The Thesis Sentence
example of a thesis sentence: Eating more vegetables makes us healthier.
The thesis sentence structures or governs the essay. For example, the above thesis locks us into discussing vegetables and their beneficial impact on health. We would not, for example, include a passage about how to build boats. The core of the thesis sentence is also known as the “unifying element”—it unifies our essay around a single idea.
One mistake writers make in creating thesis sentences is to try to place too much information into the thesis. It is usually better to trim thesis sentences down to a single, clear idea. A thesis sentence that contains unnecessary information will only confuse the reader about what point the writer of the essay will be trying to make. Don’t be afraid of short thesis sentences.
It is highly recommended that the thesis appear as the last sentence of the introductory paragraph. Though a thesis can appear in various places within an introductory paragraph, this is where most teachers will expect to see the thesis sentence.
The thesis sentence is one, single sentence. It reveals the writer’s opinion on the topic at hand. A good thesis sentence is debatable, meaning that writers of thesis sentences must imagine another person “debating against” their own thesis sentences. For example, if we were to argue on the side of eating more vegetables, we might imagine another person arguing that, no, we should eat more from the grains and legumes group instead.
Poor thesis sentences lack reasonable opposing arguments, as in these examples:
· The capital of California is Sacramento. (no reasonable counter-argument exists)
· Those who adopt a diet of paste and cardboard will decline in health. (no reasonable counter-argument exists)
Two more examples of thesis sentences:
· In To Kill a Mockingbird, the mockingbird symbol represents Boo Radley. (An opposing point of view would be something like “the mockingbird symbol represents Tom Robinson.”)
· To Kill a Mockingbird exposes racism in American society. (An opposing point of view would be something like “To Kill a Mockingbird exposes class differences in American society.”)
The three-pronged thesis sentence—with three points of interest:
Thesis sentences are often created as “three-pronged” thesis sentences—with the three “points of interest” added to the unifying element.
· thesis with the unifying element only: Eating more vegetables makes us healthier.
· with the points of interest added (in parallel form): Eating more vegetables makes us healthier because vegetables increase our antioxidants, improve our digestion, and reduce our chances of heart disease. (In this example, the unifying element is italicized and the points of interest are underlined.)
Note: Some teachers will ask for the three-pronged version; some will not. It is not a case of right and wrong; it is simply a matter of preference.
Timed Writing Prompts
In an earlier section of the Writing Guide, we learned that the introductory paragraphs we produce in timed writing situations should be shorter than those produced for take-home essays. Timed writing (often referred to as “high-stakes” writing) includes essays written for the SAT, the Exit Exam, the California Standards Test, the AP exam, the Cal State Early Assessment Program, or any placement exam.
In such writing situations, students are commonly given a writing prompt. Here is a sample EAP (placement for the Cal State system) exam:
“My children complain about homework. They don’t understand that the United States is lagging behind in education. For example, we’re educating fewer engineers and training fewer teachers than other developed countries are. Our children will enter a competitive culture, and they must be able to succeed in it. Learning to study and learn alone, not just in school, is a necessary skill for the next generation. There’s nothing wrong with elementary school kids having one to two hours of homework per night; they will then be prepared for middle school, high school, and college. Also, homework keeps them busy and productive. Too much free time for children is not good for them anyway.” —H. Humbert
Explain the argument that Humbert makes and discuss the ways in which you agree or disagree with his analysis and conclusion. Support your position by providing reasons and examples from your own experience, observations, or reading.
My writing prompts consist of two sections, as in this example. The specific directions are contained in the second of the two sections. It is crucial that we reflect carefully on what the directions are telling us to do and that our essay responds to all facets of the directions.
For the passage above, we would need to:
- explain the argument (summarize it in our own words)
- make clear our agreement or disagreement (or combination of both) with the passage
- support our position with reasons and examples; the fact that we are asked to use “experience, observations, or reading” is hinting that a paragraph of personal experience, a paragraph disclosing our observations on the topic, and a paragraph built upon something we have read (book, article, poem, etc.) would be an ideal way to respond to the prompt.