thesis statement working from home

Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

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Are We Really More Productive Working from Home?

Data from the pandemic can guide organizations struggling to reimagine the new office..

• By Rebecca Stropoli
• August 18, 2021
• CBR - Economics
• Share This Page

Facebook founder and CEO Mark Zuckerberg isn’t your typical office worker. He was No. 3 on the 2020 Forbes list of the richest Americans, with a net worth of $125 billion, give or take. But there’s at least one thing Zuckerberg has in common with many other workers: he seems to like working from home. In an internal memo, which made its way to the Wall Street Journal , as Facebook announced plans to offer increased flexibility to employees, Zuckerberg explained that he would work remotely for at least half the year.

“Working remotely has given me more space for long-term thinking and helped me spend more time with my family, which has made me happier and more productive at work,” Zuckerberg wrote. He has also said that he expects about half of Facebook’s employees to be fully remote within the next decade.

The coronavirus pandemic continues to rage in many countries, and variants are complicating the picture, but in some parts of the world, including the United States, people are desperate for life to return to normal—everywhere but the office. After more than a year at home, some employees are keen to return to their workplaces and colleagues. Many others are less eager to do so, even quitting their jobs to avoid going back. Somewhere between their bedrooms and kitchens, they have established new models of work-life balance they are loath to give up.

This has left some companies trying to recreate their work policies, determining how best to handle a workforce that in many cases is demanding more flexibility. Some, such as Facebook, Twitter, and Spotify, are leaning into remote work. Others, such as JPMorgan Chase and Goldman Sachs, are reverting to the tried-and-true office environment, calling everyone back in. Goldman’s CEO David Solomon, in February, called working from home an “aberration that we’re going to correct as quickly as possible.” And JPMorgan CEO Jamie Dimon said of exclusively remote work: “It doesn’t work for those who want to hustle. It doesn’t work for spontaneous idea generation. It doesn’t work for culture.”

This pivotal feature of pandemic life has accelerated a long-running debate: What do employers and employees lose and gain through remote work? In which setting—the office or the home—are employees more productive? Some research indicates that working from home can boost productivity and that companies offering more flexibility will be best positioned for success. But this giant, forced experiment has only just begun.

An accelerated debate

A persistent sticking point in this debate has been productivity. Back in 2001, a group of researchers from the Human-Computer Interaction Institute at Carnegie Mellon, led by Robert E. Kraut , wrote that “collaboration at a distance remains substantially harder to accomplish than collaboration when members of a work group are collocated.” Two decades later, this statement remains part of today’s discussion.

However, well before Zoom, which came on the scene in 2011, or even Skype, which launched in 2003, the researchers acknowledged some of the potential benefits of remote work, allowing that “dependence on physical proximity imposes substantial costs as well, and may undercut successful collaboration.” For one, they noted, email, answering machines, and computer bulletin boards could help eliminate the inconvenience of organizing in-person meetings with multiple people at the same time.

Two decades later, remote-work technology is far more developed. Data from the US Bureau of Labor Statistics indicate that, even in pre-pandemic 2019, more than 26 million Americans—approximately 16 percent of the total US workforce—worked remotely on an average day. The Pew Research Center put that pre-pandemic number at 20 percent, and in December 2020 reported that 71 percent of workers whose responsibilities allowed them to work from home were doing so all or most of the time.

The sentiment toward and effectiveness of remote work depend on the industry involved. It makes sense that executives working in and promoting social media are comfortable connecting with others online, while those in industries in which deals are typically closed with handshakes in a conference room, or over drinks at dinner, don’t necessarily feel the same. But data indicate that preferences and productivity are shaped by factors beyond a person’s line of work.

The productivity paradigm

Before the COVID-19 pandemic, Stanford’s Nicholas Bloom  was bullish on work-from-home trends. His 2015 study, for one—with James Liang , John Roberts , and Zhichun Jenny Ying , all then at Stanford—finds a 13 percent increase in productivity among remotely working call-center employees at a Chinese travel agency.

But in the early days of the pandemic, Bloom was less optimistic about remote work. “We are home working alongside our kids, in unsuitable spaces, with no choice and no in-office days,” Bloom told a Stanford publication in March 2020. “This will create a productivity disaster for firms.”

To test that thesis, Jose Maria Barrero  of the Mexico Autonomous Institute of Technology, Bloom, and Chicago Booth’s Steven J. Davis  launched a monthly survey of US workers in May 2020, tracking more than 30,000 workers aged 20–64 who earned at least $20,000 per year in 2019.

Companies that offer more flexibility in work arrangements may have the best chance of attracting top talent at the best price.

The survey measured the incidence of working from home as the pandemic continued, focusing on how a more permanent shift to remote work might affect not only productivity but also overall employee well-being. It also examined factors including how work from home would affect spending and revenues in major urban centers. In addition to the survey, the researchers drew on informal conversations with dozens of US business executives. They are publishing the results of the survey and related research at wfhresearch.com .

In an analysis of the data collected through March 2021, they find that nearly six out of 10 workers reported being more productive working from home than they expected to be, compared with 14 percent who said they got less done. On average, respondents’ productivity at home was 7 percent higher than they expected. Forty percent of workers reported they were more productive at home during the pandemic than they had been when in the office, and only 15 percent said the opposite was true. The researchers argue that the work-from-home trend is here to stay, and they calculate that these working arrangements will increase overall worker productivity in the US by 5 percent as compared with the pre-pandemic economy.

“Working from home under the pandemic has been far more productive than I or pretty much anyone else predicted,” Bloom says.

No commute, and fewer hours worked

Some workers arguing in favor of flexibility might say they’re more efficient at home away from chatty colleagues and the other distractions of an office, and that may be true. But above all, the increased productivity comes from saving transit time, an effect overlooked by standard productivity calculations. “Three-quarters or more of the productivity gains that we find are coming from a reduction in commuting time,” Davis says. Eliminate commuting as a factor, and the researchers project only a 1 percent productivity boost in the postpandemic work-from-home environment, as compared with before.

It makes sense that standard statistics miss the impact of commutes, Davis explains. Ordinarily, commuting time generally doesn’t shift significantly in the aggregate. But much like rare power outages in Manhattan have made it possible for New Yorkers to suddenly see the nighttime stars, the dramatic work-from-home shift that occurred during the pandemic made it possible to recognize the impact traveling to and from an office had on productivity.

Before the pandemic, US workers were commuting an average of 54 minutes daily, according to Barrero, Bloom, and Davis. In the aggregate, the researchers say, the pandemic-induced shift to remote work meant 62.5 million fewer commuting hours per workday.

People who worked from home spent an average of 35 percent of saved commuting time on their jobs, the researchers find. They devoted the rest to other activities, including household chores, childcare, leisure activities such as watching movies and TV, outdoor exercise, and even second jobs.

Infographic: People want working from home to stick after the pandemic subsides

With widespread lockdowns abruptly forcing businesses to halt nonessential, in-person activity, the COVID-19 pandemic drove a mass social experiment in working from home, according to Jose Maria Barrero  of the Mexico Autonomous Institute of Technology, Stanford’s Nicholas Bloom , and Chicago Booth’s Steven J. Davis . The researchers launched a survey of US workers, starting in May 2020 and continuing in waves for more than a year since, to capture a range of information including workers’ attitudes about their new remote arrangements.

Read more >>

Aside from commuting less, remote workers may also be sleeping more efficiently, another phenomenon that could feed into productivity. On days they worked remotely, people rose about 30 minutes later than on-site workers did, according to pre-pandemic research by Sabrina Wulff Pabilonia  of the US Bureau of Labor Statistics and SUNY Empire’s Victoria Vernon . Both groups worked the same number of hours and slept about the same amount each night, so it’s most likely that “working from home permits a more comfortable personal sleep schedule,” says Vernon. “Teleworkers who spend less time commuting may be happier and less tired, and therefore more productive,” write the researchers, who analyzed BLS data from 2017 to 2018.

While remote employees gained back commuting time during the pandemic, they also worked fewer hours, note Barrero, Bloom, and Davis. Hours on the job averaged about 32 per week, compared with 36 pre-pandemic, although the work time stretched past traditional office hours. “Respondents may devote a few more minutes in the morning to chores and childcare, while still devoting about a third of their old commuting time slot to their primary job. At the end of the day, they might end somewhat early and turn on the TV. They might interrupt TV time to respond to a late afternoon or early evening work request,” the researchers explain.

This interpretation, they write, is consistent with media reports that employees worked longer hours from home during the pandemic but with the added flexibility to interrupt the working day. Yet, according to the survey, this does not have a negative overall effect on productivity, contradicting one outdated stereotype of a remote worker eating bonbons, watching TV, and getting no work done.

Remote-work technology goes mainstream

The widespread implementation of remote-working technology, a defining feature of the pandemic, is another important factor for productivity. This technology will boost work-from-home productivity by 46 percent by the end of the pandemic, relative to the pre-pandemic situation, according to a model developed by Rutgers’s Morris A. Davis , University of North Carolina’s Andra C. Ghent , and University of Wisconsin’s Jesse M. Gregory . “While many home-office technologies have been around for a while, the technologies become much more useful after widespread adoption,” the researchers note.

There are significant costs to leaving the office, Rutgers’s Davis says, pointing to the loss of face-to-face interaction, among other things. “Working at home is always less productive than working at the office. Always,” he said on a June episode of the Freakonomics podcast.

One reason, he says , has to do with the function of cities as business centers. “Cities exist because, we think, the crowding of employment makes everyone more productive,” he explains. “This idea also applies to firms: a firm puts all workers on the same floor of a building, or all in the same suite rather than spread throughout a building, for reasons of efficiency. It is easier to communicate and share ideas with office mates, which leads to more productive outcomes.” While some employees are more productive at home, that’s not the case overall, according to the model, which after calibration “implies that the average high-skill worker is less productive at home than at the office, even postpandemic,” he says.

How remote work could change city centers

What will happen to urban business districts and the cities in which they are located in the age of increasing remote work?

About three-quarters of Fortune 500 CEOs expect to need less office space in the future, according to a May 2021 poll. In Manhattan, the overall office vacancy rate was at a multidecade high of 16 percent in the first quarter of 2021, according to real-estate services firm Cushman & Wakefield.

And yet Davis, Ghent, and Gregory’s model projects that after the pandemic winds down, highly skilled, college-educated workers will spend 30 percent of their time working from home, as opposed to 10 percent in prior times. While physical proximity may be superior, working from home is far more productive than it used to be. Had the pandemic hit in 1990, it would not have produced this rise in relative productivity, per the researchers’ model, because the technology available at the time was not sufficient to support remote work.

A June article in the MIT Technology Review by Stanford’s Erik Brynjolfsson and MIT postdoctoral scholar Georgios Petropoulos corroborates this view. Citing the 5.4 percent increase in US labor productivity in the first quarter of 2021, as reported by the BLS, the researchers attribute at least some of this to the rise of work-from-home technologies. The pandemic, they write, has “compressed a decade’s worth of digital innovation in areas like remote work into less than a year.” The biggest productivity impact of the pandemic will be realized in the longer run, as the work-from-home trend continues, they argue.

Lost ideas, longer hours?

Not all the research supports the idea that remote work increases productivity and decreases the number of hours workers spend on the job. Chicago Booth’s Michael Gibbs  and University of Essex’s Friederike Mengel  and Christoph Siemroth  find contradictory evidence from a study of 10,000 high-skilled workers at a large Asian IT-services company.

The researchers used personnel and analytics data from before and during the coronavirus work-from-home period. The company provided a rich data set for these 10,000 employees, who moved to 100 percent work from home in March 2020 and began returning to the office in late October.

Total hours worked during that time increased by approximately 30 percent, including an 18 percent rise in working beyond normal business hours, the researchers find. At the same time, however, average output—as measured by the company through setting work goals and tracking progress toward them—declined slightly. Time spent on coordination activities and meetings also increased, while uninterrupted work hours shrank. Additionally, employees spent less time networking and had fewer one-on-one meetings with their supervisors, find the researchers, adding that the increase in hours worked and the decline in productivity were more significant for employees with children at home. Weighing output against hours worked, the researchers conclude that productivity decreased by about 20 percent. They estimate that, even after accounting for the loss of commuting time, employees worked about a third of an hour per day more than they did at the office. “Of course, that time was spent in productive work instead of sitting in traffic, which is beneficial,” they acknowledge.

Regardless of what research establishes in the long run about productivity, many workers are already demanding flexibility in their schedules.

Overall, though, do workers with more flexibility work fewer hours (as Barrero, Bloom, and Davis find) or more (as at the Asian IT-services company)? It could take more data to answer this question. “I suspect that a high fraction of employees of all types, across the globe, value the flexibility, lack of a commute, and other aspects of work from home. This might bias survey respondents toward giving more positive answers to questions about their productivity,” says Gibbs.

The findings of his research do not entirely contradict those of Barrero, Bloom, and Davis, however. For one, Gibbs, Mengel, and Siemroth acknowledge that their study doesn’t necessarily reflect the remote-work model as it might look in postpandemic times, when employees are relieved of the weight of a massive global crisis. “While the average effect of working from home on productivity is negative in our study, this does not rule out that a ‘targeted working from home’ regime might be desirable,” they write.

Additionally, the research data are derived from a single company and may not be representative of the wider economy, although Gibbs notes that the IT company is one that should be able to optimize remote work. Most employees worked on company laptops, “and IT-related industries and occupations are usually at the top of lists of those areas most likely to be able to do WFH effectively.” Thus, he says, the findings may represent a cautionary note that remote work has costs and complexities worth addressing.

As he, Mengel, and Siemroth write, some predictions of work-from-home success may be overly optimistic, “perhaps because professionals engage in many tasks that require collaboration, communication, and innovation, which are more difficult to achieve with virtual, scheduled interactions.”

Attracting top talent

The focus on IT employees’ productivity, however, excludes issues such as worker morale and retention, Booth’s Davis notes. More generally, “the producer has to attract workers . . . and if workers really want to commute less, and they can save time on their end, and employers can figure out some way to accommodate that, they’re going to have more success with workers at a given wage cost.”

Companies that offer more flexibility in work arrangements may have the best chance of attracting top talent at the best price. The data from Barrero, Bloom, and Davis reveal that some workers are willing to take a sizable pay cut in exchange for the opportunity to work remotely two or three days a week. This may give threats from CEOs such as Morgan Stanley’s James Gorman—who said at the company’s US Financials, Payments & CRE conference in June, “If you want to get paid New York rates, you work in New York”—a bit less bite. Meanwhile, Duke PhD student John W. Barry , Cornell’s Murillo Campello , Duke’s John R. Graham , and Chicago Booth’s Yueran Ma  find that companies offering flexibility are the ones most poised to grow.

Working policies may be shaped by employees’ preferences. Some workers still prefer working from the office; others prefer to stay working remotely; many would opt for a hybrid model, with some days in the office and some at home (as Amazon and other companies have introduced). As countries emerge from the pandemic and employers recalibrate, companies could bring back some employees and allow others to work from home. This should ultimately boost productivity, Booth’s Davis says.

Or they could allow some to work from far-flung locales. Harvard’s Prithwiraj Choudhury  has long focused his research on working not just from home but “from anywhere.” This goes beyond the idea of employees working from their living room in the same city in which their company is located—instead, if they want to live across the country, or even in another country, they can do so without any concern about being near headquarters.

Does remote work promote equity?

At many companies, the future will involve remote work and more flexibility than before. That could be good for reducing the earnings gap between men and women—but only to a point.

“In my mind, there’s no question that it has to be a plus, on net,” says Harvard’s Claudia Goldin. Before the pandemic, many women deemphasized their careers when they started families, she says.

Research Choudhury conducted with Harvard PhD student Cirrus Foroughi  and Northeastern University’s Barbara Larson  analyzes a 2012 transition from a work-from-home to a work-from-anywhere model among patent examiners with the United States Patent and Trademark Office. The researchers exploited a natural experiment and estimate that there was a 4.4 percent increase in work output when the examiners transitioned from a work-from-home regime to the work-from-anywhere regime.

“Work from anywhere offers workers geographic flexibility and can help workers relocate to their preferred locations,” Choudhury says. “Workers could gain additional utility by relocating to a cheaper location, moving closer to family, or mitigating frictions around immigration or dual careers.”

He notes as well the potential advantages for companies that allow workers to be located anywhere across the globe. “In addition to benefits to workers and organizations, WFA might also help reverse talent flows from smaller towns to larger cities and from emerging markets,” he says. “This might lead to a more equitable distribution of talent across geographies.”

More data to come

It is still early to draw strong conclusions about the impact of remote work on productivity. People who were sent home to work because of the COVID-19 pandemic may have been more motivated than before to prove they were essential, says Booth’s Ayelet Fishbach, a social psychologist. Additionally, there were fewer distractions from the outside because of the broad shutdowns. “The world helped them stay motivated,” she says, adding that looking at such an atypical year may not tell us as much about the future as performing the same experiment in a typical year would.

Before the pandemic, workers who already knew they performed better in a remote-working lifestyle self-selected into it, if allowed. During the pandemic, shutdowns forced remote work on millions. An experiment that allowed for random selection would likely be more telling. “The work-from-home experience seems to be more positive than what people believed, but we still don’t have great data,” Fishbach says.

Adding to the less optimistic view of a work-from-home future, Booth’s Austan D. Goolsbee says that some long-term trends may challenge remote work. Since the 1980s, as the largest companies have gained market power, corporate profits have risen dramatically while the share of profits going to workers has dropped to record lows. “This divergence between productivity and pay may very well come to pass regarding time,” he told graduating Booth students at their convocation ceremony. Companies may try to claw back time from those who are remote, he says, by expecting employees to work for longer hours or during their off hours.

And author and behavioral scientist Jon Levy argues in the Boston Globe that having some people in the office and others at home runs counter to smooth organizational processes. To this, Bloom offers a potential solution: instead of letting employees pick their own remote workdays, employers should ensure all workers take remote days together and come into the office on the same days. This, he says, could help alleviate the challenges of managing a hybrid team and level the playing field, whereas a looser model could potentially hurt employees who might be more likely to choose working from home (such as mothers with young children) while elevating those who might find it easier to come into the office every day (such as single men).

Gibbs concurs, noting that companies using a hybrid model will have to find ways to make sure employees who should interact will be on campus simultaneously. “Managers may specify that the entire team meets in person every Monday morning, for example,” he says. “R&D groups may need to make sure that researchers are on campus at the same time, to spur unplanned interactions that sometimes lead to new ideas and innovations.”

Sentiments vary by location, industry, and culture. Japanese workers are reportedly still mostly opting to go to the office, even as the government promotes remote work. Among European executives, a whopping 88 percent reportedly disagree with the idea that remote work is as or more productive than working at the office.

Regardless of what research establishes in the long run about productivity, many workers are already demanding flexibility in their schedules. While only about 28 percent of US office workers were back onsite by June 2021, employees who had become used to more flexibility were demanding it remain. A May survey of 1,000 workers by Morning Consult on behalf of Bloomberg News finds that about half of millennial and Gen Z workers, and two-fifths of all workers, would consider quitting if their employers weren’t flexible about work-from-home policies. And additional research from Barrero, Bloom, and Davis finds that four in 10 Americans who currently work from home at least one day a week would look for another job if their employers told them to come back to the office full time. Additionally, most employees would look favorably upon a new job that offered the same pay as their current job along with the option to work from home two to three days a week.

The shift to remote work affects a significant slice of the US workforce. A study by Chicago Booth’s Jonathan Dingel  and Brent Neiman  finds that while the majority of all jobs in the US require appearing in person, more than a third can potentially be performed entirely remotely. Of these jobs, the majority—including many in engineering, computing, law, and finance—pay more than those that cannot be done at home, such as food service, construction, and building-maintenance jobs.

Barrero, Bloom, and Davis project that, postpandemic, Americans overall will work approximately 20 percent of full workdays from home, four times the pre-pandemic level. This would make remote work less an aberration than a new norm. As the pandemic has demonstrated, many workers can be both productive and get dinner started between meetings.

Works Cited

• Jose Maria Barrero, Nicholas Bloom, and Steven J. Davis,  “Why Working from Home Will Stick,”  Working paper, April 2021.
• ———,  “60 Million Fewer Commuting Hours per Day: How Americans Use Time Saved by Working from Home,” Working paper, September 2020.
• ———,  “Let Me Work From Home Or I Will Find Another Job,”  Working paper, July 2021.
• John W. Barry, Murillo Campello, John R. Graham, and Yueran Ma,  “Corporate Flexibility in a Time of Crisis,”  Working paper, February 2021.
• Nicholas Bloom, James Liang, John Roberts, and Zhichun Jenny Ying,  “Does Working from Home Work? Evidence from a Chinese Experiment,”   Quarterly Journal of Economics , October 2015.
• Prithwiraj Choudhury, Cirrus Foroughi, and Barbara Larson,  “Work-from-Anywhere: The Productivity Effects of Geographic Flexibility,”   Strategic Management Journal , forthcoming.
• Morris A. Davis, Andra C. Ghent, and Jesse M. Gregory,  “The Work-at-Home Technology Boon and Its Consequences,”  Working paper, April 2021. 
• Jonathan Dingel and Brent Neiman,  “How Many Jobs Can Be Done at Home?”  White paper, June 2020.
• Allison Dunatchik, Kathleen Gerson, Jennifer Glass, Jerry A. Jacobs, and Haley Stritzel,  “Gender, Parenting, and the Rise of Remote Work during the Pandemic: Implications for Domestic Inequality in the United States,”   Gender & Society , March 2021.
• Michael Gibbs, Friederike Mengel, and Christoph Siemroth,  “Work from Home & Productivity: Evidence from Personnel & Analytics Data on IT Professionals,”  Working paper, May 2021.
• Robert E. Kraut, Susan R. Fussell, Susan E. Brennan, and Jane Siegel, “Understanding Effects of Proximity on Collaboration: Implications for Technologies to Support Remote Collaborative Work,” in  Distributed Work , eds. Pamela J. Hinds and Sara Kiesler, Cambridge: MIT Press, 2002.
• Sabrina Wulff Pabilonia and Victoria Vernon,  “Telework and Time Use in the United States,”  Working paper, May 2020.

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Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

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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

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 .

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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.

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6.9: Developing a Working Thesis Statement

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Learning Objectives

• Evaluate the role of a working thesis statement

Thesis Angles

Most writers can easily create a topic: squirrels, television viewing, the Patriot Act, Shakespeare’s Hamlet. The more difficult part is creating an angle. But the angle is necessary as a means of creating interest and as a means of indicating the type and organization of the information to follow. Remember that a basic thesis sentence has both a topic and an angle. The topic is what you’re writing about, but the angle covers the main idea of what you’re conveying about that topic. For example, in the following thesis, the topic is exercise, and the angle is that it leads to benefits:

• A regular exercise regime leads to multiple benefits, both physical and emotional.

Click on each of the thesis angles in the box below that you want to learn more about.

So what about this thesis sentence?

• Adult college students have different experiences than traditionally-aged college students.

As a reader, you understand intuitively that the information to come will deal with the different types of experiences that adult college students have. But you don’t quite know if the information will deal only with adults, or if it will compare adults’ experiences with those of typical college students. And you don’t quite know what type of information will come first, second, third, etc.

Realize that a thesis sentence offers a range of possibilities for specificity and organization. As a writer, you may opt to pique reader interest by being very specific or not fully specific in your thesis sentence. The point here is that there’s no one standard way to write a thesis sentence.

Sometimes a writer is more or less specific depending on the reading audience and the effect the writer wants to create. Sometimes a writer puts the angle first and the topic last in the sentence, or sometimes the angle is even implied. You need to gauge your reading audience and you need to understand your own style as a writer. The only basic requirements are that the thesis sentence needs a topic and an angle. The rest is up to you.

This video reviews the importance of thesis statements and provides examples of how good thesis statements can guide your essay.

You can find the transcript for “How to Write a Killer Thesis Statement by Shmoop” here (opens in new window) .

Thesis Creation

At what point do you write a thesis sentence? Of course, this varies from writer to writer and from writing assignment to writing assignment. You’ll usually do some preliminary idea development first, before a thesis idea emerges. And you’ll usually have a working thesis before you do the bulk of your research, or before you fully create the supporting details for your writing.

Think of the thesis as the mid-point of an hourglass.

You develop ideas for writing and prewriting, using various strategies, until a main idea or assertion emerges. This main idea or assertion becomes your point to prove—your working thesis sentence.

Once you have a working thesis sentence with your main idea, you can then develop more support for that idea, but in a more focused way that deepens your thinking about the thesis angle.

Realize that a thesis is really a working thesis until you finalize the writing. As you do more focused research, or develop more focused support, your thesis may change a bit. Just make sure that you retain the basic thesis characteristics of topic and angle.

Thesis Checklist

When you draft a working thesis, it can be helpful to review the guidelines for a strong thesis. The following checklist is a helpful tool you can use to check your thesis once you have it drafted.

Common Problems

Although you have creative control over your thesis sentence, you still should try to avoid the following problems, not for stylistic reasons, but because they indicate a problem in the thinking that underlies the thesis sentence.

Thesis Problems

Thesis too broad.

Hospice workers need support.

The sentence above actually is a thesis sentence; it has a topic (hospice workers) and an angle (need support). But the angle is very broad. When the angle in a thesis sentence is too broad, the writer may not have carefully thought through the specific support for the rest of the writing. A thesis angle that’s too broad makes it easy to fall into the trap of offering information that deviates from that angle.

Thesis too narrow

Hospice workers have a 55% turnover rate compared to the general health care population’s 25% turnover rate.

The above sentence really isn’t a thesis sentence at all, because there’s no angle idea to support. A narrow statistic, or a narrow statement of fact, doesn’t offer the writer’s own ideas or analysis about a topic. A clearer example of a thesis statement with an angle of development would be the following:

The high turnover rate in hospice workers (55 percent) compared to the general health care population (25 percent) indicates a need to develop support systems to reverse this trend.

Where to Place a Thesis?

In the U.S., it’s customary for most academic writers to put the thesis sentence somewhere toward the start of the essay or research paper. The focus here is on offering the main results of your own thinking in your thesis angle and then providing evidence in the writing to support your thinking.

A legal comparison might help to understand thesis placement. If you have seen television shows or movies with courtroom scenes, the lawyer usually starts out by saying, “My client is innocent!” to set the scene, and then provides different types of evidence to support that argument. Academic writing in the U.S. is similar; your thesis sentence provides your main assertion to set the scene of the writing, and then the details and evidence in the rest of the writing support the assertion in the thesis sentence.

NOTE: Although the usual pattern is “thesis sentence toward the start,” there may be reasons to place the thesis elsewhere in the writing. You may decide to place the thesis sentence at the end of the writing if your purpose is to gradually induce a reading audience to understand and accept your assertion. You may decide to place the thesis sentence in the middle of the writing if you think you need to provide relatively complicated background information to your readers before they can understand the assertion in your thesis.

As a writer, you have the option of placing the thesis anywhere in the writing. But, as a writer, you also have the obligation to make the thesis sentence idea clear to your readers. Beginning writers usually stick with “thesis sentence toward the start,” as it makes the thesis prominent in the writing and also reminds them that they need to stick with providing evidence directly related to that thesis sentence’s angle.

Link to Learning

Use this thesis generator from SUNY Empire State College to help you make your thesis statement—just plug in some of the details, and it can help you come up with a solid foundation!

https://assessments.lumenlearning.co...essments/20256

Contributors and Attributions

• Parts of a Thesis Sentence. Provided by : Excelsior OWL. Located at : https://owl.excelsior.edu/writing-process/thesis-sentence/ . License : CC BY: Attribution
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Tips and Examples for Writing Thesis Statements

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

Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

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

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

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

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

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

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

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

Example of an expository (explanatory) thesis statement:

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

Example of an argumentative thesis statement:

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

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Researchers working from home: Benefits and challenges

Balazs Aczel

1 Institute of Psychology, ELTE Eotvos Lorand University, Budapest, Hungary

Marton Kovacs

2 Doctoral School of Psychology, ELTE Eotvos Lorand University, Budapest, Hungary

Tanja van der Lippe

3 Department of Sociology, Utrecht University, Utrecht, The Netherlands

Barnabas Szaszi

Associated data.

All research materials, the collected raw and processed anonymous data, just as well the code for data management and statistical analyses are publicly shared on the OSF page of the project: OSF: https://osf.io/v97fy/ .

The flexibility allowed by the mobilization of technology disintegrated the traditional work-life boundary for most professionals. Whether working from home is the key or impediment to academics’ efficiency and work-life balance became a daunting question for both scientists and their employers. The recent pandemic brought into focus the merits and challenges of working from home on a level of personal experience. Using a convenient sampling, we surveyed 704 academics while working from home and found that the pandemic lockdown decreased the work efficiency for almost half of the researchers but around a quarter of them were more efficient during this time compared to the time before. Based on the gathered personal experience, 70% of the researchers think that in the future they would be similarly or more efficient than before if they could spend more of their work-time at home. They indicated that in the office they are better at sharing thoughts with colleagues, keeping in touch with their team, and collecting data, whereas at home they are better at working on their manuscript, reading the literature, and analyzing their data. Taking well-being also into account, 66% of them would find it ideal to work more from home in the future than they did before the lockdown. These results draw attention to how working from home is becoming a major element of researchers’ life and that we have to learn more about its influencer factors and coping tactics in order to optimize its arrangements.

Introduction

Fleeing from the Great Plague that reached Cambridge in 1665, Newton retreated to his countryside home where he continued working for the next year and a half. During this time, he developed his theories on calculus, optics, and the law of gravitation—fundamentally changing the path of science for centuries. Newton himself described this period as the most productive time of his life [ 1 ]. Is working from home indeed the key to efficiency for scientists also in modern times? A solution for working without disturbance by colleagues and being able to manage a work-life balance? What personal and professional factors influence the relation between productivity and working from home? These are the main questions that the present paper aims to tackle. The Covid-19 pandemic provides a unique opportunity to analyze the implications of working from home in great detail.

Working away from the traditional office is increasingly an option in today’s world. The phenomenon has been studied under numerous, partially overlapping terms, such as telecommuting, telework, virtual office, remote work, location independent working, home office. In this paper, we will use ‘working from home’ (WFH), a term that typically covers working from any location other than the dedicated area provided by the employer.

The practice of WFH and its effect on job efficiency and well-being are reasonably well explored outside of academia [ 2 , 3 ]. Internet access and the increase of personal IT infrastructure made WFH a growing trend throughout the last decades [ 4 ]. In 2015, over 12% of EU workers [ 5 ] and near one-quarter of US employees [ 6 ] worked at least partly from home. A recent survey conducted among 27,500 millennials and Gen Z-s indicated that their majority would like to work remotely more frequently [ 7 ]. The literature suggests that people working from home need flexibility for different reasons. Home-working is a typical solution for those who need to look after dependent children [ 8 ] but many employees just seek a better work-life balance [ 7 ] and the comfort of an alternative work environment [ 9 ].

Non-academic areas report work-efficiency benefits for WFH but they also show some downsides of this arrangement. A good example is the broad-scale experiment in which call center employees were randomly assigned to work from home or in the office for nine months [ 10 ]. A 13% work performance increase was found in the working from home group. These workers also reported improved work satisfaction. Still, after the experiment, 50% of them preferred to go back to the office mainly because of feeling isolated at home.

Home-working has several straightforward positive aspects, such as not having to commute, easier management of household responsibilities [ 11 ] and family demands [ 12 ], along with increased autonomy over time use [ 13 , 14 ], and fewer interruptions [ 15 , 16 ]. Personal comfort is often listed as an advantage of the home environment [e.g., 15 ], though setting up a home office comes with physical and infrastructural demands [ 17 ]. People working from home consistently report greater job motivation and satisfaction [ 4 , 11 , 18 , 19 ] which is probably due to the greater work-related control and work-life flexibility [ 20 ]. A longitudinal nationally representative sample of 30,000 households in the UK revealed that homeworking is positively related with leisure time satisfaction [ 21 ], suggesting that people working from home can allocate more time for leisure activities.

Often-mentioned negative aspects of WFH include being disconnected from co-workers, experiencing isolation due to the physical and social distance to team members [ 22 , 23 ]. Also, home-working employees reported more difficulties with switching off and they worked beyond their formal working hours [ 4 ]. Working from home is especially difficult for those with small children [ 24 ], but intrusion from other family members, neighbours, and friends were also found to be major challenges of WFH [e.g., 17 ]. Moreover, being away from the office may also create a lack of visibility and increases teleworkers’ fear that being out of sight limits opportunities for promotion, rewards, and positive performance reviews [ 25 ].

Importantly, increased freedom imposes higher demands on workers to control not just the environment, but themselves too. WFH comes with the need to develop work-life boundary control tactics [ 26 ] and to be skilled at self-discipline, self-motivation, and good time management [ 27 ]. Increased flexibility can easily lead to multitasking and work-family role blurring [ 28 ]. Table 1 provides non-comprehensive lists of mostly positive and mostly negative consequences of WFH, based on the literature reviewed here.

Compared to the private sector, our knowledge is scarce about how academics experience working from home. Researchers in higher education institutes work in very similar arrangements. Typically, they are expected to personally attend their workplace, if not for teaching or supervision, then for meetings or to confer with colleagues. In the remaining worktime, they work in their lab or, if allowed, they may choose to do some of their tasks remotely. Along with the benefits on productivity when working from home, academics have already experienced some of its drawbacks at the start of the popularity of personal computers. As Snizek observed in the ‘80s, “(f)aculty who work long hours at home using their microcomputers indicate feelings of isolation and often lament the loss of collegial feedback and reinforcement” [page 622, 29 ].

Until now, the academics whose WFH experience had been given attention were mostly those participating in online distance education [e.g., 30 , 31 ]. They experienced increased autonomy, flexibility in workday schedule, the elimination of unwanted distractions [ 32 ], along with high levels of work productivity and satisfaction [ 33 ], but they also observed inadequate communication and the lack of opportunities for skill development [ 34 ]. The Covid-19 pandemic provided an opportunity to study the WFH experience of a greater spectrum of academics, since at one point most of them had to do all their work from home.

We have only fragmented knowledge about the moderators of WFH success. We know that control over time is limited by the domestic tasks one has while working from home. The view that women’s work is more influenced by family obligations than men’s is consistently shown in the literature [e.g., 35 – 37 ]. Sullivan and Lewis [ 38 ] argued that women who work from home are able to fulfil their domestic role better and manage their family duties more to their satisfaction, but that comes at the expense of higher perceived work–family conflict [see also 39 ]. Not surprisingly, during the COVID-19 pandemic, female scientists suffered a greater disruption than men in their academic productivity and time spent on research, most likely due to demands of childcare [ 40 , 41 ].

In summary, until recently, the effect of WFH on academics’ life and productivity received limited attention. However, during the recent pandemic lockdown, scientists, on an unprecedented scale, had to find solutions to continue their research from home. The situation unavoidably brought into focus the merits and challenges of WFH on a level of personal experience. Institutions were compelled to support WFH arrangements by adequate regulations, services, and infrastructure. Some researchers and institutions might have found benefits in the new arrangements and may wish to continue WFH in some form; for others WFH brought disproportionately larger challenges. The present study aims to facilitate the systematic exploration and support of researchers’ efficiency and work-life balance when working from home.

Materials and methods

Our study procedure and analysis plan were preregistered at https://osf.io/jg5bz (all deviations from the plan are listed in S1 File ). The survey included questions on research work efficiency, work-life balance, demographics, professional and personal background information. The study protocol has been approved by the Institutional Review Board from Eotvos Lorand University, Hungary (approval number: 2020/131). The Transparency Report of the study, the complete text of the questionnaire items and the instructions are shared at our OSF repository: https://osf.io/v97fy/ .

As the objective of this study was to gain insight about researchers’ experience of WFH, we aimed to increase the size and diversity of our sample rather than ascertaining the representativeness of our sample. Therefore, we distributed our online survey link among researchers in professional newsletters, university mailing lists, on social media, and by sending group-emails to authors (additional details about sampling are in S1 File ). As a result of the nature of our sampling strategy, it is not known how many researchers have seen our participation request. Additionally, we did not collect the country of residence of the respondents. Responses analyzed in this study were collected between 2020-04-24 and 2020-07-13. Overall, 858 individuals started the survey and 154 were excluded because they did not continue the survey beyond the first question. As a result, 704 respondents were included in the analysis.

We sent the questionnaire individually to each of the respondents through the Qualtrics Mailer service. Written informed consent and access to the preregistration of the research was provided to every respondent before starting the survey. Then, respondents who agreed to participate in the study could fill out the questionnaire. To encourage participation, we offered that upon completion they can enter a lottery to win a 100 USD voucher.

This is a general description of the survey items. The full survey with the display logic and exact phrasing of the items is transported from Qualtrics and uploaded to the projects’ OSF page: https://osf.io/8ze2g/ .

Efficiency of research work

The respondents were asked to compare the efficiency of their research work during the lockdown to their work before the lockdown. They were also asked to use their present and previous experience to indicate whether working more from home in the future would change the efficiency of their research work compared to the time before the lockdown. For both questions, they could choose among three options: “less efficient”; “more efficient”, and “similarly efficient”.

Comparing working from home to working in the office

Participants were asked to compare working from home to working from the office. For this question they could indicate their preference on a 7-point dimension (1: At home; 7: In the office), along 15 efficiency or well-being related aspects of research work (e.g., working on the manuscript, maintaining work-life balance). These aspects were collected in a pilot study conducted with 55 researchers who were asked to indicate in free text responses the areas in which their work benefits/suffers when working from home. More details of the pilot study are provided in S1 File .

Actual and ideal time spent working from home

To study the actual and ideal time spent working from home, researcher were asked to indicate on a 0–100% scale (1) what percentage of their work time they spent working from home before the pandemic and (2) how much would be ideal for them working from home in the future concerning both research efficiency and work-life balance.

Feasibility of working more from home

With simple Yes/No options, we asked the respondents to indicate whether they think that working more from home would be feasible considering all their other duties (education, administration, etc.) and the given circumstances at home (infrastructure, level of disturbance).

Background information

Background questions were asked by providing preset lists concerning their academic position (e.g., full professor), area of research (e.g., social sciences), type of workplace (e.g., purely research institute), gender, age group, living situation (e.g., single-parent with non-adult child(ren)), and the age and the number of their children.

The respondents were also asked to select one of the offered options to indicate: whether or not they worked more from home during the coronavirus lockdown than before; whether it is possible for them to collect data remotely; whether they have education duties at work; if their research requires intensive team-work; whether their home office is fully equipped; whether their partner was also working from home during the pandemic; how far their office is from home; whether they had to do home-schooling during the pandemic; whether there was someone else looking after their child(ren) during their work from home in lockdown. When the question did not apply to them, they could select the ‘NA’ option as well.

Data preprocessing and analyses

All the data preprocessing and analyses were conducted in R [ 42 ], with the use of the tidyverse packages [ 43 ]. Before the analysis of the survey responses, we read all the free-text comments to ascertain that they do not contain personal information and they are in line with the respondent’s answers. We found that for 5 items the respondents’ comments contradicted their survey choices (e.g., whether they have children), therefore, we excluded the responses of the corresponding items from further analyses (see S1 File ). Following the preregistration, we only conducted descriptive statistics of the survey results.

The summary of the key demographic information of the 704 complete responses is presented in Table 2 . A full summary of all the collected background information of the respondents are available in S1 File .

The results showed that 94% (n = 662) of the surveyed researchers worked more from home during the COVID-19 lockdown compared to the time before. Of these researchers, 47% found that due to working more from home their research became, in general, less efficient, 23% found it more efficient, and 30% found no difference compared to working before the lockdown. Within this database, we also explored the effect of the lockdown on the efficiency of people living with children (n = 290). Here, we found that 58% of them experienced that due to working more from home their research became, in general, less efficient, 20% found it more efficient, and 22% found no difference compared to working before the lockdown. Of those researchers who live with children, we found that 71% of the 21 single parents and 57% of the 269 partnered parents found working less efficient when working from home compared to the time before the lockdown.

When asking about how working more from home would affect the efficiency of their research after the lockdown, of those who have not already been working from home full time (n = 684), 29% assumed that it could make their research, in general, less efficient, 29% said that it would be more efficient, and 41% assumed no difference compared to the time before the lockdown ( Fig 1 ).

Focusing on the efficiency of the subgroup of people who live with children (n = 295), we found that for 32% their research work would be less efficient, for 30% it would be no different, and for 38% it would be more efficient to work from home after the lockdown, compared to the time before the lockdown.

When comparing working from home to working in the office in general, people found that they can better achieve certain aspects of the research in one place than the other. They indicated that in the office they are better at sharing thoughts with colleagues, keeping in touch with their team, and collecting data, whereas at home they are better at working on their manuscript, reading the literature, and analyzing their data ( Fig 2 ).

The bars represent response averages of the given aspects.

We also asked the researchers how much of their work time they spent working from home in the past, and how much it would be ideal for them to work from home in the future concerning both research efficiency and well-being. Fig 3 shows the distribution of percentages of time working from home in the past and in an ideal future. Comparing these values for each researcher, we found that 66% of them want to work more from home in the future than they did before the lockdown, whereas 16% of them want to work less from home, and 18% of them want to spend the same percentage of their work time at home in the future as before. (These latter calculations were not preregistered).

Taken all their other duties (education, administration, etc.) and provided circumstances at home (infrastructure, level of disturbance), of researchers who would like to work more from home in the future (n = 461), 86% think that it would be possible to do so. Even among those who have teaching duties at work (n = 376), 84% think that more working from home would be ideal and possible.

Researchers’ work and life have radically changed in recent times. The flexibility allowed by the mobilization of technology and the continuous access to the internet disintegrated the traditional work-life boundary. Where, when, and how we work depends more and more on our own arrangements. The recent pandemic only highlighted an already existing task: researchers’ worklife has to be redefined. The key challenge in a new work-life model is to find strategies to balance the demands of work and personal life. As a first step, the present paper explored how working from home affects researchers’ efficiency and well-being.

Our results showed that while the pandemic-related lockdown decreased the work efficiency for almost half of the researchers (47%), around a quarter (23%) of them experienced that they were more efficient during this time compared to the time before. Based on personal experience, 70% of the researchers think that after the lockdown they would be similarly (41%) or more efficient (29%) than before if they could spend more of their work-time at home. The remaining 30% thought that after the lockdown their work efficiency would decrease if they worked from home, which is noticeably lower than the 47% who claimed the same for the lockdown period. From these values we speculate that some of the obstacles of their work efficiency were specific to the pandemic lockdown. Such obstacles could have been the need to learn new methods to teach online [ 44 ] or the trouble adapting to the new lifestyle [ 45 ]. Furthermore, we found that working from the office and working from home support different aspects of research. Not surprisingly, activities that involve colleagues or team members are better bound to the office, but tasks that need focused attention, such as working on the manuscript or analyzing the data are better achieved from home.

A central motivation of our study was to explore what proportion of their worktime researchers would find ideal to work from home, concerning both research efficiency and work-life balance. Two thirds of the researchers indicated that it would be better to work more from home in the future. It seemed that sharing work somewhat equally between the two venues is the most preferred arrangement. A great majority (86%) of those who would like to work more from home in the future, think that it would be possible to do so. As a conclusion, both the work and non-work life of researchers would take benefits should more WFH be allowed and neither workplace duties, nor their domestic circumstances are limits of such a change. That researchers have a preference to work more from home, might be due to the fact that they are more and more pressured by their work. Finishing manuscripts, and reading literature is easier to find time for when working from home.

A main message of the results of our present survey is that although almost half of the respondents reported reduced work efficiency during the lockdown, the majority of them would prefer the current remote work setting to some extent in the future. It is important to stress, however, that working from home is not equally advantageous for researchers. Several external and personal factors must play a role in researchers’ work efficiency and work-life balance. In this analysis, we concentrated only on family status, but further dedicated studies will be required to gain a deeper understanding of the complex interaction of professional, institutional, personal, and domestic factors in this matter. While our study could only initiate the exploration of academics’ WFH benefits and challenges, we can already discuss a few relevant aspects regarding the work-life interface.

Our data show that researchers who live with dependent children can exploit the advantages of working from home less than those who do not have childcare duties, irrespective of the pandemic lockdown. Looking after children is clearly a main source of people’s task overload and, as a result, work-family conflict [ 46 , 47 ]. As an implication, employers should pay special respect to employees’ childcare situations when defining work arrangements. It should be clear, however, that other caring responsibilities should also be respected such as looking after elderly or disabled relatives [ 48 ]. Furthermore, to avoid equating non-work life with family-life, a broader diversity of life circumstances, such as those who live alone, should be taken into consideration [ 49 ].

It seems likely that after the pandemic significantly more work will be supplied from home [ 50 ]. The more of the researchers’ work will be done from home in the future, the greater the challenge will grow to integrate their work and non-work life. The extensive research on work-life conflict, should help us examine the issue and to develop coping strategies applicable for academics’ life. The Boundary Theory [ 26 , 51 , 52 ] proved to be a useful framework to understand the work-home interface. According to this theory, individuals utilize different tactics to create and maintain an ideal level of work-home segmentation. These boundaries often serve as “mental fences” to simplify the environment into domains, such as work or home, to help us attend our roles, such as being an employee or a parent. These boundaries are more or less permeable, depending on how much the individual attending one role can be influenced by another role. Individuals differ in the degree to which they prefer and are able to segment their roles, but each boundary crossing requires a cognitive “leap” between these categories [ 53 ]. The source of conflict is the demands of the different roles and responsibilities competing for one’s physical and mental resources. Working from home can easily blur the boundary between work and non-work domains. The conflict caused by the intrusion of the home world to one’s work time, just as well the intrusion of work tasks to one’s personal life are definite sources of weakened ability to concentrate on one’s tasks [ 54 ], exhaustion [ 55 ], and negative job satisfaction [ 56 ].

What can researchers do to mitigate this challenge? Various tactics have been identified for controlling one’s borders between work and non-work. One can separate the two domains by temporal, physical, behavioral, and communicative segmentation [ 26 ]. Professionals often have preferences and self-developed tactics for boundary management. People who prefer tighter boundary management apply strong segmentation between work and home [ 57 , 58 ]. For instance, they don’t do domestic tasks in worktime (temporal segmentation), close their door when working from home (physical segmentation), don’t read work emails at weekends (behavioral segmentation), or negotiate strict boundary rules with family members (communicative segmentation). People on the other on one side of the segmentation-integration continuum, might not mind, or cannot avoid, ad-hoc boundary-crossings and integrate the two domains by letting private space and time be mixed with their work.

Researchers, just like other workers, need to develop new arrangements and skills to cope with the disintegration of the traditional work-life boundaries. To know how research and education institutes could best support this change would require a comprehensive exploration of the factors in researchers’ WFH life. There is probably no one-size-fits-all approach to promote employees’ efficiency and well-being. Life circumstances often limit how much control people can have over their work-life boundaries when working from home [ 59 ]. Our results strongly indicate that some can boost work efficiency and wellbeing when working from home, others need external solutions, such as the office, to provide boundaries between their life domains. Until we gain comprehensive insight about the topic, individuals are probably the best judges of their own situation and of what arrangements may be beneficial for them in different times [ 60 ]. The more autonomy the employers provide to researchers in distributing their work between the office and home (while not lowering their expectations), the more they let them optimize this arrangement to their circumstances.

Our study has several limitations: to investigate how factors such as research domain, seniority, or geographic location contribute to WFH efficiency and well-being would have needed a much greater sample. Moreover, the country of residence of the respondents was not collected in our survey and this factor could potentially alter the perception of WFH due to differing social and infrastructural factors. Whereas the world-wide lockdown has provided a general experience to WFH to academics, the special circumstances just as well biased their judgment of the arrangement. With this exploratory research, we could only scratch the surface of the topic, the reader can probably generate a number of testable hypotheses that would be relevant to the topic but we could not analyze in this exploration.

Newton working in lockdown became the idealized image of the home-working scientist. Unquestionably, he was a genius, but his success probably needed a fortunate work-life boundary. Should he had noisy neighbours, or taunting domestic duties, he might have achieved much less while working from home. With this paper, we aim to draw attention to how WFH is becoming a major element of researchers’ life and that we have to be prepared for this change. We hope that personal experience or the topic’s relevance to the future of science will invite researchers to continue this work.

Supporting information

Acknowledgments.

We would like to thank Szonja Horvath, Matyas Sarudi, and Zsuzsa Szekely for their help with reviewing the free text responses.

Funding Statement

TVL's contribution is part of the research program Sustainable Cooperation – Roadmaps to Resilient Societies (SCOOP). She is grateful to the Netherlands Organization for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science (OCW) for their support in the context of its 2017 Gravitation Program (grant number 024.003.025).

Data Availability

• PLoS One. 2021; 16(3): e0249127.

Decision Letter 0

PONE-D-20-30010

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Comments to the Author

Reviewer #1: PONE-D-20-30010

Title: Researchers working from home: Benefits and challenges

Reviewer’s article summary: This manuscript provides results from a survey on work-life balance among academics who switched to remote work-from-home during the Covid-19 pandemic. I believe the article contributes insight on both the work-life balance among academics and how researchers have experienced their work during the pandemic, and will be of interest to the PloS One audience. Below, please see suggestions for improving the manuscript.

Abstract: Please include a brief statement about methodology, including sample size of the survey population, how the survey was conducted (convenience sample? Recruitment strategy?).

Introduction: The authors questions, “Is the relation between working from home and productivity influenced by personal and professional factors?” This question seems like a non-starter – how could working from home not be influenced by personal and professional factors? Advise revising this question to better focus your key arguments (i.e. what personal and professional factors most influence the productivity of working from home?).

“just as well increased autonomy over time use” – awkward sentence; please revise to clarify.

“physical and social distance to teal members” – do you mean team members?

Table 1 – please refer to the table in the text to guide the audience to this comparison of pros/cons in context of the introduction. It may also better position this manuscript within the literature to include more details from the studies that list these pros/cons (i.e. include the % of people who have reported each of the pros/cons within the table itself, and include a reference to the study where each % was derived).

Reference to Snizek in the 80’s – the benefit of including this quote is questionable; it would be more helpful to include more recent literature on this point since generational changes have perhaps changed this experience.

“just as well high levels of work productivity and satisfaction” – awkward sentence, please revise for clarity.

Materials and Methods: Please provide the study number for IRB approval.

The authors do include links to their study procedure, but it would be helpful for a more complete overview of the procedure within the manuscript so the audience can more easily ascertain the methodology employed. In comparison, the “Materials” section provides intricate detail that may not be necessary (in this reviewer’s opinion, it would be more efficient to simply list the types of questions asked—i.e. “Survey questions asked participants to report on changes that occurred in relation to research work efficiency, comparison of home to office work, amount of time spent…”(etc. or something of this nature)–with a link to the actual survey instrument).

There is no section or statement regarding data analysis. Please describe your analytical procedure (descriptive statistics, any regressions?) and software used for analysis.

Results – Recommend providing a demographics table in the manuscript that displays sample size and % for the information described in the “background information” section. Please include data about the countries where respondents live, if available; if not available, please include a statement regarding residence in the Methods section (i.e. was the sample all within a single country?).

Figures – please include sample size (n = ) in the figure titles.

” From these values we can assume that some of the obstacles of their work were specific to the pandemic lockdown and not directly to working from home” – please explain and clarify.

“…seems to be a generally wanted and beneficial model of work” – this statement seems to ignore the result that nearly half of respondents reported being less efficient during the pandemic. Recommend revising this statement, and including a summary that the results indicate although almost half of the respondents reported reduced work efficiency, they would prefer the current remote work setting to some extent in the future. May also be useful to note that the implications of this require further investigation – what is it about this new work situation that people prefer? What amount of time did people previously spend in commute that they now can use for other tasks or personal interests? What other factors have changed that make the current situation more preferred?

#5 – incomplete reference

There are several references that are now quite old (1987, 1996, 1999, 2001, 2002, 2003, 2006, 2007, 2008, 2009…) – Recommend reviewing these carefully to ensure that there is not more recent literature that would shed better light on the subject.

Figure 1 – recommend revising the X axis to show sample size, and the bar labels to show % to increase clarity of results.

While revising your submission, please upload your figure files to the Preflight Analysis and Conversion Engine (PACE) digital diagnostic tool,  https://pacev2.apexcovantage.com/ . PACE helps ensure that figures meet PLOS requirements. To use PACE, you must first register as a user. Registration is free. Then, login and navigate to the UPLOAD tab, where you will find detailed instructions on how to use the tool. If you encounter any issues or have any questions when using PACE, please email PLOS at  gro.solp@serugif . Please note that Supporting Information files do not need this step.

Author response to Decision Letter 0

17 Feb 2021

Dear Dr. Johnson Cheung,

We are happy to submit a revised version of our manuscript to PLOS One.

We would like to thank you and the reviewer for their comments and suggestions.

Below, you can find the detailed responses to all comments in bold.

Balazs Aczel, on behalf of all co-authors

Reviewer #1

We have added these aspects to the Abstract.

We agree with the reviewer and changed that question as suggested.

Table 1 is referred to in the text, just above the table. After due consideration of this suggestion, we judged that three paragraphs about the pros/cons provide sufficient details on the given topic. We found no sound way to merge the empirical reports of the referred studies to provide overall percentages of people reporting each pros/cons.

The old Snizek reference serves as an indicator that academics have already experienced some of the drawbacks of working from home at the start of the popularity of personal computers. We have now extended our Introduction with more studies from the recent literature, especially with those conducted during the pandemic.

We have now placed the Procedure section before the Materials section. At the beginning of the Materials section, we provide a link to the original content of our Qualtrics survey. This file contains the wording of the items and the display logic of the questions. We would also prefer to keep the detailed description of the survey items in the manuscript as most of the items were developed by the authors for the study. Should the Editor prefer that, we could move the Materials section to the Supporting Information and leave just the link to the exact survey questions in the manuscript.

Now, we state in the Data preprocessing and Analyses section that we used the R statistical software for the analyses and that we report only descriptive statistical results in this study.

The table with the sample size and proportions for all the levels of all the survey items is provided in the Supplementary Materials. However, as the whole table is more than 4 pages long, we think that by including the table in the main text we would corrupt the readability of the manuscript.

Now, we state in the Sampling section that the country of residence of the respondents is not known.

The sample sizes are now included in the figure titles.

We would like to thank the reviewer for pointing out the vagueness of this section. We rephrased the sentence and added one more sentence to the section to clarify our point.

We have now updated this sentence incorporating the reviewer’s suggestion. The updated paragraph is on page 16.

We fixed the incomplete reference.

We agree that some of our references are from the ‘80s or ‘90s, yet they are still good sources of our claims (e.g., how researchers found working from home when personal computers started or that setting up a home office comes with physical and infrastructural demands). Nevertheless, we have added more recent studies to our references, especially from the relevant literature that has been published since our initial submission 5 months ago:

Johnson N, Veletsianos G, Seaman J. US Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learn. 2020;24(2):6–21.

Barrero JM, Bloom N, Davis SJ. Why Working From Home Will Stick. Univ Chic Becker Friedman Inst Econ Work Pap. 2020;(2020–174).

Korbel JO, Stegle O. Effects of the COVID-19 pandemic on life scientists. Genome Biol. 2020;21(113).

Ghaffarizadeh SA, Ghaffarizadeh SA, Behbahani AH, Mehdizadeh M, Olechowski A. Life and work of researchers trapped in the COVID-19 pandemic vicious cycle. bioRxiv. 2021;

Thank you for the recommendation. We have now modified this figure.

Submitted filename: Response to Reviewers.docx

Decision Letter 1

23 Feb 2021

PONE-D-20-30010R1

Please submit your revised manuscript by Apr 09 2021 11:59PM. If you will need more time than this to complete your revisions, please reply to this message or contact the journal office at gro.solp@enosolp . When you're ready to submit your revision, log on to https://www.editorialmanager.com/pone/ and select the 'Submissions Needing Revision' folder to locate your manuscript file.

Reviewer #1:

Reviewer’s response to revisions: Overall, the authors have revised the manuscript to increase clarity and improve understanding of the contributions that this research provides regarding the future outlook for academics working from home. I have a few minor comments:

Limitations: This revised document brings to light the fact that 1) we do not know how the transition to working from home differs between countries since country was not a survey question (which could differ significantly given a number of social and technological/infrastructure factors), and 2) since the analysis only included descriptive statistics there is great potential in learning more from this dataset – and it is wonderful that the dataset will be publicly available. I do recommend adding a statement on limitations, both because it is a best practice, and because it shows that the authors have been thoughtful about the limits of their current analysis.

Results – Recommend providing a demographics table in the manuscript that displays sample size and % for the information described in the “background information” section. I appreciate the authors’ response to this request, but suggest that as a standard practice a shortened version of the key demographics could be provided in a table within the text, and the remainder of the demographics table could be in the supplemental material (having these results within the table is standard in my field since it provides the background information necessary for academics to easily understand the full scope of the results). In response to the question of length, I would suggest that the paragraph that lists the % of respondents who were male/female, etc. could be shortened and simply refer to the table instead.

Figure 1 – recommend revising the X axis to show sample size, and the bar labels to show % to increase clarity of results. The authors responded that this change was made in the revision, but I could not find the updated figure in the revised document.

Author response to Decision Letter 1

Overall, the authors have revised the manuscript to increase clarity and improve

understanding of the contributions that this research provides regarding the future outlook for

academics working from home. I have a few minor comments:

Limitations: This revised document brings to light the fact that 1) we do not know how the

transition to working from home differs between countries since country was not a survey

question (which could differ significantly given a number of social and

technological/infrastructure factors), and 2) since the analysis only included descriptive

statistics there is great potential in learning more from this dataset – and it is wonderful that

the dataset will be publicly available. I do recommend adding a statement on limitations, both

because it is a best practice, and because it shows that the authors have been thoughtful

about the limits of their current analysis.

We have now included a statement of limitations regarding the missing information

on country of residence and made it more clear in the limitations section that the

present study was only exploratory.

Results – Recommend providing a demographics table in the manuscript that displays

sample size and % for the information described in the “background information” section. I

appreciate the authors’ response to this request, but suggest that as a standard practice a

shortened version of the key demographics could be provided in a table within the text, and

the remainder of the demographics table could be in the supplemental material (having

these results within the table is standard in my field since it provides the background

information necessary for academics to easily understand the full scope of the results). In

response to the question of length, I would suggest that the paragraph that lists the % of

respondents who were male/female, etc. could be shortened and simply refer to the table

We have now included the key demographics as a table (Table 2) in the manuscript in

addition to the full summary of all the responses in the Supplementary information.

Figure 1 – recommend revising the X axis to show sample size, and the bar labels to show

% to increase clarity of results. The authors responded that this change was made in the

revision, but I could not find the updated figure in the revised document.

We made sure that all the figures are updated and uploaded with this submission

Submitted filename: Response to Reviewers.pdf

Decision Letter 2

12 Mar 2021

PONE-D-20-30010R2

We’re pleased to inform you that your manuscript has been judged scientifically suitable for publication and will be formally accepted for publication once it meets all outstanding technical requirements.

Within one week, you’ll receive an e-mail detailing the required amendments. When these have been addressed, you’ll receive a formal acceptance letter and your manuscript will be scheduled for publication.

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Acceptance letter

16 Mar 2021

Dear Dr. Aczel:

I'm pleased to inform you that your manuscript has been deemed suitable for publication in PLOS ONE. Congratulations! Your manuscript is now with our production department.

If your institution or institutions have a press office, please let them know about your upcoming paper now to help maximize its impact. If they'll be preparing press materials, please inform our press team within the next 48 hours. Your manuscript will remain under strict press embargo until 2 pm Eastern Time on the date of publication. For more information please contact gro.solp@sserpeno .

If we can help with anything else, please email us at gro.solp@enosolp .

Thank you for submitting your work to PLOS ONE and supporting open access.

PLOS ONE Editorial Office Staff

on behalf of

Dr. Johnson Chun-Sing Cheung

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25 Thesis Statement Examples That Will Make Writing a Breeze

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

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

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

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

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

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

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

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

Thesis statement examples

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

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

Still stuck? Need some help with your thesis statement?

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

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

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Advertisement

Share of fully remote

and hybrid workers

High school

Bachelor’s

Who Still Works From Home?

By Ben Casselman ,  Emma Goldberg and Ella Koeze

The American workplace’s experiment with remote work happened, effectively, overnight: With the onset of the pandemic in March 2020, more than half of workers began working from home at least part of the time, according to Gallup. But the shift to a permanent hybrid-work reality has been gradual, with periods of tension as workers across white-collar industries pushed against executives’ return-to-office orders .

Those battles have largely come to an end, and workplaces have reached a new hybrid-work status quo. Roughly one-tenth of workers are cobbling together a combination of work in the office and from home, and a similar portion are working entirely remotely.

This population of hybrid and remote workers in the United States doesn’t quite mirror the larger population of workers: Government data shows they tend to have more education and are more often white and Asian.

Type of worker

~115 million workers

~14 million

~15 million

High school or less

Some college

Bachelor's degree

Graduate degree

Each square here represents 50,000 workers between the ages of 18 and 64. In 2023, about 143 million people in that age range were working in the United States.

Roughly 80 percent of those work fully in person . The remaining work either a hybrid schedule or fully remote .

If we look at all workers by their level of education, the biggest group of workers have no college education.

But if we focus on just those who work at home all or some of the time, college educated workers become the most prominent. Working from home is, for the most part, a luxury for the highly educated.

The pandemic laid bare inequalities in the American economy. White-collar workers were in many cases able to do their jobs safely at home, but lower-income workers often had to continue to work in person, even when health risks were highest. And now that the public health emergency is over, that workplace divide — who gets the benefits of remote flexibility and who does not — has become entrenched.

White and Asian workers are more likely to work from home

Share of fully remote and hybrid workers who identify as a given race or ethnicity vs. the same group’s share of the entire work force

Hispanic workers and Black workers are underrepresented in remote work.

Only 10% of remote

share of all workers

The divide in who gets the flexibility to work remotely also reflects the country’s racial inequalities. Because white and Asian workers are more likely to hold office jobs, they are more likely to have the opportunity to work remotely part or all of the time. Black and Hispanic workers, meanwhile, more frequently hold jobs in food service, construction, retail, health care and other fields that require them to be in person.

The youngest workers are working from home less often

Share of fully remote and hybrid workers who fall in each age group vs. the same group’s share of the entire work force

When employers were first mounting their return-to-office battles, many assumed that their youngest employees would be the toughest to persuade to come back. But today, young people make up a greater share of those working in person than their share of the total work force.

That is partly because a smaller share of Americans under 25 have completed college degrees. Many work in jobs like food service that cannot be done remotely. But that is not the whole story: Even among college graduates, workers in their 20s are more likely to be in the office full time than their older colleagues. That suggests that young workers are embracing the benefits of in-person work: socialization, mentorship and face time with the boss. The potential downsides of fixed office schedules may also matter less to them: Relatively fewer young workers might have children (or aging parents) at home, making remote flexibility less of a priority.

More women work remotely, but it’s complicated.

Remote work also breaks down along gender lines — though it does not lend itself to a simple narrative.

Overall, women are more likely than men to work remotely. That’s partly because more women have college degrees, so more of them are in the kind of professional jobs in which flexible arrangements have become the norm. Even among those without college degrees, women are more likely to work at a desk in an administrative or customer support role, while men more often work in construction, manufacturing and other jobs that can only be done in person.

Looking narrowly at just college graduates, remote work patterns for women and men look more evenly distributed, with men slightly more likely to work remotely than women. But there’s one place where the pattern looks different: among parents with young children.

Parents have been some of the biggest winners in the flexible-work era. Remote flexibility made more feasible the constant juggling of professional and caretaking obligations. But it is mothers, not fathers, who appear to be taking the most advantage of workplace flexibility, whether out of choice or necessity.

Share of fully remote and hybrid college-educated workers who have children or not, by gender

College-educated men

With no kids

With young kids

With older kids

vs. share of all working college-educated men

College-educated women

Mothers of young kids are more likely to work from home than other women.

Note: Young kids are those 5 years old or younger.

Among college-educated men, having children does not make much difference to whether they work at home or in person. Among women, it’s a different story. Mothers of young children are much more likely to work remotely than women without children or mothers of older children.

When possible, disabled workers often choose to go fully remote

Fully remote and hybrid work often get talked about in the same breath. But in some cases, the implications are different.

For many workers with disabilities, the normalization of remote work has offered an opportunity to avoid energy-draining commutes and offices that are not designed to accommodate their needs. For others, it has opened up pathways into industries that were previously difficult to break into.

But those gains come primarily from fully remote work, not the hybrid model that has come to dominate some industries. Workers with disabilities are 22 percent more likely to work fully remotely than otherwise similar workers without disabilities, but only slightly more likely to work a hybrid schedule, according to research from the Economic Innovation Group . Workers with disabilities that limit mobility, such as those who use wheelchairs, were particularly likely to benefit from the opportunity to work entirely from home.

Employers should “understand the significant difference between full-remote and hybrid-remote,” the researchers wrote. “A labor market that includes a greater number of full-remote jobs will open the door for far more otherwise qualified workers.”

Methodology

The data in this article comes from the Current Population Survey, a monthly survey of 60,000 U.S. households conducted by the Census Bureau. Respondents are asked how many hours they worked the previous week, and how many of those hours they teleworked or worked from home. “Fully remote” workers are those who worked all of their hours remotely; “hybrid” workers are those who worked some but not all of their hours remotely. Respondents who were not employed, or who did not work at all in the previous week, are excluded. Data shown is for calendar year 2023. Figures are rounded throughout.

Former Sen. Joe Lieberman has died at 82

Former Sen. Joseph I. Lieberman has died, his family announced in a statement Wednesday. He was 82.

Lieberman died Wednesday afternoon in New York with his wife, Hadassah, and other loved ones at his side after he suffered complications from a fall, his family said in the statement.

"Senator Lieberman’s love of God, his family, and America endured throughout his life of service in the public interest," his family said.

Lieberman was the Democratic vice presidential nominee who ran with former Vice President Al Gore in the 2000 presidential election.

In a statement on X Wednesday night, Gore called Lieberman a man of integrity whose "strong will made him a force to be reckoned with."

"It was an honor to stand side-by-side with him on the campaign trail," Gore said.

The pair were defeated by former President George W. Bush and former Vice President Dick Cheney.

In his own statement, Bush said he was “saddened” by the loss of Lieberman, referring to him as “one of the most decent people I met during my time in Washington.”

“As Laura and I pray for Hadassah and the Lieberman family, we also pray that Joe’s example of decency guides our Nation’s leaders now and into the future,” Bush said.

In his later years, Lieberman was co-chairman of No Labels and was heading up the  committee  to vet its potential unity ticket candidates. A hefty share of the group’s leadership and key staff members had left over the last year. Lieberman was effectively the group’s top spokesperson through its effort this past year to field a third-party ticket.

In a statement, No Labels, which encourages cooperation across the aisle, referred to Lieberman as the “moral center” of its movement and called his death “a profound loss for all of us.”

And Republicans praised him Wednesday. Sen. Chuck Grassley, R-Iowa,  on X  commended Lieberman’s commitment to working with “anyone regardless of political stripe.”

Lieberman’s passing was also mourned by lawmakers in his state, including Democratic Gov. Ned Lamont, who in a statement Wednesday cited “political differences” with Lieberman but referred to him as “a man of integrity and conviction.”

In 2006, Lamont launched a challenge against Lieberman in the state's Democratic primary, narrowly defeating him for the party's Senate nomination. After he conceded the primary, Lieberman vowed to run as an independent and ultimately won his fourth and final term.

Sen. Chris Murphy, D-Conn., said the state was “shocked” by Lieberman’s sudden death.

“In an era of political carbon copies, Joe Lieberman was a singularity. One of one," Murphy wrote on X.

Sen. Richard Blumenthal, D-Conn., also expressed his condolences in a statement on X, referring to Lieberman as a longtime friend of more than 50 years, "a man of deep conscience [and] conviction, [and] a courageous leader who sought to bridge gaps and bring people together."

International leaders have also weighed in, with Israel Prime Minister Benjamin Netanyahu calling Lieberman, who was Jewish, "an exemplary public servant, an American patriot and a matchless champion of the Jewish people and the Jewish state."

The Republican Jewish Coalition's national chairman, former Sen. Norm Coleman of Minnesota, called him "a true mensch and a great American."

Lieberman’s funeral will be Friday at Congregation Agudath Sholom in his hometown, Stamford, Connecticut, his family said. A second memorial service is expected to be announced later.

Zoë Richards is the evening politics reporter for NBC News.