is a thesis and claim the same

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Identifying Thesis Statements, Claims, and Evidence

Thesis statements, claims, and evidence, introduction.

The three important parts of an argumentative essay are:

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

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

Paragraphs 1-7

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

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

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

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

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

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

Finding Evidence. 

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

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

Paragraphs 8-10

Finding Claims

Paragraph 8 makes two claims:

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

Finding Evidence

Paragraphs 8 and 9 include these statistics as evidence:

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

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

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

Paragraphs 11-13

Remember that in paragraph 2, Andrisse writes that:

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

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

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

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

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

Paragraphs 14-16

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

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

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

Paragraphs 17-19

Evaluating Evidence

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

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

Paragraphs 20-23

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

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

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

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

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

What statistic does he include?

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

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

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

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Is a Thesis the same as a Claim: How to Write Each

Comparing Thesis and a Claim

A thesis is a statement that carries the main idea of an essay, paper, or piece of writing to help the writer control the ideas within the paper. It reflects the main argument or point of the writer on a particular topic.

A claim is the beginning or end of an argument that needs to be supported with proper evidence and reasoning. This is because the audience to whom the claim is relayed can challenge it, and therefore, the argument made by the claim must stand.

Is a Thesis the same as a Claim?

Thesis statements are not necessarily claims, but they can be used as claims. For example, a thesis is the main argument in writing, while claims are the points that can be accrued from that statement.

Therefore, the thesis must be in the introductory part of ant piece of writing. Everything that you include in that writing must reflect back to the thesis statement. Backing the argument is what brings up a claim.

Therefore, claims are topic sentences that include the argument that backs the thesis.

They are a sneak peek of what you will include in your essay paragraphs and must be supported by factual information to bring out relevance.

However, a thesis statement can be a claim in argumentative papers . When you are arguing against something, you make a claim that you are supposed to back in the rest of the writing.

The statement is a claim because it should demonstrate the value, policy, facts, and examples that are recent, accurate, and reliable. Therefore, one can refer to a thesis statement as a main claim that sets up the way for other minor claims that support it.

These claims help build a well-rounded argument in the essay by showing that you have considered many possible positions to support your topic.

How to write a Thesis Statement

A thesis statement must be included in essays to provide the reader with a guide of your arguments and opinions in the essay and help you organize and develop your arguments.

A good thesis statement must be coherent, concise, and contentious. It should appear as the last part of the introduction of an essay or research paper.

There are four steps that one should follow when writing a thesis statement:

1. Start with a Question

To write a thesis statement, you need to come up with a question about what you want to find out about the topic you are writing about.

This question is like the initial thesis, which can be referred to as a working thesis because you are in the early stages of the writing process. The question should be based on what you want to say about the topic.

2. Write the Answer to the Question

After identifying the main question that should be asked about the topic, answer the question in detail. The answer to this question is what provides the root that your essay or research paper will follow.

Make the answer simple to ensure that you do not complicate your views. For example, if the question was on what are the effects of the internet on education, you can come up with an answer such as the internet has more negative effects on education today compared to its positive impacts.

3. Develop the Answer

After getting the answer, it is now time to consider why it effectively answers your essay question and how it will help you convince the reader that the arguments you will make in the essay are valid.

To do this, you need to research more so that when you begin to write, the answer will be provided and focused on extensively.

The answer you come up with should also effectively portray the position you have taken in the essay and sketch out the arguments that you will use to support it throughout the essay.

4. Refine the Thesis Statement

This is all about making sure that your thesis statement is strong enough.

Therefore, you must ensure that it tells the readers why you hold the position you have taken about the essay topic, what they will learn after going through your writing, and the key points of your argument or narrative that will be focused on in the essay.

A good thesis statement is not all about stating your position on the essay topic but also summarizing your overall argument on that particular topic. Considering this moves your thesis from weak to strong.

5. Make it Specific

The thesis statement should be straight to the point. Anything that will not be discussed in the essay should not be involved, and only specific evidence should be used to support it.

The language should also be specific. This means that the thesis statement should not report a statistic or a fact but make an assertion.

How to Write Claims

Claim statements in an essay or research paper must be arguable but should be stated as facts. This means that they should be debatable but at the same time show inquiry and evidence.

A claim cannot be a personal feeling or opinion about something. It must be something that is supportable using factual arguments. Therefore, a claim must be specific to assert a focused argument.

Also, claims define the goals, scope, and direction that your paragraphs will take. To write a good claim statement, you should:

Come up with a Strong Argument

A claim must be an argument that is in favor or against the topic of study. This argument should be supported by sufficient evidence to convince the reader that it is valid.

The Claim Should be Stated as a Fact

The claim must look as a fact to the reader. For example, the sentence ‘incarceration of juvenile delinquents is illegal’ is not a claim.

Instead, incarceration of juvenile delinquents is no longer an appropriate punishment in America’ is a factual claim.

The Claim Should be Straight to the Point

When a claim is direct, it shows you all the aspects that you will need to tackle. If it involves a lot of information, you are likely to make a vague argument that may not make sense or convince the reader.

James Lotta

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Developing a Thesis Statement

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

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

What is a thesis statement?

A thesis statement . . .

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

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

Identify a topic

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

Consider what your assignment asks you to do

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

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

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

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

Sample assignment 2

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

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

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

Developing a Thesis Statement–Additional information

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

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

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

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

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

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

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

Derive a main point from topic

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

Look for patterns in your evidence

Compose a purpose statement.

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

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

Possible conclusion:

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

Purpose statement

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

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

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

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

Derive purpose statement from topic

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

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

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

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

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

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

Compose a draft thesis statement

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

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

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

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

Question-to-Assertion

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Refine and polish the thesis statement

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

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

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

Sample Assignment

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

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

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

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

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

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

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

Complete the final thesis statement

The bottom line.

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

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

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

Writing Process and Structure

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Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

Reference management. Clean and simple.

How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

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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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Your instructor may ask you to provide a thesis statement, rather than a research question. The main difference between a thesis statement and a research question is that a thesis statement makes a claim upfront that you will attempt to validate in your paper. A thesis statement:

• States your position on a topic
• Is not always required when writing a research paper
• Is often your research question reworded as a statement with a position

For more information on writing thesis statements, see UMGC's Online Guide to Writing and Research: Thesis Statement and Controlling Idea .

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Developing Strong Thesis Statements

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The thesis statement or main claim must be debatable

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

Example of a non-debatable thesis statement:

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

Example of a debatable thesis statement:

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

Another example of a debatable thesis statement:

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

The thesis needs to be narrow

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

Example of a thesis that is too broad:

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

Example of a narrow or focused thesis:

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

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

Narrowed debatable thesis 1:

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

Narrowed debatable thesis 2:

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

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

Types of claims

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

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

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

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

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

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

Frequently asked questions

What is a thesis statement.

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.

Frequently asked questions: Writing an essay

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

Let’s say you’re writing a five-paragraph  essay about the environmental impacts of dietary choices. Here are three examples of topic sentences you could use for each of the three body paragraphs :

• Research has shown that the meat industry has severe environmental impacts.
• However, many plant-based foods are also produced in environmentally damaging ways.
• It’s important to consider not only what type of diet we eat, but where our food comes from and how it is produced.

Each of these sentences expresses one main idea – by listing them in order, we can see the overall structure of the essay at a glance. Each paragraph will expand on the topic sentence with relevant detail, evidence, and arguments.

The topic sentence usually comes at the very start of the paragraph .

However, sometimes you might start with a transition sentence to summarize what was discussed in previous paragraphs, followed by the topic sentence that expresses the focus of the current paragraph.

Topic sentences help keep your writing focused and guide the reader through your argument.

In an essay or paper , each paragraph should focus on a single idea. By stating the main idea in the topic sentence, you clarify what the paragraph is about for both yourself and your reader.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

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.

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

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.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

If you’re not given a specific prompt for your descriptive essay , think about places and objects you know well, that you can think of interesting ways to describe, or that have strong personal significance for you.

The best kind of object for a descriptive essay is one specific enough that you can describe its particular features in detail—don’t choose something too vague or general.

If you’re not given much guidance on what your narrative essay should be about, consider the context and scope of the assignment. What kind of story is relevant, interesting, and possible to tell within the word count?

The best kind of story for a narrative essay is one you can use to reflect on a particular theme or lesson, or that takes a surprising turn somewhere along the way.

Don’t worry too much if your topic seems unoriginal. The point of a narrative essay is how you tell the story and the point you make with it, not the subject of the story itself.

Narrative essays are usually assigned as writing exercises at high school or in university composition classes. They may also form part of a university application.

When you are prompted to tell a story about your own life or experiences, a narrative essay is usually the right response.

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

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• Online Guide to Writing

Thesis Statement and Controlling Idea

So what? This is the question you will get asked if your thesis statement, or main idea, is not obvious in your paper. Your thesis statement is the most important part of your writing; without it, your paper doesn’t have a main point or stance. A thesis statement states the purpose and topic of your writing, and the controlling idea indicates the direction and, often, the writing strategy you will adopt. 

Generally, your thesis is placed at the end of your introduction and is a concise and simple sentence that combines your topic and your position on the topic. Like a road map, your thesis lets your readers know what to expect from the rest of your paper. Your body paragraphs support it, and your essay lacks direction without it.

It is important to keep in mind that this early in your writing, your thesis statement is really a working thesis that you use to begin thinking about your topic. You may revise this thesis many times before you are finished thinking and ready to write your final draft. Below are some sample thesis statements.  

YOUR TOPIC + POSITION ON TOPIC = THESIS STATEMENT

Thesis Statement Do's and Don'ts

Present an argument, stance, or claim. Can your audience argue with it? 

Provide a key to the organization of your paper. Can you construct body paragraphs that support it? 

Mirror the assignment prompt. Are you following what is expected of you?

Present the thesis at the end of the introduction.  

Answer the question: “so what?”  

Present an argument that can be supported by reputable research. Is your argument logical?

Embrace the “how” and “why” elements. It’s a great strategy to present the problem, examine why it’s a problem, and show how it can be fixed. 

Include announcement style language like “this paper will discuss” or “this will be shown in this essay.” 

Be informative only with no argument or stance, such as, “Some high school seniors decide to take a gap year.” 

Include overly broad or generalized statements like, “Kids of this generation are lazy.”

Force the reader to guess what the paper will prove or discuss 

Be questions. 

Key Takeaways

Your thesis is one statement at the end of your introduction and should be clear, concise, and arguable.

Without a thesis, your paper lacks direction and purpose. 

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Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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Q. What is the difference between a thesis statement and a hypothesis statement?

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Answered By: APUS Librarians Last Updated: Apr 15, 2022     Views: 128904

Both the hypothesis statement and the thesis statement answer a research question. 

• A hypothesis is a statement that can be proved or disproved. It is typically used in quantitative research and predicts the relationship between variables.  
• A thesis statement is a short, direct sentence that summarizes the main point or claim of an essay or research paper. It is seen in quantitative, qualitative, and mixed methods research. A thesis statement is developed, supported, and explained in the body of the essay or research report by means of examples and evidence.

Every research study should contain a concise and well-written thesis statement. If the intent of the study is to prove/disprove something, that research report will also contain a hypothesis statement.

NOTE: In some disciplines, the hypothesis is referred to as a thesis statement! This is not accurate but within those disciplines it is understood that "a short, direct sentence that summarizes the main point" will be included.

For more information, see The Research Question and Hypothesis (PDF file from the English Language Support, Department of Student Services, Ryerson University).

How do I write a good thesis statement?

How do I write a good hypothesis statement?

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The Real Differences Between Thesis and Hypothesis (With table)

A thesis and a hypothesis are two very different things, but they are often confused with one another. In this blog post, we will explain the differences between these two terms, and help you understand when to use which one in a research project.

As a whole, the main difference between a thesis and a hypothesis is that a thesis is an assertion that can be proven or disproven, while a hypothesis is a statement that can be tested by scientific research. 

We probably need to expand a bit on this topic to make things clearer for you, let’s start with definitions and examples.

Definitions

As always, let’s start with the definition of each term before going further.

A thesis is a statement or theory that is put forward as a premise to be maintained or proved. A thesis statement is usually one sentence, and it states your position on the topic at hand.

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The best way to understand the slight difference between those terms, is to give you an example for each of them.

If you are writing a paper about the effects of climate change on the environment, your thesis might be “Climate change is causing irreparable damage to our planet, and we must take action to prevent further damage”.

If your hypothesis is correct, then further research should be able to confirm it. However, if your hypothesis is incorrect, research will disprove it. Either way, a hypothesis is an important part of the scientific process.

The word “hypothesis” comes from the Greek words “hupo,” meaning “under”, and “thesis” that we just explained.

Argumentation vs idea

A thesis is usually the result of extensive research and contemplation, and seeks to prove a point or theory.

A hypothesis is only a statement that need to be tested by observation or experimentation.

5 mains differences between thesis and hypothesis

Thesis and hypothesis are different in several ways, here are the 5 keys differences between those terms:

So, in short, a thesis is an argument, while a hypothesis is a prediction. A thesis is more detailed and longer than a hypothesis, and it is based on research. Finally, a thesis must be proven, while a hypothesis does not need to be proven.

Is there a difference between a thesis and a claim?

Is a hypothesis a prediction.

No, a hypothesis is not a prediction. A prediction is a statement about what you think will happen in the future, whereas a hypothesis is a statement about what you think is causing a particular phenomenon.

What’s the difference between thesis and dissertation?

A thesis is usually shorter and more focused than a dissertation, and it is typically achieved in order to earn a bachelor’s degree. A dissertation is usually longer and more comprehensive, and it is typically completed in order to earn a master’s or doctorate degree.

What is a good thesis statement?

I am very curious and I love to learn about all types of subjects. Thanks to my experience on the web, I share my discoveries with you on this site :)

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Powerball for Monday, Aug. 19, 2024, is a $44 million jackpot. Check your numbers!

Did Powerball make you a millionaire overnight?

After no one matched all five numbers plus the Powerball on Saturday, Aug. 17, the grand prize climbed to $44 million for the Monday, Aug. 19 drawing.

The winning numbers for Powerball on Monday were 1-2-15-23-28 and the Powerball was 10. Power Play was 2x.

The winning numbers for Powerball on Saturday were 12-31-43-45-46 and the Powerball was 22. Power Play was 5x.

More:  What are the top 10 Powerball and Mega Millions jackpots in Wisconsin history?

Tickets start at $2 apiece. Below is what to know about lottery odds, how long to claim the cash option if you bought a ticket in Wisconsin, and what happens to unclaimed prize money, according to the Wisconsin Lottery.

How much was the Powerball lottery jackpot for Monday, Aug. 19?

An estimated $44 million with a cash option of $21.7 million.

When do Wisconsin Lottery tickets expire?

Prizes for the Wisconsin Lottery must be claimed within 180 days (six months) from the date of the drawing. You can find a list of expired tickets, or those expiring soon, on the  Wisconsin Lottery website .

What happens to the unclaimed prize money?

According to the Wisconsin Lottery, the value of unclaimed prizes is credited to the Wisconsin Lottery property tax relief fund.

What are the odds of winning the Powerball lottery game?

Powerball drawings are held at 10 p.m. CDT Monday, Wednesday and Saturday. According to  Powerball.com , players have a 1 in 292.2 million chance to match all six numbers. Prizes range from $2 to the grand prize jackpot, which varies.

Are the odds of winning Powerball the same if the jackpot is $1 billion?

Players have a 1 in 24.9 chance of winning a prize,  powerball.com  states. Players have a 1 in 292.2 million chance to match all six numbers whether the jackpot is $20 million or $1 billion.

Can Wisconsin lottery winners remain anonymous?

No, according to the Wisconsin Lottery. Due to the state's open records laws, the lottery must, upon request, release the name and city of the winner. Other information about the winner is released only with the winner's consent.

How do you claim a lottery prize in Wisconsin?

That depends on how much you won.

For prizes up to $599:

• You can redeem your winnings at any Wisconsin Lottery retail.
• At the Wisconsin Lottery offices in Madison or Milwaukee. The Wisconsin Lottery recommends arriving by 3:30 p.m. to allow enough time to process your ticket.
• Tickets can also be mailed to:

P.O. Box 777

Madison, WI 53774

For prizes between $600 and $199,999:

• Prizes can be claimed in-person at the Wisconsin Lottery offices in Madison or Milwaukee. The Wisconsin Lottery recommends arriving by 3:30 p.m. for most prizes and 2 p.m. for prizes of $50,000 or more to allow enough time to process your ticket.
• Tickets can also be signed and mailed to:

For prizes exceeding $200,000:

Prizes must be claimed in-person at the Wisconsin Lottery office in Madison. The Wisconsin Lottery recommends calling 608-261-4916 to schedule a time to process the ticket.

When did lotto jackpots hit $1 billion or more?

As of Aug. 19, 2024, 11 lottery jackpots have reached or surpassed $1 billion. Only once has a jackpot surpassed $2 billion.

• 11 . $1.05 billion, Mega Millions, Jan. 22, 2021: A single ticket won in Michigan.
• 10.  $1.08 billion, Powerball, July 19, 2023: A single ticket won in California.
• 9.  $1.13 billion, Mega Millions, March 26, 2024: A single ticket won in New Jersey.
• 8.  $1.33 billion, Powerball, April 6, 2024: A single ticket won in Oregon.
• 7.  $1.337 billion, Mega Millions, July 29, 2022: A single ticket won in Illinois.
• 6.  $1.35 billion, Mega Millions, Jan. 13, 2023: A single ticket was purchased in Maine .
• 5.  $1.537 billion, Mega Millions, Oct. 23, 2018: A single ticket won in South Carolina.
• 4.  $1.58 billion, Mega Millions, Aug. 8, 2023: A single ticket won in Neptune Beach, Florida
• 3.  $1.586 billion, Powerball, Jan. 13, 2016: Three tickets won from California, Florida, Tennessee.
• 2 . $1.765 billion, Powerball, Oct. 11, 2023: A single ticket won from California.
• 1.  $2.04 billion, Powerball, Nov. 7, 2022: A single ticket won in California.

What are the Top 10 biggest Powerball jackpots in history?

Here are the Top 10 Powerball jackpots as of Aug. 19, 2024:

• 10.  $731.1 million — Jan. 20, 2021; Maryland
• 9.  $754.6 million — Feb. 6, 2023; Washington
• 8.  $758.7 million — Aug. 23, 2017; Massachusetts
• 7.  $768.4 million — March 27, 2019; Wisconsin
• 6.  $842.4 million — Jan. 1, 2024; Michigan
• 5.  $1.08 billion — July 19, 2023; California
• 4.  $1.33 billion — April 6, 2024; Oregon
• 3.  $1.586 billion — Jan. 13, 2016; California, Florida and Tennessee
• 2 . $1.765 billion — Oct. 11, 2023; California
• 1.  $2.04 billion — Nov. 7, 2022; California

What are the Top 10 largest lottery jackpots in U.S. history?

The following Mega Millions and Powerball jackpots made the Top 10 biggest lottery jackpots in U.S. history, as of Aug. 19, 2024.

• 10.  $1.08 billion Powerball drawing — July 19, 2023; California
• 9.  $1.1 billion Mega Millions drawing — March 27, 2024; New Jersey
• 8.  $1.33 billion Powerball drawing — April 6, 2024; Oregon
• 7.  $1.337 billion Mega Millions drawing — July 29, 2022; Illinois
• 6.  $1.35 billion Mega Millions drawing — Jan. 13, 2023; Maine
• 5.  $1.537 billion Mega Millions drawing — Oct. 23, 2018; South Carolina
• 4.  $1.58 billion Mega Millions drawing — Aug. 8, 2023; Florida
• 3.  $1.586 billion Powerball drawing — Jan. 13, 2016; California, Florida and Tennessee
• 2.  $1.765 billion Powerball drawing — Oct. 11, 2023; California
• 1.  $2.04 billion Powerball drawing — Nov. 7, 2022; California

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Chelsea vs Man City: Enzo Maresca’s reunion with grandmaster Pep Guardiola is a story of football and chess

Enzo Maresca transformed Man City’s development team and brought Pep Guardiola’s game to the Championship. Now he is ready for the chess match of his life. Watch Chelsea vs Man City live on Sky Sports Premier League from 4pm on Sunday; kick-off 4.30pm

Comment and Analysis @ghostgoal

Sunday 18 August 2024 15:46, UK

Enzo Maresca’s first competitive match managing Chelsea will pit him against Pep Guardiola and his champion Manchester City team. For Maresca, it will be a significant moment. A chance to test himself in a footballing chess-match against the very best.

Maresca may have described another Manchester City boss Manuel Pellegrini as "like a father" to him but it is Guardiola whom he most admires. He still recalls their first conversation when Guardiola was coaching Barcelona and he was a player for Malaga.

The pair connected over their memories of Carlo Mazzone, the charismatic Italian coach who had been in charge of Cagliari when Maresca was a young prospect there. He would later coach Brescia during Guardiola's stint in Italy towards the end of his playing days.

When they met, Guardiola was already the pre-eminent coach of his generation but Maresca's own ideas about football were still formulating. He has since revealed that he studied Guardiola during this period - alongside a growing fascination with chess.

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Thesis on football and chess

Maresca had been taking chess lessons for four years when he chose it as the subject of his thesis in completing his coaching badges at Coverciano, the esteemed Italian finishing school. He admitted that he only became interested once he wanted to coach.

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At over 7,000 words, it is an in-depth exploration of the similarities between the two games. He compares opening theory in chess to building from the back in football, discusses the battle for control of the centre, and the importance of quality in the endgame.

Guardiola is referenced indirectly, when Maresca refers to his mentor Johan Cruyff as having been a footballing-chess player, and directly when he quotes him on the importance of controlling that centre. Control the midfield and control the match, he explains.

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Maresca goes on to discuss how that can be done in various ways - this is a thesis. And when he writes of how the positional game sometimes requires keeping a central piece in the same spot to gain an advantage rather than risk moving it, that feels pure Guardiola.

Some of it seems practical. Maresca highlights the importance, in football and in chess, of trying to create numerical superiorities or one-on-ones in certain areas of the pitch. Last season, it was two Leicester players who topped the charts for most one-on-ones.

At other times, it is more about Maresca's thought-process than any tactic. "I came to the conclusion that playing chess can train the mind of a coach," he writes, claiming that it develops the prefrontal cortex of the brain, responsible for planning and anticipation.

Indeed, part of his fascination stems from the thought that study might help him to anticipate what is coming next. "The fundamental element of chess is the logic that leads a player to understand and thus predict the moves of the opponents," he argues.

That is interesting because this is pretty much how Tommy Doyle, the former Manchester City midfielder, describes the experience of playing for Maresca. "He gave brilliant advice. What Enzo told us to do and how the games panned out was everything that he said."

Transforming City's youngsters

Maresca transformed City's development side and prior to Leicester's Championship title win he described the achievement of winning Premier League 2 with them as the proudest of his career. It was an accomplishment because he changed the mentality.

"It was not based on winning, it was about playing nice football." That was Doyle's take on what came before. As James McAtee put it: "When Enzo came in, he said, 'we want to make history and win the league'. And we went and did it. Training got more intense."

Maresca approached the task with the attitude of a head coach rather than someone working in development. It is a delicate balance because academy graduates need to be nurtured but this is not youth football and they need to be prepared for the next step too.

Ceri Bowley helped devise the methodology at City Football Group and remembers well the impact that Maresca had on those young players. Guardiola had earmarked him as a potential assistant already but that role was a test of what he could do. He passed it.

"When that job came up," Bowley tells Sky Sports , "they wanted to give him that experience of being involved in the group, to understand it, to see up close whether he was the right fit for the environment, the way that he wants to work and sees the game.

"They were very good that year and won the league quite convincingly. He had a very good group, do not get me wrong, but you could just see by the way that the team played and how they kicked on from the years previous, the impact that he had on it."

When Maresca left to take the Parma job, Brian Barry-Murphy was tasked with replacing him at City. Now, as then, he is open about it being a daunting act to follow. "The performances and results were incredible that season," Barry-Murphy tells Sky Sports .

"Previously they had been seen as an academy team and one that was still part of that academy. Enzo separated that team. He wanted those players to start to understand what it was like to be a senior professional and a prospective first-team player."

Barry-Murphy arrived to find the mentality transformed. "When I got there, the players were insanely competitive and obsessed with improving to win. They had won their first trophy, the acclaim they were getting was the same as a first-team player starting out."

Returning as Guardiola's assistant

As a result, when that opportunity at Parma did not work out and Guardiola's assistant Juanma Lillo's departure for Qatar opened up a first-team vacancy, it was no surprise that Maresca was offered a route back to City, this time working with the seniors.

Guardiola has described the work done with that development squad as "extraordinary" and while Lillo had been a mentor to him, Maresca was different. "I feel it like I felt it when I saw Mikel Arteta." In his view, the potential to be an elite manager was clear.

"He is a really humble guy, if he wasn't then Pep would not have had him," says Bowley. "I was always impressed. He has a very clear identity of how he wants his team to play and is very good in how he communicates that to players. Really clear, really simple."

His season by Guardiola's side became the most successful in City's history as they won the treble. Coincidence? Perhaps not. Maresca played his part. "It was significant for me that he was so active and so involved in the coaching," says Barry-Murphy.

"Pep is such a dominant figure because he is so good and commands everyone's respect, so it can be easy to stay in the background and not be super-active. But Enzo coached from day one and you could see the respect players had for him was instant."

"We all see the tactical outcomes of the innovation for which Pep receives acclaim. But people do not see the technical work that goes into it to give the players the confidence that it will work. They work on that every day and that is why the level is so high.

"Enzo was involved with that and helped the players to improve those technical actions and concepts. He would be involved in everything. He would be coaching all the players at different times and, the same as Pep, it is not segmented, it is very group focused."

Implementing ideas at Leicester

Maresca's association with City's success persuaded Leicester to appoint him as their new head coach last summer and he left again, seizing the chance to show that many of the ideas that he had worked on with the champions could work in the Championship.

In his absence, City retained their title having 65 per cent of the ball, but Maresca's Leicester's side were not far behind in winning their own division with 62 per cent of the possession. Many of the fundamental principles of play were soon imported.

The goalkeeper played out from the back and Ricardo Pereira was tried as an inverted full-back. Kiernan Dewsbury-Hall, who has since followed Maresca to Chelsea, revealed that the players felt "a bit stupid" in the early weeks due to the level of detail.

Harry Winks, a senior England international who has played under no fewer than three former Chelsea managers - Jose Mourinho, Antonio Conte and Mauricio Pochettino - told Sky Sports that Maresca was by far the best manager that he had ever worked with.

Echoes of Guardiola? "They see the game in similar ways," adds Barry-Murphy. "The way they coach is a total dedication to improving players so they feel comfortable with what they are being asked to do. That core way of playing and coaching is similar, I think."

Will all this work at Chelsea?

That work has now earned Maresca his chance at Chelsea. They are no doubt attracted by the tantalising prospect of having identified the next Guardiola, a coach capable of implementing similar ideas, maximising the potential of a squad packed with talent.

They may be right. Jurgen Klopp's Liverpool challenged Guardiola's domination with their unique style but the next threats are likely to come from like-minded souls. Arteta's Arsenal and now another former deputy across the capital over at Stamford Bridge.

"Where I think the game has shifted, definitely in the Premier League, is that teams need control," says Bowley. "The misconception with City's methodology is that it was about possession. Our focus was on control not possession. That is what you are seeing now.

"Teams are realising that it is very difficult to be successful with a model that is built around counter-attack. You have to be able to control the ball to control the game, so there is this real appetite around the game for the coaches from City Football Group.

"One of the biggest challenges is that people say they want a methodology and a style of play, but they do not realise what it takes. The one thing I can guarantee it takes, and Mikel Arteta is proof of that, is time. It is not an overnight thing.

"You cannot take the City methodology and play that way from day one because it does not work like that. You have to appreciate what it is going to take and be really aligned with the coaches as a sporting director. You cannot just go and sign who you like.

"That is why Txiki [Begiristain] is the best at it because he fully understands it. He looks at players in the same way that Pep looks at players. The sporting director has the same vision. The game style is already there. Everyone knows the identity. It is ingrained."

The depth of Chelsea's commitment to that approach, and to Maresca, will be tested in time. But a quirk of the fixture list means that the Italian's most difficult Stamford Bridge assignment will be his first. Guardiola's City are the visitors on the opening weekend.

It is a meeting with the grandmaster. One that, in a sense, Maresca has been preparing for from that first meeting in Spain, to the theory work in Italy and the practical lessons in England. Should we expect a game of chess? The phrase never felt more appropriate.

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The mysterious origin of Stonehenge’s altar stone might have been solved

Researchers have traced the central sandstone to sources hundreds of miles away from its current resting place, suggesting that it might have been transported by sea.

After more than a century of searching, researchers may be closing in on the source of the altar stone that lies in the center of Stonehenge. The age and chemistry of minerals that make up the sandstone block point to an area in Scotland —some 466 miles away from the monument, researchers report today in Nature .  

“It’s amazing,” says Susan Greaney , an archaeologist at the University of Exeter in England who was not part of the work. It’s “really exciting,” she says, that the team identified a location in the far northeast of Scotland—possibly even Orkney, which seems to have been a hotspot of Neolithic culture and activity. Meanwhile, Stonehenge stands at Salisbury Plain in Southern England, and its construction began around 5,000 years ago in the same timeframe. “It underlines links between those two areas that have been, up to now, a kind of hypothesis.”

Questions of why and how ancient people built the stone circle have long perplexed researchers , including where the stones were sourced. Recent detective work tracked the sarsen stones that make up Stonehenge’s iconic outer ring to about 16 miles north of Salisbury Plain. The monument’s bluestones, or rocks that aren’t local, have been linked to Wales going back to the 1920s. Bevins and colleagues have traced some of those stones to outcrops in southwest Wales , about 140 miles from Stonehenge. ( See National Geographic’s first photo of Stonehenge from 1922 .)

But the so-called altar stone has remained an enigma, despite efforts to pinpoint its origin since the 1870s and 1880s, says Richard Bevins , an earth scientist at Aberystwyth University in Wales and one of the study’s authors. The stone’s true use remains unknown, but its placement evokes an altar, hence the name. “This stone is different from the bluestones in terms of its weight, its size, the type of rock it is, its position in the monument,” he says.

Sourcing the stone

Bevins has been searching for the source of the altar stone for 15 years. By comparing the chemistry of the altar stone with outcrops across Wales and areas of England, his team has ruled out dozens of potential sites. Now they’ve finally found a match. “It’s quite remarkable,” he says. “You have to pinch yourself occasionally.”    

This time, Bevins teamed up with Anthony Clarke, an earth science graduate student at Curtin University in Perth, Australia, to borrow techniques from geology. Working with a fragment removed from the altar stone in 1844 and verified as a match to the block’s chemical makeup, the researchers identified the ages of the different minerals that had cemented together to form the sandstone. They compared these results from the altar stone with data reported for outcrops of sedimentary rocks across Great Britain and Ireland.

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“The only area where there was a match was northeast Scotland,” says study coauthor Nick Pearce , a geologist and geochemist also at Aberystwyth University. “These fingerprints are very characteristic,” he says. “I don’t think there’ll be anywhere else where it would match.”

The locale, called the Orcadian Basin, covers several thousands of square kilometers, and spans up to around five miles thick in some places. The exact spot the stone came from remains unknown.

By land or by sea?

It’s also not clear how Neolithic people would have transported the over 6-ton, 16-foot-long rock across this vast distance. Some have posited that glaciers could have carried the monument’s stones. Based on what’s known about the movement of glaciers across the British Isles, “there’s no way, pretty much, that a block of sandstone that size would have been transported from northern Scotland to Stonehenge by ice,” says David Nash , a geomorphologist at the University of Brighton in England who wasn’t involved with the study. Though a glacier could have dragged it part of the way, he says.

Perhaps ancient builders could have shuttled the altar stone over land—also unlikely. Scotland is “incredibly mountainous,” and Britain was heavily forested back then, Greaney says.

Instead, the authors suggest, ancient people may have shipped the block by sea. They probably navigated along the coastline, and then maybe inland by river before carrying the stone over land to its resting place, says Jim Leary , an archaeologist at the University of York in England who wasn’t involved with the work. The exact timing of the block’s passage and when it arrived at Stonehenge is unknown. But there’s evidence that people were moving other heavy things by sea around this time, including cattle, and that they had seafaring boats to travel between islands.

The stone must have had profound importance because of how far Neolithic people moved it, Leary notes. It’s possible the megalith was used in other stone circles or monuments along the way, he says. “You can imagine that maybe that stone has had a very long, circuitous route over perhaps a period of 100 plus years before ending up at Stonehenge.” (It’s not just Stonehenge. Read about Great Britain’s other megalithic monuments .)

The altar stone’s long journey highlights the connections between different communities across what are now the British Isles, Greaney says. Archaeologists have traced links during the Neolithic between places across Scotland, Wales, England and Ireland through similarities in tools, pottery and monuments. Evidence of prehistoric pig roasts at sites around Stonehenge also suggests the area brought disparate communities together.

People seem to have traveled between these places taking ideas and ritual practices with them, and they probably shared religious beliefs and had similarities in their language and how they organized their societies, Greaney says. Even the altar stone’s central position at Stonehenge speaks to the importance of these ties. “It’s one unusual stone, and it’s right flat back in the center, and the rest of the monument is arranged around it,” she says. These connections, she says, “must have been really important to the people building Stonehenge, otherwise they wouldn’t have put it in such a prominent position.”

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