an author thesis

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

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

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

Steps in Constructing a Thesis

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

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

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

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

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

Some Caveats and Some Examples

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

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

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

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

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

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

Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

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

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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

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

Why Should Your Essay Contain a Thesis Statement?

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

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

How Can You Write a Good Thesis Statement?

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

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

How to Generate a Thesis Statement if the Topic is Assigned

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

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

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

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

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

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

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

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

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

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

You start out with a thesis statement like this:

Sugar consumption.

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

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

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

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

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

You revise your thesis statement to look like this:

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

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

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

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

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

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

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

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

How to Tell a Strong Thesis Statement from a Weak One

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

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

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

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

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

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

2. A strong thesis statement justifies discussion.

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

My family is an extended family.

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

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

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

3. A strong thesis statement expresses one main idea.

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

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

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

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

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

4. A strong thesis statement is specific.

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

World hunger has many causes and effects.

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

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

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

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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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• Literary Terms
• 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.

List of Terms

• Alliteration
• Amplification
• Anachronism
• Anthropomorphism
• Antonomasia
• APA Citation
• Aposiopesis
• Autobiography
• Bildungsroman
• Characterization
• Circumlocution
• Cliffhanger
• Comic Relief
• Connotation
• Deus ex machina
• Deuteragonist
• Doppelganger
• Double Entendre
• Dramatic irony
• Equivocation
• Extended Metaphor
• Figures of Speech
• Flash-forward
• Foreshadowing
• Intertextuality
• Juxtaposition
• Literary Device
• Malapropism
• Onomatopoeia
• Parallelism
• Pathetic Fallacy
• Personification
• Point of View
• Polysyndeton
• Protagonist
• Red Herring
• Rhetorical Device
• Rhetorical Question
• Science Fiction
• Self-Fulfilling Prophecy
• Synesthesia
• Turning Point
• Understatement
• Urban Legend
• Verisimilitude
• Essay Guide
• Cite This Website

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Developing Strong Thesis Statements

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The thesis statement or main claim must be debatable

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

Example of a non-debatable thesis statement:

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

Example of a debatable thesis statement:

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

Another example of a debatable thesis statement:

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

The thesis needs to be narrow

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

Example of a thesis that is too broad:

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

Example of a narrow or focused thesis:

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

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

Narrowed debatable thesis 1:

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

Narrowed debatable thesis 2:

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

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

Types of claims

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

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

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

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

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

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

Literary Criticism

• Introduction
• Literary Theories
• Steps to Literary Criticism
• Find Resources
• Cite Sources
• thesis examples

SAMPLE THESIS STATEMENTS

These sample thesis statements are provided as guides, not as required forms or prescriptions.

______________________________________________________________________________________________________________

The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style, imagery, tone, etc.

In “A Worn Path,” Eudora Welty creates a fictional character in Phoenix Jackson whose determination, faith, and cunning illustrate the indomitable human spirit.

Note that the work, author, and character to be analyzed are identified in this thesis statement. The thesis relies on a strong verb (creates). It also identifies the element of fiction that the writer will explore (character) and the characteristics the writer will analyze and discuss (determination, faith, cunning).

Further Examples:

The character of the Nurse in Romeo and Juliet serves as a foil to young Juliet, delights us with her warmth and earthy wit, and helps realize the tragic catastrophe.

The works of ecstatic love poets Rumi, Hafiz, and Kabir use symbols such as a lover’s longing and the Tavern of Ruin to illustrate the human soul’s desire to connect with God.

The thesis may focus on illustrating how a work reflects the particular genre’s forms, the characteristics of a philosophy of literature, or the ideas of a particular school of thought.

“The Third and Final Continent” exhibits characteristics recurrent in writings by immigrants: tradition, adaptation, and identity.

Note how the thesis statement classifies the form of the work (writings by immigrants) and identifies the characteristics of that form of writing (tradition, adaptation, and identity) that the essay will discuss.

Further examples:

Samuel Beckett’s Endgame reflects characteristics of Theatre of the Absurd in its minimalist stage setting, its seemingly meaningless dialogue, and its apocalyptic or nihilist vision.

A close look at many details in “The Story of an Hour” reveals how language, institutions, and expected demeanor suppress the natural desires and aspirations of women.

The thesis may draw parallels between some element in the work and real-life situations or subject matter: historical events, the author’s life, medical diagnoses, etc.

In Willa Cather’s short story, “Paul’s Case,” Paul exhibits suicidal behavior that a caring adult might have recognized and remedied had that adult had the scientific knowledge we have today.

This thesis suggests that the essay will identify characteristics of suicide that Paul exhibits in the story. The writer will have to research medical and psychology texts to determine the typical characteristics of suicidal behavior and to illustrate how Paul’s behavior mirrors those characteristics.

Through the experience of one man, the Narrative of the Life of Frederick Douglass, An American Slave, accurately depicts the historical record of slave life in its descriptions of the often brutal and quixotic relationship between master and slave and of the fragmentation of slave families.

In “I Stand Here Ironing,” one can draw parallels between the narrator’s situation and the author’s life experiences as a mother, writer, and feminist.

SAMPLE PATTERNS FOR THESES ON LITERARY WORKS

1. In (title of work), (author) (illustrates, shows) (aspect) (adjective). 

Example: In “Barn Burning,” William Faulkner shows the characters Sardie and Abner Snopes struggling for their identity.

2. In (title of work), (author) uses (one aspect) to (define, strengthen, illustrate) the (element of work).

Example: In “Youth,” Joseph Conrad uses foreshadowing to strengthen the plot.

3. In (title of work), (author) uses (an important part of work) as a unifying device for (one element), (another element), and (another element). The number of elements can vary from one to four.

Example: In “Youth,” Joseph Conrad uses the sea as a unifying device for setting, structure and theme.

4. (Author) develops the character of (character’s name) in (literary work) through what he/she does, what he/she says, what other people say to or about him/her.

Example: Langston Hughes develops the character of Semple in “Ways and Means”…

5. In (title of work), (author) uses (literary device) to (accomplish, develop, illustrate, strengthen) (element of work).

Example: In “The Masque of the Red Death,” Poe uses the symbolism of the stranger, the clock, and the seventh room to develop the theme of death.

6. (Author) (shows, develops, illustrates) the theme of __________ in the (play, poem, story).

Example: Flannery O’Connor illustrates the theme of the effect of the selfishness of the grandmother upon the family in “A Good Man is Hard to Find.”

7. (Author) develops his character(s) in (title of work) through his/her use of language.

Example: John Updike develops his characters in “A & P” through his use of figurative language.

Perimeter College, Georgia State University,  http://depts.gpc.edu/~gpcltc/handouts/communications/literarythesis.pdf

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Identifying Thesis Statements, Claims, and Evidence

Thesis statements, claims, and evidence, introduction.

The three important parts of an argumentative essay are:

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

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

Paragraphs 1-7

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

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

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

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

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

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

Finding Evidence. 

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

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

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

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

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

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

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

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

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

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

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

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

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

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

Paragraphs 14-16

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

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

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

Paragraphs 17-19

Evaluating Evidence

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

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

Paragraphs 20-23

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

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

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

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

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

What statistic does he include?

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

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

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

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How to Write a Thesis, According to Umberto Eco

In 1977, three years before Umberto Eco’s groundbreaking novel “ The Name of the Rose ” catapulted him to international fame, the illustrious semiotician published a funny and unpretentious guide for his favorite audience: teachers and their students. Now translated into 17 languages (it finally appeared in English in 2015), “How to Write a Thesis” delivers not just practical advice for writing a thesis — from choosing the right topic (monograph or survey? ancient or contemporary?) to note-taking and mastering the final draft — but meaningful lessons that equip writers for a lifetime outside the walls of the classroom. “Your thesis is like your first love” Eco muses. “It will be difficult to forget. In the end, it will represent your first serious and rigorous academic work, and this is no small thing.”

“Full of friendly, no-bullshit, entry-level advice on what to do and how to do it,” praised one critic, “the absolutely superb chapter on how to write is worth triple the price of admission on its own.” An excerpt from that chapter can be read below.

Once we have decided to whom to write (to humanity, not to the advisor), we must decide how to write, and this is quite a difficult question. If there were exhaustive rules, we would all be great writers. I could at least recommend that you rewrite your thesis many times, or that you take on other writing projects before embarking on your thesis, because writing is also a question of training. In any case, I will provide some general suggestions:

You are not Proust. Do not write long sentences. If they come into your head, write them, but then break them down. Do not be afraid to repeat the subject twice, and stay away from too many pronouns and subordinate clauses. Do not write,

The pianist Wittgenstein, brother of the well-known philosopher who wrote the Tractatus Logico-Philosophicusthat today many consider the masterpiece of contemporary philosophy, happened to have Ravel write for him a concerto for the left hand, since he had lost the right one in the war.

Write instead,

The pianist Paul Wittgenstein was the brother of the philosopher Ludwig Wittgenstein. Since Paul was maimed of his right hand, the composer Maurice Ravel wrote a concerto for him that required only the left hand.

The pianist Paul Wittgenstein was the brother of the famous philosopher, author of the Tractatus. The pianist had lost his right hand in the war. For this reason the composer Maurice Ravel wrote a concerto for him that required only the left hand.

Do not write,

The Irish writer had renounced family, country, and church, and stuck to his plans. It can hardly be said of him that he was a politically committed writer, even if some have mentioned Fabian and “socialist” inclinations with respect to him. When World War II erupted, he tended to deliberately ignore the tragedy that shook Europe, and he was preoccupied solely with the writing of his last work.

Rather write,

Joyce had renounced family, country, and church. He stuck to his plans. We cannot say that Joyce was a “politically committed” writer even if some have gone so far as describing a Fabian and “socialist” Joyce. When World War II erupted, Joyce deliberately ignored the tragedy that shook Europe. His sole preoccupation was the writing of Finnegans Wake.

Even if it seems “literary,” please do not write,

When Stockhausen speaks of “clusters,” he does not have in mind Schoenberg’s series, or Webern’s series. If confronted, the German musician would not accept the requirement to avoid repeating any of the twelve notes before the series has ended. The notion of the cluster itself is structurally more unconventional than that of the series. On the other hand Webern followed the strict principles of the author of A Survivor from Warsaw. Now, the author of Mantra goes well beyond. And as for the former, it is necessary to distinguish between the various phases of his oeuvre. Berio agrees: it is not possible to consider this author as a dogmatic serialist.

You will notice that, at some point, you can no longer tell who is who. In addition, defining an author through one of his works is logically incorrect. It is true that lesser critics refer to Alessandro Manzoni simply as “the author of the Betrothed,” perhaps for fear of repeating his name too many times. (This is something manuals on formal writing apparently advise against.) But the author of The Betrothed is not the biographical character Manzoni in his totality. In fact, in a certain context we could say that there is a notable difference between the author of The Betrothed and the author of Adelchi , even if they are one and the same biographically speaking and according to their birth certificate. For this reason, I would rewrite the above passage as follows:

When Stockhausen speaks of a “cluster,” he does not have in mind either the series of Schoenberg or that of Webern. If confronted, Stockhausen would not accept the requirement to avoid repeating any of the twelve notes before the end of the series. The notion of the cluster itself is structurally more unconventional than that of the series. Webern, by contrast, followed the strict principles of Schoenberg, but Stockhausen goes well beyond. And even for Webern, it is necessary to distinguish among the various phases of his oeuvre. Berio also asserts that it is not possible to think of Webern as a dogmatic serialist.

You are not e. e. cummings. Cummings was an American avant-garde poet who is known for having signed his name with lower-case initials. Naturally he used commas and periods with great thriftiness, he broke his lines into small pieces, and in short he did all the things that an avant-garde poet can and should do. But you are not an avant-garde poet. Not even if your thesis is on avant-garde poetry. If you write a thesis on Caravaggio, are you then a painter? And if you write a thesis on the style of the futurists, please do not write as a futurist writes. This is important advice because nowadays many tend to write “alternative” theses, in which the rules of critical discourse are not respected. But the language of the thesis is a metalanguage , that is, a language that speaks of other languages. A psychiatrist who describes the mentally ill does not express himself in the manner of his patients. I am not saying that it is wrong to express oneself in the manner of the so-called mentally ill. In fact, you could reasonably argue that they are the only ones who express themselves the way one should. But here you have two choices: either you do not write a thesis, and you manifest your desire to break with tradition by refusing to earn your degree, perhaps learning to play the guitar instead; or you write your thesis, but then you must explain to everyone why the language of the mentally ill is not a “crazy” language, and to do it you must use a metalanguage intelligible to all. The pseudo-poet who writes his thesis in poetry is a pitiful writer (and probably a bad poet). From Dante to Eliot and from Eliot to Sanguineti, when avant-garde poets wanted to talk about their poetry, they wrote in clear prose. And when Marx wanted to talk about workers, he did not write as a worker of his time, but as a philosopher. Then, when he wrote The Communist Manifesto with Engels in 1848, he used a fragmented journalistic style that was provocative and quite effective. Yet again, The Communist Manifesto is not written in the style of Capital, a text addressed to economists and politicians. Do not pretend to be Dante by saying that the poetic fury “dictates deep within,” and that you cannot surrender to the flat and pedestrian metalanguage of literary criticism. Are you a poet? Then do not pursue a university degree. Twentieth-century Italian poet Eugenio Montale does not have a degree, and he is a great poet nonetheless. His contemporary Carlo Emilio Gadda (who held a degree in engineering) wrote fiction in a unique style, full of dialects and stylistic idiosyncrasies; but when he wrote a manual for radio news writers, he wrote a clever, sharp, and lucid “recipe book” full of clear and accessible prose. And when Montale writes a critical article, he writes so that all can understand him, including those who do not understand his poems.

Begin new paragraphs often. Do so when logically necessary, and when the pace of the text requires it, but the more you do it, the better.

Write everything that comes into your head , but only in the first draft. You may notice that you get carried away with your inspiration, and you lose track of the center of your topic. In this case, you can remove the parenthetical sentences and the digressions, or you can put each in a note or an appendix. Your thesis exists to prove the hypothesis that you devised at the outset, not to show the breadth of your knowledge.

Use the advisor as a guinea pig. You must ensure that the advisor reads the first chapters (and eventually, all the chapters) far in advance of the deadline. His reactions may be useful to you. If the advisor is busy (or lazy), ask a friend. Ask if he understands what you are writing. Do not play the solitary genius.

Do not insist on beginning with the first chapter . Perhaps you have more documentation on chapter 4. Start there, with the nonchalance of someone who has already worked out the previous chapters. You will gain confidence. Naturally your working table of contents will anchor you, and will serve as a hypothesis that guides you.

Do not use ellipsis and exclamation points, and do not explain ironies . It is possible to use language that is referential or language that is figurative . By referential language, I mean a language that is recognized by all, in which all things are called by their most common name, and that does not lend itself to misunderstandings. “The Venice-Milan train” indicates in a referential way the same object that “The Arrow of the Lagoon” indicates figuratively. This example illustrates that “everyday” communication is possible with partially figurative language. Ideally, a critical essay or a scholarly text should be written referentially (with all terms well defined and univocal), but it can also be useful to use metaphor, irony, or litotes. Here is a referential text, followed by its transcription in figurative terms that are at least tolerable:

[ Referential version :] Krasnapolsky is not a very sharp critic of Danieli’s work. His interpretation draws meaning from the author’s text that the author probably did not intend. Consider the line, “in the evening gazing at the clouds.” Ritz interprets this as a normal geographical annotation, whereas Krasnapolsky sees a symbolic expression that alludes to poetic activity. One should not trust Ritz’s critical acumen, and one should also distrust Krasnapolsky. Hilton observes that, “if Ritz’s writing seems like a tourist brochure, Krasnapolsky’s criticism reads like a Lenten sermon.” And he adds, “Truly, two perfect critics.”

[ Figurative version :] We are not convinced that Krasnapolsky is the sharpest critic of Danieli’s work. In reading his author, Krasnapolsky gives the impression that he is putting words into Danieli’s mouth. Consider the line, “in the evening gazing at the clouds.” Ritz interprets it as a normal geographical annotation, whereas Krasnapolsky plays the symbolism card and sees an allusion to poetic activity. Ritz is not a prodigy of critical insight, but Krasnapolsky should also be handled with care. As Hilton observes, “if Ritz’s writing seems like a tourist brochure, Krasnapolsky’s criticism reads like a Lenten sermon. Truly, two perfect critics.”

You can see that the figurative version uses various rhetorical devices. First of all, the litotes: saying that you are not convinced that someone is a sharp critic means that you are convinced that he is not a sharp critic. Also, the statement “Ritz is not a prodigy of critical insight” means that he is a modest critic. Then there are the metaphors : putting words into someone’s mouth, and playing the symbolism card. The tourist brochure and the Lenten sermon are two similes , while the observation that the two authors are perfect critics is an example of irony : saying one thing to signify its opposite.

Now, we either use rhetorical figures effectively, or we do not use them at all. If we use them it is because we presume our reader is capable of catching them, and because we believe that we will appear more incisive and convincing. In this case, we should not be ashamed of them, and we should not explain them . If we think that our reader is an idiot, we should not use rhetorical figures, but if we use them and feel the need to explain them, we are essentially calling the reader an idiot. In turn, he will take revenge by calling the author an idiot. Here is how a timid writer might intervene to neutralize and excuse the rhetorical figures he uses:

[ Figurative version with reservations :] We are not convinced that Krasnapolsky is the “sharpest” critic of Danieli’s work. In reading his author, Krasnapolsky gives the impression that he is “putting words into Danieli’s mouth.” Consider Danieli’s line, “in the evening gazing at the clouds.” Ritz interprets this as a normal geographical annotation, whereas Krasnapolsky “plays the symbolism card” and sees an allusion to poetic activity. Ritz is not a “prodigy of critical insight,” but Krasnapolsky should also be “handled with care”! As Hilton ironically observes, “if Ritz’s writing seems like a vacation brochure, Krasnapolsky’s criticism reads like a Lenten sermon.” And he defines them (again with irony!) as two models of critical perfection. But all joking aside …

I am convinced that nobody could be so intellectually petit bourgeois as to conceive a passage so studded with shyness and apologetic little smiles. Of course I exaggerated in this example, and here I say that I exaggerated because it is didactically important that the parody be understood as such. In fact, many bad habits of the amateur writer are condensed into this third example. First of all, the use of quotation marks to warn the reader, “Pay attention because I am about to say something big!” Puerile. Quotation marks are generally only used to designate a direct quotation or the title of an essay or short work; to indicate that a term is jargon or slang; or that a term is being discussed in the text as a word, rather than used functionally within the sentence. Secondly, the use of the exclamation point to emphasize a statement. This is not appropriate in a critical essay. If you check the book you are reading, you will notice that I have used the exclamation mark only once or twice. It is allowed once or twice, if the purpose is to make the reader jump in his seat and call his attention to a vehement statement like, “Pay attention, never make this mistake!” But it is a good rule to speak softly. The effect will be stronger if you simply say important things. Finally, the author of the third passage draws attention to the ironies, and apologizes for using them (even if they are someone else’s). Surely, if you think that Hilton’s irony is too subtle, you can write, “Hilton states with subtle irony that we are in the presence of two perfect critics.” But the irony must be really subtle to merit such a statement. In the quoted text, after Hilton has mentioned the vacation brochure and the Lenten sermon, the irony was already evident and needed no further explanation. The same applies to the statement, “But all joking aside.” Sometimes a statement like this can be useful to abruptly change the tone of the argument, but only if you were really joking before. In this case, the author was not joking. He was attempting to use irony and metaphor, but these are serious rhetorical devices and not jokes.

You may observe that, more than once in this book, I have expressed a paradox and then warned that it was a paradox. For example, in section 2.6.1, I proposed the existence of the mythical centaur for the purpose of explaining the concept of scientific research. But I warned you of this paradox not because I thought you would have believed this proposition. On the contrary, I warned you because I was afraid that you would have doubted too much, and hence dismissed the paradox. Therefore I insisted that, despite its paradoxical form, my statement contained an important truth: that research must clearly define its object so that others can identify it, even if this object is mythical. And I made this absolutely clear because this is a didactic book in which I care more that everyone understands what I want to say than about a beautiful literary style. Had I been writing an essay, I would have pronounced the paradox without denouncing it later.

Always define a term when you introduce it for the first time . If you do not know the definition of a term, avoid using it. If it is one of the principal terms of your thesis and you are not able to define it, call it quits. You have chosen the wrong thesis (or, if you were planning to pursue further research, the wrong career).

Umberto Eco was an Italian novelist, literary critic, philosopher, semiotician, and university professor. This article is excerpted from his book “ How to Write a Thesis .”

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Thesis writing: how to address "self"

This came up when I was writing my thesis:

Usually it is recommended that when writing a thesis, one sticks to passive voice and use sentences that read like "The study showed the effect that blah blah has on the blah of blah" and so on.

In certain situations, one needs to mention something analogous to "Through this study we showed blah blah". In such a situation, how does one go about writing it? The thesis is supposed to be an individual's attempt and so the usage of "we" seems inappropriate. In the same way, use of "I" is frowned upon. How does one write sentences like these?

Using alternates like

"Through this study the author showed"

"This study showed"

seem a little redundant because of over usage of "the author" or "the study". Are there other alternatives?

Further, in a paper one can write sentences like "We believe that the effect of X on Y is because of the presence of Z" but how does one write similar sentences in a thesis?

• technical-writing
• word-choice
• academic-writing

• 3 "The data proved", "The evaluation confirmed", "The analysis revealed", ... Don't be redundant ;) –  John Smithers Commented Feb 20, 2014 at 23:51
• Use "we" . –  Vorac Commented Aug 6, 2020 at 12:08

3 Answers 3

I often run into this problem too. I think in the end it usually sounds redundant anyways but I use phrases like "the data suggest" or "the results suggest" in the discussion and in the introduction I usually just state the claim without attributing it to myself since it's assumed it is "this study" (unless it's cited information). You don't technically have to attribute the statements unless there things you citing from your previous work or others works. Other times it's useful to just write the sentence and then edit it like this:

"Through this study we showed the influence of three iron oxides concentration on soil color" becomes "The concentration of these three iron oxides influences soil color by blah" or "The influence of these three iron oxides concentration on soil color is blah." Which makes the sentence more concise and direct while removing any need of attribution.

When referring to other authors work I generally just rely on the in-text citation but sometimes I'll say something like "has been described by (Authors)" or "hypotheses developed by (Authors) suggest" or "a (year) study by (Authors) concluded that."

As for the last sentence I would probably write something like "The effect of X on Y appears to be influenced by the presence of Z which is supported by the data (chart or table or statistical output)" or "Z influences interactions between X and Y by blah."

As a side note, avoid making statements that affirm definite causation like "is because of" or "prove" and instead use some form of suggests or supports/is supported by. And this may be just a stylistic choice but I try not to use show/shows/showed.

Trying to avoid the word "I" often leads to convoluted prose. The active voice and use of "I" result in easy-to-read, unambiguous sentences. So unless the style guide of your university forbids the use of "I", I wouldn't worry and use the active voice. Here's an example of a thesis style guide that recommends the use of active voice.

I studied literature twentyfive years ago and now study psychology. When I dealt with literary theory and analysis a quarter of a century ago, I learned to avoid any direct reference to myself by using convoluted sentence structure and passive voice. If I could not avoid that reverence or needed to use it, I would use a pluralis majestatis to inluce both the author(s) and the readers. This worked, because usually what was described in those texts was in fact actively done by both authors and readers: "Looking at the plot, we can see that ..." – and of course the readers can see what the author sees as well. Otherwise it would not be objective and therefore not scholarship. So that plural is fitting.

In psychology (and other natural sciences), articles usually describe an experiment and its results. The experiment is not conducted by the readers, but by the author(s) of the article. So the rule is to refer to the author(s). If it is one author, this person refers to him- or herself as "I". If it is a team, they write of themselves as "we". Simple and straightforward.

If the authors believe something, they write "We believe" and argue why they do so. (In the natural sciences, belief is not worth much, you want proof. So you won't find a sentence like that very often.)

If the study found something, you write: "There is a significant correlation between ...". No need to write about the study at all. Just stick closely to the facts. The only time you refer to the study is when you describe its place in the research history: you undertake that study, because you want to find out if ... After that you describe what you do, what comes out, and how that relates to other studies.

The study does not show anything! In science there can always only be proof against something: Hypothesis: All swans are white. Observation: Black swan. Result: Hypothesis disproved. You can never prove anything!!! Because you cannot observe everything everywhere always. Even if in fact all swans are either white or black, you can never be sure, because maybe there was one brown mutation a hundred years ago (or will be a hundred years in the future). So studies do not show anything, you can only disprove a hypothesis. And that you can write like that. No need to refer to the study at all.

The best practice is always to pick a selecton of professional publications in your field and do like they do.

• The question was specifically about thesis. What you say is valid and stands for any scientific paper where "we believe" and similar sentence formation works. However, what do you do when writing a thesis. Use of "we" may not be correct because the work done was by the author of the thesis and not a group of people. –  Pravesh Parekh Commented Feb 26, 2014 at 12:55
• @PraveshParekh In my answer I refer to the "author(s)" of a publication and say that you should refer to him, her or them according to their number: Write "I" for one author, "we" for two or more. And do directly refer to the author(s) and don't use passive or impersonal constructions (e.g. "one would see") or a plural majestatis if there is only one author. But it's all in my answer already. –  user5645 Commented Feb 26, 2014 at 13:03
• @PraveshParekh Oh, and a thesis is no different than any other publication in your field. It has to follow the same standards. –  user5645 Commented Feb 26, 2014 at 13:04
• Side (non-writing) comment: statistical and especially systematic error applies to falsification as well as validation. Hypotheses are also typically filled with implicit assumptions (e.g., only considering naturally occurring swans on Earth , use of present tense implies currently ), sometimes even the field of study is not aware of the assumptions. Removing or measuring/limiting systematic error is comparable to debugging software. –  user5232 Commented Feb 26, 2014 at 17:31

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Book Marketing & Publishing Tips

Writing Your Author Bio? Here Are 20 Great Examples. (Plus a Checklist!)

October 15, 2020 by Diana Urban

Writing your author bio can be a daunting task, but a well-crafted bio can help readers learn more about what makes you and your books so interesting. You should regularly maintain your bio on places like your BookBub Author Profile so fans and potential readers seeking you out can learn more about you and why they should pick up your latest book.

Stuck on what to include? While there is no one-size-fits-all formula, here are some examples of author bios we love so you can get some inspiration when crafting your own bio. We’ve also created an Author Biography Checklist with recommendations on what to include, as well as where to keep your author bio up to date online.

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1. Ramona Emerson

Ramona Emerson is a Diné writer and filmmaker originally from Tohatchi, New Mexico. She has a bachelor’s in Media Arts from the University of New Mexico and an MFA in Creative Writing from the Institute of American Indian Arts. After starting in forensic videography, she embarked upon a career as a photographer, writer, and editor. She is an Emmy nominee, a Sundance Native Lab Fellow, a Time-Warner Storyteller Fellow, a Tribeca All-Access Grantee and a WGBH Producer Fellow. In 2020, Emerson was appointed to the Governor’s Council on Film and Media Industries for the State of New Mexico. She currently resides in Albuquerque, New Mexico, where she and her husband, the producer Kelly Byars, run their production company Reel Indian Pictures. Shutter is her first novel.

Why we love it: Ramona makes a splash as a new author by detailing her extensive experience in both writing and filmmaking. Her background makes an effective setup for her debut novel about a forensic photographer.

2. Courtney Milan

Courtney Milan writes books about carriages, corsets, and smartwatches. Her books have received starred reviews in Publishers Weekly , Library Journal , and Booklist . She is a New York Times and a USA Today Bestseller. Courtney pens a weekly newsletter about tea, books, and basically anything and everything else. Sign up for it here: https://bit.ly/CourtneysTea Before she started writing romance, Courtney got a graduate degree in theoretical physical chemistry from UC Berkeley. After that, just to shake things up, she went to law school at the University of Michigan and graduated summa cum laude. Then she did a handful of clerkships. She was a law professor for a while. She now writes full-time. Courtney is represented by Kristin Nelson of the Nelson Literary Agency.

Why we love it: Courtney concisely leads with her accolades and bestseller status before diving into more personal information with a witty tone. She also includes a call-to-action for readers to sign up to Weekly Tea, one of her mailing lists.

3. Adam Silvera

Adam Silvera is the number one New York Times bestselling author of More Happy Than Not , History Is All You Left Me , They Both Die at the End , Infinity Son , Infinity Reaper , and—with Becky Albertalli— What If It’s Us . He was named a Publishers Weekly Flying Start for his debut. Adam was born and raised in the Bronx. He was a bookseller before shifting to children’s publishing and has worked at a literary development company and a creative writing website for teens and as a book reviewer of children’s and young adult novels. He is tall for no reason and lives in Los Angeles. Visit him online at www.adamsilvera.com .

Why we love it: Adam begins his bio with his bestseller accolades and a list of his popular titles. But we especially love how he also includes his previous experience in children’s literature. It’s a fantastic way an author can craft a unique and credible bio using information besides accolades or bestseller status.

4. Farrah Rochon

USA Today Bestselling author Farrah Rochon hails from a small town just west of New Orleans. She has garnered much acclaim for her Crescent City-set Holmes Brothers series and her Moments in Maplesville small town series. Farrah is a two-time finalist for the prestigious RITA Award from the Romance Writers of America and has been nominated for an RT BOOKReviews Reviewers Choice Award. In 2015, she received the Emma Award for Author of the Year. When she is not writing in her favorite coffee shop, Farrah spends most of her time reading, cooking, traveling the world, visiting Walt Disney World, and catching her favorite Broadway shows. An admitted sports fanatic, she feeds her addiction to football by watching New Orleans Saints games on Sunday afternoons. Keep in touch with Farrah via the web: Website: https://www.farrahrochon.com/ Facebook: http://www.facebook.com/farrahrochonauthor Twitter: http://www.twitter.com/FarrahRochon Instagram: https://instagram.com/farrahrochon/ Newsletter: http://bit.ly/2povjuZ Join my online Fan Club, the Rochonettes! https://www.facebook.com/groups/FarrahRochon/ Farrah’s Books In Order: The Holmes Brothers Deliver Me (Mar. 2007) Release Me (May 2008) Rescue Me (Jan. 2009) Chase Me (Jan. 2017) Trust Me (May 2017) Awaken Me (Jan. 2018) Cherish Me (Jun. 2018) Return To Me (Aug. 2019) New York Sabers Huddle With Me Tonight (Sept. 2010) I’ll Catch You (Mar. 2011) Field of Pleasure (Sept. 2011) Pleasure Rush (Mar. 2012) Bayou Dreams A Forever Kind of Love (Aug. 2012) Always and Forever (Jan. 2013) Yours Forever (Mar. 2014) Forever’s Promise (Apr. 2014) Forever With You (Feb. 2015) Stay With Me Forever (Aug. 2015) Moments in Maplesville A Perfect Holiday Fling (Nov. 2012) A Little Bit Naughty (Mar. 2013) Just A Little Taste (Jan. 2014) I Dare You! (Nov. 2014) All You Can Handle (June 2015) Any Way You Want It (Feb. 2016) Any Time You Need Me (June 2016) Standalones In Her Wildest Dreams (Jan. 2012) The Rebound Guy (July 2012) Delectable Desire (Apr. 2013) Runaway Attraction (Nov. 2013) A Mistletoe Affari (Nov. 2014) Passion’s Song (Feb. 2016) Mr. Right Next Door (Sept. 2016) Anthologies A Change of Heart (The Holiday Inn Anthology – Sept. 2008) No Ordinary Gift (Holiday Brides Anthology – Oct. 2009) Holiday Spice (Holiday Temptation Anthology – Sept. 2016) Christmas Kisses (Reissue–Contains Tuscan Nights and Second-Chance Christmas previously published by Harlequin Kimani

Why we love it: Farrah packs a lot of information into that first paragraph, elegantly describing the awards she’s received and has been nominated for. We also love how she makes it easy for readers to find her on whichever social media platform they prefer and to discover which book to start with for each series.

5. Angie Fox

New York Times bestselling author Angie Fox writes sweet, fun, action-packed mysteries. Her characters are clever and fearless, but in real life, Angie is afraid of basements, bees, and going up stairs when it is dark behind her. Let’s face it. Angie wouldn’t last five minutes in one of her books. Angie is best known for her Southern Ghost Hunter mysteries and for her Accidental Demon Slayer books. Visit her at www.angiefox.com

Why we love it: We love how Angie distinguishes herself from her characters, making herself relatable to readers. She also mentions her bestseller status and best-known works in a humble way.

6. Tiffany D. Jackson

Tiffany D. Jackson is the critically acclaimed author of Allegedly , Monday’s Not Coming , and Let Me Hear a Rhyme . A Walter Dean Myers Honor Book and Coretta Scott King–John Steptoe New Talent Award winner, she received her bachelor of arts in film from Howard University, earned her master of arts in media studies from the New School, and has over a decade in TV and film experience. The Brooklyn native still resides in the borough she loves. You can visit her at www.writeinbk.com .

Why we love it: This is an excellent example of a short, concise bio — a perfect snippet for journalists, bloggers, or event coordinators who need to grab Tiffany’s bio for their article or programming.

7. Kwame Alexander

Kwame Alexander is the New York Times Bestselling author of 32 books, including The Undefeated ; How to Read a Book ; Solo ; Swing ; Rebound , which was shortlisted for prestigious Carnegie Medal; and his Newbery medal-winning middle grade novel, The Crossover . He’s also the founding editor of Versify, an imprint that aims to Change the World One Word at a Time. Visit him at KwameAlexander.com

Why we love it: We adore how Kwame calls out his aim to “change the world one word at a time” along with a handful of his best-known books. Short and sweet!

8. Glynnis Campbell

For deals, steals, and new releases from Glynnis, click FOLLOW on this BookBub page! Glynnis Campbell is a USA Today bestselling author of over two dozen swashbuckling action-adventure historical romances, mostly set in Scotland, and a charter member of The Jewels of Historical Romance — 12 internationally beloved authors. She’s the wife of a rock star and the mother of two young adults, but she’s also been a ballerina, a typographer, a film composer, a piano player, a singer in an all-girl rock band, and a voice in those violent video games you won’t let your kids play. Doing her best writing on cruise ships, in Scottish castles, on her husband’s tour bus, and at home in her sunny southern California garden, Glynnis loves to play medieval matchmaker… transporting readers to a place where the bold heroes have endearing flaws, the women are stronger than they look, the land is lush and untamed, and chivalry is alive and well! Want a FREE BOOK? Sign up for her newsletter at https://www.glynnis.net Tag along on her latest adventures here: Website: https://www.glynnis.net Facebook: bit.ly/GCReadersClan Goodreads: bit.ly/GlynnisGoodreads Twitter: https://www.twitter.com/GlynnisCampbell Instagram: https://www.instagram.com/GlynnisCampbell Pinterest: https://www.pinterest.com/GlynnisCampbell BOOK LIST: The Warrior Maids of Rivenloch: THE SHIPWRECK A YULETIDE KISS LADY DANGER CAPTIVE HEART KNIGHT’S PRIZE The Warrior Daughters of Rivenloch: THE STORMING A RIVENLOCH CHRISTMAS BRIDE OF FIRE BRIDE OF ICE BRIDE OF MIST The Knights of de Ware: THE HANDFASTING MY CHAMPION MY WARRIOR MY HERO Medieval Outlaws: THE REIVER DANGER’S KISS PASSION’S EXILE DESIRE’S RANSOM Scottish Lasses: THE OUTCAST MacFARLAND’S LASS MacADAM’S LASS MacKENZIE’S LASS California Legends: THE STOWAWAY NATIVE GOLD NATIVE WOLF NATIVE HAWK

Why we love it: Like other authors, Glynnis leads with her bestseller status, but not before making sure readers know to follow her on BookBub! We like how her personality shines through in her all-caps calls to action and that she includes the characteristics of her books in a fun way so readers will know what to expect from her work.

9. Laurelin Paige

Laurelin Paige is the NY Times , Wall Street Journal , and USA Today bestselling author of the Fixed Trilogy . She’s a sucker for a good romance and gets giddy anytime there’s kissing, much to the embarrassment of her three daughters. Her husband doesn’t seem to complain, however. When she isn’t reading or writing sexy stories, she’s probably singing, watching edgy black comedy on Netflix or dreaming of Michael Fassbender. She’s also a proud member of Mensa International though she doesn’t do anything with the organization except use it as material for her bio. You can connect with Laurelin on Facebook at facebook.com/LaurelinPaige or on twitter @laurelinpaige. You can also visit her website, laurelinpaige.com , to sign up for emails about new releases. Subscribers also receive a free book from a different bestselling author every month.

Why we love it: We love Laurelin’s bio because she lets her fun personality shine through! She also includes information about a monthly giveaway she runs through her mailing list, which is enticing and unique.

10. Mia Sosa

Mia Sosa is a USA Today bestselling author of contemporary romance and romantic comedies. Her books have received starred reviews from Publishers Weekly , Kirkus Reviews , Booklist , and Library Journal , and have been praised by Cosmopolitan , The Washington Post , Buzzfeed , Entertainment Weekly , and more. Book Riot included her debut, Unbuttoning the CEO , in its list of 100 Must-Read Romantic Comedies, and Booklist recently called her “the new go-to author for fans of sassy and sexy contemporary romances.” A former First Amendment and media lawyer, Mia practiced for more than a decade before trading her suits for loungewear (okay, okay, they’re sweatpants). Now she strives to write fun and flirty stories about imperfect characters finding their perfect match. Mia lives in Maryland with her husband, their two daughters, and an adorable dog that rules them all. For more information about Mia and her books, visit www.miasosa.com .

Why we love it: This is such a well-constructed bio, with a paragraph for each (1) listing accolades and praise from trade reviews, (2) including a blurb about Mia’s overall author brand, (3) describing her previous work experience and how she became an author, and (4) sharing personal information and directing readers to where they could learn more.

11. Aiden Thomas

Aiden Thomas is a trans, Latinx, New York Times Bestselling Author with an MFA in Creative Writing from Mills College. Originally from Oakland, California, they now make their home in Portland, OR. Aiden is notorious for not being able to guess the endings of books and movies, and organizes their bookshelves by color. Their books include Cemetery Boys and Lost in the Never Woods .

Why we love it: A well-known advocate of diverse books, Aiden leads with their identity markers to connect right away with readers of similar identities. The rest of their concise bio fits information about their bestseller status, education, location, personality, and popular titles into just a few short sentences!

12. Wayne Stinnett

Wayne Stinnett is an American novelist and Veteran of the United States Marine Corps. Between those careers, he’s worked as a deckhand, commercial fisherman, divemaster, taxi driver, construction manager, and over the road truck driver, among many other things. He now lives on a sea island, in the South Carolina Lowcountry, with his wife and youngest daughter. They also have three grown children, five grand children, three dogs and a whole flock of parakeets. Stinnett grew up in Melbourne, Florida and has also lived in the Florida Keys, the Bahamas, and Cozumel, Mexico. His next dream is to one day visit and dive Cuba.

Why we love it: What better way to introduce an author of novels about travel, seafaring, and military adventures than to share his first-hand experiences! By weaving in relevant professional background and a glimpse of his home life by the sea, Wayne demonstrates deep knowledge of his subjects to his readers, as well as connecting with them on a personal level by describing his family and goals for the future.

13. June Hur

June Hur was born in South Korea and raised in Canada, except for the time when she moved back to Korea and attended high school there. She studied History and Literature at the University of Toronto. She began writing her debut novel after obsessing over books about Joseon Korea. When she’s not writing, she can be found wandering through nature or journaling at a coffee shop. June is the bestselling author of The Silence of Bones , The Forest of Stolen Girls , and The Red Palace , and currently lives in Toronto with her husband and daughter.

Why we love it: We love how June includes her background and what inspired her writing. Sharing a story’s origins is a wonderful way to meaningfully connect with readers.

14. Claire Delacroix

Bestselling author Claire Delacroix published her first medieval romance in 1993. Since then, she has published over seventy romance novels and numerous novellas, including time travel romances, contemporary romances and paranormal romances. The Beauty , part of her successful Bride Quest series, was her first book to land on the New York Times list of bestselling books. Claire has written under the name Claire Cross and continues to write as Deborah Cooke as well as Claire Delacroix. Claire makes her home in Canada with her family, a large undisciplined garden and a growing number of incomplete knitting projects. Sign up for Claire’s monthly medieval romance newsletter at: https://view.flodesk.com/pages/622ca9849b7136a9e313df83 Visit Claire’s website to find out more about her books at http://delacroix.net

Why we love it: While Claire has an extensive backlist, she succinctly describes her publishing success and subgenres. She also includes all of her pen names so readers can easily find her, no matter which name they’re looking for.

15. Vanessa Riley

Vanessa Riley writes Historical Fiction and Historical Romance (Georgian, Regency, & Victorian) featuring hidden histories, dazzling multi-culture communities, and strong sisterhoods. She promises to pull heart strings, offer a few laughs, and share tidbits of tantalizing history. This Southern, Irish, Trini (West Indies) girl holds a doctorate in mechanical engineering and a MS in industrial engineering and engineering management from Stanford University. She also earned a BS and MS in mechanical engineering from Penn State University. Yet, her love of history and lattes have overwhelmed her passion for math, leading to the publication of over 20+ titles. She loves writing on her southern porch with proper caffeine.

Why we love it: Vanessa launches into her bio by sharing the specific time periods she writes in, as well as the diverse characters and emotions her readers can look forward to, appealing directly to her ideal audience . She then shares a bit of personal info, leaving readers with an image of her in her element: writing on a porch while sipping tea.

16. April White

April White has been a film producer, private investigator, bouncer, teacher and screenwriter. She has climbed in the Himalayas, survived a shipwreck, and lived on a gold mine in the Yukon. She and her husband share their home in Southern California with two extraordinary boys and a lifetime collection of books. Her first novel, Marking Time , is the 2016 winner of the Library Journal Indie E-Book Award for YA Literature, and her contemporary romantic suspense, Code of Conduct , was a Next Generation Indie Award and RONE Award Finalist. All five books in the Immortal Descendants series are on the Amazon Top 100 lists in Time Travel Romance and Historical Fantasy. More information and her blog can be found at www.aprilwhitebooks.com .

Why we love it: April’s bio is short and sweet, but is packed with interesting information. She was a private investigator and survived a shipwreck? How can you not want to learn more about this author? She also elegantly includes her books’ status and subgenre in the last paragraph, along with a call-to-action for readers to learn more.

17. Julia Quinn

#1 New York Times bestselling author Julia Quinn loves to dispel the myth that smart women don’t read (or write) romance, and if you watch reruns of the game show The Weakest Link you might just catch her winning the $79,000 jackpot. She displayed a decided lack of knowledge about baseball, country music, and plush toys, but she is proud to say that she aced all things British and literary, answered all of her history and geography questions correctly, and knew that there was a Da Vinci long before there was a code. On December 25, 2020, Netflix premiered Bridgerton , based on her popular series of novels about the Bridgerton family. Find her on the web at www.juliaquinn.com .

Why we love it: Julia takes a unique approach, making her bio more voicey and focused on her interests. Yet she keeps it up to date, including her latest news in the last sentence (above the call-to-action).

18. Rick Mofina

USA Today bestselling author Rick Mofina is a former journalist who has interviewed murderers on death row, flown over L.A. with the LAPD and patrolled with the Royal Canadian Mounted Police near the Arctic. He’s also reported from the Caribbean, Africa and Kuwait’s border with Iraq. His books have been published in nearly 30 countries, including an illegal translation produced in Iran. His work has been praised by James Patterson, Dean Koontz, Michael Connelly, Lee Child, Tess Gerritsen, Jeffery Deaver, Sandra Brown, James Rollins, Brad Thor, Nick Stone, David Morrell, Allison Brennan, Heather Graham, Linwood Barclay, Peter Robinson, Håkan Nesser and Kay Hooper. The Crime Writers of Canada, The International Thriller Writers and The Private Eye Writers of America have listed his titles among the best in crime fiction. As a two-time winner of Canada’s Arthur Ellis Award, a four-time Thriller Award finalist and a two-time Shamus Award finalist, the Library Journal calls him, “One of the best thriller writers in the business.” Join Rick Mofina’s newsletter from his website and receive a free eBook! You can also find Rick Mofina’s new exclusive serialized thriller, The Dying Light , by subscribing to Radish Fiction com For more information please visit www.rickmofina.com https://www.facebook.com/rickmofina or follow Rick on Twitter @Rick Mofina

Why we love it: Including Rick’s first-hand experiences as a journalist lends him credibility in his genres of Crime Fiction and Thrillers. He also includes a list of well-known authors who have praised his work, and these endorsements may encourage those authors’ fans to give Rick a try. The free ebook offer effectively sweetens the deal!

19. J.T. Ellison

J.T. Ellison is the New York Times and USA Today bestselling author of more than 25 novels, and the EMMY® award winning co-host of the literary TV show A Word on Words . She also writes urban fantasy under the pen name Joss Walker. With millions of books in print, her work has won critical acclaim, prestigious awards, been optioned for television, and has been published in 28 countries. J.T. lives in Nashville with her husband and twin kittens, where she is hard at work on her next novel.

Why we love it: This is a great example of a concise bio suitable for use in any blog or publication. J.T. keeps to just the essential ingredients of a professional author bio: accolades, genres, experience, and a bit of what she’s up to today for a personal touch.

20. James S.A. Corey

James S.A. Corey is the pen name for a collaboration between Daniel Abraham and Ty Franck. James is Daniel’s middle name, Corey is Ty’s middle name, and S.A. are Daniel’s daughter’s initials. James’ current project is a series of science fiction novels called The Expanse Series. They are also the authors of Honor Among Thieves: Star Wars (Empire and Rebellion).

Why we love it: We love co-author bios that reveal how the duo came up with their pseudonym as a fun fact for readers! We also like that the reminder of this bio simply points readers straight to their buzziest works.

Want to share this post? Here are ready-made tweets:

Click to tweet: If you’re writing your author bio, these examples are so helpful! #writetip #pubtip http://bit.ly/1OSBcDO

Click to tweet: Make sure to keep your author bio updated! Here are some great bio examples, PLUS a printable checklist of what to include and where to keep it up to date. #amwriting http://bit.ly/1OSBcDO

This post was originally published on October 15 2015 and has been updated with new examples and a PDF checklist!

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Seoul National University Asia Center

[announcement] application for 2024 snuac master’s thesis and doctoral dissertation award.

1. Introduction of SNU Asia Center

• SNU Asia Center was established in September 2009 with a vision for “contribution towards Asia’s symbiotic development by building an international hub based on the research that focuses on both the region(s) and topics of Asia, and by creating and sharing knowledge for emerging future”.
• In the medium and long term, SNU Asia center strives to become a world hub for research on Asia that engages with the regions and topics related to Asia by establishing a research center with other Asian regional centers.

2. Introduction of Support Project on researches on Asia

• This project focuses on the research, international exchange, and human development that will lead to the prosperous age of Asian studies.
• The 2024 support project also includes projects which support publishing research on Asia and writing a doctoral dissertation and SNUAC Master’s Thesis and Doctoral Dissertation Award.

Summary of SNUAC Doctoral Dissertation Award

• SNU Asia Center seeks to promote research on Asia by young researchers by granting an award for excellent Master’s thesis and Ph.D. dissertation on Asian region(s) and integrative topics related to Asia

2. Qualifications and Details

(1) Qualifications

• Master’s Thesis and doctoral dissertation on the region(s) and topics related to Asia in domestic universities and research institutes (Exception: Korean Studies)
• The thesis or dissertation that was submitted in the past two years (including the graduates of August 2024)

(2) Details:

• Two Master’s thesis and two Doctoral dissertations will be selected.
• 1,000,000 won granted to the receiver of the Excellent Master’s thesis Award and 3,000,000 won granted to the receiver of the Excellent Doctoral Dissertation Award
• Support for publishing is available in case a doctoral dissertation is published as a book.

3. Application and Assessment

(1) Period of Application: August 1st, 2024 ~ August 18th, 2024

(2) Evaluation: The Research Committee of SNU Asia Center will go through two phases of assessment (First Phase: Assessment of suitability/ Second Phase: Assessment by experts)

(3) Announcement of winners: November 2024

(4) Award Ceremony: December 2024

4. How to apply

(1) Required Documents

• A copy of the application
• A copy of a summary of your thesis/dissertation (within 5 pages on A4 size paper)
• A copy of the master’s thesis or doctoral dissertation and its PDF file

(2) How to submit the application and Reception Desk

• How to Submit: an original copy of the application (submission by mail) should be submitted to the Office of Academic Research of SNU Asia Center and a file of the application should be sent in an email (online submission to [email protected] )  (Application is approved only when both the file and the original copy are submitted)
• File name: SNUAC Masters Thesis and Doctoral Dissertation Award_YourName
• Reception Desk: 1, Gwanak-ro, Gwanak-gu, Seoul, Republic of Korea 101 Dong 306 Ho (서울시 관악구 관악로 1 서울대학교 아시아연구소 101동 306호)

(3) Inquiry: Ara Ko, Telephone: 02-880-2693, e-mail:  [email protected]

5. Attachment

– Application for 2024 SNUAC Master’s Thesis and Doctoral Dissertation Award

Properties of Cyclic Graphical Models or Why the way up and the way down are one

 The work contained in this MS thesis seeks to extend the theory of causal models that is  elaborated in Spirtes, Glymour and Schemes’, Causation, Prediction and Search. Spirtes et. al., develop a theory of causal models, under the assumption that causation was anti?symmetric, i.e. that if A is a cause of B, then B is not a cause of A. Though many causal  systems are of this kind, as the authors acknowledge in their final chapter, in many situations  one must allow for the possibility of feedback - i.e A is a cause of B, while B itself is also a  cause of A. In Chapter 1 we consider causal systems with feedback. Traditional models of systems with  feedback often assume that the system is in equilibrium, but no account is given of how the  system arrived at this state. We give a sketch of how one might attempt to give a causal  account of the process of equilibration, by interpreting an equilibrium model, as the limit  (with regard to time) of a dynamic process. In Chapter 2 we give the main result of this thesis: a computationally feasible characterization  of the conditional independencies entailed by a linear causal model with feedback. Such a  characterization will greatly facilitate the construction of efficient ‘discovery’ algorithms, that  will, under various assumptions, output an equivalence class of cyclic causal models  compatible with conditional independencies present in data taken as input. Since the  characterization itself is quite involved we try to give some insight into the intuitions that are  driving them. In addition we show how the characterization leads to a (correct) polynomial  equivalence algorithm that will decide whether two cyclic causal models entail the same sets  of conditional independencies. In Chapter 3 we prove the Cyclic Equivalence Theorem, which characterizes the cyclic  equivalence classes. Both Chapter 2 and 3 are intended to be fairly self-contained; Chapter 2  provides the level of detail necessary to understand the statement of the result, while Chapter  3 of necessity is more involved. Since there are a large number of technical defintions we  provide a Glossary is provided at the end.  

Degree Type

• Master's Thesis

Degree Name

• Master of Science (MS)

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What could be a thesis statment for the book spaghetti by cynthia rylant and 3 pieces of evidence *Please answer well*

Author 's Point of View Cynthia Rylant's short story, "Spaghetti," makes the point that change and hope are always possible in life ; all you need to do is look for the good . Thesis: A cat Gabriel finds gives him hope. He is a lonely youngster. When Gabriel saves a kitten, he discovers hope.

A literary essay is a piece of writing in which the author develops a thesis statement after identifying a theme , or major concept , from a work. The author of the literary essay supports the thesis statement with a number of textual examples throughout the essay .

The underlying message of a story is referred to as the theme. It is the point the author is attempting to make with the tale . A story's topic is frequently a general lesson about life. A story's topic is significant because it plays a role in the author's motivation for crafting the narrative.

Thus, Spaghetti," makes the point that change and hope are always possible in life ;

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Related Questions

Write a short paragraph in which you explore the relationship of historical events to one of the poem's major themes. Support your answer with direct quotes from the poem. 100 points for the correct answer got it also please answer soon

Answer:what kind show a picture of it so I can help

Explanation:

ASAP 50 POINTS!!!! In poetry, a stanza sometimes develops a single idea related to the main topic of the poem. What is the main topic of Emerson and Whitman’s poems? How does each poet use stanza structure to develop the main topic?

Emerson's poetry frequently focus on independence, self-reliance , and the appreciation of nature. He uses the stanza structure to elaborate on this core topic by organizing concepts in ways that are consistent with his main idea.

Whitman understands this unity by enlarging his own ego, but Emerson realizes it by sacrificing his own self.

In other words, because Emerson's self is consumed by the whole while Whitman absorbs it, they accomplish the mystical union with the universal self through antipodal processes .

Emerson and Whitman both advocate learning for oneself; the greatest way to do so is not to imitate people of the past but rather to draw inspiration from contemporary ideas that are being born out in the very nature that surrounds us.

Therefore, Emerson's poetry frequently focus on independence, self-reliance , and the appreciation of nature. He uses the stanza structure to elaborate on this core topic by organizing concepts in ways that are consistent with his main idea.

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is washed a helping linking or action verb?

It is an action verb

An action verb is doing something with you body like driving or punching. So washing is indeed and action verb.

What happened in 2005 with education

The 2005 was designated as the International Year for Sport and Physical Education.

The education is a discipline that is concerned with methods of teaching and learning in schools or school-like environments as opposed to various non-formal and informal means of socialization (e.g., rural development projects and education through parent-child relationships).

Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation .

The 2005 was designated as the International Year for Sport and Physical Education .

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Your friend Mario has a terrible memory. Answer his questions negatively, indicating that what he asks already happened. Follow the model.¿Va a comprar ropa Silvia en el centro comercial? No, Silvia ya compró ropa en el centro comercial.

The proper Spanish responses to Mario's queries are:

No, my father Andrés already visited Peru.

No, I'm not going to look for a computer store because I already bought one.

No, given that they have happened, we won't find many discounts .

No, I won't be walking down the beach with my grandmother because we already did that.

Spanish preterite tense.

Considering the personal pronouns , the verbs in the phrase are conjugated as follows:

I travelled , bought, passed, and hiced.

T: travel, compare, pass, and hustle.

You: travelled, bought, passed, and hizo.

He travelled, purchased, passed , and made.

Ella: travelled, bought, paid, and passed.

Ello: travelled, bought, passed, and hizo.

We travel, buy things , go places, and do things.

Ustedes: travelled, bought, spent, and hiked.

Ellos and Ellas travelled, bought things, passed time, and made things.

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4. Which statement best describes how the author develops her claim in paragraphs 30-36 lee Sherman and the toxic Louisiana bayou commonlit

The claim of the author in  paragraphs 30-36 Lee Sherman and the toxic Louisiana bayou is this:

The companies were to blame for passing the morally wrong aspects of their jobs to employees.

In the last six paragraphs of the passage, the author described the scene where Lee Sherman was made to confess the truth about his company. In his defense, he stated that the company , PPG was actually responsible for the act that he carried out on their behalf.

This infuriated the fishermen who went ahead to sue the company for its role in the entire issue.

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what is implied by the action of the pirates and the sailor's delivory of hamlet;s letter to horatio

The action of the pirates and the sailor's delivery of Hamlet's letter to Horatio could imply several things.

However, without more context, it is difficult to determine exactly what is being implied. The pirates may have intercepted or captured Hamlet and taken possession of his letter, while the sailor may have been responsible for delivering the letter to Horatio. The letter's contents and Horatio's reaction to it could provide further insight into what is being implied by these actions.

The action of the pirates could suggest that there may be dangers or obstacles in Hamlet's travels . The fact that they were able to intercept the letter could imply that they were hostile or that they had malicious intentions. The sailor's delivery of the letter to Horatio, on the other hand, suggests that the message is important and that Horatio is meant to receive it.

The letter itself could contain important information, such as news of Hamlet's whereabouts or updates on his mission. Horatio's reaction to the letter could also provide further context. If he is surprised or concerned, it could suggest that the situation is serious, while if he is calm or relieved, it could indicate that the situation is under control.

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Question 1-3 Which sentence demonstrates correct parallel structure? O Most people think of the downtown area as a place to visit briefly, not where you can live. O On the table in the living room stood a vase of sunflowers, a statue of a horse, and there was a black metal lamp O Miss Madeline Robinson appears to be involved and responsible for a significant number of community projects. O Keith said he had often been tempted to pick up the telephone and to call his uncle although they have never met

The sentence that demonstrates the correct parallel structure is - Most people think of the downtown area as a place to visit briefly, not where you can live. Thus, the first option is the correct answer.

The use of the same word pattern to show that two or more ideas have the same level of importance is referred to as parallel structure . At the word, phrase, or clause level, this can occur.

Coordination conjunctions such as "and" or "or" are commonly used to join parallel structures. Parallelism has an effect on readability and may make texts easier to process.

Therefore, the sentence in the first option demonstrates correct parallel structure .

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Read the following from lord of the flies by William Golding , then answer the question that follows. which aspect of setting is most prominent in the above passage?

The aspect of the setting that is most prominent in the passage is option B, the place , since the description focuses on geographical descriptions.

The setting of a story concerns everything that surrounds the characters, including the following:

In the passage from "Lord of the Flies," the aspect of setting that is clearly getting focused on is the place . Notice that the author spends several lines describing geographical features , as revealed by words such as " shore ," "grass," "ground," " lagoon ."

Therefore, option B is correct.

The complete question is the following:

Read the following passage from Lord of the Flies by William Golding, then answer the question that follows.

The shore was fledged with palm trees. These stood or leaned or reclined against the light and their green feathers were a hundred feet up in the air. The ground beneath them was a bank covered with coarse grass, torn everywhere by the upheavals of fallen trees, scattered with decaying coconuts and palm saplings. Behind this was the darkness of the forest proper and the open space of the scar. Ralph stood, one hand against a grey trunk, and screwed up his eyes against the shimmering water. Out there, perhaps a mile away, the white surf flinked on a coral reef, and beyond that the open sea was dark blue. Within the irregular arc of coral the lagoon was still as a mountain lake—blue of all shades and shadowy green and purple. The beach between the palm terrace and the water was a thin stick, endless apparently, for to Ralph's left the perspectives of palm and beach and water drew to a point at infinity; and always, almost visible, was the heat.

Which aspect of setting is most prominent in the above passage?

Historical context

Social environment

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I sat Timothy in the first row

The correctly spelled sentence is "I sat next to Timothy in the first row."

By adding the word " next " the writer allows the reader to get a sense of the distance between the narrator and Timothy. This increases the understanding of the text.

However, the coherence and fluidity of the text need a conjunction to be added, so that everything becomes more meaningful and for that reason, the word "to" is added as well.

The complete question is:

I sat ___Timothy in the first row​

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please help m4 Which of the following is not a signal word for dependent clauses? A) because B) whenever C) today D) although

Today is the only one that isn't a signal word for dependent clauses. It can be placed before or after independent clauses. For example:

Today, I went to the store.

As you can see the word today does not mean that the sentence can't be on its own. It makes sense either way. If you wanted, you could just say:

I went to the store.

And it would have almost exactly the same meaning depending on context.

“He went on to win the Cascade Classic, the Rheinland Pfalz Rundfardt, the Spring 56K Criterium, and the Tour of Luxembourg.” According to the list above, which race did Lance Armstrong win? a. Tour de France c. Kmart West Virginia Classic b. Thrift Drug Classic d. Tour of Luxembourg

D is the answer because my teacher told me

Black women have constributed to protest movements by

"Let's hear it," said Humpty Dumpty. "I can explain all the poems that were ever invented -- and a good many that haven't been invented just yet." —Through the Looking-Glass, Lewis Carroll What does this dialogue reveal about Humpty Dumpty’s character? He is very wise. He thinks he knows everything. He is helpful. He is a poet.

he thinks he know everything

Based on this information, what does the word succumbed mean in this sentence? "Evidently the wrong animal had been hit, and the beast of prey had succumbed to heart-failure, caused by the sudden report of the rifle, accelerated by senile decay."

e-mails, informational reports, and orders and acknowledgments are examples of message formats and purposes that are in nature.

E-mails, informational reports and orders and acknowledgments are examples of message formats and purposes for the internal communication .

Informational reports

Most students and workers are accustomed to using email. For external (outside the organisation) correspondence, it has generally replaced print hard copy letters; for internal (inside the company) communication, it has frequently replaced memorandum.

Acknowledge

A brief passage at the start or finish of a book where the author thanks those who provided assistance with the writing.

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Describe Chip Hilton in the book tournament Crisis

William "Chip" Hilton is the central character in a series of 24 sports novels for adolescent boys written by the successful college basketball coach and 1968 Basketball Hall of Fame inductee Clair Bee (1896–1983). In addition to Bee's authorship of the Chip Hilton series, he was also the author of several basketball and coaching technique books. The Chip Hilton series was published between 1948 and 1966 by Grosset & Dunlap, with Bee's last manuscript, Fiery Fullback, published in 2002.

True/False. Signal phrases are handled the same way in both MLA and APA documentation styles.

Signal phrases are handled the same way in both MLA and APA documentation styles   Signal phrases are used in documentation formats other than APA. The main distinction between how signal phrases are utilized in MLA and APA is that MLA utilizes present-tense verbs while APA uses past-tense verbs.

A key MLA sentence is: Jones contends that.

Jones contended that, according to the APA.

What are the advantages of employing a signal phrase, you might wonder? To begin with, signal phrases assist writers in separating their views from those of a source.

Pay attention to this illustration:

According to recent data, car accidents are the main cause of teen fatalities in the US. Car crashes are still the top cause of death for youths, according to Zernike (2019).

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what is similar about how the authors talk about steamship tickets

To know what is similar about how different authors talk about steamship tickets, one would need to compare and analyze their writing on the topic.

This could include looking at the language they use, the perspectives they take, the information they provide, and any common themes or ideas they address. Additionally, reviewing the historical context in which the authors were writing and the intended audience for their work can provide insight into why they wrote about steamship tickets in the way they did.

It's important to also look atcthe information and details they provide, and any common themes or perspectives they address. Some other factors that may influence how authors write about steamship tickets could include the purpose of their writing (e.g. informative, persuasive, fictional), their personal experiences with steamship travel, and any relevant cultural or historical background information

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What details in the story suggest that Ras probably declaimed his ideas to those who would listen? Invisible Man

In Ralph Ellison's " Invisible Man ," details that suggest Ras probably declaimed his ideas to those who would listen include his charismatic and dynamic speeches, his ability to rally and inspire large crowds, and his zeal for political activism .

The central idea of Ralph Ellison's novel "The Invisible Man" is the exploration of the theme of racial invisibility and its impact on the individual identity of the narrator, a young black man in the United States during the early 20th century.

Note that, the narrator describes Ras as having a powerful presence and a commanding voice, which he used to spread his message to the community. These traits suggest that Ras was not shy about expressing his beliefs and was not afraid to share them with others.

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Why is it important to take notes about messages that you hear on an answering machine?

Here are the most important elements to include within a voicemail message:

Your Name. Please be sure to leave your first and last name and state it clearly. ...

Your Number. For some reason, it seems like callback numbers get forgotten more than any other detail. ...

Your Reason for Calling. ...

Set an Expectation.

Which of the following is the correct way to punctuate this statement? A. I have four people to thank: my brother, Tim; my aunt, Lisa; my uncle, Frank; and my best friend, Jon. B. I have four people to thank, my brother, Tim; my aunt, Lisa; my uncle, Frank; and my best friend, Jon. C. I have four people to thank, my brother, Tim, my uncle, Frank, my aunt, Lisa and my best friend, Jon.

Can you help on this please

It should be static.

which of the following is not a type of informative speech listed in the chapter? group of answer choices history biography narrative idea and concepts

A speech that focuses on educating the audience about a certain subject is called an instructive speech . There are several different types of instructive speeches, including:

Speeches that describe a topic's circumstances and Speeches that instruct the audience on how to carry out a task.

Instead than trying to elicit opinions from the audience, informative speech themes aim to increase their understanding.

From the specified subject , which focused on:

To clarify to my fellow students the differences between the definitions of libel and slander in the United States and the United Kingdom.

History is the basis for the theme of the instructive speech. This is due to the utilisation of historical information to increase audience understanding of libel and slander in both nations rather than forming their attitudes or stimulating discussion.

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tell whether the following is a complete sentence or a sentence fragment: the millions of stars, shining brightly in the sky. question 12 options: complete sentence sentence fragment

The millions of stars is a sentence fragment

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Im so confused. My school program says "A metaphor is a comparison between two UNLIKE things."

That seems correct enough? You'd be comparing two things that otherwise don't have too much correlation.

What can I say back to someone who said: “ I’m trying to get my stress together. “

I want to know if you're ok and what you struggling on.

what are the similaty and different between Chinese mothers and western mothers regarding the growth and deployment of there children? ​

Asian and Western parents have drastic differences in the way they rear their offspring. Asian parents tend to be more authoritative whereas Western parents tend to be more permissive. As a result, Asians adults and Western adults become different in terms of personality and behavior.

Fantasy Writing Lara pointed to the dark room below the stairs. With a weird smile, she turned to Jack and said, "Would you like to know what's downstairs?" Write a fantasy story answering the following questions: - What creature was in the room downstairs? Describe the creature. How was the creature treating them? What was the quest? How did the story end? Don't forget to include: one word/one sentence paragraph ISHAMPOO powerful expressions to reflect the mood a variety of sentence/paragraph openers use sensory imagery 6-8 paragraphs use powerful verbs and adjectives avoid using jail words​

Lara pointed to the dark room below the stairs with a sinister smile, "Would you like to know what's down there?"

Lara pointed to the dark room below the stairs, and Jack felt a shiver run down his spine. With a weird smile, she turned to him and said, "Would you like to know what's downstairs?"

Jack nodded, his heart racing as he followed her down the steps. As they reached the bottom, a putrid stench filled the air, and Jack covered his nose. The creature in the room was a grotesque monster with black scales, razor-sharp teeth, and glowing red eyes.

The creature was a dragon , and it was keeping a horde of precious treasures within its lair. It treated Jack and Lara with contempt, growling and baring its teeth as they approached. Their quest was to defeat the dragon and claim the treasure for themselves.

With weapons in hand, Jack and Lara advanced towards the dragon, their hearts pounding with adrenaline. The dragon let out a deafening roar and breathed fire upon them, but they managed to dodge the flames and strike a powerful blow. The dragon roared in pain, and a fierce battle began.

Despite the dragon's immense power, Jack and Lara were determined to succeed. They fought with all their might, dodging its attacks and striking back with ferocity. At last, the dragon lay defeated, and Jack and Lara claimed their prize.

As they emerged from the lair, the sun shone upon them, and they breathed a sigh of relief. They had succeeded in their quest, and they would never forget the thrill of battle against the fearsome dragon. They returned home as heroes , with riches beyond their wildest dreams.

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How does he reveal which characters are trustworthy and reliable, and which ones may not be? Is Morris an untrustworthy guy? Is he trying to make Mr. White want the cursed paw? Why do you think Jacobs chose a monkey's paw as the talisman? Is there symbolism attached to a monkey that isn't associated with another animal? Discuss whether the central theme of the story can be summed up: "Be careful what you wish for." How does Jacobs use foreshadowing in The Monkey's Paw? Is it effective, building a sense of dread, or did you find it melodramatic and predictable? Are the characters consistent in their actions? Are they fully-developed characters? How essential is the setting to the story? Could the story have taken place anywhere else? The Monkey's Paw is usually considered a work of supernatural fiction? Do you agree with this classification? Why or why not? How would this story have been different if it were set in the present day? What do you think Herbert would have looked like if Mrs. White had opened the door in time? Do you think it was really an undead Herbert who was knocking? Can you think of any other explanation for the sound? If you were in Mr. and Mrs. White’s position, would you wish for Herbert to come back to life? Why or why not? Does the story end the way you expected? Do you think the reader is supposed to believe that everything that happened was just a series of coincidences, or that there really was magic afoot?

The creator, W.W. Jacobs , uncovers the dependability and unwavering quality of characters through their activities, exchange, and the outcomes of their decisions.

2. Morris ' dependability is emotional and not entirely clear. While he at first cautions the Whites about the perils related with the monkey's paw , a few perusers might scrutinize his actual goals.

3. The decision of a monkey's paw as the charm probably holds representative importance. Monkeys are frequently connected with underhandedness, capriciousness, and dishonesty in legends and folklore .

4. "Be cautious what you wish for" can without a doubt be viewed as the focal subject of the story.

5. Jacobs utilizes hinting in the story to construct a feeling of fear and expectation. The paw's past proprietor's desires and the notice of the sergeant's last wish act as hinting components.

6. The characters in " The Monkey's Paw " are not broadly evolved because of the story's curtness.

7. The setting of the story, especially the disconnected and shocking environment of the Whites' home , assumes a critical part in making the story's strain and improving its heavenly components.

8. "The Monkey's Paw" can be delegated otherworldly fiction because of its focal reason including a mysterious charm that awards wishes.

9. If "The Monkey's Paw" were set in the current day, it would almost certainly consolidate present day advances and social references .

10. The depiction of Herbert's appearance is passed on not entirely clear. In the event that Mrs. White had opened the entryway in time, Herbert could have seemed to be his living self before the mishap.

11. Whether one would want for Herbert to reawaken is an individual choice in light of individual qualities, convictions, and feelings.

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• Thesis & Dissertation Acknowledgements | Tips & Examples

Thesis & Dissertation Acknowledgements | Tips & Examples

Published on May 3, 2022 by Tegan George . Revised on July 18, 2023.

The acknowledgements section is your opportunity to thank those who have helped and supported you personally and professionally during your thesis or dissertation process.

Thesis or dissertation acknowledgements appear between your title page and abstract  and should be no longer than one page.

In your acknowledgements, it’s okay to use a more informal style than is usually permitted in academic writing , as well as first-person pronouns . Acknowledgements are not considered part of the academic work itself, but rather your chance to write something more personal.

To get started, download our step-by-step template in the format of your choice below. We’ve also included sample sentence starters to help you construct your acknowledgments section from scratch.

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Table of contents

Who to thank in your acknowledgements, how to write acknowledgements, acknowledgements section example, acknowledgements dos and don’ts, other interesting articles, frequently asked questions about the acknowledgements section.

Generally, there are two main categories of acknowledgements: professional and personal .

A good first step is to check your university’s guidelines, as they may have rules or preferences about the order, phrasing, or layout of acknowledgements. Some institutions prefer that you keep your acknowledgements strictly professional.

Regardless, it’s usually a good idea to place professional acknowledgements first, followed by any personal ones. You can then proceed by ranking who you’d like to thank from most formal to least.

• Chairs, supervisors, or defense committees
• Funding bodies
• Other academics (e.g., colleagues or cohort members)
• Editors or proofreaders
• Librarians, research/laboratory assistants, or study participants
• Family, friends, or pets

Typically, it’s only necessary to mention people who directly supported you during your thesis or dissertation. However, if you feel that someone like a high school physics teacher was a great inspiration on the path to your current research, feel free to include them as well.

Professional acknowledgements

It is crucial to avoid overlooking anyone who helped you professionally as you completed your thesis or dissertation. As a rule of thumb, anyone who directly contributed to your research process, from figuring out your dissertation topic to your final proofread, should be mentioned.

A few things to keep in mind include:

• Even if you feel your chair didn’t help you very much, you should still thank them first to avoid looking like you’re snubbing them.
• Be sure to follow academic conventions, using full names with titles where appropriate.
• If several members of a group or organization assisted you, mention the collective name only.
• Remember the ethical considerations around anonymized data. If you wish to protect someone’s privacy, use only their first name or a generic identifier (such as “the interviewees”)/

Personal acknowledgements

There is no need to mention every member of your family or friend group. However, if someone was particularly inspiring or supportive, you may wish to mention them specifically. Many people choose to thank parents, partners, children, friends, and even pets, but you can mention anyone who offered moral support or encouragement, or helped you in a tangible or intangible way.

Some students may wish to dedicate their dissertation to a deceased influential person in their personal life. In this case, it’s okay to mention them first, before any professional acknowledgements.

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After you’ve compiled a list of who you’d like to thank, you can then sort your list into rank order. Separate everyone you listed into “major thanks,” “big thanks,” and “minor thanks” categories.

• “Major thanks” are given to people who your project would be impossible without. These are often predominantly professional acknowledgements, such as your advisor, chair, and committee, as well as any funders.
• “Big thanks” are an in-between, for those who helped you along the way or helped you grow intellectually, such as classmates, peers, or librarians.
• “Minor thanks” can be a catch-all for everyone else, especially those who offered moral support or encouragement. This can include personal acknowledgements, such as parents, partners, children, friends, or even pets.

How to phrase your acknowledgements

To avoid acknowledgements that sound repetitive or dull, consider changing up your phrasing. Here are some examples of common sentence starters you can use for each category.

Note that you do not need to write any sort of conclusion or summary at the end. You can simply end the acknowledgements with your last thank you.

Here’s an example of how you can combine the different sentences to write your acknowledgements.

A simple construction consists of a sentence starter (in purple highlight ), followed by the person or entity mentioned (in green highlight ), followed by what you’re thanking them for (in yellow highlight .)

Acknowledgements

Words cannot express my gratitude to my professor and chair of my committee for her invaluable patience and feedback. I also could not have undertaken this journey without my defense committee, who generously provided knowledge and expertise. Additionally, this endeavor would not have been possible without the generous support from the MacArthur Foundation, who financed my research .

I am also grateful to my classmates and cohort members, especially my office mates, for their editing help, late-night feedback sessions, and moral support. Thanks should also go to the librarians, research assistants, and study participants from the university, who impacted and inspired me.

Lastly, I would be remiss in not mentioning my family, especially my parents, spouse, and children. Their belief in me has kept my spirits and motivation high during this process. I would also like to thank my cat for all the entertainment and emotional support.

• Write in first-person, professional language
• Thank your professional contacts first
• Include full names, titles, and roles of professional acknowledgements
• Include personal or intangible supporters, like friends, family, or even pets
• Mention funding bodies and what they funded
• Appropriately anonymize or group research participants or non-individual acknowledgments

Don’t:

• Use informal language or slang
• Go over one page in length
• Mention people who had only a peripheral or minor impact on your work

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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In the acknowledgements of your thesis or dissertation, you should first thank those who helped you academically or professionally, such as your supervisor, funders, and other academics.

Then you can include personal thanks to friends, family members, or anyone else who supported you during the process.

Yes, it’s important to thank your supervisor(s) in the acknowledgements section of your thesis or dissertation .

Even if you feel your supervisor did not contribute greatly to the final product, you must acknowledge them, if only for a very brief thank you. If you do not include your supervisor, it may be seen as a snub.

The acknowledgements are generally included at the very beginning of your thesis , directly after the title page and before the abstract .

In a thesis or dissertation, the acknowledgements should usually be no longer than one page. There is no minimum length.

You may acknowledge God in your dissertation acknowledgements , but be sure to follow academic convention by also thanking the members of academia, as well as family, colleagues, and friends who helped you.

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