teacher thesis statements

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How to craft a killer thesis statement.

Thesis statements are tricky. Maybe that’s because there’s so much pressure riding on them. How do you distill all of the ideas of an essay into one or two sentences? It has also been said that the thesis statement is a road map, marking the path of an essay and guiding the reader through the points of the body paragraphs.

I think that intimidates the heck out of students.

A Better Way to Approach Thesis Statements

A thesis statement, in its simplest terms, is a statement. That’s a nice starting point. Instead of conveying all the implications above, and scaring students, just start by saying, I want you to make a statement.

They can handle that.

They like to make statements with their clothes or their taste in music. In doing so, they express something about who they are and how they see things. This isn’t that much different. They are going to express something, an opinion.

That’s the next step… to have an opinion.

If our goal as writing instructors is to teach our students how to write, not what to write, then we must preach that they express their own ideas. And it all starts with the thesis. They must make a statement that comes from their own thinking and understanding. They must write for themselves. Unfortunately, most student write based on what they think their teacher wants to hear.

Years of experience back this up. Each spring I spend a week grading the AP Literature exam essays.  Over the course of the seven days, I typically grade 1,100-1,300 essay. The ones that stand out check off the same boxes — insightful and original thesis, perceptive analysis, well-appointed textual support, and a strong and confident voice. The lower-half essays do just the opposite.

What a Thesis Should Do

A more advanced, but still not intimidating, way to think about the thesis is to view it as engine of the essay.  That’s something that can all understand and relate to. After all, high school kids want to drive everywhere.  With a car, the engine converts energy into power, making all the other parts move. The engine propels it forward. The same is true of a good thesis. It moves the argument or opinion forward. It makes all the other parts of the essay turn.

Our students have the keys to a powerful engine that will move the reader.

They are in control.

And they get to decide where the reader is going.

That’s different than a roadmap with landmarks and coordinates already plotted and submissively followed. An engine gives them the freedom to go where they want.

The Finer Qualities of a Thesis

• It moves from the general to the specific
• It has insight
• It is original
• It answers the prompt

An Example of a Rock-Solid Thesis

Here’s a prompt I gave my students this week:

Chapter 26 of How to Read Literature Like a Professor questions, “Is He Serious? And Other Ironies.” Using Foster’s text as a guide, analyze the use of irony in 1984 and connect its purpose to the meaning of the work as a whole.

A Sample Weak Thesis

Here is a formulaic, superficial thesis that our students need to avoid.

In George Orwell’s futuristic novel, 1984, irony plays a major part and affects many of the novel’s plot twists, contributing to the development of the story and the meaning of the work as a whole.

Let’s poke some holes for a second. There are two glaring weakness with this thesis statement:

1. It basically repeats the prompt, hiding the true voice of the writer.

2. There no insight, and perhaps worse, there is no demonstration that this writer has read  1984 .

A Stronger Thesis

In the novel 1984, Winston feels the incongruity between appearance and reality in this supposed utopia, but as he crusades against the psychological manipulations of the party he ultimately is doomed to conform to its power.

What makes this better?

• It start with general ideas  — in the novel 1984 —  but it quickly identifies specific elements  by naming a character, mentioning the utopia, and identifying the goals of the party.
• It has insight  because it argues that Winston is aware of the irony that exists between the party’s propaganda and reality, but it sets up the bigger irony of the crusader that is doomed to love Big Brother.
• It answers the prompt  by identifying the irony — the supposed utopia — and connects that irony to the meaning of the work as a whole — psychological manipulation as a tool to maintain power.

Writing a Killer Thesis Statement

My class drafted that thesis statement during a mini lesson that connected  1984  and How to Read Literature Like a Professor.

Writing a good thesis statement is the result of two simple actions:

• understanding what the prompt is asking
• asking questions of yourself to develop insightful responses to the prompt

This prompt had two parts:

• The role of irony in 1984
• How that irony factors into the work as a whole

Here are the questions we asked in class during the mini lesson:

• What are some of the examples of irony in 1984?  — The party slogans, the utopia/dystopia disconnect, the ministries, doublethink, the acts of betrayal.
• Are these examples limited or pervasive?  They are pervasive
• Why has the party created a society in which these things are pervasive?  Because it feeds their purpose, which is to have psychological control over its citizens. The more the party slogans are repeated and the more doublethink occurs, the more a person loses their humanity and becomes part of a herd mentality.
• Why does the party want to strip people’s humanity and exert psychological control?  It is how they can maintain totalitarian power.

When you progress through a sequence of questions that feed upon each other, you arrive at insightful conclusions that can be pieced together to form an outstanding thesis.

Brian Sztabnik is just a man trying to do good in and out of the classroom. He was a 2018 finalist for NY Teacher of the Year, a former College Board advisor for AP Lit, and an award-winning basketball coach.

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5 Tips for Teaching How to Write A Thesis Statement

The first time I had students write a thesis, I assumed they knew how to do it. After all, I learned all about the five-paragraph essay myself in middle school in the same school district. To my disappointment, not a single student knew how to write an adequate thesis statement. I realized it was a skill I was going to have to teach myself. After several papers and many years, here are my tips for teaching how to write a thesis statement. 

Tips for Teaching How to Write a Thesis Statement #1: Teach Directly

You need a whole lesson around the thesis statement. 

It can be ten minutes or a whole class period with note-taking and an activity. 

But you have to spend some time directly teaching the thesis statement. You can’t expect students–even seniors in high school–to know what a thesis statement is, its purpose, or where it’s supposed to go. 

If you’re teaching an essay writing unit, go ahead and explain the whole essay structure. But make sure you plan some time to specifically touch on the thesis statement and its role. 

Don’t have a thesis-specific lesson? Check out my five-paragraph essay mini-lessons here , which include some thesis-specific slides. 

Tips for Teaching How to Write a Thesis Statement #2: Explain The Role of a Thesis

I think it’s easy for students to grasp the concept of a thesis. It states what the essay is going to be about. They can get that.

But I think it’s much harder for students to understand how the thesis also guides and outlines the rest of the essay.  

By the time they’re writing the conclusion statements for their body paragraphs, they’ve forgotten their own thesis and rarely reference it. Instead of letting their thesis dictate the topic of their body paragraphs, they get stuck trying to come up with something new.

Don’t just tell students what a thesis is. Spend some time showing them how the thesis continues to be referenced in every following paragraph. Show them how the ideas presented in their thesis statement will guide the following paragraphs. 

Not sure how? This Unscramble the 5-Paragraph Essay Activity is a great start . Students will have to put the sentences in an essay in order, which can lead to some great discussions about how a strong thesis statement adds clarity to the rest of the essay’s structure.

Tips for Teaching How to Write a Thesis Statement #3: Give Students A Framework 

If your students are struggling with writing strong thesis statements, give them a framework. 

I know as teachers, it can get really boring to read “W is true because X, Y, Z.” But the structure does work, and it’s a great place for struggling writers to start. 

If you’ve used other writing frameworks in class (such as claim, evidence, and reasoning or C-E-R ), your students will be familiar with having a structure for their writing. They’ll be familiar with the concept already and a lot more confident producing their own thesis statements. 

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Tips for Teaching How to Write a Thesis Statement #4: Provide Lots of Examples

As with teaching all new skills, you can never have enough examples. 

If your students are writing essays, provide them with examples for the topic they’re covering. But also provide lots of examples for other essay topics.

Give them examples that are both strong and weak, and let them discuss why each is which. 

Let them peer-edit one another’s thesis statements. 

You can do this in a note-taking style lesson, sit and get discussions, or, my personal favorite, a gallery walk. 

If this last idea is interesting to you, check out my Writing Strong Thesis Statements Activity . You’ll place examples of both strong and weak thesis statements around the room. Then, students will have to walk around the room, identifying which statements are strong and which are weak. It’s a great jumping off point for deeper discussions around effective theses. 

Tips for Teaching How to Write a Thesis Statement #5: Give Sentence Starters for More Scaffolding

If your students are still struggling, give them sentence starters. 

Provide students with the thesis statement itself. Leave a blank for their overall argument and their three supporting reasons (if that’s the structure you expect from them). 

Even if your students do alright with writing thesis statements, it might be nice to offer a variety of sentence starters to encourage them to try a new structure for their thesis. 

Bonus Tip: Teach the Plural Form

This is a little silly, but I thought I would add it. Teach students that the plural of “thesis” is “theses.”

Every time I use the word “theses” in my classroom, students are tickled by it. I’m not sure why they find the plural version so odd, but it’s an interesting tidbit you can casually share with your students during one of your essay-writing lessons.

Like all good teaching, taking it slow and offering multiple forms of scaffolding is the key to teaching how to write a thesis statement. 

If you’re looking for thesis or general essay-writing resources, check out my 5-Paragraph Essay Writing Resources Bundle!

Thesis Statements

What this handout is about.

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

Introduction

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

What is a thesis statement?

A thesis statement:

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

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

How do I create a thesis?

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

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

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

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

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

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

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

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

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

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

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

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

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Mastering How to Write Thesis Statements Once and For All

June 15, 2020 //  by  Lindsay Ann //   1 Comment

Sharing is caring!

Let’s face it…teaching students how to write thesis statements is not always easy. In fact, it can be downright frustrating sometimes, leaving you wishing you knew some fun ways to teach thesis statements

Thinking is messy. Students (and sometimes teachers, too) want to know exactly what to do, what to write, how to write good thesis statements to round off their intro paragraph . 

Welcome to how to teach thesis statements 101. You’re in the right place if: 

• You’ve ever felt like your students are robot zombies, spitting out formula thesis statements like Old Faithful. 
• You’re tired of feeling like there could be a better way to teach thesis statement writing. 
• You are fueled by coffee and a desire to help your students succeed.

Thesis Statement Structure

First off, a thesis statements should meet the following criteria: 

• Opinion statement
• One sentence
• Offers unique insight

Within the one-sentence opinion statement that offers unique insight about a text, issue, or society, students should use clear and concise writing to make their focus known to the reader. 

And, if you plan to give students a specific prompt, teach them to unpack the prompt to determine how they will respond.

Thesis Statements for Literary Analysis

9th grade English teachers at my school have developed the strategy of teaching students to think critically about texts’ messages about society and human nature through alien visitation. Talk about fun ways to teach thesis statement!!  

They begin the school year by having an “alien” visit the classroom. Each class has to name its alien visitor who is there to observe human behavior. One year my officemate’s class named its alien “fre sha voca do” and I was amazed at how quickly her freshmen, who previously did not know how to write thesis statements, started thinking about “we as humans” messages. 

As a sophomore teacher, all I have to do is say “we as humans” and students know exactly what I mean.

Now, what does this have to do with thesis statements? 

💡 Well, if students are in the habit of thinking about what messages texts send about “we as humans,” they are primed for thesis statement writing.

Thesis Statements Template

It’s nice to have a pattern to teach students. As all patterns, once students learn it, they can break it, but I have found that this pattern does help them to clarify and focus their thinking. Yes, these patterns are one of the fun ways to teach thesis statements…because they provide structure which leads to success. 

The basic literary analysis pattern for how to write thesis statements is as follows: 

Genre + Title + Author + (optional literary element) + Action Verb + WAH phrase (or a specific human sub-group, i.e. children) + Claim + Why or How. 

Let’s take a look at an example:

In his poem The Road Less Traveled, Robert Frost uses irony to suggest that we as humans lie to ourselves, creating a false sense of confidence in our own choices. 

Genre = poem Title = The Road Less Traveled Author = Robert Frost Optional Literary Element = irony Action Verb = suggest WAH Phrase + Claim = we as humans lie to ourselves How = creating a false sense of confidence in our own choices

Here’s another example: 

Let’s pretend that your students have just finished reading Born a Crime. Maybe you have asked them to compare and contrast Trevor Noah’s portrayal of apartheid to Alan Paton’s portrayal in Cry the Beloved Country. 

Well, a good thesis statement for this prompt has to capture comparison between two texts. 

Alan Paton’s novel Cry, the Beloved Country contrasts with Trevor Noah’s autobiography Born a Crime stylistically, though it touches on similar topics of racism and violence that plague post-apartheid South Africa; consequently, both texts reveal that we as humans must cling to hope and resilience even in the toughest of circumstances as the antidote to suffering.

Genres = novel, autobiography Titles = Cry, the Beloved Country, Born a Crime Authors = Alan Paton, Trevor Noah Optional Literary Element = (loosely mentioned) author’s style Action Verb = reveal WAH Phrase + Claim = we as humans must cling to hope and resilience even in the toughest of circumstances Why = hope / resilience are the antidote to suffering

Phew, that thesis statement had to cover a lot of ground. Notice the use of the subordinating conjunction consequently as a joiner word, making a one-sentence thesis statement possible.

How to Write Thesis Statements FAQ

Q: Do students have to follow the pattern exactly ?  A: No. Like ice cream, students can feel free to add some toppings.

Q: Do students have to say “we as humans” every time?  A: No. You can simply state the claim. The WAH statement is a frame to help students focus their thinking. 

👍 Are there questions that you have that I haven’t thought of here? Please leave a comment on the post and I may add your question here!

Can Thesis Statements be Questions?

I’ve heard students ask if thesis statements in essays can be a question. 

To understand why the answer is “no,” students need to understand that there is such a thing as inductive vs. deductive essay organization. 

Students are familiar with deductive essay organization. This type of organization front-loads the thesis statement as a road map for the essay, using each paragraph to prove the main claim. This is like having a fully-completed puzzle and then examining different pieces of it.

Inductive organization, on the other hand, lacks a directly stated thesis in the beginning of the essay. Instead, the thesis comes at the end and the writer weaves together different points, often using questioning to move toward a final conclusion. This is like taking the puzzle pieces out of the box and completing the puzzle only to realize the fully-completed picture in the end. 

So, students may see question-asking as a thesis writing technique, but not understand that it is an inductive organization technique leading to a larger implied or directly stated thesis.

Fun Ways to Teach Thesis Statements

Instruction for how to write thesis statements is pretty straightforward. I would suggest having students train their brains by practicing thesis statement writing individually and with peers. 

➡️ This might be a quick GimKit or Quizziz game.  

➡️ It might mean a round of “minute to win it” thesis statement writing so that students can practice turning thematic ideas into claims.

➡️ My students love using ultra clean erasable markers or whiteboard markers to write on their tables. I love that I am able to walk around and quickly redirect, cross out and make suggestions on the spot so that students can revise. 

➡️ For digital learning situations, you could utilize Padlet to collect possible thesis statements and have students vote for their favorites that best follow the thesis statement pattern. 

And maybe you want to get yourself an alien classroom pet. If students are struggling to write thesis statements, ask them what the alien would observe about humans after reading the text(s).

Now, if you’ll excuse me, I’m off to have some fre sha voca do.

Hey, if you loved this post, I want to be sure you’ve had the chance to grab a  FREE copy of my guide to streamlined grading . I know how hard it is to do all the things as an English teacher, so I’m over the moon to be able to share with you some of my best strategies for reducing the grading overwhelm.

Click on the link above or the image below to get started!

About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 19 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

English Teaching Toolkit

Adult ESL teaching resources to enhance your teaching and save you time

How to Write a Thesis Statement: Tips for Teaching

• December 7, 2023
• Adult ESL , Classroom Activities , Lesson Planning , Teaching Writing

Teaching academic writing can be challenging, especially when it comes to teaching students how to write a thesis statement. The thesis statement plays a central role in an essay, so it is worthwhile to spend a significant amount of time teaching this concept. Know that it will take time to refine and revise thesis statements for beginner writers.

What is a Thesis Statement?

A thesis statement:

• – is sometimes called a claim .
• – controls where the central ideas of an essay go.
• – is at the end of an introduction paragraph.
• – answers a prompt (a writing topic)  or a question
• – expresses a viewpoint (a claim) or argues for an idea that the audience may not have considered (it does not state the obvious).
• – is concise, to-the-point, and 1-2 sentences long. 
• – creates an argument that matches the required length of the essay.
• – is clearly and entirely explained and supported in the rest of an essay.

Teaching Thesis Statements

Before students begin writing a thesis statement, they need to analyze and discuss example thesis statements. Show students several examples of different types of thesis statements and how they directly answer the essay question/prompt. Break down example thesis statements. Analyze the different parts of the thesis and discuss their purposes. For example:

Give students step-by-step instructions for writing a thesis statement. Here are my five steps:

• 1. Understand the prompt.
• 2. Brainstorm and then select the best 2-3 ideas from that brainstorm.
• 3. Write a statement that expresses a viewpoint. Make sure it answers the prompt.
• 4. List reasons that support that viewpoint.
• 5. Combine your viewpoint statement and the reasons for that viewpoint.

Writing clear, concise thesis statements takes time. Encourage students to keep practicing, and incorporate explicit instruction in your class. Doing simple thesis analysis activities on a regular basis will help students get the hang of it.

Below is my best-selling Thesis Statement Guide ! This is a complete guide for beginning writers that includes thesis analysis activities and step-by-step instructions for how to write a thesis statement with a graphic organizer. I also have a Literary Analysis Essay Guide that takes students through the whole essay-writing process. These are perfect for middle school, high school, or ESL students who are ready for academic writing.

I hope these tips will make teaching writing easier for you, and that your students will grow into confident and skilled writers! Check out this related post on The Writing Process Steps and Why They Matter .

If you are starting out with writing paragraphs, check out this  Paragraph Writing Bundle  from my store!

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Fun Ways to Teach Thesis Statements for High Schoolers

• Trent Lorcher
• Categories : High school english lesson plans grades 9 12
• Tags : High school lesson plans & tips

The Thesis Statement Dilemma

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On my way out the door, I noticed all the English teachers were busily grading essays . “Hey, Bob,” I shouted as I stumbled into his classroom, “Not done with those essays yet? I finished mine an hour ago.” “How’d you grade them so fast?” he asked. “It’s simple,” I responded, “I didn’t teach my students how to write a thesis statement, so grading their essays was easy. I just gave them all F’s. While you guys waste your time teaching valuable lessons and then having to actually grade their essays, we watch movies.” “So, none of your students know anything about writing?” “Nope.” “You’re a disgrace!” Bob shouted. He moved toward me, stapler in hand. Next thing I remember, I was surrounded by angry tax-payers. Angry tax-payer #1 shouted, “Get up you thief! Our tax dollars pay your salary and you’re supposed to teach the children of this great state how to write! I suggest you start doing your job tomorrow morning, or you’ll pay dearly!” The angry tax-payer clubbed me with a ruler and knocked me out again. When I awoke, Bob was asking me if I wanted to learn some fun ways to teach thesis statements to my students. I now share these ideas with you.

What to Do Before Writing

• You must begin with a topic question. If your instructor has assigned an essay question to answer, this step has been done for you. If you are doing a research paper, take time to come up with a good topic question.
• You must form an opinion and state it clearly. Do not be wishy-washy.
• Be sure you have approached your evidence fairly, without bias.
• Consider both sides of a controversial issue.
• Once you’ve established the topic question, a clear position, and objectivity, you’re ready to write a thesis statement.

What Is a Thesis Statement?

Students have heard the term thesis statement hundreds of times by the time they reach high school, yet have only a vague understanding of what one is. Your first responsibility is to teach them that a thesis statement:

• Presents your opinions or thoughts on a subject or an issue. You cannot write an essay without one.
• Must contain a subject + an opinion.
• Answers the topic question (the one you created or the one presented to you by the instructor).

TIP : A thesis statement should never contain the following: in my opinion, I think, I believe , etc. Tell them that the entire thesis represents what they believe. However, it may be helpful for students to begin their thesis statement rough draft with i_n my opinion, I believe, or I think_ to make sure they are expressing their thoughts or opinion on a specific subject or issue. When writing the final draft, simply eliminate those phrases.

How to Teach Students to Write A Thesis Statement

It is important to demonstrate the difference between good and bad thesis statements. These instructions will help you teach the former:

• Good Example: Success is a result of doing the right things consistently.
• Bad Example: In a world full of success gurus and books about success, it becomes ever so more important to delineate the one trait that ultimately determines success: doing the right things consistently.
• Good example: The key to successful dieting is focusing on a specific goal.
• Bad example: T_he key to successful dieting is focusing on a specific goal, which is also the key to successfully running a business and coaching a football team._
• Good example: Lebron James’ ability to score, pass, and rebound make him the league’s most valuable player.
• Bad example: Does Lebron James’ ability to score, pass, and rebound make him the league’s most valuable player?
• Bad Example: Lebron James’ ability to score, pass, and rebound just might make him the league’s most valuable player.

Write It Out

Knowing what to do and actually doing it are not the same thing. The following steps will help you and your students write clearly:

• Write several trial statements: writing is a process - you don’t have to get it perfect on the first try. Teach your students to revise their work .
• If you’re having trouble deciding which side to take on a controversial issue, write your thesis statement from two different points of view. Then decide which one better represents your opinion. If you still can’t decide, list facts on both sides of the issue and decide which facts make a more persuasive argument.

Evaluating the Work

You’ve spent a lot of valuable classroom time teaching thesis statements, but your lesson is not finished without teaching your students how to evaluate their writing. Instruct students to use the following questions to analyze their statement:

• Good example: Romeo’s prior feelings for Rosaline diminish the credibility of his love for Juliet.
• Bad example: This essay examines whether or not Romeo’s prior feelings for Rosaline diminish his love for Juliet.
• Good example: Juliet was not the first woman to capture Romeo’s fancy; she was, however, the one who affected him the most.
• Bad example: Romeo loved Juliet with all his heart, but he loved Rosaline too. It could be argued they were both his favorite.
• Bad example: Immature, whiny, male-pig Romeo, a male harlot, ruined precious Juliet whom he loved no more than Rosaline.

More Teaching Ideas

The following activities will help reinforce the concept.

• Have students create thesis statements on a slice of paper. Collect the paper and read them to the class. Have the class vote on them.
• Do the same activity, but use individualized white boards to record judgments .
• Read the thesis statements anonymously. The ones that do not qualify get tossed in the garbage can (visualizing what happens to writing is powerful). Give students a chance to rewrite until they get it right.
• Write random topics on the board and have groups of students brainstorm good ones.
• Make the thesis statements part of a writing challenge .
• Require that students get thesis statements approved before writing an essay.

Click here for a complete 1st semester curriculum map for language arts with lesson plans and links. I hope you learned some fun ways to teach thesis statements to your students. If you have other tips, be sure to leave them in the comments. Image by  Nicholas Jackson  from  Pixabay

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Teacher Tips: How to Write Thesis Statements for High School Papers

Related articles, how to write a pros & cons essay, how to write a college critical thinking essay, what are the main points used to write a comparison essay.

• How to Start an Introduction When Writing an Essay About Poetry
• How to Take a Stand in a Thesis Statement

Learning how to write a thesis statement is one of the most important skills a high school student can master. Without a strong thesis statement, a paper can feel disorganized and readers may not understand what you’re trying to express. The thesis summarizes the theme of your paper and tells the reader what the rest of the paper is about. The thesis usually appears at the end of your introduction, generally as the last sentence of your first paragraph. High school papers that typically include a thesis statement include argument essays, analysis papers, process essays and research papers.

Understand the Purpose

A successful thesis includes three essential elements: It presents the topic of the paper, offers a clear opinion on that topic, and summarizes the points you’ll cover in the body of the paper. A thesis statement can help you organize your essay, as each paragraph you include in the body of your essay relates to one of the points you included in your thesis. For example, if your thesis was that online learning is more effective than traditional classes because they are more flexible and affordable and offer students the ability to learn at their own pace, then your body paragraphs would focus on each of those three reasons. A successful thesis also acts as a road map for the reader, signaling what the rest of the paper will cover.

Present an Opinion

Your thesis must express a clear opinion about your topic. An opinion is debatable, meaning that someone else could potentially dispute it. If a reader cannot challenge or oppose your thesis statement, you may simply be stating facts or summarizing an issue rather than presenting a clear point of view. For example, if you said that online classes are becoming more common, that’s a fact, not an opinion, but saying that online classes are better or worse than traditional classes offers a debatable point of view.

Include Support

Your thesis statement should include evidence to support your point of view. This evidence gives you credibility as the author of the paper, telling the reader that you understand your topic, have conducted research, and that you have evidence to back up your opinion. The evidence you include in your thesis should summarize the main points in your essay so the reader knows what the rest of the paper is about.

Write Several Drafts

It takes practice to write a successful thesis statement. You may need to write several versions in order to capture your opinion and summarize your evidence in one or two sentences. It can help to use a checklist to make sure you’ve included all of the elements of a thesis. Your thesis should be one or two sentences, express a debatable point of view and include evidence to support your opinion. This simple test can help make sure your thesis is strong and organized before you write the rest of your paper.

• The University of North Carolina at Chapel Hill: Thesis Statements
• Odyssey: From Paragraph to Essay; William J. Kelly and Deborah L. Lawton
• Purdue Online Writing Lab: Tips and Examples for Writing Thesis Statements

Amy Mahoney has been a writer for more than 15 years. Her articles have appeared in newspapers and magazines including “The Boston Globe,” “Reader’s Digest” and the “Miami Herald.” She holds a Master of Fine Arts in fiction.

How to Write a Persuasive Essay

How to write a college expository essay, how to write a good argumentative essay introduction, how to write an essay for the ged test, how to write topic sentences and thesis statements, how to write an in-class essay, how to assess the strength or weakness of a thesis statement, how to write the intro paragraph of a literary elements essay, how to write a good college level essay, most popular.

• 1 How to Write a Persuasive Essay
• 2 How to Write a College Expository Essay
• 3 How to Write a Good Argumentative Essay Introduction
• 4 How to Write an Essay for the GED Test

5 Tips for Teaching Thesis Statement Writing: Teaching How to Write a Thesis Statement

Since the thesis statement is such a crucial part of any academic paper or essay, I make sure I spend some time on each essay teaching thesis statement writing to my students. When my students complete a formal essay in class, I make it a point to go through the entire writing process with them. Once students have brainstormed and selected the main ideas for their essays, it is time to write the thesis statement.

When I teach my high school English students about the thesis statement, I tell them that it is a roadmap or framework sentence that encapsulates the entire main argument or claim of the essay. I have my students write their thesis statement at the end of their introduction, and I like to have them keep it to one sentence.

For middle school and high school students, writing a thesis statement can be a challenging task. Here are some steps that I walk my students through to help them craft a strong thesis statement .

5 Tips for Teaching Thesis Statement Writing

1. identify topics, supporting arguments, and main reasons..

I have my students outline their essays by identifying the main topic, supporting arguments, or main reasons. These ideas will be the basis for their thesis statement. When it comes to teaching how to write the thesis statement, it helps if students can identify the main elements of the essay first.

2. Brainstorm more ideas

Next, I have my students brainstorm ideas related to their main topics. This step helps them determine if they have enough reasons to include in an entire body paragraph. By brainstorming more ideas, students also get a stronger viewpoint of their essays.

3. Narrow the essay focus

Once my students have a list of ideas, I have them begin narrowing down their focus. They look for common themes or patterns they might find from their brainstormed ideas, and then I have them use them to develop a single, clear, concise thesis statement.

4. Thesis statements should be specific

As students develop their thesis statement, I have them check to make sure it is specific and focused. I instruct my students to avoid vague or general statements and try to make their thesis statement as specific and concrete as possible.

5. Make it clear and concise

Finally, I have my students revise and edit their thesis statements to ensure they are clear and concise. I like to remind my students that I should be able to read their thesis statement and know exactly what their entire essay will be about.

By teaching students these five steps, they can write a strong and effective thesis statement. If you are looking for additional help teaching students how to write a thesis statement, I like to use this Thesis Statement and Introduction Teaching Unit in my classroom with my students.

Thesis Statement and Essay Introduction – Essay Writing Unit – PRINT & DIGITAL

Help your students master the art of writing an introductory paragraph and thesis statement with this print and digital essay writing unit focusing on the introduction. This lesson will help your students improve their essay writing skills and write a well-developed and complete thesis statement and introduction paragraph for their multi-paragraph essay.

This essay writing teaching resource includes everything you need for instruction, including an editable presentation for direct instruction, practice work, and student handouts to help guide them through the thesis statement writing process.

⭐️⭐️⭐️⭐️⭐️ Extremely satisfied

“ What a great resource! Students really need this reinforcement on thesis statements when they are writing. I often found myself struggling teaching writing because, as a natural writer, it came easy to me. I, then, found it a challenge to teach. This resource was a huge help and made teaching thesis statements a breeze.”

“ This seems to be such a challenging task for younger students, so I love that this product has a variety of ways and situations to conceptualize and implement the principles of thesis statements. The more ways they can see examples, the better! This is a very organized, systematic approach that helped me keep my focus while guiding students through this process. Thanks!”

“ I always find teaching the Thesis to be much more complicated for my 7th & 8th graders than it should be. Not anymore! This resource was so helpful and laid the aspects of a thesis out in such a clear and concise manner that my students were able to wrap their heads around it much sooner. They definitely had stronger thesis statements & I felt like I didn’t have to work quite as hard to make it happen. Thanks!”

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6.3: Developing a Strong, Clear Thesis Statement

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• Page ID 84406

• Athena Kashyap & Erika Dyquisto
• City College of San Francisco via ASCCC Open Educational Resources Initiative

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.

Five Ways of Looking at a Thesis

1. a thesis creates an argument that builds from one point to the next, giving the paper a direction that the audience can follow as the paper develops..

This point often separates the best theses from the pack. A good thesis can prevent the two weakest ways of organizing a critical paper: the pile of information and the plot summary with comments. A paper that presents a pile of information will frequently introduce new paragraphs with transitions that simply indicate the addition of more stuff. (“Another character who exhibits these traits is X,” for instance.) Consider these examples:

A: The Rules and Jane Austen’s Northanger Abbey both tell women how to act.

B: By looking at The Rules , a modern conduct book for women, we can see how Jane Austen’s Northanger Abbey is itself like a conduct book, questioning the rules for social success in her society and offering a new model.

Example A would almost inevitably lead to a paper organized as a pile of information. A plot summary with comments follows the chronological development of a text while picking out the same element of every segment; a transition in such a paper might read, “In the next scene, the color blue also figures prominently.” Both of these approaches constitute too much of a good thing. Papers must compile evidence, of course, and following the chronology of a text can sometimes help a reader keep track of a paper’s argument.

The best papers, however, will develop according to a more complex logic articulated in a strong thesis. Example B above would lead a paper to organize its evidence according to the paper’s own logic.

2. A thesis fits comfortably into the Magic Thesis Sentence (MTS).

The MTS: By looking at _____, we can see _____, which most readers don’t see; it is important to look at this aspect of the text because _____.

Try it out with the examples from the first point:

A: By telling the story of Wesley and Buttercup’s triumph over evil, The Princess Bride affirms the power of true love.

B: Although the main plot of The Princess Bride rests on the natural power of true love, an examination of the way that fighting sticks–baseball bats, tree branches, and swords–link the frame story to the romance plot suggests that the narrator’s grandson is being trained in true love, that love is not natural but socialized.

Notice that the MTS adds a new dimension to point number one above. The first part of the MTS asks you to find something strange (“which most readers don’t see”), and the second part asks you to think about the importance of the strangeness. Thesis A would not work at all in the MTS; one could not reasonably state that “most readers [or viewers] don’t see” that film’s affirmation of true love, and the statement does not even attempt to explain the importance of its claim. Thesis B, on the other hand, gives us a way to complete the MTS, as in “By looking at the way fighting sticks link the plot and frame of The Princess Bride , we can see the way the narrator’s grandson is trained in true love, which most people don’t see; it is important to look at this aspect of the text because unlike the rest of the film, the fighting sticks suggest that love is not natural but socialized.” One does not need to write out the MTS in such a neat one-sentence form, of course, but thinking through the structure of the MTS can help refine thesis ideas.

3. A thesis says something about the text(s) exclusively .

If a thesis could describe many works equally well, it needs to be more specific. Let’s return to our examples from above:

Try substituting other works:

A: By telling the story of Darcy and Elizabeth’s triumph over evil, Pride and Prejudice affirms the power of true love.

Sure, that makes sense. Bad sign.

B: Although the main plot of Pride and Prejudice rests on the natural power of true love, an examination of the way that fighting sticks–baseball bats, tree branches, and swords–link the frame story to the romance plot suggests that the grandson is being trained in true love, that it is not natural but socialized.

Um, nope. Even if you have never read Pride and Prejudice , you can probably guess that such a precise thesis could hardly apply to other works. Good sign. The point here is that the thesis needs to be specific enough that its meaning relates to the specific work(s) you are writing about -- be it fiction or nonfiction.

4. A thesis makes a lot of information irrelevant.

If the thesis is specific enough, it will make a point that focuses on only a small part of the text be analyzed or a particular aspect of a larger topic. A writer should ultimately apply that point to the work as a whole, but a thesis will call attention to specific parts of it. Let’s look at those examples again. (This is the last time, I promise.)

One way of spotting the problem with Example A is to note that a simple plot summary would support its point. That is not of true example B, which tells the reader exactly what moments the paper will be discussed and why. The thesis is focused and concentrated.

5. Remember to Address the Work as a Whole: The “So What?”

As you complete your analysis, remember to think about what the effect this will have on the world of academia.

• Does your thesis introduce your topic in a clear way?
• Does the introduction mention what you will be addressing? Social constructs, gender issues, etc.

Writing a Thesis Statement

One legitimate question readers always ask about a piece of writing is “What is the big idea?” (You may even ask this question when you are the reader, critically reading an assignment or another document.) Every nonfiction writing task—from the short essay to the ten-page term paper to the lengthy senior thesis—needs a big idea, or a controlling idea, as the spine for the work. The controlling idea is the main idea that you want to present and develop.

For a longer piece of writing, the main idea should be broader than the main idea for a shorter piece of writing. Be sure to frame a main idea that is appropriate for the length of the assignment. Ask yourself, “How many pages will it take for me to explain and explore this main idea in detail?” Be reasonable with your estimate. Then expand or trim it to fit the required length.

Developing Thesis Statements from Topics

The big idea, or controlling idea, you want to present in an essay is expressed in a thesis statement. A thesis statement is often one sentence long, and it states your point of view. The thesis statement is not the topic of the piece of writing but rather what you have to say about that topic and what is important to tell readers.

Table 5.1 “Topics and Thesis Statements” compares topics and thesis statements.

Table 5.1 Topics and Thesis Statements

The first thesis statement you write will be a preliminary thesis statement, or a working thesis statement. You will need it when you begin to outline your assignment as a way to organize it. As you continue to develop the arrangement, you can limit your working thesis statement if it is too broad or expand it if it proves too narrow for what you want to say.

Using the topic you selected in Section 4.6 “ Prewriting Strategies ”, develop a working thesis statement that states your controlling idea for the piece of writing you are doing. On a sheet of paper, write your working thesis statement.

You will make several attempts before you devise a working thesis statement that you think is effective. Each draft of the thesis statement will bring you closer to the wording that expresses your meaning exactly. Sometimes, this refinement of the thesis statement happens after your write your first draft of the paper.

Guidelines for Drafting a Thesis Statement

It helps to understand why readers value the arguable thesis. What larger purpose does it serve? Readers will bring a set of expectations to an essay. If writers can anticipate the expectations of their readers, the better they will be able to persuade the audience to find the arguments convincing, interesting, and relevant.

Academic readers (and readers more generally) read to learn something new. They want to see the writer challenge commonplaces—either everyday assumptions about the object of study or truisms in the scholarly literature. In other words, academic readers want to be surprised so that their thinking shifts or at least becomes more complex by the time they finish reading an essay. Good essays problematize what we think we know and offer an alternative explanation in its place. They leave their reader with a fresh perspective on a problem.

We all bring important past experiences and beliefs to our interpretations of texts, objects, and problems. Writers can harness these observational powers to engage critically with what they are studying. The key is to be alert to what strikes you as strange, problematic, paradoxical, or puzzling about your topic. If writers can articulate this and a claim in response, they are well on their way to formulating an arguable thesis in the introduction.

How do I set up a “problem” and an arguable thesis in response?

All good writing has a purpose or motive for existing. The thesis is the writer’s surprising response to this problem or motive. This is why it seldom makes sense to start a writing project by articulating the thesis. The first step is to articulate the question or problem your paper addresses.

Here are some possible ways to introduce a conceptual problem in your paper’s introduction.

1. Challenge a commonplace interpretation (or your own first impressions).

How are readers likely to interpret this source or issue? What might intelligent readers think at first glance? (Or, if you’ve been given secondary sources or have been asked to conduct research to locate secondary sources, what do other writers or scholars assume is true or important about your primary source or issue?)

What does this commonplace interpretation leave out, overlook, or under-emphasize?

2. Help the reader see the complexity of your topic.

Identify and describe for the reader a paradox, puzzle, or contradiction in a primary source(s).

What larger questions does this paradox or contradiction raise for readers?

3. If research is part of the assignment, piggyback off another scholar’s research.

4. If research is part of the assignment, identify a gap in another scholar’s or a group of scholars’ research.

Summarize another scholar’s argument about your topic, primary source, or case study and explain to the reader why this claim is interesting. Or, summarize how scholars in the field tend to approach the topic.

Next, explain what important aspect this scholarly representation misses or distorts. Introduce the particular approach to the topic and its value.

5. If research is part of the assignment, bring in a new lens for investigating the case study or problem.

Summarize how a scholar or group of scholars has approached the topic.

Introduce a theoretical source (possibly from another discipline) and explain how it helps to address this issue from a new and productive angle.

Tip : your introductory paragraph will probably look like this:

Testing Your Thesis

Test a thesis statement’s arguability by asking the following questions:

1) Does the thesis only or mostly summarize a source?

If so, try some of the exercises above to articulate the paper’s conceptual problem or question.

2) Is the thesis arguable – can it be supported by evidence, and is it surprising and contentious?

If not, return to the sources and practice the exercises above.

3) Is the thesis about the primary source, or is it about the world?

If it’s about the world, revise it so that it focuses on primary source(s). Remember to include solid evidence to support the thesis.

"THREE-STORY THESIS STATEMENTS" BY AMY GUPTIL

How do you produce a good, strong thesis? And how do you know when you’ve gotten there? Many instructors and writers find useful a metaphor based on this passage by Oliver Wendell Holmes Sr.: 3

There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors who have no aim beyond their facts are one-story men. Two-story men compare, reason, generalize using the labor of fact collectors as their own. Three-story men idealize, imagine, predict—their best illumination comes from above the skylight.

One-story theses state inarguable facts. Two-story theses bring in an arguable (interpretive or analytical) point. Three-story theses nest that point within its larger, compelling implications. 4

The biggest benefit of the three-story metaphor is that it describes a process for building a thesis. To build the first story, you first have to get familiar with the complex, relevant facts surrounding the problem or question. You have to be able to describe the situation thoroughly and accurately. Then, with that first story built, you can layer on the second story by formulating the insightful, arguable point that animates the analysis. That’s often the most effortful part: brainstorming, elaborating and comparing alternative ideas, finalizing your point. With that specified, you can frame up the third story by articulating why the point you make matters beyond its particular topic or case.

Thesis: that’s the word that pops at me whenever I write an essay. Seeing this word in the prompt scared me and made me think to myself, “Oh great, what are they really looking for?” or “How am I going to make a thesis for a college paper?” When rehearing that I would be focusing on theses again in a class, I said to myself, “Here we go again!” But after learning about the three story thesis, I never had a problem with writing another thesis. In fact, I look forward to being asked on a paper to create a thesis.

Timothée Pizarro

For example, imagine you have been assigned a paper about the impact of online learning in higher education. You would first construct an account of the origins and multiple forms of online learning and assess research findings about its use and effectiveness. If you’ve done that well, you’ll probably come up with a well considered opinion that wouldn’t be obvious to readers who haven’t looked at the issue in depth. Maybe you’ll want to argue that online learning is a threat to the academic community. Or perhaps you’ll want to make the case that online learning opens up pathways to college degrees that traditional campus-based learning does not. In the course of developing your central, argumentative point, you’ll come to recognize its larger context; in this example, you may claim that online learning can serve to better integrate higher education with the rest of society, as online learners bring their educational and career experiences together. To outline this example:

• First story : Online learning is becoming more prevalent and takes many different forms.
• Second story : While most observers see it as a transformation of higher education, online learning is better thought of an extension of higher education in that it reaches learners who aren’t disposed to participate in traditional campus-based education.
• Third story : Online learning appears to be a promising way to better integrate higher education with other institutions in society, as online learners integrate their educational experiences with the other realms of their life, promoting the freer flow of ideas between the academy and the rest of society.

Here’s another example of a three-story thesis: 5

• First story : Edith Wharton did not consider herself a modernist writer, and she didn’t write like her modernist contemporaries.
• Second story : However, in her work we can see her grappling with both the questions and literary forms that fascinated modernist writers of her era. While not an avowed modernist, she did engage with modernist themes and questions.
• Third story : Thus, it is more revealing to think of modernism as a conversation rather than a category or practice.

Here’s one more example:

• First story : Scientists disagree about the likely impact in the U.S. of the light brown apple moth (LBAM) , an agricultural pest native to Australia.
• Second story : Research findings to date suggest that the decision to spray pheromones over the skies of several southern Californian counties to combat the LBAM was poorly thought out.
• Third story : Together, the scientific ambiguities and the controversial response strengthen the claim that industrial-style approaches to pest management are inherently unsustainable.

A thesis statement that stops at the first story isn’t usually considered a thesis. A two-story thesis is usually considered competent, though some two-story theses are more intriguing and ambitious than others. A thoughtfully crafted and well informed three-story thesis puts the author on a smooth path toward an excellent paper.

The concept of a three-story thesis framework was the most helpful piece of information I gained from the writing component of DCC 100. The first time I utilized it in a college paper, my professor included “good thesis” and “excellent introduction” in her notes and graded it significantly higher than my previous papers. You can expect similar results if you dig deeper to form three-story theses. More importantly, doing so will make the actual writing of your paper more straightforward as well. Arguing something specific makes the structure of your paper much easier to design.

Peter Farrell

Effective Thesis Statements

As mentioned before, a thesis statement is the controlling idea of your essay. It is the main idea that all of the other sentences in the essay relate to. After gathering information about your topic, you need to figure out what you want to say about it.

An effective thesis statement has two major characteristics.

1. An effective thesis statement makes a point about a topic. For this reason, it must do more than state a fact or announce what you plan to write about.

Statement of fact: The military recruits students in high schools.

Announcement: In this essay, I would like to discuss what’s wrong with military recruitment in high schools.

List thesis: We should not allow the military to recruit in high schools because recruiters violate privacy, manipulate naïve young people, and target low-income youth.

Effective thesis: We should end the abusive and discriminatory practice of military recruitment in high schools.

A statement of fact is not an effective thesis statement because it does not take a position, giving you nothing to develop in your essay. Likewise, an announcement of what you plan to write about in your essay does not take a position on the issue, leaving you with nothing to develop. A good thesis statement makes a claim that is arguable.

2. The most effective thesis statements do not list your main points but unite your main points into a larger, central idea. The list thesis above looks strong, but notice how the effective thesis connects the three points with the words “abusive” and “discriminatory.” Now we know how the three points relate to each other; they are more than just a list.

To turn three or four “reasons” or topic sentences into a thesis, consider what they have in common and what your overall point is.

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:

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

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

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

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 manager 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 manager 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 4 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 their research and gain more direction in their 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 4.6 " Prewriting Strategies " 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: Kansas City 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

In an earlier section you determined your purpose for writing and your audience. You then completed a free writing 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.

Purdue OWL: Thesis Statements . Authored by: OWL Purdue. License: All Rights Reserved. License Terms: Standard YouTube license.

Contributors

• Adapted from Writing for Success . Provided by: The Saylor Foundation. License: CC-NC-SA 3.0 .
• Adapted from " Five Ways of Looking at a Thesis. " Authored by: Erik Simpson. Provided by: LumenLearning. License: CC BY: Attribution
• Adapted from Formulating a Thesis . Authored by: Andrea Scott. Provided by: Princeton University. Project: WritingCommons. License: CC BY-NC-ND:
• Adapted from Writing in College . Authored by Amy Guptill. License: CC-NC-SA 4.0

This page most recently updated on June 8, 2020.

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Activities to Teach How to Write A Thesis Statement

Research Writing , Secondary Literacy , Writing

If there’s any literacy skill you would want your English Language Arts students to master, it would probably be how to write a thesis statement . If you want to teach your students how to write powerful, eloquent, and exceptionally captivating thesis statements, then you’ll love the activities in this article.

The key to any good essay is a strong thesis statement. A strong thesis statement sets the tone and clarifies the author’s purpose : it tells you the writer’s opinion, along with the level of thought and criticism that has gone into formulating it.

A strong thesis statement also creates an alluring introduction paragraph. This makes each paper in your grading pile a lot more inviting.

How do you teach students to write a thesis statement to make their audience continue reading? This blog post explores six activities to teach how to write a thesis statement.

1. Differentiate Between Strong and Weak Thesis Statements

Writing a thesis statement might be a new skill for your students. Thesis statements are often taught as a topic sentence or the “whole essay boiled down into one sentence.” This can be a challenging concept for your students to grasp.

To teach how to write a thesis statement, have a discussion about what makes a strong thesis statement. You can turn this into a collaborative lesson by brainstorming clarifying statements ; these statements dictate what a thesis is and is not.

For example: “ A proper thesis statement is written in one sentence ,” or “ a proper thesis statement is directly related to the rest of the essay .” This is a great opportunity to teach students the difference between concepts like a “topic sentence” or a “hook.”

Your students can use this free bookmark to differentiate between a strong thesis statement and a weak one. This slideshow lesson also explores clarifying statements with detailed examples.

2. Evaluate Thesis Statement Examples

Now that students have plenty of guidelines, challenge their understanding by evaluating thesis statement examples . You can use thesis statement examples from past students’ essays. You can even write your own examples based on the clarifying statements you create with your class.

If you’re open to your students receiving constructive, anonymous criticism , you can even have them write a thesis statement and evaluate each one as a class. I’ve had success with providing students with a thesis statement topic and having them write a thesis statement. Then, I prompt them to swap with their elbow partner to offer feedback.

If you’d rather provide a comprehensive list of thesis statements that reflect the common errors you would typically see in students’ essays, there are several student examples in this introductory lesson on how to write a thesis statement – this is one of my favourite activities for teaching thesis statement writing!

3. Provide a Thesis Statement Template

One of the easiest ways to teach how to write a thesis statement is to offer a thesis statement template . There are a variety of thesis statement templates that students can use as a framework for their essays. I start with a basic template that involves the three parts of a thesis statement: a topic, position, and evidence . I then demonstrate to students how they can create variations of this template, depending on which order they introduce each part. You can find examples for each template in these thesis statement handouts .

You can also introduce a few sentence styles to your students. These styles scaffold eloquent thesis statements. They also offer students the space to articulate their thoughts without exceeding the one-sentence limit.

Sentence Styles for the Three Parts of a Thesis Statement

Here are a few sentence styles that incorporate the three parts of a thesis statement. Each style also includes an example written by a real student:

• Style A : “Noun phrase; Noun phrase; Noun phrase – Independent Clause” Example: “The promotion of hygiene; the presence of medical professionals; the prevention of death – these are all reasons why supervised injection services are an important facet of public health.”
• Style B : If (subject + verb + object phrase), if (subject + verb + object phrase ), if (subject + verb + object phrase ), then (independent clause) Example: “If taxpayers do not wish to have their money allocated to cruelty, if more than 100 million animals die from animal testing a year, if alternatives to animal testing exist, then governments should ban the practice of testing on animals.”
• Style C : Independent clause: subject + verb, subject + verb, subject + verb Example: “College education should be entirely funded by the government: student debt would be eliminated, education would not be commodified, and access to education would not be exclusive to privileged people.”

All of these sentence styles are outlined in these practice worksheets for how to write a thesis statement, with writing prompts to reinforce each thesis statement template through repeated practice.

4. Daily Practice Activities to Teach How to Write a Thesis Statement

One of the most effective ways to teach how to write a thesis statement is through repeated practice. You can do this by incorporating daily bell ringers into your persuasive writing unit. To assign this activity, I provide students with three topics to choose from. I then prompt them to develop an opinion and write a thesis statement for one.

I’ll also include bell ringers that provide a thesis statement that students need to evaluate. Students really enjoy these drills! They get the opportunity to develop opinions on interesting topics, and many of them choose to explore these ideas as the subject of their final research paper.

If you’re looking for pre-made worksheets with thesis statement activities, these daily thesis statement bell ringers include one month’s worth of thesis statement prompts, graphic organizers, and templates in both digital and ready-to-print format.

5. Use a Self-Assessment Thesis Statement Anchor Chart

You can provide students with a thesis statement anchor chart to reference the guidelines and rules they’ve learned. A personalized anchor chart is best – like this free thesis statement bookmark – so that students can have it on hand while they are reading and writing.

You can distribute the anchor chart at the beginning of your research paper unit. Students can refer to it while evaluating thesis statement examples or completing daily practice activities. A thesis statement anchor chart has been a complete game-changer in my classroom, and I’m pleased to learn that many of my students have held on to these after completing my course.

6. Provide Engaging Thesis Statement Topics

You can collaborate with your students to generate an engaging list of good topics for thesis statements. Start by writing down every topic that your students suggest. Then, you can narrow this list down to avoid broad, far-reaching thesis statements that lead to a watered-down essay. When I make this list with my students, we end up with topics that are truly engaging for them. I also have the opportunity to clarify which topics might be a little too vague or broad for an exceptional essay.

For example, students often suggest topics like “racism” or “the problem with school.” These are learning opportunities to demonstrate to students that a great thesis statement is the essential starting point for an even greater essay.

To elaborate, a topic like racism has different implications all over the world. It is far too complex to explore in a single, 750-word essay. Instead, we work together to narrow this topic down to something like “racism in the media,” or even better, “representation in Hollywood.”

Additionally, a topic like “the problem with school” is more of a conclusion. To solve this, we work backward to identify some of the aspects of our school that make it an obstacle . This can include uniforms, early starts, or cell phone policies. This process leads students to a more concise topic, like “cell phone policies in twenty-first-century schools.”

If you’re looking for engaging thesis statement topics to inspire your students, I’ve included a list of 75 argumentative essay topics in this practice unit for how to write a thesis statement .

Tying it All Together

There are plenty of fun thesis statement activities and practice lessons that you can incorporate into your curriculum. Give thesis statements the love and attention they deserve in the classroom – after all, they truly are the most important part of a research essay.

All of the worksheets, lessons, and activities explored in this blog post are included in Mondays Made Easy’s unit for teaching how to write a thesis statement . This bundle has everything you need to teach your students how to master their thesis statements and apply these essential literacy skills to their writing.

4 Teaching Philosophy Statement Examples

ThoughtCo / J.R. Bee

• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.S., Education, Buffalo State College
• B.S., Education, Buffalo State College

A teaching philosophy statement, or an educational philosophy statement, is a brief essay that nearly all prospective teachers must write when applying for an academic position. The statement generally reflects on the writer's teaching beliefs and includes concrete examples of how those beliefs have informed the writer's teaching practices.

A well-crafted teaching statement gives a clear and unique portrait of the writer as a teacher. Teaching philosophy statements are important because a clear teaching philosophy can lead to a change in teaching behavior and foster professional and personal growth. As a result, it can also be effective for practicing teachers to conceptualize their teaching approaches by writing a statement—even if they aren't applying for another teaching role.

Examples of Teaching Philosophy Statements

This passage is an example of a strong statement of teaching philosophy because it puts students at the front and center of the teacher's focus. An author who writes such a statement will likely always ensure student needs are the primary focus of all lessons and schoolwork.

"My philosophy of education is that all children are unique and must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks.

"I believe that there are five essential elements that are conducive to learning. (1) The teacher's role is to act as a guide. (2) Students must have access to hands-on activities. (3) Students should be able to have choices and let their curiosity direct their learning. (4) Students need the opportunity to practice skills in a safe environment. (5) Technology must be incorporated into the school day."

The following statement is a good example of a teaching philosophy because the author emphasizes that all classrooms and students are unique, with specific learning needs and styles. A teacher with this philosophy is likely to ensure they spend time helping each student achieve their highest potential.

"I believe that all children are unique and have something special that they can bring to their own education. I will assist my students to express themselves and accept themselves for who they are, as well embrace the differences of others.

"Every classroom has its own unique community; my role as the teacher will be to assist each child in developing their own potential and learning styles. I will present a curriculum that will incorporate each different learning style, as well as make the content relevant to the students' lives. I will incorporate hands-on learning, cooperative learning, projects, themes, and individual work to engage and activate students learning." 

This statement provides a solid example because the author emphasizes the moral objective of teaching: She will hold each student to the highest expectations and ensure each one is diligent in their studies. This statement also implies the teacher will not give up on any student.

"I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally come along with any self-fulfilling prophecy. With dedication, perseverance, and hard work, her students will rise to the occasion."

"I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well."

The following statement takes a slightly different approach. It states that classrooms should be warm and caring communities, and unlike the first two sample statements, it focuses more on community-based learning, as opposed to an individualized approach. The teaching strategies mentioned, such as morning meetings and community problem-solving, follow this community-based philosophy.

"I believe that a classroom should be a safe, caring community where children are free to speak their mind, blossom, and grow. I will use strategies to ensure our classroom community will flourish, like the morning meeting, positive vs. negative discipline, classroom jobs, and problem-solving skills.

"Teaching is a process of learning from your students, colleagues, parents, and the community. This is a lifelong process where you learn new strategies, new ideas, and new philosophies. Over time, my educational philosophy may change, and that's okay. That just means that I have grown and learned new things."

Components of a Teaching Philosophy Statement

A teaching philosophy statement should include an introduction, body, and conclusion—just as you would expect of your students if they were writing a paper. But there are other specific components that you need to include:

Introduction: This should be your thesis statement where you discuss your general belief about education (such as: "I believe all students have a right to learn"), as well as your teaching ideals. Consider what students will have learned once they depart your class, and what those lessons learned say about your teaching philosophy and strategies.

Body: ​In this part of the statement, discuss what you see as the ideal classroom environment and how it makes you a better teacher, addresses student needs, and facilitates interactions between parents and their children. Discuss how you would facilitate age-appropriate learning  and involve students in the assessment process . Explain how you would put your educational ​​ideals into practice.

Clearly state your goals and objectives for students. Layout specifically what you hope your teaching will help students to accomplish. Be specific by telling a story or detailing a teaching strategy you've used. Doing so helps your reader understand how your teaching philosophy would play out in the classroom.

Conclusion : In this section, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on them to meet future challenges. Focus on your personal approach to pedagogy and classroom management, as well as what makes you unique as an educator, and how you wish to advance your career.

Cite your sources. Explain where your teaching philosophy originated—for example, from your experiences as an undergraduate, from a faculty mentor you worked with during your teacher-training program, or perhaps from books or articles on teaching that had a particular influence on you.

Formatting Your Statement

There are some general rules to follow when writing a teaching philosophy statement.

Keep it brief. The statement should be no more than one-to-two pages, double-spaced.

Use present tense , and write the statement in the first person, as the previous examples illustrate.

Avoid jargon. Use common, everyday language, and not technical terms. If you must use jargon, explain what you're writing about in everyday terms as well.

Be personal. Make sure you talk about your experiences and beliefs, and ensure your statement is original and truly describes the methods and philosophy you would employ in teaching.

Vanderbilt University. " Teaching Statements ."

The Chronicle of Higher Education. " 4 Steps to a Memorable Teaching Philosophy ."

The Ohio State University. " Philosophy of Teaching Statement ."

• How to Write a Philosophy of Education for Elementary Teachers
• 10 Questions to Ask Yourself to Design Your Educational Philosophy
• Educational Philosophy Basics
• Top Tips for Acing a Teacher Interview
• How to Write a Homeschooling Philosophy Statement
• Student Welcome Letter
• Teacher Interview Questions and Suggested Answers
• Strategies for Teachers: The Power of Preparation and Planning
• Medical School Personal Statement Examples and Analysis
• 5 Keys to Being a Successful Teacher
• The Inclusive Classroom as the Best Placement
• An Educational Leadership Philosophy for School Leaders
• 4 Tips for Effective Classroom Management
• Sample Weak Supplemental Essay for Duke University
• Avoiding Teacher Bias and Erroneous Beliefs
• The ABCs of Teaching: Affirmations for Teachers

ELA Common Core Lesson Plans

• Create Characters Lesson Plan
• Creative Writing Lesson Plan: Using Details
• How to Write a Cause and Effect Essay
• How to Write a Conclusion for an Essay Lesson Plan
• How to Write a Persuasive Essay
• How to Write a Reflective Essay
• How to Write an Article Critique and Review
• How to Write an Introduction to an Essay
• How to Write a Problem Solution Essay
• Lesson Plan: Effective Sentence Structure
• Lesson Plan: Improve Writing Style with Improved Sentence Structure
• Logical Fallacies Lesson Plan with Summary & Examples
• Teaching Active and Passive Voice
• Teaching How to Revise a Rough Draft
• Teaching Instructional Articles: How to Write Instructions
• Teaching Word Choice: Using Strong Verbs
• Using Imagery Lesson Plan
• Writing for Audience and Purpose
• Writing Transitions Lesson
• Analyzing Humor in Literature Lesson Plan
• Analyzing Shakespeare Strategies
• Fun Reading Lesson Plan
• How to Write a Literary Analysis.
• How to Annotate and Analyze a Poem
• Lesson Plan for Teaching Annotation
• Literary Terms Lesson Plan
• Literature Exemplars – Grades-9-10
• Teaching Short Story Elements
• Using Short Stories to Teach Elements of Literature
• Bill of Rights Lesson Plan
• Fun Ideas for Teaching Language
• Comma Rules: How to Use Commas
• Difference between Denotation and Connotation
• Effective Word Choice Lesson Plan
• Fun Grammar Review Game or Vocabulary & Language Arts
• Lesson Plans for Substitute Teachers and Busy English Teachers
• Lesson Plan: Creating the Perfect Title
• 4.08 – Lesson Plan: Using Semicolons Correctly
• Pronoun-Antecedent Agreement Lesson Plan
• Sentence Combining Made Easy Lesson Plan
• Strategies for Teaching Vocabulary
• Using Tone Effectively Lesson Plan
• 4.12 – Word Choice Lesson Plan: Eliminate and Replace “To Be” Verbs
• Using Voice in Writing Effectively Lesson Plan
• Speaking & Listening
• Teacher Guide Central

Teaching Thesis Statements with Lesson Ideas

Teaching thesis statements made easy.

Essays without thesis statements are easy to grade: simply write an ‘F’ at the top of the paper, laugh, and shuffle up the next paper. Unfortunately, not teaching thesis statements is the sign of a really bad English teacher.

A Thesis Statement Tale of Woe

On my way out the door, I noticed all the English teachers were busily grading essays. “Hey, Bob,” I shouted as I stumbled into his classroom, “Not done with those essays yet? I finished mine an hour ago.”

“How’d you grade them so fast?” he asked.

“It’s simple,” I responded, “I didn’t teach my students about writing thesis statements, so grading their essays was easy. I just gave them all F’s. While you guys waste your time teaching thesis statements and then having to actually grade their essays, we watch movies.”

“So, none of your students know anything about writing a thesis statement?”

“Nope.”

“You’re a disgrace!” Bob shouted. He moved toward me, stapler in hand.

Next thing I remember, I was surrounded by angry tax-payers. Angry tax-payer #1 shouted, “Get up you thief! Our tax dollars pay your salary and you’re supposed to teach the children of this great state how to write a thesis statement. I suggest you start teaching thesis statements tomorrow morning, or you’ll pay dearly!” The angry tax-payer clubbed me with a ruler and knocked me out again. When I awoke, I saw lesson ideas on my desk titled “Writing a Thesis Statement.”

I share it with you

Common Core Standards

Teaching thesis statements satisfies the following common core standards and establishes the basis for teaching all the common core standards in writing for all grade levels.

• W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
• W.9-10.2a  Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings); graphics (e.g., figures, tables); and multimedia when useful to aiding comprehension.
• W.9-10.4   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Ideas for Teaching Thesis Statements

• A quick review of how to write a thesis statement may help.
• Have students create thesis statements on a slice of paper. Collect the paper and read them to the class. Have the class vote on them.
• Do the same activity, but use individualized white boards to record judgments.
• Read thesis statements anonymously. The ones that do not qualify get tossed in the garbage (visualizing what happens to bad thesis statements is powerful). Give students chances to rewrite the thesis statement until they get it right.
• Write random topics on the board and have groups of students brainstorm good thesis statements.
• Require students get thesis statements approved before writing an essay.

Evaluating Thesis Statements

1. Have you answered the question or merely restated it? The following examples are based on this question: Does Romeo’s prior feelings for Rosaline diminish the credibility of his love for Juliet?

• Good example: Romeo’s prior feelings for Rosaline diminish the credibility of his love for Juliet.
• Bad example: This essay examines whether or not Romeo’s prior feelings for Rosaline diminishes his love for Juliet.

2.  Have you tried to argue both sides of the case? It is important to acknowledge the other side and address the other position. That does not, however, excuse you from choosing a side.

• Good example: Juliet was not the first woman to capture Romeo’s fancy; she was, however, the one who affected him the most.
• Bad example: Romeo loved Juliet with all his heart, but he loved Rosaline too; It could be argued they were both his favorite.

3.  Have you prejudged the issue by using loaded language? Immature writers manipulate readers through emotionally-charged language.

• Bad example: Immature, whiny, male-pig Romeo, a male harlot, ruins precious Juliet whom he loved no more than Rosaline.

I’ve taken these lesson plans and added notes, graphic organizers, and more lesson options to create what I consider an invaluable resource for middle school and high school teachers. It’s only $5.95.

It includes 10 lesson plans aligned to common core standards, notes, and over 15 assignments with answer keys. All you need to do is print out each assignment, make copies, and pass them out. Here’s a Free Topic Sentence Sample Plan to give you an idea of what the paragraph teaching guide has to offer.

Of course, you’re more than welcome to make your own handouts and assignments that took me weeks to make and years to perfect.

Last Updated on October 20, 2017 by Trenton Lorcher

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25 Thesis Statement Examples

A thesis statement is needed in an essay or dissertation . There are multiple types of thesis statements – but generally we can divide them into expository and argumentative. An expository statement is a statement of fact (common in expository essays and process essays) while an argumentative statement is a statement of opinion (common in argumentative essays and dissertations). Below are examples of each.

Strong Thesis Statement Examples

1. School Uniforms

“Mandatory school uniforms should be implemented in educational institutions as they promote a sense of equality, reduce distractions, and foster a focused and professional learning environment.”

Best For: Argumentative Essay or Debate

Read More: School Uniforms Pros and Cons

2. Nature vs Nurture

“This essay will explore how both genetic inheritance and environmental factors equally contribute to shaping human behavior and personality.”

Best For: Compare and Contrast Essay

Read More: Nature vs Nurture Debate

3. American Dream

“The American Dream, a symbol of opportunity and success, is increasingly elusive in today’s socio-economic landscape, revealing deeper inequalities in society.”

Best For: Persuasive Essay

Read More: What is the American Dream?

4. Social Media

“Social media has revolutionized communication and societal interactions, but it also presents significant challenges related to privacy, mental health, and misinformation.”

Best For: Expository Essay

Read More: The Pros and Cons of Social Media

5. Globalization

“Globalization has created a world more interconnected than ever before, yet it also amplifies economic disparities and cultural homogenization.”

Read More: Globalization Pros and Cons

6. Urbanization

“Urbanization drives economic growth and social development, but it also poses unique challenges in sustainability and quality of life.”

Read More: Learn about Urbanization

7. Immigration

“Immigration enriches receiving countries culturally and economically, outweighing any perceived social or economic burdens.”

Read More: Immigration Pros and Cons

8. Cultural Identity

“In a globalized world, maintaining distinct cultural identities is crucial for preserving cultural diversity and fostering global understanding, despite the challenges of assimilation and homogenization.”

Best For: Argumentative Essay

Read More: Learn about Cultural Identity

9. Technology

“Medical technologies in care institutions in Toronto has increased subjcetive outcomes for patients with chronic pain.”

Best For: Research Paper

10. Capitalism vs Socialism

“The debate between capitalism and socialism centers on balancing economic freedom and inequality, each presenting distinct approaches to resource distribution and social welfare.”

11. Cultural Heritage

“The preservation of cultural heritage is essential, not only for cultural identity but also for educating future generations, outweighing the arguments for modernization and commercialization.”

12. Pseudoscience

“Pseudoscience, characterized by a lack of empirical support, continues to influence public perception and decision-making, often at the expense of scientific credibility.”

Read More: Examples of Pseudoscience

13. Free Will

“The concept of free will is largely an illusion, with human behavior and decisions predominantly determined by biological and environmental factors.”

Read More: Do we have Free Will?

14. Gender Roles

“Traditional gender roles are outdated and harmful, restricting individual freedoms and perpetuating gender inequalities in modern society.”

Read More: What are Traditional Gender Roles?

15. Work-Life Ballance

“The trend to online and distance work in the 2020s led to improved subjective feelings of work-life balance but simultaneously increased self-reported loneliness.”

Read More: Work-Life Balance Examples

16. Universal Healthcare

“Universal healthcare is a fundamental human right and the most effective system for ensuring health equity and societal well-being, outweighing concerns about government involvement and costs.”

Read More: The Pros and Cons of Universal Healthcare

17. Minimum Wage

“The implementation of a fair minimum wage is vital for reducing economic inequality, yet it is often contentious due to its potential impact on businesses and employment rates.”

Read More: The Pros and Cons of Raising the Minimum Wage

18. Homework

“The homework provided throughout this semester has enabled me to achieve greater self-reflection, identify gaps in my knowledge, and reinforce those gaps through spaced repetition.”

Best For: Reflective Essay

Read More: Reasons Homework Should be Banned

19. Charter Schools

“Charter schools offer alternatives to traditional public education, promising innovation and choice but also raising questions about accountability and educational equity.”

Read More: The Pros and Cons of Charter Schools

20. Effects of the Internet

“The Internet has drastically reshaped human communication, access to information, and societal dynamics, generally with a net positive effect on society.”

Read More: The Pros and Cons of the Internet

21. Affirmative Action

“Affirmative action is essential for rectifying historical injustices and achieving true meritocracy in education and employment, contrary to claims of reverse discrimination.”

Best For: Essay

Read More: Affirmative Action Pros and Cons

22. Soft Skills

“Soft skills, such as communication and empathy, are increasingly recognized as essential for success in the modern workforce, and therefore should be a strong focus at school and university level.”

Read More: Soft Skills Examples

23. Moral Panic

“Moral panic, often fueled by media and cultural anxieties, can lead to exaggerated societal responses that sometimes overlook rational analysis and evidence.”

Read More: Moral Panic Examples

24. Freedom of the Press

“Freedom of the press is critical for democracy and informed citizenship, yet it faces challenges from censorship, media bias, and the proliferation of misinformation.”

Read More: Freedom of the Press Examples

25. Mass Media

“Mass media shapes public opinion and cultural norms, but its concentration of ownership and commercial interests raise concerns about bias and the quality of information.”

Best For: Critical Analysis

Read More: Mass Media Examples

Checklist: How to use your Thesis Statement

✅ Position: If your statement is for an argumentative or persuasive essay, or a dissertation, ensure it takes a clear stance on the topic. ✅ Specificity: It addresses a specific aspect of the topic, providing focus for the essay. ✅ Conciseness: Typically, a thesis statement is one to two sentences long. It should be concise, clear, and easily identifiable. ✅ Direction: The thesis statement guides the direction of the essay, providing a roadmap for the argument, narrative, or explanation. ✅ Evidence-based: While the thesis statement itself doesn’t include evidence, it sets up an argument that can be supported with evidence in the body of the essay. ✅ Placement: Generally, the thesis statement is placed at the end of the introduction of an essay.

Try These AI Prompts – Thesis Statement Generator!

One way to brainstorm thesis statements is to get AI to brainstorm some for you! Try this AI prompt:

💡 AI PROMPT FOR EXPOSITORY THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTUCTIONS]. I want you to create an expository thesis statement that doesn’t argue a position, but demonstrates depth of knowledge about the topic.

💡 AI PROMPT FOR ARGUMENTATIVE THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTRUCTIONS]. I want you to create an argumentative thesis statement that clearly takes a position on this issue.

💡 AI PROMPT FOR COMPARE AND CONTRAST THESIS STATEMENT I am writing a compare and contrast essay that compares [Concept 1] and [Concept2]. Give me 5 potential single-sentence thesis statements that remain objective.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is IQ? (Intelligence Quotient)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples

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A retired teacher saw inspiration in Columbia’s protests. Eric Adams called her an outside agitator

Nahla Al-Arian visits the pro-Palestinian protesters encampment on the campus of Columbia University, Thursday, April 25, 2024, in New York. (Laila Al-Arian via AP)

FILE - New York City Mayor Eric Adams speaks during a news conference at City Hall, Dec. 12, 2023, in New York. Before police officers poured into Columbia University on Tuesday night, April 30, 2024, arresting more than 100 people as they cleared an occupied school building and tent encampment, Adams received a piece of intelligence he said shifted his thinking about the campus demonstrations over the war in Gaza. (AP Photo/Peter K. Afriyie, File)

FILE - Former University of South Florida professor Sami Al-Arian is seen, Jan. 16, 2009, outside federal court in Alexandria, Va. Nahla Al-Arian told The Associated Press on Wednesday, May 1, 2024, that New York City Mayor Eric Adams had misstated both her role in the Columbia University protests and the facts about her husband, Sami Al-Arian, a former computer engineering professor and prominent Palestinian activist. (AP Photo/Kevin Wolf, File)

Officers with the New York Police Department stand outside Columbia University’s Hamilton Hall as they disperse Pro-Palestine students and protestors occupying Hamilton Hall on Tuesday evening, April 30, 2024 in New York. Members of the occupation took over Hamilton Hall in the early hours of Tuesday morning. (Seyma Bayram via AP)

Pro Palestinian students lock arms, sing and chant as they braced for New York Police Department officers to raid campus after Columbia University President Minouche Shafik called on the NYPD to dismantle encampments and remove individuals from Hamilton Hall, Tuesday, April 30, 2024 in New York. (Seyma Bayram via AP)

Pro-Palestianian protesters gather near a main gate at Columbia University in New York, Tuesday, April 30, 2024, just before New York City police officers cleared the area after a building was taken over by protesters earlier in the day. The building and a tent encampment were cleared during the operation. (AP Photo/Craig Ruttle)

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NEW YORK (AP) — Before police officers poured into Columbia University on Tuesday night, arresting more than 100 people as they cleared an occupied school building and tent encampment, New York City Mayor Eric Adams said he received a piece of intelligence that shifted his thinking about the campus demonstrations over the war in Gaza.

“Outside agitators” working to “radicalize our children” were leading students into more extreme tactics, the mayor said. And one of them, Adams said repeatedly in media appearances Wednesday morning, was a woman whose husband was “convicted for terrorism.”

But the woman referenced by the mayor wasn’t on Columbia’s campus this week, isn’t among the protesters who were arrested and has not been accused of any crime.

Nahla Al-Arian, 63, told The Associated Press on Wednesday that Adams had misstated both her role in the protests and the facts about her husband, Sami Al-Arian, a former computer engineering professor and prominent Palestinian activist.

He was arrested in 2003 on charges of supporting the Palestinian Islamic Jihad group in the 1980s and 1990s, but a jury declined to convict him of any charges. The complicated case remained in legal limbo for years, even after he took a plea deal on a lesser charge that his family said he accepted to get out of jail and end their suffering. He was deported to Turkey in 2015, ending a case seen by some as an example of excessive government overreach.

What to know about student protests

• What’s happening: Student protests over the Israel-Hamas war have popped up at many college campuses following the arrest of demonstrators in April at Columbia University.
• Why : The students are protesting the war’s death toll and are calling for universities to separate themselves from any companies that are advancing Israel’s military efforts in Gaza.
• On campus : As students around the country protest, student journalists are covering their peers in a moment of uncertainty.

A retired elementary school teacher, Nahla Al-Arian said she did go to Columbia — but not to teach anyone about civil disobedience.

“The whole thing is a distraction because they are very scared that the young Americans are aware for the first time of what’s going on in Palestine,” Nahla Al-Arian said. “They are the ones who influenced me. They are the ones who gave me hope that at last the Palestinian people can get some justice.”

Law enforcement officials have long sought to discredit protests by invoking the specter of “outside agitators,” dating back to the Civil Rights movement. Police officials in New York made similar claims during the demonstrations that erupted across the city after the death of George Floyd in 2020 , at times labeling peaceful marches led by neighborhood activists as the work of violent outside extremists.

Nahla Al-Arian said she has lost dozens of relatives to Israeli airstrikes in recent months and wanted to see the encampment up close, so she stopped by briefly on April 25 while visiting New York City on an unrelated trip with her two daughters. She said she sat briefly on the lawn but did not speak directly with any protesters, whom she described as “busy and beautiful.”

“I sat and I felt happy to see those students fighting for justice for the oppressed people in Palestine,” she recalled. “Then I was tired, so I left.”

It was a photo of her kneeling alone beside a tent, taken by her daughter and shared on X by her husband, that quickly stoked allegations of a terrorism link to the protest.

Officers with the New York Police Department stand outside Columbia University’s Hamilton Hall as they disperse Pro-Palestine students and protestors occupying Hamilton Hall on Tuesday evening, April 30, 2024 in New York. (Seyma Bayram via AP)

The claim was parroted by right-wing social media accounts, including Libs of TikTok. One post that racked up over 1 million views on X erroneously said the woman might have been among protesters as police entered the campus. The post cited City Hall sources and has since been deleted.

But the claim spread widely, fueling a narrative — vehemently disputed by student organizers — that Columbia’s pro-Palestinian movement has been co-opted by external forces.

In an appearance Wednesday on “CBS Mornings,” Adams, a Democrat, said that the NYPD’s intelligence division had identified people among the protesters “who were professionals, well-trained. One of them was married to someone that was arrested for terrorism.” Pressed for details, he declined to name the woman, but suggested reporters could figure it out by looking at social media.

Speaking on MSNBC’s “Morning Joe,” Adams also said his suspicions about external influences on the students had been confirmed after police identified a woman in the protest “organization” whose “husband was arrested for and convicted for terrorism on a federal level.” At a news conference later in the day, Adams suggested that Columbia students had been taught by outsiders how to barricade themselves to repel police attempts to remove them, saying, “These are all skills that are taught and learned.”

Police declined to provide details about what groups may have been involved or to say how many of the 109 people arrested at Columbia Tuesday night were not connected to the university. Even before the students entered Hamilton Hall, police officials claimed, without providing evidence, that an outside group was helping to fund and organize the encampment.

Students at Columbia have been open about the fact that they count outside community members among their movement. But organizers maintain their actions have been led by students, some of whom said they had closely studied tactics used by those who took over several university buildings in 1968 to protest the Vietnam War and racism.

In a statement, the group behind the encampment, Columbia University Apartheid Divest, defended its right “to include people from outside the Ivy League or the ivory tower in this global movement.”

“‘Outside agitator’ is a far right smear used to discredit coalition building and anti racism,” the statement continued.

Laila Al-Arian, a journalist who joined her mother at the encampment on April 25, said the mayor’s comments dredged up painful memories of her father’s years-long legal battle, which included lengthy time spent in solitary confinement. Adams, she said, “was appealing to people’s most base racist instincts” to treat Muslims as dangerous outsiders.

“My mother wanted to see this beautiful act of solidarity up close,” she added. “For people to use my father to smear these students, who may not have even been alive when all of this was happening, is shameful in so many ways.”

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FACT SHEET: Biden- ⁠ Harris Administration Announces New Actions to Support and Strengthen the Teaching   Profession

Today, ahead of Teacher Appreciation Week, the Biden-Harris Administration is announcing new efforts to strengthen the teaching profession and support schools across the country, including actions to increase teacher recruitment and retention, new data on how fixes to Public Service Loan Forgiveness (PSLF) are benefitting teachers in every state and Congressional district, and new funding to increase pipelines for special education teachers.   Our nation’s teachers prepare and inspire the next generation of leaders who are critical to our future. President Biden has been clear since day one that to address these long-standing staffing challenges facing our schools, exacerbated by the pandemic, teachers, paraprofessionals, and other school staff need to be paid competitively and treated with the respect and dignity that they deserve, including through improved working conditions for staff and learning conditions for students.   Later today, First Lady Jill Biden, a life-long educator, will host the first-ever Teachers of the Year State Dinner at the White House to honor the 2024  National Teacher of the Year , Missy Testerman, and state teachers of the year from across the United States for their excellence in education.     The Biden-Harris Administration has strengthened the teaching profession by:

• Encouraging states to increase teacher pay, with 30 states and the District of Columbia taking action to raise teacher pay. To support COVID-19 recovery, the Administration secured $130 billion for the largest-ever investment in public education in history through the American Rescue Plan provided to more than 15,000 school districts and secured nearly $2 billion in additional Title I funding to date; both funding streams can be used to support teacher salaries in our most underserved schools. These funds can also be used to support high-quality teacher pipeline programs and hire more professionals across the education workforce.
• Fixing the Public Service Loan Forgiveness program, which has helped nearly 876,000 borrowers engaged in public service – such as teachers – have their federal student loans forgiven. Prior to the Biden-Harris Administration, only 7,000 borrowers had received relief under this program.
• Returning schools to pre-pandemic staffing levels. While teacher shortages remain, staffing at schools has recovered above pre-pandemic levels, including 40 percent more social workers and 25 percent more nurses, providing critical supports to students that also helps support teaching and learning.
• Expanding Registered Teacher Apprenticeship programs to 34 states, the District of Columbia, and Puerto Rico, providing an affordable and high-quality path to become a teacher in communities across the country. 
• Securing a total of nearly $2.7 billion of investment in teachers in the Fiscal Year (FY) 2024 budget to help states and communities address teacher shortages, including in areas such as special education, Career and Technical Education, and bilingual education, and in underserved communities, through increased teacher recruitment, support, and retention.

 Additional details on these actions are described further below. Today, the Biden-Harris Administration is announcing new actions to support teachers:

• Establishing a new technical assistance center to help states and communities increase teacher recruitment and retention. This week, the Department of Education will release a Notice of Final Priorities and a Notice Inviting Applications and for the Comprehensive Centers grant program, which will support a Center on Strengthening and Supporting the Educator Workforce. This new Center will provide universal and targeted intensive capacity-building services designed to support States as they in turn support their districts, schools and partners in designing and scaling practices that establish and enhance high-quality, comprehensive, evidence-based, and affordable educator pathways (including educator residency and Grow Your Own programs, and emerging pathways into the profession such as registered apprenticeship programs for teachers), and in improving educator diversity, recruitment, and retention. 
• Providing data from each Congressional district showing the effects of the Biden-Harris Administration’s work to fix the PSLF program. The data released today shows the distribution across the country of $62.8 billion in approved debt relief across 876,000 borrowers in every state and Congressional district. These are individuals who worked for at least 10 years in public service while repaying their loans.
• I ncreasing funding to support a strong pipeline of special education teachers. To date, the Administration has secured a $25 million increase in funding for the Personnel Preparation grant program under Part D of the Individuals with Disabilities Education Act compared to the beginning of the Administration, a 28 percent increase dedicated to growing our nation’s supply of special educators – a persistent shortage area. Funding under this grant can be used to support the preparation and development of special educators, including increasing the supply of special education faculty available to establish or scale up preparation programs for special educators at institutions of higher education. In the coming week, the Department will make about $10 million in new awards to grantees implementing programs under Part D of IDEA to help shore up the supply of special educators nationwide.

These announcements build on actions the Biden-Harris Administration have taken since day one to support our nation’s teachers. To date, the Administration has:

• Supported a strong educator workforce jobs recovery and helped rehire through the American Rescue Plan. As a result of the President’s decisive action to provide our schools with historic funds through the American Rescue Plan, we now have more people working in public schools than before the pandemic. Our schools lost hundreds of thousands of local public education jobs in just three months during the pandemic. Since President Biden took office, schools have added 638,000 education jobs. As of March 2024, there were 23,000 more employees in local public education than in February 2020. But there is still work to do. Teacher shortages remain and vary significantly across communities, disproportionately impacting students of color, students with disabilities, English learners, and students from low-income backgrounds.
• Increased investments by $112 million in preparing, recruiting, developing, and retaining teachers since the beginning of this Administration. As a result of the additional funds the Administration has secured in these programs since the beginning of the Administration and through FY23, an additional $112 million has been invested in supporting educators through Department of Education’s competitive grant programs, in addition to the tens of billions invested in staffing through the American Rescue Plan. For example, the Administration has increased annual funding for the Teacher Quality Partnership Grant program by 34 percent, which supports year-long teacher residency programs that have been shown to increase teacher effectiveness, retention, and diversity.
• Funded educator diversity efforts nationwide. The Administration has prioritized efforts to increase educator diversity across 15 competitive grant programs that support teacher preparation, development, recruitment, and retention. These programs awarded nearly $450 million to 263 grantees, 92 percent of which were to grantees that addressed specific priorities related to educator diversity. For example, this year the Department plans to award $15 million to fund up to 27 new awards to Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), and Minority Serving Institutions (MSIs) through the Augustus F. Hawkins program, which works to increase the numbers of diverse personnel in early intervention, special education, and related services.
• Expanded high-quality teacher preparation programs through Registered Teacher Apprenticeships. At the beginning of this Administration, there were no Registered Apprenticeship Programs for teachers. Today, there are registered programs in 34 states, the District of Columbia and Puerto Rico. These programs can serve to provide affordable and high-quality pathways into the profession, allowing apprentices to earn a salary and benefits while they prepare to become a teacher, including by scaling up evidence-based Grow Your Own and Teacher Residency programs, which help to increase teacher retention, effectiveness, and diversity.
• Relieved teacher student loan debt through forgiveness, repayment, and grant programs. The Administration has approved almost $160 billion in student debt forgiveness for nearly 4.6 million borrowers through various actions, including $62.8 billion in forgiveness for almost 876,000 borrowers through fixes to PSLF. The Administration has also secured the largest increase to Pell Grants in a decade and launched the new SAVE plan – the most affordable student loan repayment plan ever. The Administration estimates that a first-year teacher with a bachelor’s degree would save $17,000 in payments on the SAVE plan while seeking PSLF. This Administration also implemented changes to the TEACH Grant program to support teacher recruitment and retention in our most underserved communities. The TEACH Grant provides up to $16,000 to undergraduate and graduate students who commit to teaching in a high-need field and school serving students from low-income backgrounds for four years.
• Secured first-ever funding for the Augustus F. Hawkins Centers of Excellence Grants. The Department held the first-ever competition for the Augustus F. Hawkins Grant program, awarding $23 million to date to teacher preparation programs at HBCUs, TCCUs, and MSIs to increase the number of well-prepared teacher candidates, including teacher candidates of color and bilingual and multilingual educators, in the field. The Department is currently administering an additional competition for the Hawkins grant program with $15 million in funding available, with applications due in June 2024.
• Launched a campaign to elevate the teaching profession and call for increasing teacher pay. The Department launched “Teachers: Leaders Shaping Lives” – a campaign to elevate the teaching profession and promote educator diversity. The new Public Service Announcement was developed in partnership with TEACH.org and the One Million Teachers of Color Campaign at the Hunt Institute. This Administration believes that educators should be treated with dignity and respect and receive the pay they deserve – and has encouraged all states to increase compensation so that teachers are paid a livable and competitive wage. Since the 2021-22 school year, 30 states and the District of Columbia have taken action at the state level to increase teacher pay.
• Provided extensive Technical Assistance and Guidance on how to use federal and other resources to implement evidence-based strategies to support teacher preparation, recruitment, retention, development, and advancement. This includes; (1) establishing the  Strengthening and Diversifying the Educator Workforce Workgroup  which brings together States from across the country to share resources and discuss lessons learned and best practices for supporting teacher development, recruitment, retention and diversity; (2) updating guidance on the use of Perkins V funds to improve the recruitment, preparation, retention, and growth of future educators, including Career and Technical Education teachers; (3) issuing a collection of  seven briefs  outlining the most common challenges related to recruiting and retaining teachers from underrepresented backgrounds or with certain certifications; (4) sharing best practices, key resources, and making data on job recovery, educator preparation, educator diversity, and compensation, and other related issues easier to access and use through the Department’s Raise the Bar: Eliminating Educator Shortages website ; and (5) issuing guidance on how American Rescue Plan funds can be used to stabilize the teacher workforce and support teacher well-being.

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