focus statement of an essay

Focus Statement

Ai generator.

The last thing you want to happen to your write-up is for it to become a messy and confusing one. You want to have a clear and well-defined output. If it doesn’t make sense to your readers, you defeat the main purpose of your write up which is to spread information. You may also see statement examples .

• Tips on Writing Your Thesis Statement
• How to Create a Vision Statement for Your Small Business

It is not uncommon to have a messy write-up; messy thoughts equals messy output. However, you really have to try to put things into perspective. Allot time to think about what you should write, research and take down notes, make an outline, and other steps you feel are necessary for you to come up with a coherently beautiful output. You may also see need statements .

What is a Focus Statement?

A focus statement, as the name implies, is the main topic of the writing piece. It is the verbal/written expression of the writer of the piece he/she is trying to accomplish. It is usually crafted before the actual writing process begins. You may also see objective statements .

This statement has one precise purpose which is to establish the story’s direction, not only on how it should be written but how it should be delivered as well. It keeps the writer on track of the flow of the story by making sure that he/she is on topic and is able to fulfill the goal of the focus statement. You may also see employee statements .

In a research paper, the focus statement is the hypothesis, while for companies it is a vision statement. It acts as a blueprint of the writing piece; a solid foundation of the whole piece. It dictates to the writer what information to include, and where and how to further expand the topic. You may also see work statements .

Your focus statement should help your readers clearly understand what you are trying to express. Since it is considered as one of the building blocks of good writing, it is a good indication of whether or not your piece is worthy of praise or else you are going to get an apathetic shrug from your readers. You may also see research statements .

Purpose of a Focus Statement

1. it summarizes the story..

• It expresses a concise but complete version of the story’s entire topic.

2. It sets the story’s course.

• It sets the direction of the story as the writer is given a clear blueprint. You may also see teaching statements .

3. It “sells” the story.

• Selling helps the story capture the interest of the readers and keeps them hooked. You may also see financial statements .

4. It sets a story’s tone and approach.

• Since it dictates the direction of the story, it also sets the tone, attitude and approach the writer is opting for.

A Great Focus Statement Should 

1. be a piece of the writer’s original thinking .

• It should be based on how you envision your story based on the information you have gathered regarding the topic.

2. Be written at the beginning

• It should be written in your introduction to help set the story on the right path. Also, it helps your readers have a clear picture of your topic. You may also see concept statements .

3. Give a general idea of what the story is going to cover

• Your focus statement should be able to give a general idea of the topic before it is further discussed in detail. You may also see business statements .

4. Help find the story’s angle

• However, some may argue that the focus statement is the angle of the story. Regardless, it should be able to clearly set the angle or what aspect you are going to give importance to your story. You may also see medical statements .

How to Create a Focus Statement

After finalizing the topics of your writing piece, you can now begin formulating your focus statement.

Three-Word Focus Statement (for video storytelling and documentary)

1. Identify the following elements of your story topic: who, what, when, where, why, how

Your focus statement should express a complete thought. It should be able to answer the 5 Ws and 1 H questions so that a clear idea is set from the start. You may also see capability statements .

2. Determine who or what (noun) is the central focus of your story.  

As the writer of the story, it is your responsibility to clarify and make it easier for your readers to understand your story. In this sense, the focus statement should indicate the main focal point of your story. You should be able to answer this question: Is it a person, place or a thing?

3. Determine what (verb) this person or thing does.  

In order to clearly execute this in your focus statement, answer this question: What did he/she do? Or what does he/she do? This should show some type of action. This will help propel the action in your story. You may also see income statements .

4. Determine who or what is the object of the action.  

Ask yourself: Is it a person, place or thing? This will be the receiver of the action mentioned above. It is the person, place or thing that is acted upon by the focus of the story. You may also see mission statements .

Full Sentences Focus Statement

1. Start with a three-word statement

Starting your focus statement with a three-word format will make things easier for you as you can just expand and expound those three words in order to create a full sentence. You can incorporate the 5 Ws and 1 H question in your full sentence, however, remember that ‘why’ and ‘how’ are the most important ones. You may also see profit and loss statements .

2. Elaborate details

A focus statement requires you to provide more details in order to get into the heart of the story immediately. The more specific it is, the easier it will be for you to develop your story from there. However, you can also just go with a simple focus statement but it still needs to express the complete thought about the topic. You may also see value statements .

3. Phrase it as a question 

It is easier to expand the focus statement if it is phrased as a question. The answers to the questions can then be included in your focus statement. You can just add additional details to make it clearer and easier to understand. You may also see research statements .

Things to Remember

1. You focus statement should be clear and concise. Including too much information can lead to an messy statement. It should be unambiguous and must generate interest to your readers. You may also see security statements .

2. Your focus statement should help you visualize the story before you actually start with the writing process.

3. It should aptly introduce the focal point of your story and it should be what you want your readers to remember the most in. You may also see mission statements .

4. Details that don’t fit with your focus statement should not be included in the story.

5. It is okay to revise your focus statement. As you continue your research during the writing process, you may stumble upon a new idea or better information. You can always revise your statement that fit more appropriately with your information. You may also see artist statements .

6. It is better if your focus statement can evoke emotions. It can also become the approach of your story. Do you want your readers to be entertained? To be informed? To feel curious?

We hope that this article will help you understand the concept of a focus statement and how to write it.

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What Is a Focus Statement?

A focus statement is a verbal articulation of what a writer is trying to accomplish with a piece of writing. It is normally created before the writer devotes significant time to a piece and if created well keeps the writer on track by ensuring that everything he writes is on topic and fulfills the goals of the focus statement.

The creation of a focus statement has long been a favorite assignment of English and writing professors. Focus statements are considered a building block of good writing, akin to the relationship of arithmetic to advanced math.

Beyond the professor who might want to see your focus statement before you get started, the audience for the typical focus statement is the writer herself. A focus statement usually does not appear in the piece itself.

Phrasing the focus statement in the form of a question can be an effective way to distill a topic into a focus statement.

Another tip is to think about the emotional responses that a piece might evoke. For example, if you are writing about your road trip across the United States, ask yourself, what do you want people to feel while they are reading your piece? Do you want the reader to be entertained? To feel curious? To feel informed?

Like any piece of good writing, the focus statement should be as concise and clear as possible. Cramming too much into a focus statement will only lead to unfocused writing.

A good focus statement should be unambiguous, generate interest on the part of the reader and even be provocative.

If a focus statement leaves anything unclear or generates a shrug of the shoulders or similar apathetic response, it is not a strong focus statement.

An example of a good focus statement might be:

"If poker can be proven to be a game of skill, should online poker then be legalized?"

A less effective focus statement on the same topic might be:

"There is currently controversy about the legality of online poker. Many feel that gambling in any form should be legislated online, while others believe that poker is an exception because it is a game of skill."

Related Ideas

Relatives of the focus statement are the thesis statement used by academics, the hypothesis statement used by researchers and the vision statement used by organizations. What each of these other kinds of statements share with the focus statement is that they clearly and concisely establish what the reader should expect next.

Academics use thesis statements to inform the reader as to the position or interpretation they have taken on a given topic. Researchers use hypothesis statements to articulate the scope and objectives of their research. Organizations use vision statements to communicate its goals, ideals and reason for being.

• Vision Statements

Thomas Gee is a marketing professional who also teaches classes on poker and casino gaming. He has been a freelance writer since 2003, and since joining Demand Studios, Gee has had several articles published on eHow. Originally from New York, he currently resides in Illinois. Gee has a Bachelor of Arts and a Master of Business Administration from the University of Rochester.

Maintaining Your Focus

To focus your writing, you'll need to know how to narrow your focus, so you don't overwhelm your readers with unnecessary information. Knowing who your readers are and why you are writing will help you stay focused.

A Definition of Focus

Kate Kiefer, English Department, Composition Director 1992 -1995 The focus of the text is also referred to as its thesis, theme, controlling idea, main point. In effect, writers tell readers what territory they plan to cover. That's the focus. A focus can be very narrow--as when a photographer takes a close-up of one mountain flower--or it can be broad --as when the photographer takes a long-range shot of the mountain. In practical writing, the focus is often specified for the writer by the "occasion" for the writing.

In their discussions of focus, writers may use a number of terms: main point, thesis, theme, position statement, and controlling idea. What these terms have in common—and what focus is really all about—is informally known as sticking to the point.

Sticking to the point involves having a clear idea of what you want to write and how you want to write about your topic. While you write, you'll want to keep in mind your supporting details to help your readers better understand your main point.

Coordinating all the aspects of your paper requires you to make each part work with the whole. Imagine your writing is a symphony orchestra in which one out of tune instrument will ruin the sound of the entire performance.

How Audience and Purpose Affect Focus

All readers have expectations. They assume what they read will follow a logical order and support a main idea. For instance, an essay arguing for a second skating rink for hockey players should not present cost figures on how expensive new uniforms have become.

Your audience and writing purpose will help you determine your focus. While it may seem obvious to include certain details, your audience may require specific information. Further, why you are writing will also affect what information you present.

Michel Muraski, Journalism and Technical Communication By articulating the problem, you give yourself focus. You must have done your audience analysis to have asked the question, "What kinds of information does the audience need? What are they going to do with it? Are they going to use it to further their research? Are they going to use it to make a decision?" Once you've identified your audience and what they're going to do with your information, you can refine your problem statement and have a focus. It's a necessary outcome.

Different audiences require different ways of focusing. Let's look at a proposal for a second ice rink in town for hockey players only.

Audience One: City Council

This audience will want to know why another ice rink is necessary. They will need to know how practice hours were shortened due to increases in open skate and lesson hours. They will need to know about new hockey teams forming within the community and requiring practice and game time on the ice. They should also be informed of how much money is made from spectators coming to view the games, as well as of any funding raised by existing hockey teams to help support a new rink. Every detail they read should support why city council should consider building a new rink.

Audience Two: Hockey Coaches and Players

This audience should be informed of the need for a new rink to inspire their support, but chances are they already know of the need. Ultimately, they will want to know what is required of them to get a new rink. How much time will they need to donate to fundraising activities and city council meetings? In addition, they will want to know how they will benefit from a new rink. How will practice hours be increased? Every detail they read should inform them of the benefits a new rink would provide.

Steve Reid, Composition Director 1973-1977 and 1994-1996 Focus, for me, is a term we borrowed from photography. This means we narrow something down to a very sharp image. First, it's a notion of narrowing to something, but also, it's a notion of sharpness and clarity. Focus is one of the things that clarifies purpose. So once we get a sense of thesis, that helps illuminate the photography image, illuminate what the overall purpose of the paper is.

Your purpose is why you are writing about your topic. Different purposes require different ways of focusing. Let's look at a proposal for a second ice rink in town for hockey players only.

Purpose One: Arguing

Proposing a new ice rink to city council members would require convincing them the rink was necessary and affordable. You would need to acknowledge reasons for and against the rink.

Purpose Two: Informing

Informing fellow hockey coaches and players about a new rink would require telling them of the steps being taken to achieve a new rink. This audience most likely knows most of the issues, so selling them on the idea probably won't be necessary. Give them the facts and let them know what they can do to help.

Don Zimmerman, Journalism and Technical Communication Department Typically, when I'm writing a report for a person out there, I provide them with the information they need to either increase their knowledge or make a decision. When I talk about focus, I really mean targeting. Here's an example. This comes out of a trade magazine. In Nursing '96 , you'll find articles written by nurses for other nurses. They will generally open with essentially two or three paragraphs. They will say, "You know, here is the problem I had as a nurse in this setting." They tend to set them in what I would consider, soap opera-ish kinds of settings. They set up a real life situation with real people. In other words, "I went into Sally's room and discovered she'd thrown all the covers off the bed and she was sweating profusely." the article goes on to describe what it was. Then it will come back and say, "Here's the problem. Now we've had a number of patients who did this kind of activity, and we found they fell out of bed. To minimize those injuries, here are three things we've done." Then they will give you the summary and then they will elaborate those procedures. That's very targeted. Targeting influences the kind of language used. This means the nurses in the hospital are dealing with "X" kind of patient and "X" kinds of situation. This means a lot of terms and terminology are used. The other nurses reading about this will understand it because of their interest in that topic; it's going to fit them.

Narrowing Your Focus

Writers who cover too much about a topic often overwhelm their readers with information. Take, for example, an essay focused on the tragedies of the Civil War. What tragedies? Readers have no idea what to expect from this focus, not to mention how difficult it would be to write about every tragedy of the Civil War.

After writers choose a topic to write about, they need to make sure they are not covering too much nor too little about a topic. The scope of a focus is partially dictated by the length of the writing. Obviously, a book on the Civil War will cover more than a 500 word essay. Finally, focus is also determined by its significance, that is, its ability to keep readers' interest.

What It Means to be Focused

Donna Lecourt, English Department What it means to be "focused" changes from discipline to discipline. Say for example, in literature, my "focus" comes through a novel. I want to write about Henry James's Turn of the Screw . On one hand it could come through theory. I want to do a feminist analysis and Henry James's Turn of the Screw just happens to be the text I apply it to, or I might add another text. I might just approach a novel and say, "Okay. Everybody's read it in these ways before. Here's yet another way to read it." I don't have to show that I'm adding to, in some ways, I can show I'm distinguishing or coming up with something new. What my "focus" is, is determined disciplinarily as well as by my purpose. Another example would be a typical research report where a "focus" is what's been done before because that determined what an experiment was going to be about. And so, in some ways, you're not coming up with your own "focus" the way in English, in some ways, you can. You have to look at "X," "Y," and "Z" studies to see what was done on this topic before you can prove your point. Focus comes out of what was achieved before. You have to link what you're doing to previous research studies which is a requirement of a lot of research reports.

Focus is Too Broad

Michel Muraski, Journalism and Technical Communication The biggest conceptual shift in most students is having too broad of a statement and literally finding everything they ever knew about this topic and dumping it into a term paper. They need to consider what they write a pro-active document: a document that's going to be used by a specified audience for a specified reason about a specific area of that broader topic.

Kate Kiefer, English Department, Composition Director 1992 -1995 A broad focus looks easier for students, but it turns out that a narrow focus is generally easier. General articles and essays with a broad focus require lots of background information and a pretty clear sense of the readers' goals in reading the piece. Otherwise, writing with a broad focus tends to result in pretty boring prose. Most academic writing requires a narrow focus because it's easier to move from that into the specific supporting detail highly valued in the academic community.

A broad focus covers too much about a topic. It never discusses the fine details necessary to adequately present a topic and keep readers' interest. A good way to narrow a broad topic is to list the subcategories of the topic. For example, two subcategories of Civil War tragedies are:

• The breakdown of families as a result of divided loyalties.
• How the small details of battle strategies affected the outcome of the war.

When you list subcategories, be careful not to narrow your topic too much, otherwise you won't have enough to write about it.

Focus is Too Narrow

A narrow focus covers too little about a topic. It gets so close to the topic that the writer cannot possibly say more than a few words. For example, writing about gender interactions in one of your classes is too narrow. You can use your class to make a point about gender interactions, but chances are, you'll find nothing specific in the library about your particular class. Instead, you might look at gender interactions in group settings, and then use your class as an example to either agree or disagree with your research. Be careful not to make your focus too broad as a result.

As you refine your focus, check to see if you pass the "So What?" test. To do so, you should know who will read what you write. Readers have to care about your topic in order to continue reading, otherwise they may look at what you have written and respond "So what?" You need to determine what readers need to stay interested in your writing. Ask yourself why readers will be interested in your specific topic. Is it significant enough to hold their attention? Why or why not?

Citation Information

Stephen Reid and Dawn Kowalski. (1994-2024). Maintaining Your Focus. The WAC Clearinghouse. Colorado State University. Available at https://wac.colostate.edu/repository/writing/guides/.

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Forming a Focus

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Quality writing begins with a strong focus statement. Your focus statement gives your writing direction. A focus helps you know what to say about your topic. A lack of focus leaves your readers unsure what point you are trying to make.

Here's a simple formula you can use to form a focus statement. This statement can become the topic sentence in a paragraph or the thesis statement in a formal essay.

Topic (who or what you are writing about )

+ Focus (the part or feeling you want to highlight)

_________________________________

= Focus Statement

Here are some examples of the formula in action with different forms of writing.

Persuasive Writing

Our school (topic) should make an effort to become more environmentally friendly (focus) .

Explanatory Writing

Narrative Writing

• Cooperation
• Water pollution
• Fire hydrants

From page 46 in Writers Express

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• 110.5.b.12.C
• LAFS.3.W.1.1
• 110.5.b.12.B
• LAFS.3.W.1.2
• 110.5.b.11.B.i
• 110.5.b.12.A
• LAFS.3.W.1.3
• 110.6.b.12.C
• 110.6.b.11.B
• LAFS.4.W.1.1
• 110.6.b.11.A
• 110.6.b.11.B.i
• 110.6.b.12.B
• LAFS.4.W.1.2
• 110.6.b.12.A
• LAFS.4.W.1.3
• 110.7.b.11.A
• 110.7.b.11.B
• 110.7.b.12.C
• LAFS.5.W.1.1
• 110.7.b.12.B
• LAFS.5.W.1.2
• 110.7.b.11.B.i
• 110.7.b.12.A
• LAFS.5.W.1.3

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Writing Studio

Finding your focus in a writing project.

In an effort to make our handouts more accessible, we have begun converting our PDF handouts to web pages. Download this page as a PDF: Finding Focus in a Writing Project Return to Writing Studio Handouts

Each writing project presents its own organizational challenges. Sometimes a writer can go on and on for pages with examples that prove a point…only she hasn’t quite figured out what that point is or noticed that all of her examples make the same basic illustration.

Other times a writer has great ideas, but can’t quite figure out how to begin writing (ever try explaining a five-hundred-page novel AND its relation to jazz in just under 7 pages?). For such assignments, it’s important to find your focus .

Having a focus will help make the purpose of your writing clear and allow readers to follow your reasoning with ease.

Defining Focus and How to Find It

Focus is the controlling idea, main point, or guiding principle of your writing. Strong writing has a very clear focus with secondary and related ideas positioned in order to supplement or support it.

Focus is not something a writer necessarily has at the beginning of the writing process, but something she “finds” and refines through exploration, drafting, and revision. If you find yourself making broad generalizations, rather than specific claims, you should check on your focus.

Questions To Help Bring Your Writing Into Focus

There is no exact formula for finding focus within your writing, but a few questions might help you zero in on your topic:

Question 1: What’s Most Important?

• If I have two divergent ideas, which one do I find more compelling? For analyses, do I need to explain the entire text being analyzed to make my point, or can it be made by using a few sections?

Question 2: What does the assignment ask me to do?

• What will my readers be looking for? Are they more concerned with my textual arguments, my contextual arguments, my explanation or summary of the issue, or my own view? Will they be looking for breadth, depth, or something else? Should I focus on one aspect of a particular issue rather than taking on the entire problem?

Question 3: What will my readers need to know more about?

• Have I provided complete and detailed explanations that will guide my readers forward and keep the argument on course?

Question 4: How well does my organization and structure serve my larger purpose?

• Can I identify a logical progression of ideas within the essay? Might there be a better order for the content / argument?
• Do I develop my points with minimal distraction? Or do I get muddled in tangential explanations and extraneous information?

Additional Techniques to Help You Find Focus

Technique 1: listing.

When you have several broad ideas to contend with, sometimes it’s best to just get them onto the page and out of your system. Listing allows you to categorize your ideas before committing to one. Here’s how it works:

• Start with the overarching idea. It could be about the main character, an important theme, a major scene, a particular argument, etc.
• Under that idea, begin listing whatever comes to mind in association with it. As you go, your list items may or may not become more specific.
• If your items are becoming more and more specific, you might have the beginnings of an outline. Step back and see which items might make a more manageable topic.
• If your items are not becoming more specific, try to circle and connect any related terms that you have listed. Do any patterns begin to emerge? If several words or concepts seem to be related, begin a new list with these as your starting point.

Technique 2: Outlining

Outlining is great when your topic is fairly well developed, but you aren’t quite sure how you want to tackle it. It allows you to roughly map the progress of your paper before committing to the actual writing. The trick, of course, is knowing when to follow it and when to modify it (know when to hold ‘em; know when to fold ‘em). For a standard 5-7 page paper, your outline should not exceed one page. If you find that your subheadings are growing exponentially, it’s a good bet that your main headings are too broad.

Technique 3: Draft Map

Draft maps are great when you’ve already written a first draft and want to examine the larger structure of your paper. They allow you to see which paragraphs support your thesis and which paragraphs do not.

• Identify your thesis statement or controlling ideas in the introduction. If you have more than one major claim, label each one (e.g. A, B, C or color code them).
• Identify the topic sentence or main idea of each of your paragraphs.
• Once you’ve identified the main idea of each paragraph, label them according to the main ideas outlined in your introduction. If a paragraph doesn’t fit, give it another label (i.e. if your paragraph doesn’t fit major claims A-C, give it the letter D).
• Tally your results: Is there a vast difference between your introduction and the ideas in your paragraphs? Is one idea treated significantly more than another? If so, perhaps you should consider refocusing on this idea rather than attempting to tackle the others or consider devoting more time to the other ideas.

Last revised: 07/2008 | Adapted for web delivery: 12/2021 In order to access certain content on this page, you may need to download Adobe Acrobat Reader or an equivalent PDF viewer software.

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How to Focus an Essay

Last Updated: October 11, 2022 References

This article was co-authored by Megan Morgan, PhD . Megan Morgan is a Graduate Program Academic Advisor in the School of Public & International Affairs at the University of Georgia. She earned her PhD in English from the University of Georgia in 2015. This article has been viewed 47,674 times.

Do your essays seem unfocused? Do you tend to ramble while writing? Stating a clear thesis and providing a well-structured argument will help you convey your points to the reader in a focused manner. Create an outline to bring different sections together into a cohesive, flowing piece of work. Be sure to read and revise your material as you write it. This will help you keep your work focused.

Essay Template and Sample Essays

Preparing to Write Your Essay

• If your essay is part of an exam, read the question carefully. Underline the action words like “explain,” “compare,” “analyze.” Be sure you understand how you are supposed to prove your answer.
• See if the essay prompt has multiple parts. For example, it could say, “First, discuss Mary’s emotions upon being rejected at the ball. Then compare her father’s behavior in this situation to his behavior towards Elizabeth’s engagement. Is he showing the same paternal instincts? How so?” For this question, you should answer the first part and then proceed to offer a comparison.

• You should not cite Wikipedia as a source. You can, however, use Wikipedia to find scientific sources for your topic. Look at the references section at the end of a Wikipedia article for links.

• Under each section, write your main arguments as bullet points.
• Under each argument, use secondary bullet points to write out your supporting points and create footnote or in-text citations.
• Include additional information that you think might be useful in an “Other” bullet point even if you don’t have a place for it. You might discard this information or find a use for it later.
• For example, if you must write a five paragraph essay about housing at the Sochi Olympics, you might organize your outline by having paragraphs that provide the following information: I. Introduction to Sochi Olympics and housing II. Discussion of housing financing III. Analysis of contractors, laborers, and their schedules for completion IV. Media reaction to unfinished housing V. Conclusion and overall assessment of housing at Sochi Olympics. Under each paragraph you would have additional sub-points.

Focusing Your Thesis Statement

• Your thesis statement is your opinion it is not a statement of fact. [4] X Research source For example, "Mr. Bennet's wife is Mrs. Bennet" is an indisputable fact and not a thesis statement. Your opinion might be, "By providing a time diary of Mr. Bennet's daily activities, I argue that he prefers to spend time with Elizabeth rather than Mrs. Bennet. Additional quotations work to prove that Mr. Bennet is intellectually attracted to more intelligent females. In this regard, he is a man living beyond his time."
• Your thesis statement is not a question. [5] X Research source You can ask questions in an introduction to pique the readers' interest but you must state directly what you want to prove. For example, you cannot ask, "Was the housing finished in time for the Sochi Olympics?" Most people know it wasn't. Instead, theorize or investigate why it was not finished on time and produce your unique opinion on the underlying reasons.
• Has someone proved the same thing previously or is your thought a well-established fact? If so, try to take a different angle on a topic. For example, instead of writing, "Pride & Prejudice is a beloved book especially for young women," ask yourself why? What is it about this particular book that has captured generations of young women's imaginations? Is it the characters? Do the strong female leads help girls of the past and today to identify with the story?

Writing the Introduction

• The length of your introduction depends on the size of your entire essay. For example, a five page essay should have a short introduction with only a few paragraphs. If you are doing a longer paper, however, your introduction could be a few pages. [9] X Research source
• It is often most effective to write your introduction after you have written the rest of your paper. While it is okay to write a draft of your introduction right away, you should edit your introduction later to reflect your paper's final appearance.

• Your explanation of the context should also be focused. For instance, in a shorter essay, you do not need to give an exhaustive explanation of 19th century gender roles. You can, however, provide a few sentences or paragraphs (depending on your essay size) to ground the reader. Specify the gender dynamics that impact the character you are examining. For example, in the context of Pride and Prejudice, discuss gender politics of the upper middle class as this is the class to which the Bennets belong. You might discuss women's dowries and their lack of occupations and thus need to marry. Choose the most relevant points that will help your reader understand your argument more.

Developing a Focused Argument

• For a five paragraph essay, each separate argument should have its own paragraph.

• Reread your supporting sentences aloud and ask yourself whether they relate to the topic sentence. If they do not, delete them. If they somewhat but not entirely relate, revise them.
• Check for the logical order of your supporting sentences. They should follow one another in a way that makes your argument clear. If you skip around in your explanation, even topically relevant sentences will not help the reader.

• Transitional words could be “furthermore,” “nevertheless,” “additionally,” or “in contrast.”

Writing the Conclusion

• Do not mention your future plans in a homework or exam essay. This step is appropriate for academic essays.

Finishing Your Essay

• If possible, wait a day or two before doing a thorough proofreading. You tend to catch more mistakes when you are less tired.
• Insert page numbers.
• Printing typed essays is another good way to find mistakes. Sometimes we see more mistakes on printed copies.
• Check for redundancies in language. Do you use the same verbs or transitional words all the time?

• It is helpful to collect your sources while you write. This way, if you have a “working bibliography,” it will only take a small time to proofread it before submission.

Expert Q&A

• Don't write your essay the night before it's due, as you will be stressed and have an immediate deadline, which never helps focus. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ http://www.clarion.edu/academics/academic-support/writing-center/Focusing-an-Essay-with-a-Thesis.pdf
• ↑ http://naropa.edu/documents/programs/jks/naropa-writing-center/thesis.pdf
• ↑ http://www.petco.com/Content/ArticleList/Article/30/17/433/Natural-Ferret-Behavior.aspx
• ↑ http://writingcenter.fas.harvard.edu/pages/beginning-academic-essay
• ↑ https://www.oxford-royale.co.uk/articles/how-to-answer-essay-questions.html

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Thesis and Purpose Statements

Use the guidelines below to learn the differences between thesis and purpose statements.

In the first stages of writing, thesis or purpose statements are usually rough or ill-formed and are useful primarily as planning tools.

A thesis statement or purpose statement will emerge as you think and write about a topic. The statement can be restricted or clarified and eventually worked into an introduction.

As you revise your paper, try to phrase your thesis or purpose statement in a precise way so that it matches the content and organization of your paper.

Thesis statements

A thesis statement is a sentence that makes an assertion about a topic and predicts how the topic will be developed. It does not simply announce a topic: it says something about the topic.

Good: X has made a significant impact on the teenage population due to its . . . Bad: In this paper, I will discuss X.

A thesis statement makes a promise to the reader about the scope, purpose, and direction of the paper. It summarizes the conclusions that the writer has reached about the topic.

A thesis statement is generally located near the end of the introduction. Sometimes in a long paper, the thesis will be expressed in several sentences or an entire paragraph.

A thesis statement is focused and specific enough to be proven within the boundaries of the paper. Key words (nouns and verbs) should be specific, accurate, and indicative of the range of research, thrust of the argument or analysis, and the organization of supporting information.

Purpose statements

A purpose statement announces the purpose, scope, and direction of the paper. It tells the reader what to expect in a paper and what the specific focus will be.

Common beginnings include:

“This paper examines . . .,” “The aim of this paper is to . . .,” and “The purpose of this essay is to . . .”

A purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn.

A purpose statement usually appears toward the end of the introduction. The purpose statement may be expressed in several sentences or even an entire paragraph.

A purpose statement is specific enough to satisfy the requirements of the assignment. Purpose statements are common in research papers in some academic disciplines, while in other disciplines they are considered too blunt or direct. If you are unsure about using a purpose statement, ask your instructor.

This paper will examine the ecological destruction of the Sahel preceding the drought and the causes of this disintegration of the land. The focus will be on the economic, political, and social relationships which brought about the environmental problems in the Sahel.

Sample purpose and thesis statements

The following example combines a purpose statement and a thesis statement (bold).

The goal of this paper is to examine the effects of Chile’s agrarian reform on the lives of rural peasants. The nature of the topic dictates the use of both a chronological and a comparative analysis of peasant lives at various points during the reform period. . . The Chilean reform example provides evidence that land distribution is an essential component of both the improvement of peasant conditions and the development of a democratic society. More extensive and enduring reforms would likely have allowed Chile the opportunity to further expand these horizons.

For more tips about writing thesis statements, take a look at our new handout on Developing a Thesis Statement.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting 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

Maintaining Your Focus

Updated June 2022

To focus your writing, you'll need to know how to narrow your focus, so you don't overwhelm your readers with unnecessary information. Knowing who your readers are and why you are writing will help you stay focused.

A Definition of Focus

Kate Kiefer, English Department, Composition Director 1992 -1995 The focus of the text is also referred to as its thesis, theme, controlling idea, main point. In effect, writers tell readers what territory they plan to cover. That's the focus. A focus can be very narrow--as when a photographer takes a close-up of one mountain flower--or it can be broad --as when the photographer takes a long-range shot of the mountain. In practical writing, the focus is often specified for the writer by the "occasion" for the writing.

In their discussions of focus, writers may use several of terms: main point, thesis, theme, position statement, and controlling idea. What these terms have in common—and what focus is all about—is informally known as sticking to the point.

Sticking to the point involves having a clear idea of what you want to write and how you want to write about your topic. While you write, you'll want to keep in mind your supporting details to help your readers better understand your main point.

Coordinating all the aspects of your paper requires you to make each part work with the whole. Imagine your writing is a symphony orchestra in which one out of tune instrument will ruin the sound of the entire performance.

How Audience and Purpose Affect Focus

All readers have expectations. They assume what they read will follow a logical order and support a main idea. For instance, an essay arguing for a second skating rink for hockey players should not present cost figures on how expensive new uniforms have become.

Your audience and writing purpose will help you determine your focus. While it may seem obvious to include certain details, your audience may require specific information. Further, why you are writing will also affect what information you present.

Michel Muraski, Journalism and Technical Communication By articulating the problem, you give yourself focus. You must have done your audience analysis to have asked the question, "What kinds of information does the audience need? What are they going to do with it? Are they going to use it to further their research? Are they going to use it to make a decision?" Once you've identified your audience and what they're going to do with your information, you can refine your problem statement and have a focus. It's a necessary outcome.

Different audiences require different ways of focusing. Let's look at a proposal for a second ice rink in town for hockey players only.

Audience One: City Council

This audience will want to know why another ice rink is necessary. They will need to know how practice hours were shortened due to increases in open skate and lesson hours. They will need to know about new hockey teams forming within the community and requiring practice and game time on the ice. They should also be informed of how much money is made from spectators coming to view the games, as well as of any funding raised by existing hockey teams to help support a new rink. Every detail they read should support why city council should consider building a new rink.

Audience Two: Hockey Coaches and Players

This audience should be informed of the need for a new rink to inspire their support, but chances are they already know of the need. Ultimately, they will want to know what is required of them to get a new rink. How much time will they need to donate to fundraising activities and city council meetings? In addition, they will want to know how they will benefit from a new rink. How will practice hours be increased? Every detail they read should inform them of the benefits a new rink would provide.

Steve Reid, Composition Director 1973-1977 and 1994-1996 Focus, for me, is a term we borrowed from photography. This means we narrow something down to a very sharp image. First, it's a notion of narrowing to something, but also, it's a notion of sharpness and clarity. Focus is one of the things that clarifies purpose. So, once we get a sense of thesis, that helps illuminate the photography image, illuminate what the overall purpose of the paper is.

Your purpose is why you are writing about your topic. Different purposes require different ways of focusing. Let's look at a proposal for a second ice rink in town for hockey players only.

Purpose One: Arguing

Proposing a new ice rink to city council members would require convincing them the rink was necessary and affordable. You would need to acknowledge reasons for and against the rink.

Purpose Two: Informing

Informing fellow hockey coaches and players about a new rink would require telling them of the steps being taken to achieve a new rink. This audience most likely knows most of the issues, so selling them on the idea probably won't be necessary. Give them the facts and let them know what they can do to help.

Don Zimmerman, Journalism and Technical Communication Department Typically, when I'm writing a report for a person out there, I provide them with the information they need to either increase their knowledge or make a decision. When I talk about focus, I really mean targeting. Here's an example. This comes out of a trade magazine. In Nursing '96 , you'll find articles written by nurses for other nurses. They will generally open with essentially two or three paragraphs. They will say, "You know, here is the problem I had as a nurse in this setting." They tend to set them in what I would consider, soap opera-ish kinds of settings. They set up a real-life situation with real people. In other words, "I went into Sally's room and discovered she'd thrown all the covers off the bed, and she was sweating profusely." The article goes on to describe what it was. Then it will come back and say, "Here's the problem. Now we've had a number of patients who did this kind of activity, and we found they fell out of bed. To minimize those injuries, here are three things we've done." Then they will give you the summary and then they will elaborate those procedures. That's very targeted. Targeting influences the kind of language used. This means the nurses in the hospital are dealing with "X" kind of patient and "X" kinds of situation. This means a lot of terms and terminology are used. The other nurses reading about this will understand it because of their interest in that topic; it's going to fit them.

Narrowing Your Focus

Writers who cover too much about a topic often overwhelm their readers with information. Take, for example, an essay focused on the tragedies of the Civil War. What tragedies? Readers have no idea what to expect from this focus, not to mention how difficult it would be to write about every tragedy of the Civil War.

After writers choose a topic to write about, they need to make sure they are not covering too much nor too little about a topic. The scope of a focus is partially dictated by the length of the writing. Obviously, a book on the Civil War will cover more than a 500-word essay. Finally, focus is also determined by its significance, that is, its ability to keep readers' interest.

What It Means to be Focused

Donna Lecourt, English Department What it means to be "focused" changes from discipline to discipline. Say for example, in literature, my "focus" comes through a novel. I want to write about Henry James's Turn of the Screw . On one hand it could come through theory. I want to do a feminist analysis and Henry James's Turn of the Screw just happens to be the text I apply it to, or I might add another text. I might just approach a novel and say, "Okay. Everybody's read it in these ways before. Here's yet another way to read it." I don't have to show that I'm adding to, in some ways, I can show I'm distinguishing or coming up with something new. What my "focus" is, is determined disciplinarily as well as by my purpose. Another example would be a typical research report where a "focus" is what's been done before because that determined what an experiment was going to be about. And so, in some ways, you're not coming up with your own "focus" the way in English, in some ways, you can. You have to look at "X," "Y," and "Z" studies to see what was done on this topic before you can prove your point. Focus comes out of what was achieved before. You have to link what you're doing to previous research studies which is a requirement of a lot of research reports.

Focus is Too Broad

Michel Muraski, Journalism and Technical Communication The biggest conceptual shift in most students is having too broad of a statement and literally finding everything they ever knew about this topic and dumping it into a term paper. They need to consider what they write a pro-active document: a document that's going to be used by a specified audience for a specified reason about a specific area of that broader topic.

Kate Kiefer, English Department, Composition Director 1992 -1995 A broad focus looks easier for students, but it turns out that a narrow focus is generally easier. General articles and essays with a broad focus require lots of background information and a pretty clear sense of the readers' goals in reading the piece. Otherwise, writing with a broad focus tends to result in pretty boring prose. Most academic writing requires a narrow focus because it's easier to move from that into the specific supporting detail highly valued in the academic community.

A broad focus covers too much about a topic. It never discusses the fine details necessary to adequately present a topic and keep readers' interest. A good way to narrow a broad topic is to list the subcategories of the topic. For example, two subcategories of Civil War tragedies are:

• The breakdown of families as a result of divided loyalties.
• How the small details of battle strategies affected the outcome of the war.

When you list subcategories, be careful not to narrow your topic too much, otherwise you won't have enough to write about it.

Focus is Too Narrow

A narrow focus covers too little about a topic. It gets so close to the topic that the writer cannot possibly say more than a few words. For example, writing about gender interactions in one of your classes is too narrow. You can use your class to make a point about gender interactions, but chances are, you'll find nothing specific in the library about your particular class. Instead, you might look at gender interactions in group settings, and then use your class as an example to either agree or disagree with your research. Be careful not to make your focus too broad as a result.

As you refine your focus, check to see if you pass the "So What?" test. To do so, you should know who will read what you write. Readers have to care about your topic in order to continue reading, otherwise they may look at what you have written and respond, "So what?" You need to determine what readers need to stay interested in your writing. Ask yourself why readers will be interested in your specific topic. Is it significant enough to hold their attention? Why or why not?

Reid, Stephen, & Dawn Kowalski. (1996). Maintaining Your Focus. Writing@CSU .. Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=28

EL Education Curriculum

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• ELA 2019 G8:M2:U2:L8

Write an Informative Essay: Analyze a Model and Plan an Introduction

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 8
• ELA 2019 G8:M2
• ELA 2019 G8:M2:U2

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Focus Standards:  These are the standards the instruction addresses.

• W.8.2a, W.8.2b, W.8.4, W.8.5, SL.8.4, L.8.1b, L.8.3a

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RI.8.1, RI.8.10, W.8.6, W.8.7, W.8.8, W.8.10, SL.8.1, L.8.4, L.8.6
• I can plan an introduction to an informative essay that includes a strong focus statement. ( W.8.2a, W.8.4 )
• I can analyze a model to generate criteria of an effective informative essay on my selected research case study. ( W.8.2, W.8.4 )
• I can identify indicators for speaking clearly and using appropriate eye contact. ( SL.8.4 )
• Opening A: Entrance Ticket: Unit 2, Lesson 8 ( SL.8.4 )
• Work Time A: Language Dive: Model Essay: "GMOs," Paragraph 1 note-catcher ( W.8.2a, L.8.1b )
• Work Time B: Informative Writing checklist ( RI.8.1, W.8.2 )
• Closing and Assessment A: Informative Essay Writing Plan graphic organizer: plan of introduction ( W.8.2a, W.8.4 )

• Informative Writing Plan graphic organizer
• Homework: Painted Essay® Structure
• Review the Informative Writing checklist ( see the Tools page ).
• Review the Model Essay: “GMOs” and the Model Essay: “CSAs.”
• Strategically group students into pairs for the work in this lesson, with at least one strong reader per pair.
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 8 at each student’s workspace.
• Predetermine partners for the work in Closing and Assessment A, to ensure all students are paired with a peer who is working with the same model essay.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Work Time A, Work Time B, and Closing and Assessment A: Prepare a device with a projector to display Entrance Ticket: Unit 2 Lesson 8; Model Essay: "CSAs"; Language Dive materials; and the Informative Writing Plan graphic organizer, and prepare devices for students if they will be using digital versions of these documents.
• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.3, 8.I.A.4, 8.I.B.5, 8.I.B.6, and 8.I.B.8.

Important Points in the Lesson Itself

• To support ELLs, this lesson invites students to analyze a second model essay and to participate in a Language Dive that addresses a sentence from the focus statement of the model essay about GMOs. Students will have already seen this sentence in the previous lesson while reading and analyzing the model essay. In the Practice portion of this Language Dive, students begin drafting the first sentence of the focus statement of their own essays. In Closing and Assessment A of the lesson, students begin planning the introduction of their essays.
• Students may find it difficult to plan the introduction of their essays. Encourage them to refine their focus statement first so that they can use it to guide their decisions about the rest of the introduction and the Proof Paragraph. Allowing time for oral processing before writing may help some students gain clarity around their ideas.
• Model Essay: "GMOs" (one for display; from Module 2, Unit 2, Lesson 7, Work Time A)
• Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4-5, Work Time D)
• Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 3, Lesson 6, Work Time A)
• Model Essay: “GMOs” (one per student; from Module 2, Unit 2, Lesson 7, Work Time A)
• Painted Essay® Template (one per student; from Module 1, Unit 3, Lesson 6, Work Time B)
• Access to Healthy Food: Independent Research note-catcher (one per student; from Module 2, Unit 2, Lesson 4, Work Time B)
• Researcher’s Toolbox (one per student; from Module 2, Unit 2, Lesson 1, Work Time A)
• Device with projector (see Technology and Multimedia)
• Entrance Ticket: Unit 2, Lesson 8 (example for teacher reference)
• Language Dive Guide: Model Essay: “GMOs,” Paragraph 1 (for teacher reference)
• Language Dive: Model Essay: “GMOs,” Paragraph 1 note-catcher (answers for teacher reference)
• Informative Writing: “CSAs” checklist (example for teacher reference)
• Model Essay: “CSAs” (example for teacher reference)
• Informative Writing Plan: “CSAs” graphic organizer (example for teacher reference)
• Informative Writing Plan: “GMOs” graphic organizer (example for teacher reference)
• Homework: Painted Essay® Structure (answers for teacher reference) (see Homework Resources)
• Devices (optional; one per student; see Technology and Multimedia)
• Entrance Ticket: Unit 2, Lesson 8 (one per student)
• Language Dive: Model Essay: “GMOs,” Paragraph 1 note-catcher (one per student)
• Language Dive: Model Essay: “GMOs,” Paragraph 1 sentence chunk strips (one per group)
• Model Essay: “CSAs” (one per student and one for display)
• Colored pencils (red, yellow, blue, green; one of each per student)
• Informative Writing: “CSAs” checklist (one per student and one for display)
• Informative Writing: Independent Research Essay directions (one per student and one for display)
• Informative Writing Plan graphic organizer (one per student and one for display)
• Homework: Painted Essay® Structure (one per student; see Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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Essay Papers Writing Online

Tips and tricks for crafting engaging and effective essays.

Writing essays can be a challenging task, but with the right approach and strategies, you can create compelling and impactful pieces that captivate your audience. Whether you’re a student working on an academic paper or a professional honing your writing skills, these tips will help you craft essays that stand out.

Effective essays are not just about conveying information; they are about persuading, engaging, and inspiring readers. To achieve this, it’s essential to pay attention to various elements of the essay-writing process, from brainstorming ideas to polishing your final draft. By following these tips, you can elevate your writing and produce essays that leave a lasting impression.

Understanding the Essay Prompt

Before you start writing your essay, it is crucial to thoroughly understand the essay prompt or question provided by your instructor. The essay prompt serves as a roadmap for your essay and outlines the specific requirements or expectations.

Here are a few key things to consider when analyzing the essay prompt:

• Read the prompt carefully and identify the main topic or question being asked.
• Pay attention to any specific instructions or guidelines provided, such as word count, formatting requirements, or sources to be used.
• Identify key terms or phrases in the prompt that can help you determine the focus of your essay.

By understanding the essay prompt thoroughly, you can ensure that your essay addresses the topic effectively and meets the requirements set forth by your instructor.

Researching Your Topic Thoroughly

One of the key elements of writing an effective essay is conducting thorough research on your chosen topic. Research helps you gather the necessary information, facts, and examples to support your arguments and make your essay more convincing.

Here are some tips for researching your topic thoroughly:

By following these tips and conducting thorough research on your topic, you will be able to write a well-informed and persuasive essay that effectively communicates your ideas and arguments.

Creating a Strong Thesis Statement

A thesis statement is a crucial element of any well-crafted essay. It serves as the main point or idea that you will be discussing and supporting throughout your paper. A strong thesis statement should be clear, specific, and arguable.

To create a strong thesis statement, follow these tips:

• Be specific: Your thesis statement should clearly state the main idea of your essay. Avoid vague or general statements.
• Be concise: Keep your thesis statement concise and to the point. Avoid unnecessary details or lengthy explanations.
• Be argumentative: Your thesis statement should present an argument or perspective that can be debated or discussed in your essay.
• Be relevant: Make sure your thesis statement is relevant to the topic of your essay and reflects the main point you want to make.
• Revise as needed: Don’t be afraid to revise your thesis statement as you work on your essay. It may change as you develop your ideas.

Remember, a strong thesis statement sets the tone for your entire essay and provides a roadmap for your readers to follow. Put time and effort into crafting a clear and compelling thesis statement to ensure your essay is effective and persuasive.

Developing a Clear Essay Structure

One of the key elements of writing an effective essay is developing a clear and logical structure. A well-structured essay helps the reader follow your argument and enhances the overall readability of your work. Here are some tips to help you develop a clear essay structure:

1. Start with a strong introduction: Begin your essay with an engaging introduction that introduces the topic and clearly states your thesis or main argument.

2. Organize your ideas: Before you start writing, outline the main points you want to cover in your essay. This will help you organize your thoughts and ensure a logical flow of ideas.

3. Use topic sentences: Begin each paragraph with a topic sentence that introduces the main idea of the paragraph. This helps the reader understand the purpose of each paragraph.

4. Provide evidence and analysis: Support your arguments with evidence and analysis to back up your main points. Make sure your evidence is relevant and directly supports your thesis.

5. Transition between paragraphs: Use transitional words and phrases to create flow between paragraphs and help the reader move smoothly from one idea to the next.

6. Conclude effectively: End your essay with a strong conclusion that summarizes your main points and reinforces your thesis. Avoid introducing new ideas in the conclusion.

By following these tips, you can develop a clear essay structure that will help you effectively communicate your ideas and engage your reader from start to finish.

Using Relevant Examples and Evidence

When writing an essay, it’s crucial to support your arguments and assertions with relevant examples and evidence. This not only adds credibility to your writing but also helps your readers better understand your points. Here are some tips on how to effectively use examples and evidence in your essays:

• Choose examples that are specific and relevant to the topic you’re discussing. Avoid using generic examples that may not directly support your argument.
• Provide concrete evidence to back up your claims. This could include statistics, research findings, or quotes from reliable sources.
• Interpret the examples and evidence you provide, explaining how they support your thesis or main argument. Don’t assume that the connection is obvious to your readers.
• Use a variety of examples to make your points more persuasive. Mixing personal anecdotes with scholarly evidence can make your essay more engaging and convincing.
• Cite your sources properly to give credit to the original authors and avoid plagiarism. Follow the citation style required by your instructor or the publication you’re submitting to.

By integrating relevant examples and evidence into your essays, you can craft a more convincing and well-rounded piece of writing that resonates with your audience.

Editing and Proofreading Your Essay Carefully

Once you have finished writing your essay, the next crucial step is to edit and proofread it carefully. Editing and proofreading are essential parts of the writing process that help ensure your essay is polished and error-free. Here are some tips to help you effectively edit and proofread your essay:

1. Take a Break: Before you start editing, take a short break from your essay. This will help you approach the editing process with a fresh perspective.

2. Read Aloud: Reading your essay aloud can help you catch any awkward phrasing or grammatical errors that you may have missed while writing. It also helps you check the flow of your essay.

3. Check for Consistency: Make sure that your essay has a consistent style, tone, and voice throughout. Check for inconsistencies in formatting, punctuation, and language usage.

4. Remove Unnecessary Words: Look for any unnecessary words or phrases in your essay and remove them to make your writing more concise and clear.

5. Proofread for Errors: Carefully proofread your essay for spelling, grammar, and punctuation errors. Pay attention to commonly misused words and homophones.

6. Get Feedback: It’s always a good idea to get feedback from someone else. Ask a friend, classmate, or teacher to review your essay and provide constructive feedback.

By following these tips and taking the time to edit and proofread your essay carefully, you can improve the overall quality of your writing and make sure your ideas are effectively communicated to your readers.

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9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

• Develop a strong, clear thesis statement with the proper elements.
• Revise your thesis statement.

Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.

Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.

Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

Elements of a Thesis Statement

For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea —the main idea upon which you build your thesis.

Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful and confident.

A thesis is one sentence long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

A Strong Thesis Statement

A strong thesis statement contains the following qualities.

Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health care coverage.

Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.

Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.

Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.

Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say.

Even in a personal essay that allows the use of first person, your thesis should not contain phrases such as in my opinion or I believe . These statements reduce your credibility and weaken your argument. Your opinion is more convincing when you use a firm attitude.

On a separate sheet of paper, write a thesis statement for each of the following topics. Remember to make each statement specific, precise, demonstrable, forceful and confident.

• Texting while driving
• The legal drinking age in the United States
• Steroid use among professional athletes

Examples of Appropriate Thesis Statements

Each of the following thesis statements meets several of the following requirements:

• Specificity
• Ability to be argued
• Ability to be demonstrated
• Forcefulness
• The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
• J. D. Salinger’s character in Catcher in the Rye , Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

You can find thesis statements in many places, such as in the news; in the opinions of friends, coworkers or teachers; and even in songs you hear on the radio. Become aware of thesis statements in everyday life by paying attention to people’s opinions and their reasons for those opinions. Pay attention to your own everyday thesis statements as well, as these can become material for future essays.

Now that you have read about the contents of a good thesis statement and have seen examples, take a look at the pitfalls to avoid when composing your own thesis:

A thesis is weak when it is simply a declaration of your subject or a description of what you will discuss in your essay.

Weak thesis statement: My paper will explain why imagination is more important than knowledge.

A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side.

Weak thesis statement: Religious radicals across America are trying to legislate their Puritanical beliefs by banning required high school books.

A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end.

Weak thesis statement: Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

Weak thesis statement: The life of Abraham Lincoln was long and challenging.

Read the following thesis statements. On a separate piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.

• The subject of this paper is my experience with ferrets as pets.
• The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.
• Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
• In this essay, I will give you lots of reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.
• My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare.

Writing at Work

Often in your career, you will need to ask your boss for something through an e-mail. Just as a thesis statement organizes an essay, it can also organize your e-mail request. While your e-mail will be shorter than an essay, using a thesis statement in your first paragraph quickly lets your boss know what you are asking for, why it is necessary, and what the benefits are. In short body paragraphs, you can provide the essential information needed to expand upon your request.

Thesis Statement Revision

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Remember from Chapter 8 “The Writing Process: How Do I Begin?” that your thesis statement begins as a working thesis statement , an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

Ways to Revise Your Thesis

You can cut down on irrelevant aspects and revise your thesis by taking the following steps:

1. Pinpoint and replace all nonspecific words, such as people , everything , society , or life , with more precise words in order to reduce any vagueness.

Working thesis: Young people have to work hard to succeed in life.

Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents.

The revised thesis makes a more specific statement about success and what it means to work hard. The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus his or her research and gain more direction in his or her writing.

2. Clarify ideas that need explanation by asking yourself questions that narrow your thesis.

Working thesis: The welfare system is a joke.

Revised thesis: The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke . The writer should ask himself or herself questions similar to the 5WH questions. (See Chapter 8 “The Writing Process: How Do I Begin?” for more information on the 5WH questions.) By incorporating the answers to these questions into a thesis statement, the writer more accurately defines his or her stance, which will better guide the writing of the essay.

3. Replace any linking verbs with action verbs. Linking verbs are forms of the verb to be , a verb that simply states that a situation exists.

Working thesis: Kansas City schoolteachers are not paid enough.

Revised thesis: The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers.

The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue:

• Who is not paying the teachers enough?
• What is considered “enough”?
• What is the problem?
• What are the results

4. Omit any general claims that are hard to support.

Working thesis: Today’s teenage girls are too sexualized.

Revised thesis: Teenage girls who are captivated by the sexual images on MTV are conditioned to believe that a woman’s worth depends on her sensuality, a feeling that harms their self-esteem and behavior.

It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. Many girls have strict parents, dress appropriately, and do not engage in sexual activity while in middle school and high school. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Why are they behaving that way?
• Where does this behavior show up?
• What are the repercussions?

In the first section of Chapter 8 “The Writing Process: How Do I Begin?” , you determined your purpose for writing and your audience. You then completed a freewriting exercise about an event you recently experienced and chose a general topic to write about. Using that general topic, you then narrowed it down by answering the 5WH questions. After you answered these questions, you chose one of the three methods of prewriting and gathered possible supporting points for your working thesis statement.

Now, on a separate sheet of paper, write down your working thesis statement. Identify any weaknesses in this sentence and revise the statement to reflect the elements of a strong thesis statement. Make sure it is specific, precise, arguable, demonstrable, forceful, and confident.

Collaboration

Please share with a classmate and compare your answers.

In your career you may have to write a project proposal that focuses on a particular problem in your company, such as reinforcing the tardiness policy. The proposal would aim to fix the problem; using a thesis statement would clearly state the boundaries of the problem and tell the goals of the project. After writing the proposal, you may find that the thesis needs revision to reflect exactly what is expressed in the body. Using the techniques from this chapter would apply to revising that thesis.

Key Takeaways

• Proper essays require a thesis statement to provide a specific focus and suggest how the essay will be organized.
• A thesis statement is your interpretation of the subject, not the topic itself.
• A strong thesis is specific, precise, forceful, confident, and is able to be demonstrated.
• A strong thesis challenges readers with a point of view that can be debated and can be supported with evidence.
• A weak thesis is simply a declaration of your topic or contains an obvious fact that cannot be argued.
• Depending on your topic, it may or may not be appropriate to use first person point of view.
• Revise your thesis by ensuring all words are specific, all ideas are exact, and all verbs express action.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

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

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

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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.

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 .

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.

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