thesis statement for opm

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OPM and its importance to Filipino culture

OPM stands for Original Pilipino Music, a label meant to differentiate music composed by Filipinos in the Philippines from popular music derived from other countries. It is usually sung in Philippine native languages, most often Tagalog, but with Western music conventions and style.

But OPM is distinct and different in other ways as well. As musicologists Arwin Tan, Teresita Gimenez-Maceda, and Cristina Cayabyab have pointed out, the genre grew to be a major force in the aftermath of the martial law era that ended in 1986. OPM originally developed from the Manila Sound of the 1970s, which combined Western pop composing style with Filipino lyrics. The sound was particularly influenced by R&B stylistics and was irreverent in tone.

Later, OPM developed into a wide range of forms such as ballads, novelty songs, folk songs, rock, jazz, and rap. It is easy then to make the assumption that OPM is simply Western-style music sung using Philippine languages. But this is too simple an explanation and does not really get to the heart of how Filipinos have used Western music to express themselves.

As James Gabrillo has discussed, during the 1990s the mass music culture of Manila developed and attracted people who were mostly from the lower economic class. This was mainly because OPM began to incorporate certain kitsch qualities such as parody, humor, melodrama, and exaggeration. This incorporation proved more attractive to them than the musical works served up during martial law, which consisted mostly of state-commissioned nationalist anthems, Western art music, and protest songs. This incorporated music has been called the New Manila Sound.

But where did its “kitsch” qualities originate? Gabrillo goes on to say how Filipinos have always had a profound love of singing, performing indigenous songs as they traveled across the country’s islands during the precolonial period. As they crossed rivers, the pulling of oars provided the rhythmic structure for the antiphonal forms of Filipino vocalization. Much later, during the colonial period, Filipinos developed the “sarswela” genre as an expression of protest. The sarswela used a musical theater style that incorporates operatic elements from the Spanish zarzuela. It was used as a way to hide seditious messages through symbolism and archetypal characters. The sarswela is a notable precursor to OPM in that it fused elements of Western music with indigenous tradition, in this case overstated drama.

Filipino music during the colonial period under Spain and the United States created mass appeal through the adoption of Western music trends that however had local content, themes, and performance to produce a unique popular music culture. The band Aegis was in some ways the godmother of modern OPM. The mostly female group of songwriters performed power ballads that incorporated an indigenous melismatic singing style, called “birit” in Tagalog, with a combination of elements from a genre of traditional Filipino language ballads called kundiman. Aegis consciously fused indigenous musical elements of melancholy, melodrama, and comedy with Western based stylistics.

A great example given by Gabrillo is Aegis’s very first single, the iconic and oft-covered “Halik.” The song features Juliet Sunot’s powerful voice going solo for the first couple of lines. She sings with raspy, emotive growls, and a nasal, reedy tone. In addition, she absolutely belts out these lines in order to grab the listener’s attention. One can quite easily feel the emotion as she performs in the grand indigenous tradition of heightened melodrama and melismatic singing. You hear her voice fluctuate in tone and quiver as she puts on a show of nearly crying over each verse.

Prior to this single, Filipino pop music did not feature these indigenous aesthetics. But Sunot’s singing was intended to grab attention, and it worked. For a good example of the roots of such indigenous performance, Ricardo Trimillos documented the various kinds of musical performance by the Tausug, such as lugu and paggabbang. This singing does have lots of ornamentation and more improvisation. The similarities, though, are striking. The fusion of indigenous music and Western styling gained wide acceptance among the lower classes, who felt that they were acknowledged.

OPM is important for Filipino music because it represents a continuing tradition in the Philippines, and indeed in every former colony, where the hybridization and negotiation of local and foreign cultural concepts take hold. In the case of modern OPM, the sound is reflective of both desire and derision of Western styles, whose end is to create a unique music culture.

—————-

Sterling V. Herrera Shaw has a Masters degree in Philippine Studies from the University of the Philippines Diliman, where he specialized in sociocultural studies.

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Conclusion: The OPM bill – what it means to musicians, fans

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This is AI generated summarization, which may have errors. For context, always refer to the full article.

Part 1: The OPM bill – what it means to musicians, fans

The proposed Original Pilipino Music Development Act, as vigorous as it is in defending the interests of music establishments such as publishers and broadcasters, is as of yet, silent about the exploitative practices that have long plagued independent artists and music industry novices.

Not currently addressed by HB 4218 are:

• The exploitative contracts new artists are forced to sign with certain record labels and music publishers that require turning over more than half of their earnings and/or giving up most or all of their royalties.
• The  payola  or the bribe radio station managers secretly demand in return for including songs on their playlist.
• The dubious terms demanded by concert organizers, venue owners, and “productions” to whom venue owners often outsource the trouble of finding the lineup of bands for each night’s performance.
• The fees and other requirements demanded by the Optical Media Board (OMB) – created by the Office of the President to stop the piracy of CDs, DVDs and other similar media – without which the replication and distribution by independent artists of their own CDs would be illegal and punishable by law.
• The exploitative practices sometimes experienced by musician OFWs, a huge and vital portion of the expatriate workforce. All across Asia, the “Filipino band” is a selling point in marketing live entertainment. However, there is no organized push to capitalize on the acclaim and esteem OFWs have earned across Asia.

Cabangon, in an interview on March 16, clarified, “We are under no illusions that the bill answers all the needs of artists. The bill specifically addresses two concerns: equities and airplay. No one is stopping anyone from filing other bills to address other concerns.”

The proposed OPM Development Act is opposed by Indie Pinoy, Pinoy Hiphoppaz Organization, Malayang Ugnayan sa Industriya ng mga Komposer ng Awit (Musika), Musicians For Peace, Concerned Artists of the Philippines (CAP), Songwriters Philippines, Lapis, Heart of Music, Folkcause, and Sining Bugkos.

The opposition is spearheaded by Skarlet/Myra Ruaro, Chikoy and Monet Pura, Nolit Abanilla, Atek Jacinto of Band Alliance, to name a few.

Within the brief time they were allotted during the first hearing on the OPM Development Act on March 2, the Philippine Musicians’ Alliance for Welfare, Rights & Development (PMAWRD) delivered  its position paper  on the matter. In part, it declared:

“We are independent musicians. We comprise the majority number of Filipino musicians. While we do not oppose the development and progress of the music industry, we cannot be expected to remain silent if such progress and development militates against our rights and welfare.

“We oppose HB 4218 because it does not address our rights to employment protection, access to health and other social services, rights protection, among countless others…. As an alternative, we propose a law that caters to the specific and immediate needs of majority of Filipino musicians and which will:

• Recognize the role of Filipino musicians as a vital component of the economy, and as part of the country’s labor force whose economic and political rights are duly protected under the law
• Redefine and strengthen the rights of musicians to freely market their own music, and this includes the abolition of the OMB that suppresses the independent artists in producing and selling their own CDs
• Implement a more comprehensive and effective presence of Filipino music in all media (radio, TV, in-store music, public places, etc)
• Provide government-sponsored free music education programs
• Review and create a tax implementation program on artists, and policies on issuance of receipts
• Review and implement a more comprehensive program on OFW issues
• Review and create booking policies, and provide workshops and assistance on standard contracts and deals, as well as legal assistance
• Provide a program for medical, health and retirement benefits for artists
• Provide free use of recording and concert production equipment for the purpose of promoting and disseminating Filipino music especially for new and independent artists
• Provide access for musicians to cheaper instruments, accessories and gadgets
• Standardization of talent fees
• Review the law on taxes affecting concerts or production shows of foreign performers, which is currently being given to local officials and is subjected to corruption
• Provide tax incentives to production groups who will produce shows and concerts of Filipino artists”

In an interview on February 28, Ruaro contended: “Equity is equal to labor is equal to union. No other organization but a union should collect equity fees. Actually, they crippled the Philippine Musicians Union (PMU) that was around from 1953 to 2000 to get the equity fees.”

By her own account, there are more than P145 million in estimated collected revenues from equities yearly. The PMAWRD’s position paper also asks: “For almost two decades, OPM, AMP, and FILSCAP have been collecting equity and royalty fees, respectively, on the purported goal that these will redound to the benefit of its members and other artists. Where did these fees go? Most of the musicians actually do not know.”

After initially supporting HB 4218 with reservations, the AMP  released a position paper  on March 7 that concluded, “Let us drop HB 4218 in favor of two new bills that are more specific in scope and with proper consultation from all concerned parties.”

OPM ,  AMP , and  FILSCAP , in each of their official documentations, said that they offer benefits to their members such as legal advice and representation, life insurance, reimbursable hospitalization funds of their members, as well as promotion of Filipino music through events, outreach program, and online registry of Filipino music. Many of their members also attest to receiving benefits.

OPM and AMP have already been collecting equity fees since 1987, based on a memorandum of agreement with the Bureau of Immigration. FILSCAP, founded in 1965, has been collecting royalty fees for publishers and composers.

FILSCAP has clarified that it is not a guild,  in its position paper  on the OPM Development Act, which in part reads:

“FILSCAP is not a guild for composers and so it is not even qualified to be accredited as such by the NCM. FILSCAP is a collective management organization for composers, lyricists, music publishers and other music copyright owners whose primary mandate is to license and collect the license fees for the public playing and broadcast of the musical compositions of its members and the members of its affiliate performing rights societies. While some of its members are performers, FILSCAP is only mandated to represent their interests and enforce their rights as music creators and copyright owners.”

Cabangon, in an interview on March 16, said their organizations were not aware of the PMU and was not the reason for its demise or failure to either collect equities or benefit musicians.

He also said that many of the organizations opposed to HB 4218 are themselves relatively new and have limited membership. Despite their opposition to HB 4218, Cabangon, a highly respected veteran protest activist, sees good in the increased awareness and activism among the different music organizations. He does lament the increasing partisanship the issue has caused.

He also reminded people that the sum charged by concert organizers for foreign artists is relatively small, and is equal to the equity fee already being charged of Filipino entertainers overseas. He also addressed speculative fears, noting that OFWs work contractually, protecting them from any retaliatory fees.

Regarding the tax incentives for broadcasters to play OPM songs mandated buy HB 4218, Cabangon said, “Laws must benefit all parties concerned. We must meet them [the broadcasters] halfway,” noting that EO 255 has failed to get full compliance from the industry.

Cabangon reiterated: “The bill does not curtail in anyway the rights and welfare of artists. It isn’t a Magna Carta. No one is stopping anyone from filing other bills to address other concerns.”

In summary, Cabangon clarified the following about the bill:

• It specifically addresses two immediate needs: for more airplay of Filipino songs on radio stations and the need to collect equities from the influx of foreign performers. It is not intended to be a Magna Carta for artists.
• It does not impede the filing of other bills to meet other needs of artists. Other bills can be filled to address other concerns.
• Its tax incentives for radio stations to play 4 original Filipino songs per hour is necessary because Executive Order 255, the existing law, has evidently failed to garner full compliance from all radio stations.

(Already, some who oppose HB 4218 have expressed their support for  Senate Bill 1707 , or the Music Industry Development Act of 2013. It was filed by Senator Lito Lapid.)

Proponents of HB 4218 have highlighted its immediacy. Its explanatory note reads in part:

“Now more than ever, where foreign artists dominate the local concert scene, where there is no month in a year where a foreign artist would be holding a performance in the Philippines, where foreign artists compete with each other, completely obliterating any competition from local artists, should the Philippines take measures to support and promote its local artists and prevent the imminent death of OPM.”

Proponents of the bill claim that the industry needs it immediately, and that they have to act quickly while a showbiz-friendly administration is in power. But opponents allege this is an attempt to rush into law a bill before people can make sense of what it actually does.

It’s important to understand why it was drafted only last year, especially since Original Pilipino Music has needed support for decades.

Because of piracy, made possible by digital technology, the music business has been turned head over heels. It used to be that musicians went on concert tours to promote their albums. But albums and singles are now easily replicated, ripped and downloaded. There isn’t as much money in album sales.

Now, artists release albums and singles, sometime online for free, just to promote concert tours. That’s because live performances can’t be pirated. That’s where the money is these days.

This is why there have been so many foreign acts performing in the Philippines lately. It’s not because they love Philippine music fans now more than before; it’s because coming over here and performing live is now the only way they can separate local fans from their hard-earned cash. They can’t do that with just their album sales anymore.

Another thing that has upended the music business is that, with digital technology, it’s now affordable for independent musicians to record, edit, and produce their own songs; and promote and sell their music online.

Today, many artists feel they no longer need to sign exploitative contracts with major record labels for the recording, distribution, and promotion of their songs. Record labels make money primarily through several ways: a percentage of the actual sales of albums and singles that they help produce and promote; a percentage of the profit from live performances and appearances for managing the artist; and a percentage from royalties for every use of the artist’s songs, be it for use in advertisements, remakes by other artists, or airing in establishments, whose copyright they help protect.

With more and more artists distributing and selling their own music online and managing themselves, there’s more pressure to make money from collecting royalty fees for the use of artists’ songs.

As Internet broadband reach and speed grow, musicians increasingly no longer have to go through traditional broadcast radio stations and pay  payola  just to get exposure. Soon, artists may not need the record labels to bankroll the broadcast station’s demand for payola . Soon, artists may not need broadcast stations at all to reach their audiences and get their music heard.

These emerging disruptive technologies threaten broadcasters and major record labels. It is at this time of massive upheaval and transition in the music business that the OPM Development Act is being pushed into law by mainstream music establishments and opposed by independent music artists.

The outcome of their struggle will determine, as much as any new technology, the future of Original Pilipino Music. Now that the bill has passed the first hearing, a technical working group is in the process fine-tuning the OPM Development Act. –  Rappler.com

Share with us your thoughts in the comments section below.

Writer, graphic designer, and business-owner  Rome   Jorge  is passionate about the arts. Formerly the editor-in-chief of asianTraveler Magazine, Lifestyle editor of The Manila Times, and cover story writer for MEGA and Lifestyle Asia Magazines,  Rome  Jorge  has also covered terror attacks, military mutinies, mass demonstrations, as well as Reproductive Health, gender equality, climate change, HIV/AIDS and other important issues. He is also the proprietor of Strawberry Jams Music Studio.

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• Knowledge Base
• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

Prevent plagiarism. Run a free check.

The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

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

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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• Appeal to authority fallacy
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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

Cite this Scribbr article

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McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved April 14, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

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Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

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

How do I know if my thesis is strong?

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

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

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

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

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

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

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

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

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

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

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

You begin to analyze your thesis:

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

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

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Writing a Paper: Thesis Statements

Basics of thesis statements.

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

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

Being Specific

This thesis statement has no specific argument:

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

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

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

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

Making a Unique Argument

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

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

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

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

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

Creating a Debate

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

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

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

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

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

Choosing the Right Words

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

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

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

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

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

Leaving Room for Discussion

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

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

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

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

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

Thesis Mad Libs

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

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

Words to Avoid and to Embrace

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

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

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

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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

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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

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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Chap. 8: The Writing Process: Organizing

The thesis statement, your thesis.

You have no doubt been drilled on the need for a thesis statement and its proper location at the end of the introduction . And you also know that all of the key points of the paper should clearly support the central driving thesis. Indeed, the whole model of the five-paragraph theme hinges on a clearly stated and consistent thesis. However, some students are surprised—and dismayed—when some of their early college papers are criticized for not having a good thesis. Their professor might even claim that the paper doesn’t have a thesis when, in the author’s view it clearly does. So, what makes a good thesis in college?

1. A good thesis is non-obvious.

High school teachers needed to make sure that you and all your classmates mastered the basic form of the academic essay. Thus, they were mostly concerned that you had a clear and consistent thesis, even if it was something obvious like “sustainability is important.” A thesis statement like that has a wide-enough scope to incorporate several supporting points and concurring evidence, enabling the writer to demonstrate his or her mastery of the five-paragraph form. Good enough! When they can, high school teachers nudge students to develop arguments that are less obvious and more engaging. College instructors, though, fully expect you to produce something more developed.

2. A good thesis is arguable .

In everyday life, “arguable” is often used as a synonym for “doubtful.” For a thesis, though, “arguable” means that it’s worth arguing: it’s something with which a reasonable person might disagree.   It also shows that the author has deeply explored a problem and arrived at an argument that legitimately needs 3, 5, 10, or 20 pages to explain and justify. In that way, a good thesis sets an ambitious agenda for a paper.

A thesis like “sustainability is important” isn’t at all difficult to argue for, and the reader would have little intrinsic motivation to read the rest of the paper. However, an arguable thesis like “sustainability policies will inevitably fail if they do not incorporate social justice,” brings up some healthy skepticism. Thus, the arguable thesis makes the reader want to keep reading.

3. A good thesis is well specified.

Some student writers fear that they’re giving away the game if they specify their thesis up front; they think that a purposefully vague thesis might be more intriguing to the reader. However, consider movie trailers: they always include the most exciting and poignant moments from the film to attract an audience. In academic papers, too, a well specified thesis indicates that the author has thought rigorously about an issue and done thorough research, which makes the reader want to keep reading. Don’t just say that a particular policy is effective or fair; say what makes it is so. If you want to argue that a particular claim is dubious or incomplete, say why in your thesis.

4. A good thesis includes implications.

Suppose your assignment is to write a paper about some aspect of the history of linen production and trade, a topic that may seem exceedingly arcane. And suppose you have constructed a well-supported and creative argument that linen was so widely traded in the ancient Mediterranean that it actually served as a kind of currency.[1] That’s a strong, insightful, arguable, well specified thesis. But which of these thesis statements do you find more engaging?

Sample thesis statements:

Sending astronauts to Mars should be one of the United States of America’s most important objectives if we are to retain our edge over other countries in terms of technology. High school graduates should be required to take a year off to pursue community service projects before entering college in order to increase their maturity and global awareness. America’s anti-pollution efforts should focus on privately owned cars because it would allow most citizens to contribute to national efforts and care about the outcome.

Thesis statements often provide an overview of the essay:

At least twenty-five percent of the federal budget should be spent on helping upgrade business to clean technologies, researching renewable energy sources, and planting more trees in order to control or eliminate pollution.

Sometimes a thesis consists of more than one sentence:

Linen served as a form of currency in the ancient Mediterranean world, connecting rival empires through circuits of trade. The economic role of linen raises important questions about how shifting environmental conditions can influence economic relationships and, by extension, political conflicts.

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Hannah Ericson Finishes First Place in UGA Three-Minute Thesis Competition

Hannah Ericson, PhD candidate in Genetics, finished first place in the annual UGA Three-Minute Thesis Competition! The exercise develops academic, presentation, and research communication skills and supports the development of students’ capacities to effectively explain their research in language appropriate to an intelligent but non-specialist audience.

Master’s and doctoral students have three minutes to present a compelling oration on their thesis or dissertation topic and its significance. 3MT ® is not an exercise in trivializing or ‘dumbing-down’ research but forces students to consolidate their ideas and crystalize their research discoveries.

Currently enrolled master’s and doctoral students at the University of Georgia will be eligible to participate in 3MT ® . Graduates are not eligible. Students must present on the research that will culminate in either their master’s thesis or doctoral dissertation. Previous winners of the 3MT ® competition are not eligible to participate. Hannah's first place award is $1000.

Hannah Ericson

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Statement from Dean Erwin Chemerinsky (4/10/24)

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I write this with profound sadness. Since becoming a dean, my wife and I have invited the first-year students to our home for dinner. We were asked this year by the presidents of the third year class to have the graduating students over for dinner, because they began in Fall 2021 when COVID prevented us from having dinners for them. We were delighted to oblige and designated three nights – April 9, 10, 11 – that graduating students could choose among. I never imagined that something we do to help our community would become ugly and divisive.

The week before the dinners, there was an awful poster on social media and bulletin boards in the law school building of a caricature of me holding a bloody knife and fork, with the words in large letters: “No dinner with Zionist Chem while Gaza starves.” I never thought I would see such blatant antisemitism, with an image that invokes the horrible antisemitic trope of blood libel and that attacks me for no apparent reason other than I am Jewish. Although many complained to me about the posters and how it offended them, I felt that though deeply offensive, they were speech protected by the First Amendment. But I was upset that those in our community had to see this disturbing, antisemitic poster around the law school.

The students responsible for this had the leaders of our student government tell me that if we did not cancel the dinners, they would protest at them. I was sad to hear this, but made clear that we would not be intimidated and that the dinners would go forward for those who wanted to attend. I said that I assumed that any protest would not be disruptive.

On April 9, about 60 students came to our home for the dinner. All had registered in advance. All came into our backyard and were seated at tables for dinner. While guests were eating, a woman, who led the group responsible for the posters, stood up with a microphone that she had brought, stood on the top step in the yard, and began a speech, including about the plight of the Palestinians. My wife and I immediately approached her and asked her to stop and leave. The woman continued. When she continued her speech, there was an attempt to take away her microphone. Repeatedly, we said to her, that you are a guest in our home, please stop and leave. Our home is not a forum for free speech. Indeed, even if this were held in the law school building, there would be no First Amendment right to disrupt the event. About 10 students were with her and ultimately left as a group.

The dinner, which was meant to celebrate graduating students, was obviously disrupted and disturbed. I am enormously sad that we have students who are so rude as to come into my home, in my backyard, and use this social occasion for their political agenda.

The dinners went forward on Wednesday and Thursday. On Thursday night, about 15 people came to our home and stood on the street in front of it, and then on the path directly next to our backyard. They chanted (some chants were quite offensive) and yelled and banged drums to make noise to disturb the dinner. The dinner continued.

I have spent my career staunchly defending freedom of speech. I have spent my years as a dean trying hard to create a warm, inclusive community. I am deeply saddened by these events and take solace that it is just a small number of our students who would behave in such a clearly inappropriate manner.

Dean and Jesse H. Choper Distinguished Professor of Law University of California, Berkeley School of Law

Updated April 13, 2024

• International

April 11, 2024 - Israel-Hamas war

By Heather Chen , Antoinette Radford, Tori B. Powell , Aditi Sangal and Elise Hammond , CNN

Our live coverage of Israel's war on Hamas in Gaza has moved  here .

UN committee fails to reach consensus on full Palestinian membership, Security Council president says

From CNN’s Richard Roth and Michael Rios

A specialized UN committee failed to reach a consensus Thursday on Palestinian membership in the United Nations, according to the president of the UN Security Council.

Two-thirds of the committee members were in favor of moving on with membership, with many countries arguing that “Palestine fulfills all the criteria that are required” to be granted full state member status, Malta's Ambassador and Security Council President Vanessa Frazier said. 

She added that no one explicitly objected to the membership qualifications.

Frazier also said she would circulate a draft report on the deliberations as soon as Friday. If the committee doesn’t agree on the report, it could hold another meeting to iron out any differences.

Asked whether the process of deliberating Palestinian membership in the committee is now over, Frazier said, “Unless the next step of agreeing (to) the report of the committee warrants another meeting to iron out the differences, it’s not foreseen that there would be any further committee action.”

But she noted that any UN Security Council member can still table a resolution to vote on Palestinian membership at any time, regardless of the committee's report.

The US and Middle East brace for a possible Iran attack that could escalate the conflict. Here's the latest

From CNN staff

Concerns about a possible Iranian attack against Israel has prompted many diplomatic conversations around the globe.

Here are some developments on diplomacy around the threat of an attack:

• Iran's statement: The imperative for Tehran to "punish" Israel for the deadly strike on the Iranian consulate in Damascus last week might have been avoided if the attack had been condemned at the United Nations, Iran’s Mission to the UN said Thursday.
• US and UK diplomacy: US Secretary of State Antony Blinken spoke with the foreign ministers of Turkey, China and Saudi Arabia on Wednesday night and Thursday morning to tell them that countries should be urging Iran not to escalate the conflict in the Middle East after  threats made by Tehran against Israel,  according to a State Department spokesperson. The top US general for the Middle East is also in Israel . Additionally, Britain's foreign secretary warned his Iranian counterpart on Thursday that Tehran “must not draw” the Middle East into a wider conflict .
• Israel receives US support: Israeli Defense Minister Yoav Gallant spoke with Blinken and US Defense Secretary Lloyd Austin. The US officials expressed the country's support for Israel against Iranian threats. Gallant warned that such an attack could lead to a regional escalation.
• Travel restrictions: The US State Department restricted the travel of US government personnel in Israel in the wake of public threats against Israel by Iran. “The security environment remains complex and can change quickly depending on the political situation and recent events,” the alert noted. US officials  are on high alert  for a potential retaliatory strike by Iran or its proxies against Israel.

Meanwhile, here's some other updates:

• Hamas on hostages: A member of Hamas' political bureau said   a prisoner-hostage exchange is being discussed as part of larger ceasefire negotiations. "Part of negotiations is to reach a ceasefire agreement to have enough time and safety to collect final and more precise data" on the hostages held in Gaza, Basem Naim said in a statement on Thursday. "Because they (hostages) are in different palaces, (being held) by different groups, some of them are under the rubble killed with our own people, and we negotiate to get heavy equipment for this purpose."
• Updates on aid to Gaza: It is clear that Israel is working to ramp up humanitarian aid to Gaza, but it has not yet implemented all of the measures it has announced, a top United Nations humanitarian official said. Aid coming in trucks from Israel has to be "segregated from water, from food, from medical items" before it goes into Gaza, said Jamie McGoldrick, the UN’s humanitarian coordinator in Jerusalem. “Getting 400 trucks from Kerem Shalom doesn't mean 400 trucks go into Gaza,” he said, adding that the logistical complications are numerous, and take time to resolve. He also said Israel’s restrictions on movement inside the strip complicate matters.

Anera charity resumes work in Gaza after pausing when Israeli strike killed 7 World Central Kitchen staff

From CNN's Tala Alrajjal and Mohammed Tawfeeq

American Near East Refugee Aid (Anera) has resumed Gaza operations "after a temporary pause" following an airstrike that killed seven World Central Kitchen (WCK) aid workers on April 1.

"As you know, the decision to temporarily pause our operations was not an easy one. We followed the direction of our staff in Gaza, who've faced death, loss, and destruction since the start of the war," Sean Carroll, the president and CEO of Anera, said in a statement on Thursday. "After the killing of Anera staff member Mousa Shawwa , followed by the attack that killed seven aid workers from World Central Kitchen, we made the difficult but necessary decision to pause aid operations on April 2," Carroll added in the statement.

Carroll said Israeli authorities informed him during a meeting Thursday that "certain measures would be taken to protect humanitarian aid workers in Gaza – including Anera's staff."

"With the full support of our Gaza team, we have determined that the circumstances have changed sufficiently to resume our vital humanitarian work in Gaza," Carroll said. 

Anera on Thursday resumed "full operations in Gaza to deliver meals, food parcels, hygiene kits, tents, medical treatments, and more to families in dire need," according to the statement.

Iran says its imperative to punish Israel could have been avoided had UN Security Council condemned attack

From CNN’s Natalie Barr and Adam Pourahmadi

The imperative for Tehran to "punish" Israel for the deadly strike on the Iranian consulate in Damascus last week might have been avoided if the attack had been condemned at the United Nations, Iran’s Mission to the UN said Thursday.

“Had the UN Security Council condemned the Zionist regime’s reprehensible act of aggression on our diplomatic premises in Damascus and subsequently brought to justice its perpetrators, the imperative for Iran to punish this rogue regime might have been obviated," the  mission said on X.

The UN Secretary-General António Guterres condemned the attack on April 1, according to a statement from the UN spokesperson Stephan Dujarric. A Security Council discussion was held on April 2 to discuss the attack, but differences among members prevented any formal action or condemnation from taking place.

The United States is on high alert and actively preparing for a “significant” attack by Iran targeting Israeli or American assets in the region  in response to the strike in Damascus  that killed top Iranian commanders.

UK foreign secretary warns Iran not to draw Middle East into wider conflict

From CNN's Natalie Barr

Britain's foreign secretary warned his Iranian counterpart on Thursday that Tehran “must not draw” the Middle East into a wider conflict following a series of escalating threats made by Iran toward Israel.

British Foreign Secretary David Cameron told Iran's Foreign Minister Hossein Amir-Abdollahian that the United Kingdom was "deeply concerned about the potential for miscalculation leading to further violence. Iran should instead work to de-escalate and prevent further attacks," according to a post on X .

Iran's state-aligned Tasnim news agency on Thursday reported that Amir-Abdollahian had told Cameron that the silence from the UK and the United States following Israel’s attack on the Iranian consulate in Damascus last week only served to encourage Israel to continue waging war in Gaza and expand its conflict in the region.

US and Israeli defense leaders discuss fears of Iranian attack

From CNN’s Michael Conte in Washington, DC, Tamar Michaelis in Jerusalem and Larry Register in Atlanta

US Defense Secretary Lloyd Austin spoke with Israeli Defense Minister Yoav Gallant today to “reaffirm the US ironclad commitment to Israel’s security against threats from Iran and its proxies,” according to a Pentagon spokesperson.

The call comes a day after Iran's Supreme Leader Ayatollah Ali Khamenei said Israel " must be punished and it will be" following a strike on an Iranian embassy compound in Syria that killed seven Iranian officials.

Israel “will not tolerate an Iranian attack on its territory,” the statement read, adding that the two defense leaders also discussed detailed preparations “for an Iranian attack against the State of Israel.”

Gallant said an Iranian attack on Israel could lead to a regional escalation.

It is the second discussion held between Gallant and Austin over the past week, according to the statement. Gallant expressed his appreciation for Austin’s personal commitment to the security of the State of Israel and for the deepening cooperation between the defense establishments of both countries, as well as between the Israel Defense Forces and US CENTCOM.

State Department restricts personnel travel in Israel amid concerns over Iranian threats

From CNN's Jennifer Hansler

The US State Department has restricted the travel of US government personnel in Israel in the wake of public threats against Israel by Iran.

“Out of an abundance of caution, U.S. government employees and their family members are restricted from personal travel outside the greater Tel Aviv (including Herzliya, Netanya, and Even Yehuda), Jerusalem, and Be’er Sheva areas until further notice,” a  security alert  posted by the US Embassy Thursday said. “U.S. government personnel are authorized to transit between these three areas for personal travel.” “The security environment remains complex and can change quickly depending on the political situation and recent events,” the alert noted.

State Department spokesperson Matthew Miller said he would not “speak to the specific assessments that led to us to restrict our employees and family members’ personal travel, but clearly we are monitoring the threat environment in the Middle East and specifically in Israel.”

“We have seen Iran making public threats against Israel in the past few days,” Miller said. “Israel is in a very tough neighborhood and we have been monitoring the security situation. You saw us slightly adjust for travel warnings at the beginning of this conflict and we conduct ongoing assessments all the time about the situation on the ground.”

US officials are on high alert for a potential retaliatory strike by Iran or its proxies against Israel.

Hamas says ceasefire with Israel is essential to collect data on hostages held in Gaza by different groups

From CNN's Abeer Salman and Mohammed Tawfeeq

A member of Hamas' political bureau said   a prisoner-hostage exchange is being discussed as part of larger ceasefire negotiations.

"Part of negotiations is to reach a ceasefire agreement to have enough time and safety to collect final and more precise data" on the hostages held in Gaza Basem Naim said in a statement on Thursday. "Because they (hostages) are in different palaces, (being held) by different groups, some of them are under the rubble killed with our own people, and we negotiate to get heavy equipment for this purpose," he added.

Naim's statement was in response to questions from media outlets about whether Hamas has been rejecting the latest proposal, which was made in Cairo over the weekend, because it can not release 40 hostages in the first phase of a three-stage ceasefire deal.

According to an Israeli official and a source familiar with the discussions, Hamas indicated it is currently unable to identify and track down those 40 Israeli hostages, raising fears that more hostages may be dead than are publicly known. 

CNN's record of the conditions of the hostages also suggests there are fewer than 40 living hostages who meet the proposed criteria.

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Ant pheromones may help protect hikers and campers from ticks

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If you’re outside enjoying the spring sunshine, then chances are, ticks are too. 

However, new research from Simon Fraser University (SFU) suggests the use of ant pheromones as a topical repellant, or as an environmental barrier, may help protect hikers and campers from the harmful bites of black-legged ticks, which could carry Lyme disease. 

“Ticks like a lot of the places and a lot of the times of years that we also like to be outside enjoying the weather,” says lead author Claire Gooding, a member of the SFU Gries Lab. “There's quite a big risk of tick encounters in the summer, outdoor sports season. People often encounter them on the sides of trails.”

Read more at SFU News .

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U.s. and uk announce partnership on science of ai safety, office of public affairs.

U.S. and UK AI Safety Institutes to work seamlessly with each other, partnering on research, safety evaluations, and guidance for AI safety

Institutes to develop shared capabilities through information-sharing, close cooperation, and expert personnel exchanges

The U.S. and UK have today signed a Memorandum of Understanding (MOU) which will see them work together to develop tests for the most advanced AI models, following through on commitments made at the AI Safety Summit last November.  

Signed by U.S. Commerce Secretary Gina Raimondo and UK Technology Secretary Michelle Donelan, the partnership will see both countries working to align their scientific approaches and working closely to accelerate and rapidly iterate robust suites of evaluations for AI models, systems, and agents.

The U.S. and UK AI Safety Institutes have laid out plans to build a common approach to AI safety testing and to share their capabilities to ensure these risks can be tackled effectively. They intend to perform at least one joint testing exercise on a publicly accessible model. They also intend to tap into a collective pool of expertise by exploring personnel exchanges between the Institutes.

The partnership will take effect immediately and is intended to allow both organizations to work seamlessly with one another. AI continues to develop rapidly, and both governments recognize the need to act now to ensure a shared approach to AI safety which can keep pace with the technology’s emerging risks. As the countries strengthen their partnership on AI safety, they have also committed to develop similar partnerships with other countries to promote AI safety across the globe.

“AI is the defining technology of our generation. This partnership is going to accelerate both of our Institutes’ work across the full spectrum of risks, whether to our national security or to our broader society. Our partnership makes clear that we aren’t running away from these concerns – we're running at them. Because of our collaboration, our Institutes will gain a better understanding of AI systems, conduct more robust evaluations, and issue more rigorous guidance,” said U.S. Secretary of Commerce Gina Raimondo . “By working together, we are furthering the long-lasting special relationship between the U.S. and UK and laying the groundwork to ensure that we’re keeping AI safe both now and in the future.”

“This agreement represents a landmark moment, as the UK and the United States deepen our enduring special relationship to address the defining technology challenge of our generation,” said UK Secretary of State for Science, Innovation, and Technology, Michelle Donelan. “We have always been clear that ensuring the safe development of AI is a shared global issue. Only by working together can we address the technology’s risks head on and harness its enormous potential to help us all live easier and healthier lives. The work of our two nations in driving forward AI safety will strengthen the foundations we laid at Bletchley Park in November, and I have no doubt that our shared expertise will continue to pave the way for countries tapping into AI’s enormous benefits safely and responsibly.”  

Reflecting the importance of ongoing international collaboration, today’s announcement will also see both countries sharing vital information about the capabilities and risks associated with AI models and systems, as well as fundamental technical research on AI safety and security. This will work to underpin a common approach to AI safety testing, allowing researchers on both sides of the Atlantic—and around the world—to coalesce around a common scientific foundation.

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