it is the thesis of an informational text

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

This is an accordion element with a series of buttons that open and close related content panels.

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

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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How to Write a Strong Thesis Statement

A thesis can be found in many places—a debate speech, a lawyer’s closing argument, even an advertisement. But the most common place for a thesis statement (and probably why you’re reading this article) is in an essay.

Whether you’re writing an argumentative paper, an informative essay, or a compare/contrast statement, you need a thesis. Without a thesis, your argument falls flat and your information is unfocused. Since a thesis is so important, it’s probably a good idea to look at some tips on how to put together a strong one.

Guide Overview

What is a “thesis statement” anyway.

• 2 categories of thesis statements: informative and persuasive
• 2 styles of thesis statements
• Formula for a strong argumentative thesis
• The qualities of a solid thesis statement (video)

You may have heard of something called a “thesis.” It’s what seniors commonly refer to as their final paper before graduation. That’s not what we’re talking about here. That type of thesis is a long, well-written paper that takes years to piece together.

Instead, we’re talking about a single sentence that ties together the main idea of any argument . In the context of student essays, it’s a statement that summarizes your topic and declares your position on it. This sentence can tell a reader whether your essay is something they want to read.

2 Categories of Thesis Statements: Informative and Persuasive

Just as there are different types of essays, there are different types of thesis statements. The thesis should match the essay.

For example, with an informative essay, you should compose an informative thesis (rather than argumentative). You want to declare your intentions in this essay and guide the reader to the conclusion that you reach.

To make a peanut butter and jelly sandwich, you must procure the ingredients, find a knife, and spread the condiments.

This thesis showed the reader the topic (a type of sandwich) and the direction the essay will take (describing how the sandwich is made).

Most other types of essays, whether compare/contrast, argumentative, or narrative, have thesis statements that take a position and argue it. In other words, unless your purpose is simply to inform, your thesis is considered persuasive. A persuasive thesis usually contains an opinion and the reason why your opinion is true.

Peanut butter and jelly sandwiches are the best type of sandwich because they are versatile, easy to make, and taste good.

In this persuasive thesis statement, you see that I state my opinion (the best type of sandwich), which means I have chosen a stance. Next, I explain that my opinion is correct with several key reasons. This persuasive type of thesis can be used in any essay that contains the writer’s opinion, including, as I mentioned above, compare/contrast essays, narrative essays, and so on.

2 Styles of Thesis Statements

Just as there are two different types of thesis statements (informative and persuasive), there are two basic styles you can use.

The first style uses a list of two or more points . This style of thesis is perfect for a brief essay that contains only two or three body paragraphs. This basic five-paragraph essay is typical of middle and high school assignments.

C.S. Lewis’s Chronicles of Narnia series is one of the richest works of the 20th century because it offers an escape from reality, teaches readers to have faith even when they don’t understand, and contains a host of vibrant characters.

In the above persuasive thesis, you can see my opinion about Narnia followed by three clear reasons. This thesis is perfect for setting up a tidy five-paragraph essay.

In college, five paragraph essays become few and far between as essay length gets longer. Can you imagine having only five paragraphs in a six-page paper? For a longer essay, you need a thesis statement that is more versatile. Instead of listing two or three distinct points, a thesis can list one overarching point that all body paragraphs tie into.

Good vs. evil is the main theme of Lewis’s Narnia series, as is made clear through the struggles the main characters face in each book.

In this thesis, I have made a claim about the theme in Narnia followed by my reasoning. The broader scope of this thesis allows me to write about each of the series’ seven novels. I am no longer limited in how many body paragraphs I can logically use.

Formula for a Strong Argumentative Thesis

One thing I find that is helpful for students is having a clear template. While students rarely end up with a thesis that follows this exact wording, the following template creates a good starting point:

___________ is true because of ___________, ___________, and ___________.

Conversely, the formula for a thesis with only one point might follow this template:

___________________ is true because of _____________________.

Students usually end up using different terminology than simply “because,” but having a template is always helpful to get the creative juices flowing.

The Qualities of a Solid Thesis Statement

When composing a thesis, you must consider not only the format, but other qualities like length, position in the essay, and how strong the argument is.

Length: A thesis statement can be short or long, depending on how many points it mentions. Typically, however, it is only one concise sentence. It does contain at least two clauses, usually an independent clause (the opinion) and a dependent clause (the reasons). You probably should aim for a single sentence that is at least two lines, or about 30 to 40 words long.

Position: A thesis statement always belongs at the beginning of an essay. This is because it is a sentence that tells the reader what the writer is going to discuss. Teachers will have different preferences for the precise location of the thesis, but a good rule of thumb is in the introduction paragraph, within the last two or three sentences.

Strength: Finally, for a persuasive thesis to be strong, it needs to be arguable. This means that the statement is not obvious, and it is not something that everyone agrees is true.

Example of weak thesis:

Peanut butter and jelly sandwiches are easy to make because it just takes three ingredients.

Most people would agree that PB&J is one of the easiest sandwiches in the American lunch repertoire.

Example of a stronger thesis:

Peanut butter and jelly sandwiches are fun to eat because they always slide around.

This is more arguable because there are plenty of folks who might think a PB&J is messy or slimy rather than fun.

Composing a thesis statement does take a bit more thought than many other parts of an essay. However, because a thesis statement can contain an entire argument in just a few words, it is worth taking the extra time to compose this sentence. It can direct your research and your argument so that your essay is tight, focused, and makes readers think.

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ENG 101: The Informative Essay

• About the Informative Essay
• Developing Questions
• The Thesis Statement
• Reading Scholarly Sources
• Collecting Scholarly Information
• Research Databases
• MLA Resources

Thesis Basics

A thesis is one or two sentences that appear at the end of your introduction that communicates to your reader the main point of your work and why they should care enough to read it. You should have a ' working thesis ' before you dig into your research, but remain flexible.  As you learn  and understand more about your topic your thesis may evolve and that is completely normal; it's all part of the research process!  

The type of thesis should match the type of project; that is, the thesis for a persuasive essay will have different requirements than one for an informative essay; all thesis statements have some characteristics in common, however.

A thesis should always:

Clearly and concisely state the main idea.

Tie your supporting discussion into the main idea.

Thesis = topic + summary of main points

A persuasive/argumentative thesis should also:

State your position on a specific and debatable position.

Thesis = topic + your position + evidence to support position

An informative thesis should also:

Outline the facets that will be explained and discussed in the essay, or present the key points of the analysis, interpretation, or evaluation.

Thesis = topic + facets/key points

If you think of your essay as a five part outline including introduction, supporting point 1,  supporting point 2, supporting point 3, and conclusion, then think of the thesis as using the same basic components: topic, point 1, point 2, point 3, and position/conclusion. 

• << Previous: Developing Questions
• Next: Finding Information >>
• Last Updated: Mar 28, 2024 2:37 PM
• URL: https://libguides.gateway.kctcs.edu/eng101

Module 2: Critical Reading

Identifying thesis statements, introduction, learning objectives.

• identify explicit thesis statements in texts
• identify implicit thesis statements in texts
• identify strategies for using thesis statements to predict content of texts

Being able to identify the purpose and thesis of a text, as you’re reading it, takes practice. This section will offer you that practice.

One fun strategy for developing a deeper understanding the material you’re reading is to make a visual “map” of the ideas. Mind maps, whether hand-drawn or done through computer programs, can be fun to make, and help put all the ideas of an essay you’re reading in one easy-to-read format.

Your understanding of what the “central” element of the mind map is might change as you read and re-read. Developing the central idea of your mind map is a great way to help you determine the reading’s thesis.

Hand-drawn Mind Map

Locating Explicit and Implicit Thesis Statements

In academic writing, the thesis is often explicit : it is included as a sentence as part of the text. It might be near the beginning of the work, but not always–some types of academic writing leave the thesis until the conclusion.

Journalism and reporting also rely on explicit thesis statements that appear very early in the piece–the first paragraph or even the first sentence.

Works of literature, on the other hand, usually do not contain a specific sentence that sums up the core concept of the writing. However, readers should finish the piece with a good understanding of what the work was trying to convey. This is what’s called an implicit thesis statement: the primary point of the reading is conveyed indirectly, in multiple locations throughout the work. (In literature, this is also referred to as the theme of the work.)

Academic writing sometimes relies on implicit thesis statements, as well.

This video offers excellent guidance in identifying the thesis statement of a work, no matter if it’s explicit or implicit.

Topic Sentences

We’ve learned that a thesis statement conveys the primary message of an entire piece of text. Now, let’s look at the next level of important sentences in a piece of text: topic sentences in each paragraph.

A useful metaphor would be to think of the thesis statement of a text as a general: it controls all the major decisions of the writing. There is only one thesis statement in a text. Topic sentences, in this relationship, serve as captains: they organize and sub-divide the overall goals of a writing into individual components. Each paragraph will have a topic sentence.

It might be helpful to think of a topic sentence as working in two directions simultaneously. It relates the paragraph to the essay’s thesis, and thereby acts as a signpost for the argument of the paper as a whole, but it also defines the scope of the paragraph itself. For example, consider the following topic sentence:

Many characters in Lorraine Hansberry’s play  A Raisin in the Sun have one particular dream in which they are following, though the character Walter pursues his most aggressively.

If this sentence controls the paragraph that follows, then all sentences in the paragraph must relate in some way to Walter and the pursuit of his dream.

Topic sentences often act like tiny thesis statements. Like a thesis statement, a topic sentence makes a claim of some sort. As the thesis statement is the unifying force in the essay, so the topic sentence must be the unifying force in the paragraph. Further, as is the case with the thesis statement, when the topic sentence makes a claim, the paragraph which follows must expand, describe, or prove it in some way. Topic sentences make a point and give reasons or examples to support it.

The topic sentence is often, though not always, the first sentence of a paragraph.

• Outcome: Thesis. Provided by : Lumen Learning. License : CC BY: Attribution
• Revision and Adaptation of Topic Sentences. Provided by : Lumen Learning. License : CC BY: Attribution
• Image of hand-drawn mind map. Authored by : Aranya. Located at : https://commons.wikimedia.org/wiki/File:Guru_Mindmap.jpg . License : CC BY-SA: Attribution-ShareAlike
• Topic Sentences. Authored by : Ms. Beardslee. Located at : http://msbeardslee.wikispaces.com/Topic+Sentences?showComments=1 . License : CC BY-SA: Attribution-ShareAlike
• Image of Parts of a Paragraph. Authored by : Enokson. Located at : https://flic.kr/p/ak9H3v . License : CC BY: Attribution
• How to Identify the Thesis Statement. Authored by : Martha Ann Kennedy. Located at : https://youtu.be/di1cQgc1akg . License : All Rights Reserved . License Terms : Standard YouTube License

16.5 Writing Process: Thinking Critically About Text

Learning outcomes.

By the end of this section, you will be able to:

• Develop a writing project focused on textual analysis.
• Complete the stages of the writing process, including generating ideas, drafting, reviewing, revising, rewriting, and editing.
• Integrate the writer’s ideas with ideas of others.
• Collaborate in the peer review process.

When analyzing a text, writers usually focus on the content of the text itself and deliberately leave themselves in the background, minimizing personal presence and bias. To write this way, they avoid first-person pronouns and value judgments. In reality, of course, writers do reveal their presence by the choices they make: what they include, what they exclude, and what they emphasize. Although your own subjectivity and situation will likely affect your inferences and judgments, recognizing these potential biases will help you keep the focus on your subject and off yourself.

Summary of Assignment

Write an analytical essay about a short story or another short text of your choice, either fiction or literary nonfiction. If desired, you may choose “The Storm” by Kate Chopin, reprinted above. Consider the author’s form and organization, tone, or stylistic choices, including diction and sensory or figurative language. You might also consider the historical or social context, the theme, the character development, or the relation between setting and plot or characterization. If you are free to choose your own text and topic, consider the following approaches:

• Analyze the literary components mentioned and focus your essay on their significance in the work.
• Like student author Gwyn Garrison, choose one or several components and examine how different authors use them and how they relate to broader contexts.

Convincing textual analysis essays usually include the following information:

• overview of the text, identifying author, title, and genre
• very brief summary
• description of the text’s form and structure
• explanation of the author’s point of view
• summary of the social, historical, or cultural context in which the work was written
• assertion or thesis about what the text means: your main task as an analyst

When writing about a novel or short story, explain how the main elements function:

• narrator (who tells the story)
• plot (what happens in the story)
• one or more characters (who are acting or being acted upon)
• setting (when and where things are happening)
• theme (the meaning of the story)

Keep in mind that the author who writes the story is different from the narrator and invented characters in it. Keep in mind, too, that what happens in the story—the plot—is different from the meaning of the story—the theme. Understanding what happens will help you discover what the text means.

The elements of literary or narrative nonfiction are similar to those of a fictional story except that everything in the text is supposed to have really happened. For this reason, the author and the narrator of the story may be one and the same. Informational nonfiction—essays, reports, and textbook chapters—is also meant to be believed; here, however, ideas and arguments must be strong and well supported to be convincing. When analyzing nonfiction, pay special attention to the author’s thesis or claim and to how it is supported through reasoning and evidence. Also note interesting or unusual tone, style, form, or voice.

Another Lens 1. In writing from a personal or subjective viewpoint, the writer and their beliefs and experiences are necessarily part of your analysis and may need to be expressed and examined. For example, you may write subjectively and compare and contrast your situation with that of the author or a character. You might explain how your personal background causes you to read the text in a particular way that is meaningful to you. If you choose this option, be sure to analyze the text as you would for a more objective analysis before focusing on your personal views.

Another Lens 2. A leading contemporary example of narrative nonfiction writing is Jon Krakauer ’s (b. 1954) Into the Wild , the story of Chris McCandless (1968– c. 1992), a young college graduate who lived at subsistence level in the backwoods of Alaska for 113 days. The text is somewhat similar thematically to Henry David Thoreau ’s (1817–1862) Walden (1854), written more than a century earlier and discussed later in this section. Both are about dropping out of society to create a meaningful life. After reading the excerpt of Into the Wild linked above, you may choose to write a textual analysis of it either on its own or in light of the sample analysis of Thoreau’s writings later in this section. Consider comparing and contrasting McCandless’s situation with Thoreau’s life in Walden and how Krakauer and Thoreau use various literary elements in their writing. Topics for analysis might be setting, character traits, motives, cultural communities, historical context, and attitudes toward life and society.

Quick Launch: Start with Your Thesis

For textual analysis, your thesis should be a clear, concise statement that identifies your analytical stance on which readers will expect you to elaborate.

Develop a working thesis

A working thesis is referred to as such because the thesis is subject to revision. You may have to revisit it later in the writing process, for it is almost impossible to craft a thesis without having analyzed some of the text first. Your thesis, therefore, will come from the element(s) you choose to analyze, such as the following:

• an aspect or several aspects of form and structure and their significance
• social, historical, or cultural context in which the text was written and its significance
• style elements such as diction, imagery, or figurative language and their significance
• aspects of characters, plot, or setting
• overall theme of a single work or more than one work
• comparison or contrast of elements within one or more works
• relation to issues outside the text

To develop a working thesis, use the formula shown in Table 16.1 , basing your answers on one of the bulleted items listed above.

You can also start with an analytical question: For what reason(s) does Chopin use linguistic variety? Your initial answer might yield the thesis above. Or you can ask another analytical question, such as this one: In what ways do the plot and setting of “The Storm” reinforce its theme?

Drafting: Explore Possible Areas of Analysis for Fiction: Approach 1

Analytical essays begin by answering basic questions: What genre is this text—poem, play, story, biography, memoir, essay? What is its title? Who is the author? When was it published?

Identify and Summarize the Text

In addition to the basic questions, analytical essays provide a brief summary of the plot or main idea. Summarize briefly, logically, and objectively to provide a background for what you plan to say about the text. This information may be incorporated into the introduction or may follow it.

Explain the Form and Organization

To analyze the organizational structure of a text, ask: How is it put together? Why does the author start here and end there? Why does the author sequence information in this order? What connects the text from start to finish? For example, by repeating words, ideas, and images, writers call attention to these elements and indicate that they are important to the meaning of the text. No matter what the text, some principle or plan holds it together and gives it structure. Fiction and nonfiction texts that tell stories are often, but not always, organized as a sequence of events in chronological order. Poems may have formal structures or other organizational elements. Other texts may alternate between explanations and examples or between first-person and third-person narrative. You will have to decide which aspects of the text’s form and organization are most important for your analysis.

For example, this student analyzes the point of view of Gwendolyn Brooks ’s poem “ We Real Cool .”.

student sample text Gwendolyn Brooks writes “We Real Cool” (1963) from the point of view of members of a street gang who speak as one voice. The boys have dropped out of school to spend their lives hanging around pool halls—in this case “The Golden Shovel.” These guys speak in slangy lingo, such as “Strike straight,” that reveals their need for a melded identity in their rebellious attitude toward life. The plural speaker in the poem, “We,” celebrates what adults might call adolescent hedonism—but the speaker, feeling powerful in the group identity, makes a conscious choice for a short, intense life over a long, safe, and dull existence. end student sample text

Place the Work in Context

To analyze the context of a text, ask: What circumstances (historical, social, political, biographical) produced this text? How does this text compare or contrast with another by the same author or with a similar work by a different author? No text exists in isolation. Each was created by a particular author in a particular place at a particular time. Describing this context provides readers with important background information and indicates which conditions you think were most influential.

For example, this student analyzes the social context of Gwendolyn Brooks ’s poem “We Real Cool.”

student sample text From society’s viewpoint, the boys are nothing but misfits—refusing to work, leading violent lives, breaking laws, and confronting police. However, these boys live in a society that is dangerous for Black men, who often die at the hands of police even when they are doing the right thing. The boys are hopeless, recognizing no future but death, regardless of their actions, and thus “Die soon.” end student sample text

Explain the Theme of the Text

To analyze the theme of a text, determine the implied theme in fiction, poetry, and narrative nonfiction. One purpose for writing a textual analysis is to point out the theme. Ask yourself: So what? What is this text really about? What do I think the author is trying to say by writing this text? What problems, puzzles, or ideas are most interesting? In what ways do the characters change between the beginning and end of the text? Good ideas for a thesis arise from material in which the meaning is not obviously stated.

For example, this student analyzes one theme of Gwendolyn Brooks’s poem “We Real Cool.”

student sample text For the “Seven at the Golden Shovel,” companionship is everything. For many teenagers, fitting in or conforming to a group identity is more important than developing an individual identity. Brooks expresses this theme through the poem’s point of view, the plural “We” repeated at the end of each line. end student sample text

Analyze Stylistic Choices

To analyze stylistic choices, examine the details of the text. Ask yourself: Why does the author use this word or phrase instead of a synonym for it? In what ways does this word or phrase relate to other words or phrases? In what ways do the author’s figurative comparisons affect the meaning or tone of the text? In what ways does use of sensory language (imagery) affect the meaning or tone of the text? In what ways does this element represent more than itself? In what ways does the author use sound or rhythm to support meaning?

For example, this student analyzes the diction of Gwendolyn Brooks’s poem “We Real Cool.”

student sample text Brooks chooses the word cool to open the poem and build the first rhyme. Being cool is the code by which the boys live. However, the word cool also suggests the idiom “to be placed ‘on ice,’” a term that suggests a delay. The boys live in a state of arrested development, anticipating early deaths. In addition, the term to ice someone means “to kill,” another reference to the death imagery at poem’s end. The boys are not suggesting suicide; they expect to be killed by members of society who find them threatening. end student sample text

Support Your Analysis

Analytical interpretations are built around evidence from the text itself. You’ll note the quotations in the examples above. Summarize larger ideas in your own language to conserve space. Paraphrase more specific ideas, also in your own words, and quote directly to feature the author’s diction. See Editing Focus: Paragraphs and Transitions and Writing Process: Integrating Research for more information about summarizing, paraphrasing, and quoting directly. If you include outside information for support, comparison, or contrast, document the sources carefully: MLA Documentation and Format .

Use a graphic organizer such as Table 16.2 to gather ideas for drafting.

Drafting: Explore Possible Areas of Analysis for Literary Nonfiction: Approach 2

Although similar to fiction, narrative or literary nonfiction has a basic orientation toward exposition: relating real events in a creative way rather than inventing fictional events and characters. In reading and analyzing expository prose, you also may encounter literary language, narrative structure, characters, setting, theme, and plot development, depending on the type of prose. Therefore, your approach to analyzing nonfiction will call on many of the same strategies you use to analyze fiction. Two basic differences, however, are that literary nonfiction may have less dialogue, depending on the genre, and that the author and narrator may be the same. In other words, no intermediary or artistic filter may exist between the author and the work. The nonfiction author is assumed to be speaking a truth, which may be serious, comic, controversial, or neutral. Fictional characters, on the other hand, are creations of an author’s mind; they think and speak as they were created to do.

Planning the Essay

In writing your essay, you will need to present the same kinds of text evidence as you would when analyzing fiction to give credibility to your claims and to support your thesis. And you’ll need to keep in mind the rhetorical situation—purpose, audience, stance, context, and culture—as well, for it remains the building block of an effective analysis. As in most academic essays, body paragraphs refer to the thesis through topic sentences and move consistently toward supporting it before you finally arrive at a convincing conclusion that has grown out of the analysis. In nonfiction, because you assume you are dealing with a truthful explanation of facts and views, your task should be to give a new view and understanding of something that already may be familiar to readers. In writing your analysis, consider the following plan:

• Begin your analysis of nonfiction with an introductory overview in which you include the work’s genre, title, author, and publication date.
• Identify the literary point of view, if relevant: first person— I or plural we —or third-person— he, she , or they .
• Continue with a brief summary of the work, and place it in context: the work’s social, historical, and cultural background will help readers follow your points about its theme.
• Present your thesis near the end of the introduction. It should be argumentative, in an academic sense, so that you can “prove” your points.
• Support your thesis with well-elaborated body paragraphs, as you do with all thesis-based writing. Include paraphrases, summaries, and quotations from the text (and outside sources, if you do research for the assignment). Body paragraphs support the topic sentences, which in turn support the thesis.
• Conclude by restating your thesis (using different words and an appropriate transition). Add a general statement about the work and its significance or, if applicable, its relation to culture, history, current events, art, or anything else outside it.

Use the applicable suggestions in Table 16.3 in planning your essay :

Literary Nonfiction Model

A frequent theme in literary nonfiction is the examination of alternative ways of living, often solitary and away from society, and finding truth in individualism and self-sufficiency. Although most people live in social groups and willingly accept the identity and security that communities offer, dropping out and going it alone have long been a part of emotional as well as physical life for some.

You have the option to analyze the nonfiction accounts of writers exploring solitary human behavior in American life. If you select Another Lens 2 , you will read an excerpt from the story of Chris McCandless (1968–c. 1992), who chose a brief and uncomfortable solitary existence in Alaska. Or you can read the following section dealing with the works of Henry David Thoreau , the American philosopher and author who dropped out of society temporarily, largely because of his strong opposition to government policies he believed to be morally wrong and because of his refusal to conform to social practices and expectations he found objectionable.

Introduction

Henry David Thoreau (1817–1862) is best known as a thinker and writer on nature, as reflected in his two famous works, the highly influential Civil Disobedience (1849) and Walden ; or, Life in the Woods (1854). Both works celebrate individual freedoms: the right to protest against what one believes is morally or ethically wrong and the choice to live as one believes. In describing his life over a period of precisely two years, two months, and two days in a 10-by-15-foot cabin he built on Walden Pond, 20 miles northwest of Boston near Concord, Massachusetts, Thoreau wrote:

public domain text I went to the woods because I wished to live deliberately [carefully, unhurried], to front [confront] only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life. end public domain text

Thoreau’s insistence on standing by his principles and on living a simple life by choice are two abiding themes in his work. Even before the physical move to Walden, Thoreau had refused to pay his poll tax (granting him the right to vote) for a number of years because he strongly objected to the government’s use of his money to support enslavement and the war with Mexico. He went peacefully to jail as a result, until he was bailed out (the next day). In “Civil Disobedience,” Thoreau advocates for more individual freedom and for individuals to defy unjust laws in nonviolent ways. His writings on “passive resistance” inspired the thoughts and actions of influential figures such as Indian leader Mohandas Gandhi (1869–1948), American religious and civil rights leader Martin Luther King , Jr. (1929–1968), and other leaders of nonviolent liberation movements. In Walden , Thoreau describes and advocates for a simple life in which a person breaks with society when they feel the need to express their individualism, often based on ideas others do not share.

These themes are the focus of analysis in the following excerpts from an essay by student Alex Jones for a first-year composition class.

student sample text The Two Freedoms of Henry David Thoreau by Alex Jones end student sample text

student sample text Henry David Thoreau led millions of people throughout the world to think of individual freedom in new ways. During his lifetime he attempted to live free of unjust governmental restraints as well as conventional social expectations. In his 1849 political essay “On the Duty of Civil Disobedience,” he makes his strongest case against governmental interference in the lives of citizens. In his 1854 book Walden; or Life in the Woods , he makes the case for actually living free, as he did in his own life, from social conventions and expectations. end student sample text

annotated text The title clearly identifies Thoreau and sets the expectation that two aspects or definitions of freedom will be discussed in two different works. Alex Jones wants readers to know that millions of people worldwide figure in Thoreau’s legacy. He gives the examples of “unjust governmental restraints” and “conventional social expectations” as the parts of social life Thoreau rejected, thus limiting the scope of the analysis and preparing for the body of the essay. end annotated text

annotated text Jones notes the titles and publication dates of both works and immediately moves ahead to analyze the two works, “Civil Disobedience” first. He will show how this political statement leads to the narrative of Walden , the actual story of a man’s life in temporary exile. end annotated text

student sample text Thoreau opens “Civil Disobedience” with his statement “that government is best which governs not at all.” end student sample text

annotated text The analysis moves immediately to the first work to be discussed and features the memorable quotation regarding a government that does not govern. The statement may seem contradictory, but for Thoreau it is a direct statement in that someone who allows himself to be imprisoned will find freedom by distancing himself from all others to prove his point. end annotated text

student sample text He argues that a government should allow its people to be as free as possible while providing for their needs without interfering in daily life. In other words, in daily life a person attends to the business of eating, sleeping, and earning a living and not dealing in any noticeable way with an entity called “a government.” end student sample text

annotated text Jones repeats “in daily life” to give a rhythm to his own prose and to emphasize the importance to Thoreau of daily activities that are simple and meaningful. The word government is repeated for emphasis as the negative subject of this essay—in literary terms, a powerful and constant antagonist that constrains and disempowers. end annotated text

student sample text Because Thoreau did not want his freedom overshadowed by government regulations, he tried to ignore them. However, the American government of 1845 would not let him. He was arrested and put in the Concord jail for failing to pay his poll tax, a tax he believed unjust because it supported the government’s war with Mexico as well as the immoral institution of slavery. Instead of protesting his arrest, he celebrated it and explained its meaning by writing “Civil Disobedience,” one of the most famous English-language essays ever written. In it, he argues persuasively, “Under a government which imprisons any unjustly, the true place for a just man is also a prison” (230). Thus, the idea of passive resistance—and accepting unjust arrest to make a point—was formed, a doctrine that advocated protest against the government by nonviolent means: end student sample text

student sample text How does it become a man to behave toward this American government today? I answer that he cannot without disgrace be associated with it. I cannot for an instant recognize that political organization as my government which is the slave’s government also. (224) end student sample text

annotated text Jones strengthens his own writing by calling the essay one of the most famous works ever written. This is not an ordinary technique in textual analysis, but when done for emphasis, it helps the analysis gain power. Using “instead of protesting” at the start of his sentence is another example of strong contrast and linkage. end annotated text

student sample text For nearly 200 years, Thoreau’s formulation of passive resistance has been a part of the human struggle for freedom. In fact, it changed the world by inspiring the resistance movements led by Mohandas Gandhi and Martin Luther King, Jr. end student sample text

annotated text The total effect is to make Jones’s analytical essay more important for readers, as Thoreau’s writings have indeed changed the world despite being written humbly as the voice of one man’s conscience and isolation in his own freedom. end annotated text

student sample text Thoreau also wanted to be free from the everyday pressures to conform to society’s expectations. end student sample text

annotated text Jones transitions from the first short work to the different and equally famous nonfiction narrative Walden , moving smoothly from one freedom to the next with the transition “also wanted.” This second analysis of freedom is the second part of the essay’s thesis. end annotated text

student sample text He believed in doing and possessing only the essential things in life. To demonstrate his case, in 1845, he moved to the outskirts of Concord, Massachusetts, and lived by himself for just over two years in a cabin he built at Walden Pond. Thoreau wrote Walden to explain the value of living simply, far removed from the unnecessary complexity of society: “simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand” (66). At Walden, he lived as much as possible by this statement, building his own house and furniture, growing his own food, bartering for simple necessities, and attending to his own business rather than seeking employment from others. end student sample text

annotated text Jones uses textual evidence to support his claim. He summarizes Thoreau’s activities at Walden and quotes Thoreau as evidence to reinforce the freedom of mind that simple living allows. end annotated text

student sample text Living at Walden Pond gave Thoreau the chance to formulate many of his ideas about living an unencumbered, economical life. At Walden, he lived simply to “front only the essential facts of life” (66) and to center his thoughts on “living” instead of on unnecessary details of mere livelihood. He developed survival skills that freed him from the constraints of city dwellers whose lives depended upon a web of material things and services provided by others. He preferred to “take rank hold on life and spend my day more as animals do” (117). end student sample text

annotated text Jones uses the poetic language of high rhetoric directly from Thoreau. The body of the essay gives specific evidence of how Thoreau ate, built, read, and provided for his needs, cutting away all but the essential man in the two settings of his life. end annotated text

student sample text While living at Walden Pond, Thoreau was free to occupy his time in any way that pleased him, which for him meant mostly writing and tending his bean patch. The details of his gardening appear frequently, as he concentrated on it during his time there. He wasn’t troubled by a boss hounding him with deadlines or a wife and children who needed his attention. His neighbors accused him of being selfish and did not understand that he sought most of all “to live deliberately” (66), as he felt all people should learn to do. end student sample text

student sample text Then, as now, most people had more responsibilities than Thoreau had and could not just pack up their belongings and go live in the woods—if they could find free woods to live in. Today, people are intrigued to read about Thoreau’s experiences and are inspired by his thoughts, but few people can actually live or do as he suggests. The idea of life without cell phones or Internet seems inconceivable, even if one grows one’s own food and lives mostly off the grid. end student sample text

annotated text The next-to-last paragraph recognizes what could be a counterclaim: not everyone in contemporary times would view living alone for two years as a pleasure. Rather, they might see it as a different kind of prison, perhaps even a dangerous one. Indeed, such deprivation has less appeal these days, and people who do go off by themselves may be seen to have questionable motives. end annotated text

student sample text The theme of exploring how a man lives in or outside governmental control is clear in the choices he must make to define himself as a free person. Nevertheless, practical or not, Thoreau’s writings about freedom from government and society have inspired countless people to reassess how they live their lives. Though unable to live as Thoreau advocated, readers everywhere remain inspired by his ideals and his belief in the two freedoms. end student sample text

annotated text Jones concludes by emphasizing the strength of Thoreau’s ideas—his two freedoms—and the influence they have had in the world. end annotated text

Review the Essay

After reading Alex Jones’s essay, complete the following sentences to review his work:

• He identifies and summarizes the content by ________.
• He describes the form and structure of Thoreau’s works when ________.
• He places Thoreau and his works in context by ________.
• He clearly states his own theme in reading Thoreau, which is ________.
• He indicates Thoreau’s unusual language at times, such as ________.
• He gives supporting evidence for his points, such as ________.
• He includes a visual to ________.
• He concludes with a balanced and convincing viewpoint by ________.

For Reference: excerpt from Walden by Henry David Thoreau from “Where I Lived and What I Lived For”

public domain text When first I took up my abode in the woods, that is, began to spend my nights as well as days there, which, by accident, was on Independence Day, or the Fourth of July, 1845, my house was not finished for winter, but was merely a defense against the rain, without plastering or chimney, the walls being of rough, weather-stained boards, with wide chinks, which made it cool at night. The upright white hewn studs and freshly planed door and window casings gave it a clean and airy look, especially in the morning, when its timbers were saturated with dew, so that I fancied that by noon some sweet gum would exude from them. To my imagination it retained throughout the day more or less of this auroral character, reminding me of a certain house on a mountain which I had visited the year before. This was an airy and unplastered cabin, fit to entertain a travelling god, and where a goddess might trail her garments. The winds which passed over my dwelling were such as sweep over the ridges of mountains, bearing the broken strains, or celestial parts only, of terrestrial music.… end public domain text

public domain text The only house I had been the owner of before, if I except a boat, was a tent, which I used occasionally when making excursions in the summer, and this is still rolled up in my garret; but the boat, after passing from hand to hand, has gone down the stream of time. With this more substantial shelter about me, I had made some progress toward settling in the world. This frame, so slightly clad, was a sort of crystallization around me, and reacted on the builder. It was suggestive somewhat as a picture in outlines. I did not need to go outdoors to take the air, for the atmosphere within had lost none of its freshness. It was not so much within doors as behind a door where I sat, even in the rainiest weather. The Harivansa [important Sanskrit text] says, “An abode without birds is like a meat without seasoning.” Such was not my abode, for I found myself suddenly neighbor to the birds; not by having imprisoned one, but having caged myself near them.… end public domain text

public domain text For the first week, whenever I looked out on the pond it impressed me like a tarn high up on the side of a mountain, its bottom far above the surface of other lakes, and, as the sun arose, I saw it throwing off its nightly clothing of mist, and here and there, by degrees, its soft ripples or its smooth reflecting surface was revealed, while the mists, like ghosts, were stealthily withdrawing in every direction into the woods, as at the breaking up of some nocturnal conventicle. The very dew seemed to hang upon the trees later into the day than usual, as on the sides of mountains. end public domain text

public domain text This small lake was of most value as a neighbor in the intervals of a gentle rain storm in August, when, both air and water being perfectly still, but the sky overcast, mid-afternoon had all the serenity of evening, and the wood-thrush sang around, and was heard from shore to shore. A lake like this is never smoother than at such a time; and the clear portion of the air above it being shallow and darkened by clouds, the water, full of light and reflections, becomes a lower heaven itself so much the more important. From a hill top nearby, where the wood had been recently cut off, there was a pleasing vista southward across the pond, through a wide indentation in the hills which form the shore there, where their opposite sides sloping toward each other suggested a stream flowing out in that direction through a wooded valley, but stream there was none. That way I looked between and over the near green hills to some distant and higher ones in the horizon, tinged with blue. Indeed, by standing on tiptoe I could catch a glimpse of some of the peaks of the still bluer and more distant mountain ranges in the north-west, those true-blue coins from heaven’s own mint, and also of some portion of the village. But in other directions, even from this point, I could not see over or beyond the woods which surrounded me. It is well to have some water in your neighborhood, to give buoyancy to and float the earth. One value even of the smallest well is, that when you look into it you see that earth is not continent but insular. This is as important as that it keeps butter cool. When I looked across the pond from this peak toward the Sudbury meadows, which in time of flood I distinguished elevated perhaps by a mirage in their seething valley, like a coin in a basin, all the earth beyond the pond appeared like a thin crust insulated and floated even by this small sheet of interverting water, and I was reminded that this on which I dwelt was but dry land . end public domain text

public domain text We must learn to reawaken and keep ourselves awake, not by mechanical aids, but by an infinite expectation of the dawn, which does not forsake us in our soundest sleep. I know of no more encouraging fact than the unquestionable ability of man to elevate his life by a conscious endeavor. It is something to be able to paint a particular picture, or to carve a statue, and so to make a few objects beautiful; but it is far more glorious to carve and paint the very atmosphere and medium through which we look, which morally we can do. To affect the quality of the day, that is the highest of arts. Every man is tasked to make his life, even in its details, worthy of the contemplation of his most elevated and critical hour. If we refused, or rather used up, such paltry information as we get, the oracles would distinctly inform us how this might be done. end public domain text

public domain text I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion. For most men, it appears to me, are in a strange uncertainty about it, whether it is of the devil or of God, and have somewhat hastily concluded that it is the chief end of man here to “glorify God and enjoy him forever.” end public domain text

public domain text Still we live meanly, like ants; though the fable tells us that we were long ago changed into men; like pygmies we fight with cranes; it is error upon error, and clout upon clout, and our best virtue has for its occasion a superfluous and evitable wretchedness. Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand; instead of a million count half a dozen, and keep your accounts on your thumb nail. In the midst of this chopping sea of civilized life, such are the clouds and storms and quicksands and thousand-and-one items to be allowed for, that a man has to live, if he would not founder and go to the bottom and not make his port at all, by dead reckoning, and he must be a great calculator indeed who succeeds. Simplify, simplify. Instead of three meals a day, if it be necessary eat but one; instead of a hundred dishes… end public domain text

public domain text Why should we live with such… waste of life? We are determined to be starved before we are hungry. Men say that a stitch in time saves nine, and so they take a thousand stitches to-day to save nine to-morrow. end public domain text

Peer Review:

After you have completed your first draft, exchange essays with a partner for peer review. Look at the questions you answered to address the essay about Thoreau. Then, to provide helpful feedback, answer these questions about your peer’s draft.

• Does the introduction include the author, title of the work, publication date, historical context, and a brief summary?
• What is your peer’s main claim, or thesis? Is it clearly stated? If not, how might your peer clarify it?
• Is the thesis effectively supported throughout the essay? How does each paragraph support the thesis? What evidence does each contain? Has the writer included direct quotations, paraphrases, and summary as relevant and convincing support? Is there enough information to sustain the writer’s claims? How might the author improve their support? In working on this section, go through each body paragraph separately for these criteria.
• Does the analysis address counterclaims? If not, how might the writer include them?
• Which sentence or sentences restate the thesis? If a restatement is not there, what might the writer include?

Once you have feedback from a peer, consider their suggestions. Read all comments, and think carefully before making changes.

• Use your discretion . Sometimes writers do not agree with their peers’ suggestions; indeed, authors do not always revise everything suggested by editors. However, it is important to clarify what might have prompted a response from a peer, such as “This seems like more of an unsupported opinion than text-based evidence.” Here you might consider including a source citation either from the text or from an outside resource, or consider further explaining your claim. However, if you think your peer reviewer misinterpreted or read your claim superficially, do not revise it. At all times, though, maintain ownership. It is your paper; you are the ultimate judge of whether the ideas in it represent you and your views. Never include someone else’s idea in your paper if you do not understand it or believe it. Whether or not you decide to revise, be sure to read and consider all suggestions carefully.
• Focus on global suggestions first. Global feedback applies to your entire paper. You may have to revise your topic or thesis so that your paper meets assigned guidelines or does what it should. It is important to revise global feedback first, for these revisions might necessitate changes in content and organization, among other things.
• Complete a close revision. Check your paper to revise for clarity at the sentence level, and double-check citations, if you have them, for accuracy and style.

In Chapter 16, you have learned about the revision process, including how to evaluate suggestions for revision from peer review. In this activity, evaluate each revision suggestion for specificity. A specific suggestion is helpful and easy to implement. A general suggestion is not helpful and should be ignored unless you can go back and ask the reviewer to provide more details. Based on your evaluation, look at each revision suggestion and decide whether to implement or to ignore.

Student Revision Model

Below is a paragraph from the first draft of Gwyn Garrison’s paper. It was reviewed by a peer, who made the suggestions indicated. First, read the draft. Next, read the reviewer’s suggestions and consider whether you would accept or reject each one. Then, read the paragraph as it appears in the final version. After each suggestion, consider why you think Gwyn Garrison accepted or rejected the reviewer’s comment.

Original Draft

student sample text When Calixta acts outside of societal norms, she discovers the freedom of self-expression and passion. Chopin’s diction evokes a spiritual transcendence that allows Calixta to exist momentarily outside social norms that exist only in the physical plane of existence: “when he possessed her, they seemed to swoon at the very borderland of life’s mystery.” The affair becomes a vehicle that allows Calixta to get to a place of true self-expression. The storm, an aspect of nature or the natural world, acts as the catalyst in Calixta’s natural self-realization of womanhood. The storm breaks externally and internally for Calixta. Chopin’s depiction of Calixta’s sexual liberation and fulfillment outside of her marriage is an early step in the fight to bridge the gap between women’s bodies and their sociopolitical lives. By presenting female sexuality in a way that is enlightening rather than degrading, Chopin helps destigmatize labels such as whore, which have been used to shame women for acting outside of traditional gender expectations. end student sample text

Peer Reviewer’s Comments

• A transition would help link this paragraph with the previous one.
• At the beginning of the paragraph, after the first sentence, add a short description or explanation of what is happening in the scene.
• The quotation from the text doesn’t help explain your claim. Anyway, you left out a word.
• Perhaps you could add a quotation about the storm.
• Can you clarify the relationship between the storm and Calixta’s self-realization?

Final Version

student sample text When Calixta acts outside of societal norms, however , she discovers the freedom of self-expression and passion. All of the parts of her womanhood that have no place in the society in which she lives have been repressed until this one moment. In this scene, Chopin takes possession of the term whore and redefines Calixta’s behavior as a transformative awakening. Chopin’s diction evokes a spiritual transcendence that allows Calixta to exist momentarily outside social norms that exist only in the physical plane of existence: “when he possessed her, they seemed to swoon together at the very borderland of life’s mystery.” The affair becomes a vehicle that allows Calixta to get to a place of true self-expression. The storm, an aspect of nature or the natural world, acts as the catalyst in Calixta’s natural self-realization of womanhood. As the storm breaks externally, it also breaks internally for Calixta. Chopin’s depiction of Calixta’s sexual liberation and fulfillment outside of her marriage is an early step in the fight to bridge the gap between women’s bodies and their sociopolitical lives. By presenting female sexuality in a way that is enlightening rather than degrading, Chopin helps destigmatize labels such as whore, which have been used to shame women for acting outside of traditional gender expectations. end student sample text

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39 Introduction to Informative Writing

Amy Minervini

By Amy Minervini

Exposition is writing that explains, informs, or describes. This type of writing is also known as the informative mode in that the main objective is not to narrate a story or persuade readers of something but rather to convey factual information , including observations and personal/others’ experiences. However, when writing an expository essay, you can include elements from other modes (storytelling, analysis, writer impressions, persuasion, etc.) although these would be secondary aims or even implied. The expository composition is a practical, authentic kind of writing that can stand on its own or serve as the foundation for your more developed research essays.

Key Characteristics

Expository writing generally exhibits the following:

• Emphasis on facts, observations, or personal/others’ experiences
• Organization marked by a logical flow or progression of information; chronological, order of importance/priority, or the step-by-step approach are the most common; transitions that guide the reader
• Close attention paid to detail and description
• No noticeable writer bias

Essay types within this Chapter

• Process analysis (how-to)
• Illustration

Introduction to the General Expository Essay

The following is excerpted from Crystle Bruno’s Commonsense Composition 3.1 Expository Essay

The main aim of an expository essay is to provide an effective explanation of a topic. While a descriptive essay strives to describe a subject or a narrative essay seeks to show personal growth, an expository essay tries to explain a topic or situation. Thus, expository essays are written as if the writer is explaining or clarifying a topic to the reader. Since an expository essay is trying to clarify a topic, it is important that it provides the categories or reasons that support the clarification of the paper. Moreover, these categories and reasons also provide the framework for the organization of the paper.

Components of the expository essay as the parts of a house.

Much like the categories are essential to clarifying the topic, organization is the key to any well-developed essay. When composing your essay, think of its organization as a house, with each component of an essay representing a major part of a house. Just as the foundation provides support on which a house can be built, a thesis represents the foundation upon which to build an essay. The introductory paragraph then functions as both the door and framework for an expository essay. Like a house door, the introductory paragraph must allow the reader to enter into the essay. Additionally, just as walls are built upon the framework of a house, the body paragraphs of an essay are organized around the framework or organizational scheme, presented in the introductory paragraph. The body paragraphs, much like the walls of a house, must be firm, strong and complete. Also, there must always be as many body paragraphs as the framework of the introductory paragraph indicates otherwise your essay will resemble a house that is missing a wall. Finally, an essay must include a conclusion paragraph that tops off the essay much like a roof completes a house. As the roof cements the structure of the house and helps hold the walls in place, the conclusion paragraph must reiterate the points within your body paragraphs and complete an essay.

Although the overall organization of an expository essay is important, you must also understand the organization of each component (the introductory, body and conclusion paragraphs) of your essay. The chart below identifies the essential parts of each component of your essay, explaining the necessary information for each type of paragraph. While the guidelines listed below may feel constrictive, they are merely meant to guide you as a writer. Ultimately, the guidelines should help you write more effectively. The more familiar you become with how to organize an essay, the more energy you can focus on your ideas and your writing. As a result, your writing will improve as your ability to organize your ideas improves. Plus, focusing your energy on your argument and ideas rather than the organization makes your job as a writer more exciting and fun.

Introductory Paragraph:

• Introduce the issue.
• Present the topic and its explanation or clarification.
• Provide the categories used to explain the topic.
• Provide the thesis statement.

Body Paragraphs:

• Begin with a topic sentence that reflects an explanation of the paper and the category being discussed in the paragraph.
• Support the argument with useful and informative quotes from sources such as books, journal articles, etc.
• Provide 2-3 quotes that connect the category being discussed to the explanation
• Provide 2-3 sentences explaining each quote more full, drawing stronger connections between the category and the explanation.
• Ensure that the information in these paragraphs is important to the thesis statement.
• End each paragraph with a transition sentence which leads into the next body paragraph.

Concluding Paragraph:

• Begin with a topic sentence that reflects the argument of the thesis statement.
• Briefly summarize the main points of the paper.
• Provide a strong and effective close for the paper.

Introductory Paragraphs

A strong introductory paragraph is crucial to the development of an effective expository essay. Unlike an argumentative essay which takes a stand or forms an opinion about a subject, an expository essay is used when the writer wishes to explain or clarify a topic to the reader. In order to properly explain a topic, an expository essay breaks the topic being addressed into parts, explains each component in relation to the whole and uses each component to justify the explanation of the topic. Thus when writing an introductory paragraph, it is crucial to include the explanation or clarification of the topic and the categories or components used to produce this explanation.

Since the success of the paper rests on the introductory paragraph, it is important to understand its essential components. Usually, expository papers fail to provide a clear explanation not because the writer’s lacks explanations or clarifications but rather because the explanations are not properly organized and identified in the introductory paragraph. One of the most important jobs of an introductory paragraph is that it introduces the topic or issue. Most explanations cannot be clarified without at least some background information. Thus, it is essential to provide a foundation for your topic before you begin explaining your topic. For instance, if you wanted to explain what happened at the first Olympic Games, your introductory paragraph would first need to provide background information about how the first games happened. In doing so, you ensure that your audience is as informed about your topic as you are and thus you make it easier for your audience to understand your explanation.

Below is a table describing and explaining the main jobs of the introductory paragraph.

Introductory paragraphs introduce the topic and suggest why it is important.

Example:   An analysis of the essay exam results of the new English class shows that the new class format promotes close reading and better essay organization.

This sentence tells the reader both that the topic of the paper will be the benefits of the new English class and that the significance of these benefits is the improvement of close reading and essay organization.

Introductory paragraphs outline the structure of the paper and highlight the main ideas.

Example:   Considering the results of the High School Exit Exam, it is apparent that school curriculum is not properly addressing basic math skills such as fractions, percentages and long division.

This sentence indicates that main ideas (fractions, percentages and long division) of the essay and indicates the order in which they will be presented in the body paragraphs.

Introductory paragraphs state the thesis.

Example:   California high schools will require all students to take a resume and cover letter writing workshop in order to better prepare them for employment.

This thesis statement indicates the explanation of the paper.

In addition to introducing the topic of your paper, your introductory paragraph also needs to introduce each of the arguments you will cover in your body paragraphs. By providing your audience with an idea of the points or arguments you will make later in your paper, your introductory paragraph serves as a guide map, not only for your audience but also for you. Including your main sub-points in your introduction not only allows your audience to understand where your essay is headed but also helps you as a writer remember how you want to organize your paper. This is especially helpful if you are not writing your essay in one sitting as it allows you to leave and return to your essay without forgetting all of the important points you wanted to make.

Most importantly, when writing an introductory paragraph, it is essential to remember that you must capture the interest of your reader. Thus, it is your job as the writer to make the introduction entertaining or intriguing. In order to do so, consider using a quotation, a surprising or interesting fact, an anecdote or a humorous story. While the quotation, story or fact you include must be relevant to your paper, placing one of these at the beginning of your introduction helps you not only capture the attention or the reader but also introduce your topic and argument, making your introduction interesting to your audience and useful for your argument and essay.

Body Paragraphs

In an expository essay the body paragraphs are where the writer has the opportunity to explain or clarify his or her viewpoint. By the conclusion paragraph, the writer should adequately clarify the topic for the reader. Regardless of a strong thesis statement that properly indicates the major sub-topics of the essay, papers with weak body paragraphs fail to properly explain the topic and indicate why it is important. Body paragraphs of an expository essay are weak when no examples are used to help illuminate the topic being discussed or when they are poorly organized. Occasionally, body paragraphs are also weak because the quotes used complicate from rather than simplify the explanation. Thus, it is essential to use appropriate support and to adequately explain your support within your body paragraphs.

In order to create a body paragraph that is properly supported and explained, it is important to understand the components that make up a strong body paragraph. The bullet points below indicate the essential components of a well-written, well-argued body paragraph.

Body Paragraph Components

• Support the argument with useful and informative quotes from sources such as books, journal articles, expert opinions, etc.
• Provide 1-2 sentences explaining each quote.
• Provide 1-3 sentences that indicate the significance of each quote.
• Ensure that the information provided is relevant to the thesis statement.
• End with a transition sentence which leads into the next body paragraph.

Just as your introduction must introduce the topic of your essay, the first sentence of a body paragraph must introduce the main sub-point for that paragraph. For instance, if you were writing a body paragraph for a paper explaining the factors that led to US involvement in World War II, one body paragraph could discuss the impact of the Great Depression on the decision to enter the war. To do so, you would begin with a topic sentence that explains how the Great Depression encouraged involvement in the war because the war effort would stimulate certain aspects of the economy. Following this sentence, you would go into more detail and explain how the two events are linked. By placing this idea at the beginning of the paragraph, not only does your audience know what the paragraph is explaining, but you can also keep track of your ideas.

Following the topic sentence, you must provide some sort of fact that supports your claim. In the example of the World War II essay, maybe you would provide a quote from a historian or from a prominent history teacher or researcher. After your quote or fact, you must always explain what the quote or fact is saying, stressing what you believe is most important about your fact. It is important to remember that your audience may read a quote and decide it is indicating something entirely different than what you think it is explaining. Or, maybe some or your readers think another aspect of your quote is important. If you do not explain the quote and indicate what portion of it is relevant to your clarification, than your reader may become confused or may be unconvinced of your explanation. Consider the possible interpretations for the statement below.

Example:  While the U.S. involvement in World War II was not the major contributor to the ending of the Great Depression, the depression was one of the primary motives for entering the war.

Interestingly, this statement seems to be saying two things at once – that the Great Depression helped spark involvement in the war and that World War II did not end the depression alone. On the one hand, the historian seems to say that the two events are not directly linked. However, on the other hand, the historian also indicates that the two events are linked in that the depression caused U.S. involvement in the war. Because of the tension in this quotation, if you used this quote for your World War II essay, you would need to explain that the significant portion of the quote is the assertion that links the events.

In addition to explaining what this quote is saying, you would also need to indicate why this is important to your explanation. When trying to indicate the significance of a fact, it is essential to try to answer the “so what.” Image you have just finished explaining your quote to someone and they have asked you “so what?” The person does not understand why you have explained this quote, not because you have not explained the quote well but because you have not told him or her why he or she needs to know what the quote means. This, the answer to the “so what,” is the significance of your paper and is essentially your clarification within the body paragraphs. However, it is important to remember that generally a body paragraph will contain more than one quotation or piece of support. Thus, you must repeat the Quotation-Explanation-Significance formula several times within your body paragraph to fully explain the one sub-point indicated in your topic sentence. Below is an example of a properly written body paragraph.

Example of an expository body paragraph paired with an explanation of its parts.

Conclusion Paragraph

The conclusion paragraph of an expository essay is an author’s last chance to create a good impression. Hence, it is important to restate the thesis statement at the beginning of the paragraph in order to remind the reader of your topic and explanation. Since it is at the end of the paper, the conclusion paragraph also should add a sense of closure and finality to the clarification of the paper. It is important to re-emphasize the main idea without being repetitive or introducing an entirely new idea or subtopic. While you can conclude your conclusion paragraph by suggesting a topic for further research or investigation, do not make this question the focus of the paragraph. Thus, you should briefly and concisely reiterate the strongest clarifications of the paper, reminding the reader of the validity of your thesis or explanation and bringing closure to your paper.

You may feel that the conclusion paragraph is redundant or unnecessary; However, do not forget that this is your last chance to explain the significance of your argument to your audience. Just as your body paragraphs strive to present the significance of each fact or quote you use, your conclusion paragraph should sum up the significance of your argument. Thus, you should consider making a bold statement in your concluding paragraph by evoking a vivid image, suggesting results or consequences related to your argument or ending with a warning. Through using these components, you not only make your conclusion paragraph more exciting, but you also make your essay and your argument, more important.

  Review Questions

What are three of the main purposes of an introductory paragraph?

• What should you never do in an introductory paragraph?
• How should you refute counterpoints?
• What is the formula for a well-argued body paragraph?
• What should you include in a conclusion paragraph? What should never include in a conclusion paragraph?

Introduction to Informative Writing Copyright © 2020 by Amy Minervini is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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How to Write an Informative Essay: Everything You Need to Know

Did you know that informative essays aren't just for school? They're also used in jobs like journalism, marketing, and PR to explain complex ideas and promote things. This shows how useful they are outside of the classroom.

So, if you're planning to write one, that's a great choice! It's interesting but can be tough. To do it well, you need to plan, research, and organize carefully. Keep your tone balanced, give clear info, and add your own thoughts to stand out.

In this guide, our essay writer will give you tips on starting and organizing your essay effectively. At the end, you'll also find interesting essay samples. So, let's jump right into it.

What is an Informative Essay

To give a good informative essay definition, imagine them as windows to new knowledge. Their main job is to teach others about a particular topic. Whether it's for a school project or something you stumble upon online, these essays are packed with interesting facts and insights.

Here's a simple breakdown from our admission essay writing service of what makes an informative essay tick:

• Keeping It Real: These essays are all about the facts. No opinions allowed. We want to keep things fair and honest.
• Topics Galore: You can write about anything you find interesting, from science and history to things about different cultures.
• Where You Find Them: Informative essays can pop up anywhere, from your classroom assignments to the pages of magazines or even online articles.
• Research: Like a good detective, informative essays rely on solid evidence. That means digging into trustworthy sources to gather reliable information.
• Stay Neutral: To keep things fair, informative essays don't take sides. They present the facts and let readers draw their own conclusions.
• Structure: These essays have a clear roadmap. They start with an introduction to set the stage, then present the main points with evidence, and wrap up with a summary to tie it all together.
• Write for Your Audience: Keep your writing simple and easy to understand. Think about who will be reading it.
• Give Just Enough Detail: Don't overload people with info. Find the right balance so it's interesting but not overwhelming.

Ready to Ignite Minds with Your Informative Essay?

Our qualified writers are here to craft a masterpiece tailored to your needs worthy of an A+

Reasons to Write an Informative Essay

Writing informative essays, whether following the IEEE format or another style, is a great way to teach and share ideas with others. Here's why it's worth giving it a try:

• Make Complex Ideas Easy : Informative essays simplify complicated topics so everyone can understand them. They break down big ideas into simple parts, helping more people learn and share knowledge.
• Encourage Thinking : When you read these essays, you're encouraged to think for yourself. They give you facts and evidence so you can form your own opinions about different topics. This helps you become better at understanding the world around you.
• Inspire Doing : They can motivate people to take action and make positive changes by raising awareness about important issues like the environment, fairness, or health. By reading these essays, people might be inspired to do something to help.
• Leave a Mark : When you write informative essays, you're leaving a legacy of knowledge for future generations. Your ideas can be read and learned from long after you're gone, helping others understand the world better.

How to Start an Informative Essay

If you're still doubting how to start with an informative essay outline, no worries! Here's a step-by-step guide to help you tackle this task like a pro. Alternatively, you can simply order essay and have it done by experts.

• Choose an Exciting Topic : Pick something that really grabs your attention. Writing about what you're genuinely interested in makes the whole process way more fun. Plus, it's easier to write confidently about things you know a bit about.
• Dig into Research : Spend some quality time digging up info from reliable sources. Take good notes, so you have all the facts you need to back up your essay. The better your research, the stronger your essay will be.
• Set Your Essay's Goal : Decide what you want your essay to do. Are you explaining something, analyzing a problem, or comparing ideas? Knowing your goal helps you focus your writing.
• Sketch Out Your Essay : Make a simple plan for your essay. Start with an intro that grabs attention and states your main idea. Then, map out your main points for the body paragraphs and plan a strong finish for your conclusion.
• Kick Off with an Awesome Introduction : Start with a killer opening line to hook your readers. Give a bit of background on your topic and clearly state your main idea.
• Flesh Out Your Body Paragraphs : In each paragraph, cover one key point backed up with evidence from your research. Keep it clear and simple, and don't forget to cite your sources.
• Wrap Up Strong : Sum up your main points in your conclusion and restate your main idea in a memorable way. Leave your readers with something to think about related to your topic.

Informative Essay Outline

Many students don't realize how helpful outlining can be for writing an informative essay. Spending a bit of time on it can actually save you loads of time later on when you're writing. To give you a head start, here's a simple format from our term paper writing services :

I. Introduction

• Start with something catchy to grab attention
• Give a little background info on your topic
• State your main idea clearly in your thesis statement

II. Body Paragraphs

A. Talk about your first main idea

• Share evidence or facts that support this idea
• Explain what the evidence means
• Transition smoothly to the next point

B. Move on to your second main idea

• Provide evidence or facts for this point
• Explain why this evidence matters
• Transition to the next paragraph

C. Address your third main idea

• Offer supporting evidence or facts
• Explain the significance of this evidence
• Transition to the next part

III. Conclusion

• Restate your thesis statement to remind readers of your main point
• Summarize the key points you've covered in the body paragraphs
• Leave readers with some final thoughts or reflections to ponder

IV. Optional: Extra Sections

• Consider addressing counterarguments and explaining why they're not valid (if needed)
• Offer suggestions for further research or additional reading
• Share personal anecdotes or examples to make your essay more relatable (if it fits)

Informative Essay Structure

Now that you've got a plan and know how to start an essay let's talk about how to organize it in more detail.

Introduction :

In your informative essay introduction, your aim is to grab the reader's interest and provide a bit of background on your topic. Start with something attention-grabbing, like a surprising fact or a thought-provoking question. Then, give a quick overview of what you'll be talking about in your essay with a clear thesis statement that tells the reader what your main points will be.

Body Paragraphs:

The body paragraphs of an informative essay should dive into the main ideas of your topic. Aim for at least three main points and back them up with evidence from reliable sources. Remember the 'C-E-E' formula: Claim, Evidence, Explanation. Start each paragraph with a clear point, then provide evidence to support it, and finally, explain why it's important. Mastering how to write an informative essay also requires smooth transitions from one section to the next, so don't forget to use transition words.

Conclusion :

You may already guess how to write a conclusion for an informative essay, as it's quite similar to other writing types. Wrap up by summarizing the main points you've made. Restate your thesis to remind the reader what your essay was all about. Then, leave them with some final thoughts or reflections to think about. Maybe suggest why your topic is important or what people can learn from it.

Informative Essay Examples

Essay examples show how theoretical ideas can be applied effectively and engagingly. So, let's check them out for good structure, organization, and presentation techniques.

Additionally, you can also explore essay writing apps that offer convenience and flexibility, allowing you to work on assignments wherever you are.

7 Steps for Writing an Informative Essay

Before you leave, here are 7 simple yet crucial steps for writing an informative essay. Make sure to incorporate them into your writing process:

• Choose Your Topic: If you're given the freedom to choose your topic, opt for something you're passionate about and can explain effectively in about five paragraphs. Begin with a broad subject area and gradually narrow it down to a specific topic. Consider conducting preliminary research to ensure there's enough information available to support your essay.
• Do Your Research: Dive deep into your chosen topic and gather information from reliable sources. Ensure that the sources you use are credible and can be referenced in your essay. This step is crucial for building a solid foundation of knowledge on your topic.
• Create an Outline: Once you've collected your research, organize your thoughts by creating an outline. Think of it as a roadmap for your essay, briefly summarizing what each paragraph will cover. This step helps maintain coherence and ensures that you cover all essential points in your essay.
• Start Writing: With your outline in hand, begin drafting your essay. Don't strive for perfection on the first attempt; instead, focus on getting your ideas down on paper. Maintain an objective and informative tone, avoiding overly complex language or unnecessary embellishments.
• Revise Your Draft: After completing the initial draft, take a break before revisiting your work. Read through your essay carefully, assessing how well your arguments are supported by evidence and ensuring a smooth flow of ideas. Rewrite any sections that require improvement to strengthen your essay's overall coherence and clarity.
• Proofread: Once you've revised your essay, thoroughly proofread it to catch any spelling or grammar errors. Additionally, verify the accuracy of the facts and information presented in your essay. A polished and error-free essay reflects positively on your attention to detail and credibility as a writer.
• Cite Your Sources: Finally, include a citations page to acknowledge the sources you've referenced in your essay. Follow the formatting guidelines of the chosen citation style, whether it's MLA, APA, or Chicago, to ensure consistency and proper credit to the original authors. This step is essential for maintaining academic integrity and avoiding plagiarism accusations.

Final Remarks

Fantastic! Now that you know how to write an informative essay and absorbed the essentials, let's recap the key points:

• You've learned the basics of informative essay writing.
• Ready to choose an interesting topic that connects with your audience.
• You've understood how to organize your essay clearly, with each paragraph serving a purpose.
• You have step-by-step guidance for writing engagingly.
• You've gained valuable tips to improve your writing skills and make your essay stand out.

By applying these insights, you're set to write an engaging essay that informs and inspires your readers!

Want to Unleash the Brilliance of Your Ideas?

Claim your expertly crafted informative essay today and command attention with your brilliant insights!

Related Articles

English Language Arts and Reading.6.8.D.i

analyze characteristics and structural elements of informational text , including:

the controlling idea or thesis with supporting evidence ;

A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”

Knowledge and Skills Statement

A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.

Read a text aloud and provide several options of possible controlling ideas of the text. Elicit a conversation in which students analyze each option and determine why each is or is not the controlling idea. Require students to provide text support for their responses.  

Further Explanation

For this assessment, students examine different ideas from the text to determine the controlling idea. Students understand that informational texts use a controlling idea to guide the focus of the writing.

Glossary Support for ELA.6.8.D.i

1. Montelongo, J., Herter, R. J., Ansaldo, R., & Hatter, N. (2010). A lesson cycle for teaching expository reading and writing: this lesson cycle for expository texts uses direct instruction for teaching students to recognize cue words for text structures. Journal of Adolescent & Adult Literacy , 53(8), 656+. Retrieved from https://link.galegroup.com/apps/doc/A227011986/PROF?u=tea&sid=PROF&xid=593e4895

Summary: The authors present activities that teachers can use to provide middle school students with practice reading and writing expository texts. Students were taught to look at text structures to find the main idea, practicing deconstructing and reconstructing paragraphs using graphic organizers. Students learned to recognize signal words that correspond to structures such as cause-and-effect, compare and contrast, and problem and solution paragraphs. The results showed significant improvement in students' ability to locate the main idea.

2. Meyer, B. J., & Ray, M. N. (2011). Structure strategy interventions: increasing reading comprehension of expository text. International Electronic Journal of Elementary Education , 4(1), 127–152. Accessed online at https://eric.ed.gov/?q=expository+text&pr=on&ft=on&id=EJ1070453

Summary:  In this literature review, researchers examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. Strategy interventions employ modeling, practice, and feedback to teach students how to use text structure strategically and eventually automatically. The analysis suggests that direct instruction, modeling, scaffolding, elaborated feedback, and adaptation of instruction to student performance are keys in teaching students to strategically use knowledge about text structure.

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4th grade reading & vocabulary

Course: 4th grade reading & vocabulary   >   unit 1.

• Summarizing nonfiction | Reading
• What is a main idea? | Reading
• What language shows cause and effect? | Reading

The structures of informational texts | Reading

• Superheroes: reading informational text; Superheroes around the World 4

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Video transcript

English Language Arts and Reading.7.8.D.ii

analyze characteristics and structural elements of informational text , including:

features such as references or acknowledgements; and

A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”

Knowledge and Skills Statement

A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.

Share with students a text that contains references and acknowledgements. Discuss the importance of properly giving credit to sources and the ideas of others. Then, have students read a text and identify those features and explain the information provided by each.  

Further Explanation

Students should be able to analyze text features common to informational texts, such as references and acknowledgements, and determine how the features in a particular text help the reader to better understand the text.

Glossary Support for ELA.7.8.D.ii