{"id":878,"date":"2020-04-09T21:37:23","date_gmt":"2020-04-09T21:37:23","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/?post_type=chapter&#038;p=878"},"modified":"2022-12-16T12:42:37","modified_gmt":"2022-12-16T12:42:37","slug":"writing","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/chapter\/writing\/","title":{"raw":"Thesis Sentence","rendered":"Thesis Sentence"},"content":{"raw":"Any text written to inform, react, apply, analyze or persuade has a main idea. In the article about \"<a href=\"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/chapter\/article-2\/\" target=\"_blank\" rel=\"noopener\">How Crisco Toppled Lard<\/a>,\" for example, the main idea is that Crisco was one of the first food products to introduce and popularize marketing by brand, which allowed them to focus on concepts such as reliability and purity instead of ingredients. The main idea is not stated directly in one sentence, but is presented clearly in the article nonetheless.\r\n\r\n<img class=\"size-medium wp-image-1383 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/30171649\/416-300x286.jpg\" alt=\"\" width=\"300\" height=\"286\" \/>\r\n\r\nOn the other hand, if you look at the article \"<a href=\"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/chapter\/everyday-life-as-a-text-soft-control-television-and-twitter\/\" target=\"_blank\" rel=\"noopener\">Everyday Life as a Text<\/a>,\" you'll find a direct statement of the author's main idea in the sentence that comes right after the introduction: \"the data-intensive monitoring of everyday life offers some measure of soft control over audiences in a digital media landscape.\"\r\n\r\nIn both cases, the \"Crisco\" article written to inform, and the \"Everyday Life as Text\" article written to persuade, a main idea is clear. If you thought consciously about your experience reading these articles, you might have identified their clarity as a good characteristic, as it helped you, as a reader, understand the message the author wanted to convey.\r\n\r\nAs a writer, you owe that same clarity to your reader. You do that through key sentences in your essay:\r\n<ul>\r\n \t<li>thesis sentence<\/li>\r\n \t<li>topic sentences (explained on the next page)<\/li>\r\n<\/ul>\r\n<h2>Thesis - A Writer's and Reader's Map<\/h2>\r\n<img class=\" wp-image-2776 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/03144613\/112-273x300.jpg\" alt=\"\" width=\"201\" height=\"221\" \/>\r\n\r\nIn the days before Google Maps, when you went on a road trip, you needed to know the route. Say you\u2019re in Utah, going to Moab from Salt Lake. You\u2019d need to know to travel through Provo, then Spanish Fork, and - this is important - take the Highway 6 exit from I-15 at Spanish Fork. Highway 6 will lead to Helper and Price, where it merges with Highway 191 and leads to Green River and then on to Moab. You\u2019d get the general idea in your head and mentally check off each town as you pass. If you miss the exit for Hwy 6 that leads to Price, you'll find yourself 70 miles down I-15 in Scipio and, if you stop at one of the two gas stations for instructions, you'll realize you've added 74 miles and an hour to your drive. It would be an adventure.\r\n\r\nYour audience, often your instructor and peers, aren\u2019t likely to be as adventurous. In fact, if you tell them you\u2019re going one place and then go somewhere else, they may feel mistreated and annoyed. Academic writing is usually not a whimsical road trip. It\u2019s more like your audience needs a ride to their job interview and they need to get there on time. Your thesis is your roadmap.\r\n\r\nWhen composing your thesis, think, \"What do I want my audience to know or think when they are done reading my essay?\" Answer this question, and you\u2019re on your way to a good thesis. Your thesis will probably change many times as you are composing and drafting, but in your final draft, the destination should be clear.\r\n<h3>Your thesis outlines the essay<\/h3>\r\nConsider this thesis for an essay whose purpose is to analyze the writing style of a document rather than the subject of that document:\r\n<div class=\"textbox shaded\">Anne Lamott, in her essay \u201cShitty First Drafts,\u201d effectively reassures her readers that the writing process is messy and doesn\u2019t need to be perfect in the first drafting stages. She uses her ethos as a writer to convince her readers to shun perfectionism, pathos to help readers connect emotionally through her humor, and logos, suggesting a logical solution to overcoming the fear of writing: simply write a terrible first draft.<\/div>\r\nNotice a few things in this thesis:\r\n<ol>\r\n \t<li>It makes a debatable assertion about a topic - the destination it intends to go to.<\/li>\r\n \t<li>It\u2019s longer than one sentence, which is o.k.<\/li>\r\n \t<li>It uses guiding words to show what the essay will talk about, and in what order. Just as map will show you to drive through Provo, Spanish Fork, Helper, Price, and Green River to get to Moab, the thesis tells your audience they will read about ethos, pathos, and logos, which are writing devices.\u00a0 Your reader will expect to read about them in that order.<\/li>\r\n<\/ol>\r\nYour thesis will help you set up a map or idea outline of an essay. The points in your thesis will be the sections of your outline.\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td>\r\n<h4><b>DESTINATION\u00a0<\/b><strong>(Thesis)<\/strong>:<\/h4>\r\nYou and your passengers have all agreed to go to Moab, and they trust you as the driver to take them there. (You should arrive in Moab without delays or detours.)<\/td>\r\n<td>\r\n<h4><b>THESIS\u00a0<\/b><strong>(Destination)<\/strong>:<\/h4>\r\nAnne Lamott is effective in helping her readers know they don\u2019t have to write perfect drafts. (By the end of the essay, readers should see that Anne Lamott is effective.)<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>\r\n<h4><strong>MAPPED ROUTE<\/strong>\u00a0<strong>(Outline)<\/strong>:<\/h4>\r\n<ol>\r\n \t<li>Provo<\/li>\r\n \t<li>Spanish Fork to Highway 6<\/li>\r\n \t<li>Pass through Helper and Price<\/li>\r\n \t<li>Highway 191 to Green River then Moab<\/li>\r\n<\/ol>\r\n<\/td>\r\n<td>\r\n<h4><strong>OUTLINE (Mapped Route)<\/strong>:<\/h4>\r\n<ol>\r\n \t<li>She uses ethos (credibility)<\/li>\r\n \t<li>She also uses pathos (emotion\/humor)<\/li>\r\n \t<li>She uses logos (a logical solution)<\/li>\r\n \t<li>Final destination: Lamott is effective<\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Don\u2019t confuse major points for paragraphs.\u00a0<\/strong>According to the outline above, the essay will have three major points: ethos, pathos, and logos. To properly cover the subject, you\u2019ll want to have a few paragraphs for each of the points.\r\n<h2>More About Thesis Sentences<\/h2>\r\nA thesis sentence offers your main idea. In essays, a thesis sentence usually comes toward or at the end of the introductory paragraph, after you acclimate your reader to your topic. A thesis sentence is more than just a topic, though. It's made up of a topic and an angle, which is an insight into, assertion, or claim about the topic. Together, the topic and angle make up the main idea. To put it another way, a thesis sentence makes a promise to your reader of 1) what you will be writing about (your topic), and 2) what your main assertion is about your topic (your angle). For college essays, make sure you always include a thesis sentence to keep yourself on track supporting your main idea, and to make that main idea absolutely clear for your reader.\r\n\r\nRemember that a thesis is not a simple statement of what you will be writing about (topic). You always need to include that angle - your insight, assertion, or claim - about your topic in order to have an actual thesis sentence.\r\n<div class=\"textbox\">\r\n\r\nNot a Thesis: In this paper, I'm writing about current scientific research on cancer.\r\n<ul>\r\n \t<li>topic = current scientific research on cancer<\/li>\r\n \t<li>angle = ? what\u2019s the claim about this research?<\/li>\r\n<\/ul>\r\nThesis: Current scientific research on cancer suggests that there are specific environmental factors that trigger specific types of cancer.\r\n<ul>\r\n \t<li>topic = current scientific research on cancer<\/li>\r\n \t<li>angle = specific environmental factors trigger specific types<\/li>\r\n \t<li>promise = the essay will offer evidence on specific environmental triggers for specific cancers<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div>\r\n<div class=\"textbox\">\r\n\r\nNot a Thesis: My husband and I decided that we are both \u201cmessy\u201d people.\r\n<ul>\r\n \t<li>topic = messiness<\/li>\r\n \t<li>angle = ? so what? what\u2019s the debatable point?<\/li>\r\n<\/ul>\r\nThesis: Although my husband defines \u201cmessy\u201d differently than I do, we both agree that \u201cmessiness\u201d resides in four qualities of mind, which we both\u2013unfortunately\u2013seem to share.\r\n<ul>\r\n \t<li>topic = messiness<\/li>\r\n \t<li>angle = four qualities constitute messiness<\/li>\r\n \t<li>promise = explanation and examples of the four qualities<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\nIn addition to having a topic and an angle, a <em>good<\/em> thesis sentence needs to be:\r\n<ul>\r\n \t<li>debatable \u2013 otherwise, you simply have a topic and not an angle or claim<\/li>\r\n \t<li>supportable with reasons, examples, and evidence \u2013 otherwise, you may information that's not logical<\/li>\r\n \t<li>appropriate in scope \u2013 otherwise, you may be making a claim that's too broad to support logically within a short essay, or a claim that's too narrow to be supported with more than a few sentences or paragraphs<\/li>\r\n<\/ul>\r\nAn <em>excellent<\/em> thesis sentence also:\r\n<ul>\r\n \t<li>includes an arguable issue or concept that can be analyzed with some complexity<\/li>\r\n \t<li>sets that issue or concept in an interesting context<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Thesis sentence examples<\/h3>\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\"><strong>Basic Thesis<\/strong>: Online learning is becoming more prevalent and takes many different forms. (<em>has a topic and angle, and is supportable, but the angle is broad. The angle would be more interesting if it offered an argument about an issue related to online learning.)<\/em><\/span><\/li>\r\n \t<li class=\"li2\"><span class=\"s1\"><strong>Good Thesis<\/strong>: Strong thesis: While most observers see it as a\u00a0<em>transformation<\/em>\u00a0of higher education, online learning is better thought of an\u00a0<em>extension<\/em>\u00a0of higher education in that it reaches learners who aren\u2019t disposed to participate in traditional campus-based education.(<em>has a topic and angle, angle is arguable, supportable, and well-specified<\/em>)<\/span><\/li>\r\n \t<li class=\"li2\"><span class=\"s1\"><strong>Excellent Thesis<\/strong>: Online learning appears to be a promising way to better integrate higher education with other institutions in society, as online learners integrate their educational experiences with the other realms of their life, promoting the freer flow of ideas between the academy and the rest of society. <\/span>(<em>has a topic and angle, angle is arguable, supportable, and well-specified, angle contains implications that set the argument within a broader context<\/em>)<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<ul class=\"ul1\">\r\n \t<li class=\"li2\"><span class=\"s1\"><strong>Basic Thesis<\/strong>: Scientists disagree about the likely impact in the U.S. of <\/span><span class=\"s3\">the Light Brown A<\/span><span class=\"s3\">pple Moth (LBAM)<\/span><span class=\"s1\">, an agricultural pest native to Australia. (<em>has a topic and an angle, and the angle is supportable, but the angle is broad. The angle would be more interesting if it offered an argument about an issue related to the light brown apple moth.)<\/em><\/span><\/li>\r\n \t<li class=\"li2\"><span class=\"s1\"><strong>Good Thesis<\/strong>: Research findings to date suggest that the decision to spray pheromones over the skies of several southern Californian counties to combat the\u00a0light brown apple moth\u00a0was poorly thought out. (<em>has a topic and angle, angle is arguable, supportable, and well-specified<\/em>)<\/span><\/li>\r\n \t<li class=\"li2\"><span class=\"s1\"><strong>Excellent Thesis<\/strong>: Together, the scientific ambiguities and the controversial response strengthen the claim that industrial-style approaches to pest management are inherently unsustainable. (<em>has a topic and angle, angle is arguable, supportable, and well-specified, angle contains implications that set the argument within a broader context<\/em>)<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>How to Write a Thesis Sentence<\/h2>\r\nAfter you prewrite for an essay, a usual next step is to create a working thesis sentence in order to start writing a draft. Know that you don't have to create a perfect thesis sentence as you start writing; that's why it's called a \"working thesis.\" You just have to make sure you have a working topic and angle. You may edit and refine your working thesis sentence as you write, as long as you retain a topic and an angle.\r\n\r\n<span style=\"color: #ff0000;\"><span style=\"color: #000000;\">The following video explains how to write a thesis sentence.<\/span>\r\n<\/span>\r\n\r\nhttps:\/\/youtu.be\/g-0o5bnmRYs\r\n<p class=\"p1\"><span class=\"s1\">Regardless of how complicated the subject is, almost any thesis can be constructed by asking and then answering a question\u2014this is one method of creating a thesis that works for many writers.\r\n<\/span><\/p>\r\n\r\n<ul class=\"ul1\">\r\n \t<li class=\"li1\"><span class=\"s1\"><b><img class=\"alignright wp-image-584\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/04\/05212803\/6107062655_61eba7be5f_o-300x268.jpg\" alt=\"A question mark drawn in yellow chalk on black pavement\" width=\"197\" height=\"176\" \/>Question:<\/b> What are the benefits of using computers in a second-grade classroom?<\/span>\r\n<ul class=\"ul2\">\r\n \t<li class=\"li1\"><span class=\"s1\"><b>Thesis:<\/b> Computers provide second graders an early advantage in simple searching techniques.\r\n<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"li1\"><span class=\"s1\"><b>Question:<\/b> Why is the Mississippi River so important in Mark Twain\u2019s\u00a0<i>Huckleberry Finn<\/i>?<\/span>\r\n<ul class=\"ul2\">\r\n \t<li class=\"li1\"><span class=\"s1\"><b>Thesis:<\/b> The Mississippi River symbolizes both division and progress in <em>Huckleberry Finn<\/em>, as it separates Huck and Jim while still providing the best chance for them to get to know one another.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"li1\"><span class=\"s1\"><b>Question:<\/b> Why do people seem to get angry at vegans, feminists, and other \"morally righteous\" subgroups?<\/span>\r\n<ul class=\"ul2\">\r\n \t<li class=\"li1\"><span class=\"s1\"><b>Thesis:<\/b> Through careful sociological study, we\u2019ve found that people naturally assume that \u201cmorally righteous\u201d people look down on them as \u201cinferior,\u201d causing anger and conflict where there generally is none.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<p class=\"p1\"><span class=\"s1\">Then tailor your thesis to the type of paper you\u2019re writing; the purpose<\/span><span class=\"s1\"> of your essay will help you write a strong thesis.<\/span><\/p>\r\n\r\n<ul class=\"ul1\">\r\n \t<li class=\"li1\"><b><\/b><span class=\"s1\"><b>Analytical:<\/b>\u00a0Breaks down something to better examine and understand it.<\/span>\r\n<ul class=\"ul2\">\r\n \t<li class=\"li1\"><span class=\"s1\"><strong>Thesis:<\/strong> The dynamic between different generations sparks much of the tension in <em>King Lear<\/em>, as age becomes a motive for the violence and unrest that rocks the king.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"li1\"><b><\/b><span class=\"s1\"><b>Argumentative:<\/b>\u00a0Makes a claim, or backs up an opinion, to change other peoples\u2019 minds.<\/span>\r\n<ul class=\"ul2\">\r\n \t<li class=\"li1\"><span class=\"s1\"><strong>Thesis:<\/strong> Without the steady hand and specific decisions of Franklin Delano Roosevelt, the U.S. would never have recovered from the great depression of 1929-1939.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><span class=\"s1\"><b>Informative:<\/b>\u00a0Teaches or illuminates a point.<\/span>\r\n<ul class=\"ul2\">\r\n \t<li class=\"li1\"><span class=\"s1\"><strong>Thesis:<\/strong> The explosion of 1800\u2019s philosophies such as Positivism, Marxism, and Darwinism undermined and refuted established religions' focus on other-worldliness to instead focus on the real, tangible world.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nMost thesis sentences for college essays will be analytical, or a combination of analytical and argumentative. If a writing assignment calls for an \"essay\" without any other explanation, assume that you'll need to create and support an analytical or analytical\/argumentative thesis sentence.\r\n\r\nThe following video offers an excellent explanation of how to write an <a href=\"https:\/\/www.kaltura.com\/index.php\/extwidget\/preview\/partner_id\/1838561\/uiconf_id\/46575183\/entry_id\/1_vfdwvuyd\/embed\/dynamic?\" target=\"_blank\" rel=\"noopener\">analytical thesis sentence<\/a>. As you view, make sure to pause the video at the points indicated, and try working on sample thesis sentences. (The video will open in a new window when you click on the image.)\r\n\r\n<a href=\"https:\/\/www.kaltura.com\/index.php\/extwidget\/preview\/partner_id\/1838561\/uiconf_id\/46575183\/entry_id\/1_vfdwvuyd\/embed\/dynamic?\" target=\"_blank\" rel=\"noopener\"><img class=\"wp-image-2792 aligncenter\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/27144142\/HapkaTN-300x166.jpg\" alt=\"Video thumbnail for Analytical Thesis Statement\" width=\"420\" height=\"233\" \/><\/a>\r\n<div class=\"textbox\">\r\n\r\nUSEFUL RESOURCE:\r\n\r\nTo help develop thesis sentences, you can use <a href=\"https:\/\/www.esc.edu\/learning-support\/thesis-generator\/\" target=\"_blank\" rel=\"noopener\">SUNY Empire State College\u2019s Thesis Generator<\/a>. For a general, non-research thesis, use the <strong>Persuasive Thesis<\/strong> option.\r\n\r\n<\/div>\r\n<div>\r\n<div class=\"textbox exercises\">\r\n<h3>try it<\/h3>\r\n<img class=\"alignright wp-image-2980 size-thumbnail\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3033\/2018\/07\/13134355\/CW-OER-thesis-check-150x150.jpg\" alt=\"decorative image\" width=\"150\" height=\"150\" \/>All of the samples below are basic thesis statements. Try to make each basic thesis sentence stronger, applying the <a href=\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/chapter\/text-the-three-story-thesis\/\" target=\"_blank\" rel=\"noopener\">characteristics <\/a>of a strong thesis sentence and aiming for\u00a0a good or excellent thesis as your goal. There are many possible ways to develop these basic thesis statements. After trying it yourself, look at the possible answers to get some more ideas.\r\n<ol>\r\n \t<li>Attending college as an adult student is difficult.<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"979251\"]Show possible answer[\/reveal-answer]\r\n[hidden-answer a=\"979251\"] To get to\u00a0a stronger thesis, make the angle more specific than \"difficult.\" You might include some reasons why attending college as an adult is difficult, e.g. Attending college as an adult student is difficult because of family, work, and community commitments. Or you might refine the thesis' angle like this: In order to succeed, adult college students need special supports, both institutional and personal. For an excellent thesis, you might set adult learning in a context of state support or financial support, which often is not as robust for adult students as it is for younger college students, e.g., Institutional and personal supports only provide a portion of what an adult college student needs; financial supports, which often are less robust for working adults, need to gain more federal government attention in order to increase adult student retention. [\/hidden-answer]\r\n<ol start=\"2\">\r\n \t<li>Reading - both reading to a child and teaching a child to read - helps that child develop.<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"399009\"]Show possible answer[\/reveal-answer]\r\n[hidden-answer a=\"399009\"]To get to\u00a0a stronger thesis, you might focus more fully on either reading to a child or teaching a child to read so that the thesis is not so inclusive. A thesis that attempts too much may not allow for depth of support. Additional information about ways in which reading helps child development\u00a0might be included in the thesis to further specify it. For example: Reading to a child helps that child develop an understanding of the relationship between letters and concepts, an understanding of the concept of \"story,\" and most of all, a love for reading, which will benefit the child throughout life. For an excellent thesis, you might set the topic of reading to children in the context of available reading programs available. For example: Because reading to a child helps that child develop an understanding of the relationship between letters and concepts, an understanding of the concept of \"story,\" and a love for reading, we should ensure funding for nationwide programs such as Head Start as well as community programs such as those in local libraries.\u00a0 [\/hidden-answer]\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>try it again...<\/h3>\r\nWhich of the samples below is a good thesis\u2014with a clear topic and an angle that provides an assertion\u2014for an essay based on ideas a reader develops from reading the article \"How Crisco Toppled Lard?\" Choose all sample thesis sentences that could be used for an essay intended to react to, apply concepts from, or analyze a concept developed from reading the text.\r\n<ol>\r\n \t<li>When compared to Crisco, lard actually may be a healthier alternative to use for baking.<\/li>\r\n \t<li>Successful brand marketing relies on a number of factors, including a clear purpose, a focused customer base, creative messaging and, most of all, a public willing to accept the message, which needs to address current public sentiment.<\/li>\r\n \t<li>Because images in advertising art reflect their historic context, you can infer what's important to the general public at different eras through analyzing ads.<\/li>\r\n \t<li>Crisco has a long and varied history.<\/li>\r\n \t<li>The use of fat has fallen out of favor in a health-conscious society; however, there are scientific reasons to use fat in baking as well as to include fats in a human diet, reasons we should be teaching in school so that students can make informed food choices.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"8\"] Possible thesis sentences [\/reveal-answer]\r\n[hidden-answer a=\"8\"]\r\n\r\nAll of the sample thesis sentences are appropriate for an essay intended to react, apply, or analyze, <em>except<\/em> sentence 4. Sentence 4 contains an angle that has a very weak assertion that's quite broad in scope. It's also somewhat obvious\u2014if you investigated most food products that have been in existence for some time, you could most likely say that they all have a long and varied history. This statement would be usable only for an essay intended to inform others about the history of Crisco.\r\n\r\nWhile all of the other statements are usable, some are better than others in terms of specificity and setting the assertion within a broader context.\r\n\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n&nbsp;","rendered":"<p>Any text written to inform, react, apply, analyze or persuade has a main idea. In the article about &#8220;<a href=\"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/chapter\/article-2\/\" target=\"_blank\" rel=\"noopener\">How Crisco Toppled Lard<\/a>,&#8221; for example, the main idea is that Crisco was one of the first food products to introduce and popularize marketing by brand, which allowed them to focus on concepts such as reliability and purity instead of ingredients. The main idea is not stated directly in one sentence, but is presented clearly in the article nonetheless.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-1383 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/30171649\/416-300x286.jpg\" alt=\"\" width=\"300\" height=\"286\" \/><\/p>\n<p>On the other hand, if you look at the article &#8220;<a href=\"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/chapter\/everyday-life-as-a-text-soft-control-television-and-twitter\/\" target=\"_blank\" rel=\"noopener\">Everyday Life as a Text<\/a>,&#8221; you&#8217;ll find a direct statement of the author&#8217;s main idea in the sentence that comes right after the introduction: &#8220;the data-intensive monitoring of everyday life offers some measure of soft control over audiences in a digital media landscape.&#8221;<\/p>\n<p>In both cases, the &#8220;Crisco&#8221; article written to inform, and the &#8220;Everyday Life as Text&#8221; article written to persuade, a main idea is clear. If you thought consciously about your experience reading these articles, you might have identified their clarity as a good characteristic, as it helped you, as a reader, understand the message the author wanted to convey.<\/p>\n<p>As a writer, you owe that same clarity to your reader. You do that through key sentences in your essay:<\/p>\n<ul>\n<li>thesis sentence<\/li>\n<li>topic sentences (explained on the next page)<\/li>\n<\/ul>\n<h2>Thesis &#8211; A Writer&#8217;s and Reader&#8217;s Map<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-2776 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/03144613\/112-273x300.jpg\" alt=\"\" width=\"201\" height=\"221\" \/><\/p>\n<p>In the days before Google Maps, when you went on a road trip, you needed to know the route. Say you\u2019re in Utah, going to Moab from Salt Lake. You\u2019d need to know to travel through Provo, then Spanish Fork, and &#8211; this is important &#8211; take the Highway 6 exit from I-15 at Spanish Fork. Highway 6 will lead to Helper and Price, where it merges with Highway 191 and leads to Green River and then on to Moab. You\u2019d get the general idea in your head and mentally check off each town as you pass. If you miss the exit for Hwy 6 that leads to Price, you&#8217;ll find yourself 70 miles down I-15 in Scipio and, if you stop at one of the two gas stations for instructions, you&#8217;ll realize you&#8217;ve added 74 miles and an hour to your drive. It would be an adventure.<\/p>\n<p>Your audience, often your instructor and peers, aren\u2019t likely to be as adventurous. In fact, if you tell them you\u2019re going one place and then go somewhere else, they may feel mistreated and annoyed. Academic writing is usually not a whimsical road trip. It\u2019s more like your audience needs a ride to their job interview and they need to get there on time. Your thesis is your roadmap.<\/p>\n<p>When composing your thesis, think, &#8220;What do I want my audience to know or think when they are done reading my essay?&#8221; Answer this question, and you\u2019re on your way to a good thesis. Your thesis will probably change many times as you are composing and drafting, but in your final draft, the destination should be clear.<\/p>\n<h3>Your thesis outlines the essay<\/h3>\n<p>Consider this thesis for an essay whose purpose is to analyze the writing style of a document rather than the subject of that document:<\/p>\n<div class=\"textbox shaded\">Anne Lamott, in her essay \u201cShitty First Drafts,\u201d effectively reassures her readers that the writing process is messy and doesn\u2019t need to be perfect in the first drafting stages. She uses her ethos as a writer to convince her readers to shun perfectionism, pathos to help readers connect emotionally through her humor, and logos, suggesting a logical solution to overcoming the fear of writing: simply write a terrible first draft.<\/div>\n<p>Notice a few things in this thesis:<\/p>\n<ol>\n<li>It makes a debatable assertion about a topic &#8211; the destination it intends to go to.<\/li>\n<li>It\u2019s longer than one sentence, which is o.k.<\/li>\n<li>It uses guiding words to show what the essay will talk about, and in what order. Just as map will show you to drive through Provo, Spanish Fork, Helper, Price, and Green River to get to Moab, the thesis tells your audience they will read about ethos, pathos, and logos, which are writing devices.\u00a0 Your reader will expect to read about them in that order.<\/li>\n<\/ol>\n<p>Your thesis will help you set up a map or idea outline of an essay. The points in your thesis will be the sections of your outline.<\/p>\n<table>\n<tbody>\n<tr>\n<td>\n<h4><b>DESTINATION\u00a0<\/b><strong>(Thesis)<\/strong>:<\/h4>\n<p>You and your passengers have all agreed to go to Moab, and they trust you as the driver to take them there. (You should arrive in Moab without delays or detours.)<\/td>\n<td>\n<h4><b>THESIS\u00a0<\/b><strong>(Destination)<\/strong>:<\/h4>\n<p>Anne Lamott is effective in helping her readers know they don\u2019t have to write perfect drafts. (By the end of the essay, readers should see that Anne Lamott is effective.)<\/td>\n<\/tr>\n<tr>\n<td>\n<h4><strong>MAPPED ROUTE<\/strong>\u00a0<strong>(Outline)<\/strong>:<\/h4>\n<ol>\n<li>Provo<\/li>\n<li>Spanish Fork to Highway 6<\/li>\n<li>Pass through Helper and Price<\/li>\n<li>Highway 191 to Green River then Moab<\/li>\n<\/ol>\n<\/td>\n<td>\n<h4><strong>OUTLINE (Mapped Route)<\/strong>:<\/h4>\n<ol>\n<li>She uses ethos (credibility)<\/li>\n<li>She also uses pathos (emotion\/humor)<\/li>\n<li>She uses logos (a logical solution)<\/li>\n<li>Final destination: Lamott is effective<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Don\u2019t confuse major points for paragraphs.\u00a0<\/strong>According to the outline above, the essay will have three major points: ethos, pathos, and logos. To properly cover the subject, you\u2019ll want to have a few paragraphs for each of the points.<\/p>\n<h2>More About Thesis Sentences<\/h2>\n<p>A thesis sentence offers your main idea. In essays, a thesis sentence usually comes toward or at the end of the introductory paragraph, after you acclimate your reader to your topic. A thesis sentence is more than just a topic, though. It&#8217;s made up of a topic and an angle, which is an insight into, assertion, or claim about the topic. Together, the topic and angle make up the main idea. To put it another way, a thesis sentence makes a promise to your reader of 1) what you will be writing about (your topic), and 2) what your main assertion is about your topic (your angle). For college essays, make sure you always include a thesis sentence to keep yourself on track supporting your main idea, and to make that main idea absolutely clear for your reader.<\/p>\n<p>Remember that a thesis is not a simple statement of what you will be writing about (topic). You always need to include that angle &#8211; your insight, assertion, or claim &#8211; about your topic in order to have an actual thesis sentence.<\/p>\n<div class=\"textbox\">\n<p>Not a Thesis: In this paper, I&#8217;m writing about current scientific research on cancer.<\/p>\n<ul>\n<li>topic = current scientific research on cancer<\/li>\n<li>angle = ? what\u2019s the claim about this research?<\/li>\n<\/ul>\n<p>Thesis: Current scientific research on cancer suggests that there are specific environmental factors that trigger specific types of cancer.<\/p>\n<ul>\n<li>topic = current scientific research on cancer<\/li>\n<li>angle = specific environmental factors trigger specific types<\/li>\n<li>promise = the essay will offer evidence on specific environmental triggers for specific cancers<\/li>\n<\/ul>\n<\/div>\n<div>\n<div class=\"textbox\">\n<p>Not a Thesis: My husband and I decided that we are both \u201cmessy\u201d people.<\/p>\n<ul>\n<li>topic = messiness<\/li>\n<li>angle = ? so what? what\u2019s the debatable point?<\/li>\n<\/ul>\n<p>Thesis: Although my husband defines \u201cmessy\u201d differently than I do, we both agree that \u201cmessiness\u201d resides in four qualities of mind, which we both\u2013unfortunately\u2013seem to share.<\/p>\n<ul>\n<li>topic = messiness<\/li>\n<li>angle = four qualities constitute messiness<\/li>\n<li>promise = explanation and examples of the four qualities<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>In addition to having a topic and an angle, a <em>good<\/em> thesis sentence needs to be:<\/p>\n<ul>\n<li>debatable \u2013 otherwise, you simply have a topic and not an angle or claim<\/li>\n<li>supportable with reasons, examples, and evidence \u2013 otherwise, you may information that&#8217;s not logical<\/li>\n<li>appropriate in scope \u2013 otherwise, you may be making a claim that&#8217;s too broad to support logically within a short essay, or a claim that&#8217;s too narrow to be supported with more than a few sentences or paragraphs<\/li>\n<\/ul>\n<p>An <em>excellent<\/em> thesis sentence also:<\/p>\n<ul>\n<li>includes an arguable issue or concept that can be analyzed with some complexity<\/li>\n<li>sets that issue or concept in an interesting context<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Thesis sentence examples<\/h3>\n<ul>\n<li class=\"p1\"><span class=\"s1\"><strong>Basic Thesis<\/strong>: Online learning is becoming more prevalent and takes many different forms. (<em>has a topic and angle, and is supportable, but the angle is broad. The angle would be more interesting if it offered an argument about an issue related to online learning.)<\/em><\/span><\/li>\n<li class=\"li2\"><span class=\"s1\"><strong>Good Thesis<\/strong>: Strong thesis: While most observers see it as a\u00a0<em>transformation<\/em>\u00a0of higher education, online learning is better thought of an\u00a0<em>extension<\/em>\u00a0of higher education in that it reaches learners who aren\u2019t disposed to participate in traditional campus-based education.(<em>has a topic and angle, angle is arguable, supportable, and well-specified<\/em>)<\/span><\/li>\n<li class=\"li2\"><span class=\"s1\"><strong>Excellent Thesis<\/strong>: Online learning appears to be a promising way to better integrate higher education with other institutions in society, as online learners integrate their educational experiences with the other realms of their life, promoting the freer flow of ideas between the academy and the rest of society. <\/span>(<em>has a topic and angle, angle is arguable, supportable, and well-specified, angle contains implications that set the argument within a broader context<\/em>)<\/li>\n<\/ul>\n<hr \/>\n<ul class=\"ul1\">\n<li class=\"li2\"><span class=\"s1\"><strong>Basic Thesis<\/strong>: Scientists disagree about the likely impact in the U.S. of <\/span><span class=\"s3\">the Light Brown A<\/span><span class=\"s3\">pple Moth (LBAM)<\/span><span class=\"s1\">, an agricultural pest native to Australia. (<em>has a topic and an angle, and the angle is supportable, but the angle is broad. The angle would be more interesting if it offered an argument about an issue related to the light brown apple moth.)<\/em><\/span><\/li>\n<li class=\"li2\"><span class=\"s1\"><strong>Good Thesis<\/strong>: Research findings to date suggest that the decision to spray pheromones over the skies of several southern Californian counties to combat the\u00a0light brown apple moth\u00a0was poorly thought out. (<em>has a topic and angle, angle is arguable, supportable, and well-specified<\/em>)<\/span><\/li>\n<li class=\"li2\"><span class=\"s1\"><strong>Excellent Thesis<\/strong>: Together, the scientific ambiguities and the controversial response strengthen the claim that industrial-style approaches to pest management are inherently unsustainable. (<em>has a topic and angle, angle is arguable, supportable, and well-specified, angle contains implications that set the argument within a broader context<\/em>)<\/span><\/li>\n<\/ul>\n<\/div>\n<h2>How to Write a Thesis Sentence<\/h2>\n<p>After you prewrite for an essay, a usual next step is to create a working thesis sentence in order to start writing a draft. Know that you don&#8217;t have to create a perfect thesis sentence as you start writing; that&#8217;s why it&#8217;s called a &#8220;working thesis.&#8221; You just have to make sure you have a working topic and angle. You may edit and refine your working thesis sentence as you write, as long as you retain a topic and an angle.<\/p>\n<p><span style=\"color: #ff0000;\"><span style=\"color: #000000;\">The following video explains how to write a thesis sentence.<\/span><br \/>\n<\/span><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"The Elements of an Effective Thesis Statement\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/g-0o5bnmRYs?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p class=\"p1\"><span class=\"s1\">Regardless of how complicated the subject is, almost any thesis can be constructed by asking and then answering a question\u2014this is one method of creating a thesis that works for many writers.<br \/>\n<\/span><\/p>\n<ul class=\"ul1\">\n<li class=\"li1\"><span class=\"s1\"><b><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-584\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/04\/05212803\/6107062655_61eba7be5f_o-300x268.jpg\" alt=\"A question mark drawn in yellow chalk on black pavement\" width=\"197\" height=\"176\" \/>Question:<\/b> What are the benefits of using computers in a second-grade classroom?<\/span>\n<ul class=\"ul2\">\n<li class=\"li1\"><span class=\"s1\"><b>Thesis:<\/b> Computers provide second graders an early advantage in simple searching techniques.<br \/>\n<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"li1\"><span class=\"s1\"><b>Question:<\/b> Why is the Mississippi River so important in Mark Twain\u2019s\u00a0<i>Huckleberry Finn<\/i>?<\/span>\n<ul class=\"ul2\">\n<li class=\"li1\"><span class=\"s1\"><b>Thesis:<\/b> The Mississippi River symbolizes both division and progress in <em>Huckleberry Finn<\/em>, as it separates Huck and Jim while still providing the best chance for them to get to know one another.<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"li1\"><span class=\"s1\"><b>Question:<\/b> Why do people seem to get angry at vegans, feminists, and other &#8220;morally righteous&#8221; subgroups?<\/span>\n<ul class=\"ul2\">\n<li class=\"li1\"><span class=\"s1\"><b>Thesis:<\/b> Through careful sociological study, we\u2019ve found that people naturally assume that \u201cmorally righteous\u201d people look down on them as \u201cinferior,\u201d causing anger and conflict where there generally is none.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p class=\"p1\"><span class=\"s1\">Then tailor your thesis to the type of paper you\u2019re writing; the purpose<\/span><span class=\"s1\"> of your essay will help you write a strong thesis.<\/span><\/p>\n<ul class=\"ul1\">\n<li class=\"li1\"><b><\/b><span class=\"s1\"><b>Analytical:<\/b>\u00a0Breaks down something to better examine and understand it.<\/span>\n<ul class=\"ul2\">\n<li class=\"li1\"><span class=\"s1\"><strong>Thesis:<\/strong> The dynamic between different generations sparks much of the tension in <em>King Lear<\/em>, as age becomes a motive for the violence and unrest that rocks the king.<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"li1\"><b><\/b><span class=\"s1\"><b>Argumentative:<\/b>\u00a0Makes a claim, or backs up an opinion, to change other peoples\u2019 minds.<\/span>\n<ul class=\"ul2\">\n<li class=\"li1\"><span class=\"s1\"><strong>Thesis:<\/strong> Without the steady hand and specific decisions of Franklin Delano Roosevelt, the U.S. would never have recovered from the great depression of 1929-1939.<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span class=\"s1\"><b>Informative:<\/b>\u00a0Teaches or illuminates a point.<\/span>\n<ul class=\"ul2\">\n<li class=\"li1\"><span class=\"s1\"><strong>Thesis:<\/strong> The explosion of 1800\u2019s philosophies such as Positivism, Marxism, and Darwinism undermined and refuted established religions&#8217; focus on other-worldliness to instead focus on the real, tangible world.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Most thesis sentences for college essays will be analytical, or a combination of analytical and argumentative. If a writing assignment calls for an &#8220;essay&#8221; without any other explanation, assume that you&#8217;ll need to create and support an analytical or analytical\/argumentative thesis sentence.<\/p>\n<p>The following video offers an excellent explanation of how to write an <a href=\"https:\/\/www.kaltura.com\/index.php\/extwidget\/preview\/partner_id\/1838561\/uiconf_id\/46575183\/entry_id\/1_vfdwvuyd\/embed\/dynamic?\" target=\"_blank\" rel=\"noopener\">analytical thesis sentence<\/a>. As you view, make sure to pause the video at the points indicated, and try working on sample thesis sentences. (The video will open in a new window when you click on the image.)<\/p>\n<p><a href=\"https:\/\/www.kaltura.com\/index.php\/extwidget\/preview\/partner_id\/1838561\/uiconf_id\/46575183\/entry_id\/1_vfdwvuyd\/embed\/dynamic?\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-2792 aligncenter\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/27144142\/HapkaTN-300x166.jpg\" alt=\"Video thumbnail for Analytical Thesis Statement\" width=\"420\" height=\"233\" \/><\/a><\/p>\n<div class=\"textbox\">\n<p>USEFUL RESOURCE:<\/p>\n<p>To help develop thesis sentences, you can use <a href=\"https:\/\/www.esc.edu\/learning-support\/thesis-generator\/\" target=\"_blank\" rel=\"noopener\">SUNY Empire State College\u2019s Thesis Generator<\/a>. For a general, non-research thesis, use the <strong>Persuasive Thesis<\/strong> option.<\/p>\n<\/div>\n<div>\n<div class=\"textbox exercises\">\n<h3>try it<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-2980 size-thumbnail\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3033\/2018\/07\/13134355\/CW-OER-thesis-check-150x150.jpg\" alt=\"decorative image\" width=\"150\" height=\"150\" \/>All of the samples below are basic thesis statements. Try to make each basic thesis sentence stronger, applying the <a href=\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/chapter\/text-the-three-story-thesis\/\" target=\"_blank\" rel=\"noopener\">characteristics <\/a>of a strong thesis sentence and aiming for\u00a0a good or excellent thesis as your goal. There are many possible ways to develop these basic thesis statements. After trying it yourself, look at the possible answers to get some more ideas.<\/p>\n<ol>\n<li>Attending college as an adult student is difficult.<\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"4\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q979251\">Show possible answer<\/span><\/p>\n<div id=\"q979251\" class=\"hidden-answer\" style=\"display: none\"> To get to\u00a0a stronger thesis, make the angle more specific than &#8220;difficult.&#8221; You might include some reasons why attending college as an adult is difficult, e.g. Attending college as an adult student is difficult because of family, work, and community commitments. Or you might refine the thesis&#8217; angle like this: In order to succeed, adult college students need special supports, both institutional and personal. For an excellent thesis, you might set adult learning in a context of state support or financial support, which often is not as robust for adult students as it is for younger college students, e.g., Institutional and personal supports only provide a portion of what an adult college student needs; financial supports, which often are less robust for working adults, need to gain more federal government attention in order to increase adult student retention. <\/div>\n<\/div>\n<ol start=\"2\">\n<li>Reading &#8211; both reading to a child and teaching a child to read &#8211; helps that child develop.<\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"4\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q399009\">Show possible answer<\/span><\/p>\n<div id=\"q399009\" class=\"hidden-answer\" style=\"display: none\">To get to\u00a0a stronger thesis, you might focus more fully on either reading to a child or teaching a child to read so that the thesis is not so inclusive. A thesis that attempts too much may not allow for depth of support. Additional information about ways in which reading helps child development\u00a0might be included in the thesis to further specify it. For example: Reading to a child helps that child develop an understanding of the relationship between letters and concepts, an understanding of the concept of &#8220;story,&#8221; and most of all, a love for reading, which will benefit the child throughout life. For an excellent thesis, you might set the topic of reading to children in the context of available reading programs available. For example: Because reading to a child helps that child develop an understanding of the relationship between letters and concepts, an understanding of the concept of &#8220;story,&#8221; and a love for reading, we should ensure funding for nationwide programs such as Head Start as well as community programs such as those in local libraries.\u00a0 <\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>try it again&#8230;<\/h3>\n<p>Which of the samples below is a good thesis\u2014with a clear topic and an angle that provides an assertion\u2014for an essay based on ideas a reader develops from reading the article &#8220;How Crisco Toppled Lard?&#8221; Choose all sample thesis sentences that could be used for an essay intended to react to, apply concepts from, or analyze a concept developed from reading the text.<\/p>\n<ol>\n<li>When compared to Crisco, lard actually may be a healthier alternative to use for baking.<\/li>\n<li>Successful brand marketing relies on a number of factors, including a clear purpose, a focused customer base, creative messaging and, most of all, a public willing to accept the message, which needs to address current public sentiment.<\/li>\n<li>Because images in advertising art reflect their historic context, you can infer what&#8217;s important to the general public at different eras through analyzing ads.<\/li>\n<li>Crisco has a long and varied history.<\/li>\n<li>The use of fat has fallen out of favor in a health-conscious society; however, there are scientific reasons to use fat in baking as well as to include fats in a human diet, reasons we should be teaching in school so that students can make informed food choices.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q8\"> Possible thesis sentences <\/span><\/p>\n<div id=\"q8\" class=\"hidden-answer\" style=\"display: none\">\n<p>All of the sample thesis sentences are appropriate for an essay intended to react, apply, or analyze, <em>except<\/em> sentence 4. Sentence 4 contains an angle that has a very weak assertion that&#8217;s quite broad in scope. It&#8217;s also somewhat obvious\u2014if you investigated most food products that have been in existence for some time, you could most likely say that they all have a long and varied history. This statement would be usable only for an essay intended to inform others about the history of Crisco.<\/p>\n<p>While all of the other statements are usable, some are better than others in terms of specificity and setting the assertion within a broader context.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-878\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Thesis Sentence, includes material adapted from College Writing, Basic Reading and Writing, and Open English @ SLCC; attributions below. <strong>Authored by<\/strong>: Susan Oaks. <strong>Project<\/strong>: Introduction to College Reading &amp; Writing. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>College writing, pages on Thesis Sentence Definition, Characteristics of a Strong Thesis, Thesis Sentence Topic &amp; Angle Examples, Thesis Sentence Self-Check. <strong>Authored by<\/strong>: Susan Oaks. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/\">https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>image of hand drawing a lightbulb with the word Idea. <strong>Authored by<\/strong>: Pete Linforth. <strong>Provided by<\/strong>: Pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/photos\/idea-innovation-inspiration-3908619\/\">https:\/\/pixabay.com\/photos\/idea-innovation-inspiration-3908619\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>video The Elements of an Effective Thesis Statement. <strong>Authored by<\/strong>: GC Writing Center. <strong>Provided by<\/strong>: Gaston College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/g-0o5bnmRYs\">https:\/\/youtu.be\/g-0o5bnmRYs<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: YouTube video<\/li><li>Organizing, adaptation of multiple sources. <strong>Provided by<\/strong>: Lumen Learning. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/chapter\/outcome-organizing\/\">https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/chapter\/outcome-organizing\/<\/a>. <strong>Project<\/strong>: Basic Reading and Writing. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>27 Follow a Map and Grab a Sandwich. <strong>Authored by<\/strong>: Stacie Draper Weatbrook. <strong>Provided by<\/strong>: Salt Lake Community College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/openenglishatslcc.pressbooks.com\/chapter\/follow-a-map-and-grab-a-sandwich-help-your-reader-navigate-your-writing\/\">https:\/\/openenglishatslcc.pressbooks.com\/chapter\/follow-a-map-and-grab-a-sandwich-help-your-reader-navigate-your-writing\/<\/a>. <strong>Project<\/strong>: Open English @ SLCC. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":81366,"menu_order":4,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Thesis Sentence, includes material adapted from College Writing, Basic Reading and Writing, and Open English @ SLCC; attributions below\",\"author\":\"Susan Oaks\",\"organization\":\"\",\"url\":\"\",\"project\":\"Introduction to College Reading & Writing\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"College writing, pages on Thesis Sentence Definition, Characteristics of a Strong Thesis, Thesis Sentence Topic & Angle Examples, Thesis Sentence Self-Check\",\"author\":\"Susan Oaks\",\"organization\":\"\",\"url\":\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of hand drawing a lightbulb with the word Idea\",\"author\":\"Pete Linforth\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/photos\/idea-innovation-inspiration-3908619\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"video The Elements of an Effective Thesis Statement\",\"author\":\"GC Writing Center\",\"organization\":\"Gaston College\",\"url\":\"https:\/\/youtu.be\/g-0o5bnmRYs\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"YouTube video\"},{\"type\":\"cc\",\"description\":\"Organizing, adaptation of multiple sources\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/chapter\/outcome-organizing\/\",\"project\":\"Basic Reading and Writing\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"27 Follow a Map and Grab a Sandwich\",\"author\":\"Stacie Draper Weatbrook\",\"organization\":\"Salt Lake Community College\",\"url\":\"https:\/\/openenglishatslcc.pressbooks.com\/chapter\/follow-a-map-and-grab-a-sandwich-help-your-reader-navigate-your-writing\/\",\"project\":\"Open English @ SLCC\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-878","chapter","type-chapter","status-publish","hentry"],"part":26,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters\/878","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/users\/81366"}],"version-history":[{"count":41,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters\/878\/revisions"}],"predecessor-version":[{"id":2883,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters\/878\/revisions\/2883"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/parts\/26"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters\/878\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/media?parent=878"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapter-type?post=878"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/contributor?post=878"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/license?post=878"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}