Have students complete the exercise on page 3 of the handout.
The following handouts, ready for use in your class today, are courtesy of the WRITE Project.
We consulted these works while writing the original version of this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find the latest publications on this topic. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the .
This work is licensed under a . You may reproduce it for non-commercial use if you use the entire handout (just click print) and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
Thesis Handout - Indiana University Bloomington
The thesis statement should remain flexible until the paper is actually finished. It ought to be one of the last things that we fuss with in the rewriting process. If we discover new information in the process of writing our paper that ought to be included in the thesis statement, then we'll have to rewrite our thesis statement. On the other hand, if we discover that our paper has done adequate work but the thesis statement appears to include things that we haven't actually addressed, then we need to limit that thesis statement. If the thesis statement is something that we needed prior approval for, changing it might require the permission of the instructor or thesis committee, but it is better to seek such permission than to write a paper that tries to do too much or that claims to do less than it actually accomplishes.Topic sentence The topic sentence is to the paragraph what the thesis is to the entire paper. That is, a paragraph's topic sentence states the claim or argument of that paragraph. The topic sentence usually asserts a claim that will support one part of the paper's larger thesis. For example, imagine that the paper's thesis is "e" from the thesis handout:
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:Model a few example exercises on the board or ELMO. These could be randomly selected from the third page of the handout, or they could wordy sentences from past student writing. Additional sentence exercises can be found on BH p. 255, Exercise 16—1.