{"id":488,"date":"2016-05-26T19:24:20","date_gmt":"2016-05-26T19:24:20","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/?post_type=chapter&#038;p=488"},"modified":"2016-10-31T20:52:30","modified_gmt":"2016-10-31T20:52:30","slug":"text-working-thesis-statement","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-introtocollegecomp\/chapter\/text-working-thesis-statement\/","title":{"raw":"Working Thesis Statement","rendered":"Working Thesis Statement"},"content":{"raw":"<h2 class=\"p1\"><span class=\"s1\"><b>Defining\u00a0\"thesis statement\"<\/b>\r\n<\/span><\/h2>\r\n<p class=\"p1\"><span class=\"s1\">A thesis statement:\r\n<\/span><\/p>\r\n\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\">tells the reader how you will interpret the significance of the subject matter under discussion.<\/span><\/li>\r\n \t<li class=\"p1\"><span class=\"s1\"><img class=\"alignright wp-image-558\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/26192248\/16997117589_cce2d6877d_z-300x300.jpg\" alt=\"Woman sitting at an outdoor table with two coffee cups. One, in the foreground, reads &quot;If you have any answers we will be happy to provide full and detailed questions.&quot;\" width=\"243\" height=\"243\" \/>is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.<\/span><\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">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 <em>Moby Dick<\/em>; a thesis must then offer a way to understand the war or the novel.<\/span><\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">makes a claim that others might dispute.<\/span><\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">is usually a single sentence somewhere in your 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.<\/span><\/li>\r\n<\/ul>\r\n<p class=\"p1\"><span class=\"s1\">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. <\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">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.<\/span><\/p>\r\n\r\n<h2 class=\"p1\"><span class=\"s1\"><b>Writing\u00a0a thesis statement<\/b>\r\n<\/span><\/h2>\r\n<p class=\"p1\"><span class=\"s1\">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 <strong>working thesis statement<\/strong>: a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way.<\/span><\/p>\r\n\r\n<h2 class=\"p1\"><span class=\"s1\">Ensuring a thesis is strong <\/span><\/h2>\r\n<p class=\"p1\"><span class=\"s1\"><img class=\"alignright wp-image-561\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/26193434\/5268559005_c6f09bdd10_z-300x200.jpg\" alt=\"Close up of Lego figure sweating and grimacing, holding a barbell\" width=\"204\" height=\"136\" \/>If there's time to get some feedback on your thesis, consult your teacher. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your working thesis, ask yourself the following:\r\n<\/span><\/p>\r\n\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\">Do I answer the question? <\/span>\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\">Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">Have I taken a position that others might challenge or oppose?<\/span>\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\">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.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">Is my thesis statement specific enough?<\/span>\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\">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\"?<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">Does my thesis pass the \"So what?\" test? <\/span>\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\">If a reader's first response is, \"So what?\" then you need to clarify, to forge a relationship, or to connect to a larger issue.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">Does my essay support my thesis specifically and without wandering? <\/span>\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\">If your thesis and the body of your essay do not seem to go together, one of them has to change. It's o.k. 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.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">Does my thesis pass the \"how and why?\" test? <\/span>\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\">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.<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Examples<\/h3>\r\nSuppose you are taking a course on 19th-century America, and the instructor hands out the following essay assignment: <strong>Compare and contrast the reasons why the North and South fought the Civil War<\/strong>.\r\n<ol>\r\n \t<li class=\"p1\">At what stage of the writing process would you expect a student to write a statement like this?\r\n<blockquote>\r\n<p class=\"p1\"><span class=\"s1\"><i>The North and South fought the Civil War for many reasons, some of which were the same and some different.<\/i><\/span><\/p>\r\n<\/blockquote>\r\n<p class=\"p1\"><span class=\"s1\">[reveal-answer q=\"25489\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"25489\"]<span style=\"color: #0000ff;\">This kind of statement is likely to appear early in a writing process, likely during initial prewriting activities. It\u00a0restates the question without providing any additional information. \u00a0It's not yet a thesis statement in any form, because it makes no original claims.<\/span><\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\" style=\"color: #0000ff;\">A reader of this weak thesis might think, \"What reasons? How are <\/span><span class=\"s1\"><span style=\"color: #0000ff;\">they the same? How are they different?\"\u00a0<\/span>[\/hidden-answer]<\/span><\/p>\r\n<\/li>\r\n \t<li class=\"p1\">At what stage of the writing process would you expect a student to write a statement like this?\r\n<blockquote>\r\n<p class=\"p1\"><span class=\"s1\"><i>While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.<\/i><\/span><\/p>\r\n<\/blockquote>\r\n<p class=\"p1\">[reveal-answer q=\"662804\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"662804\"]<span style=\"color: #0000ff;\">This is a\u00a0working thesis.\u00a0It likely was written at the end of prewriting, during evidence-gathering, or early in the drafting process.<\/span><\/p>\r\n<p class=\"p1\"><span style=\"color: #0000ff;\">Included in this working thesis is a reason for the war and some idea of how the two sides disagreed over this reason. Note that while this does make a claim, it's\u00a0still a little vague.<\/span>[\/hidden-answer]<\/p>\r\n<\/li>\r\n \t<li class=\"p1\">At what stage of the writing process would you expect a student to write a statement like this?\r\n<blockquote>\r\n<p class=\"p1\"><span class=\"s1\"><i>While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.<\/i><\/span><\/p>\r\n<\/blockquote>\r\n<p class=\"p1\">[reveal-answer q=\"552074\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"552074\"]<span style=\"color: #0000ff;\">This is a final draft of a thesis statement, likely written near the end of the writing process during revision and editing. It presents a way of interpreting\u00a0evidence that illuminates the significance of the question. It is also an arguable claim--not every reader will automatically agree with this statement.<\/span>[\/hidden-answer]<\/p>\r\n<\/li>\r\n<\/ol>\r\n<\/div>","rendered":"<h2 class=\"p1\"><span class=\"s1\"><b>Defining\u00a0&#8220;thesis statement&#8221;<\/b><br \/>\n<\/span><\/h2>\n<p class=\"p1\"><span class=\"s1\">A thesis statement:<br \/>\n<\/span><\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\">tells the reader how you will interpret the significance of the subject matter under discussion.<\/span><\/li>\n<li class=\"p1\"><span class=\"s1\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-558\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/26192248\/16997117589_cce2d6877d_z-300x300.jpg\" alt=\"Woman sitting at an outdoor table with two coffee cups. One, in the foreground, reads &quot;If you have any answers we will be happy to provide full and detailed questions.&quot;\" width=\"243\" height=\"243\" \/>is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.<\/span><\/li>\n<li class=\"p1\"><span class=\"s1\">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 <em>Moby Dick<\/em>; a thesis must then offer a way to understand the war or the novel.<\/span><\/li>\n<li class=\"p1\"><span class=\"s1\">makes a claim that others might dispute.<\/span><\/li>\n<li class=\"p1\"><span class=\"s1\">is usually a single sentence somewhere in your 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.<\/span><\/li>\n<\/ul>\n<p class=\"p1\"><span class=\"s1\">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. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">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.<\/span><\/p>\n<h2 class=\"p1\"><span class=\"s1\"><b>Writing\u00a0a thesis statement<\/b><br \/>\n<\/span><\/h2>\n<p class=\"p1\"><span class=\"s1\">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 <strong>working thesis statement<\/strong>: a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way.<\/span><\/p>\n<h2 class=\"p1\"><span class=\"s1\">Ensuring a thesis is strong <\/span><\/h2>\n<p class=\"p1\"><span class=\"s1\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-561\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/26193434\/5268559005_c6f09bdd10_z-300x200.jpg\" alt=\"Close up of Lego figure sweating and grimacing, holding a barbell\" width=\"204\" height=\"136\" \/>If there&#8217;s time to get some feedback on your thesis, consult your teacher. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your working thesis, ask yourself the following:<br \/>\n<\/span><\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\">Do I answer the question? <\/span>\n<ul>\n<li class=\"p1\"><span class=\"s1\">Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"p1\"><span class=\"s1\">Have I taken a position that others might challenge or oppose?<\/span>\n<ul>\n<li class=\"p1\"><span class=\"s1\">If your thesis simply states facts that no one would, or even could, disagree with, it&#8217;s possible that you are simply providing a summary, rather than making an argument.<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"p1\"><span class=\"s1\">Is my thesis statement specific enough?<\/span>\n<ul>\n<li class=\"p1\"><span class=\"s1\">Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like &#8220;good&#8221; or &#8220;successful,&#8221; see if you could be more specific: why is something &#8220;good&#8221;; what specifically makes something &#8220;successful&#8221;?<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"p1\"><span class=\"s1\">Does my thesis pass the &#8220;So what?&#8221; test? <\/span>\n<ul>\n<li class=\"p1\"><span class=\"s1\">If a reader&#8217;s first response is, &#8220;So what?&#8221; then you need to clarify, to forge a relationship, or to connect to a larger issue.<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"p1\"><span class=\"s1\">Does my essay support my thesis specifically and without wandering? <\/span>\n<ul>\n<li class=\"p1\"><span class=\"s1\">If your thesis and the body of your essay do not seem to go together, one of them has to change. It&#8217;s o.k. 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.<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"p1\"><span class=\"s1\">Does my thesis pass the &#8220;how and why?&#8221; test? <\/span>\n<ul>\n<li class=\"p1\"><span class=\"s1\">If a reader&#8217;s first response is &#8220;how?&#8221; or &#8220;why?&#8221; 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.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"textbox key-takeaways\">\n<h3>Examples<\/h3>\n<p>Suppose you are taking a course on 19th-century America, and the instructor hands out the following essay assignment: <strong>Compare and contrast the reasons why the North and South fought the Civil War<\/strong>.<\/p>\n<ol>\n<li class=\"p1\">At what stage of the writing process would you expect a student to write a statement like this?<br \/>\n<blockquote>\n<p class=\"p1\"><span class=\"s1\"><i>The North and South fought the Civil War for many reasons, some of which were the same and some different.<\/i><\/span><\/p>\n<\/blockquote>\n<p class=\"p1\"><span class=\"s1\"><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q25489\">Show Answer<\/span><\/p>\n<div id=\"q25489\" class=\"hidden-answer\" style=\"display: none\"><span style=\"color: #0000ff;\">This kind of statement is likely to appear early in a writing process, likely during initial prewriting activities. It\u00a0restates the question without providing any additional information. \u00a0It&#8217;s not yet a thesis statement in any form, because it makes no original claims.<\/span><\/span><\/p>\n<p class=\"p1\"><span class=\"s1\" style=\"color: #0000ff;\">A reader of this weak thesis might think, &#8220;What reasons? How are <\/span><span class=\"s1\"><span style=\"color: #0000ff;\">they the same? How are they different?&#8221;\u00a0<\/span><\/div>\n<\/div>\n<p><\/span><\/p>\n<\/li>\n<li class=\"p1\">At what stage of the writing process would you expect a student to write a statement like this?<br \/>\n<blockquote>\n<p class=\"p1\"><span class=\"s1\"><i>While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.<\/i><\/span><\/p>\n<\/blockquote>\n<p class=\"p1\">\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q662804\">Show Answer<\/span><\/p>\n<div id=\"q662804\" class=\"hidden-answer\" style=\"display: none\"><span style=\"color: #0000ff;\">This is a\u00a0working thesis.\u00a0It likely was written at the end of prewriting, during evidence-gathering, or early in the drafting process.<\/span><\/p>\n<p class=\"p1\"><span style=\"color: #0000ff;\">Included in this working thesis is a reason for the war and some idea of how the two sides disagreed over this reason. Note that while this does make a claim, it&#8217;s\u00a0still a little vague.<\/span><\/div>\n<\/div>\n<\/li>\n<li class=\"p1\">At what stage of the writing process would you expect a student to write a statement like this?<br \/>\n<blockquote>\n<p class=\"p1\"><span class=\"s1\"><i>While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.<\/i><\/span><\/p>\n<\/blockquote>\n<p class=\"p1\">\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q552074\">Show Answer<\/span><\/p>\n<div id=\"q552074\" class=\"hidden-answer\" style=\"display: none\"><span style=\"color: #0000ff;\">This is a final draft of a thesis statement, likely written near the end of the writing process during revision and editing. It presents a way of interpreting\u00a0evidence that illuminates the significance of the question. It is also an arguable claim&#8211;not every reader will automatically agree with this statement.<\/span><\/div>\n<\/div>\n<\/li>\n<\/ol>\n<\/div>\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-488\">\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>Revision and Adaptation. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Thesis. <strong>Provided by<\/strong>: Academic Writing. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/academicwriting.wikidot.com\/thesis\">http:\/\/academicwriting.wikidot.com\/thesis<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Examples. <strong>Provided by<\/strong>: Academic Writing. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/academicwriting.wikidot.com\/examples\">http:\/\/academicwriting.wikidot.com\/examples<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Image of coffee cups. <strong>Authored by<\/strong>: Richard Giles. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/rTYETx\">https:\/\/flic.kr\/p\/rTYETx<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>Image of Lego weightlifter. <strong>Authored by<\/strong>: Pascal. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/92yK3e\">https:\/\/flic.kr\/p\/92yK3e<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/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":19,"menu_order":4,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Thesis\",\"author\":\"\",\"organization\":\"Academic 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