• Home   /  
  • Archive by category "1"

How To Write A Good Thesis Statement For History

What is a thesis statement?

Your thesis statement is one of the most important parts of your paper.  It expresses your main argument succinctly and explains why your argument is historically significant.  Think of your thesis as a promise you make to your reader about what your paper will argue.  Then, spend the rest of your paper--each body paragraph--fulfilling that promise.

Your thesis should be between one and three sentences long and is placed at the end of your introduction.  Just because the thesis comes towards the beginning of your paper does not mean you can write it first and then forget about it.  View your thesis as a work in progress while you write your paper.  Once you are satisfied with the overall argument your paper makes, go back to your thesis and see if it captures what you have argued.  If it does not, then revise it.  Crafting a good thesis is one of the most challenging parts of the writing process, so do not expect to perfect it on the first few tries.  Successful writers revise their thesis statements again and again.

A successful thesis statement:

- makes an historical argument

- takes a position that requires defending

- is historically specific

- is focused and precise

- answers the question, "so what?"

How to write a thesis statement:

Suppose you are taking an early American history class and your professor has distributed the following essay prompt:

"Historians have debated the American Revolution's effect on women.  Some argue that the Revolution had a positive effect because it increased women's authority in the family.  Others argue that it had a negative effect because it excluded women from politics.  Still others argue that the Revolution changed very little for women, as they remained ensconced in the home.  Write a paper in which you pose your own answer to the question of whether the American Revolution had a positive, negative, or limited effect on women."

Using this prompt, we will look at both weak and strong thesis statements to see how successful thesis statements work.

1. A successful thesis statement makes an historical argument. It does not announce the topic of your paper or simply restate the paper prompt.

Weak Thesis: The Revolution had little effect on women because they remained ensconced in the home.

While this thesis does take a position, it is problematic because it simply restates the prompt.  It needs to be more specific about how the Revolution had a limited effect on women and why it mattered that women remained in the home.

Revised Thesis: The Revolution wrought little political change in the lives of women because they did not gain the right to vote or run for office.  Instead, women remained firmly in the home, just as they had before the war, making their day-to-day lives look much the same.

This revision is an improvement over the first attempt because it states what standards the writer is using to measure change (the right to vote and run for office) and it shows why women remaining in the home serves as evidence of limited change (because their day-to-day lives looked the same before and after the war).  However, it still relies too heavily on the information given in the prompt, simply saying that women remained in the home.  It needs to make an argument about some element of the war's limited effect on women.  This thesis requires further revision.

Strong Thesis: While the Revolution presented women unprecedented opportunities to participate in protest movements and manage their family's farms and businesses, it ultimately did not offer lasting political change, excluding women from the right to vote and serve in office.

This is a stronger thesis because it complicates the information in the prompt.  The writer admits that the Revolution gave women important new opportunities, but argues that, in the end, it led to no substantial change.  This thesis recognizes the complexity of the issue, conceding that the Revolution had both positive and negative effects for women, but that the latter outweighed the former.  Remember that it will take several rounds of revision to craft a strong thesis, so keep revising until your thesis articulates a thoughtful and compelling argument.

2.  A succesful thesis statement takes a position that requires defending. Your argument should not be an obvious or irrefutable assertion.  Rather, make a claim that requires supporting evidence.

Weak Thesis: The Revolutionary War caused great upheaval in the lives of American women.

Few would argue with the idea that war brings upheaval.  Your thesis needs to be debatable:  it needs to make a claim against which someone could argue.  Your job throughout the paper is to provide evidence in support of your own case.  Here is a revised version:

Strong Thesis: The Revolution caused particular upheaval in the lives of women.  With men away at war, women took on full responsibility for running households, farms, and businesses.  As a result of their increased involvement during the war, many women were reluctant to give up their new-found responsibilities after the fighting ended.

This is a stronger thesis because it says exactly what kind of upheaval the war wrought, and it makes a debatable claim.  For example, a counterargument might be that most women were eager to return to the way life was before the war and thus did not try to usurp men's role on the home front.  Or, someone could argue that women were already active in running households, farms, and businesses before the war, and thus the war did not mark a significant departure.  Any compelling thesis will have counterarguments.  Writers try to show that their arguments are stronger than the counterarguments that could be leveled against them.

3.  A successful thesis statement is historically specific. It does not make a broad claim about "American society" or "humankind," but is grounded in a particular historical moment.

Weak Thesis: The Revolution had a negative impact on women because of the prevailing problem of sexism.

Sexism is a vague word that can mean different things in different times and places.  In order to answer the question and make a compelling argument, this thesis needs to explain exactly what attitudes toward women were in early America, and how those attitudes negatively affected women in the Revolutionary period.

Strong Thesis: The Revolution had a negative impact on women because of the belief that women lacked the rational faculties of men.  In a nation that was to be guided by reasonable republican citizens, women were imagined to have no place in politics and were thus firmly relegated to the home.

This thesis is stronger because it narrows in on one particular and historically specific attitude towards women:  the assumption that women had less ability to reason than men.  While such attitudes toward women have a long history, this thesis must locate it in a very specific historical moment, to show exactly how it worked in revolutionary America.

4.  A successful thesis statement is focused and precise. You need to be able to support it within the bounds of your paper.

Weak Thesis: The Revolution led to social, political, and economic change for women.

This thesis addresses too large of a topic for an undergraduate paper.  The terms "social," "political," and "economic" are too broad and vague for the writer to analyze them thoroughly in a limited number of pages.  The thesis might focus on one of those concepts, or it might narrow the emphasis to some specific features of social, political, and economic change.

Strong Thesis: The Revolution paved the way for important political changes for women.  As "Republican Mothers," women contributed to the polity by raising future citizens and nurturing virtuous husbands.  Consequently, women played a far more important role in the new nation's politics than they had under British rule.

This thesis is stronger because it is more narrow, and thus allows the writer to offer more in-depth analysis.  It states what kind of change women expected (political), how they experienced that change (through Republican Motherhood), and what the effects were (indirect access to the polity of the new nation).

5.  A successful thesis statement answers the question, "so what?" It explains to your reader why your argument is historically significant.  It is not a list of ideas you will cover in your paper;  it explains why your ideas matter.

Weak Thesis: The Revolution had a positive effect on women because it ushered in improvements in female education, legal standing, and economic opportunity.

This thesis is off to a strong start, but it needs to go one step further by telling the reader why changes in these three areas mattered.  How did the lives of women improve because of developments in education, law, and economics?  What were women able to do with these advantages?  Obviously the rest of the paper will answer these questions, but the thesis statement needs to give some indication of why these particular changes mattered.

Strong Thesis: The Revolution had a positive impact on women because it ushered in improvements in female education, legal standing, and economic opportunity.  Progress in these three areas gave women the tools they needed to carve out lives beyond the home, laying the foundation for the cohesive feminist movement that would emerge in the mid-nineteenth century.

This is a stronger thesis because it goes beyond offering a list of changes for women, suggesting why improvements in education, the law, and economics mattered.  It outlines the historical significance of these changes:  they helped women build a cohesive feminist movement in the nineteenth century.

Thesis Checklist

When revising your thesis, check it against the following guidelines:

1.  Does my thesis make an historical argument?

2.  Does my thesis take a position that requires defending?

3.  Is my thesis historically specific?

4.  Is my thesis focused and precise?

5.  Does my thesis answer the question, "so what?"

Download as PDF

Thesis Statements

WHAT THIS HANDOUT IS ABOUT

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

INTRODUCTION

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

WHAT IS A THESIS STATEMENT?

A thesis statement:

  • tells the reader how you will interpret the significance of the subject matter under discussion.
  • is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
  • directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
  • makes a claim that others might dispute.
  • is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. 

HOW DO I GET A THESIS?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis,” a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement.

HOW DO I KNOW IF MY THESIS IS STRONG?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis,ask yourself the following:

  • Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.
  • Have I taken a position that others might challenge or oppose?If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
  • Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
  • Does my thesis pass the “So what?” test? If a reader’s first response is, “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
  • Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
  • Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

EXAMPLES

Suppose you are taking a course on 19th-century America, and the instructor hands out the following essay assignment: Compare and contrast the reasons why the North and South fought the Civil War. You turn on the computer and type out the following:

    The North and South fought the Civil War for many reasons, some of which were the same and some different.

This weak thesis restates the question without providing any additional information. You will expand on this new information in the body of the essay, but it is important that the reader know where you are heading. A reader of this weak thesis might think, “What reasons? How are they the same? How are they different?” Ask yourself these same questions and begin to compare Northern and Southern attitudes (perhaps you first think, “The South believed slavery was right, and the North thought slavery was wrong”). Now, push your comparison toward an interpretation—why did one side think slavery was right and the other side think it was wrong? You look again at the evidence, and you decide that you are going to argue that the North believed slavery was immoral while the South believed it upheld the Southern way of life. You write:

    While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.

Now you have a working thesis! Included in this working thesis is a reason for the war and some idea of how the two sides disagreed over this reason. As you write the essay, you will probably begin to characterize these differences more precisely, and your working thesis may start to seem too vague. Maybe you decide that both sides fought for moral reasons, and that they just focused on different moral issues. You end up revising the working thesis into a final thesis that really captures the argument in your paper:

    While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.

Compare this to the original weak thesis. This final thesis presents a way of interpreting evidence that illuminates the significance of the question. Keep in mind that this is one of many possible interpretations of the Civil War—it is not the one and only right answer to the question. There isn’t one right answer; there are only strong and weak thesis statements and strong and weak uses of evidence.

Let’s look at another example. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

    Mark Twain’s Huckleberry Finn is a great American novel.

Why is this thesis weak? Think about what the reader would expect from the essay that follows: you will most likely provide a general, appreciative summary of Twain’s novel. The question did not ask you to summarize; it asked you to analyze. Your professor is probably not interested in your opinion of the novel; instead, she wants you to think about why it’s such a great novel—what do Huck’s adventures tell us about life, about America, about coming of age, about race relations, etc.? First, the question asks you to pick an aspect of the novel that you think is important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

    In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

Here’s a working thesis with potential: you have highlighted an important aspect of the novel for investigation; however, it’s still not clear what your analysis will reveal. Your reader is intrigued, but is still thinking, “So what? What’s the point of this contrast? What does it signify?” Perhaps you are not sure yet, either. That’s fine—begin to work on comparing scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions. Eventually you will be able to clarify for yourself, and then for the reader, why this contrast matters. After examining the evidence and considering your own insights, you write:

    Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

SPECIAL THANKS TO: Mr. Brynes of Leonardtown High School

One thought on “How To Write A Good Thesis Statement For History

Leave a comment

L'indirizzo email non verrà pubblicato. I campi obbligatori sono contrassegnati *