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Synonyms of thesis

• as in argument
• as in hypothesis
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Thesaurus Definition of thesis

Synonyms & Similar Words

• proposition
• speculation
• explanation
• presupposition
• supposition
• generalization
• presumption
• abstraction

Antonyms & Near Antonyms

Thesaurus Entries Near thesis

Cite this entry.

“Thesis.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/thesis. Accessed 16 May. 2024.

More from Merriam-Webster on thesis

Nglish: Translation of thesis for Spanish Speakers

Britannica English: Translation of thesis for Arabic Speakers

Britannica.com: Encyclopedia article about thesis

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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 .

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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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.

[ Back to top ]

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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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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Didn't find what you need? Email us at [email protected] .

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Thesis and Purpose Statements

Use the guidelines below to learn the differences between thesis and purpose statements.

In the first stages of writing, thesis or purpose statements are usually rough or ill-formed and are useful primarily as planning tools.

A thesis statement or purpose statement will emerge as you think and write about a topic. The statement can be restricted or clarified and eventually worked into an introduction.

As you revise your paper, try to phrase your thesis or purpose statement in a precise way so that it matches the content and organization of your paper.

Thesis statements

A thesis statement is a sentence that makes an assertion about a topic and predicts how the topic will be developed. It does not simply announce a topic: it says something about the topic.

Good: X has made a significant impact on the teenage population due to its . . . Bad: In this paper, I will discuss X.

A thesis statement makes a promise to the reader about the scope, purpose, and direction of the paper. It summarizes the conclusions that the writer has reached about the topic.

A thesis statement is generally located near the end of the introduction. Sometimes in a long paper, the thesis will be expressed in several sentences or an entire paragraph.

A thesis statement is focused and specific enough to be proven within the boundaries of the paper. Key words (nouns and verbs) should be specific, accurate, and indicative of the range of research, thrust of the argument or analysis, and the organization of supporting information.

Purpose statements

A purpose statement announces the purpose, scope, and direction of the paper. It tells the reader what to expect in a paper and what the specific focus will be.

Common beginnings include:

“This paper examines . . .,” “The aim of this paper is to . . .,” and “The purpose of this essay is to . . .”

A purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn.

A purpose statement usually appears toward the end of the introduction. The purpose statement may be expressed in several sentences or even an entire paragraph.

A purpose statement is specific enough to satisfy the requirements of the assignment. Purpose statements are common in research papers in some academic disciplines, while in other disciplines they are considered too blunt or direct. If you are unsure about using a purpose statement, ask your instructor.

This paper will examine the ecological destruction of the Sahel preceding the drought and the causes of this disintegration of the land. The focus will be on the economic, political, and social relationships which brought about the environmental problems in the Sahel.

Sample purpose and thesis statements

The following example combines a purpose statement and a thesis statement (bold).

The goal of this paper is to examine the effects of Chile’s agrarian reform on the lives of rural peasants. The nature of the topic dictates the use of both a chronological and a comparative analysis of peasant lives at various points during the reform period. . . The Chilean reform example provides evidence that land distribution is an essential component of both the improvement of peasant conditions and the development of a democratic society. More extensive and enduring reforms would likely have allowed Chile the opportunity to further expand these horizons.

For more tips about writing thesis statements, take a look at our new handout on Developing a Thesis Statement.

Writing Process and Structure

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Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting 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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thesis statement

[ thee -sis steyt-m uh nt ]

• a short statement, usually one sentence, that summarizes the main point or claim of an essay, research paper, etc., and is developed, supported, and explained in the text by means of examples and evidence.

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Word history and origins.

Origin of thesis statement 1

More About Thesis Statement

What is a thesis statement .

In academic writing, a thesis statement is generally a sentence or two that summarizes the main point that an essay, research paper, or speech is making. It is typically located at the end of the introductory paragraph(s).

Thesis statements are kind of like roadmaps, laying out for the reader/listener where the writer/speaker is headed (argument) and how they are going to get there (evidence).

The thesis statement is widely taught in the humanities, especially in English classes in high school and college, to teach students how to make persuasive arguments that cite and analyze evidence and examples researched from literary, historical, or other texts.

Why is a thesis statement important in an essay?

Thesis comes from a Greek word that literally means “a setting down.” In the 300s BC, Aristotle defined thesis as when a philosopher puts forth a new idea that conflicts with general opinion.

Fast forward to today, when we use thesis to mean a “proposition” or “argument” one formally presents and defends. In academic settings, a thesis can be short for a thesis statement (our focus here) in an essay or shorter research paper. It can also be used for those much, much longer dissertations graduate students research, write, and defend for their degree (e.g., master’s thesis or doctoral thesis ).

Let’s look at statement real quick. It is a declaration or assertion. Sound redundant? The idea is that a thesis statement is the point in a paper or presentation that explicitly states the thesis. Usually in a sentence or two, the thesis statement summarizes the argument that’s going to be developed in the evidence and examples to come.

So, a thesis statement is just a sentence that gets the main point across. But, learning how to write these ain’t easy. That’s why educators, especially in English classes in high school and college, spend a lot of time teaching students how to craft effective thesis statements.

Why? Because in school, work, and life, we have to persuade people of our ideas and our point of view. These ideas might concern an analysis of literature or history, like a play by Shakespeare or a moment in the Civil Rights Movement. Or, these ideas might be a call to action, such as eating a certain diet or pursuing a business strategy.

How to write a thesis statement

There are many ways to make an effective thesis statement , but here are some general tips to follow.

So, let’s say you read a text, Shakespeare’s Twelfth Night , or researched a topic, the health benefits of kale. Then you formed an opinion about it—a claim you want to make about it and why others should care. You found evidence—quotes, examples, facts, statistics—in your resources that you think back up your argument. Your thesis statement brings all these together: point of view , evidence , and significance . It lays out where the entire paper or presentation is going, which is why educators often liken it to a roadmap .

Here’s an example:

Kale is good for you because it is nutrient-dense, cancer-fighting, and loaded with antioxidants.

The argument here—which a first-year high-schooler might make in a persuasive essay—is that “kale is good for you” (despite how some think it tastes). The claims it’s using to back up this assertion are that it’s 1) “nutrient-dense”; 2) “cancer-fighting”; and 3) “loaded with antioxidants.” The reader can expect that the rest of the essay will develop these claims, that is, cite and analyze evidence for them.

Here’s a thesis statement for a literary analysis of Shakespeare’s Twelfth Night. This resembles more of a college-level example:

Shakespeare’s Twelfth Night suggests that, when women do not reciprocate a man’s love, they are unjustly made out to be sexually deviant. This is illustrated in how the character Olivia is condemned as asexual because of her rejection of Duke Orsino.

Note how this thesis statement makes its claim in two sentences. Its argument centers on how women characters are vilified when they reject a man, and its evidence will be interactions between characters in Shakespeare’s play.

What are real-life examples of thesis statement ?

The term thesis statement is generally used by teachers and students in junior high, high school, and college, especially in English, Social Studies, and other classes in the humanities.

Okay so I rewrote my thesis statement! It’s a wee bit more vague but still a good direction a think. It’s more open so I can talk about more things and add more evidence. Wrote out an in-depth plan and then my brain crapped out. So I’m going to bed! Tomorrow is the day! — 🎃Unpaid Bills🎃 //Chaela (@Cierafire) August 14, 2019

Writing an explanatory essay in phases: thesis statement, body paragraph, concluding statement. Peer conversations to identify text evidence to support our thesis. pic.twitter.com/b6fdgx8rkD — Cheyenne England (@MsEnglandReads) August 7, 2019

The thesis statement is taught in what’s called the five-paragraph essay (or theme). This essay has an introduction which “funnels into” the thesis statement, including three reasons backing up the main argument. The next three paragraphs develop each of these claims, respectively, citing evidence and examples, such as literary texts, historical documents, or scientific reports. The final paragraph, the conclusion, restates the thesis statement and summarizes the paper and its broader significance.

Opentextbc.ca

Even after we are no longer in the classroom, people continue to reference thesis statements. While “real-life” thesis statements may not be as formal as the ones seen in five-paragraph essays, having a thesis statement —a point, a position, or a theory of the case—is considered informative, persuasive, and valuable in work, in the community, and in our personal lives.

The thesis statement is so widely taught and familiar that sometimes people joke about them. On social media, for instance, people may humorously end a post with “In this essay, I will …” when expressing a deeply felt but ultimately low-stakes opinion on some popular topic. The phrase In this essay, I will alludes to the signposting language some people use in their thesis statements.

pumpkin spice has nothing to do with pumpkins but with covering up pumpkin taste, it's a way to disassociate from the world rather than experience it, which mirrors late capitalism; in this essay I will — rachel syme (@rachsyme) August 15, 2019

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Dear members of the MIT community,

At my direction, very early this morning, the encampment on Kresge lawn was cleared. The individuals present in the encampment at the time were given four separate warnings, in person, that they should depart or face arrest. The 10 who remained did not resist arrest and were peacefully escorted from the encampment by MIT police officers and taken off campus for booking.

I write now because this is an unprecedented situation for our community, and you deserve a clear explanation of how we arrived at this moment.

But let me start by emphasizing that, as president, my responsibility is to the whole community: to make sure that the campus is physically safe and functioning for everyone , that our shared spaces and resources are available for everyone, and that everyone feels free to express their views and do the work they came here to do. As you will see, in numerous ways, the presence of the encampment increasingly made it impossible to meet all these obligations.

A timeline of key events

Here’s a quick timeline, familiar from my past notes to you:

• The encampment began on Sunday, April 21, in violation of clear Institute guidelines well known to the student organizers. It slowly grew . Though it was peaceful, its presence generated controversy, including persistent calls from some of you that we shut it down. While we asked the students repeatedly to leave the site, we chose for a time not to interfere, in part out of respect for the Institute’s foundational principles of free expression .  
• Last Friday, May 3 , we were able to contain a significant rally and counter demonstration through a very extensive coordinated effort, including with the City of Cambridge, which shut down Mass. Avenue. Among other measures, we set up high temporary fencing around the encampment to help maintain separation between the groups. This event drew several hundred people from outside MIT in support of each side.  
• On Monday, May 6 , judging that we could not sustain the extraordinary level of effort required to keep the encampment and the campus community safe, we directed the encamped students to leave the site voluntarily or face clear disciplinary consequences. Some left. Some stayed inside, while others chose to step just outside the camp and protest. Some chose to invite to the encampment large numbers of individuals from outside MIT, including dozens of minors, who arrived in response to social media posts. Late that afternoon, aided by people from outside MIT, many of the encampment students breached and forcibly knocked down the safety fencing and demolished most of it, on their way to reestablishing the camp. In that moment, the peaceful nature of the encampment shifted. Disciplinary measures were not sufficient to end it nor to deter students from quickly reestablishing it.  
• Wednesday, May 8, was marked by a series of escalating provocations. In the morning, pro-Palestinian supporters physically blocked the entrance and exit to the Stata Center garage though they eventually dispersed. Later, after taking down Israeli and American flags that had been hung by counter protestors, some individuals defaced Israeli flags with red handprints, in the presence of Israeli students and faculty. Several pro-Israel supporters then entered the camp to confront and shout at the protestors. Throughout, the opposing groups grew in numbers. With so many opposing individuals in close quarters, tensions ran very high. The day ended with more suspensions – and a rally by the pro-Palestinian students.  
• Thursday, May 9, pro-Palestinian students again blocked the mouth of the Stata garage, preventing community members from entering and exiting to go about their business, and requiring that Vassar Street be shut down. This time, they refused directions from the police to leave and allow passage of cars. Their action therefore resulted in nine arrests.

Sustained effort to reach a resolution through dialogue

As we all, know, the current conflict on campus stretches far beyond MIT. From the beginning, we have watched with great concern what has happened on other campuses. We have been determined to avoid violence, and I have been strongly opposed to using the threat of arrest to resolve a situation that should be mediated by discourse.

We tried every path we could to find a way out through dialogue. In various combinations, senior administrative leaders and faculty officers met with the protesters many times over almost two weeks. This sustained team effort benefited from the involvement of at least a dozen faculty members and alumni who have been supporting and advising the protestors, and, in the final stages, a professional mediator who was meeting with the students.

Reaching a solution hinged on our ability to meet the students’ primary demand, which we could not do in a well-principled way that respected the academic freedom of our faculty. Yet though all of us working with the students were hopeful, the students would not yield on their original demand, and negotiation did not succeed.

Irresolvable tensions, and a tipping point

And thus we arrived at this morning’s police action – our last resort.

For members of our community who may remember or even have participated in past protests, at MIT or elsewhere: This situation is fundamentally different. Why? Because this is not one group in conflict with the administration. It is two groups in conflict, in part through us , with each other.

The encampment had become a symbol for both sides. For those supporting the pro-Palestinian cause, it symbolized a moral commitment that trumped all other considerations, because of the immense suffering in Gaza. For the pro-Israel side, the encampment – at the center of the campus where they are trying to receive an education and conduct research – delivered a constant assertion, through its signs and chants, that those who believe that Israel has a right to exist are unwelcome at MIT.

As a result, the encampment became a flashpoint. MIT sits at the center of a major metropolitan area that features a large population of college-aged students. Our campus is easy to reach and wide open.

The escalation of the last few days, involving outside threats from individuals and groups from both sides, has been a tipping point. It was not heading in a direction anyone could call peaceful. And the cost and disruption for the community overall made the situation increasingly untenable. We did not believe we could responsibly allow the encampment to persist.

The actions we've taken, gradually stepped up over time, have been commensurate with the risk we are in a position to see. We did not take this step suddenly. We offered warnings . We telegraphed clearly what was coming . At each point, the students made their own choices. And finally, choosing among several bad options, we chose the path we followed this morning – where each student again had a choice. I do not expect everyone to agree with our reasoning or our decision, but I hope it helps to see how we got there.

Finally: Our actions today had nothing to do with the specific viewpoints of the students in the encampment. We acted in response to their actions. There are countless highly effective ways for all of us to express ourselves that neither disrupt the functioning of the Institute nor create a magnet for external protestors. As the ad hoc Committee on Academic Freedom and Campus Expression recently observed , “while freedom of expression protects the ability of community members to express their views about the current situation in the Middle East, it does not protect the continued use of a shared Institute resource in violation of long-established rules.”

Our community includes people who lost friends and family to the brutal terror attack of October 7, and people with friends and family currently in mortal danger in Rafah. It includes individuals whose families have struggled for years under the strictures imposed on Gaza, and at least one faculty member – an alumnus who has made his home at MIT for more than 70 years – who lost his whole family to the Holocaust. And of course, MIT includes people who hold a spectrum of views beyond those expressed by the encampment and by its fiercest opponents.

We all have a stake in this community. And we all have an interest in being treated with decency and respect for our humanity. That interest comes with a responsibility to offer each other the same consideration. We must find a way to work through this situation together; I pledge to work on that with anyone who will join me.

I have no illusions that today’s action will bring an end to the conflict here, as the war continues to rage in the Middle East. But I had no choice but to remove such a high-risk flashpoint at the very center of our campus.

Sally Kornbluth President

Beyond the Triple Helix: Exploration of the Hierarchical Assembly Space of Collagen-like Peptides

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The de novo design of self-assembling peptides has garnered significant attention in scientific research. While alpha-helical assemblies have been extensively studied, exploration of polyproline type II (PPII) helices, such as those found in collagen, remains relatively limited. In this study, we focused on understanding the sequence-structure relationship in hierarchical assemblies of collagen-like peptides, using defense collagen SP-A as a model. By dissecting the sequence derived from SP-A and synthesizing short collagen-like peptides, we successfully constructed a discrete bundle of hollow triple helices. Mutation studies pinpointed amino acid sequences, including hydrophobic and charged residues that are critical for oligomer formation. These insights guided the de novo design of collagen-like peptides, resulting in the formation of diverse quaternary structures, including discrete and heterogenous bundled oligomers, 2D nanosheets, and pH-responsive nanoribbons. Our study represents a significant advancement in the understanding and harnessing of collagen higher-order assemblies beyond the triple helix.

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• dissertation

noun as in scholarly thesis

Strongest matches

Strong matches

• argumentation
• disputation
• disquisition

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Example sentences.

Thirteen years ago, while working on her PHD dissertation in Madagascar’s Masoala Peninsula, Borgerson encountered a problem.

At Harvard, he received a PhD in government and wrote his dissertation under Henry Kissinger, who became a lifelong friend.

I planned to go back to physics after a couple of years and then return to wrap up my dissertation.

My buba’s lived experience helped shape me into the girl who wrote her college dissertation on the gender pay gap, arguing for equal parental leave for dads and moms, almost 20 years before any major employer implemented any such thing.

My PhD dissertation was a highly theoretical model representing computer systems that were framed as a mathematical model, and if they were interconnected in such a way that these interconnected computers would communicate like cells in the body.

A terrific cultural studies dissertation awaits on how the fortunes of the Cheneys provide a mirror on a changing America.

Today, he visits online forums and bombards them with dissertation-length comments.

In her dissertation, McFate had asked whether ‘good anthropology’ might lead to ‘better killing.’

Heritage has distanced itself from Richwine and his dissertation.

No single dissertation will alter the status quo on its own.

I've never had time to write home about it, for I felt that it required a dissertation in itself to do it justice.

Dr. Pitcairn, published at Leyden his dissertation on the circulation of the blood through the veins.

Start not, reader, I am not going to trouble you with a poetical dissertation; no, no!

Dissertation sur les Assassins, Académie des Inscriptions, tom.

This dissertation, which is illustrated by several plates, will repay for the time spent in reading it.

Related Words

Words related to dissertation are not direct synonyms, but are associated with the word dissertation . Browse related words to learn more about word associations.

noun as in speech given to formal gathering

noun as in main part of written work

noun as in published document

• best-seller
• encyclopedia
• publication

noun as in written or musical creation

• arrangement
• literary work
• short story

Viewing 5 / 27 related words

On this page you'll find 39 synonyms, antonyms, and words related to dissertation, such as: essay, monograph, treatise, argumentation, commentary, and critique.

From Roget's 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.

One word in Chalmers's budget speech perhaps went unnoticed, but it could make all the difference for Labor's re-election

Analysis One word in Chalmers's budget speech perhaps went unnoticed, but it could make all the difference for Labor's re-election

There's one word that Australians doing it tough perhaps didn't hear Treasurer Jim Chalmers say in his budget speech this week.

It's an innocuous word, the kind that can easily be missed.

"Treasury is now forecasting inflation could return to target earlier, perhaps even by the end of this year," he said.

Imagine if Winston Churchill had opted for a qualifier like perhaps. 

"We shall perhaps fight on the beaches" doesn't quite have the same ring to it.

Nor does "I perhaps have a dream" or "I  perhaps will not be lectured about sexism and misogyny by this man".

Granted, Chalmers wasn't seeking to go down in the annals of history, at least not with his speech.

The treasurer has found himself in the invidious situation of having much to crow about but few people wanting to praise him for it. 

For the second year in a row, he landed a budget surplus , something those who sit opposite him in the parliament were unable to do once, let alone twice.

Surpluses are so rare in modern Australian history that it's been two decades since a federal government spent less than it earned in consecutive years.

"Look how well my budget is doing" is a hard pill to swallow for people with costs up the wazoo,  who are busy worrying how they're going to be able to keep a roof over their heads and food in their fridges. 

Chalmers' statement was deliberately not definitive — even if voters didn't hear the perhaps.

In doing so, Chalmers has set up a high-stakes gamble that if realised could bring with it a second term for his government. 

Labor's best path to re-election is with inflation easing, the Reserve Bank cutting rates at least once and voters feeling like a corner has been turned. If realised, Chalmers will be seeking the credit.

He'll perhaps be seeking anything but the credit if a pre-Christmas rate doesn't pan out. 

The curious cases of Andrew and Anthony

The headline announcements in the budget were $300 in energy bill relief for all households, capped pricing on PBS-listed medicines and a 10 per cent increase in Commonwealth Rent Assistance. 

Treasury forecasts the bill and rent relief alone will cut 0.5 percentage points off inflation in 2024-25, fuelling Chalmers's optimism that the Reserve Bank could cut rates before the election. 

The Coalition was quick to offer its support for all the government's cost-of-living measures , but that doesn't mean it didn't want to inflict some pain on Labor on the way through. 

Liberal frontbencher Paul Fletcher used Question Time to kill   two birds with one stone. Asking a veiled-hypothetical question, he wondered: If we take a typical Australian — let's call him Andrew — who recently had to relocate from Bellevue Hill to Parramatta for work reasons and happens to own five houses, including a newly acquired $12 million beach house at Palm Beach, will he be eligible to receive the rebate on all five houses?

That "typical Australian" sounded a whole lot like first-term Labor MP Andrew Charlton, who bought a house in Sydney's west after being pre-selected for the safe Labor seat. 

Despite supporting the measure, the Coalition have had no qualms in making clear that Australia's richest will be getting the energy bill relief on every house they own, a move Chalmers insists couldn't have been done any other way . Fletcher seemed to have forgotten that there were no shortage of politicians sitting behind him that will also receive a $300 rebate for each of the properties they own beyond their primary residencies. 

Even more problematic for Labor was the revelation on Thursday that financially vulnerable Australians stand to miss out on the full value of the bill relief, because the policy will slash the indexation of their welfare payments . 

The question about "Andrew" wasn't the only "hypothetical" question Labor faced in parliament this week.

Greens MP Max Chandler-Mather framed his question about a TOTALLY RANDOM landlord, who he called Anthony, who had both the power to raise the rent to whatever level he wants and to evict a tenant to sell the property and benefit from capital gains tax discounts.

That had NOTHING to do with the PM having spent his morning  explaining why he was booting the tenant in his Sydney rental property so he could sell it (that the tenant used to run a place called The Sausage Factory is a level of information that you simply can't make up).

Albanese, who now lives in the nation's fanciest public housing, deferred the question to the treasurer.

A day earlier he was in no mood to answer independent MP Monique Ryan's question about whether fossil fuel industry lobbyists or representatives were at a $5,000-a-head post-budget dinner that he is said to have attended. 

"I've stood and had the great honour of being the Australian Labor Party candidate in 10 elections. During those 10 elections as the candidate for Grayndler, I have spent less money on those 10 campaigns than the member for Kooyong did in her one," he shot back.

The only issues Albanese has been keen to talk about this week are the measures his government is taking to ease household living costs. 

He blitzed the media from morning to night on Wednesday, doing so in a dashing tie that has long caught the attention of eagle-eyed fashion observers.

The PM is no stranger to wearing the bright orange, embossed number, which we're all but certain is from the French luxury fashion house, Hermes (his office was in no mood to confirm that this week). 

Sadly for those seeking to buy it, the tie is no longer available on the company's website .

At $385, you'd also need more than the value of the energy rebate to pay for it. 

What else we've learned this week

Until this week, Labor's Future Made in Australia has felt more like a vibe than a policy with meat on the bones.

The budget went some way to fattening it up, with Labor outlining a raft of policies to drive investment in green manufacturing in Australia. 

After this week, it's clear that any reports the climate wars are dead have been greatly exaggerated , with our esteemed colleague Annabel Crabb noting the budget offers a preview of the fights to come in the next decade . 

Tensions within Labor are continuing to simmer with backbench senator Fatima Payman breaking ranks to accuse Israel of genocide in Gaza , comments Albanese has rebuked.

Late on Thursday the government struck a deal with the Greens to pass new emissions laws for vehicles , in return backing down on its plans to streamline offshore gas approvals.

But there was no deal to be made on laws that Labor, just weeks ago, was   insisting were urgent. Instead, the party ended the week quietly delaying its bid to gain extraordinary immigration powers . 

Perhaps the only thing more urgent than getting those powers was not having to talk about immigration detention, a policy that has haunted the government for the last six months, in the week of the budget.

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New York governor regrets saying Black kids in the Bronx don’t know what a computer is

FILE - New York Gov. Kathy Hochul speaks in Syracuse, N.Y., April 25, 2024. Gov. Hochul says she regrets making an offhand remark that suggested Black children in the Bronx do not know what the word “computer” means. The Democratic governor made the extemporaneous comment Monday, May 6, 2024 while being interviewed at a large business conference in California. (AP Photo/Adrian Kraus, file)

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ALBANY, N.Y. (AP) — New York Gov. Kathy Hochul says she regrets making an offhand remark that suggested Black children in the Bronx do not know what the word “computer” means.

Hochul, a Democrat, made the extemporaneous comment Monday while being interviewed at a large business conference in California to discuss expanding economic opportunities in artificial intelligence for low-income communities.

“Right now, we have young Black kids growing up in the Bronx who don’t even know what the word computer is. They don’t know, they don’t know these things,” Hochul said while on stage at the Milken Institute Global Conference.

The remark was not addressed during the interview and the governor went on to explain that her goal is to provide avenues for communities of color to access emerging artificial intelligence technologies as a means to address social inequality.

Still, the comment drew immediate criticism from some political leaders in New York, including state Assemblywoman Amanda Septimo, a Bronx Democrat, who said the remark was “harmful, deeply misinformed, and genuinely appalling.”

In a statement later Monday, Hochul said “I misspoke and I regret it.”

“Of course Black children in the Bronx know what computers are — the problem is that they too often lack access to the technology needed to get on track to high-paying jobs in emerging industries like AI,” Hochul said. “That’s why I’ve been focused on increasing economic opportunity since Day One of my Administration, and will continue that fight to ensure every New Yorker has a shot at a good-paying job.”

New York state Assembly Speaker Carl Heastie, a Democrat who represents the Bronx in the Legislature, came to Hochul’s defense as her remarks began to gain traction online.

“While the governor’s words were inartful and hurtful, I don’t believe that is where her heart is. I firmly believe she wants to see all of our students excel,” Heastie said.

Microsoft and LinkedIn release the 2024 Work Trend Index on the state of AI at work

May 8, 2024 | Jared Spataro - CVP, AI at Work

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One year ago, generative AI burst onto the scene and for the first time since the smartphone, people began to change the way they interact with technology. People are bringing AI to work at an unexpected scale — and now the big question is, how’s it going?

As AI becomes ubiquitous in the workplace, employees and businesses alike are under extreme pressure. The pace and intensity of work, which accelerated during the pandemic, has not eased, so employees are bringing their own AI to work. Leaders agree AI is a business imperative — and feel the pressure to show immediate ROI — but many lack a plan and vision to go from individual impact to applying AI to drive the bottom line.

At the same time, the labor market is set to shift and there’s a new AI economy. While some professionals worry AI will replace their job, the data tells a more nuanced story — of a hidden talent shortage, more employees eyeing a career change, and a massive opportunity for those willing to skill up.

“AI is democratizing expertise across the workforce,” said Satya Nadella, Chairman and Chief Executive Officer, Microsoft. “Our latest research highlights the opportunity for every organization to apply this technology to drive better decision-making, collaboration — and ultimately business outcomes.”

For our fourth annual Work Trend Index, out today, we partnered with LinkedIn for the first time on a joint report so we could provide a comprehensive view of how AI is not only reshaping work, but the labor market more broadly. We surveyed 31,000 people across 31 countries, identified labor and hiring trends from LinkedIn, analyzed trillions of Microsoft 365 productivity signals and conducted research with Fortune 500 customers. The data points to insights every leader and professional needs to know — and actions they can take — when it comes to AI’s implications for work.

1. Employees want AI at work — and won’t wait for companies to catch up.

Three in four knowledge workers (75%) now use AI at work. Employees, overwhelmed and under duress, say AI saves time, boosts creativity and allows them to focus on their most important work. While 79% of leaders agree AI adoption is critical to remain competitive, 59% worry about quantifying the productivity gains of AI and 60% worry their company lacks a vision and plan to implement it. While leaders feel the pressure to turn individual productivity gains into organizational impact, employees aren’t waiting to reap the benefits: 78% of AI users are bringing their own AI tools to work. The opportunity for every leader is to channel this momentum into ROI.

2. For employees, AI raises the bar and breaks the career ceiling .

We also see AI beginning to impact the job market. While AI and job loss are top of mind for some, our data shows more people are eyeing a career change, there are jobs available, and employees with AI skills will get first pick. The majority of leaders (55%) say they’re worried about having enough talent to fill open roles this year, with leaders in cybersecurity, engineering, and creative design feeling the pinch most.

And professionals are looking. Forty-six percent across the globe are considering quitting in the year ahead — an all-time high since the Great Reshuffle of 2021 — a separate LinkedIn study found U.S. numbers to be even higher with 85% eyeing career moves. While two-thirds of leaders wouldn’t hire someone without AI skills, only 39% of users have received AI training from their company. So, professionals are skilling up on their own. As of late last year, we’ve seen a 142x increase in LinkedIn members adding AI skills like Copilot and ChatGPT to their profiles and a 160% increase in non-technical professionals using LinkedIn Learning courses to build their AI aptitude.

In a world where AI mentions in LinkedIn job posts drive a 17% bump in application growth, it’s a two-way street: Organizations that empower employees with AI tools and training will attract the best talent, and professionals who skill up will have the edge.

3. The rise of the AI power user — and what they reveal about the future.

In the research, four types of AI users emerged on a spectrum — from skeptics who rarely use AI to power users who use it extensively. Compared to skeptics, AI power users have reoriented their workdays in fundamental ways, reimagining business processes and saving over 30 minutes per day. Over 90% of power users say AI makes their overwhelming workload more manageable and their work more enjoyable, but they aren’t doing it on their own.

Power users work for a different kind of company. They are 61% more likely to have heard from their CEO on the importance of using generative AI at work, 53% more likely to receive encouragement from leadership to consider how AI can transform their function and 35% more likely to receive tailored AI training for their specific role or function.

“AI is redefining work and it’s clear we need new playbooks,” said Ryan Roslansky, CEO of LinkedIn. “It’s the leaders who build for agility instead of stability and invest in skill building internally that will give their organizations a competitive advantage and create more efficient, engaged and equitable teams.”

The prompt box is the new blank page

We hear one consistent piece of feedback from our customers: talking to AI is harder than it seems. We’ve all learned how to use a search engine, identifying the right few words to get the best results. AI requires more context — just like when you delegate work to a direct report or colleague. But for many, staring down that empty prompt box feels like facing a blank page: Where should I even start?

Today, we’re announcing Copilot for Microsoft 365 innovations to help our customers answer that question.

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• Catch Up, a new chat interface that surfaces personal insights based on your recent activity, provides responsive recommendations , like “You have a meeting with the sales VP on Thursday. Let’s get you prepared — click here to get detailed notes.”

These features will be available in the coming months, and in the future, we’ll take it a step further, with Copilot asking you questions to get to your best work yet.

LinkedIn has also made free over 50 learning courses to empower professionals at all levels to advance their AI aptitude.

Head to WorkLab for the full Work Trend Index Report , and head to LinkedIn to hear more from LinkedIn’s Chief Economist, Karin Kimbrough, on how AI is reshaping the labor market.

And for all the blogs, videos and assets related to today’s announcements, please visit our  microsite .

Tags: AI , LinkedIn , Microsoft Copilot , Work Trend Index

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Hochul Regrets Saying Some ‘Black Kids’ Don’t Know the Word ‘Computer’

As Gov. Kathy Hochul urged business leaders to make technology widely accessible, a comment she made about Bronx children raised eyebrows.

By Grace Ashford

At the Milken Institute Global Conference, the annual gathering of billionaires and business leaders in California, Gov. Kathy Hochul of New York was given a spotlight on Monday to expound on her new artificial intelligence initiative.

But as she explained her desire to make technology more widely accessible, especially in low-income communities, the governor made an extemporaneous comment suggesting that Black children from the Bronx were unfamiliar with computers.

In an exchange with the moderator, Jonathan Capehart, Ms. Hochul said that “right now we have young Black kids growing up in the Bronx who don’t even know what the word ‘computer’ is.”

Ms. Hochul, a Democrat, did not immediately correct her gaffe. Instead, she went on to explain that her goal of providing more access to technology would spur innovation and help address societal inequity.

The governor on Monday evening expressed contrition over her word choice, saying that she “misspoke and I regret it,” adding that her focus was on increasing economic opportunity.

“Of course Black children in the Bronx know what computers are,” she said in a statement. “The problem is that they too often lack access to the technology needed to get on track to high-paying jobs in emerging industries like A.I.”

This is not the first time this year the governor’s rhetorical style has led to unwelcome attention. In February, Ms. Hochul referred to a hypothetical destruction of Canada to imply that Israel had a right to destroy Gaza in retaliation for the Oct. 7 attacks.

“If Canada someday ever attacked Buffalo, I’m sorry, my friends, there would be no Canada the next day,” she said then. She quickly apologized for her “poor choice of words,” and said she regretted her “inappropriate analogy.”

Her remark at the Milken conference, which was held at the stately Beverly Hilton Hotel in Los Angeles, seemed consistent with her blunt, folksy style, which can occasionally veer into caricature.

But it also risked casting Ms. Hochul, a centrist Democrat from Buffalo, as out of touch with Black New Yorkers — an image that some critics immediately seized upon.

“Of course Black kids in the Bronx know the word ‘computer,’” State Senator Kristen Gonzalez, a Democrat who represents Queens, Manhattan and Brooklyn, wrote on X, the social media site. She noted that the governor’s A.I. initiative failed to include funding for education and work force development in underserved communities.

Assemblywoman Amanda Septimo, a Democrat who represents the South Bronx, said the governor’s comments were “harmful, deeply misinformed, and genuinely appalling.”

“Repeating harmful stereotypes about one of our most underserved communities, while failing to acknowledge the state’s consistent institutional neglect, only perpetuates systems of abuse,” she said.

But others, including the Rev. Al Sharpton and the Assembly speaker, Carl E. Heastie, viewed the governor’s comment as an unintentional misstatement and praised her for her actions and larger message.

“While the governor’s words were inartful and hurtful, I don’t believe that is where her heart is,” Mr. Heastie said in a statement. “I firmly believe she wants to see all of our students excel. Working with Governor Hochul, I hope we can redouble our efforts to bring greater access to technology to our kids in the Bronx.”

Mr. Sharpton agreed that the governor “might have not said it artfully, but a lot of our community is robbed of using social media because we are racially excluded from access. That’s a good point for her to raise.”

Jeffery C. Mays contributed reporting.

Grace Ashford covers New York government and politics for The Times. More about Grace Ashford

Politics in the New York Region

Office of Cannabis Management: The head of New York State’s cannabis agency will step down at the end of his three-year term in September as part of an overhaul of the embattled agency , Gov. Kathy Hochul said.

A Thorny Mayoral Race: Zellnor Myrie, an Afro-Latino state senator from Brooklyn known for backing progressive causes, announced that he is moving to challenge  Mayor Eric Adams in next year’s Democratic primary in New York City.

Special House Election: Timothy Kennedy, a Democratic New York State senator, easily won a special House election  to replace a retiring congressman in western New York, narrowing the Republican majority in Washington.

A $237 Billion Budget: Hochul and New York City emerged as two of the winners from a budget process that blew past the April 1 deadline. Here’s a look at how things went .

Concessions From N.Y. Lawmakers: Hochul used the budget to wedge in contentious issues  like extending Adams’s control over New York City schools.