UMass Lowell's First Year Writing Program

Arriving at a Complex Thesis

How to use this graphic in class.

Students often have difficulty developing and refining their thesis statements. Some are too obvious, as in “world hunger is a problem.” Others are too general, as in “these sources discuss certain important issues.”  Others are not arguable, as in “this source is about topic X.” 

After students have drafted a few paragraphs, or brainstormed some thesis statements, or written a complete draft, use this graphic to help them evaluate and refine their thesis statements. This can be done in pairs, or groups, or with the whole class.

For or with the students, define each of the terms, particularly “qualified.”  It’s possible to just look at syntax here: does the thesis statement have any phrases or clauses modifying its subject or predicate?  Does it make a claim about something only “when heated above 100 degrees,” or “in Imperial China,” or “from the perspective of social justice theory”?  If not, the thesis is probably too broad. 

Then ask students to share their thesis statements with each other, and talk about each one.

• Could a reasonable person disagree with this, or take a different perspective? What would that reasonable perspective be?
• Is this this thesis qualified? What conditions apply? Are there situations/places/times/perspectives to which this thesis does not apply?
• What problem or question might a reader have that would lead her to be interested in this thesis? How does this thesis solve/respond to this problem or question?