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The first paragraph or two of any paper should be constructed with care, creating a path for both the writer and reader to follow. However, it is very common to adjust the introduction more than once over the course of drafting and revising your document. In fact, it is normal (and often very useful, or even essential!) to heavily revise your introduction after you've finished composing the paper, since that is most likely when you have the best grasp on what you've been aiming to say.

The introduction is your opportunity to efficiently establish for your reader the topic and significance of your discussion, the focused argument or claim you’ll make contained in your thesis statement, and a sense of how your presentation of information will proceed.

There are a few things to avoid in crafting good introductions. Steer clear of unnecessary length: you should be able to effectively introduce the critical elements of any project a page or less. Another pitfall to watch out for is providing excessive history or context before clearly stating your own purpose. Finally, don’t lose time stalling because you can't think of a good first line. A funny or dramatic opener for your paper (also known as “a hook”) can be a nice touch, but it is by no means a required element in a good academic paper.

Introductions, Thesis Statements, and Roadmaps Links

• Short video (5:47): " Writing an Introduction to a Paper ," GWC
• Handout (printable):  " Introductions ," University of North Carolina Chapel Hill Writing Center
• Handout (printable): " Thesis Statements ," University of North Carolina Chapel Hill Writing Center
• NPS-specific one-page (printable)  S ample Thesis Chapter Introduction with Roadmap , from "Venezuela: A Revolution on Standby," Luis Calvo
• Short video (3:39):  " Writing Ninjas: How to Write a Strong Thesis Statement "
• Video (5:06): " Thesis Statements ," Purdue OWL

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved June 28, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

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Thesis Evolution: Writing a Strong Thesis Statement

I. why is the thesis so important and what is its function.

• A thesis states the writer's clearly defined opinion about a particular subject or issue.
• A thesis identifies the subject of the paper by defining the writer's opinion or stance.
• A thesis stays focused on that one topic and does not wander off on other topics.
• A thesis sets up a commitment on the part of the writer to make sure that everything in the thesis is covered somewhere in the paper through explanation and support.
• A thesis does not contain specific details which should be used for support in the body paragraphs.
• A thesis is usually one sentence and is the most important sentence in the paper.
• A thesis is located somewhere in the introductory paragraph, usually at the end of the introduction.

II. What is the difference between a thesis statement and an essay map?

• A thesis statement is an assertion of the writer's opinion or stance.
• An essay map is a statement that gives the reasons for the opinion.

III. What is the purpose of an essay map?

• An essay map outlines the reasons that the writer will use to support the thesis.
• An essay map is often phrased as a "because" clause.
• An essay map states what is going to be discussed in the essay.
• An essay map is used to help organize support but doesn't have to be part of the thesis itself.
• An essay map may or may not be part of the actual thesis statement in the introductory paragraph.
• An essay map may or may not fit the formula of three parts with each part leading to one body paragraph.

IV. Characteristics of a successful thesis:

• Unlimited : Barriers hinder people with disabilities.
• Limited : Architects are now aware that people with physical, hearing, and sight limitations need easy access to and within public buildings.
• Vague : Some TV programs are bad for children.
• Specific : Violent television programs numb children's sensitivity to real-life acts of violence against people.
• The thesis statement is a way to unify the ideas in the paper by stating the main idea of the entire essay. A good thesis holds together all the different ideas within the essay. It is a statement of the scope of what you want to include in the paper and the viewpoint or stand you take in relation to it.

V. What is the purpose of a "working" thesis?

• A working thesis changes as the writer goes through different drafts of the essay.
• A working thesis reflects changes the writer goes through as they develop and discover ideas.

The following process shows a student experimenting with different thesis statements and the student's comments about each possible thesis.

VI. What a Thesis Statement Is Not:

A.   A promise or a statement of intention cannot serve as a thesis statement. (Note: Some disciplines -- like philosophy -- may want a statement-of-intention thesis.)

• If you propose to do something in your paper, go ahead and do it.
• Phrase the thesis statement to show that you have fulfilled your expectation, not simply that you are going to do so.

In this paper I am going to show how the ancient Egyptians were able to build so many huge temples and tombs.

The ancient Egyptians were able to build so many tombs because their dependence on agriculture left seasons when farmers had time to do other kinds of work, their religion encouraged people to do work that glorified their gods and pharaohs, and busy masses were necessary for political and economic stability.

B.  A question cannot serve as a thesis statement.

• A question tells nothing about the content of the paper, and does not let the reader know what the essay will be proving.

Question: What will Maya Angelou's place in literature be?

Maya Angelou will have a secure place in several genres of literature.

Maya Angelou is an accessible writer whose prose, poetry, and film scripts will long be read because they deal with issues surrounding race and identity that illuminate the cost of racism in America while also celebrating the Black experience and culture in America.

Roth, Audrey J. The Research Paper: Process, Form, and Content, 6th ed., 1989. Maurius, Richard. A Writer's Companion, 2nd ed., 1991. Wyrick, Jean. Steps to Writing Well, 2nd ed., 1993.

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Thesis structures

  Whether you're writing a traditional thesis, thesis by compilation or an exegesis, your work needs to have an argument (some disciplines use key message, narrative, story or exposition). The argument is your answer to your research question/s, and the structure of your thesis should support the argument. A thesis argument map can help you to stay on track and can save you a lot of time writing. 

Thesis argument maps

Key points:

• a thesis needs a clear research question/s or aim/s
• a thesis needs an argument that answers the research question/s
• each part of the thesis should contribute to your argument
• the thesis structure should support your argument
• an argument map can be very useful to guide you throughout your project

While there are different ways to produce an outline, we recommend using an argument map. Having an argument map planned out can be helpful for people in both the early and later stages of a research project. Even though in the early stages of your project you won't know exactly how it will turn out, it's still helpful to have a sense of where you are going and what you need to do. In the later stages of a project, you can revisit your argument map to see whether the different parts of the project still fit together logically.

On this page there are links to argument map examples and templates that you can choose from to help you organise your thesis or exegesis.

Filling out your argument map

To fill out your argument map, do the following. 

• Write down your research question/s or aim/s in the top part of the map. 
• Underneath the research question or aims, you'll see 'Argument' or 'Central narrative'. You might like to think of your argument as the take home message that tells the reader what your research has found overall. Even if you don't yet know the answer to your research question, write down what you anticipate your main answer/s will be. Having an idea of your argument or narrative helps you to plan out your chapters logically. 
• Reflect on your argument: does it answer the research question? If it doesn't, do you need to clarify the argument? Or do you need to refine your research question? 
• The introduction column outlines common elements of an introduction. Jot down your ideas in relation to each of the points. 
• Write down the broad purpose of each chapter in the first row of the chapter columns. How will that chapter help you to answer your research question? How do the chapters follow on from one another?
• Jot down what you will argue in each of your chapter sections. You may have fewer than three sections in a chapter, so adapt the template as you like. How does each chapter section contribute to your chapter's argument? What evidence will you draw on?   
• Reflect on your overall thesis structure. Are the chapters in a logical order to answer your research question/s? Does the structure best emphasise your analysis or themes? Are the sections organised around your themes or analytical points? Do you leave plenty of room to address counterarguments? Would another structure work? If so, which structure do you think most clearly answers your research question/s and shows a logical progression of analysis?

When you have a draft outline, carefully review it with your supervisor: is there unnecessary material (i.e. not directly related to the research question/s)? If so, remove or rework it. Is there missing material to add? Whenever you want to make a major change to your work, outlining it first can help you to consider new, more persuasive possibilities for structure.

Another way to test whether your thesis structure is persuasive and logical is to talk about it with someone who knows very little about your topic. You could try explaining it to a friend, to see whether they need to know the information in a certain sequence, and to see whether there are ideas you need to spend more/less time on explaining. You can also make an appointment at Academic Skills  to discuss your argument map.

Principles of structure

The main principle of writing an outline is to work out a structure that best supports your argument. To do this, first consider your research question, and how you would persuade someone that your response is defensible. For example, if you have a question that asks for a comparison of two or more case studies, your structure needs to enable you to make that comparison effectively. You might have a chapter or section that provides a brief overview of each case study. Then, you could have a chapter that compares the case studies in relation to one variable or theme. You could then follow with a chapter that compares the case studies in relation to another variable or theme, and so on. In this way, you would have a structure that enables comparison.

If a part of your thesis does not seem to fit in, ask yourself how it helps you to answer the question. This can help you to identify where it would fit better. Otherwise, you might need to cut the section out of your thesis - you could consider whether it would work well in a separate publication instead.

To decide which structure is best for you, it's useful to have a look at other examples in your area. You can access past ANU theses on the ANU Library's  digital thesis collection , you can ask your supervisor, and/or you can ask your College administrators to show you some past samples. When you look at them, consider:

• is it clear how each section of the thesis answers the research question?
• does the structure logically support the argument?
• is there a lot of background information that could be condensed?
• if the thesis is making comparisons, does the structure help you to understand the comparisons?

Thesis by compilation

Reference documents

• Exegesis narrative map (DOCX, 65.15 KB)
• Long Thesis Argument Map (DOCX, 65.8 KB)
• Sciences thesis argument map (DOCX, 64.9 KB)
• Short Thesis Argument Map (DOCX, 64.48 KB)
• Sample Epidemiology thesis argument map (PDF, 27.17 KB)
• Sample International Relations thesis argument map (PDF, 23.64 KB)
• Sample Film Studies thesis argument map (PDF, 45.92 KB)

Use contact details to request an alternative file format.

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Mapping an argument

A PhD must have a “thesis of the thesis”. This is sometimes called the thesis statement . This is the thing you say when people ask: “what’s your thesis about?” You reply: “ My thesis argues that … [some claim]’ .

A thesis statement is a claim that your thesis argues for .

A claim on its own is not enough of course. A thesis statement always conceals an argument . It is not enough to assert some claim without an argument—especially when writing a PhD! You are assessed not only on your thesis statement, but your argument for it.  

Your PhD thesis supplies this argument. In some theses the argument occurs at the start of the thesis, and evidence is provided for the argument in subsequent chapters.  In other theses there is a sustained argument throughout the entire thesis, i.e., every chapter illuminates some element of the argument (or provides subsidiary arguments for an overarching argument). See below. Of course, many other permutations are possible.

Examiners of PhDs look not only for 1) thesis statement; but 2) the argument for it; and 3) the evidence supporting the argument.

This page will look at how to make an argument using a useful technique called argument mapping.

What is an argument?

An argument is central to a PhD. ‘Argument’ means two things: a) a verbal fight (or worse, like this):

It also means: b) a series of statements that together allow us to infer a conclusion or contention . Of course, it’s the second of these definitions that we mean when we refer to ‘arguments’ in doctoral theses.

An argument is often defined as a connected series of statements intending to establish, or infer, some proposition or claim. There must be links between the statements offered in an argument. They can’t be disconnected or have no relationship to teach other. If there were no links between the statements of an argument it wouldn’t be a good one! These links are known as inferences.

Definitions

Here are some definitions of argument-related terms:

• A contention is a claim that you argue for and want to support (this is also called a conclusion in an argument).
• A statement in support of a contention is called a reason
• A statement   against a contention is called an objection
• A statement against an objection is called a rebuttal
• An inference is the connection between the reason and the contention, i.e., that allows us to draw a conclusion from the reasons provided. Inferences are identified by means of inference words
• An inference word (or phrase) is a linking expression that indicates an inference is being made.

Inference words and phrases are used to connect premises (reasons/objections/rebuttals) to contentions, and to connect contentions to premises.

These indicators can signal that what goes before is a premise, and that what comes after is a conclusion: 

• (premise) …because… (conclusion)
• (premise) …shows that/is shown by… (conclusion)
• (premise) …indicates that… (conclusion)
• (premise) …proves that… (conclusion)
• (premise) …entails that… (conclusion)
• (premise) …implies that… (conclusion)
• (premise) …establishes that …(conclusion)
• (premise) …allows us to infer that… (conclusion)
• (premise) …gives us reasons for (conclusion)

An indicator can also signal that a conclusion which comes before has as its premises some statements which come after :

• (conclusion) …is shown by… (premise)
• (conclusion) …is indicated by… (premise)
• (conclusion) …is proven by… (premise)
• (conclusion) …is entailed by… (premise)
• (conclusion) …is implied by… (premise)
• (conclusion) …is established by… (premise)

The following short passage shows the use of inference indicator words in context:

• Evidence from public health suggests shows that the public should be concerned about a rising rat population. First, the presence of rats shows that a rising rat population is an economic issue. They damage utility lines and wires, start fires and damage a lot of a city’s infrastructure in locations we can’t observe as indicated by damage to sewer walls or under sidewalks. Secondly, it’s a public health concern because rats roam the sewer systems and carry all kinds of germs. With a higher number of rats it can be assumed that our chance of coming into contact with those germs increases. Third, a rising rat population is an aesthetic issue. The presence of rats entails, and is a common indicator of, a degraded environment.

Working out the contention of an argument involves looking for conclusion indicator words . Sometimes, “therefore” or “hence” or “thus” is used, and the contention is very obvious. But these words are not always used. Can you spot the conclusion and the conclusion indicator words in this example?

The contention is: The public should be concerned about the rising rat population. The conclusion indicator is “shows that”.

Argument maps

Arguments can be made clearer by means of argument maps . This is a visual way of displaying conclusions, reasons, objections, rebuttals, and inferences. Being able to map your argument is helpful in thesis writing as it helps you get clear about what you are trying to say. Making an argument map forces you to make an argument as opposed to simply describing information.

In general an argument map can be explained as follows: 1) a contention is provided at the top of the map; and 2) as many reasons as required are provided in support or against a contention below it; 3) there is an inferential link between the reasons and the contention. In this example, the link is the word ‘because’.

Simple argument map s

An argument map can come in simple and complex forms.  A simple argument has one reason that is given for a contention (or conclusion). Below it is argued that It is a good time to invest in property because interest rates are very low . The contention is at the top of the map, the reason is given below it. The inference word is ‘because’.

Complex argument maps

Below is a more complex argument with more than one reason:

Note that there are separate reasons here: 1) the interest rate reason; 2) the keenness to lend reason. In argument maps you must clearly separate different reasons and allocate them to separate reason boxes.

Below is a much more complex argument for the contention that Research into genetically modified food is a good thing . Notice here that objections are given to the contention, and reasons supporting the objections are provided.

Evidence in argument maps

How does evidence come into all this?

Evidence is provided in arguments as they provide support to reasons. The reason Interest rates are very low would need to be supported with evidence, e.g., the current official cash rate provided by the Reserve Bank. The reason Banks are keen to lend money could be supported with a media report about bank enthusiasm for lending.

Evidential sources can also be supplied to objections to contentions as well as the following example shows:

Sometimes many evidential sources are needed to back up the reason(s) being made. It is conceivable that multiple evidence sources might be needed to back up some reason, but typically one or two sources of evidence are sufficient:

The strongest sources of evidence in academic scholarship are peer-reviewed research publications , and experimental data , but other sources of evidence are possible depending on the discipline area, e.g., case study evidence and legal judgments might be appropriate in some contexts.

Co-premises

A premise is another word for a reason in an argument. A co-premise is a reason that helps another reason. Sometimes co-premises seem trivial as they are below. (NB: Co-premises are show in argument maps as a helping reason under ‘umbrella’ shading):

Providing co-premises makes the argument tight. The logic of the argument can be easily seen. If it is accepted that Interest rates are low (reason) and if it is the case that When interest rates are low it is a good time to invest in property (co-premise) it can be concluded that It is a good time to invest in property (contention).

Of course, none of these claims might be right. If so, objections can be made to them. This is good. This means you are getting your argument clear. You will need to find evidence for your objections of course. But responding to assumed co-premises by rebutting them or calling them into question helps to make your reasoning more precise, clear and explicit.

On other occasions a co-premise is not trivial at all, and can be the source of an error in reasoning. A good argument map will make all co-premises explicit. Doing so will allow you to see flaws in your reasoning. For example, if I contend that Dogs make better pets, based on reasoning that Dogs like to play ( because Dogs fetch balls ), and assume the co-premise Pets you can play with make better pets is the reasoning compelling? It isn’t. Old people don’t necessarily like playful pets. The helping premise Pets you can play with make better pets need not be accepted. Your challenge when mapping your discipline-specific arguments is to make all co-premises explicit .

Argument units

Complex arguments can be considered in terms of argument units which, when combined, give rise to larger argument structures. In these complex arguments, intermediate conclusions give rise to final conclusions .

An example is provided below. In this case, one argument unit is comprised of premise A1-b which is supported by premises 2B-a and 2B-b. Premise 2B-a, in turn, is supported by another argument unit comprising premises 3B-a and 3B-b. Another argument unit is comprised of premise 1A-a which is opposed by premise 2A-a and 2A-b. Yet another argument unit consists of premise 2A-a, which in turn, is rebutted by premises 3A-1 and 3A-b. All four argument units contribute to the main argument unit comprising 1A-a and 1A-b which provide support for the main conclusion.

Naturally, the argument advanced in a PhD will be complex with many different argument units. It helps to make these clear in argument maps. Doing so will make it easier to articulate your arguments in prose.

Tips for mapping your argument

Argument mapping requires high-level skills, but the basic principles are simple enough. Follow these steps when mapping your argument:

• First, get clear about your main contention . This is the claim that follows the introductory clause: “My thesis argues that…” This is a claim that sums up your unique and original contribution to the literature in your field. It may be that you are not clear on this yet, especially if you are early in your candidature. However, you can begin with a tentative contention, and revise and refine it as your thesis progresses. This is common with thesis writers. As the thesis sharpens and becomes clearer you will also need to refocus and tighten up your contention, and the argument supporting it.
• Second, determine the first tier reasons supporting your contention. Arguments can be complex, consisting of many argument units . It is likely that you will require many cascading tiers of reasons supporting a variety of intermediate conclusions . Try to concentrate on the levels within an argument. Thinking in terms of first, second and third, tiers of reasons, etc., and localised argument units can help. Ask yourself: ‘Is reason X supporting this claim or this claim’? (Use inference indicator words to help you do this: ‘Am I claiming that X is true because of this, i.e., for this reason’?) Is there a clear link between the reason and the claim? Revise your argument until the logic of the connection between reasons and claims is transparent and clear.
• Third, determine any first tier objections to your contention. Follow the same process with reasons against claims as you did with reasons for claims.
• Fourth, determine whether some of the objections can be rebutted . Can you think of claims that refute, or otherwise cast doubt , on objections? Follow the same process as you did for reasons and objections.
• Fifthly, determine second tier reasons . How would you support the reasons you provide in the first tier of your argument? What reasons would support these reasons? Establish third-tier reasons/objections as requried.
• Finally, establish any tacit co-premises that might be implicit in your argument, i.e., statements that are assumed but not often stated (making these clear that help you determine the originality of you argument, i.e., you might be casting doubt on an assumption in previous arguments in the literature).

IMPORTANT: When mapping your argument strip all linguistic flourishes and academic jargon out. You are interested in getting the argument clear. Make all claims clear and precise and as short as possible (your argument can be “converted” into stylised academic prose later).

IIn the previous “rat” argument, the contention is clear (underlined):

• Evidence from public health sources suggests that the public should be concerned about a rising rat population . First , the presence of rats shows that a rising rat population is an economic issue. They damage utility lines and wires, start fires and damage a lot of a city’s infrastructure in locations we can’t observe as indicated by damage to sewer walls or under sidewalks. Secondly, it’s a public health concern because rats roam the sewer systems and carry all kinds of germs. With a higher number of rats it can be assumed that our chance of coming into contact with those germs increases. Third, a rising rat population is an aesthetic issue. The presence of rats entails, and is a common indicator of, a degraded environment.

Paying attention to the inference indicator words (in bold ), and the signposting language (in italics ) we can display the tiers of reasoning along with tacit co-premises (tagged in yellow):

Now practise your understanding of argument mapping by mapping your own argument. Show your argument to colleagues and your supervisor. Ask them to focus on the links between the claims, reasons, objections and rebuttals. Ask them to consider the evidence provided. Revise your argument, and then turn it into prose backed up with appropriate citations from the literature.

For a downloadable introduction to argument maps, see our helpsheet ,

Further Reading

Argument mapping is an advanced-level skill. This page has only covered some basic principles. Further information can be obtained from the following readings.

• Davies, M. (2019). New directions in teaching critical thinking.  Change: Magazine for Higher Learning , 51 (5), 18-27.
• Davies, M., Barnett, A., van Gelder, T. (2021), Using computer-assisted argument mapping to teach reasoning to students, in  Studies in Critical Thinking  (A. Blair Ed)  Windsor Studies in Argumentation  (Vol. 8), 2nd Edition: Centre for Research in Reasoning, University of Windsor (L. A. Groarke and C. W. Tindale, Editors in Chief): Open Monograph Press.
• Kirschner, P. J., Buckingham Shum, S. J., & Carr, C. S. (Eds.). (2003).  Visualizing argumentation: Software tools for collaborative and educational sense-kaking . London: Springer-Verlag.
• van Gelder, T. (2011). What is argument mapping? in H. Pashler (Ed.),  Encyclopedia of the Mind .  Thousand Oaks, CA. Sage https://timvangelder.com/2009/02/17/what-is-argument-mapping/

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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Didn't find what you need? Email us at [email protected] .

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The Thesis Sentence

The thesis sentence is arguably the most important sentence in an academic paper. Without a good, clear thesis that presents an intriguing arguable point, a paper risks becoming unfocused, aimless, not worth the reader's time.

The Challenge of the Thesis Sentence

Because the thesis sentence is the most important sentence of a paper, it is also the most difficult to write. Readers expect a great deal of a thesis sentence: they want it to powerfully and clearly indicate what the writer is going to say, why she is going to say it, and even how it is that she is going to go about getting it said. In other words, the job of the thesis sentence is to organize, predict, control, and define the paper's argument.

In many cases, a thesis sentence will not only present the paper's argument, it will also point to and direct the course that the argument is going to take. In other words, it may also include an "essay map" - i.e., phrases or clauses that map out for the reader (and the writer) the argument that is to come. In some cases, then, the thesis sentence not only promises an argument, it promises the structure of that argument as well.

The promises that a thesis sentence makes to a reader are important ones and must be kept. It's helpful sometimes to explain the thesis as a kind of contract between reader and writer: if this contract is broken, the reader will feel frustrated and betrayed. Accordingly, the writer must be very careful in the development of the thesis.

Working on the Thesis Sentence

Chances are if you've had trouble following or deciphering the argument of a paper, there's a problem with the thesis. If a tutor's first response to a paper is that he doesn't know what the paper is about, then the thesis sentence is either absent from the paper, or it's hiding. The first thing you might wish to do is to ask the writer what his thesis is. He may point to a particular sentence that he thinks is his thesis, giving you a very good place to start.

Let's say that you've read a paper in which you've encountered this thesis:

Although heterosexuality has long been regarded as the only natural expression of sexuality, this view has been recently and strongly challenged by the gay rights movement.

What's wrong with this sentence? Many things, the most troublesome of which is that it argues nothing. Who is going to deny that the heteronormative view has been challenged by the gay rights movement? At this point, you need to ask the writer some questions. In what specific ways has the gay rights movement challenged heterosexuality? Do these ways seem reasonable to the writer? Why or why not? What argument does he intend to make about this topic? Why does he want to make it? To whom does he want to make it?

After giving the writer some time to think about and talk about these questions, you'll probably want to bring up another problem that is certain to arise out of a thesis like this one: the matter of structure. Any paper that follows a thesis like this one is likely to ramble. How can the reader figure out what all the supporting paragraphs are doing when the argument itself is so ill-defined? You'll want to show the writer that a strong thesis suggests - even helps to create - strong topic sentences. (More on this when we consider matters of structure, below).

But before we move on to other matters, let's consider the problem of this thesis from another angle: its style. We can see without difficulty that the sentence presents us with at least two stylistic problems: 1) this thesis, which should be the most powerful sentence of the paper, employs the passive voice, and 2) the introductory clause functions as a dangling modifier (who regards heterosexuality as the only natural way to express sexuality?).

Both stylistic problems point to something at work in the sentence: the writer obliterates the actors - heterosexuals and homosexuals alike - by using the dangling modifier and the passive voice. Why does he do that? Is he avoiding naming the actors in these sentences because he's not comfortable with the positions they take? Is he unable to declare himself because he feels paralyzed by the sense that he must write a paper that is politically correct? Or does he obliterate the actors with the passive voice because he himself wishes to remain passive on this topic?

These are questions to pose to the writer, though they must be posed gently. In fact, you might gently pose these questions via a discussion of style. For instance, you might also suggest that the writer rewrite the sentence in the active voice:

Although our society has long regarded heterosexuality as the only natural expression of sexuality, members of the gay rights movement have challenged this view strongly.

This active construction helps us to see clearly what's missing:

Although our society has long regarded heterosexuality as the only natural expression of sexuality, members of the gay rights movement have challenged this view strongly, arguing XYZ.

This more active construction also makes it clear that merely enumerating the points the author wants to make is not the same thing as creating an argument. The writer should now be able to see that he needs to go one step further - he needs to reveal his own position on the gay rights movement. The rest of the paper will develop this position.

In short, there are many ways to begin work on a writer's thesis sentences. Almost all of them will lead you to other matters important to the paper's success: its structure, its language, its style. Try to make any conversation you have about thesis sentences point to other problems with the writing. Not only is this strategy efficient, but it also encourages a writer to see how important a thesis is to the overall success of his essay.

Talking Your Way to a Workable Thesis

For the sake of making (we hope) a somewhat humorous illustration of the matter at hand, we offer the following scenario, which shows how tutor and tutee can talk their way to a workable thesis - and, indeed, to a good essay. So sit back, and enjoy this "break" in your training.

Imagine (though it is indeed quite a stretch) that a freshman composition teacher has the audacity to assign a paper on cats (the animals, not the play). The students may write any kind of paper they like - narration, description, compare/contrast, etc. - as long as their essays contain a thesis (that is, that they argue some point) concerning cats. A writer comes to you for help in developing her thesis. You read the assignment, and then you tell the writer that she first must choose the kind of paper she would like to do. She decides to do a narrative because she thinks she has more freedom in the narrative form. Then you ask her what she has to say about cats. "I don't like them," is her reply.

"OK," you say, "that's a start. Why don't you like them?" The writer has lots of reasons: they smell, they're aloof, they shed, they keep you up nights when they're in heat, they're very middle class, they steal food off of the table, they don't get along with dogs (the writer loves dogs), and on, and on. After brainstorming for a while, you tell the writer to choose a few points on which she'd like to focus - preferably those points that she feels strongly about or those which seem unusual. She picks three: cats smell, they steal food, and they are middle class. She offers her thesis: "I don't like cats because they are smelly, thieving, and middle class."

"O.K.," you say, "It's not a very sophisticated thesis but we can use it for now. After all, it defines your stance, it controls your subject, it organizes your argument, and it predicts your strategy - all the things that a thesis ought to do. Now let's consider how to develop the thesis, point by point."

You begin to ask questions about cats and their smell. "What do they smell like?" you say. The writer thinks awhile, and then says, "They smell like dirty gym shorts, like old hamburgers, like my eighth-grade math teacher's breath." The writer laughs, particularly fond of the final simile. Then she adds, "My boyfriend has a cat. A Tom. When he moved into his first apartment, that cat sprayed all over the place, you know, marking his territory. The place stunk so bad that I couldn't even go there for a week. Can you imagine? Your boyfriend gets his first apartment, and you can't even go in the place for a week?"

The writer has sparked your imagination; you think that she can spark her teacher's imagination as well. "Why don't you do your narrative about your boyfriend's cat? You could tell the story - or you could make up a story - about going over there for dinner, hoping for a romantic evening, and being put off by the cat." The writer likes this idea and goes off to write her draft. She returns with the following story about her boyfriend and his cat.

She was hoping for a romantic dinner; he was making her favorite meal. She could smell the T-bone and the apple pie before she even got to his door. But when she opened the door, her appetite was obliterated: the smell of cat spray smelled worse than her eighth-grade math teacher's breath. Of course, because she remained hopeful for a romantic evening, she put on her best face, tried not to grimace, and gave her boyfriend the flowers she'd picked up on the way. They chat; everything is going fine; he goes to the kitchen to check on dinner; she hears his shriek. The cat has stolen all of the food! Upon searching, they find the cat under the sofa, not only with their dinner, but with the writer's wallet, her favorite picture of her mom torn in half, her new leather jacket now full of cat hairs. This cat not only stinks, he's a thief as well. Still, the evening need not be a total waste. They order pizza, have some wine. She and her man talk; their moods improve, and she decides that it might be a nice time to kiss. She pulls the old yawn trick to get her arm around him, and just as she's ready to kiss him the cat jumps into his lap. "Oh, Pookie, Pookie, Pookie," her boyfriend says, giving himself over to the purring cat. "Damn lap cat," the writer says to herself, and leaves it at that. She has written a paper illustrating that cats are smelly, thieving, and middle class. She has fulfilled her thesis.

Now, you like this paper. It's got a great voice, and it's got humor. You feel, however, that the writer should refine the thesis. It has served the writer well in helping her to organize, control, predict, and define her essay; however, she needs now to consider how to choose words and a tone which will hook the reader and reel him in. You explain to the writer that her thesis can be humorous, that she can feel free to be extreme, because a funny, exaggerated thesis would suit this funny, exaggerated paper.

After some doodling and some dialogue, the writer comes up with the following thesis: "All cats should be exterminated because they are the stinking, kleptomaniacal darlings of the bourgeoisie." You laugh; you like it. Moreover, the thesis has given the writer an ending for her essay: she exterminates the cat in her boyfriend's microwave, convinces him to get a goldfish instead, and the two of them live happily ever after. The writer is happy. The tutor is happy. The paper works.

While you will likely not encounter a "cat" assignment at Dartmouth, this sort of experience with writing a thesis is a common one. Even when papers are more sophisticated than this one - even when the subject is Hitler's rise to power, or Freud's treatment of taboo - writers will often write a working thesis, one that guides them through the writing process. Then they will return to the thesis, sometimes several times before their paper is finished, revising it to better fit their paper's increasingly refined argument and tone.

Polishing the Thesis Sentence

Look at the sentence's structure. Is the main idea of the paper placed appropriately in the main clause? If there are parallel points made in the paper, does the thesis sentence signal this to the reader via some parallel structure? If the paper makes an interesting but necessary aside, is that aside predicted - perhaps in a parenthetical element? Remember: the structure of the thesis sentence also signals much to the reader about the structure of the argument. Be sure that the thesis reflects, reliably, what the paper itself is going to say.

As to the style of the sentence: hold the thesis sentence to the highest stylistic standards. Help a writer to make sure that it is as clear and concise as it can be, and that its language and phrasing reflect confidence, eloquence, and grace.

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What is a thesis statement?

A thesis statement is an essential component of ALL academic and research writing.

A thesis statement:

• occurs early in a piece of written work (introduction)
• tells the reader what the purpose and scope of the work will be
• provides more than a mere description of the topic
• puts a ‘wager’ (i.e. a bet) on the topic by telling us what the significance of the research will be
• defines what will be investigated and what they think will be found (note, it’s OK if the hypothesis is disproven once the data is in)

Descriptive thesis statements

Beware thesis statements that are too descriptive because they “do not investigate anything, critique anything, or analyze anything […] they also do not invite support and argument from outside of the central text” ( UW Expository Writing Program, 2007, p. 2). The problem with thesis statements that are merely descriptive is that they lack a ‘stance’ or an argument. They are therefore difficult to support with evidence and to build an argument for.

The examples below would not make good thesis statements because they are too descriptive.

a) Shakespeare was a famous playwright during the Elizabethan era. He wrote numerous plays and poems.

b) Almost one in two marriages in Australia end in divorce. That means the divorce rate is almost 50%.

c) Covid-19 was a virus that caused an epidemic in the early 2020’s.

Check your understanding

Where is the thesis statement in the passage below?

My intention was to investigate and portray Antarctica through my own and others’ personal experiences, through historical examples of jewellery and souvenirs and through experimentation in the studio-based manufacture of new jewellery and souvenirs [e] . The objects produced through this research would reference the valued jewellery and souvenirs now displayed in museums as historical artefacts which were once personal mementos [f] . I was particularly interested in the potential of these objects to represent personal narratives and experiences of the past [g] . In this research project I have explored some of the ways in which I can make objects, specifically jewellery and souvenirs that draw on this rich heritage to present Antarctica in an innovative way [h] .

Excerpt from Kirsten Haydon’s dissertation Antarctic landscapes in the souvenir and jewellery (used with permission)

Research and Writing Skills for Academic and Graduate Researchers Copyright © 2022 by RMIT University is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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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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6 ways to use concept mapping in your research

Joseph Novak developed concept mapping in the 1970s and ever since, it has been used to present the construction of knowledge. A concept map is a great way to present all the moving parts of your research project in one visually appealing figure. I recommend using this technique when you start thinking about your new research topic all the way through to the end product, and once you submitted your thesis, dissertation or research article, you can use concept mapping to plan your next project. If you prefer to watch the video explaining the 6 steps, scroll down.

What is the purpose of concept mapping?

You may wonder what the purpose of a concept map is. A concept map shows the different “ideas” which form part of your research project, as well as the relationships between them. A concept map is a visual presentation of concepts as shapes, circles, ovals, triangles or rectangles, and the relationships between these concepts are presented by arrows. Your concept map will show the concept in words inside a shape, and the relationship is then presented in words next to each arrow, so that each branch reads like a sentence. What is the difference between a mind map and a concept map? A mind map is different from a concept map in that a mind map puts much less emphasis on the relationship between concepts.

How to use a concept map in your research

Don’t wait to put your concept map together until only after you have, what you consider, “all the knowledge” and have read “all the literature” (anyway, with two million research articles published each year, will that day ever come?). In the very early stages, when you start thinking about your research project, draw your concept map to get your thoughts organised. Then, as you become more and more abreast with the research out there, modify your concept map.

The process of creating a concept map is an iterative one and you will find that it feels like you have drawn and redrawn the map over and over so many times that you wonder if you are ever going to get to a final version. This process in itself is a learning experience and is vital to sort the concepts out for yourself. If you have clarity in your own head, it is easier to explain what your research is all about to someone else. In addition, including a concept map into a dissertation, thesis, or research article (where relevant) makes it easier for the reader (including the examiner or reviewer) to understand what your research project is all about. There are several instances in your research journey where a concept map will come in handy.

#1 Use a concept map to brainstorm your research topic

When you are conceptualising your research topic, create a concept map to put all the different aspects related to your research topic onto paper and to show the relationships between them. This will give you a bird’s eye view of all the moving parts associated with the chosen research topic. You will also, most probably, realise that the topic is too broad, and you’ll be able to zoom in a bit more to focus your research question better. But before you settle on a specific research question, do a bit of reading around the topic area. Your concept map will show you which keywords to search for.

#2 Use a concept map when planning the search strategy for your literature review

Jumping right into those databases to do a search for articles to include in your literature review can really take you down the deepest darkest rabbit hole. One of those where you find an appropriate article, then gets suggested a few related articles and then you find another few related articles to the related articles, and after 4 hours you can’t even remember what your actual focus was. To avoid this situation, draw your concept map first. You can use the concept map you drew when you brainstormed your research topic to give you guidance in terms of the keywords to search for. Planning your search strategy before you jump in will ensure that you remain on the well-lit path.

#3 Add a concept map to your completed literature review chapter

As you read more about your research topic, you’ll get a better idea of the relationships between the current concepts, and you’ll find more concepts to add to your concept map. Adapt your concept map as you go along, and once you have the final version of your literature review, add your concept map as a figure to your literature review chapter. This will give the reader a good overview of your literature review and it will make their hearts happy because we all know how nice it is to be rewarded with a picture after reading pages and pages of text.

#4 Use a concept map to plan your discussion

Once you completed your data analysis and interpretation, developing a concept map for your discussion will give you clarity on what to include in your discussion chapter or section.

#5 Add a concept map to your completed research project

Once you have completed your entire research project and you want to show how your findings filled a gap in the literature, you can indicate this by modifying the concept map which you created for our literature review. This is a great way to show how your research findings have added to the existing concepts related to your research topic.

#6 Use a concept map to show your research niche area

You can use a concept map to visually present your own research niche area and as your career progresses and you create more knowledge in a specific niche, you can add to your concept map.

How to make a concept map for research

Go to a place where there are very few distractions, a place that is conducive to letting those creative juices flow freely. Seeing that we all function differently, shall I rather say, a place which you perceive as having few distractions. It may be in a park, in your garden, at a restaurant, in the library or in your own study.

Take out a blank piece of paper and start thinking about your research project. Of course, you can do it on a blank page on your laptop as well. One of my students used sticky notes with each sticky note presenting a concept, and with smaller strips of sticky notes showing the relationships between concepts. You can even get all fancy and use concept mapping software. But as a start, a blank piece of paper is more than enough.

Jot down all the ideas that come to mind while you answer the following questions: What is your research about? Why is your research important? What gap does your research fill? What problem will your research solve? What influences your research outcome? Just jot all your thoughts down. Then, once you have all your thoughts on paper, see if you can identify some relationships between the concepts which you noted down. What comes before what? What is a consequence of what? What is associated with what?

Once you are happy with what you have put together, present it to a friend, preferably at a time when both of you are not in a hurry to get somewhere. At a bar with loud music may not work well, and on a first date may also not be a good idea. Explain what is going on in the concept map and give your friend a chance to ask some questions. As you explain it to someone, as well as through fielding your friend’s questions, it will start to make more sense to you, and you will most probably move some concepts around and add new ones. Repeat this process with someone else when you feel you need some more input.

If you are planning to feature your concept map in your thesis, dissertation or research article, now is the time to turn your rough concept map into something more presentable. One can easily get totally lost when it comes to choosing software to create a concept map. Some of the software out there is paid for while others give you a free version for some basic concept mapping. Be careful of that software which only gives you free access for 30 days, remember, you are going to change your concept map quite a few times as time goes on. If you prefer to use software which you are already familiar with, why not just do it in PowerPoint or Word? On the other hand, Lucidchart is really user-friendly. Watch the video below to see how easy it is to create a concept map with Lucidchart. Explore a few options and see what works for you, but be careful, this exploration can take you down that 4-hour rabbit hole and when a proposal submission deadline is looming, that rabbit hole is a dark place to be in.

We'd like to acknowledge Coffee Machine Cleaning  for the image of the coffee cup and notebook used in this blog post. 

Examples of concept maps

Here are a few examples of concept maps that show the concepts and the relationship between the concepts well. Click on the image to visit the original source. Go and enjoy developing a concept map for your research!

One last thing before you go, for more valuable content related to academic research, subscribe to the Research Masterminds YouTube Channel  and hit the bell so that you get notified when I upload a new video. If you are a (post)graduate student working on a masters or doctoral research project, and you are passionate about life, adamant about completing your studies successfully and ready to get a head-start on your academic career, this opportunity is for you! Join our awesome membership site - a safe haven offering you coaching, community and content to boost your research experience and productivity. Check it out!  https://www.researchmasterminds.com/academy . 

Example 1 Little Red Riding Hood

Example 2 Nursing Management

Example 3 Operations Management

Example 4 Cup of Coffee

Example 5 Flexibility

Example 6 Human Body Systems

Example 7 Simple Concept Map Template

If you prefer to watch the video, here it is:

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MindMap Gallery Thesis Map

This is a mind map about Thesis Map.

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What is a Thesis Map

Prior Knowledge

Students already know:

How to organize a paragraph

How to write a topic sentence

How to write a concluding sentence

How to establish main points in multipleparagraph writing.

How to write a topic sentence in first person

Future Topics

The appropriate time to use less than threemain points

The appropriate time to use more than threemain points

Writing thesis statements in first person

Writing thesis statements in one OR twosentences

This is the topic you are writing about

Example: Vanilla Ice cream

This is your opinion on the topic you are writingabout

Example: It's the best flavor

Three Main Points

Three supporting points for your opinion onyour topic

Example: it is the most versatile flavor, it is oneof the most popular flavors, and it is the basisfor other ice cream flavors

THESIS+TOPIC+ THREE MAIN POINTS =THESIS

A onesentence statement in the last paragraphof your introductory paragraph in an essay.

Example: Vanilla ice cream is the best flavorbecause it is the most versatile flavor, it is oneof the most popular flavors, and it is the basisfor other ice cream flavors.

Misconceptions

Students often think that a thesis statement is atopic sentence.

Students think a thesis statement can be at thebeginning of the introduction paragraph.

Students do not understand the purpose of athesis statement and how it functions in anessay.

Students do not understand the importance ofthe structure of a thesis statement.