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Definition of thesis

Did you know.

In high school, college, or graduate school, students often have to write a thesis on a topic in their major field of study. In many fields, a final thesis is the biggest challenge involved in getting a master's degree, and the same is true for students studying for a Ph.D. (a Ph.D. thesis is often called a dissertation ). But a thesis may also be an idea; so in the course of the paper the student may put forth several theses (notice the plural form) and attempt to prove them.

Examples of thesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'thesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense 3, Middle English, lowering of the voice, from Late Latin & Greek; Late Latin, from Greek, downbeat, more important part of a foot, literally, act of laying down; in other senses, Latin, from Greek, literally, act of laying down, from tithenai to put, lay down — more at do

14th century, in the meaning defined at sense 3a(1)

Dictionary Entries Near thesis

the sins of the fathers are visited upon the children

thesis novel

Cite this Entry

“Thesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/thesis. Accessed 30 Apr. 2024.

Kids Definition

Kids definition of thesis, more from merriam-webster on thesis.

Nglish: Translation of thesis for Spanish Speakers

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Britannica.com: Encyclopedia article about thesis

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Definition of thesis noun from the Oxford Advanced Learner's Dictionary

• Students must submit a thesis on an agreed subject within four years.
• He presented this thesis for his PhD.
• a thesis for a master's degree
• He's doing a doctoral thesis on the early works of Shostakovich.
• Many departments require their students to do a thesis defense.
• She completed an MSc by thesis.
• her thesis adviser at MIT
• in a/​the thesis
• thesis about

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Meaning of thesis – Learner’s Dictionary

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thesis noun [C] ( WRITING )

Thesis noun [c] ( idea ).

(Definition of thesis from the Cambridge Learner's Dictionary © Cambridge University Press)

Translations of thesis

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anonymously

without the name of someone who has done a particular thing being known or made public

Dead ringers and peas in pods (Talking about similarities, Part 2)

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Definition of 'thesis'

thesis in British English

Thesis in american english, examples of 'thesis' in a sentence thesis, cobuild collocations thesis, trends of thesis.

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In other languages thesis

• American English : thesis / ˈθisɪs /
• Brazilian Portuguese : tese
• Chinese : 论点
• European Spanish : tesis
• French : thèse
• German : These
• Italian : tesi
• Japanese : 主張
• Korean : 논지
• European Portuguese : tese
• Latin American Spanish : tesis
• Thai : ข้อสมมุติ, ข้อวินิจฉัย

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• Definition & Examples
• When & How to Write a Thesis

I. What is a Thesis?

The thesis (pronounced thee -seez), also known as a thesis statement, is the sentence that introduces the main argument or point of view of a composition (formal essay, nonfiction piece, or narrative). It is the main claim that the author is making about that topic and serves to summarize and introduce that writing that will be discussed throughout the entire piece. For this reason, the thesis is typically found within the first introduction paragraph.

II. Examples of Theses

Here are a few examples of theses which may be found in the introductions of a variety of essays :

In “The Mending Wall,” Robert Frost uses imagery, metaphor, and dialogue to argue against the use of fences between neighbors.

In this example, the thesis introduces the main subject (Frost’s poem “The Mending Wall”), aspects of the subject which will be examined (imagery, metaphor, and dialogue) and the writer’s argument (fences should not be used).

While Facebook connects some, overall, the social networking site is negative in that it isolates users, causes jealousy, and becomes an addiction.

This thesis introduces an argumentative essay which argues against the use of Facebook due to three of its negative effects.

During the college application process, I discovered my willingness to work hard to achieve my dreams and just what those dreams were.

In this more personal example, the thesis statement introduces a narrative essay which will focus on personal development in realizing one’s goals and how to achieve them.

III. The Importance of Using a Thesis

Theses are absolutely necessary components in essays because they introduce what an essay will be about. Without a thesis, the essay lacks clear organization and direction. Theses allow writers to organize their ideas by clearly stating them, and they allow readers to be aware from the beginning of a composition’s subject, argument, and course. Thesis statements must precisely express an argument within the introductory paragraph of the piece in order to guide the reader from the very beginning.

IV. Examples of Theses in Literature

For examples of theses in literature, consider these thesis statements from essays about topics in literature:

In William Shakespeare’s “ Sonnet 46,” both physicality and emotion together form powerful romantic love.

This thesis statement clearly states the work and its author as well as the main argument: physicality and emotion create romantic love.

In The Scarlet Letter, Nathaniel Hawthorne symbolically shows Hester Prynne’s developing identity through the use of the letter A: she moves from adulteress to able community member to angel.

In this example, the work and author are introduced as well as the main argument and supporting points: Prynne’s identity is shown through the letter A in three ways: adulteress, able community member, and angel.

John Keats’ poem “To Autumn” utilizes rhythm, rhyme, and imagery to examine autumn’s simultaneous birth and decay.

This thesis statement introduces the poem and its author along with an argument about the nature of autumn. This argument will be supported by an examination of rhythm, rhyme, and imagery.

V. Examples of Theses in Pop Culture

Sometimes, pop culture attempts to make arguments similar to those of research papers and essays. Here are a few examples of theses in pop culture:

America’s food industry is making a killing and it’s making us sick, but you have the power to turn the tables.

The documentary Food Inc. examines this thesis with evidence throughout the film including video evidence, interviews with experts, and scientific research.

Orca whales should not be kept in captivity, as it is psychologically traumatizing and has caused them to kill their own trainers.

Blackfish uses footage, interviews, and history to argue for the thesis that orca whales should not be held in captivity.

VI. Related Terms

Just as a thesis is introduced in the beginning of a composition, the hypothesis is considered a starting point as well. Whereas a thesis introduces the main point of an essay, the hypothesis introduces a proposed explanation which is being investigated through scientific or mathematical research. Thesis statements present arguments based on evidence which is presented throughout the paper, whereas hypotheses are being tested by scientists and mathematicians who may disprove or prove them through experimentation. Here is an example of a hypothesis versus a thesis:

Hypothesis:

Students skip school more often as summer vacation approaches.

This hypothesis could be tested by examining attendance records and interviewing students. It may or may not be true.

Students skip school due to sickness, boredom with classes, and the urge to rebel.

This thesis presents an argument which will be examined and supported in the paper with detailed evidence and research.

Introduction

A paper’s introduction is its first paragraph which is used to introduce the paper’s main aim and points used to support that aim throughout the paper. The thesis statement is the most important part of the introduction which states all of this information in one concise statement. Typically, introduction paragraphs require a thesis statement which ties together the entire introduction and introduces the rest of the paper.

VII. Conclusion

Theses are necessary components of well-organized and convincing essays, nonfiction pieces, narratives , and documentaries. They allow writers to organize and support arguments to be developed throughout a composition, and they allow readers to understand from the beginning what the aim of the composition is.

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Thesis Definition

The thesis is one of the most important concepts in college expository writing. A thesis sentence focuses your ideas for the paper; it's your argument or insight or viewpoint crystallized into a single sentence that gives the reader your main idea. It's not only useful for the reading audience to understand the purpose of the essay; this purpose is also useful for you as a writer, as it indicates the type of support that will follow in the paper and may indicate a logical structure or order for that support. Thus, you need to have a good grasp of the concept of thesis in order to proceed.

The thesis identifies two basics:

• what your ideas are about, and
• what your ideas are (i.e. what you will be trying to prove).

There are two parts to a thesis sentence that reflect these basics.

• The topic in the thesis tells what you are writing about.
• The angle in the thesis tells what your ideas are about the topic (again, what you are trying to prove).

For example:

• All successful college students have certain basic characteristics. [The main topic is about college students, while the idea or angle about the topic is that successful students share certain characteristics. The thesis indicates the type of support needed--discussion of those characteristics that contribute to college success.]
• For most adult students returning to college, the problems that they face along the way are outweighed by their achievements. [The main topic is about adult college students, while the idea or angle about the topic is that problems are outweighed by achievements. The thesis indicates the type of support needed and the order of that support--an explanation of the problems first and then an explanation of achievements second.]
• Adult students returning to college make up a higher percentage of entering students than they did twenty years ago because of a number of statistical, economic, and social reasons. [The main topic is about adult students returning to college, while the idea or angle about the topic is that there are reasons for the higher percentage of adults returning to college. The thesis indicates the type of support needed and the order of that support--an explanation of the statistical reasons first, economic reasons second, and social reasons third.]

Do you understand the basic topic and angle concept? If so, then there are a few more things to consider about the thesis. (And if not, now's the time to start asking a learning coach for assistance, so Email [email protected] ). It's important to investigate additional thesis characteristics at this point to make sure that you'll be creating a working thesis sentence that is workable and appropriate for college essays.  In addition to knowing what a thesis is, you need to know what a thesis is not. A thesis sentence's angle should NOT be:

• Too broad. For example, the following thesis really doesn't pinpoint a specific insight about the topic:  Adult students returning to college have a hard time. In what ways do adult students have a hard time? You'd need to identify a more specific insight in this angle.
• Too narrow a statement of fact. For example, the following thesis really cannot be developed into a full essay because the angle doesn't contain the writer's own thoughts or insights about the subject:  Adult students returning to college read an average of 7.5 books per term. A reader may respond by saying, "So what?" A narrow statement of fact does not contain your own personal analysis, argument, or interpretation of the topic--that all-important angle which a thesis must have.
• An announcement. For example, the following really is not a thesis at all because it lacks an angle that gives the writer's own insight into the topic: My topic is the adult student returning to college. Again, "So what?" What's the reader's idea here?

Once you create a working thesis, you should assess it to make sure that it fulfills thesis characteristics.  Make sure it has a clear topic (indication of what the thesis is about) and angle (what your own ideas are about the topic, i.e. what you are trying to prove). Make sure that the angle is not too broad, too narrow, a statement of fact, or an announcement. Work with the angle to make it indicate the order of your support, if you choose to do that for yourself or for your reading audience. And realize that the thesis is a working thesis until you finalize the essay (it's okay to revise the thesis as you go along, just as long as you retain important thesis characteristics.)

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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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What is a Thesis? Definition, Examples of Theses in Literature

Home » The Writer’s Dictionary » What is a Thesis? Definition, Examples of Theses in Literature

Thesis definition: A thesis is a statement in which the writer conveys his position regarding a topic.

What is a Thesis?

A thesis statement refers to part of an essay where the writer establishes his position regarding a topic. This is the position that the writer will further explore throughout his paper.

Example of Thesis

• Topic : religious freedom.
• Thesis : All citizens of the United States should be allowed to exercise the religion of their choice freely without interference from government.
• Explanation : In this thesis statement, the writer has taken the position that all citizens should be free to worship and practice their religion as they see fit. The government should not pressure citizens into any religion, and it should not persecute members of any faith community.

The Importance of a Thesis Statement

Thesis statements are important in order to establish the writer’s position regarding a topic or idea. They help to introduce the essay and set a focus for the reader.

Narrative thesis statements are found in narrative essays or in literature. They set the scene for the lesson that will be explored or taught through the piece.

Famous opening lines that exemplify a narrative thesis:

• The following narrative thesis is found in A Tale of Two Cities by Charles Dickens:

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair.”

The Function of Thesis in Literature

Narrative thesis statements are important in literature in order to establish the purpose for the work or introduce the lesson that the novel will attempt to teach. This allows the reader to have a focus when beginning the novel in order to effectively engage them into the story.

Examples of Theses in Literature

In the memoir, I am Malala by Malala Yousafzai, a thesis statement can be found in the beginning pages of her story.

• “One year ago I left my home for school and never returned. I was shot by a Taliban bullet and was flown out of Pakistan unconscious. Some people say I will never return home, but I believe firmly in my heart that I will. To be torn from the country that you love is not something to wish on anyone.”

In this thesis statement, Yousafzai establishes the basis of her memoir, which is to tell the story of how she was forced to leave her home.

In Vladmir Nabokov’s Lolita , a thesis can be seen in the line, “Lolita, light of my life, the fire of my loins”.

Here the narrator establishes the identity of the young nymph that he is unhealthily obsessed with in the story. Lolita is a young child while he is a grown man; therefore, this statement creates the uneasy feeling about him that continues throughout the novel.

Summary: What Are Theses?

Define thesis in literature: In summation, a thesis statement establishes a purpose in the piece of writing. It may establish the lesson or story to be told, or in an essay it may establish the position the writer assumes when exploring a topic.

Either way, it is important for the thesis to be clear in order to effectively convey the writer’s message.

Final Example:

In Edgar Allan Poe’s “The Cask of Amontillado,” the thesis statement can be found in the first line of the short story. Montresor immediately states his purpose, “the thousand injuries of Fortunato I had borne as best I could, but when he ventured upon insult I vowed revenge.”

In this statement, Montresor states that he will be seeking revenge after being treated wrongly by Fortunato. By beginning the story with the narrative thesis establishes the purpose for the remainder of the piece.

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What is a thesis | A Complete Guide with Examples

Table of Contents

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

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

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

What is a thesis?

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

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

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

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

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

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

What is a thesis statement?

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

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

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

Different types of thesis statements

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

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

Argumentative (or Persuasive) thesis statement

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

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

Analytical thesis statement

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

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

Expository (or Descriptive) thesis statement

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

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

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

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

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

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

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

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

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

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

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

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

15 components of a thesis structure

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

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

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

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

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

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

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

Acknowledgments

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

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

Table of contents

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

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

List of figures and tables

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

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

Introduction

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

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

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

Literature review section

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

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

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

Methodology

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

Here's a breakdown of what it should encompass:

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

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

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

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

Results (or Findings)

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

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

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

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

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

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

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

Practical implications (Recommendation) section

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

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

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

The conclusion provides closure to your research narrative.

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

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

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

References (or Bibliography)

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

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

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

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

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

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

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

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

Glossary (optional)

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

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

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

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

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

Thesis examples

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

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

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

Checklist for your thesis evaluation

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

Content and structure

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

Clarity and coherence

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

Research quality

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

Originality and significance

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

Formatting and presentation

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

Grammar and language

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

Feedback and revision

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

Overall assessment

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

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

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

Preparing your thesis defense

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

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

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

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

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

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

Dissertation vs. Thesis

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

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

Here's a table differentiating between the two.

Wrapping up

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

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

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

Good luck with your thesis writing!

Frequently Asked Questions

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

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

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

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

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

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thesis statement

[ thee -sis steyt-m uh nt ]

• a short statement, usually one sentence, that summarizes the main point or claim of an essay, research paper, etc., and is developed, supported, and explained in the text by means of examples and evidence.

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Word history and origins.

Origin of thesis statement 1

More About Thesis Statement

What is a thesis statement .

In academic writing, a thesis statement is generally a sentence or two that summarizes the main point that an essay, research paper, or speech is making. It is typically located at the end of the introductory paragraph(s).

Thesis statements are kind of like roadmaps, laying out for the reader/listener where the writer/speaker is headed (argument) and how they are going to get there (evidence).

The thesis statement is widely taught in the humanities, especially in English classes in high school and college, to teach students how to make persuasive arguments that cite and analyze evidence and examples researched from literary, historical, or other texts.

Why is a thesis statement important in an essay?

Thesis comes from a Greek word that literally means “a setting down.” In the 300s BC, Aristotle defined thesis as when a philosopher puts forth a new idea that conflicts with general opinion.

Fast forward to today, when we use thesis to mean a “proposition” or “argument” one formally presents and defends. In academic settings, a thesis can be short for a thesis statement (our focus here) in an essay or shorter research paper. It can also be used for those much, much longer dissertations graduate students research, write, and defend for their degree (e.g., master’s thesis or doctoral thesis ).

Let’s look at statement real quick. It is a declaration or assertion. Sound redundant? The idea is that a thesis statement is the point in a paper or presentation that explicitly states the thesis. Usually in a sentence or two, the thesis statement summarizes the argument that’s going to be developed in the evidence and examples to come.

So, a thesis statement is just a sentence that gets the main point across. But, learning how to write these ain’t easy. That’s why educators, especially in English classes in high school and college, spend a lot of time teaching students how to craft effective thesis statements.

Why? Because in school, work, and life, we have to persuade people of our ideas and our point of view. These ideas might concern an analysis of literature or history, like a play by Shakespeare or a moment in the Civil Rights Movement. Or, these ideas might be a call to action, such as eating a certain diet or pursuing a business strategy.

How to write a thesis statement

There are many ways to make an effective thesis statement , but here are some general tips to follow.

So, let’s say you read a text, Shakespeare’s Twelfth Night , or researched a topic, the health benefits of kale. Then you formed an opinion about it—a claim you want to make about it and why others should care. You found evidence—quotes, examples, facts, statistics—in your resources that you think back up your argument. Your thesis statement brings all these together: point of view , evidence , and significance . It lays out where the entire paper or presentation is going, which is why educators often liken it to a roadmap .

Here’s an example:

Kale is good for you because it is nutrient-dense, cancer-fighting, and loaded with antioxidants.

The argument here—which a first-year high-schooler might make in a persuasive essay—is that “kale is good for you” (despite how some think it tastes). The claims it’s using to back up this assertion are that it’s 1) “nutrient-dense”; 2) “cancer-fighting”; and 3) “loaded with antioxidants.” The reader can expect that the rest of the essay will develop these claims, that is, cite and analyze evidence for them.

Here’s a thesis statement for a literary analysis of Shakespeare’s Twelfth Night. This resembles more of a college-level example:

Shakespeare’s Twelfth Night suggests that, when women do not reciprocate a man’s love, they are unjustly made out to be sexually deviant. This is illustrated in how the character Olivia is condemned as asexual because of her rejection of Duke Orsino.

Note how this thesis statement makes its claim in two sentences. Its argument centers on how women characters are vilified when they reject a man, and its evidence will be interactions between characters in Shakespeare’s play.

What are real-life examples of thesis statement ?

The term thesis statement is generally used by teachers and students in junior high, high school, and college, especially in English, Social Studies, and other classes in the humanities.

Okay so I rewrote my thesis statement! It’s a wee bit more vague but still a good direction a think. It’s more open so I can talk about more things and add more evidence. Wrote out an in-depth plan and then my brain crapped out. So I’m going to bed! Tomorrow is the day! — 🎃Unpaid Bills🎃 //Chaela (@Cierafire) August 14, 2019

Writing an explanatory essay in phases: thesis statement, body paragraph, concluding statement. Peer conversations to identify text evidence to support our thesis. pic.twitter.com/b6fdgx8rkD — Cheyenne England (@MsEnglandReads) August 7, 2019

The thesis statement is taught in what’s called the five-paragraph essay (or theme). This essay has an introduction which “funnels into” the thesis statement, including three reasons backing up the main argument. The next three paragraphs develop each of these claims, respectively, citing evidence and examples, such as literary texts, historical documents, or scientific reports. The final paragraph, the conclusion, restates the thesis statement and summarizes the paper and its broader significance.

Opentextbc.ca

Even after we are no longer in the classroom, people continue to reference thesis statements. While “real-life” thesis statements may not be as formal as the ones seen in five-paragraph essays, having a thesis statement —a point, a position, or a theory of the case—is considered informative, persuasive, and valuable in work, in the community, and in our personal lives.

The thesis statement is so widely taught and familiar that sometimes people joke about them. On social media, for instance, people may humorously end a post with “In this essay, I will …” when expressing a deeply felt but ultimately low-stakes opinion on some popular topic. The phrase In this essay, I will alludes to the signposting language some people use in their thesis statements.

pumpkin spice has nothing to do with pumpkins but with covering up pumpkin taste, it's a way to disassociate from the world rather than experience it, which mirrors late capitalism; in this essay I will — rachel syme (@rachsyme) August 15, 2019

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thesis noun

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What does the noun thesis mean?

There are eight meanings listed in OED's entry for the noun thesis . See ‘Meaning & use’ for definitions, usage, and quotation evidence.

thesis has developed meanings and uses in subjects including

Entry status

OED is undergoing a continuous programme of revision to modernize and improve definitions. This entry has not yet been fully revised.

How common is the noun thesis ?

How is the noun thesis pronounced, british english, u.s. english, where does the noun thesis come from.

Earliest known use

Middle English

The earliest known use of the noun thesis is in the Middle English period (1150—1500).

OED's earliest evidence for thesis is from before 1398, in a translation by John Trevisa, translator.

thesis is a borrowing from Greek.

Etymons: Greek θέσις .

Nearby entries

• thesaurus, n. 1823–
• thesaury, n. a1639–1708
• these, n. a1600–48
• these, pron. & adj. Old English–
• Thesean, adj. 1815–
• Theseid, n. 1725–
• Theseium, n. 1819–
• these-like, adj. 1644–
• thesial, adj. 1654
• thesicle, n. 1863–
• thesis, n. a1398–
• thesis-novel, n. 1934–
• thesis-play, n. 1902–
• thesmophilist, n. 1644–
• Thesmophorian, adj. 1891–
• Thesmophoric, adj. 1788–
• thesmothete, n. 1603–
• thesocyte, n. 1887–
• thesp, n. 1962–
• Thespian, adj. & n. 1675–
• Thespianism, n. 1914–

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Meaning & use

Pronunciation, compounds & derived words, entry history for thesis, n..

thesis, n. was first published in 1912; not yet revised.

thesis, n. was last modified in March 2024.

Revision of the OED is a long-term project. Entries in oed.com which have not been revised may include:

• corrections and revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations which have been added in subsequent print and online updates.

Revisions and additions of this kind were last incorporated into thesis, n. in March 2024.

Earlier versions of this entry were published in:

OED First Edition (1912)

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OED Second Edition (1989)

• View thesis in OED Second Edition

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Citation details

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  Vocabulary      

What does thesis mean?

Definitions for thesis ˈθi sɪs the·sis, this dictionary definitions page includes all the possible meanings, example usage and translations of the word thesis ., princeton's wordnet rate this definition: 4.0 / 3 votes.

• thesis noun

an unproved statement put forward as a premise in an argument

dissertation, thesis noun

a treatise advancing a new point of view resulting from research; usually a requirement for an advanced academic degree

Wiktionary Rate this definition: 4.5 / 4 votes

A statement supported by arguments.

A written essay submitted for a university degree.

Etymology: From thesis, from θέσις

Samuel Johnson's Dictionary Rate this definition: 0.0 / 0 votes

Thesis noun

A position; something laid down; affirmatively or negatively.

Etymology: these, Fr. ϑέσις.

The truth of what you here lay down, By some example should be shewn. An honest, but a simple pair, May serve to make this thesis clear. Matthew Prior.

ChatGPT Rate this definition: 0.0 / 0 votes

A thesis is a statement or theory that is proposed as a premise to be maintained or proven in a piece of academic writing. It is a substantial piece of work, usually produced as a requirement to obtain a degree or qualification, which involves in-depth research and findings on a particular subject matter.

Webster Dictionary Rate this definition: 0.0 / 0 votes

a position or proposition which a person advances and offers to maintain, or which is actually maintained by argument

hence, an essay or dissertation written upon specific or definite theme; especially, an essay presented by a candidate for a diploma or degree

an affirmation, or distinction from a supposition or hypothesis

the accented part of the measure, expressed by the downward beat; -- the opposite of arsis

the depression of the voice in pronouncing the syllables of a word

the part of the foot upon which such a depression falls

Wikidata Rate this definition: 0.0 / 0 votes

A thesis or dissertation is a document submitted in support of candidature for an academic degree or professional qualification presenting the author's research and findings. In some countries/universities, the word "thesis" or a cognate is used as part of a bachelor's or master's course, while "dissertation" is normally applied to a doctorate, while in others, the reverse is true. The word dissertation can at times be used to describe a treatise without relation to obtaining an academic degree. The term thesis is also used to refer to the general claim of an essay or similar work.

Chambers 20th Century Dictionary Rate this definition: 0.0 / 0 votes

thē′sis, n. a position or that which is set down or advanced for argument: a subject for a scholastic exercise: an essay on a theme:— pl. Theses (thē′sēz). — adj. Thet′ic .— adv. Thet′ically . [L.—Gr. ti-thē-mi , I set.]

Suggested Resources Rate this definition: 0.0 / 0 votes

Song lyrics by thesis -- Explore a large variety of song lyrics performed by thesis on the Lyrics.com website.

Matched Categories

British national corpus.

Nouns Frequency

Rank popularity for the word 'thesis' in Nouns Frequency: #1990

Anagrams for thesis »

How to pronounce thesis.

Alex US English David US English Mark US English Daniel British Libby British Mia British Karen Australian Hayley Australian Natasha Australian Veena Indian Priya Indian Neerja Indian Zira US English Oliver British Wendy British Fred US English Tessa South African

How to say thesis in sign language?

Chaldean Numerology

The numerical value of thesis in Chaldean Numerology is: 3

Pythagorean Numerology

The numerical value of thesis in Pythagorean Numerology is: 8

Examples of thesis in a Sentence

Elvis Picardo :

We're seeing concerns about the timing of the inevitable rate hike of the Fed, our fundamental thesis that the TSX will have a down year still stands.

Ralph Waldo Emerson :

Sometimes a scream is better than a thesis .

Andy Palmer :

Taking this debt on - short-term debt - is we think the correct tool to completely remove that thesis that we don't have sufficient liquidity, in every substantial and material way, this ensures that we can get through to DBX in spite of what all of those global uncertainties might throw at us.

Dean Acheson :

The task of a public officer seeking to explain and gain support for a major policy is not that of the writer of a doctoral thesis , qualification must give way to simplicity of statement, nicety and nuance to bluntness, almost brutality, in carrying home a point.

Michael Osterholm :

Understanding that the whole thesis of contact tracing may just fall on this very issue [ of super spreaders ], if you have a small number of cases, you can clearly try to contact trace all of them, and you're not wondering if they're super spreaders or not. With many thousands of cases, you're always going to be trying to determine : what are the highest priority ? If you don't have a sense of who the super spreaders are, there's no way you can [ factor ] that in.

Popularity rank by frequency of use

• ^  Princeton's WordNet http://wordnetweb.princeton.edu/perl/webwn?s=thesis
• ^  Wiktionary https://en.wiktionary.org/wiki/Thesis
• ^  Samuel Johnson's Dictionary https://johnsonsdictionaryonline.com/views/search.php?term=thesis
• ^  ChatGPT https://chat.openai.com
• ^  Webster Dictionary https://www.merriam-webster.com/dictionary/thesis
• ^  Wikidata https://www.wikidata.org/w/index.php?search=thesis
• ^  Chambers 20th Century Dictionary https://www.gutenberg.org/files/37683/37683-h/37683-h.htm#:~:text=thesis

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What does it Mean to be Educated: the Definition and Implications

This essay about the essence and significance of education explores how it transcends mere factual learning to encompass critical thinking, creativity, empathy, and adaptability. It emphasizes education’s role in fostering individual growth and societal change, advocating for informed citizenship and social mobility. The text also highlights the challenges of educational disparities and the necessity for equitable access, urging collective action to make educational benefits universally available.

How it works

Embarking on the journey of education, one finds themselves immersed in a realm where the very essence of enlightenment unfolds beyond the conventional confines of classrooms and textbooks. What does it truly signify to be educated in the intricate tapestry of contemporary society? Let us venture into the depths of this inquiry, unraveling the multifaceted facets of education and the profound implications it bestows upon individuals and communities alike.

Education, at its core, transcends the mere accumulation of facts—it embodies a transformative odyssey of intellectual enlightenment and personal growth.

It entails the cultivation of critical thinking, the nurturing of creativity, the fostering of empathy, and the fortification of adaptability. To be authentically educated is to wield a comprehensive array of skills and virtues, empowering individuals to navigate the complexities of existence with discernment and purpose.

Critical thinking serves as the cornerstone of genuine education—an indispensable tool for navigating the ocean of information flooding the digital landscape. In an era characterized by the proliferation of misinformation and disinformation, the ability to discern truth from falsehood and to analyze information with precision becomes paramount. Through critical thinking, individuals emerge as architects of their own cognition, endowed with the capacity to question, evaluate, and synthesize knowledge.

Creativity emerges as a guiding beacon in the realm of education, transcending the boundaries of convention and nurturing innovation. Beyond the rigidity of syllabi and standardized tests lies a realm brimming with boundless possibilities—a realm where imagination takes flight. Genuine education ignites the spark of creativity, inspiring individuals to break free from the shackles of orthodoxy, challenge the status quo, and envision novel solutions to enduring challenges.

Empathy serves as a foundational pillar of education, fostering connection and understanding in an era marked by division and discord. Beyond the mere transmission of information lies the cultivation of compassion—the capacity to empathize with the lived experiences of others, to embrace diversity, and to forge authentic connections. Through empathy, individuals emerge as catalysts for social change, advocating for justice, equity, and inclusivity in a world yearning for unity.

Adaptability emerges as an essential attribute in the arsenal of the educated—an aptitude for navigating the ebbs and flows of change with resilience and grace. In a world characterized by constant flux, the ability to embrace uncertainty and pivot in response to evolving circumstances becomes indispensable. Genuine education instills a mindset of lifelong learning, empowering individuals to view change as an opportunity for growth rather than a source of fear.

However, as we traverse the labyrinth of education, we cannot ignore the profound impact it has on society at large. Educated citizens are the lifeblood of democracy, equipped with the knowledge and critical thinking skills necessary for active civic engagement and responsible governance. Furthermore, education serves as a powerful engine of social mobility, offering individuals from diverse backgrounds the opportunity to transcend barriers and pursue their aspirations.

Nevertheless, the promise of education remains tantalizingly out of reach for many individuals worldwide. Disparities in access to quality education persist, perpetuating cycles of poverty and marginalization. Bridging this divide and ensuring equitable access to education for all emerges as an urgent imperative—one that demands concerted action and unwavering commitment.

In conclusion, to be authentically educated is to embark on a journey of self-discovery and intellectual enlightenment—a journey that transcends temporal and spatial boundaries, shaping not only individuals but also the very fabric of society itself. As we navigate the labyrinth of education, let us embrace the transformative potential it embodies and work tirelessly to ensure that its benefits are accessible to all, regardless of race, gender, or socioeconomic status. For in the pursuit of knowledge lies the key to unlocking a future filled with equity, opportunity, and collective prosperity.

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What the New Overtime Rule Means for Workers

One of the basic principles of the American workplace is that a hard day’s work deserves a fair day’s pay. Simply put, every worker’s time has value. A cornerstone of that promise is the  Fair Labor Standards Act ’s (FLSA) requirement that when most workers work more than 40 hours in a week, they get paid more. The  Department of Labor ’s new overtime regulation is restoring and extending this promise for millions more lower-paid salaried workers in the U.S.

Overtime protections have been a critical part of the FLSA since 1938 and were established to protect workers from exploitation and to benefit workers, their families and our communities. Strong overtime protections help build America’s middle class and ensure that workers are not overworked and underpaid.

Some workers are specifically exempt from the FLSA’s minimum wage and overtime protections, including bona fide executive, administrative or professional employees. This exemption, typically referred to as the “EAP” exemption, applies when: 

1. An employee is paid a salary,  

2. The salary is not less than a minimum salary threshold amount, and 

3. The employee primarily performs executive, administrative or professional duties.

While the department increased the minimum salary required for the EAP exemption from overtime pay every 5 to 9 years between 1938 and 1975, long periods between increases to the salary requirement after 1975 have caused an erosion of the real value of the salary threshold, lessening its effectiveness in helping to identify exempt EAP employees.

The department’s new overtime rule was developed based on almost 30 listening sessions across the country and the final rule was issued after reviewing over 33,000 written comments. We heard from a wide variety of members of the public who shared valuable insights to help us develop this Administration’s overtime rule, including from workers who told us: “I would love the opportunity to...be compensated for time worked beyond 40 hours, or alternately be given a raise,” and “I make around $40,000 a year and most week[s] work well over 40 hours (likely in the 45-50 range). This rule change would benefit me greatly and ensure that my time is paid for!” and “Please, I would love to be paid for the extra hours I work!”

The department’s final rule, which will go into effect on July 1, 2024, will increase the standard salary level that helps define and delimit which salaried workers are entitled to overtime pay protections under the FLSA. 

Starting July 1, most salaried workers who earn less than $844 per week will become eligible for overtime pay under the final rule. And on Jan. 1, 2025, most salaried workers who make less than $1,128 per week will become eligible for overtime pay. As these changes occur, job duties will continue to determine overtime exemption status for most salaried employees.

The rule will also increase the total annual compensation requirement for highly compensated employees (who are not entitled to overtime pay under the FLSA if certain requirements are met) from $107,432 per year to $132,964 per year on July 1, 2024, and then set it equal to $151,164 per year on Jan. 1, 2025.

Starting July 1, 2027, these earnings thresholds will be updated every three years so they keep pace with changes in worker salaries, ensuring that employers can adapt more easily because they’ll know when salary updates will happen and how they’ll be calculated.

The final rule will restore and extend the right to overtime pay to many salaried workers, including workers who historically were entitled to overtime pay under the FLSA because of their lower pay or the type of work they performed. 

We urge workers and employers to visit  our website to learn more about the final rule.

Jessica Looman is the administrator for the U.S. Department of Labor’s Wage and Hour Division. Follow the Wage and Hour Division on Twitter at  @WHD_DOL  and  LinkedIn .  Editor's note: This blog was edited to correct a typo (changing "administrator" to "administrative.")

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• Fair Labor Standards Act
• overtime rule

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• 24 April 2024

WHO redefines airborne transmission: what does that mean for future pandemics?

• Bianca Nogrady

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The debate over whether COVID-19 is an airborne disease, or transmitted through aerosols or droplets depends on how those are defined. Credit: PBWPIX/Alamy

The World Health Organization (WHO) has changed how it classifies pathogens that spread through the air, such as SARS-CoV-2. The redefinition has been two years in the making, and comes after criticism that during the COVID-19 pandemic, the WHO was too slow to acknowledge that COVID-19 was airborne. The change aims to provide clarity for future pandemics, but some researchers are not convinced.

Virologists now acknowledge that SARS-CoV-2 spreads mostly by airborne transmission of small particles that are inhaled and that can remain in the air for hours — a method that was previously called aerosol transmission. It also spreads through larger droplets of virus-containing particles on surfaces such as hands, or by being ejected over short distances.

Why the WHO took two years to say COVID is airborne

However, the WHO didn’t publicly acknowledge the importance of airborne transmission until October 2020. Then WHO chief scientist Soumya Swaminathan said in November 2022 that this announcement should have been made much earlier on the basis of available evidence at the time. It didn’t amend its official document on COVID-19 transmission to include airborne transmission until December 2021. As a result, early infection-control and prevention advice focused mainly on surface cleaning , handwashing and social distancing, rather than mask-wearing and improved ventilation.

Some researchers say that earlier recognition of airborne transmission by the WHO could have saved lives, noting mounting evidence that pointed to airborne transmission before its official acknowledgement.

Technical report

To clarify the distinction between airborne, droplet and aerosol transmission, the WHO released a technical report on 18 April after more than two years of consultation with more than 100 specialists from a range of scientific disciplines. The report does away with the division between ‘droplets’ and ‘aerosols’, which were used during the pandemic to distinguish between particles above or below five micrometres in diameter. Instead, it proposes the term ‘infectious respiratory particles’ to describe all such particles, regardless of size.

However, the report still shies away from describing all pathogens that spread through the air as airborne. Instead, the document uses the umbrella term ‘through the air’ to describe any mode of transmission that “involves the pathogen travelling through or being suspended in the air”. That is then further broken down into two categories: ‘airborne transmission/inhalation’ is when infectious respiratory particles are inhaled from the air into the respiratory tract; ‘direct deposition’ is when such particles travel a short distance before landing directly on a person’s mouth, nose or eyes.

Under this terminology, COVID-19 would be recognized as spreading through the air by airborne inhalation/transmission, with a much smaller risk of transmission by direct deposition.

Up in the air

This classification is a mixed result for many scientists. “The positive thing which I see of this report is the fact that the report removes this division of five micrometres between aerosols and droplets,” says Lidia Morawska, an aerosol scientist at the Queensland University of Technology in Brisbane, Australia. That distinction was the justification for the emphasis on handwashing, distancing and surface-cleaning, rather than on mask-wearing and ventilation — a distinction that Morawska says was unscientific. It was also the classification that justified the WHO’s March 2020 assertion that COVID-19 was not airborne.

But the achievement of the 2024 report has been tarnished for some by the classification of ‘through the air’, instead of airborne.

“The simplest and clearest way to describe it is to call it airborne transmission,” says Linsey Marr, an environmental engineer at Virginia Tech in Blacksburg, whose research focuses on the transmission of infectious disease through aerosols and who was involved in the report. “We talk about waterborne transmission, blood-borne transmission, vector-borne transmission; it seems very logical and simple to me that we would call this airborne transmission.”

WHO chief scientist Jeremy Farrar, based in London, says that the term ‘through the air’ allows for the recognition of both airborne transmission in which infectious respiratory particles are inhaled, and the less common transmission through direct deposition. “It’s not a dichotomy of mutually exclusive transmission routes,” he says. The recognition of both ‘airborne’ and ‘direct deposition’ under the umbrella of ‘through the air’ avoided going back to the divide between aerosols and droplets, Farrar says. ‘Through the air’ is comparable with vector-borne and waterborne, he says, but acknowledges that “there is a direct deposition element, even if that is not the major way it transmits”.

Julian Tang, a clinical virologist at the University of Leicester, UK, who was also involved with the report, says that there was vigorous debate among scientists about the term ‘airborne’ and what it conveys. Some of the scientists argued that it would be problematic to use ‘airborne’ for all pathogens that spread through the air. “They think it’s too scary, too frightening, has too many connotations and it will cause panic, so they chose ‘through the air’,” Tang says.

Farrar says that he has no reticence to use the term ‘airborne’. He stresses that this technical report is merely the “base camp” of an ongoing process to refine terminology and its practical applications. “I’m not saying everybody is happy, and not everybody agrees on every word in the document, but at least people have agreed this is a baseline terminology.”

But Morawska, who was also consulted on the report, argues that the distinction between airborne and direct deposition is not justified. “It is just confusing the issues,” she says.

Even the co-chair of the group that developed the document, environmental engineer Yuguo Li at the University of Hong Kong, says that he prefers the term ‘airborne’ to ‘through the air’. However, he says that what’s important is how the concept is applied in practice. “In theory, airborne is a perfect umbrella term as waterborne and vector-borne, but it means different things to different people,” Li says. “The issue is not only about terminologies, it’s about the need to work with public-health experts, medical experts to understand those responses.”

COVID-19 rarely spreads through surfaces. So why are we still deep cleaning?

Tang says that the document sets an important benchmark for how the world will respond to any future pandemics. “The next pandemic will most likely be a respiratory virus again because that’s normally the pathogen that mutates the fastest,” he says. The report’s clarity around transmission will help public-health providers to respond appropriately. “They will then consider masking early , they’ll consider ventilation early , they’ll consider all these precautions early because a precedent has been set already,” Tang says.

The report notes that measures to address through-the-air transmission must take into account both the risk posed by the infection itself — for example, disease severity — and the resources available, which might be limited in low-or middle-income countries.

Farrar thinks that this definition could save lives in future pandemics. “What’s needed now is moving on from base camp to now understanding actually, the non-pharmacological interventions that really matter, and if they work, and the evidence of it.”

doi: https://doi.org/10.1038/d41586-024-01173-7

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Pro-Palestinian protesters urge universities to divest from Israel. What does that mean?

Pro-Palestinian student protesters across the country occupied campuses in tent encampments this week in a campaign to urge their universities to divest, an action students over the decades have demanded from their schools' administrators.

The word "divest" refers to diverting money from a university's endowment − the pool of money a college has and tries to grow through investments. Some of the biggest university endowments in the country total nearly $50 billion and comprise thousands of funds .

The protesters opposed to Israel's military attacks in Gaza say they want their schools to stop funneling endowment money to Israeli companies and other businesses, like weapons manufacturers, that profit from the war in Gaza.

"It's like, why is our money being used to fund bombs overseas?," said Layla Saliba, a student protester researching endowment investments with the group Columbia University Apartheid Divestment. "Let's reinvest this money in our community instead," she said.

Columbia University's endowment is more than $13 billion ; it ranks among the top 15 largest endowments in the country. The school did not respond to a request for comment.

The protests began in the wake of the ongoing conflict between Hamas and Israel, triggered by the militant group's assault on Israeli communities Oct. 7 that killed almost 1,200 people. Israel's subsequent bombardment and invasion of Gaza has killed tens of thousands of Palestinians − militants and civilians; men, women and children − and has fueled a dire humanitarian crisis.

In addition to divestment, protesters across the U.S. are calling for a cease-fire and student governments at some colleges have also passed resolutions in recent weeks calling for an end to academic partnerships with Israel.

Are universities investing in Israel?

Protesters have called for a halt to investments in Israel, but experts say that might be too simplified a take on what colleges have done with their funds. To begin with, it's difficult to define what an "investment" in Israel entails, said economist Sandy Baum, a senior fellow at the Urban Institute who studies college finances.

She said bigger investments are more obvious than smaller ones tucked away in mutual funds − an investment tool that pools money and spreads it out over many assets, and a type of financial tool many colleges rely on.

Universities hire private companies to manage their endowments to preserve their funds over the long run, Baum said.

Debates about the investments of college endowments are complicated, Baum said, because some university stakeholders argue the money needs to produce the biggest return on investment possible to fund teaching and necessary programming and services.

"The purpose of the endowment is to have money that will allow the university to permanently provide educational opportunities so that they don't have to go out and raise new money every year to continue operating," she said.

The bigger a university's endowment, the more is at stake. That's one reason why pro-Palestinian student protesters at wealthy universities are fighting so hard this week, she said. There's a lot of money involved.

"There are always going to be differences of opinion about what you don't want to invest in," Baum said.

When else have protesters demanded divestment?

Student-led movements for university divestitures aren't new.

For over a decade, students at Princeton University have urged the school to divest from the fossil fuel industry, citing concerns about the environment and climate change. In 2022, advocates landed a major win when the school agreed to divest from publicly traded oil and gas companies, according to Sunrise Princeton, a longtime climate divestment group on campus.

In 1969, Princeton University students occupied a prominent campus building to demand the school divest from South Africa, where the government operated a punitive and often violent system of apartheid that segregated people by race. Nearly a decade later, Princeton University enacted "selective divestment" from South Africa, the Daily Princetonian reported , where the university's financial shares could be withdrawn if companies failed to meet its standards.

This week, about 100 protesters gathered in a central courtyard at the New Jersey campus to demand the school divest from companies associated with the Israeli military, the student newspaper reported . Unlike at Columbia, where many student protesters have been arrested, Princeton students have not faced arrest or disciplinary action from the university, the campus publication said .

"Divestment sends a moral signal that institutions of higher learning, especially those with prestige, will not tolerate certain injustices," said Alex Norbrook, co-leader of Sunrise Princeton.

Director of Media Relations Jennifer Morrill referred to a statement Princeton University President Christopher Eisgruber has issued regarding divestment, saying any divestment would only occur after years of sustained campus interested, and in situations where the community can come to a consensus.

The current push for universities to stop doing business with companies profiting by investing in Israel and by extension in the country's war in Gaza mirrors grassroots efforts in recent years to urge U.S. organizations to boycott Israeli companies.

Since 2005, the Boycott, Divest, Sanction (BDS) movement has organized around "withdrawing support" for Israel's treatment of Gaza and urges banks, municipalities, pension funds, religious groups and universities to remove their investments from Israel, according to the BDS website.

Jittleyang Is Trending on TikTok, but Where Does the Slang Term Come From?

Jittleyang and fuhuhluhtoogan may seem like nonsense terms, but they've become very important on TikTok.

Apr. 24 2024, Published 10:13 a.m. ET

Anyone who has spent a significant amount of time on TikTok is likely aware that the platform gives many slang terms a chance to become much more well-known than they might be otherwise. Sometimes, slang is invented specifically for the platform, but other times, terms are just repurposed or exposed to a larger audience there.

Some users have noticed that jittleyang and fuhuhluhtoogan have become popular on the platform. They have started to wonder what those seemingly nonsensical words might mean. Here's what we know about what each term means and where they come from.

What does jittleyang mean?

Jittleyang originated in Baltimore and seems to have started with a local rapper and barber named Richard Webster , whose rap name is Bippleyipsnipp. He released a song called "City Girl" in 2021 which features him rapping some hard-to-understand lingo, and the song went viral on TikTok at the end of 2023. People found themselves mesmerized by the sounds he was making, even if they didn't always know what they meant.

It's also worth noting that, while it has been adopted as jittleyang, Richard actually spells the term jikkuhlang and published an entire dictionary called Jikkuhlang the Dictionary in 2022 that explains that and other terms.

You might think that a dictionary named after the term would contain its definition, but alas that isn't the case. Richard did define the related term jikkal as "an attention grabber."

Based on the dictionary's explanation, the suffix "yang" can be applied to words to give them an extra flare, but that doesn't necessarily mean they mean anything different. Jittleyang likely refers to something that grabs attention, then, and in the context of his music, that thing seems to usually be a person.

What does fuhuhluhtoogan mean?

While the dictionary did offer some insight into jittleyang, it doesn't have much at all to say about another popular phrase from Richard's work, fuhuhluhtoogan. If you use some context clues as well as the definitions of related words that can be found in the dictionary, you may come to understand that the term essentially means that a person is good in bed.

@_shawwttyy What is she on abt bro 😭😭 ♬ original sound - ŠĘßÃŚ

There's a new meme involving these words.

Part of the reason both terms have become so popular on TikTok is thanks to a meme that asks whether a person is a jittleyang or a fuhhuhluhtoogan. The trend as it currently exists seems to involve people (usually young people) asking someone in their life this question and filming them as they are totally and utterly baffled by it.

The meme doesn't seem to have much to do with the actual definitions of the words as we understand them. Instead, it seems like the people behind the meme simply heard Richard's song and decided they liked some of the slang he was using. The words are fun to say and hear even if they're completely devoid of any context. Given how popular this meme is on TikTok, it seems that the internet agrees.

HB, ISTG, Sneaky Link and More TikTok Slang Terms Defined

FW Is a New Acronym for Many on TikTok, but Its Meaning Is Pretty Simple

TikTok Is OD With Its Slang, but What Does "OD" Actually Mean?

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What does financial success mean to you?

Ralph has always been aggressive when it comes to investing. But as he ages, he’s second-guessing himself more and more. Is my approach the best approach?

Here’s what I’d tell Ralph: It depends on how you define financial success.

I find people define financial success in three broad ways. Often these definitions are unconscious and emotional. See if you can identify which definition best aligns with your approach to finances.

• Success means “Protection—I’ve got to maintain what I’ve got !” This person’s motto is “Don’t lose!” If you’ve got $10,000,000 in the bank, but you eke by on $50,000 a year, this is likely your idea of success. The only way you’re taking a chance is because you want to gain something otherwise unattainable—like growth on your money. On the other hand, if you’ve already got enough, why risk anything? Risk is…just too risky! Here’s how this view can be problematic: oftentimes, the very fear of loss assures loss. Most folks simply don’t have enough assets to be financially independent. In order to accumulate those assets, they’ll likely need to invest a portion of their money in a portfolio that has some element of risk.
• Success means “Progression—I want to make steady gains .” This person’s motto is “Don’t stop.” This is the balanced approach most of us need to take. It requires thoughtful planning and disciplined behavior. What kind of behavior? Here are four actions anyone can take: Control your spending so that your income exceeds your outgo. Invest a portion of your income regularly. Meet with your financial professional regularly for a check-up. (Annually is about right for most folks.) Resist the urge to panic when—not if—financial setbacks occur.
• Success means “Perfection—I can’t make any mistakes !” This person’s motto is “Don’t fail…ever!” The financial perfectionist sets the bar so high no one can get over it. As a result, money is a source of constant worry and stress. And if Peter Perfect does somehow reach a level of financial achievement, you can be sure his kids will never measure up. Somebody always ends up unhappy with this approach. I urge you to get over your fear of failing to be perfect. You’ve never been financially perfect and you never will be.

Back to Ralph…he’s not alone in becoming more financially cautious as he ages. That’s a common tendency.

But what he—like all of us—needs to guard against is making financial decisions based on a superficial understanding of success or on the powerful emotions that bad definition generates.

In the end, your money doesn’t care how you feel.

Speaking of money and feelings, if you’re fretting about how to turn your retirement savings into regular retirement income, take the free RISA (Retirement Income Style Awareness) questionnaire. This quick little quiz is a great first step in figuring out a plan that works best for you. Email me ( [email protected] ) for your link to take this free quiz.

Argent Advisors, Inc. is an SEC registered investment adviser. A copy of our current written disclosure statement discussing our advisory services and fees is available upon request. Please See Important Disclosure Information at https://ruston.argentadvisors.com/important-disclosure-information/