Writing an Essay with a Thesis Statement

Although originally essays were written in a rather rambling way as the writer meandered through a topic, today's teachers are more likely to call for a structured presentation. An assignment calling for a paper with structure usually demands a one-sentence thesis statement or articulated controlling idea. It probably should also have carefully developed topic sentences; subtle transitional devices; and effective details, supporting ideas, appropriate facts, memorable or impressive examples, or convincing evidence.

Title (centered--no underlining, no capitalization, no quotation marks)

Introduction (the beginning):

The introduction hooks your reader's interest so that he or she will continue reading.

The typical classroom "essay" calls for one and one-half to three pages of text; therefore. most instructors do not want a lengthy introduction, but some do. Be sure to ask (tactfully) if the instructor prefers a particular length. (The length of the introduction is usually proportionate to the length of the paper. )

A funnel introduction begins with a broad generalization, narrows rapidly to a topic arising out of the generalization, moves on to demonstrate an attitude toward that narrowed topic, and then offers a one-sentence, concrete statement which governs the entire paper: the thesis statement! A thesis statement is like an umbrella: It covers and controls every facet of the paper. Its final-sentence position seems to add emphasis and help the thesis itself act as a launching pad for the body of the paper. However, the thesis statement can be located in other places in the introduction, it can be inferred rather than stated, or it can appear in the conclusion--or almost anywhere. A word of caution: Deviations from the final-sentence position are dangerous if you are still in the process of learning to control your writing or have other reasons for being vulnerable (that is, less than totally free to experiment).

Body (the all-important middle):

Be sure that you have at least three reasons which support your thesis statement. (We are being overly general here in order to simplify.) Each of these reasons will take up at least one full paragraph but may require additional paragraphs. At a minimum, the key paragraphs (in which you state a new reason to support your thesis statement) should be introduced by a topic sentence. This topic sentence acts as a mini-umbrella for everything that you say under that particular reason. All the mini-umbrellas serve the main umbrella, the thesis statement.

Each paragraph of the body exists to support a reason which, in turn, supports the thesis. In longer papers, you will have more than one paragraph supporting each reason. These body paragraphs are aimed at persuading your reader that your point

--your topic sentence and ultimately your thesis statement--are absolutely right or that you have done a first-rate job of defending your position even though the reader was never completely swayed--perhaps because of long-held beliefs.

Some teachers want you to admit that another side to the issue exists and to touch upon that position to a slight degree--usually following the body paragraphs. (This admittance that another side exists and your ultimate disposal of it is called the refutation.) Typically you are expected to come roaring back and cut down the other side's reasoning very decisively. Some teachers, however, may want you to concentrate on your side of the issue and ignore any other views. It is also possible that you have hinted about other sides in your introduction and have taken care of the issue in that way.

You can actually check the quality of your content by checking over your paper, sentence by sentence, and asking yourself if every single sentence supports the thesis statement. It should. If not--cut it!!

A good paper will slide from reason to reason with grace. That is, a good paper will have smooth transitions that help move your points along from one place to another without being too obvious. Until you have more practice, though, don't hesitate to use obvious signposts like "first," "second, " "third." A handout on introductions is available.

Conclusion (the end):

There are as many ways to end a paper as to begin. Ask for the handout on conclusions. If in doubt, ask your classroom instructor if he or she prefers a certain type of conclusion. Readers often have strong preferences for types of introductions and types of conclusions. The main idea of the conclusion, however, is to leave your reader feeling that you were right--that you supported your thesis statement right down to the last period (with the possible exception of the part of your paper where you at least acknowledged that another point of view exists).

Long ago, a Greek thinker named Aristotle said that a good persuasive piece contains a beginning, a middle, and an end which give the work unity. We haven't yet discovered a better or more effective way to describe unity. A good thing to remember is that although you may not think of your essay as persuasion, it really is. Every time you write, you are attempting to persuade somebody of something, if only that you are a thoughtful person, worthy of being listened to or of having your written work read.

If you are a beginning writer, you might be better off just simply writing and thinking without paying too much attention in the initial stages to this advice. Then after you have written down some ideas, see where they seem to lead you; they probably lead to your thesis statement. Until you get the hang of these procedures, don't hesitate to brainstorm with someone in your writing center, a place where you can test your ideas without jeopardy to your grade point!!

The CMSU Writing Center Central Missouri State University, Humphreys 116 Writing an Essay with a Thesis Statement, page 87