a thesis statement should not be

Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

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Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

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Writing Tutorial Services

How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

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

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

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

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

Elements of a Thesis Statement

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

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

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

A Strong Thesis Statement

A strong thesis statement contains the following qualities.

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

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

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

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

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

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

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

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

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

Examples of Appropriate Thesis Statements

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

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

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

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

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

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

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

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

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

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

A thesis is weak when the statement is too broad.

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

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

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

Writing at Work

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

Thesis Statement Revision

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

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

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

Ways to Revise Your Thesis

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

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

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

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

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

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

Working thesis: The welfare system is a joke.

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

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

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

Working thesis: Kansas City schoolteachers are not paid enough.

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

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

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

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

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

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

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

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

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

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

Collaboration

Please share with a classmate and compare your answers.

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

Key Takeaways

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

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

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The Toronto Maple Leafs should not play hardball with its Core Four players

Assistant Professor in Sport Management, Brock University

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According to Maple Leaf Sports and Entertainment CEO, Keith Pelley, when it comes to the Toronto Maple Leafs, “good is simply not good enough.” So, it should come as no surprise, that following the Leafs’ Game 7 loss to the Boston Bruins — that was, their seventh first-round exit in the Stanley Cup Playoffs in the last eight seasons — significant changes would be necessary. Good — but simply not good enough — coach Sheldon Keefe was first to go .

Reportedly, one or more of the Maple Leafs’ Core Four — Captain John Tavares, Mitch Marner, Auston Matthews and William Nylander (plus Morgan Rielly) — may be next to go . However, there are issues — some practical and some philosophical — with that.

Each of the Core Four have previously negotiated no-movement clauses . So, unless Tavares or Marner choose to waive (or are coerced to waive) their no-trade agreements, there’s no trade.

As a result, pundits have suggested the Maple Leafs could (and perhaps even should) “make life rather miserable for him [Mitch Marner] in his last season in Toronto” to nudge one or more of the Core Four to consider waiving their no-movement clauses. However, such hardball negotiation tactics are inadvisable.

3D negotiation

Hardball, or hard bargaining, tactics are inadvisable for several reasons. First, according to Harvard professors David Lax and James Sebenius , such coercive strategies and tactics are doomed to fail because they are (at best) short-term, short-sighted and fail to account for the interests and potential value that can only be created by looking beyond the immediate deal or issue.

According to Lax and Sebenius, more effective three dimensional negotiators scan the environment “in order to construct the most promising sequence of deals that lead to a self-sustaining company.” 3D negotiators consider the impacts from their actions and how parties beyond the immediate issue can influence the deal and future deals as well.

When it comes to the Core Four, the notion that the Maple Leafs should use coercive hardball tactics to nudge Tavares or Marner to waive their no-movement clauses fails to meet Lax and Sebenius’ 3D standard. It does not consider, for instance, how such tactics might influence future high-profile free agents’ decisions to choose to join or stay with the Maple Leafs.

An Infinite Game

At Brock University’s Department of Sport Management, perhaps the most important lesson learned through our negotiation workshops concerns the Infinite Game concept . In short, infinite games are continuous (life, business, relationships, etc.) and as such, should be played with an elevated ethical code.

Whereas in finite games, you might consider lying or cheating if doing so increases your odds of winning, an infinite game demands more — because to stay in the game you have to consider how decisions will effect your reputation and whether people trust you.

Yet, negotiations (even negotiation simulations) provide a platform, or moments, that can test students’ willingness to trade short-term gains for long-term trust. For example, student-negotiators can be tempted to suggest their best alternative to a proposed deal (whatever that deal happens to be) is better than it is.

So as not to make these same mistakes in your next salary negotiation (e.g., by suggesting to your boss that you have several offers from competing companies when you don’t), do the necessary work to actually obtain your best alternatives .

The lesson — that negotiation in the sport management arena is an infinite game — can be reinforced by conducting multiple simulations in which negotiating partners alternate roles with each side having an obvious advantage over the other.

In those situations, advantaged student-negotiators who (wrongly) assumed they were playing a finite game in the first simulation are often surprised to learn how taking advantage of their partner comes back to haunt them in the second round.

The Core Four conundrum

Maple Leafs leadership has important decisions to make. First, is whether to adopt 3D negotiation principles, including seeing beyond the current negotiation table to ensure decisions made now don’t negatively impact future deals.

Second, is whether to treat the Core Four conundrum as a finite or an infinite game. Hardball tactics that make life miserable for the Core Four may be deemed an acceptable (though unethical) part of the game.

However, viewed as an infinite game, the situation demands the Maple Leafs leadership team live up to their word (and the word of previous leaders) on negotiated agreements with no-movement clauses. Anything less is simply not good enough.

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• Parenting, childcare and children's services
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New restrictions on puberty blockers

New regulations restrict the prescribing and supply of puberty-suppressing hormones to children and young people under 18.

The government has today introduced regulations to restrict the prescribing and supply of puberty-suppressing hormones , known as ‘puberty blockers’, to children and young people under 18 in England, Wales and Scotland.

The emergency ban will last from 3 June to 3 September 2024. It will apply to prescriptions written by UK private prescribers and prescribers registered in the European Economic Area (EEA) or Switzerland.

During this period no new patients under 18 will be prescribed these medicines for the purposes of puberty suppression in those experiencing gender dysphoria or incongruence under the care of these prescribers.

The NHS stopped the routine prescription of puberty blocker treatments to under-18s following the Cass Review into gender identity services.

In addition, the government has also introduced indefinite restrictions to the prescribing of these medicines within NHS primary care in England, in line with NHS guidelines.

The new arrangements apply to gonadotropin-releasing hormone analogues - medicines that consist of, or contain, buserelin, gonadorelin, goserelin, leuprorelin acetate, nafarelin or triptorelin.

This action has been taken to address risks to patient safety.

Patients already established on these medicines by a UK prescriber for these purposes can continue to access them. They will also remain available for patients receiving the drugs for other uses, from a UK-registered prescriber.

Patients seeking more information should speak to their clinician.

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Davao court asks Acosta, lawyer to show cause why they should not be cited for contempt

D AVAO CITY — A Davao court has ordered former Mindanao Development Authority (MinDA) Secretary Maria Belen Acosta and her lawyer Israelito Torreon to show cause why they should not be cited for contempt after Acosta posted on her social media account an official statement saying that the quo warranto case earlier dismissed by the court had been reversed, and that her motion for reconsideration had been granted.

Acosta, an appointee of former President Duterte, had earlier filed the quo warranto petition questioning the appointment of new MinDA Secretary Leo Tereso Magno, an appointee of President Ferdinand Marcos Jr., while she was still serving her term of office.

Judge Mario C. Duaves, the presiding judge of Branch 15 of the Regional Trial Court (RTC) 11th Judicial Region, however, dismissed Acosta’s petition, saying that it was an improper remedy because it was not anchored on Magno’s qualification but was more of a challenge to “an act of the President, who is immune from suit.”

On Monday, June 3, or a week after the court’s decision, Acosta posted an “official statement” on her Facebook page, saying the court had reversed its earlier decision and had granted her motion for reconsideration.

“This is the curious case of MinDA having two appointed Secretaries for one and the same position,” said Acosta in the statement. She reiterated her earlier position that the post was “not vacant,” that it was not coterminous, neither was her post as chair of MinDA a “position of trust” since its mandate sprung from Republic Act 9996, or the act creating the Mindanao Development Authority (MinDA), which specifically provided a six-year term for its chair, unless removed for a cause.

“Yet, another person was appointed with no prior formal notification from Malacañang. Due process was not followed and no clear ’cause’ was established,” Acosta said in the statement.

In his June 4 order, Judge Duaves said Acosta’s “official statement” contained incorrect facts that “corrupted the true nature and substance of the court-issued orders and processes.”

“In so doing, you have caused unnecessary confusion to the public amounting to improper conduct tending to degrade the administration of justice and judicial processes of this court,” Duaves said.

He directed Acosta and her lawyer to submit within 10 days their written explanation under oath and to show cause “why you will not be cited in contempt.”

The court also ordered Acosta to take down “such pretentious official statement” from her social media account and other online platforms and cause the statement to be removed in all media outlets. But as of Wednesday, June 5, Acosta has not taken her official statement yet.

• International

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May 28, 2024 - Israel-Hamas war

By Helen Regan, Heather Chen and Tori B. Powell, CNN

Our live coverage of Israel's war against Hamas in Gaza has moved here .

Nikki Haley writes "Finish them!" on Israeli artillery shells

From CNN's Ebony Davis

Former UN ambassador Nikki Haley wrote “Finish Them!” on Israeli artillery shells during a Memorial Day visit to Israel, according to  photos in a post from Danny Danon, a former Israeli ambassador to the United Nations, who accompanied her on the trip.

Her visit to the northern Israeli border came a day after an  Israeli strike  that killed 45 at a camp for displaced Palestinians in Rafah. Israel’s Prime Minister Benjamin Netanyahu described the strike as "a tragic error ".

Haley's message echoes her previous sentiment during a Fox News interview in which she condemned Hamas’ attacks and called on Netanyahu to “finish them.”

"I will say this to Netanyahu: finish them. Finish them. Hamas did this, you know Iran is behind it, finish them. They should have hell to pay for what they've just done,” Haley said back then.

CNN has reached out to representatives for Haley for comment.

Haley said Tuesday: "1 in 4 of their neighbors were murdered or taken hostage in Gaza. No other country would accept this, Israel should not either."

She also reaffirmed her commitment to Israel, saying during the tour, saying "Don't listen to what is being said in the media. I reassure you: America stands with Israel!"

During the Memorial Day weekend trip, Haley visited Kibbutz Nir Oz, the site of the Nova festival, and Sderot.

She reflected in a  social media post  about a nurse she met whose “life changed forever’ after October 7.

“Like my daughter, Tali Biner is a nurse in her 20s who loves music and her friends. But, her life changed forever at the Nova Music Festival. For hours she hid, praying not to be next, listening to fellow concert goers beg for mercy as they were raped, genitally mutilated, and shot to death by Hamas,” Haley said.

“When she escaped, she tried to treat victims who were butchered and left to slowly die. Now, she bravely tells her story to bear witness for the hundreds who can’t — raped, tortured, kidnapped, and murdered simply for being Israeli,” she continued.

Algeria draft Security Council resolution calls for ceasefire in Gaza and hostage release, UN diplomat says

From CNN's Richard Roth

Algeria has circulated to all UN Security Council members a proposed draft resolution calling for an immediate ceasefire in Gaza and the unconditional release of all hostages, a UN diplomat told CNN on Tuesday.

It's unknown how the US will vote on this.

Algeria's draft resolution comes after 45 people were killed in an Israeli airstrike on a Rafah camp housing displaced people on Sunday.

Houthi ballistic missiles strike Greek-owned ship in Red Sea, US military says

A Greek owned and operated merchant ship in the Red Sea reported being struck by three anti-ship ballistic missiles launched Tuesday by Iranian-backed Houthis in Yemen, according to US Central Command.

Merchant Vessel Laax continued on its voyage and there were no injuries reported, CENTCOM said in a statement.

During the same time, US forces destroyed five Houthi drones over the Red Sea that were launched from a Houthi-controlled area of Yemen and “presented an imminent threat to merchant vessels in the region,” the statement added.

Nearly 1 million Palestinians displaced from Rafah, UN officials say. Here's what you should know

From CNN staff

At least 940,000 people have been displaced from Rafah in the past three weeks as a result of "the intensification of hostilities and issuance of evacuation orders" by Israeli forces, according to the UN Office for the Coordination of Humanitarian Affairs (UNOCHA).

Many of the displaced Palestinians are attempting to evacuate following devastating Israeli strikes – but they don't know where to go.

Here are more headlines you should know:

More on the Rafah strike:

• The Israeli military is looking into the possibility that the Israeli airstrike, which killed more than 45 people on Sunday, may have unintentionally set off possible stored weapons in a nearby compound and a large fire that decimated part of a camp housing displaced Palestinians, according to spokesperson Rear Admiral Daniel Hagari.
• A CNN analysis of videos and a review by explosive weapons experts found that US-made munitions were used in the strike.
• The United States “ will be watching ” the results of the Israeli investigation, said State Department spokesperson Matthew Miller. He added that the findings should be “presented openly and transparently to us and to the world.”
• White House National Security Council spokesperson John Kirby  told reporters Tuesday  that Sunday’s airstrike did not cross President Joe Biden's red line. Kirby said he had “no policy changes to speak to” when asked if this strike would change policy – but emphasized that this strike “just happened.”

International reaction to the Rafah strike:

• French UN Ambassador Nicolas de Rivière warned of any further escalations in Rafah, saying "it is high time," for the UN Security Council "to take action and to adopt a new resolution" about the war in Gaza.
• Protesters in cities across Europe gathered to voice opposition to the deadly strike in southern Gaza.

Other Israeli attacks:

• The Israeli military killed at least 29 Palestinians  in two separate attacks around Rafah, according to Gaza’s Ministry of Health and the Emergency Committee of the Rafah Governorate. UNRWA Commissioner-General Philippe Lazzarini said his staff are "terrified" and are packing up and moving following the strikes.

Broken pier:

• The  temporary pier constructed by the US military  to transport aid into Gaza broke apart in heavy seas on Tuesday in a major blow to the American-led effort to create a maritime corridor for humanitarian supplies into the war-torn enclave, according to four US officials. An effort to reassemble the causeway and connect it to the parking area will resume when sea conditions allow, officials said.

US-made munitions were used in deadly strike on Rafah tent camp, CNN analysis shows  

From CNN’s Allegra Goodwin and Avery Schmitz

US-made munitions were used in a deadly Israeli strike on a camp for displaced Palestinians in Rafah, a CNN analysis of video from the scene and a review by explosive weapons experts found. 

CNN geolocated videos showing tents in flames in the aftermath of the strike on the camp for internally displaced people (IDPs) known as "Kuwait Peace Camp 1."

In video shared on social media, which CNN geolocated to the same scene by matching details including the camp’s entrance sign and the tiles on the ground, the tail of a US-made GBU-39 small-diameter bomb (SDB) is visible, according to four explosive weapons experts who reviewed the video for CNN.

The GBU-39, manufactured by Boeing, is a high-precision munition “designed to attack strategically important point targets,” and result in low collateral damage, explosive weapons expert Chris Cobb-Smith told CNN.

However, “using any munition, even of this size, will always incur risks in a densely populated area,” said Cobb-Smith, a former British Army artillery officer.   

Trevor Ball, a former US Army senior explosive ordnance disposal team member who also identified the fragment as being from a GBU-39, explained to CNN how he drew his conclusion.  

“The warhead portion [of the munition] is distinct, and the guidance and wing section is extremely unique compared to other munitions. Guidance and wing sections of munitions are often the remnants left over even after a munition detonates. I saw the tail actuation section and instantly knew it was one of the SDB/GBU-39 variants.”   

CNN’s identification of the munition is consistent with a claim made by Israel Defense Forces spokesperson Rear Admiral Daniel Hagari in a briefing about the tragedy on Tuesday. Hagari said the strike – which he said targeted senior Hamas commanders – used two munitions with small warheads containing 17 kilos of explosives, adding these bombs were "the smallest munitions that our jets could use.”

The traditional GBU-39 warhead has an explosive payload of 17 kilos.  

Additionally, serial numbers on the remnants match those for a manufacturer of GBU-39 parts based in California – more evidence the bombs were made in the US.  

The Pentagon declined to comment and referred CNN to comments from Israel on its operation. CNN has also reached out to the US National Security Council.

Read the full story.

French UN ambassador calls on UN Security Council "to take action and to adopt a new resolution"

From CNN's Richard Roth and Mohammed Tawfeeq

French UN Ambassador Nicolas de Rivière warned of any further escalations in Rafah, saying "it is high time," for the UN Security Council (UNSC) "to take action and to adopt a new resolution" about the war in Gaza.

"There must be an immediate ceasefire in Gaza and the unconditional release of the hostages. There is no safe zone for Palestinian civilians in Rafah," Rivière said in a statement Tuesday. 

He added that the Security Council "must fulfill its mandate and take action now,"

"It must allow the UN to play its full role in the Gaza Strip, in order to cover the immediate needs of the population," he said.

"France will remain committed to building a state for the Palestinians and security guarantees for Israel," Rivière added.

Doctor describes sleepless nights and "very miserable" situation in Rafah

From CNN's Sarah EL Sirgany and Mohammed Tawfeeq

The situation in Rafah is "very miserable," according to a doctor currently working in the southern Gaza city.

"All night, we couldn't sleep," Dr. Safa Jaber told Doctors Without Borders, known by its French acronym MSF (Médecins Sans Frontières), in an Arabic audio message shared by t he group on X with English subtitles .

"All night we heard the clashes, the bombings and the sound of the rockets. Nobody knows what is happening exactly. There are clashes in two different locations in Tal al-Sultan area, in the north and the south," Jaber said. "I am speechless, I cannot even describe what is happening. We are scared for ourselves and for our children. We are not expecting this to happen so suddenly," she added. "Everyone is very terrified. Where shall we go? We are heading to the so-called safe zone. But there is no safe space here after what happened the day before yesterday with the burning of tents," she explained. "We are forced to stay in tents where we will be exposed to the heat, sand. We have to struggle to find water every day; both clean and salt water; the basic services that every human being needs to stay alive. The situation is very miserable," Jaber added.

"There is no shelter, no life, no future." Displaced Palestinians in Rafah wonder where they must move next

From Mohammed Al-Sawalhi, Sarah El Sirgany and Abeer Salman and Hira Humayun 

Displaced Palestinians are attempting to evacuate following devastating Israeli strikes in southern Gaza – but they don't know where to go.

Speaking to a CNN stringer in Khan Younis, north of Rafah, people said they did not know where else to go, as they tried to head north toward Deir El-Balah in central Gaza.

Video from the stringer shows mattresses, wooden panels, chairs, and various other belongings piled on top of vehicles and donkey carts.

"What’s happening now, whether in Rafah, Khan Younis or Gaza in general, is the disastrous displacement of people. There is no shelter, no life, no future," said Ansar Mahdi, who said she's been displaced four times.  "The displacement is repugnant. When people move from one place to another, they want to live.They need money. They’ve lost their savings," she said. "They told us to move from the north to the south. We did. We stayed in tents in abysmal conditions. No words can convey what we went through," she added. "Where else can we go? Where the next displacement would be?" Mahdi asked.

The roads, lined by tents and piles of garbage, were busy with people and vehicles moving in search of empty spaces.

Walking on crutches, Mohamed Jarbou, said, "The elderly have been humiliated. Children humiliated. What’s wrong? They are all civilians. The resistance is not here. The resistance is fighting somewhere else. We are displaced. Why are you hitting the displaced people?"

Israeli strikes over the past two days in Rafah have forced the already displaced people to flee.

More than two dozen people were killed in Israel strikes on two camps on Tuesday, according to Palestinian officials.

The Israeli military denied striking a humanitarian area in Al-Mawasi, telling CNN, "Contrary to the reports from the last few hours, the IDF did not strike in the Humanitarian Area in Al-Mawasi.”

CNN has asked if the military struck elsewhere in Al-Mawasi, and for comment on a strike that hit the Tal al-Sultan camp .

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Sky coach Teresa Weatherspoon calls Chennedy Carter’s foul on Caitlin Clark ‘not appropriate’

Two days after Chennedy Carter committed a Flagrant 1 foul against Caitlin Clark in Saturday’s game between the Chicago Sky and Indiana Feve r, Chicago coach Teresa Weatherspoon called the actions of her guard “not appropriate.”

“Chennedy got caught up in the heat of the moment in an effort to win the game,” Weatherspoon said in a statement Monday. “She and I have discussed what happened and that it was not appropriate, nor is it what we do or who we are.”

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Speaking at a media availability Monday, Weatherspoon said that she talked to Carter on the bench after the foul. Asked if there will be more discipline, Weatherspoon said that she and Carter addressed it “internally.”

“Those are the things that we keep inside,” Weatherspoon said. “And trust me, it was dealt with and dealt with very well.”

Carter’s foul occurred late in the third quarter of Indiana ’s win when, after making a basket, Carter knocked down Clark as the Fever rookie awaited an inbounds pass. Carter appeared to say something before slamming her shoulder into Clark, causing her to fall to the ground. Carter was whistled for an away-from-the-play foul, giving Clark her lone free throw attempt of the game, but officials did not upgrade it to a flagrant at the time.

Carter, who led Chicago with 19 points off the bench, initially declined to speak about the altercation.

“I ain’t answering no Caitlin Clark questions,” Carter said.

Carter later commented on a social media post showing the news conference where she declined to answer questions about Clark, writing, “And that’s that on that cause beside three point shooting what does she bring to the table man.”

On Monday, Carter said she had no regrets for declining to speak about Clark after Saturday’s game.

‘I’m a person that when something happens, I need time to get my thoughts together,” Carter said. “Heat of the moment answering is not probably the best answer.”

When asked about her social media comments, Carter said it was “just jokes” and it’s “all about basketball.”

The WNBA upgraded the foul to a Flagrant 1 on Sunday after reviewing the check. Carter won’t be suspended, the league confirmed Sunday.

Weatherspoon said it was a learning moment for Carter.

Sky coach Teresa Weatherspoon has released a statement re: Carter's foul on Clark Weatherspon says they discussed it and it "was not appropriate" "(She) understands that there are better ways to handle situations on the court, and she will learn from this, as we all will." pic.twitter.com/HT9Ki7A82K — Ben Pickman (@benpickman) June 3, 2024

“Chennedy understands that there are better ways to handle situations on the court, and she will learn from this, as we all will,” Weatherspoon said.

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Clark said she “wasn’t expecting” the hard foul from Carter, calling it “not a basketball play” during the ESPN in-game interview.

“It’s just like, ‘Respond, calm down and let your play do the talking.’ It is what it is,” Clark said after the game.

For Carter, this was her first infraction of the season, meaning she did not automatically qualify for a suspension.

The Fever beat the Sky 71-70 on Saturday to secure their first home win of the season. On Sunday, the league fined the Sky and rookie forward Angel Reese for failing to make herself available to the media postgame.

Weatherspoon, who played in the WNBA from 1997 to 2004, is in her first season as the Sky coach. Chicago hired Weatherspoon in October 2023 to succeed James Wade.

The Sky have a 3-4 record. Chicago and Indiana meet again on June 16.

Required reading

• WNBA upgrades Chennedy Carter’s foul on Caitlin Clark, fines Sky over Angel Reese media violation
• A first Fever home win, Caitlin Clark-Chennedy Carter run-in and Cardoso’s debut: Key takeaways
• Caitlin Clark takes hard foul but doesn’t flinch in Fever’s win over Angel Reese and Sky

(Photo: Jeff Haynes / NBAE via Getty Images)

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Lukas Weese is a Staff Editor of News at The Athletic. Before The Athletic, Lukas was a freelance sports journalist, working as an associate editor at Sportsnet, an OHL reporter for the Toronto Star and had bylines in outlets such as ESPN's Andscape, USA Today, Complex, Yahoo Sports, GOLF Magazine, Just Women's Sports and Raptors Republic. Lukas also does freelance play-by-play broadcasting. Follow Lukas on Twitter @ Weesesports