what is a good thesis statement in an essay

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 thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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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

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

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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

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How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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How to Write a Solid Thesis Statement

The important sentence expresses your central assertion or argument

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A thesis statement provides the foundation for your entire research paper or essay. This statement is the central assertion that you want to express in your essay. A successful thesis statement is one that is made up of one or two sentences clearly laying out your central idea and expressing an informed, reasoned answer to your research question.

Usually, the thesis statement will appear at the end of the first paragraph of your paper. There are a few different types, and the content of your thesis statement will depend upon the type of paper you’re writing.

Key Takeaways: Writing a Thesis Statement

• A thesis statement gives your reader a preview of your paper's content by laying out your central idea and expressing an informed, reasoned answer to your research question.
• Thesis statements will vary depending on the type of paper you are writing, such as an expository essay, argument paper, or analytical essay.
• Before creating a thesis statement, determine whether you are defending a stance, giving an overview of an event, object, or process, or analyzing your subject

Expository Essay Thesis Statement Examples

An expository essay "exposes" the reader to a new topic; it informs the reader with details, descriptions, or explanations of a subject. If you are writing an expository essay , your thesis statement should explain to the reader what she will learn in your essay. For example:

• The United States spends more money on its military budget than all the industrialized nations combined.
• Gun-related homicides and suicides are increasing after years of decline.
• Hate crimes have increased three years in a row, according to the FBI.
• Post-traumatic stress disorder (PTSD) increases the risk of stroke and arterial fibrillation (irregular heartbeat).

These statements provide a statement of fact about the topic (not just opinion) but leave the door open for you to elaborate with plenty of details. In an expository essay, you don't need to develop an argument or prove anything; you only need to understand your topic and present it in a logical manner. A good thesis statement in an expository essay always leaves the reader wanting more details.

Types of Thesis Statements

Before creating a thesis statement, it's important to ask a few basic questions, which will help you determine the kind of essay or paper you plan to create:

• Are you defending a stance in a controversial essay ?
• Are you simply giving an overview or describing an event, object, or process?
• Are you conducting an analysis of an event, object, or process?

In every thesis statement , you will give the reader a preview of your paper's content, but the message will differ a little depending on the essay type .

Argument Thesis Statement Examples

If you have been instructed to take a stance on one side of a controversial issue, you will need to write an argument essay . Your thesis statement should express the stance you are taking and may give the reader a preview or a hint of your evidence. The thesis of an argument essay could look something like the following:

• Self-driving cars are too dangerous and should be banned from the roadways.
• The exploration of outer space is a waste of money; instead, funds should go toward solving issues on Earth, such as poverty, hunger, global warming, and traffic congestion.
• The U.S. must crack down on illegal immigration.
• Street cameras and street-view maps have led to a total loss of privacy in the United States and elsewhere.

These thesis statements are effective because they offer opinions that can be supported by evidence. If you are writing an argument essay, you can craft your own thesis around the structure of the statements above.

Analytical Essay Thesis Statement Examples

In an analytical essay assignment, you will be expected to break down a topic, process, or object in order to observe and analyze your subject piece by piece. Examples of a thesis statement for an analytical essay include:

• The criminal justice reform bill passed by the U.S. Senate in late 2018 (" The First Step Act ") aims to reduce prison sentences that disproportionately fall on nonwhite criminal defendants.
• The rise in populism and nationalism in the U.S. and European democracies has coincided with the decline of moderate and centrist parties that have dominated since WWII.
• Later-start school days increase student success for a variety of reasons.

Because the role of the thesis statement is to state the central message of your entire paper, it is important to revisit (and maybe rewrite) your thesis statement after the paper is written. In fact, it is quite normal for your message to change as you construct your paper.

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Developing Strong Thesis Statements

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The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

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25 Thesis Statement Examples That Will Make Writing a Breeze

Understanding what makes a good thesis statement is one of the major keys to writing a great research paper or argumentative essay. The thesis statement is where you make a claim that will guide you through your entire paper. If you find yourself struggling to make sense of your paper or your topic, then it's likely due to a weak thesis statement.

Let's take a minute to first understand what makes a solid thesis statement, and what key components you need to write one of your own.

A thesis statement always goes at the beginning of the paper. It will typically be in the first couple of paragraphs of the paper so that it can introduce the body paragraphs, which are the supporting evidence for your thesis statement.

Your thesis statement should clearly identify an argument. You need to have a statement that is not only easy to understand, but one that is debatable. What that means is that you can't just put any statement of fact and have it be your thesis. For example, everyone knows that puppies are cute . An ineffective thesis statement would be, "Puppies are adorable and everyone knows it." This isn't really something that's a debatable topic.

Something that would be more debatable would be, "A puppy's cuteness is derived from its floppy ears, small body, and playfulness." These are three things that can be debated on. Some people might think that the cutest thing about puppies is the fact that they follow you around or that they're really soft and fuzzy.

All cuteness aside, you want to make sure that your thesis statement is not only debatable, but that it also actually thoroughly answers the research question that was posed. You always want to make sure that your evidence is supporting a claim that you made (and not the other way around). This is why it's crucial to read and research about a topic first and come to a conclusion later. If you try to get your research to fit your thesis statement, then it may not work out as neatly as you think. As you learn more, you discover more (and the outcome may not be what you originally thought).

Additionally, your thesis statement shouldn't be too big or too grand. It'll be hard to cover everything in a thesis statement like, "The federal government should act now on climate change." The topic is just too large to actually say something new and meaningful. Instead, a more effective thesis statement might be, "Local governments can combat climate change by providing citizens with larger recycling bins and offering local classes about composting and conservation." This is easier to work with because it's a smaller idea, but you can also discuss the overall topic that you might be interested in, which is climate change.

So, now that we know what makes a good, solid thesis statement, you can start to write your own. If you find that you're getting stuck or you are the type of person who needs to look at examples before you start something, then check out our list of thesis statement examples below.

Thesis statement examples

A quick note that these thesis statements have not been fully researched. These are merely examples to show you what a thesis statement might look like and how you can implement your own ideas into one that you think of independently. As such, you should not use these thesis statements for your own research paper purposes. They are meant to be used as examples only.

• Vaccinations Because many children are unable to vaccinate due to illness, we must require that all healthy and able children be vaccinated in order to have herd immunity.
• Educational Resources for Low-Income Students Schools should provide educational resources for low-income students during the summers so that they don't forget what they've learned throughout the school year.
• School Uniforms School uniforms may be an upfront cost for families, but they eradicate the visual differences in income between students and provide a more egalitarian atmosphere at school.
• Populism The rise in populism on the 2016 political stage was in reaction to increasing globalization, the decline of manufacturing jobs, and the Syrian refugee crisis.
• Public Libraries Libraries are essential resources for communities and should be funded more heavily by local municipalities.
• Cyber Bullying With more and more teens using smartphones and social media, cyber bullying is on the rise. Cyber bullying puts a lot of stress on many teens, and can cause depression, anxiety, and even suicidal thoughts. Parents should limit the usage of smart phones, monitor their children's online activity, and report any cyber bullying to school officials in order to combat this problem.
• Medical Marijuana for Veterans Studies have shown that the use of medicinal marijuana has been helpful to veterans who suffer from Post-Traumatic Stress Disorder (PTSD). Medicinal marijuana prescriptions should be legal in all states and provided to these veterans. Additional medical or therapy services should also be researched and implemented in order to help them re-integrate back into civilian life.
• Work-Life Balance Corporations should provide more work from home opportunities and six-hour workdays so that office workers have a better work-life balance and are more likely to be productive when they are in the office.
• Teaching Youths about Consensual Sex Although sex education that includes a discussion of consensual sex would likely lead to less sexual assault, parents need to teach their children the meaning of consent from a young age with age appropriate lessons.
• Whether or Not to Attend University A degree from a university provides invaluable lessons on life and a future career, but not every high school student should be encouraged to attend a university directly after graduation. Some students may benefit from a trade school or a "gap year" where they can think more intensely about what it is they want to do for a career and how they can accomplish this.
• Studying Abroad Studying abroad is one of the most culturally valuable experiences you can have in college. It is the only way to get completely immersed in another language and learn how other cultures and countries are different from your own.
• Women's Body Image Magazines have done a lot in the last five years to include a more diverse group of models, but there is still a long way to go to promote a healthy woman's body image collectively as a culture.
• Cigarette Tax Heavily taxing and increasing the price of cigarettes is essentially a tax on the poorest Americans, and it doesn't deter them from purchasing. Instead, the state and federal governments should target those economically disenfranchised with early education about the dangers of smoking.
• Veganism A vegan diet, while a healthy and ethical way to consume food, indicates a position of privilege. It also limits you to other cultural food experiences if you travel around the world.
• University Athletes Should be Compensated University athletes should be compensated for their service to the university, as it is difficult for these students to procure and hold a job with busy academic and athletic schedules. Many student athletes on scholarship also come from low-income neighborhoods and it is a struggle to make ends meet when they are participating in athletics.
• Women in the Workforce Sheryl Sandberg makes a lot of interesting points in her best-selling book, Lean In , but she only addressed the very privileged working woman and failed to speak to those in lower-skilled, lower-wage jobs.
• Assisted Suicide Assisted suicide should be legal and doctors should have the ability to make sure their patients have the end-of-life care that they want to receive.
• Celebrity and Political Activism Although Taylor Swift's lyrics are indicative of a feminist perspective, she should be more politically active and vocal to use her position of power for the betterment of society.
• The Civil War The insistence from many Southerners that the South seceded from the Union for states' rights versus the fact that they seceded for the purposes of continuing slavery is a harmful myth that still affects race relations today.
• Blue Collar Workers Coal miners and other blue-collar workers whose jobs are slowly disappearing from the workforce should be re-trained in jobs in the technology sector or in renewable energy. A program to re-train these workers would not only improve local economies where jobs have been displaced, but would also lead to lower unemployment nationally.
• Diversity in the Workforce Having a diverse group of people in an office setting leads to richer ideas, more cooperation, and more empathy between people with different skin colors or backgrounds.
• Re-Imagining the Nuclear Family The nuclear family was traditionally defined as one mother, one father, and 2.5 children. This outdated depiction of family life doesn't quite fit with modern society. The definition of normal family life shouldn't be limited to two-parent households.
• Digital Literacy Skills With more information readily available than ever before, it's crucial that students are prepared to examine the material they're reading and determine whether or not it's a good source or if it has misleading information. Teaching students digital literacy and helping them to understand the difference between opinion or propaganda from legitimate, real information is integral.
• Beauty Pageants Beauty pageants are presented with the angle that they empower women. However, putting women in a swimsuit on a stage while simultaneously judging them on how well they answer an impossible question in a short period of time is cruel and purely for the amusement of men. Therefore, we should stop televising beauty pageants.
• Supporting More Women to Run for a Political Position In order to get more women into political positions, more women must run for office. There must be a grassroots effort to educate women on how to run for office, who among them should run, and support for a future candidate for getting started on a political career.

Still stuck? Need some help with your thesis statement?

If you are still uncertain about how to write a thesis statement or what a good thesis statement is, be sure to consult with your teacher or professor to make sure you're on the right track. It's always a good idea to check in and make sure that your thesis statement is making a solid argument and that it can be supported by your research.

After you're done writing, it's important to have someone take a second look at your paper so that you can ensure there are no mistakes or errors. It's difficult to spot your own mistakes, which is why it's always recommended to have someone help you with the revision process, whether that's a teacher, the writing center at school, or a professional editor such as one from ServiceScape .

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Frequently asked questions

What is a thesis statement.

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.

Frequently asked questions: Writing an essay

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

Let’s say you’re writing a five-paragraph  essay about the environmental impacts of dietary choices. Here are three examples of topic sentences you could use for each of the three body paragraphs :

• Research has shown that the meat industry has severe environmental impacts.
• However, many plant-based foods are also produced in environmentally damaging ways.
• It’s important to consider not only what type of diet we eat, but where our food comes from and how it is produced.

Each of these sentences expresses one main idea – by listing them in order, we can see the overall structure of the essay at a glance. Each paragraph will expand on the topic sentence with relevant detail, evidence, and arguments.

The topic sentence usually comes at the very start of the paragraph .

However, sometimes you might start with a transition sentence to summarize what was discussed in previous paragraphs, followed by the topic sentence that expresses the focus of the current paragraph.

Topic sentences help keep your writing focused and guide the reader through your argument.

In an essay or paper , each paragraph should focus on a single idea. By stating the main idea in the topic sentence, you clarify what the paragraph is about for both yourself and your reader.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

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.

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

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.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

If you’re not given a specific prompt for your descriptive essay , think about places and objects you know well, that you can think of interesting ways to describe, or that have strong personal significance for you.

The best kind of object for a descriptive essay is one specific enough that you can describe its particular features in detail—don’t choose something too vague or general.

If you’re not given much guidance on what your narrative essay should be about, consider the context and scope of the assignment. What kind of story is relevant, interesting, and possible to tell within the word count?

The best kind of story for a narrative essay is one you can use to reflect on a particular theme or lesson, or that takes a surprising turn somewhere along the way.

Don’t worry too much if your topic seems unoriginal. The point of a narrative essay is how you tell the story and the point you make with it, not the subject of the story itself.

Narrative essays are usually assigned as writing exercises at high school or in university composition classes. They may also form part of a university application.

When you are prompted to tell a story about your own life or experiences, a narrative essay is usually the right response.

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

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10 Thesis Statement Essay Examples + PDF Downloadable

These ten thesis statement essay examples we are about to discuss in this article will help you to learn how to write thesis statements that are effective and hit right at the point.

Fredrick Eghosa

Jul 29, 2024

Table of Contents

Key Takeaways

How to structure a thesis statement essay, 1. introduction:, 2. body paragraphs:, 3. conclusion:, types of thesis statement essay, 1. argumentative thesis essay, 2. expository thesis statement essay, 3. analytical thesis statement essay, 4. literary thesis statement essay, 5. proposition thesis statement essay, 6. synthesis thesis statement essay example, 7. academic thesis statement essay example, 8. rhetorical analysis thesis statement essay example, 9. informative evaluation thesis statement essay example, 10. compare and contrast thesis statement essay example, how to write a thesis statement essay using cowriter.ai, 1. topic research:, 2. thesis statement generation:, 3. outline creation:, 4. content development:, 5. editing and refinement:, 6. citation and references:, additional tips for writing a thesis statement essay.

• A good thesis statement is short, arguable, and summarizes the whole essay.
• Good thesis statements guide readers towards your points.
• Various types of thesis statement essays are there, like argumentative, expository, analytical, etc.
• You can easily get the help of CoWriter.ai in writing your thesis statement.
• By going through some of the strong thesis statement essays, you can easily improve your writing.
• Every paragraph needs to contribute to the main argument in your essay.
• You have to use topic sentences to guide the reader through the reading of your argument.
• Also, try to keep your essay as logical as possible from one paragraph to another.
• Transitional words will help your essay flow smoothly by creating connections between the paragraphs and ideas.

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Home > Blog > What Is a Literary Analysis? A Comprehensive Guide

What Is a Literary Analysis? A Comprehensive Guide

• Smodin Editorial Team
• Published: July 29, 2024
• All About Content and Writing

If you study literature, you know that it’s a window into the human experience as it explores narratives and characters. So, you may be wondering, “What is a literary analysis?” and how you can compile one.

A literary analysis essay helps you to closely examine and interpret certain elements within a piece of writing to uncover its deeper meanings. It goes beyond mere storytelling. It’s about delving into the complexities of language and symbolism that authors use to convey their messages.

In this article, we’re covering everything you need to know before you start writing your literary analysis. Let’s dive right in!

Define Literary Analysis: What Does It Involve?

Has someone ever asked you to define literary analysis and you were not quite sure what to say? Well, at its core, a literary analysis involves a critical evaluation of a piece of literature. It involves examining how an author uses literary devices. Writers use these devices to craft a story that resonates with readers.

When you carry out a literary analysis, you dissect all the key components of a text. This includes elements like:

• Point of view

As you explore these points, you aim to unravel all the layers of meaning embedded within the text.

A literary analysis is an important essay writing skill to master.

Formal Literary Analysis

A formal literary analysis is a more structured way to examine a piece of literature. It takes a more methodical approach that goes into far more detail. All this requires a deep understanding of literary conventions and theories. You might carry out a formal literary analysis paper at college or university. It showcases your knowledge of a literary work that you may have studied over the semester.

You’ll likely need to uncover hidden themes and cultural contexts. All this helps you understand why the author wrote the work in the first place. As well as analyzing themes, you could carry out literary criticism, too. This helps to show that you understand various literary elements.

Thesis Statement in a Literary Analysis

A thesis statement in a literary analysis is central. It’s a concise overview of the main argument or interpretation of the text. The thesis sets the direction for the analysis. It guides readers and leads them through the key insights and observations in your essay. Think of it like a roadmap. It ensures clarity and coherence in exploring the work’s themes and elements.

What Is the Purpose of a Literary Analysis Essay?

A literary analysis essay delves deep into the intricacies of a literary work. It aims to uncover its deeper meanings and significance. It goes beyond a surface-level reading. Instead, it explores how literary devices and narrative techniques add to the text’s impact.

So, if you’re wondering about what is the purpose of a literary analysis essay, below we include some of the factors writers consider when compiling this type of work.

1. Uncovering Deeper Meanings

At its core, a literary analysis essay seeks to reveal the underlying themes and messages embedded within a literary work. By looking at literary elements, like figurative language and narrative voice, you can see the author’s intentions. Your closing statement should outline the text’s broader implications.

2. Evaluating Key Literary Techniques

These types of essays evaluate how authors use literary techniques. They also look at the structural elements that shape their narratives. This includes examining:

• Sentence structure
• Narrative flow
• The use of symbolism

All this conveys complex ideas and evokes emotional responses from readers.

3. Understanding Historical and Cultural Contexts

Understanding the historical context of a literary work is crucial for a comprehensive analysis. Situate the text within its time and culture, so you won’t be considered an unreliable narrator. Then, you can see how norms and ideologies influence the story.

4. Developing Your Critical Thinking Skills

Analyzing literature sources hones critical thinking. It does this by asking readers to question assumptions. They should analyze evidence and form reasoned interpretations. This process fosters a deep love for literature. It builds analytical skills useful in all fields and will help you learn how to write more enhanced sentences in your essays, too.

5. Providing Different Perspectives

A good literary analysis essay gives readers new perspectives. It interprets familiar texts. It challenges readers. It asks them to rethink the story’s main characters and plot. This often prompts a reevaluation of your own personal interpretations.

6. Crafting a Strong Thesis Statement and Supporting Evidence

Central to a successful literary analysis essay is a strong thesis statement. This needs to articulate the main interpretation of the text. Your thesis guides the analysis. It ensures each body paragraph focuses on supporting points. This works to bolster the overall argument and analysis.

7. Using Textual Evidence To Support Your Arguments

Throughout the essay, analysts use textual evidence. This evidence includes relevant quotes and specific examples from the text. They use it to back up their interpretations. All the evidence serves as a building block in constructing a coherent analysis grounded in the text’s language.

8. Structuring Your Body Paragraphs

Body paragraphs in a literary analysis essay have careful structure. They aim to develop and support the thesis. Each paragraph begins with a clear topic sentence that previews the main point. Then, it includes textual evidence that unpacks the significance of this evidence in relation to your thesis.

9. Concluding With Key Insights

A well-crafted conclusion provides a summary of the main arguments and insights in your analysis. It offers a final reflection on the significance of the text and its enduring relevance. Your final point leaves readers with a deeper appreciation for the literary work.

How Do You Do a Literary Analysis?

Doing a literary analysis requires a careful approach. You must untangle the complexities of a literary work. Analysts delve into specific literary elements and techniques. They use them to find the deeper meanings and themes that enrich the text.

So, if you want to go into the details of how do you do a literary analysis, check out our sections below.

Remember Your Literary Devices

At the heart of every literary analysis are the fundamental tools known as literary devices. These include:

These devices add layers of meaning, enabling you to decode the author’s intentions when you write a literary analysis. They help you uncover profound insights into the human experience and societal issues.

Consider the Author’s Style

Beyond the story, the author’s writing style is unique. It can be formal, colloquial, descriptive, or experimental. It affects the work’s impact. Understanding the author’s stylistic choices will improve your analysis. It will shed light on how language and structure relate to the themes and messages.

Explore Themes and Motifs

Finding themes and motifs in a literary work gives a framework. It helps for deeper study. These thematic threads should weave through the narrative. This offers more insights into the main ideas and underlying messages that resonate throughout the text. You can trace these themes across the storyline, revealing how they evolve.

Analyze Characterization and Development

Central to any literary analysis is the examination of character portrayal and development. Analysts scrutinize characters. They look at the traits, motivations, conflicts, and transformations. They do this to find their symbolic meaning and themes. Analyzing characters offers deep insights. It reveals the human condition and society in the text.

Evaluate Narrative Structure and Point of View

The narrative structure is the arrangement and sequence of events. It’s the chosen point of view that shapes readers’ perception and interpretation of the text.

Analyzing the structure shows how the narrative unfolds. It also shows how perspective influences reader engagement. It also shows how the structure relates to the author’s intended themes and the punchiness of the narrative.

Interpret Symbolism and Imagery

Symbols and imagery serve as powerful vehicles for conveying abstract ideas and emotions within a literary work. Interpreting these literary devices involves identifying symbolic representations and analyzing their contextual significance.

Symbols and imagery enrich the narrative. They offer a deeper meaning that goes beyond the literal story. Symbolism has a great impact on writers nowadays, which in turn, can affect how successful a writer can be with their readers.

Frequently Asked Questions

How do i choose a literary work to analyze.

Select a literary work that resonates with your interests, academic goals, or thematic preferences. Choose a text that is complex and deep. It should provide lots of material for deep analysis and interpretation.

What should you include in a literary analysis essay?

A literary analysis is not just a summary. It needs a clear thesis. The thesis states your main argument or interpretation. It should also include analysis supported by textual evidence. Make sure to include quotes and references from the text. Add a conclusion that synthesizes the findings and discusses the work’s broader implications.

How do I integrate quotes into my literary analysis?

Integrate quotes well. Embed them within your analysis and provide context. Explain their significance to support your arguments convincingly. Use quotes sparingly and ensure they contribute to the coherence and persuasiveness of your analysis.

How can a literary analysis enhance my understanding of a text?

A literary analysis essay helps you understand a text better. It does this by revealing its themes, symbols, and storytelling methods. It encourages you to engage critically with the text. This fosters a deeper appreciation for its art and culture.

What is the purpose of a literary analysis essay?

A literary analysis essay aims to examine a piece of literature closely and uncover its deeper meanings and themes.

Analyze elements like:

• Literary devices

This helps readers understand how the author uses these elements to convey their message or perspective. This type of essay encourages critical thinking. It helps readers appreciate the complexities of literary works beyond their surface meanings.

How do you structure a literary analysis essay?

Structuring a literary analysis essay involves organizing your analysis into clear sections. These sections should support your thesis. Start with an introduction. Introduce the literary work and state your thesis.

The body paragraphs should each focus on a different aspect of your analysis. Focus on specific literary devices, character development, or themes in each section. Use evidence from the text, such as quotes and examples, to support your points.

Get Help With Your Literary Analysis Using Smodin AI

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What We Know About the Weaponization of Sexual Violence on October 7th

Rape is a shocking and sadly predictable feature of war. But the nature of the crime makes it difficult to document and, consequently, to prosecute.

In early March, Nadera Shalhoub-Kevorkian, a well-known Palestinian Israeli academic, appeared on “Makdisi Street,” a podcast hosted by Karim, Saree, and Ussama Makdisi, three Palestinian American academics who are also brothers. They had been speaking for more than an hour when Karim asked what he said would be the last question. He wanted Shalhoub-Kevorkian’s opinion of a report, recently published by the United Nations Special Representative on Sexual Violence in Conflict, which concluded that there are “reasonable grounds to believe” that sexual violence, including rape and gang rape, had been part of the Hamas attack on October 7, 2023.

Few were more qualified to answer that question than Shalhoub-Kevorkian, a criminologist and a feminist scholar who has written several books on related topics, including one on wartime violence against women. Shalhoub-Kevorkian spoke with confidence and care. She put the sexual violence on October 7th in historical context. “Rapes, abuses, sexual abuses, gang rapes—it always happened in wartimes,” she said. “It always happened.” She had written about this wider history, she said, and she had written about the history of Jewish Israeli soldiers, back in 1948, using sexual violence against Palestinians. “Abuses and sexual abuses happen,” she said. “And they shouldn’t happen. And I will never approve [of] it, not to Israelis, not to Palestinians, not in my name.”

She was speaking as a Palestinian. Next, she spoke as a feminist: “I don’t go and interrogate the rape victims. If a woman said she was raped, I will believe her. I do not need evidence, and I don’t want to go check facts, to be honest. This is my opinion.”

But most of the women who had been subjected to sexual violence on October 7th were dead. They weren’t coming forward with evidence. It was the Israeli government that was amplifying stories of rape, which it claimed had been widespread, systematic, and particularly brutal on October 7th. “Women’s bodies are being used as political weapons,” Shalhoub-Kevorkian said. “If it happened, not in my name. If it didn’t happen, it’s shame on the state to use women’s bodies and sexuality to promote political agendas, to promote further disposession of land, to promote further killings, to promote abuse and rape.” Israel, she reminded listeners, was “a very dishonest state.” As though the real atrocities of October 7th—when almost twelve hundred people were killed—were not enough, Israeli propagandists had promoted terrifying fictions, like the claim that Hamas fighters had beheaded Israeli babies. Now they were promoting stories of sexual violence—horrific, crazed, grotesque sexual violence. And still, Shalhoub-Kevorkian reiterated, “If things like that happened, not in my name. I will never approve it.” (Hamas has denied that its fighters committed sexual violence.)

As a Palestinian and an outspoken opponent of Israel’s campaign in Gaza , Shalhoub-Kevorkian knew she was at risk: in the wake of October 7th, Palestinian citizens of Israel have been subjected to extreme scrutiny. Many of those who have spoken out about the carnage in Gaza have been fired or suspended from their jobs; some have been arrested. Shalhoub-Kevorkian is a tenured professor at Hebrew University of Jerusalem, Israel’s most prestigious institution of higher learning. Her work has won international awards. But she had been shunned by colleagues for using the word “genocide” to describe the killing of Palestinian civilians in Gaza. On the podcast, she had bracketed her statement with disavowals of the assaults—“if it happened, not in my name”—but what seemed to come across to an Israeli audience was the “if.” Shalhoub-Kevorkian could be heard as doubting the reports. In Israel today, that is tantamount to treason. The podcast was released on a Saturday; the following Tuesday, the university suspended her.

Some faculty members at Hebrew University, including from the law department, where Shalhoub-Kevorkian teaches, spoke out against the suspension. Two days later, it was lifted. After two and a half weeks, Shalhoub-Kevorkian was summoned to a conversation with the university rector. She reiterated that she did not doubt that sexual violence had occurred as part of the Hamas attack on October 7th. Less than a month later, police arrived at Shalhoub-Kevorkian’s house in the Old City of Jerusalem, handcuffed her, and took her to jail. “Hebrew U. prof arrested after doubting Hamas rapes,” a Times of Israel headline read, in part. Shalhoub-Kevorkian was held overnight in a cold cell. For part of that time, she was denied access to medication that she takes for blood pressure. Police officers shouted offensive epithets at her.

The following day, two Jerusalem judges denied a police request to keep Shalhoub-Kevorkian in custody. Still, two more gruelling interrogations followed. Two months after the arrest, no charges have officially been filed, but Shalhoub-Kevorkian is a marked person. Her face is all over the media, and another statement that she made on the podcast—“It’s time to abolish Zionism”—has been pasted on billboards in different parts of the country, a tactic the Israeli right has used to intimidate enemies. Although she was technically reinstated at Hebrew University, she has set foot on the campus only once since her arrest, because many of the students are carrying guns. To people concerned about the state of academic freedom—and freedom in general—in Israel, Shalhoub-Kevorkian’s case is perhaps the most extreme example of an ongoing crackdown on dissent. To many Israelis, expressions of support that she has received from abroad are examples of something else entirely: the world’s failure to acknowledge the horrors of October 7th, particularly the rapes. One slogan, which has shown up on protest placards, in press materials, and on the Web sites of Jewish organizations, sums up the sentiment: “#MeToo unless you are a Jew.”

For victims of war or terror, and for their families and loved ones, the violence of such conflicts is unlike anything they have ever experienced or imagined. But for many of those charged with documenting war—foreign correspondents, international human-rights organizations, agencies of the United Nations—conflicts, and the coverage and documentation of conflicts, follow familiar patterns. When it comes to sexual violence, the pattern that often emerges is this: shocking initial reports are followed by pushback that tends to be stronger and more impassioned than pushback against claims of almost any other war crime. A period of confusion, of murky awareness, usually follows. It stems from the nature of the crime, which makes it particularly difficult to document and, consequently, to prosecute.

The past several months have seen three major attempts to document sexual violence that occurred on October 7th. The first, compiled by the Association of Rape Crisis Centers of Israel and released in February, has been widely distributed by the Israeli government. The report states that acts of sexual violence against women, girls, and men were “systematic,” carried out in a similar manner in many different locations. “Hamas terrorists employed sadistic practices aimed at intensifying the degree of humiliation and terror inherent in sexual violence,” the report states. “Many of the bodies of sexual crime victims were found bound and shackled. The genitals of both women and men were brutally mutilated, and in some cases weapons were inserted into them. The terrorists did not stop at shooting; they also cut and mutilated sexual organs and other body parts with knives.”

The report relied on media articles, television stories, and confidential information that had come through member organizations of the Association of Rape Crisis Centers. Its strength was in systematizing, comparing, and mapping the assaults—methods of analysis that allowed the authors to identify patterns. Its weakness was that much of the evidence was third- and fourth-hand, as in the case of media accounts that quoted other media accounts that quoted people who said they had witnessed attacks. Hila Tov, a prominent multimedia journalist and activist, did the research for the report (though she did not write it). She told me that most of the evidence, in the end, came from dead bodies, or, rather, from the recollections and interpretations of volunteers who had gathered the bodies, and from doctors who interviewed survivors.

In early March, Pramila Patten, the United Nations Secretary-General’s Special Representative on Sexual Violence in Conflict, released a twenty-three-page report based on a fact-finding mission to Israel. Patten’s group interviewed dozens of people and reviewed more than five thousand photographs and upward of fifty hours of video footage. Still, the authors of the report acknowledged that they had faced a number of challenges, some of which were typical for any attempt to document sexual violence: survivors and eyewitnesses were reticent. But others were specific to the events of October 7th: most of the victims were dead; their bodies were collected by volunteers untrained in forensics, who prioritized a proper and speedy burial (the Jewish tradition calls for interring the dead within twenty-four hours) over the collection of evidence; and many of the bodies were burned. The report concluded, nonetheless, that “there are reasonable grounds to believe that conflict-related sexual violence occurred during the 7 October attacks in multiple locations across Gaza periphery, including rape and gang rape, in at least three locations. Across the various locations of the 7 October attacks, the mission team found that several fully naked or partially naked bodies from the waist down were recovered—mostly women—with hands tied and shot multiple times, often in the head. Although circumstantial, such a pattern of undressing and restraining of victims may be indicative of some forms of sexual violence.”

In April, Haaretz , a left-wing Israeli newspaper, which has been doing unparalleled reporting on the war, published an article that attempted to compile all available evidence of sexual violence that occurred on October 7th. The paper’s analysis contradicted some of the conclusions of the Association of Rape Crisis Centers report—namely, that the rapes occurred everywhere Hamas fighters were present and that the rapes were intended for an audience. Haaretz noted that there is little evidence of rapes occurring outside the Nova music festival. Attackers seemed to perpetrate sexual violence where they could not be seen, Haaretz found. It appears that none of the copious video recordings of the attacks, including from body cams worn by Hamas fighters, contains footage of rape. About a dozen survivors who were hiding from attackers, however, said that they saw sexual violence, and several more said that they had overheard but could not see it from their hiding places.

The Haaretz report threw doubt on the assertions of genital mutilation. Police, volunteers, and a small team of forensic specialists had examined hundreds of remains—and the forensic specialists paid particular attention to the bodies of people who were found undressed or half-undressed and may have therefore been subjected to sexual violence—and found no evidence of genital mutilation. Still, hundreds of victims were likely interred without a forensic examination. The Haaretz report also debunked two stories that had spread widely. Both involved dead bodies that those who first saw them thought had been subjected to sexual violence.

Long before any of the three reports came out, the Israeli government claimed that the sexual violence had been systematic. In a controversial report published in the Times last December, unnamed officials said that “everywhere Hamas terrorists struck—the rave, the military bases along the Gaza border and the kibbutzim—they brutalized women.” (Full disclosure: I am now a columnist for the Times Opinion section.) Elsewhere, officials asserted that Hamas fighters were not going rogue: they were, on the orders of their commanders, using rape as a weapon of war. This sweeping claim raised the bar for any researcher who tried to document the crimes, changing the question from “Did it happen?” to “Was it systematic?” As a result, although every subsequent report has been better researched and more comprehensive—more harrowing in the inescapable certainty of the violence—it has also been met with disappointment by those who were expecting evidence of systematic crimes.

In March, after the United Nations released its findings, the Israeli foreign minister, Israel Katz, lashed out, criticizing the agency for what he contended was an attempt to silence claims of sexual violence. Orit Sulitzeanu, the C.E.O. of the Association of Rape Crisis Centers, told me that she was unhappy that the U.N.’s report said that its mission could not confirm that all sexual violence was committed by Hamas fighters rather than other men who poured in once the border was breached. “I understood it was almost impossible for her to get information,” Sulitzeanu said. But, she added, “if the Holocaust was today, they would ask for proof—and there was no way to prove what happened.” A hand-painted “#MeToo unless you are Jew” placard stood in the corner of her office in Tel Aviv.

Israeli authorities have strategic reasons for claiming that the sexual violence was systematic. They plan to prosecute Hamas fighters and commanders in the Israeli court system. They also hope to see Hamas leaders tried in the International Criminal Court. In May, the I.C.C. prosecutor, Karim A. A. Khan, requested arrest warrants for three Hamas leaders—Yahya Sinwar, Mohammed Deif, and Ismail Haniyeh—alleging that they are responsible for a number of crimes against humanity, including “rape and other acts of sexual violence.” Khan also filed arrest warrants for the Israeli Prime Minister, Benjamin Netanyahu, and his defense minister, Yoav Gallant, both of whom he accuses of a number of war crimes, including inflicting starvation on civilians in Gaza. But Khan has not accused the Israelis of rape, perhaps creating even more motivation for them to amplify the accusations against Hamas: however inhumane the Israeli ways of waging war are, the message is, Hamas’s are even worse. This campaign of demonization has called forth an equal and opposite campaign of denialism: Palestinian activists and pro-Palestinian media, including several U.S.-based outlets, have endeavored to debunk claims that sexual violence occurred on October 7th.

Sexual violence is a category of crime that stands apart in peace and in war. It is shocking—–more shocking than killing, which is, after all, normal and often legal in war. At the same time, it is expected: it surprises no one that men high on adrenaline, men who are armed, men who are all but guaranteed impunity, will rape defenseless people. In a 1993 piece for The New York Review of Books on the weaponization of sexual violence during the wars in the former Yugoslavia, Jeri Laber, one of the founders of Helsinki Watch, which is now known as Human Rights Watch, wrote , “When Bosnia proclaimed its independence in 1992, it was open, vulnerable, and unarmed, susceptible to attack from its warring and heavily armed neighbors.” In the Bosnian context, too, rape appeared to be part of a genocidal project: Serbian men allegedly set out to make Bosnian women have their babies, who would not, in their eyes, be Bosnian.

The stories of sexual violence on October 7th are unique to Israel. But the difficulties of documenting such crimes exist in every war. Some researchers have argued—or have viscerally understood—that any body found disrobed, or naked from the waist down, was the body of a victim of some sort of sexual violence. But sometimes such conclusions can’t be substantiated. Sulitzeanu told me of one such case: the bodies of a young woman and her mother were found in separate rooms of their house, and the daughter’s trousers were lowered. A volunteer for ZAKA, a religious organization that collects bodies and prepares them for funeral, reported the scene as one where a rape had clearly occurred. It later emerged that members of the Israel Defense Forces had suspected that the younger woman’s body was mined and had moved it to a separate room for examination.

ZAKA volunteers have become unwitting characters in the stories of sexual violence of October 7th. They were perhaps the first to report what they saw as evidence of sexual violence, but, in the months since, they have been blamed for misinterpreting, misreporting, and even unintentionally tampering with evidence. In some cases, it appears, they covered up bodies or dressed them before taking photographs. At times, they were so shocked by what they saw that their interpretations gave rise to horrific rumors. One volunteer saw the body of a woman that appeared to have been eviscerated, and assumed that the victim had been pregnant and attackers had cut out the fetus. Later, a video shot in a different country in a different era spread widely. (I was sent a link before taking a reporting trip to Israel in the spring.) It appeared to show a pregnant woman’s stomach being opened up. ZAKA’s leaders later disavowed both the video and the original report. But, by then, the false story had been repeated by government officials and by human-rights activists such as Cochav Elkayam-Levy, a law professor at Hebrew University and a women’s-rights advocate who, this year, received the Israel Prize—the country’s highest civilian honor—for her role in spreading awareness about the sexual violence of October 7th. (Elkayam-Levy said that as soon as she learned that ZAKA refuted the video, she did as well.)

Back in 1993, Jeri Laber wrote that her fact-finding mission to Bosnia was complicated by the presence “of local and international women’s and human rights groups, as well as journalists and television crews—all looking for rape victims to interview.” Most victims didn’t want to talk; the ones who did were in extreme demand. On a later mission to Kosovo, Laber was put in a room with a young woman who, her friends and family said, had something to tell the human-rights researcher. Except the woman didn’t tell Laber anything. She talked about her latest manicure and then clammed up. Laber tried all the interviewing techniques she knew, to no avail. “I had a lot of experience interviewing victims of torture,” she told me, but she was often stumped interviewing victims of sexual violence. “There is so much baggage, so many reasons why someone wouldn’t tell the story of sexual violence straight out, or even remember it straight out.” In comparison, accounts of torture of a nonsexual nature were relatively easy to collect.

For every five or ten or twenty people who were unwilling or unable to tell their story, there was probably one victim of sexual violence who would talk. This person might become a celebrity of sorts; journalists would get in line for interviews. Their story, told again and again, would change over time, accruing more dramatic detail. Laber told me that she developed a gut instinct for embellishments. In Bosnia, for example, she kept hearing one story over and over: a male prisoner had been forced to bite off another male prisoner’s testicles. As it turned out, no one had actually witnessed, much less participated in, such an episode; everyone, however, seemed to have heard about it. Similarly, some of the most horrific stories of October 7th have not been corroborated: the eviscerated pregnant woman; the woman who supposedly had a number of nails driven into her vagina; the claims that eyewitnesses saw Hamas fighters cut off women’s breasts while raping them. I asked Laber why, in her opinion, people in war often seem prone to exaggerations, especially when it comes to sexual violence. She wasn’t sure; perhaps repeating their stories to reporters had compelled victims to supplement them with more detail. Perhaps the explanation is even simpler: rape is common in war and in peace; to convey the trauma of sexual violence, victims and witnesses may feel the need to embellish.

The war in Bosnia was possibly the first instance in which stories of sexual violence used as a weapon of war were told, preserved, and ultimately used to prosecute some of the perpetrators. The process began with some striking claims made to and by foreign reporters, particularly Roy Gutman, who was then writing for Newsday . Gutman reported on the systematic, arguably genocidal use of sexual violence. Soon Bosnian leaders were wielding statistics about women they claimed had been raped. Shortly after that, adversaries and critics cast doubt on these figures. Did the victims number in the tens of thousands or merely in the thousands? Laber decided that this didn’t matter—and that, even if it mattered, it was unknowable—and left the issue of numbers out of her report. What mattered was that the violence had happened.

Israel is a small country. Among Israeli Jews, it’s not uncommon to know someone who knows someone who was the victim of sexual violence on October 7th—a doctor who treated victims or tended to bodies, a therapist who has worked with eyewitnesses, a family member of someone who was raped or witnessed a rape. Publicly, some of these same family members may deny that the rape occurred. They don’t want their loved one to be remembered as the victim of a heinous crime. Also, as Sulitzeanu told me, for many people “in Israeli culture, to be raped by an Arab means you are contaminated.” But privately, within the interlocking circles of family and community, everyone knows.

This sense of shared knowledge may be why Israeli Jews are particularly sensitive to any statement that seems to question the fact that sexual violence occurred. When I was in Israel this spring, several left-wing activists and academics talked to me about recent comments made by the philosopher Judith Butler , who, during a talk in Paris, had said that documentation of sexual violence should be made public, and that “if there is documentation, then we deplore that, we absolutely deplore that, there is no question.” To them, it sounded like Butler was casting doubt on something they knew for certain. “It plays into the Israeli perception that the whole world is against us,” Michael Sfard, a human-rights attorney who defends Palestinians and Jewish dissidents, told me. “I hear Judith Butler and I think about what it will do to the Israeli left.” When it comes to the fact that there was extensive sexual violence on October 7th, Israel’s left seems aligned with the right, against everyone else.

If rape, in the context of war, is interpreted as a humiliation of a nation rather than an attack on an individual’s body, then those who are seen as doubting claims of rape are easy to cast as enemies of the people. Nadera Shalhoub-Kevorkian, in her 2009 book, “Militarization and Violence Against Women in Conflict Zones in the Middle East: A Palestinian Case-Study,” called this the “mystic unity of women and the country identified through her body.” In this particular passage, Shalhoub-Kevorkian was discussing the example of the former Yugoslavia. “The consequence of equating the raped woman with the ‘dishonoured’ country,” she wrote, “is that all members of the ‘enemy’ army are viewed as rapists—not just those who started the war, the politicians, the generals, and the exponents of systematic rape in aid of ‘ethnic cleansing.’ ” Conversely, all members of the dishonored nation are cast as victims. And, just as in an attack of one human by another, where only one can be the rapist while the other is raped, so, too, can a nation be either the raped or the rapist. To counter Bosnian claims in the nineteen-nineties, Serbs presented the international media with their own victims: Serbian women who had been raped by Bosnian or Croatian soldiers. In the current conflict, both sides maintain that their own fighters do not rape. In Israel, this is one of the few beliefs that seem to be firmly held across the political spectrum.

Sulitzeanu, the head of the Association of Rape Crisis Centers, used to run the public-relations office of Hebrew University. While serving in this capacity a decade ago, she helped publicize a student’s thesis that claimed that rapes of Palestinian women by I.D.F. soldiers are rare because of racism—because the soldiers would consider it somehow beneath them to rape an Arab woman. The argument appears to run counter to the world’s experience of war and rape, but the idea got traction. Sulitzeanu said that she was still overwhelmed by the “deep impact the thesis had on Israeli culture.”

The belief that Israeli soldiers do not engage in sexual violence has persisted even as I.D.F. soldiers have filmed themselves playing with women’s lingerie found in homes in Gaza, and even as evidence of sexual torture of Palestinian prisoners in Israeli facilities has mounted. Josh Paul , a State Department official who resigned last year in protest over U.S. military aid to Israel’s campaign in Gaza, has said that his office had verified allegations that a thirteen-year-old Palestinian boy was raped in an Israeli prison. A recent Times report on the Israeli military base where Palestinian detainees are held included testimony of what appears to be repeated sexual torture.

Still, even well-informed, lefty Israeli Jews hold to the idea that Israeli soldiers do not perpetuate a policy of sexual violence. “They are our children,” one person explained to me. “They are us.” This was a journalist who had worked on reports of sexual violence perpetrated by Hamas. Like most middle-aged Israeli Jews, she had children who were either in the I.D.F. or about to be drafted. That they may be implicated in sexual violence was unthinkable. “It’s an impossible situation,” a Jewish-Israeli opponent of the occupation told me. People from both sides of the conflict have been writing to her on social media. “I got rape testimony in my D.M.s, from a follower who was at the Nova party,” she said. “At the same time, Palestinian friends are D.M.’ing me that there were no rapes.”

It took several years for the claims of sexual violence in Bosnia to reach the International Criminal Tribunal for the former Yugoslavia in The Hague (to which the International Criminal Court, which may take up the issue of sexual violence on October 7th, is a successor). Survivors and witnesses, including many who had been reluctant to talk in the immediate aftermath of the crimes, testified to what they had experienced or seen: systematic rape, public rape, gang rape, and camps established for the purpose of raping women. Several dozen people were convicted. The former leader of Serbia, Slobodan Milošević, died in custody in The Hague in 2006, before a verdict was issued in his case. Behind the scenes, prosecutors had worried that there may not have been sufficient evidence to connect him to some of the worst atrocities committed by his forces, including sexual violence. ♦

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