A thesis is the unifying argument or message of a paper. In general, it comes in the form of a proposition (often but not always stated in the paper’s introduction) that needs development or supporting evidence to be convincing.
In literary analysis, an advanced thesis has two parts:
Here is an example of a thesis statement that does part 1:
This thesis statement is good. It points out a sophisticated feature of Joseph Conrad’s writing, it moves beyond plot summary into the realm of style and technique, and it carves out space for a paper’s worth of analysis rooted in textual evidence.
But the thesis statement is not yet great because it does not answer the question, “So what?” What is the significance of what this reader has noticed? How does this feature affect the reader’s understanding of the meaning of the text?
The next thesis statement includes both part 1 and part 2:
Now we have a thesis that marries careful reading with compelling critical thinking. The writer of this thesis has his work cut out for him, but the reader is looking forward to the ride.
Here is a rubric to help guide you in evaluating thesis statements:
| 4 Advanced |
Exciting and thought-provoking Illuminates a sophisticated feature of the text and argues its significance. “This might change how I view the writer.” |
| 3 Proficient |
Compelling and complex Points out a sophisticated feature of the text. Addresses both content and technique. May not grapple with larger significance. “This looks like it will be quite interesting.” |
| 2 Basic |
Defendable, but perhaps obvious Thesis statement demonstrates adequate, but perhaps surface-level, understanding of the text. Addresses plot and/or content without gesturing toward writer’s technique. “Not sure if this will tell me anything I don’t already know.” |
| 1 Emerging |
Undefendable Demonstrates a poor understanding, perhaps a misreading, of the text. “I don’t think one could write a paper about this.” |
Posted by Justin Wells : 12/04/2008