1.2: Thesis Statements
- Page ID
- 480464
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\dsum}{\displaystyle\sum\limits} \)
\( \newcommand{\dint}{\displaystyle\int\limits} \)
\( \newcommand{\dlim}{\displaystyle\lim\limits} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\(\newcommand{\longvect}{\overrightarrow}\)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\ket}[1]{\left| #1 \right>}\)
\(\newcommand{\bra}[1]{\left< #1 \right|}\)
\(\newcommand{\braket}[2]{\left< #1 \vphantom{#2} \right| \left. #2 \vphantom{#1} \right>}\)
\(\newcommand{\braopket}[3]{\left< #1 \vphantom{#2}\vphantom{#3} \right| #2 \vphantom{#1}\vphantom{#3} \left| #3 \vphantom{#1}\vphantom{#2} \right>}\)
\(\newcommand{\qmvec}[1]{\mathbf{\vec{#1}}}\)
\(\newcommand{\op}[1]{\hat{\mathbf{#1}}}\)
\(\newcommand{\expect}[1]{\langle #1 \rangle}\)
\(\newcommand{\dfn}[1]{\emph{\textbf{#1}}}\)
The thesis statement is like a road map. It tells readers what topic the essay will cover and provides a helpful preview of the different stops along the way. It is the most important part of an academic essay in the U.S. because the thesis reveals the writer's main claim and determines the organization of the rest of the paper.
- Is one sentence at the end of the introduction
- Clearly states the main topic of the essay
- Makes a claim (or takes a stance) that others can disagree with
- Lists the main points of each body paragraph (controlling idea)
- Has parallel structure
- Is strong and confident
Parts of a Thesis
Thesis = topic + controlling idea + 3 main points
A topic is the general subject an essay.
The controlling idea represents the writer's opinion about the topic or what they want to say about it. The structure of the controlling idea will differ depending on the genre of the essay.
The three main points tell readers what each body paragraph or section will focus on.
Identify the topic, controlling idea, and three main points in this argumentative thesis statement:
Cats are better pets than dogs because cats don't need outdoor exercise, show deep affection, and take care of their own droppings.
- Answer
-
Cats are better pets than dogs because cats don't need outdoor exercise, show deep affection, and take care of their own droppings.
- Topic: cats
- Controlling Idea: are better pets than dogs
- Main Point 1: cats don't need outdoor exercise
- Main Point 2: cats show deep affection
- Main Point 3: cats take care of their own droppings
Identify the topic, controlling idea, and three main points in this argumentative thesis statement:
College students should take daily 10-minute walks because the outdoors can refresh mental health, exercise is good for the heart, and the skin can absorb natural vitamin D.
- Answer
-
College students should take daily 10-minute walks because the outdoors can refresh mental health, exercise is good for the heart, and the skin can absorb natural vitamin D.
- Topic: college students
- Controlling Idea: should talk daily 10-minute walks
- Main Point 1: the outdoors can refresh mental health
- Main Point 2: exercise is good for heart health
- Main Point 3: the skin can absorb natural vitamin D
Identify the topic, controlling idea, and three main points in this logical division thesis statement:
Three distinctive locations at De Anza College are The Hub, the Language & Communication Village, and the Listening & Speaking Center (LSC).
- Answer
-
Three distinctive locations at De Anza College are The Hub, the Language & Communication Village, and the Listening & Speaking Center (LSC).
- Topic: De Anza College
- Controlling Idea: three important locations
- Main Point 1: The Hub
- Main Point 2: Language & Communication Village
- Main Point 3: Listening & Speaking Center (LSC)
Identify the topic, controlling idea, and three main points in this cause & effect thesis statement:
The internet has made communication more effective by enabling instant connection, reducing the cost, and supporting multimedia messages.
- Answer
-
The Internet has made communication more effective by enabling instant connection, reducing the cost, and supporting multimedia messages.
- Topic: communication
- Controlling Idea: the Internet made it more effective
- Main Point 1: the Internet enabled instant connection
- Main Point 2: the Internet reduced the cost
- Main Point 3: the Internet supports multimedia messages
Identify the topic, controlling idea, and three main points in this compare & contrast thesis statement:
American fast-food joints In-n-Out Burger and Five Guys differ in terms of french fries, menu variety, and business models.
- Answer
-
American fast-food joints In-n-Out Burger and Five Guys differ in terms of french fries, menu variety, and business models.
- Topics: In-n-Out Burger and Five Guys
- Controlling Idea: they are different
- Main Point 1: french fries
- Main Point 2: menu variety
- Main Point 3: business models