your thesis can merely summarize the reading

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

How to Write a Thesis Statement | 4 Steps & Examples

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

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

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

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

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

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Table of contents

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

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

The best thesis statements are:

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

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

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

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

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

For example, you might ask:

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

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

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

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

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

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

A strong thesis statement should tell the reader:

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

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

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

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

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

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

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

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

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

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

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

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

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

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

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

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Summarizing

The first three chapters in this section of Reading and Writing Successfully in College provide guidance for locating and evaluating sources. The rest of this section provides guidance for using the sources you have located. All of this guidance assumes that you understand the sources you are trying to use. If you don’t, review Part 1: Successful College Reading for reading techniques and/or talk with a classmate, your professor, or a tutor for help.

A summary is, by definition, a condensed version of the original. It’s shorter, and it must focus on the original’s main point(s) to be accurate.

Summaries vary in length. Some will be very short, even just a phrase. For example, if I write, “A coming-of-age story set in a fictional Southern town, To Kill a Mockingbird explores issues of racism and discrimination,” the phrase “a coming-of-age story set in a fictional Southern town” is a kind of summary. It doesn’t provide any details at all, but it still encapsulates the book. Notice that the idea that the book takes up issues of racism and discrimination is not a summary. That’s an interpretation.

Some summaries will be long. For example, in graduate school, I was asked to write 500-word summaries of major theories of literary criticism. In academic settings, professors sometimes assign long summaries to make sure that you understand the texts that you are working with, which is exactly what my graduate instructor wanted.

More often, though, summaries are somewhere in between. Writers summarize in order to make sure our readers understand the text in the same way we do. To accomplish this, our summaries need to be honest.  From a sentence or two to a paragraph, writers usually offer summaries to make sure that reader and writer are on the same page, metaphorically speaking, before the writer uses the source to support their own work.

To write a summary well, we cannot misrepresent the ideas in a text, either by accident or on purpose, nor can we write a summary as if a minor point is the central idea of a text. Even if we are going to argue with an author’s points, the summary must accurately represent the ideas in the original.

Honest summaries start with careful reading. You won’t be able to summarize well if you don’t understand what you are reading. Once you have a good understanding, you’ll be able to write a good summary.

The following activity will help you write a successful summary that covers the entire text. This activity assumes that you have carefully read the text and that you understand it.

• Divide the text into sections. Sometimes those sections are marked for you by headings or extra spaces between paragraphs. If they aren’t, look especially for transitions that indicate contrast or sequence, which frequently indicate a shift in focus. Don’t worry about getting these sections “right”; instead, make sure that you understand why you are grouping those particular paragraphs together.
• For each section, determine the main point of that section. Separate that point from examples, counterarguments , and subordinate points . Write a one- or two-sentence summary of each section, focusing on that point.
• Write a one- or two-sentence summary of the entire piece based on your understanding of the whole text. It can help to read over the sentences you have written in Step 2.
• Check your high-level summary (Step 3) against the original text. Are you accurately representing the author’s main idea? If not, revise your overall summary sentence.
• Consider the length of summary that you need. Do you just need a sentence or two? If so, the work you did in Steps 3 and 4 should probably serve you well. If you need a longer summary, though, keep going!
• Combine your summary of the entire piece with your section summaries into a paragraph (or more, depending on how long the original is). As you combine these sentences, eliminate repetition and details that you don’t need.
• Check what you have written against the original text. Are you accurately representing the author’s ideas? If not, revise your summary to increase your accuracy.
• Consider length again. If you need a shorter summary than your draft, look for details or more minor points that you can eliminate. If you need a longer summary, go back to the original for additional details or even examples.

Writing Strong Summaries

Here are some tips for writing good summaries:

• Be sure to refer to the author as you write your summary. A good rule of thumb is to reference the author by name at or near the beginning of your summary, and then to reference them at least one more time in every summary paragraph. This practice reminds your reader that the ideas you are describing are not your ideas.
• In general, don’t quote in summaries unless the quotations are very short or the summary is long (more than a page). Quotations require a lot of extra material and are usually too specific to be useful in summaries. In addition, quoting gets in the way of your comprehension of the text since you are relying on the author’s words instead of your understanding.
• If there is an introductory narrative, skip (or at least minimize) that as you write your summary. These introductory narratives are usually a way to draw the reader in. They hint at the main point, but they rarely spell that point out. Moreover, you can end up spending far too much time summarizing that narrative and miss the main point entirely.

You should be able to summarize every source that you use, even if you aren’t required to write a summary. If you can summarize a text successfully, you both understand that text and you are able to put it into your own words.

• A summary condenses a text, so it is always shorter than the original, though the summary itself can be very short, somewhat long, or in between.
• Summaries identify the main point of a text and provide as much information about the supporting points and specific examples as the writer (and reader) need, given the purpose of the summary.
• An effective way to write an accurate summary is to divide a text up into sections, summarize each of those sections, and combine those smaller summaries with a statement summarizing the overall point of the text.
• When you write a summary, be sure to refer to the author’s name so that your reader knows which ideas belong to you and which belong to the author.
• Generally, you won’t quote in summaries, except for very short quotations.

A word or group of words that guide the reader logically from one idea to the next in a text.

An argument that opposes the argument that an author is making; also used to describe an author's response to that opposing argument.

A less important point, as distinct from the main point.

Reading and Writing Successfully in College: A Guide for Students Copyright © 2023 by Patricia Lynne is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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5 How and Why to Summarize

Learning Objectives

• Explain the qualities of a good summary
• Define paraphrasing and summarizing
• Recognize accidental plagiarism
• Determine when to quote a passage

Download and/or print this chapter: Reading, Thinking, and Writing for College – Ch. 5

What is a Summary?

A summary is a comprehensive and objective restatement of the main ideas of a text (an article, book, movie, event, etc.), in paragraph form. You don’t follow the five-paragraph essay structure to write summaries; rather, the summary should present the author’s thesis statement first and should follow the same organizational structure as the text you’re summarizing. The distinguishing features of a summary are

• Summaries are significantly shorter
• Summaries are objective—no opinions
• Summaries are organized in the same way the original text is organized

Summaries Are Shorter

Summaries are much shorter than the original material. A general rule is that they should be no more than 10% to 15% the length of the original, and because the texts you will be asked to summarize will vary in length, you will be responsible for determining how long the summary should be. The best way to determine whether your summary is short or long enough is to write a paragraph-by-paragraph summary of the main ideas (see Chapter 4, “Critical Reading” ) before you write the formal summary. The paragraph-by-paragraph summary can serve as an outline for your formal summary, and you can check your formal summary against the paragraph-by-paragraph summary. Have you accurately conveyed the main points and only the main points in your own words? If your summary seems too long, ask whether you are providing any information that is too specific—for example, facts that supports an argument—and eliminate these passages. As long as you have conveyed all of the main ideas, your summary is probably long enough.

Being able to determine what is and what is not a main point is key to writing a successful summary. It might help to remember that support typically includes information such as statistics, examples, references to authorities or to studies conducted at universities, and comparisons. Your summaries, therefore, will typically not include statistics, examples, references to authorities or to studies, or comparisons. If you use the phrase “for example” in a summary, consider whether the information that follows is actually a main point.

Summaries are Objective

Summaries are objective, meaning you don’t include your own ideas or opinions in a summary: you say what the author says, no more. Being objective means avoiding language that is evaluative, such as good, bad, effective, ineffective, interesting, boring. Also, keep “I” out of the summary. First person plural (“we”) is sometimes okay, but only when if the text being summarized is referring to a general group of people to which all readers belong—e.g., Americans.

Remaining objective can be challenging, especially if we’re reading something controversial. We may agree or disagree strongly with what this author is saying, or we may want to compare their information with the information presented in another source, or we may want to share our own opinion on the topic. Often, our opinions slip into summaries even when we work diligently to keep them separate. These opinions are not the job of a summary, though. A summary should highlight only the main points of the article.

Organizing the summary

A summary of someone else’s text is not structured like the five-paragraph essays you may have written in other classes; instead, it may be only one paragraph, or it may be a couple of paragraphs, and instead of presenting your thesis, you present the writer’s thesis—the main point he or she is trying to make.  Moreover, you don’t have to determine how best to organize a summary because you present the thesis or main idea in the first sentence of the summary, followed by each of the main points presented in the original text, in the same order. Your job with a summary is to follow the organization of the original text closely and to present each of the main ideas as succinctly as possible. If you complete the paragraph-by-paragraph summary correctly (see Chapter 4), you will have an outline of the information you need to present in the summary.

Determining whether you should present your summary in one, two, or three (and maybe, sometimes, more) paragraphs can be more difficult, but keep in mind the purpose of a paragraph and use the original text as a guide to help you determine when you need a paragraph break. For example, if the original text is divided into sections, can you present each section in one paragraph?  If the text is only a couple of pages, it’s likely you can summarize it in one paragraph.

Using Your Own Words in a Summary

One of the main reasons professors ask students to summarize texts is because a good summary shows that students really understood what they read. When we can explain something in our own words, rather than repeat something we’ve memorized, we typically have a solid understanding of that something. In writing a formal summary, you may quote a few key passages, but most of the summary will be in your own voice; you will use your own sentence structures and words to convey the main points.

Putting someone else’s ideas into our own words is called paraphrasing or summarizing, and it is difficult! When you paraphrase, you put another person’s ideas into your own words, without leaving anything out. A paraphrase is like a quote, only it’s in your own voice. Summaries, though, condense a passage significantly. You may put the gist of a paragraph into one or two sentences rather than attempting to put all of the ideas from the paragraph into your own words. To put it simply, a paraphrase is as long as the original text being paraphrased whereas a summary is much shorter. Both paraphrases and summaries are in your own voice.

Sometimes, when they’re new to paraphrasing and summarizing an author’s ideas, students accidentally plagiarize by using too many of the same words as the author uses or by following the author’s sentence structure too closely. They may also plagiarize by failing to cite a passage that they’ve paraphrased or summarized. Whether writing an essay or a summary, students must be able to put complicated ideas into their own voice, and they need to have  a good understanding of what needs to be cited, when, and how.

First, it’s important to understand that the words “cite” and “quote” do NOT mean the same thing. Quoting is putting someone’s exact words on the page, with quotation marks around those exact words. Citing is the method we use to give credit to the work we studied to formulate our opinions, whether we quote, paraphrase, or summarize from the work. Putting quotation marks around a passage is not citing that passage . All the quotation marks do is tell the reader you have presented the exact language from the source. A citation, on the other hand, gives credit to the ideas you borrowed from a source and put into your own words. In an essay, you are required to cite not just the words you use but also the ideas you learned from others, and you do that by using the documentation style your professor expects (MLA, in English and humanities classes). The biggest mistake many first-year students make is that they don’t realize they have to cite paraphrases and summaries, too, not just quotations. To maintain academic integrity, students must cite all references to a text when writing essays. If a student cites only the quotations, it’s likely he or she has likely committed plagiarism.

Summaries, on the other hand, require that you use your own words and sentence structures to present the main ideas of the text you’re summarizing. Summaries, therefore, consist only of paraphrases, summaries, and quotations, so every sentence in a summary is information from a source, the source being the text you’re summarizing. If sentences from your summaries appeared in an essay, you would need to cite them; however, in a summary, you begin with a sentence that includes the author and title of the work you’re summarizing. The first sentence serves as the signal or attributive phrase, and each sentence after that is a paraphrase, a summary, a quotation, or a combination of paraphrase, summary, and quote. While a few professors might require that you cite every sentence in a summary, most professors find this unnecessary because the first sentence works as the citation for the entire summary. Nothing following that first sentence interrupts the summary, so as long as the summary includes numerous references to the author(s) and uses signal phrases, in-text citations are not necessary.

Quotation marks, though, are necessary when including the exact words from the text you’re summarizing, even when you use only a few of the words from a text. In summaries, accidental plagiarism occurs when students don’t put quotation marks around the exact words of the original, or when they change the sentence structure from the original only slightly. Read this original passages below, followed by the plagiarized paraphrase.

Original : While each professor provides a breakdown of how your final grade for the course will be determined (see your syllabus), your responses to formal writing assignments will constitute the largest portion of your grade (70%-90%) in both Composition I and II. Typically, class activities, such as short writing exercises, quizzes, journals, informal responses to readings, and homework, will count for no more than 20% of your overall grade ( TCC Guidebook for Composition I and II 8).

Plagiarized paraphrase: While individual professors provide a list of how your final grade for the course will be determined, something you can see in the syllabus, formal writing assignments constitute the greatest portion of your final grade in English 1113 and English 1213. Short writing exercises, quizzes, journals, informal responses to readings, and homework typically count for less than twenty percent of the overall grade ( TCC Guidebook for Composition I and II 8).

The paraphrase would be considered plagiarism because it follows the original wording too closely, as indicated by the yellow highlighted information. A passage like this would be considered plagiarism if it appeared in either an essay or a summary. Even with the citation, the passage is plagiarized because the writer has failed to show the readers that some of the wording is verbatim from the original. Quotation marks tell your readers that you’re borrowing information and presenting it in the exact same language that the author used. When you don’t use quotation marks around the exact same language an author used, you’re being deceptive. The reader will think the writing is yours when the words you wrote are really copied from another text.

In general, therefore, if you use three or more words from the original in the same order, you probably need to put quotation marks around those words. Even if you include an in-text citation after a paraphrase with three or more words in a row from the original, you could be guilty of plagiarism. If you rely on the original’s sentence structure and merely tinker with it by replacing some words with synonyms, you’re probably too close to the original. To paraphrase effectively, you need to present the original idea using significantly different sentence structures and synonyms. Here’s an acceptable paraphrase of the passage above:

Acceptable paraphrase: The syllabus provides your professor’s grade distribution—how he or she will determine your final grade. Whatever the breakdown is, the greatest percentage of the final grade in both English 1113 and English 1213 will be based on the formal writing assignments you complete. Other activities, such as quizzes or journals or homework, won’t usually count for more than 20% of your final grade ( TCC Guidebook for Composition I and II 8).

You should be able to see that the acceptable paraphrase is significantly different in structure from the original, but it conveys the same points. Using key words from the original—in this case, words like “grade” and “professor”—is fine, but you shouldn’t follow the original wording too closely unless you’re going to quote the passage, in which case, you should copy the passage exactly and use quotation marks. In an essay, you’ll also use an in-text citation, but you won’t need to cite a quotation in a summary.

When to Quote

When should you choose to quote instead of paraphrasing? For summaries as well as essays, you should quote when

• a passage is just too difficult to paraphrase or summarize without losing the meaning
• a direct quote would be more concise than an attempt to paraphrase
• the author has used particularly effective language that is too good to pass up—language that reveals the author’s attitude or is memorable and distinctive
• the author is a particular authority whose exact words would lend credence to your argument (for essays only)
• you need to analyze a passage (for essays only)
• you want to present a counterargument accurately to avoid the straw man fallacies (for essays)

Most of your summaries should consist of paraphrases and summaries, not quotations, but it’s usually a good idea to include at least one well-chosen passage, and you should weave it into your summary. Again, unless your professor says otherwise, you don’t need to  in-text citations because all of the sentences in your summary are from the original text, and the opening sentence provides a signal phrase for the entire summary. Make sure, though, you don’t drop or dump the quoted passage into your summary. You can avoid a dumped quote by using signal phrases and by combining paraphrase and quotations.

Summaries Are for All Disciplines

By mastering the craft of summarizing, students put themselves in the position to do well on many assignments in college, not just those in English classes. In most fields (from the humanities to the soft and hard sciences) summary is a required task. Being able to summarize lab results accurately and briefly, for example, is critical in a chemistry or engineering class. Summarizing the various theories of sociology or education helps a person apply them to his or her fieldwork. Even if a professor doesn’t ask you to summarize anything, being able to summarize what you read in the course textbook or summarizing a professor’s lecture will help you understand key concepts presented in any class. In college, therefore, it’s imperative you learn how to summarize well not just because you will be asked to do it so often but also because summarizing will help you learn.

Key Takeaways

• Summarizing tests your understanding of a text.
• Putting someone’s ideas into your own voice (paraphrasing and summarizing) is not easy.
• Quoting and citing are not the same thing.
• Knowing what to cite is crucial to your college success.

Reading, Thinking, and Writing for College Classes Copyright © 2023 by Mary V. Cantrell is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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University Writing Center

• Confounding Conclusions: Understanding and Constructing a Text’s End

by Aaron Shaki 

We all know what conclusions are supposed to do, right?  End paper,  everyone thinks to himself or herself. But it’s not that easy is it? Just as starting a paper can be challenging, bringing a text to a conclusion can be just as tricky and even frustrating at times. While many writers consider conclusions difficult to write, they are essential to writing a strong, cohesive text. Too often, writers neglect constructing a satisfying or even sufficient conclusion, opting to instead simply restate the thesis or summarize their work. It is the quick and easy way, so why bother with anything else?

Although merely restating the thesis and other important points does the job, these quick and painless strategies cause many writers to miss the opportunity to powerfully and satisfyingly conclude their texts for their audiences. A conclusion is the final ingredient that determines whether your paper leaves readers with a taste palpable enough to remember the writing once they’ve read your last word, be it in an academic or creative piece. After all, one of the worst things you can do is leave your readers with a bad taste in their mouths because you didn’t take the time to write a better conclusion.  So, let’s break conclusions down a bit more to better understand their how and what in our writing.

To write a conclusion, you must first critically think about your paper, especially with an argumentative essay.  A conclusion for an argumentative piece is different than other texts, like narratives, because it must conclude an argument.  Thus, a well-thought-out thesis statement is necessary for an effective conclusion.  You and your readers must know what you’re arguing. Without that, your conclusion will not work.  If you’re confident in your thesis statement, and you provided sufficient support for that thesis, think about what you would like to accomplish with your argument before you write the conclusion.  Depending on what you are trying to accomplish, pick a type of conclusion that best closes an argument and leaves readers with something to take away from your paper.

Here are some conclusion types:

• Value Judgment
• Recommendation
• Call to Action

While this is a limited list, most papers will have arguments that can easily incorporate the above conclusion types.  For example, a student came to the writing center with a paper about sleep deprivation.  She argued that Americans, on average, are sleep deprived but are not conscious of it. Furthermore, they can alleviate this sleep deprivation with better education. This is a great thesis as it is bold and clear, and it is complex, containing three different and crucial aspects of her central claim:

• Americans are sleep deprived.
• Americans are not conscious of their sleep deprivation.
• Sleep deprivation can be alleviated with better education.

The student provided studies and commentary from multiple sources to support these three arguments, so she only needed a conclusion.

Here are some tips for writing this conclusion, along with most others:

Briefly summarize big ideas and support points, then explain how they relate to your thesis, but don’t merely restate points.  You must show the reader how your points fit together, conveying the bigger picture or broader implications. The student above would want to briefly remind us of her three arguments and provide the most important points from her supporting evidence if needed.

Note: Do not provide new evidence in the conclusion. You should also avoid anything uncharacteristic of the paper, such as emotions that do not match the tone of the paper.

Think about the type or types of conclusions that will allow you to expand your thesis to broader implications.  Above, the student could give a  value judgment  for sleep deprivation. For example, sleep deprivation, based on the evidence, is a threat to the American culture. For a  recommendation,  the student could propose that the threat be considered a top priority, which allows her conclusion to also include a  call to action,  where she could incite more awareness to begin organizing support around raising money to fund more educational opportunities that combat sleep deprivation.

Another note: Good conclusions can expand the scope of your paper, giving readers a new view on your subject and a way to make new connections. However, do not introduce a completely new idea.

The  length  of conclusions depends upon your paper’s length, the extent of your thesis and the supporting evidence, and what you are trying to accomplish with an argument and writing. The type of paper is especially important because, for example, a narrative conclusion is going to be different than a thesis-driven conclusion. Narratives often offer more creative freedom.  Usually, a short narrative essay, spanning 4-7 pages, should contain a conclusion of one, maybe two, short paragraphs, or, if effective, one or two sentences.  A conclusion to a thesis-driven paper depends upon the length of the paper and the complexity of the thesis. Remember, it is not about a set length, but more so about successfully accomplishing a conclusion’s purpose, or bringing a text to a fulfilling close.

Advice from University Writing Center Consultants

Meg:  Conclusions have always been the hardest part of my writing process and, more than not, the weakest portion of my texts. In my younger writing days, I had this little trick where I would copy and paste the introduction of my paper right above my emerging conclusion. Then, I would let this guide my conclusion writing. Eventually, I found that my conclusions were doing their jobs, or bringing papers to a close, but they weren’t doing much else. They were also very repetitive at times and, sadly, quite boring.

From this realization, I decided to really experiment with conclusions, mainly striving to push my text’s focus or thesis further, to reveal my text’s “so what?” in this final paragraph. I decided I wanted my final message to my audience to be my writing’s significance, not just a repeated thesis or rhetorical question. With this shift, I found that I was not only producing stronger conclusions but also enjoying this part of the writing process much more. This experience was mainly with academic writing, but I was later able to bring it into my other forms of writing.

The biggest development in this evolution was the courage to take chances in my writing. At times, in my conclusions, pushing my thesis or point to another level or different perspective didn’t work, but I learned to recognize these weaker conclusions during my revision process. I also learned that a conclusion could do so much more than just restate everything you have already said, which is one of the most important writing lesson I have learned thus far.

Emily:  The way I write my own conclusions is dependent on the type of writing I am asked to do. If you’re asking about a typical, reflective conclusion, I typically go back through my paper and pull three to four large points to reflect upon. In persuasive writing, I typically plan the paper, and then write my conclusion first, as it is the most crucial piece.

With students, I usually tell those who have a hard time writing conclusion to think of it as an inside-out introduction. Meaning, in an intro, you start broad, with some facts about an issue or something, and then you slowly give more specific information leading to your thesis. In conclusion writing students should tackle it oppositely. I find that making “writing formulas” is really helpful for students. I always tell them, however, that it is merely a learning tool, and that as they become more comfortable with writing, the more creative they should be with their conclusions and intros.

Allie:  Like theses, I think conclusions are pretty tough to write right out of the gate. I’ve found that writing multiple drafts helps me write effective conclusions since, oftentimes, my first conclusion actually becomes my introduction. Honestly, I don’t know how I write my conclusions. I know I read through my paper and find main points, and I know I reference my thesis, but how I put it all together depends a lot on what the assignment is, how long I have to write it, and the intended audience I’m writing for.

When working with students, I always remind them that the most important thing is that the conclusion should reference your thesis, though not restate it directly, it should comment on your main points, and it should push your paper one more step. While you shouldn’t introduce any new information in your conclusion, you can still push the reader to think about what comes next, or what this new information means to the discourse community.

Cat:   Writing conclusions has always been a hot topic for my students in that they have consistently been convinced that I hold some sort of “answer” in terms of what should be included and what step-by-step process they should follow to achieve the perfect conclusion to all things.  I’ve never been able to provide such a template, thank God, but I have developed an opinion on how conclusions should be perceived.

In my opinion, a conclusion is not really a conclusion.  What I mean is that a concluding paragraph lives outside of its definition in terms of its intended purpose.  Yes, a concluding paragraph should give a nod to the thesis – but should not directly restate it.  Yes, a conclusion should re-focus the reader towards some of the major points.  But, in my opinion, the best conclusions give the reader a direction to follow in terms of further considerations, further research, and further applications of what has already been discussed.  For example, if the essay is a thesis-driven essay about economic issues that are curtailing the growth of a local community, the concluding paragraph should reinforce this issue, but it should then take the assertions and the research provided in the essay and apply it to a different circumstance or to a larger-scale issue.  In my classes I call this “adding the meta to your claim”.  When I finish reading a researched essay, I like to be given hints as to where this research can take me, beyond the essay and the already-researched material.  For the hypothetical economics essay, a good conclusion might conjure applications statewide that could be implicated using the conclusions drawn from this localized case study.  Or perhaps the conclusion could point to socioeconomic trends nationwide that could benefit from the claims that have been proven in this essay.  To me that effectively positions a research essay within a larger conversation, and I think that is ultimately what a conclusion is for.  Not to restate what has already been said, but to give the reader a lead in terms of what to consider next, where to apply this idea outside of its current confines, or what needs further study in order to make a larger claim.

That’s how I go about writing my own conclusions, and that’s how I frame conclusions for my students and my clients.  In that spirit, I conclude this post with a suggestion.  Perhaps our discussions and claims about conclusions can provide us with an avenue to discuss meta-awareness of our claims.  If we know conclusions should include certain elements such as reminding the reader of the thesis and the major points, perhaps we should take that knowledge and incorporate it into how doing these things adds to the specific rhetoric and specific audience that an essay needs to cater towards.  If we are going to give advice about conclusions, might we also allow that advice a venue for further contributions and guide our readers towards not only stocking their “writing tools closet” with directive assertions, but also allow our readers to consider conclusions as more than a revamp of what has been said? Conclusions can also be the venue for guiding the reader towards what hasn’t been established.  Conclusions can be the beginning of the next research project, essay, short story, or even the next lab report.

Kyle:   Conclusions should literally be the part where you draw conclusions. I don’t like to think of it as the paragraph where you end your paper; I like to think about it as the part of your paper that makes connections. The connections could be to the larger world/society, they could be to another relevant topic, or even to yourself. Regardless, this should be where you take all of the evidence that you’ve gathered and say something relevant about it in the context of a larger/different issue.

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How to Restate Your Thesis: 5 Strategies

November 22, 2023

Examining the Purpose of Restating Your Thesis

Restating your thesis in the conclusion of your essay serves a vital purpose in reinforcing the main argument and leaving a lasting impact on your readers. This section will explore the significance of restating your thesis and why it is not merely a repetitive exercise.

• Reinforcement: Restating your thesis reaffirms the central idea of your essay. By reasserting your main argument, you emphasize its importance and remind readers of the key point you want them to remember.
• Summarization: Restating your thesis allows you to summarize the main points and evidence presented in your essay. It provides a succinct overview that helps consolidate the information and reinforce your main argument.
• Closure: Restating your thesis brings a sense of closure to your essay. It signals to the reader that you have reached the end of your discussion and allows for a satisfying and cohesive conclusion.
• Lasting Impact: By restating your thesis effectively, you can leave a lasting impression on your readers. It helps solidify your argument in their minds and prompts them to reflect upon the ideas presented long after reading your essay.

In the following sections, we will explore various strategies and examples to help you master the art of restating your thesis in a compelling and impactful way.

5 Strategies for Effective Restatement of Your Thesis

Restating your thesis effectively requires more than simply repeating your thesis statement. Instead, it involves summarizing your main points and findings while communicating the overall significance of the argument.

Summarize Your Main Points

Summarizing your main points is a crucial step in restating your thesis effectively. It allows you to remind your readers of the key arguments, evidence, and examples presented in your essay. Here are some strategies to help you summarize your main points:

• Identify the main points: Review your essay and identify the main arguments or supporting points that you have made. These are the key ideas that contribute to your overall thesis.
• Condense the information: Take each main point and condense it into a concise statement that captures its essence. Avoid going into too much detail or providing new information. Focus on the core message of each point.
• Use bullet points or numbered lists: If applicable, present your main points as a list. This can help readers grasp the key arguments quickly and easily. Bullet points or numbered lists also create a visual break in the text, making it more reader-friendly.
• Order your main points strategically: Arrange your main points in a logical order that reinforces the flow of your essay. Consider prioritizing the most impactful or strongest evidence first.
• Avoid repetition: While summarizing your main points, be mindful of avoiding repetition. Restate each point in a way that adds value and emphasizes its significance without redundantly restating the exact same information.

By effectively summarizing your main points, you provide a concise overview of your essay’s key arguments and reinforce the foundation of your thesis.

Paraphrase Your Thesis Statement

Paraphrasing your thesis statement is an essential aspect of restating your thesis effectively. It involves expressing the main idea of your essay in a different way, using different words and sentence structures. Here are some strategies to help you paraphrase your thesis statement:

Change the sentence structure: Instead of using the same sentence structure as your original thesis statement, try rearranging the words and sentence structure to create a fresh and engaging restatement.

Example: Original thesis: “Climate change is a global problem that requires immediate action.” Paraphrased restatement: “Urgent measures are necessary to address the worldwide issue of climate change.”

Use synonyms and alternative words: Replace specific terms in your thesis statement with synonyms or related words. This not only helps avoid repetition but also adds depth and clarity to your restatement.

Example: Original thesis: “Education is crucial for societal progress.” Paraphrased restatement: “The advancement of societies heavily relies on the importance of education.”

Maintain the core message: While paraphrasing your thesis statement, ensure that the main idea or message remains intact. The restatement should still convey the central argument of your essay.

Example: Original thesis: “The government should implement stricter regulations on the usage of plastic to reduce environmental pollution.” Paraphrased restatement: “To combat environmental pollution, it is imperative for the government to enforce more stringent regulations regarding plastic consumption.”

By effectively paraphrasing your thesis statement, you provide a fresh perspective on your argument while staying true to the core message of your essay.

Connect Your Thesis to a Larger Idea or Context

Connecting your thesis to a larger idea or context helps emphasize the broader significance of your argument. It allows readers to understand the relevance and implications of your thesis statement in a broader context. Here are some strategies to help you connect your thesis to a larger idea or context:

Highlight the broader impact: Discuss how your thesis statement relates to a larger societal, cultural, or academic issue. Explain why understanding or addressing your thesis statement is essential in the larger scheme of things.

Example: Original thesis: “The portrayal of women in media perpetuates harmful stereotypes.” Restatement connected to a larger context: “Challenging the portrayal of women in media is an integral part of the ongoing fight for gender equality and empowering women.”

Provide historical or current examples: Demonstrate how your thesis statement connects to historical events, current affairs, or prominent figures. This highlights the relevance of your argument in a larger and recognizable context.

Example: Original thesis: “Corruption undermines the integrity of democratic systems.” Restatement connected to a larger context: “Throughout history, instances of corruption have been notorious for eroding trust in democratic institutions and fostering public disillusionment.”

Discuss the wider implications: Analyze the consequences or wider implications of your thesis statement beyond the scope of your essay. This helps readers understand the significance of your argument and its potential impact.

Example: Original thesis: “Automation in the workforce necessitates the need for reskilling and upskilling.” Restatement connected to a larger context: “The rapid advancement of automation technology not only requires individuals to adapt and acquire new skills but also poses significant challenges for educational institutions and policymakers in preparing the workforce of the future.”

By connecting your thesis to a larger idea or context, you demonstrate the broader relevance and impact of your argument, providing a deeper understanding for your readers.

Adding New Information or Ideas

While restating your thesis, you may want to introduce new information or ideas that support or expand upon your original argument. This can help enrich your restatement and provide further insight for your readers. Here are some strategies to add new information or ideas when restating your thesis:

• Present additional evidence: Introduce new evidence or examples that strengthen your argument and support your thesis statement. This shows that your original thesis is well-founded and backed by solid evidence.
• Include relevant statistics or research findings: Incorporate relevant statistics or research findings that further validate your thesis statement. This adds credibility and demonstrates a deep understanding of your topic.
• Discuss alternative perspectives: Address counterarguments or opposing viewpoints and explain how your thesis statement still holds strong despite these alternatives. This showcases critical thinking and strengthens the overall persuasiveness of your argument.
• Propose future implications or areas for further exploration: Suggest possible future developments or areas for further research and analysis related to your thesis statement. This expands the scope of your argument and encourages further engagement with the topic.
• Connect to current events or trends: Relate your thesis statement to ongoing current events or emerging trends. By highlighting the relevance of your argument to contemporary issues, you make your restatement more relatable and impactful.

Remember to integrate new information or ideas seamlessly into your restatement, ensuring they enhance and build upon your original thesis in a cohesive and logical manner.

Changing the Stance of Your Thesis

Sometimes, it can be effective to restate your thesis by presenting a different perspective or changing the stance of your original argument. This adds complexity and nuance to your restatement, engaging readers with a fresh viewpoint. Here are some strategies for changing the stance of your thesis:

• Acknowledge counterarguments: Address opposing viewpoints or critiques of your original thesis statement. Show that you have considered alternative perspectives and are open to a balanced discussion.
• Present a different angle: Introduce a related but contrasting aspect of your topic. This allows you to present a new interpretation or highlight a lesser-known aspect, challenging conventional thinking.
• Offer a qualified stance: Adjust the certainty or absoluteness of your thesis statement. Use words and phrases like “it is probable,” “it is likely,” or “there may be exceptions” to indicate a more nuanced or conditional stance.
• Explore the limitations: Discuss the limitations or constraints of your original thesis statement. This demonstrates critical thinking and an understanding of the complexities involved in your topic.

By changing the stance of your thesis, you demonstrate intellectual flexibility and engage readers with a thought-provoking restatement that encourages further exploration and discussion.

Common Mistakes to Avoid When Restating Your Thesis

Restating a thesis statement is a crucial step in effectively summarizing your main argument and reinforcing its significance. However, there are some common mistakes that should be avoided in order to maintain clarity and coherence. Here are some pitfalls to steer clear of when restating your thesis:

• Repetition of the exact same words: While restating your thesis, strive to express the main idea using different words and sentence structures. Repetition can make your restatement sound monotonous and redundant.
• Adding new information or ideas: Remember that restating your thesis is about summarizing and reaffirming your original argument, rather than introducing new information or ideas. Avoid incorporating unrelated or irrelevant content in your restatement.
• Changing the meaning of your thesis: Ensure that the restatement maintains the same core message or main argument as your original thesis statement. Avoid altering the meaning or taking a completely different stance without proper justification.
• Being too vague or general: Avoid being overly broad or generic when restating your thesis. Aim to provide a concise and specific restatement that accurately captures the main focus of your essay.
• Not addressing the main points of your essay: Your restatement should reflect the key points and supporting arguments discussed in your essay. Neglecting to encompass these important elements can weaken the overall effectiveness of your restatement.

By avoiding these common mistakes, you can successfully restate your thesis statement in a manner that reinforces your main argument while maintaining clarity and coherence.

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AP English Literature and Composition

Put words under a magnifier, open ended essay question and antigone.

Objectives : Students will be able to demonstrate their understanding of the overall meaning of  the play,  Antigone, through character analysis.

Aim : How do we illustrate or support a theme through character analysis?

Do Now: Select one of the AP Literature exam open-ended questions and identify the specific tasks the essay questions asks you to do. List the tasks.

2005, Form B.  One of the strongest human drives seems to be a desire for power. Write an essay in which you discuss how a character in a novel or a drama struggles to free himself or herself from the power of others or seeks to gain power over others. Be sure to demonstrate in your essay how the author uses this power struggle to enhance the meaning of the work.

1995 Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed. Choose a novel or a play in which such a character plays a significant role and show how that character’s alienation reveals the surrounding society’s assumptions or moral values.

2004, Form B.   The most important themes in literature are sometimes developed in scenes in which a death or deaths take place. Choose a novel or play and write a well-organized essay in which you show how a specific death scene helps to illuminate the meaning of the work as a whole. Avoid mere plot summary.

2015  Question 3 (Suggested time—40 minutes. This question counts as one-third of the total essay section score.)

In literary works, cruelty often functions as a crucial motivation or a major social or political factor. Select a novel, play, or epic poem in which acts of cruelty are important to the theme. Then write a well-developed essay analyzing how cruelty functions in the work as a whole and what the cruelty reveals about the perpetrator and/or victim. You may select a work from the list below or another work of equal literary merit. Do not merely summarize the plot.

2014  Question 3 (Suggested time—40 minutes. This question counts as one-third of the total essay section score.)

It has often been said that what we value can be determined only by what we sacrifice. Consider how this statement applies to a character from a novel or play. Select a character that has deliberately sacrificed, surrendered, or forfeited something in a way that highlights that character’s values. Then write a well-organized essay in which you analyze how the particular sacrifice illuminates the character’s values and provides a deeper understanding of the meaning of the work as a whole. You may choose a novel or play from the list below or one of comparable literary merit. Do not merely summarize the plot.

2012   Question 3 (Suggested time—40 minutes. This question counts as one-third of the total essay section score.)

“And, after all, our surroundings influence our lives and characters as much as fate, destiny or any supernatural agency.” Pauline Hopkins, Contending Forces Choose a novel or play in which cultural, physical, or geographical surroundings shape psychological or moral traits in a character. Then write a well-organized essay in which you analyze how surroundings affect this character and illuminate the meaning of the work as a whole. You may choose a work from the list below or one of comparable literary merit. Do not merely summarize the plot.

Materials: copies of Antigone play, AP Essay 9-point rubric

Resources: 

• http://litstudies.org/APEnglishLit/open_endedessays.pdf http://www.shmoop.com/antigone-sophocles/
• Advice from a professional
• AP Essay 9-point rubric 
• Review lesson objectives and aim
• Mini Lesson with guided practice
• Student Independent practice: essay writing

Mini Lesson with Guided Practice

We’ll use the 2014 Question 3 to practice steps you’ll need to perform such a challenging task within 40 minutes.

Step 1: Make a list of the tasks the questions asks you to do.

Step 2: Turn the tasks into questions: What are the sacrifices? How doe a particular sacrifice illuminate the character’s values ? How do the characters’ values provide a deeper understanding of the meaning of the work as a whole?

Step 3: Select a literary work,  in this case, Antigone and do the following-

• a)Describe separately in each paragraph the sacrifices Antigone makes. b)Analyze why she needs to make the sacrifices. c) So what: how does the value contribute to the overall meaning of the play( your thesis)?
• State the values Antigone’s sacrifices illuminate and explain why( one sacrifice in one separate body paragraph)

Independent Practice: Follow the steps and write a response to the Question you have selected.

Homework: Complete the 1st draft of the essay. Due on Dec. 23, 2015.

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Much Ado About Teaching

Frq3 – reinvention, “a change (would do you good)”.

This year, I found myself on the sample selection team for the digital FRQ3 , and while no responses (to my knowledge) referenced Sheryl Crow’s hit, the vast majority of students found this prompt about reinvention very accessible:

In many works of literature, characters choose to reinvent themselves for significant reasons. They may wish to separate from a previous identity, gain access to a different community, disguise themselves from hostile forces, or express a more authentic sense of self. 

Either from your own reading or from the following list, choose a work of fiction in which a character intentionally creates a new identity. Then, in a well-written essay, analyze how the character’s reinvention contributes to an interpretation of the work as a whole. Do not merely summarize the plot. 

Our sample selection team marveled at the diverse range of titles chosen, recognizing that while the classical canon is alive and well (hello, Shakespeare, Fitzgerald and Chopin), contemporary authors were extremely popular this year (welcome Celeste Ng, Tommy Orange, and Colson Whitehead). 

So many selections!

What Students Did Well

I’d estimate over 90% of students earned the thesis point on this prompt, with many of them providing an overarching claim as a starting point for a solid line of reasoning. While most appeared in the introduction, readers were cognizant of a thesis appearing across multiple sentences at any point within the essay, or statements that offered an implied reinvention.

Evidence and Commentary

According to the global free-response score report, students scored slightly lower in Row B on this response than FRQ 1 and 2. Responses that earned 3 or 4 points in this section tended to get to the point quickly and maintained a line of reasoning. Those essays typically provided a logical sequence of claims that worked together to defend the overarching thesis statement while providing commentary that explained the relationship between the thesis and claims. If that kind of analysis is present, the essay will earn at least 3 points in Row B. To earn 4, the evidence and commentary must be present throughout the body of the response. Years ago, a wise Table Leader suggested that the difference between good and great analysis is the difference between “I can see why you might think that” and “I can see how you think that.” This year, our wise Question Leader reminded us that “good essays make you think, and great essays change how you think.” 

Sophistication

That difference between “good” and “great” is often the key factor in earning the sophistication point. Row C remains the toughest point to earn, but we saw plenty of evidence that students are improving in this area. For this prompt, students who offered interpretations in a broader context or accounted for alternative interpretations of the text often earned the sophistication point. The key here is to incorporate those ideas throughout the essay, not just in a single paragraph or a standout sentence. For instance, an essay on how Billy Pilgrim’s becoming “unstuck in time” in Slaughterhouse Five was a means of coping with PTSD illustrated the intentional change in a broader context. A Great Gatsby essay focusing on Myrtle instead of Jay offered an insightful, alternative interpretation of the novel’s take on the American Dream. 

Where Students Can Improve

Again, the vast majority of students earned the thesis point. But, as Brian Hannon mentioned in his post, earning the point didn’t always mean the thesis made a connection between the character’s reinvention and an interpretation of the work as a whole. Sometimes, students chose characters that did not make an intentional change, but rather changed due to the outside forces. The best thesis statements paved the way for a thorough discussion of the intentional change while providing some indication of not just a thematic topic, but what the author said or suggested about it. 

Going beyond plot summary or, in the case of well-known titles (I’m looking at you, Gatsby), referencing the same few plot points, is critical to earning 3 or 4 points in Row B. Instead of tackling the entire novel, essays that focused on specific episodes related to a character’s reinvention were more likely to offer a focused, cohesive argument. ( See Brian’s 8 Things to Know for the AP Literature Exam for a great example on how to use episodes .)

Teaching Points – Suggestions for the Classroom

Based on what I observed at the reading, I plan to do more of the following with my students this year:

• Depth over breadth will be my mantra! (Thanks, Susan!) Each year, I attempt to take my classes through five major works; the students read another two independently. This year, I’m going to use just a few all-class reading assignments as a springboard for independent reading. We’ll examine the Big Ideas and Enduring Understandings as a class, then apply our knowledge in small groups or individually. 
• Much more character analysis! And not just the protagonist! One tip I suggest to my students is to think about which characters are most likely to be mentioned in an essay about what we’re reading, then develop an argument for a secondary character. Is everyone likely to write about Lear, Gatsby, or Offred? If so, think about how a response featuring Edgar, Myrtle, or Serena Joy might stand out in a positive way. 
• Context is key! Whether it’s historical or contemporary, students need to understand the connections between what they read and the world around them. 
• Meet them where they are, then nudge them toward where they need to be. YA titles can be successful on FRQ3, but students are more likely to develop complex ideas with more-complex literature. If students prefer Angie Thomas, Jason Reynolds, or Gary Paulson, that’s fine, but I need to help them move from those works to ones more likely to be presented at the collegiate level. 

Reading your students’ responses this summer was an absolute joy. It’s a privilege to sit down with so many dedicated college and high school educators and revel in what students are able to communicate in such a short amount of time. 

Jeff Larsen is about to begin his 30th year of teaching (25th teaching AP Literature) at Lowell High School in Lowell, Michigan. He’s also an Adjunct Professor at Grand Rapids Community College. 

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