Pros and Cons of the Internet

21. Affirmative Action

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

Best For: Essay

Read More: Affirmative Action Pros and Cons

22. Soft Skills

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

Read More: Soft Skills Examples

23. Moral Panic

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

Read More: Moral Panic Examples

24. Freedom of the Press

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

Read More: Freedom of the Press Examples

25. Mass Media

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

Best For: Critical Analysis

Read More: Mass Media Examples

Checklist: How to use your Thesis Statement

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

Try These AI Prompts – Thesis Statement Generator!

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

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

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

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

Chris Drew (PhD)

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

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is IQ? (Intelligence Quotient)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

V. I. Lenin

Theses on fundamental tasks of, the second congress of the communist international.

Written: 30 June, 1920 First Published: July of 1920 Source: Lenin’s Collected Works , 4th English Edition, Progress Publishers, Moscow, 1965, Volume 31 , pages 184-201 Translated: Julius Katzer Transcription\HTML Markup: David Walters & R. Cymbala Copyleft: V. I. Lenin Internet Archive (www.marx.org) 2002. Permission is granted to copy and/or distribute this document under the terms of the GNU Free Documentation License

The Essence of the Dictatorship of the Proletariat and of Soviet Power

What Immediate and Universal Preparation for the Dictatorship of the Proletariat Should Consist of

Rectification of the Political Line—Partly Also the Composition—of Parties Affiliated or Desiring to Affiliate to the Communist International

1.The present stage in the development of the international communist movement is marked by the fact that the finest representatives of the revolutionary proletariat in all capitalist countries have fully grasped the fundamental principles of the Communist International, viz., dictatorship of the proletariat and Soviet power, and have ranged themselves with unbounded enthusiasm on the side of the Communist International. An even bigger and more important step forward is the definite sympathy with these fundamental principles that has everywhere taken shape among the broadest masses; not only of the urban proletariat, but of the advanced section of the rural workers as well.

On the other hand, two errors, or failings, are to be observed in the very rapidly growing international communist movement. One, which is very grave and constitutes an immense and immediate danger to the success of the cause of proletarian emancipation, is that a section of the old leaders and of the old parties of the Second International—some yielding half-unconsciously to the wishes and pressure of the masses, and some deliberately deceiving the masses in order to retain their function of agents and assistants of the bourgeoisie within the working-class movement—declare their qualified or even unqualified adherence to the Third International, while actually remaining in all their practical party and political work, on the level of the Second International. Such a state of affairs is absolutely intolerable, because it leads to downright corruption of the masses, detracts from the Third International’s prestige, and threatens a repetition of the same acts of treachery as were perpetrated by the Hungarian Social-Democrats, who so hastily assumed the title of Communists. The other error, which is far less significant and is more in the nature of growing pains of the movement, consists in a tendency towards “Leftism” which results in a wrong appraisal of the role and the tasks of the party with regard to the class and the masses, and a wrong attitude towards the revolutionary Communists’ obligation to work in bourgeois parliaments and reactionary trade unions.

Communists are in duty bound, not to gloss over shortcomings in their movement, but to criticise them openly so as to remedy them the more speedily and radically. For this purpose it is necessary: first, to define as concretely as possible, particularly on the basis of the practical experience already acquired, the content of the concepts “dictatorship of the proletariat” and “Soviet power”; second, to specify the precise content of the immediate and systematic preparatory work to be carried on in all countries so as to give effect to these slogans; and third, to specify the methods and means of rectifying the faults in our movement.

The Essence Of The Dictatorship Of The Proletariat and of Soviet Power

2.The victory of socialism (as the first stage of communism) over capitalism requires that the proletariat, as the only really revolutionary class, shall accomplish the following three tasks. First—overthrow the exploiters, and first and foremost the bourgeoisie, as their principal economic and political representative; utterly rout them; crush their resistance; absolutely preclude any attempt on their part to restore the yoke of capital and wage-slavery. Second—win over and bring under the leadership of the Communist Party, the revolutionary vanguard of the proletariat, not only the entire proletariat, or its vast majority, but all who labour and are exploited by capital; educate, organise, train and discipline them in the actual course of a supremely bold and ruthlessly firm struggle against the exploiters; wrest this vast majority of the pqpulation in all the capitalist countries from dependence on the bourgeoisie; imbue it, through its own practical experience, with confidence in the leading role of the proletariat and of its revolutionary vanguard. Third—neutralise, or render harmless, the inevitable vacillation between the bourgeoisie and the proletariat, between bourgeois democracy and Soviet power, to be seen in the class of petty proprietors in agriculture, industry and commerce—a class which is still fairly numerous in nearly all advanced countries, although comprising only a minority of the population—as well as in the stratum of intellectuals, salary earners, etc., which corresponds to this class.

The first and second tasks are independent ones, each requiring its own special methods of action with regard to the exploiters and to the exploited respectively. The third task follows from the first two, and merely requires a skilful, timely and flexible combination of methods of the first and second type, depending on the specific circumstances in each separate instance of vacillation.

3.In the concrete situation created throughout the world, and above all in the most advanced, powerful, enlightened and free capitalist countries, by militarism, imperialism, the oppression of colonies and weak countries, the world wide imperialist butchery and the “Peace” of Versailles—in that situation the very idea of the capitalists peacefully submitting to the will of the majority of the exploited, the very idea of a peaceful, reformist transition to socialism, is not merely sheer philistine stupidity but also down right deception of the workers, embellishment of capitalist wage-slavery, and concealment of the truth. That truth consists in the bourgeoisie, even the most enlightened and democratic, no longer hesitating at any fraud or crime, even the massacre of millions of workers and peasants, so as to preserve private ownership of the means of production. Only the forcible overthrow of the bourgeoisie, the confiscation of its property, the destruction of the entire bourgeois state apparatus from top to bottom—parliamentary. judicial, military, bureaucratic, administrative, municipal, etc.—right down to the wholesale deportation or internment of the most dangerous and stubborn exploiters and the institution of strict surveillance over them so as to foil their inevitable attempts to resist and to restore capitalist slavery—only such measures can ensure real submission of the whole class of exploiters.

On the other hand, the idea, common among the old parties and the old leaders of the Second International, that the majority of the exploited toilers can achieve complete clarity of socialist consciousness and firm socialist convictions and character under capitalist slavery, under the yoke of the bourgeoisie (which assumes an inIinite variety of forms that become more subtle and at the same time more brutal and ruthless the higher the cultural level in a given capitalist country) is also idealisation of capitalism and of bourgeois democracy, as well as deception of the workers. In fact, it is only after the vanguard of the proletariat, supported by the whole or the majority of this, the only revolutionary class, overthrows the exploiters, suppresses them, emancipates the exploited from their state of slavery and-immediately improves their conditions of life at the expense of the expropriated capitalists—it is only after this, and only in the actual process of an acute class strugg]e, that the masses of the toilers and exploited can be educated, trained and organised around the proletariat under whose influence and guidance, they can get rid of the selfishness, disunity, vices and weaknesses engendered by private property; only then will they be converted into a free union of free workers.

4.Victory over capitalism calls for proper relations between the leading (Communist) party, the revolutionary class (the proletariat) and the masses, i.e., the entire body of the toilers and the exploited. Only the Communist Party, if it is really the vanguard of the revolutionary class, if it really comprises all the finest representatives of that class, if it consists of fully conscious and staunch Communists who have been educated and steeled by the experience of a persistent revolutionary struggle, and if it has succeeded in linking itself inseparably with the whole life of its class and, through it, with the whole mass of the exploited, and in completely winning the confidence of this class and this mass—only such a party is capable of leading the proletariat in a final, most ruthless and decisive struggle against all the forces of capitalism. On the other hand, it is only under the leadership of such a party that the proletariat is capable of displaying the full might of its revolutionary onslaught, and of overcoming the inevitable apathy and occasional resistance of that small minority, the labour aristocracy, who have been corrupted by capitalism, the old trade union and co-operative leaders, etc.—only then will it be capable of displaying its full might, which, because of the very economic structure of capitalist society, is infinitely greater than its proportion of the population. Finally, it is only after they have been really emancipated from the yoke of the bourgeoisie and of the bourgeois machinery of state, only after they have found an opportunity of organising in their Soviets in a really free way (free from the exploiters), that the masses, i.e., the toilers and exploited as a body, can display, for the first time in history, all the initiative and energy of tens of millions of people who have been crushed by capitalism. Only when the Soviets have become the sole state apparatus is it really possible to ensure the participation, in the work of administration, of the entire mass of the exploited, who, even under the most enlightened and freest bourgeois democracy, have always actually been excluded 99 per cent from participation in the work of administration. It is only in the Soviets that the exploited masses really begin to learn—not in books, but from their own practical experience—the work of socialist construction, of creating a new social discipline and a free union of free workers.

What Immediate And Universal Preparation for the Dictatorship of the Proletariat Should Consist of

5.The present stage in the development of the international communist movement is marked by the fact that in the vast majority of capitalist countries, the proletariat’s preparations to effect its dictatorship have not been completed, and, in many cases, have not even been systematically begun. From this it does not, however, follow that the proletarian revolution is impossible in the immediate future; it is perfectly possible, since the entire economic and political situation is most inflammable and abounds in causes of a sudden flare-up; the other condition for revolution, apart from the proletariat’s preparedness, viz., a general state of crisis in all the ruling and in all bourgeois parties, also exists. However, it does follow that the Communist Parties’ current task consists not in accelerating the revolution, but in intensifying the preparation of the proletariat. On the other hand, the facts cited above from the history of many socialist parties make it incumbent on us to see that “recognition” of the dictatorship of the proletariat shall not remain a more matter of words.

Hence, from the point of view of the international proletarian movement, it is the Communist parties ’ principal task at the present moment to unite the scattered Communist forces, to form a single Communist Party in every country (or to reinforce or renovate the already existing Party) in order to increase tenfold the work of preparing the proletariat for the conquest of political power—political power, moreover, in the form of the dictatorship of the proletariat. The ordinary socialist work conducted by groups and parties which recognise the dictatorship of the proletariat has by no means undergone that fundamental reorganisation, that fundamental renovation, which is essential before this work can be considered communist work and adequate to the tasks to be accomplished on the eve of proletarian dictatorship.

6.The proletariat’s conquest of political power does not put a stop to its class struggle against the bourgeoisie; on the contrary, it renders that struggle most widespread, intense and ruthless. Owing to the extreme intensification of the struggle all groups, parties and leaders in the working-class movement who have fully or partly adopted the stand of reformism, of the “Centre”, etc., inevitably side with the bourgeoisie or join the waverers, or else (what is the most dangerous of all) land in the ranks of the unreliable friends of the victorious proletariat. Hence, preparation for the dictatorship of the proletariat calls, not only for an intensification of the struggle against reformist and “Centrist” tendencies, but also for a change in the character of that struggle. The struggle cannot be restricted to explaining the erroneousness of these tendencies; it must unswervingly and ruthlessly expose any leader of the working-class movement who reveals such tendencies, for otherwise the proletariat cannot know who it will march with into the decisive struggle against the bourgeoisie. This struggle is such that at any moment it may—and actually does, as experience has shown—substitute criticism with weapons for the weapon of criticism. [6] Any inconsistency or weakness in exposing those who show themselves to be reformists or “Centrists” means directly increasing the danger of the power of the proletariat being overthrovn by the bourgeoisie, which tomorrow will utilise for the counter-revolution that which short-sighted people today see merely as “theoretical difference”.

7.In particular, we must not restrict ourselves to the usual repudiation, in principle, of all collaboration between the proletariat and the bourgeoisie, of all “collaborationism”. Under the dictatorship of the proletariat, which will never be able, at one stroke, to abolish private property completely, mere defence of “liberty”’ and “equality”, while private ownership of the means of production is preserved, turns into “collaboration” with the bourgeoisie, and undermines the rule of the working class. The dictatorship of the proletariat means that the state uses its whole machinery of power to uphold and perpetuate “no-liberty” for the exploiters to continue their oppression and exploitation, “inequality” between the owner of property (i.e., one who has appropriated for himself certain means of production created by social labour) and the non-owner. That which, prior to the victory of the proletariat, seems merely a theoretical difference on the question of “democracy” inevitably becomes, on the day following victory, a question that is settled by force of arms. Consequently, even preliminary work in preparing the masses to effect the dictatorship of the proletariat is impossible without a radical change in the entire character of the struggle against the “Centrists” and the “champions of democracy “.

8.The dictatorship of the proletariat is the most determined and revolutionary form of the proletariat’s class struggle against the bourgeoisie. This struggle can be successful only when the most revolutionary vanguard of the proletariat has the backing of the overwhelming majority of the proletariat. Hence, preparation for the dictatorship of the proletariat entails not only explanation of the bourgeois character of all reformism, of all defence of democracy, while private ownership of the means of production is preserved; it entails, not only exposure of such trends, which are in fact a defence of the bourgeoisie within the labour movement; it also calls for old leaders being replaced by Communists in proletarian organisations of absolutely every type—not only political, but also trade union, co-operative, educational, etc. The more complete, lengthy and firmly established the rule of bourgeois democracy has been in a given country, the more the bourgeoisie will have succeeded in securing the appointment to such leading posts of people whose minds have been moulded by it and imbued with its views and prejudices, and who have very often been directly or indirectly bought by it. These representatives of the labour aristocracy, bourgeoisified workers, should be ousted from all their posts a hundred times more sweepingly than hitherto, and replaced by workers—even by wholly inexperienced men, provided they are connected with the exploited masses and enjoy their confidence in the struggle against the exploiters. The dictatorship of the proletariat will require the appointment of such inexperienced workers to the most responsible posts in the state; otherwise the workers’ government will be impotent and will not have the support of the masses.

9.The dictatorship of the proletariat means that all toiling and exploited people, who have been disunited, deceived, intimidated, oppressed, downtrodden and crushed by the capitalist class, come under the full leadership of the only class trained for that leadership by the whole history of capitalism. That is why the following is one of the methods whereby preparations for the dictatorship of the proletariat should be started everywhere and immediately:

In all organisations, unions and associations without exception, and first and foremost in proletarian organisations, but also in those of the non-proletarian toiling and exploited masses (political, trade union, military, co-operative, educational, sports, etc., etc.), groups or cells of Communists should be formed—preferably open groups, but underground groups as well, the latter being essential whenever there is reason to expect their suppression, or the arrest or banishment of their members on the part of the bourgeoisie; these cells, which are to be in close touch with one another and with the Party centre, should, by pooling their experience, carrying on work of agitation, propaganda and organisation, adapting themselves to absolutely every sphere of public life and to every variety and category of the toiling masses, systematically educate themselves, the Party, the class, and the masses by means of such diversified work.

In this connection, it is of the utmost importance that necessary distinctions between the methods of work should be evolved in practice: on the one hand, in relation to the “leaders”, or “responsible representatives”, who are very often hopelessly beset with petty-bourgeois and imperialist prejudices—such “leaders” must be ruthlessly exposed and expelled from the working-class movement—and, on the other hand, in relation to the masses, who, particularly after the imperialist holocaust, are for the most part inclined to listen to and accept the doctrine that the guidance from the proletariat is essential, as the only way of escape from capitalist slavery. We must learn to approach the masses with particular patience and caution so as to be able to understand the distinctive features in the mentality of each stratum, calling, etc., of these masses.

10.In particular, there is a group or cell of Communists that deserves exceptional attention and care from the Party, i.e., the parliamentary group of Party members, who are deputies to bourgeois representative institutions (primarily the national, but also local, municipal, etc., representative institutions). On the one hand, it is this tribune which is held in particular regard by large sections of the toiling masses, who are backward or imbued with petty-bourgeois prejudices; it is therefore imperative for Communists to utilise this tribune to conduct propaganda, agitation and organisational work and to explain to the masses why the dispersal of the bourgeois parliament by the national congress of Soviets was legitimate in Russia (and, at the proper time, will be legitimate in any country). On the other hand, the entire history of bourgeois democracy, particularly in the advanced countries, has converted the parliamentary rostrum into one of the principal, if not the principal, venues of unparalleled fraudulency, financial and political deception of the people, careerism, hypocrisy and oppression of the working people. The intense hatred of parliaments felt by the best representatives of the revolutionary proletariat is therefore quite justified. The Communist parties and all parties affiliated to the Third International—especially those which have not arisen by splitting away from the old parties and by waging a long and persistent struggle against them, but through the old parties accepting (often nominally) the new stand—should therefore adopt a most strict attitude towards their parliamentary groups; the latter must be brought under the full control and direction of the Central Committees of the Parties; they must consist, in the main, of revolutionary workers; speeches by members of parliament should be carefully analysed in the Party press and at Party meetings, from a strictly communist standpoint; deputies should be sent to carry on agitational work among the masses; those who manifest Second International leanings should be expelled from the parliamentary groups, etc.

11.One of the chief causes hampering the revolutionary working-class movement in the developed capitalist countries is the fact that because of their colonial possessions and the super-profits gained by finance capital, etc., the capitalists af these countries have been able to create a relatively larger and more stable labour aristocracy, a section which comprises a small minority of the working class. This minority enjoys better terms of employment and is most-imbued with a narrow-minded craft spirit and with petty-bourgeois and imperialist prejudices. It forms the real social pillar of the Second International, of the reformists and the “Centrists”; at present it might even be called the social mainstay of the bourgeoisie. No preparation of the proletariat for the overthrow of the bourgeoisie is possible, even in the preliminary sense, unless an immediate, systematic, extensive and open struggle is waged against this stratum, which, as experience has already fully shown, will no doubt provide the bourgeois White guards with many a recruit after the victory of the proletariat. All parties affiliated to the Third International must at all costs give effect to the slogans: “Deeper into the thick of the masses”, “Closer links with the masses”—meaning by the masses all those who toil and are exploited by capital, particularly those who are least organised and educated, who are most oppressed and least amenable to organisation.

The proletariat becomes revolutionary only insofar as it does not restrict itself to the narrow framework of craft interests, only when in all matters and spheres of public life, it acts as the leader of all the toiling and exploited masses; it cannot achieve its dictatorship unless it is prepared and able to make the greatest sacrifices for the sake of victory over the bourgeoisie. In this respect, the experience of Russia is significant both in principle and in practice. The proletariat could not have achieved its dictatorship there, or won the universally acknowledged respect and confidence of all the toiling masses, had it not made the most sacrifices, or starved more than any other section of those masses at the most crucial moments of the onslaught, war and blockade effected by the world bourgeoisie.

In particular, the Communist Party and all advanced proletarians must give all-round and unstinted support especially to the spontaneous and mass strike movement, which, under the yoke of capital, is alone capable of really rousing, educating and organising the masses, of imbuing them with complete confidence in the leadership of the revolutionary proletariat. Without such preparation, no dictatorship of the proletariat is possible; those who are capable of publicly opposing strikes, such as Kautsky in Germany and Turati in Italy, cannot possibly be tolerated in the ranks of parties affiliated to the Third International. This applies even more, of course, to those trade union and parliamentary leaders who so often betray the workers by using the experience of strikes to teach them reformism, and not revolution (for instance, in Britain and in France in recent years).

12.In all countries, even in those that are freest, most “legal”, and most “peaceful” in the sense that the class struggle is least acute there, it is now absolutely indispensable for every Communist Party to systematically combine legal and illegal work, legal and illegal organisations. Notwithstanding their false and hypocritical declarations, the governments of even the most enlightened and freest of countries, where the bourgeois-democratic system is most “stable”, are already systematically and secretly drawing up blacklists of Communists and constantly violating their own constitutions so as to give secret or semi-secret encouragement to the whiteguards and to the murder of Communists in all countries, making secret preparations for the arrest of Communists, planting agents provocateurs among the Communists, etc., etc. Only a most reactionary philistine, no matter what cloak of fine “democratic” and pacifist phrases he may don, will deny this fact or the conclusion that of necessity follows from it viz., that all legal Communist parties must immediately form illegal organisations for the systematic conduct of illegal work and for complete preparations for the moment the bourgeoisie resorts to persecution. Illegal work is most necessary in the army, the navy and the police because, since the imperialist holocaust, governments the world over have begun to stand in dread of people’s armies which are open to the workers and peasants, and are secretly resorting to all kinds of methods to set up military units specially recruited from the bourgeoisie and equipped with the most up-to-date weapons.

On the other hand, it is likewise necessary that, in all cases without exception, the parties should not restrict themselves to illegal work, but should conduct legal work as well, overcoming all obstacles, starting legal publications, and forming legal organisations under the most varied names, which should be frequently changed if necessary. This is being practised by the illegal Communist parties in Finland, Hungary, partly in Germany, Poland, Latvia, etc. It should be practised by the Industrial Workers of the World in the U.S.A. and by all Communist parties at present legal, should public prosecutors see fit to take proceedings against them on the grounds of resolutions adopted by Congresses of the Communist International, etc.

A combination of illegal and legal work is an absolute principle dictated, not only by all features of the present period, that of the eve of the proletarian dictatorship, but also by the necessity of proving to the bourgeoisie that there is not, nor can there be, any sphere of activity that cannot be won by the Communists; above all, it is dictated by the fact that broad strata of the proletariat and even broader strata of the non-proletarian toiling and exploited masses still exist everywhere, who continue to believe in bourgeois-democratic legality and whom we must undeceive without fail.

13.In particular, the conditions of the working-class press in most advanced capitalist countries strikingly reveal the utter fraudulency of liberty and equality under bourgeois democracy, as well as the necessity of systematically combining legal work with illegal work. Both in vanquished Germany and in victorious America, the entire power of the bourgeoisie’s machinery of state and all the machinations of the financial magnates are employed to deprive the workers of their press, these including legal proceedings, the arrest (or murder by hired assassins) of editors, denial of mailing privileges, the cutting off of paper supplies, and so on and so forth. Besides, the news services essential to daily newspapers are run by bourgeois telegraph agencies, while advertisements, without which a large newspaper cannot pay its way, depend on the “good will” of the capitalists. To sum up: through skulduggery and the pressure of capital and the bourgeois state, the bourgeoisie is depriving the revolutionary proletariat of its press.

To combat this, the Communist parties must create a new type of periodical press for mass distribution among the workers: first, legal publications, which, without calling themselves communist and without publicising their links with the Party, must learn to make use of any legal opportunity, however slight, just as the Bolsheviks did under the tsar, after 1905; secondly, illegal leaflets, even the briefest and published at irregular intervals, but reprinted at numerous printshops by workers (secretly, or, if the movement has become strong enough, by the revolutionary seizure of printshops), and providing the proletariat with outspoken revolutionary information and revolutionary slogans.

Preparations for the dictatorship of the proletariat is impossible without a revolutionary struggle, into which the masses are drawn, for the freedom of the communist press.

Rectification Of The Political Line— Partly Also Of The Composition— Of Parties Affiliated Or Desiring To Affiliate To The Communist International

14.The measure in which the proletariat in countries most important from the viewpoint of world economics and politics is prepared to establish its dictatorship can be seen with the greatest objectivity and precision in the fact that the most influential parties of the Second International, viz., the French Socialist Party, the Independent Social-Democratic Party of Germany, the Independent Labour Party of Great Britain and the Socialist Party of America, [7] have withdrawn from this yellow International, and have decided—the first three conditionally, the latter even unconditionally—to affiliate to the Third In ternational. This proves that not only the vanguard of the revolutionary proletariat but its majority too have begun to come over to our side, convinced by the entire course of events. The main thing now is the ability to consummate this process and to consolidate firmly in point of organisation what has been achieved, so as to advance all along the line, without the slightest wavering.

15.All the activities of the parties mentioned (to which should be added the Socialist Party of Switzerland, [8] if the telegraph reports of its decision to join the Third International are true) show—as any periodical of these parties will strikingly confirm—that they are not yet communist, and quite often run directly counter to the fundamental principles of the Third International, viz., the recognition of the dictatorship of the proletariat and Soviet government in place of bourgeois democracy.

Accordingly, the Second Congress of the Communist International must resolve that it cannot immediately accept the affiliation of these parties; that it endorses the reply given by the Executive Committee of the Third International to the German “Independents” [9] ; that it confirms its readiness to conduct negotiations with any party that withdraws from the Second International and desires to enter into closer relations with the Third International; that it will admit the delegates of such parties in a deliberative capacity to all its congresses and conferences; that it sets the following conditions for the complete adhesion of these (and similar), parties with the Communist International:

1)All decisions of all Congresses of the Communist International and of its Executive Committee to be published in all the periodicals of the parties concerned;

2)These decisions to be discussed at special meetings of all sections or local organisations of the parties;

3)After such discussion, special congresses of the parties to be convened to sum up the results, and for the purpose of—

4)Purging the parties of elements that continue to act in the spirit of the Second International;

5)All periodical publications of the parties to be placed under exclusively Communist editorship.

The Second Congress of the Third International should instruct its Executive Committee formally to accept these and similar parties into the Third International after ascertaining that all these conditions have actually been met and that the activities of the parties have assumed a communist character.

16.As to the question of the conduct of Communists now holding a minority of the responsible posts in these and similar parties, the Second Congress of the Communist International should resolve that, in view of the obvious growth of sincere sympathy for communism among working men belonging to these parties, it would be undesirable for Communists to resign from the latter, as long as they can carry on work within them for the recognition of the dictatorship of the proletariat and Soviet government, and as long as it is possible to criticise the opportunists and Centrists who still remain in these parties.

At the same time, the Second Congress of the Third International should declare in favour of Communist groups and organisations, or groups and organisations sympathising with communism, joining the Labour Party in Great Britain, despite its membership in the Second International. As long as this party ensures its affiliated organisations their present freedom of criticism and freedom to carry on work of propaganda, agitation and organisation in favour of the dictatorship of the proletariat and Soviet government, and as long as this party preserves the character of a federation of all trade union organisations of the working class, it is imperative for Communists to do everything and to make certain compromises in order to be able to exercise their influence on the broadest masses of the workers, to expose their opportunist leaders from a higher tribune, that is in fuller view of the masses, and to hasten the transfer of political power from the direct representatives of the bourgeoisie to the “labour lieutenants of the capitalist class”, so that the masses may be more quickly weaned away from their last illusions on this score.

17.Concerning the Socialist Party of Italy, the Second Congress of the Third International considers that the criticism of that party and the practical proposals submitted to the National Council of the Socialist Party of Italy in the name of the party’s Turin section, [10] as set forth in L’Ordine Nuovo of May 8, 1920, are in the main correct and are fully in keeping with the fundamental principles of the Third International.

Accordingly, the Second Congress of the Third International requests the Socialist Party of Italy to convene a special congress to discuss these proposals and also all the decisions of the two Congresses of the Communist International for the purpose of rectifying the party’s line and of purging it, particularly its parliamentary group, of non-Communist elements.

18.The Second Congress of the Third International considers erroneous the views on the Party’s relation to the class and to the masses, and the view that it is not obligatory for Communist parties to participate in bourgeois parliaments and in reactionary trade unions. These views have been refuted in detail in special decisions of the present Congress, and advocated most fully by the Communist Workers’ Party of Germany, and partly by the Communist Party of Switzerland [11] , by Kommunismus , organ of the East-European Secretariat of the Communist International in Vienna, by the now dissolved secretariat in Amsterdam, by several Dutch comrades, by several Communist organisations in Great Britain, as, for example, the Workers’ Socialist Federation, etc., and also by the Industrial Workers of the World in the U.S.A. and the Shop Stewards’ Committees in Great Britain, etc.

Nevertheless, the Second. Congress of the Third International considers it possible and desirable that those of the above-mentioned organisations which have not yet officially affiliated to the Communist International should do so immediately; for in the present instance, particularly as regards the Industrial Workers of the World in the U.S.A. and Australia, as well as the Shop Stewards’ Committees in Great Britain, we are dealing with a profoundly proletarian and mass movement, which in all essentials actually stands by the basic principles of the Communist International. The erroneous views held by these organisations regarding participation in bourgeois parliaments can be explained, not so much by the influence of elements coming from the bourgeoisie, who bring their essentially petty-bourgeois views into the movement—views such as anarchists often hold—as by the political inexperience of proletarians who are quite revolutionary and connected with the masses.

For this reason, the Second Congress of the Third International requests all Communist organisations and groups in the Anglo-Saxon countries, even if the Industrial Workers of the World and the Shop Stewards’ Committees do not immediately affiliate to the Third International, to pursue a very friendly policy towards these organisations, to establish closer contacts with them and the masses that sympathise with them, and to explain to them in a friendly spirit—on the basis of the experience of all revolutions, and particularly of the three Russian revolutions of the twentieth century—the erroneousness of their views as set forth above, and not to desist from further efforts to amalgamate with these organisations to form a single Communist party.

19.In this connection, the Congress draws the attention of all comrades, particularly in the Latin and Anglo-Saxon countries, to the fact that, since the war, a profound ideological division has been taking place among anarchists all over the world regarding the attitude to be adopted towards the dictatorship of the proletariat and Soviet government. Moreover, a proper understanding of these principles is particularly to be seen among proletarian elements that have often been impelled towards anarchism by a perfectly legitimate hatred of the opportunism and reformism of the parties of the Second International. That understanding is growing the more widespread among them, the more familiar they become with the experience of Russia, Finland, Hungary, Latvia, Poland and Germany.

The Congress therefore considers it the duty of all Communists to do everything to help all proletarian mass elements to abandon anarchism and come over to the side of the Third International. The Congress points out that the measure in which genuinely Communist parties succeed in winning mass proletarian elements rather than intellectual, and petty-bourgeois elements away from anarchism, is a criterion of the success of those Parties.

July 4, 1920

[6] Lenin is quoting from Marx’s work “Zur Kritik der Hegelschen Rechtsphilosophie” (see Marx/Engels, Werke , Bd. 1, S. 385).

[7] The American Socialist Party was formed in July 1901 at a congress held in Indianapolis, as the result of a merger of groups that had broken away from the Socialist Workers’ Party and the Social-Democratic Party of the U.S.A. Among the new party’s organisers was Eugene Debs, a popular figure in the U.S. labour movement. The social composition of the party was not uniform, it contained native-born and immigrant workers, as well as small farmers and people of petty-bourgeois origin. The Centrist and the Right-wing opportunist leaders of the party (Victor Berger, Morris Hillquit and others) denied the necessity of the proletarian dictatorship, renounced revolutionary methods of struggle, and reduced all party activities to participation in election campaigns. During the First World War (1914-18) three trends appeared in the Socialist Party: the social-chauvinists, who supported the imperialist policy of the Administration, the Centrists, who opposed the imperialist war only in word, and the revolutionary minority, who took an internationalist stand and struggled against the war.

The Socialist Party’s Left wing, headed by Charles Ruthenberg, William Foster, William Haywood and others, relying on the proletarian elements, waged a struggle against the party’s opportunist leadership, for independent proletarian action and the formation of industrial trade unions based on the principles of the class struggle. In 1919 a split took place in the Socialist Party. The party’s Left wing broke away, bccoming the initiator and nucleus of the Communist Party of the U.S.A. At present the Socialist Party is a small sectarian organisation.

[8] The Social-Democratic Party of Switzerland (known as the Swiss Socialist Party) was formed in the seventies of the last century and affiliated to the First International. The party was re-formed in 1888. The opportunists were very influential in the party, and during the First World War took a social-chauvinist stand. In the autumn of 1916, the Party’s Right wing broke away to form their own organisation. The majority, headed by Robert Grimm, took a Centrist, social-pacifist stand, while the Left wing of the party adhered to an internationalist stand. The Great October Socialist Revolution in Russia influenced and strengthened the Left wing which, in December 1920, broke away and joined the Communist Party of Switzerland in 1921 (see Note 69).

[9] “Draft (or the Theses) of the R.C.P.’s Reply to a Letter from the German Independent Social-Democratic Party” (see present edition, Vol. 30, pp. 337-44).

[10] The Turin section accused the Italian Socialist Party with its conciliatory leadership, of failing to give a correct analysis of events, in the conditions of the revolutionary upsurge in Italy (1919-20) that had created the possibility of the seizure of political power by the proletariat, and of having failed to advance any slogan acceptable to the revolutionary masses, and expel the reformists from its ranks. The section made a number of practical proposals: the expulsion of the opportunists from the party; the formation of communist groups in each factory, in the trade unions, co-operatives, and army barracks, the setting-up of factory T.U. committees to organise control of production in industry and agriculture. The section demanded that work to prepare the working masses for the creation of Soviets should be begun at once.

[11] In October 1918, part of the Social-Democrat Left wing united to form the Communist Party of Switzerland. It was not a big party at the time, being represented by two delegates at the Second Congress of the Comintern.

In December 1920, the Left wing of the Swiss Social-Democratic Party broke away from it, and raised the question of forming a strong section of the Communist International in Switzerland. At a congress held in Zurich in March 1921, attended by 28 delegates from the Communist Party and 145 delegates representing the former Left wing of the Social-Democratic Party, the two groups officially united to form a single Communist Party of Switzerland.

Collected Works Volume 31 Collected Works Table of Contents Lenin Works Archive

Providing further transparency on our responsible AI efforts

May 1, 2024 | Brad Smith, Vice Chair & President; Natasha Crampton, Chief Responsible AI Officer

• Share on Facebook (opens new window)
• Share on LinkedIn (opens new window)
• Share on Twitter (opens new window)

The following is the foreword to the inaugural edition of our annual Responsible AI Transparency Report. The FULL REPORT is available at this link.

We believe we have an obligation to share our responsible AI practices with the public, and this report enables us to record and share our maturing practices, reflect on what we have learned, chart our goals, hold ourselves accountable, and earn the public’s trust.  

In 2016, our Chairman and CEO, Satya Nadella, set us on a clear course to adopt a principled and human-centered approach to our investments in artificial intelligence (AI). Since then, we have been hard at work building products that align with our values. As we design, build, and release AI products, six values – transparency, accountability, fairness, inclusiveness, reliability and safety, and privacy and security – remain our foundation and guide our work every day.

To advance our transparency practices, in July 2023, we committed to publishing an annual report on our responsible AI program, taking a step that reached beyond the White House Voluntary Commitments that we and other leading AI companies agreed to. This is our inaugural report delivering on that commitment, and we are pleased to publish it on the heels of our first year of bringing generative AI products and experiences to creators, non-profits, governments, and enterprises around the world.

As a company at the forefront of AI research and technology, we are committed to sharing our practices with the public as they evolve. This report enables us to share our maturing practices, reflect on what we have learned, chart our goals, hold ourselves accountable, and earn the public’s trust. We’ve been innovating in responsible AI for eight years, and as we evolve our program, we learn from our past to continually improve. We take very seriously our responsibility to not only secure our own knowledge but also to contribute to the growing corpus of public knowledge, to expand access to resources, and promote transparency in AI across the public, private, and non-profit sectors.

In this inaugural annual report , we provide insight into how we build applications that use generative AI; make decisions and oversee the deployment of those applications; support our customers as they build their own generative applications; and learn, evolve, and grow as a responsible AI community. First, we provide insights into our development process, exploring how we map, measure, and manage generative AI risks. Next, we offer case studies to illustrate how we apply our policies and processes to generative AI releases. We also share details about how we empower our customers as they build their own AI applications responsibly. Last, we highlight how the growth of our responsible AI community, our efforts to democratize the benefits of AI, and our work to facilitate AI research benefit society at large.

There is no finish line for responsible AI. And while this report doesn’t have all the answers, we are committed to sharing our learnings early and often and engaging in a robust dialogue around responsible AI practices. We invite the public, private organizations, non-profits, and governing bodies to use this first transparency report to accelerate the incredible momentum in responsible AI we’re already seeing around the world.

Click here to read the full report.

Tags: AI , generative ai , Responsible AI , Responsible AI Transparency Report , transparency , White House Voluntary Commitments

• Check us out on RSS