what is a thesis and a road map

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Introductions, thesis statements, and roadmaps - graduate writing center.

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Introductions, Thesis Statements, and Roadmaps

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The first paragraph or two of any paper should be constructed with care, creating a path for both the writer and reader to follow. However, it is very common to adjust the introduction more than once over the course of drafting and revising your document. In fact, it is normal (and often very useful, or even essential!) to heavily revise your introduction after you've finished composing the paper, since that is most likely when you have the best grasp on what you've been aiming to say.

The introduction is your opportunity to efficiently establish for your reader the topic and significance of your discussion, the focused argument or claim you’ll make contained in your thesis statement, and a sense of how your presentation of information will proceed.

There are a few things to avoid in crafting good introductions. Steer clear of unnecessary length: you should be able to effectively introduce the critical elements of any project a page or less. Another pitfall to watch out for is providing excessive history or context before clearly stating your own purpose. Finally, don’t lose time stalling because you can't think of a good first line. A funny or dramatic opener for your paper (also known as “a hook”) can be a nice touch, but it is by no means a required element in a good academic paper.

Introductions, Thesis Statements, and Roadmaps Links

• Short video (5:47): " Writing an Introduction to a Paper ," GWC
• Handout (printable):  " Introductions ," University of North Carolina Chapel Hill Writing Center
• Handout (printable): " Thesis Statements ," University of North Carolina Chapel Hill Writing Center
• NPS-specific one-page (printable)  S ample Thesis Chapter Introduction with Roadmap , from "Venezuela: A Revolution on Standby," Luis Calvo
• Short video (3:39):  " Writing Ninjas: How to Write a Strong Thesis Statement "
• Video (5:06): " Thesis Statements ," Purdue OWL

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Chicago Style Guide: Developing a Thesis

• Developing a Thesis
• General Format
• Notes and Bibliographies

What is a Thesis Statement?

A thesis statement :

•   is a road map to the paper and tells the reader what to expect from the rest of the paper.
• answers a question.  It is your interpretation of a question or subject. The subject of your essay might be World War II or Moby Dick; your thesis develops a persuasive interpretation for understanding your subject.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper that presents your argument to the reader. The body of the paper presents evidence to persuade the reader of the logic of your interpretation.

What Kind of Paper are You Writing?

The following paper types require a thesis statement:

Analytical Paper:  Breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation  to the audience.

E xpository (or Explanatory) Paper:  Explains something to the audience.

A rgumentative Paper:  Makes a claim about a topic and justifies this claim with specific evidence. The  claim  could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

Source:  Purdue Owl

How Do I Know if My Thesis is Strong?

  W hen reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question?  Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.
• Have I taken a position that others might challenge or oppose?  If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough?  Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test?  If a reader’s first response is 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.

Developing a Thesis Statement

Tips for Developing a Thesis

Writing a Thesis 

• A thesis is never a question. 
• A thesis is never a list. 
• A thesis should never be vague, combative or confrontational.
• An effective thesis has a definable, arguable claim. 
• A thesis should be as clear and specific as possible. 
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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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About Thesis Statements

Emilie Zickel

A thesis serves as the guiding idea of the essay – the one core point that you will make in the essay.

A thesis is provided at the end of the introduction section.

A thesis functions as a guide for the paragraphs that follow. Each body paragraph will, in some way, help to develop, support or elucidate the thesis.

A thesis is often called a “road map” for the rest of the essay. In the thesis, you indicate to your reader the key subtopics that you will address in the rest of the paper. Thus the reader of your paper knows what to expect in the essay.

A thesis does not always have to be an argument; even explanatory papers have thesis statements.

How can you check to see if your thesis is strong?

1.Does your thesis answer the assignment question?

• look over your assignment sheet for this essay/project. What is core assignment question that you need to answer? Where do you see your thesis directly addressing that question?
• Assignment sheet says:  Identify several key themes that arise in critiques of the popular media.
• Your thesis could reuse this wording:  Several key themes that arise in critiques of popular media are the notions of partisanship on the part of the media corporations, partisanship among reporters, and a willingness to publish “fake news” stories.

2. Does your thesis adhere to the type of writing you are being asked to do? (persuasive or explanatory) ?

• Again, the type of writing that you are asked to do should be indicated on the assignment sheet. If you are not sure of what type of writing is expected of you, ask your professor.

3. Does your thesis provide enough material to meet the assignment length and depth requirements?

• See the outlining chapter and try to build your outline if you are unsure of whether or not you have enough information for your thesis.

4. Does the thesis create a roadmap for the rest of the paper?

• Your thesis can be a mini-outline of the body of the essay. If you indicate three ideas in your thesis that you will discuss (ideas 1, 2 and 3), then you should discuss those ideas – in the order that you presented them in the thesis – in your essay.

5. Does the thesis make sense?

• A thesis must make sense as a sentence. Sometimes we get carried away in trying to “answer the assignment” and we end up with a thesis that technically addresses the assignment requirements, but ends up being a sentence that is grammatically unsound or otherwise unclear. A thesis should be a powerful, clear and interesting sentence that makes sense to the reader. If the grammar is off, the thesis will not make as much sense to a reader as it needs to and the thesis loses its power.

If the answer to any of these questions is ‘no,’ you need to revise your thesis.

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About Thesis Statements by Emilie Zickel is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

How to Develop a Research Topic

• Choose Your Topic
• Narrow Your Topic
• Formulate Your Research Question
• State Your Thesis or Hypothesis
• More Research Help

What is a thesis statement?

A  thesis statement  is a short, direct  sentence  that summarizes the main point or claim of an essay or research paper. If you have been asked to write a paper that supports a claim, you will probably need a thesis statement. The working thesis should summarize the answer to your main research question, and will likely change after you do some research.

A good 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.

So, continuing to follow our example of active learning strategies and early chapter book readers, if we had decided to explore the question of "What is the relationship between the amount of time spent engaged in active learning activities associated with reading early chapter books and reading comprehension?" our thesis statement might be: Early chapter book readers who engage in active learning activities such as summarizing, story maps and think out loud demonstrate significant improvement on reading comprehension exams.

What is a hypothesis?

An  hypothesis  is a  statement  that can be proved or disproved. It is typically used  in  quantitative research and predicts the relationship  between  variables. 

A good hypothesis will be written as a statement or question that specifies:

• The dependent variable(s): who or what you expect to be affected
• The independent variable(s): who or what you predict will affect the dependent variable
• What you predict the effect will be.

If your assignment requires you to state an hypothesis, you will work with your professor to design a good hypothesis based on the standards of your field.

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Blueprinting: using the thesis paragraph to plan your essay.

Jerz >  Writing > Academic     [ Argument | Title  |  Thesis  | Blueprint | Pro/Con | Quoting |  MLA Format ]

The blueprint, typically found in the thesis paragraph, is a  list of the topics you plan to cover in oder to prove your thesis.  A useful blueprint will preview the relationship between all sub-points (or at least list the points) in the order they will appear in the body of your paper, before the paper launches into details about the first sub-point.

Including a good blueprint will not only help your reader follow your argument, it will help your writing. It’s easier to add a room, move a hallway, or redesign a whole wing at the blueprinting stage, rather than tearing down sections of a partially-built house.

If your paper begins with a rambling introduction that serves up chunks that you recall from lectures and random web pages, the reader will have a hard time picking out your main point (because you don’t really have one).

Serial Organization (weak integration)

Revision: Some Attempt to Organize

The list of topics you plan to address in the body of your paper is important, but I’m using letters so that you can focus more closely on the structures that link those ideas.

Examples of thesis statements with a reasoning blueprint:

Note that the reasoning blueprint introduces subpoints that the reader will expect you to cover in the same order.

Personal essays and reflection papers may require no sources other than the author’s opinions and personal experiences, but a college research paper will require deep engagement with outside sources. For the next example, we’ll assume your instructor accepts Smith as a credible source for this paper.

Below is an even more complex argument, which demonstrates a college-level ability to sift through ideas from multiple sources.

Use “Thesis Reminders” for Transitions

No matter how good your thesis, your writing is worth little if it does not cohere (hold together) and demonstrate to the reader how each new point advances the main idea . You can accomplish both goals by providing your reader with thesis reminders.

A  thesis reminder  is a direct echo of the  thesis statement , used as a transition between supporting points.

A good thesis sentence has three main parts: the  limited subject  (what your paper is about), the  precise opinion  (what you’re trying to say about that subject), and the blueprint (what this web page is about). (See: “ Thesis Statements “)

Here are two examples of using the  thesis  and the  blueprint  to maintain coherence.

Thesis:  Restoring old houses is rewarding  because it is  exciting ,  relaxing , and  satisfying .

Thesis:  Becoming a ski patroller turned out to be harder than I thought  because of  the studying,  the  skiing , and  the time demands .

You Don’t Need Exactly Three Points!

If you are writing a more complex essay, you may use a different format, but you still must include blueprints and reminders.

For example, a critical essay may have a thesis, antithesis, and a synthesis.  The antithesis presents all the arguments against your thesis, and a synthesis is a kind of compromise, in which you attempt to prove that, whatever points your opponents might have in their favor, your thesis still stands.

Each of these sections may have 3 or more points, which are united by local blueprints and local reminders, capped off by local conclusions, and worked into by the tapestry of the whole argument.

Varieties of Blueprints

These are all acceptable ways to blueprint in a thesis statement.

Use Good Structure

The  order of the points  in the blueprint should perfectly parallel the points in the essay. If you say you are going to talk about “ships, shoes, and sealing wax,” but your essay starts with “sealing wax,” then your blueprint is distorted.

Here is an example of a different kind of distortion — faulty parallelism .

Note : A thesis statement amounts to nothing if the paper is not completely focused on that main point.  Proper blueprinting facilitates the  coherency  of the thesis throughout the rest of the essay.

8 thoughts on “ Blueprinting: Using the Thesis Paragraph to Plan Your Essay ”

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in what essay type do we use blue printing?

Other writing teachers may have a different name for the overview, road map, list of supporting points, abstract, etc., but I would say any kind of complex persuasive or informative essay would benefit from a blueprint.

this topic is incredibly helpful.

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yes this blue print is not difficult, u can also use in the conclusion the clincher and the reminder of the thesis .

How many more must die? The issue of child abuse is of utmost importance because children cannot speak for themselves. Child abuse is when a parent or guardian causes or allows a child to suffer neglect, physical, sexual and emotional harm.Child abuse creates a sense of hopelessness,high crime rate and a breakdown in society. who is to blame? Parents or the lack of protective laws and legislation.

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Thesis and Dissertation

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In this section

How to structure your PhD thesis

Organising your PhD thesis in a logical order is one of the crucial stages of your writing process. Here is a list of the individual components to include

Shama Prasada Kabekkodu

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The task of writing a PhD thesis is top of mind for many aspiring scholars. After all, completing one is no small task. And while these pieces of writing often share a standard format, this can differ slightly based on the requirements of your institution or subject. So what elements make up a PhD thesis?

A doctoral thesis usually contains:

• A title page
• Declarations from the candidate and supervisor
• A certificate from the candidate and supervisor
• A plagiarism report
• Acknowledgements 
• A table of contents
• Abbreviations 
• An abstract

Chapters typically cover:

• A general introduction 
• Literature review
• Analysis of the gap in research with aims and objectives
• Materials and methods
• Summary and conclusion
• References or bibliography. 

You should also include a list of papers you have published and any relevant achievements at the end. 

An explanation of each of the components of a PhD dissertation 

Title page: a PhD thesis starts with a title page that contains the complete title of the research work, the submitting university, names of the candidate and supervisor, affiliation and month and year of submission.

Abstract: this serves as a concise synopsis of the dissertation, covering the research context, purpose of the study or research questions, methodology, findings and conclusions. This section is usually one to two pages in length. 

Table of contents: this page lists the thesis content and respective page numbers.

General introduction and literature review: this component is usually 20 to 40 pages long. It presents the readers with the primary material and discusses relevant published data. It provides an overview of pertinent literature related to the thesis such as texts that critically assess the existing literature to identify the gap in research and explain the need behind the study. 

Aims and objectives: this section of the thesis is typically one to two pages long and describes the aims and objectives of the study. Structure them as three to four bullet points describing specific points that you will investigate. Approach this by thinking about what readers should understand by the end of the thesis. Ensure you:

• Give a clear explanation of the purpose and goals of your study 
• Outline each aim concisely
• Explain how you will measure your objectives
• Ensure there is a clear connection between each aim
• Use verbs such as investigate, evaluate, explore, analyse and demonstrate.

Materials and methods: this section briefly explains how you have conducted the study and should include all the materials you used and procedures you implemented. For example, if your research involves working with chemicals, list the chemicals and instruments used, along with their catalogue numbers and manufacturers’ names. This section should also explicitly explain the methodology you used, step-by-step. Use the past tense while writing this section and do not describe any results or findings of the study yet.

Results: this section is sometimes called the “findings report” or “the experimental findings” (referring to data collection and analysis). Write the results concisely and in the past tense. Include text, figure and table infographics created with tools such as Microsoft PowerPoint, Adobe Illustrator and BioRender to visualise your data . 

Discussion: this is a chance to discuss the results and compare the findings of your study with the initial hypothesis and existing knowledge. Focus on discussing interpretations, implications, limitations and recommendations here.

• Resources on academic writing for higher education staff 
• Tips for writing a PhD dissertation: FAQs answered
• How to tackle the PhD dissertation

Summary and conclusion: this section should be shorter than the discussion and summarise your key findings. The summary and conclusion should be brief and engaging, allowing the reader to easily understand the major findings of the research work. Provide clear answers to the research questions, generate new knowledge and clarify the need for the study. 

Future perspective: this section of the thesis (which is often combined with a summary or conclusion) talks about the study's limitations, if any, and indicates the directions for future studies based on your findings. 

References or bibliography: the last section should include the list of articles, websites and other resources cited in the thesis.

Always remember that, depending on the department, university or field of study, you might have to follow specific guidelines on how to organise your PhD thesis. Ensure you consult your supervisor or academic department if you have any doubts.

Shama Prasada Kabekkodu is a professor and head of cell and molecular biology at Manipal School of Life Sciences, Manipal Academy of Higher Education, India.

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Parts of the paper.

• Introduction Paragraph

What is a Thesis Statement?

Thesis examples.

• Body Paragraphs
• Conclusion Paragraph

A thesis statement clearly identifies the topic being discussed, includes the points discussed in the paper, and is written for a specific audience. Your thesis statement belongs at the end of your first paragraph, also known as your introduction. Use it to generate interest in your topic and encourage your audience to continue reading.

You can read chapter four of  Schaum's Quick Guide to Writing Great Research Papers  an eBook in our online collection, click the title to open:  "How Do I Write a Thesis Statement?" .

Another option is to think of a thesis statement as  one complete sentence that expresses your position .

• Narrows the topic down to a specific focus of an investigation.
• Establishes a direction for the entire paper.
• Points forward to the conclusion.
• Always stated in your introduction. (Usually at the end of the first paragraph).
• Always take a stand and justify further discussion.

Things to rememeber

A thesis statement is not a statement of fact.

Your readers, especially instructors, prefer engaging writing. Therefore, craft debatable thesis statements, not factual ones. While facts are easy to prove, they make for dull papers. Engaging writing showcases critical thinking and analytical skills. Avoid restating widely known facts in your papers.

Thesis Statements always take a stand and justify further discussion.

To make your writing enjoyable, you should develop an arguable thesis statement. Sometimes, you will be writing to persuade others to see things your way, and other times, you will simply be giving your strong opinion and laying out your case.

Statement of fact:

Small cars get better fuel mileage than 4x4 pickup trucks.

Arguable thesis statement:

The government should ban 4x4 pickup trucks except for work-related use.

Foul language is common in movies.

The amount of foul language in movies is disproportionate to the amount of foul language in real life.

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The Roadmap to Writing your Thesis

Most students are quite overwhelmed at the idea that they are tasked to write a hundred or more pages for the thesis or dissertation component for their course. And many do not know where to start. What should the chapter outlines be? What kind of content should be on those chapters?

This article is intended to provide you with a simple, yet practical roadmap to getting your thesis document started.  The bullet points below should serve as a strong guideline and give you a solid start but bear in mind that there is a lot more to it than that.

It is imperative that right from the beginning you understand your institution’s technical requirements for the actual thesis document: title page layout, margins, font, line spacing, tables and figures descriptions, format of front page, format of table of contents and any other technical aspects that you need to know.

Spend the time you need to get your thesis document set up in your word processor in the correct format and back it up.  You now have your working document and you can start populating it with your own work.

With minor differences, your thesis will follow this basic format.  

THE BEGINNING

• Declaration
• Acknowledgements

The abstract is a very tight summary and it will be the first substantive description of your work read by an external examiner. Therefore, it must represent all the elements of your work in a highly condensed manner. It is not an introduction. 

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THE FIVE CHAPTERS (THE MIDDLE)

• INTRODUCTION
• Describes the background for your chosen topic.
• Highlights your research topic and question and describes your aims and objective.
• Describes the purpose and benefits of the study.
• LITERATURE REVIEW
• Confirm your keywords/constructs – this determines your search criteria.
• Know your supervisor’s expectations in terms of your LR.
• Know when to stop reading and start writing.
• Keep an efficient article storage system for easy access later on.
• As you read, begin the writing process, add snippets from your readings with the correct references and populate your literature review.
• Use simple tools to put connections and comparisons out where you can see them. I highly recommend you read They say, I say book to learn how to achieve this. 
• [insert pot of gold video]
• Organize your sources in a way that makes it drop-dead easy to write a strong review, and to do this I recommend that you make use of software which is readily available such as Mendeley or Refworks.

READ: 8 Technical tools to help you kick thesis writing butt

• RESEARCH METHODOLOGY
• Describe the background and design.
• Discuss the explicit data collection and data analysis process you used.
• Decide on data analysis software, if any.
• Explain your ethical procedures.
• Confirm your methodological fit with your supervisor.
• RESULTS / INTERPRETATION OF DATA
• Summary of your study.
• Conclusions you found.
• Contributions and limitations.
• Recommendations for further research.
• Connect all the dots.
• Reference List
• Appendices as referred to in text

If you see the writing of your thesis as a learning curve and not something you need to excel at on the first try, you’ll find that you are more receptive to advice. Not only that, you’ll see criticism as valuable feedback to help you make changes to get it right.  Don’t forget to ask for help. Read more about mindset here.

Get excited about submitting your thesis– it should be an intellectual challenge and not a horror story.

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Q. What is a “road map” in an introduction?

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Answered By: Ning Zou Last Updated: Mar 11, 2022     Views: 5

Although not all academic papers have a road map, many do. Following the thesis, a road map is a narrative table of contents that summarizes the flow of the rest of the paper. These often outline how the author will make the argument, the bodies of literature the author will review, and/or key points from the study design and procedure. For an example, see our resource on paper structure .

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Strategic enrollment management and student success, creating a research roadmap, ... so your paper doesn't crash.

It’s easy to get daunted by the idea of starting a research project. Although “finding information” sounds pretty simple, many of us get overwhelmed when we starting thinking of all the things that go into finding what we need for a research project: figuring out where to look, understanding and determining what is important, deciding how to organize — not to mention incorporating all of this into the actual writing of your paper. Whew!

However, even though research can seem like an overwhelming task, if you are able to break “research” down into manageable chunks, you’ll find that it doesn’t have to be so bad. Research isn’t only finding information or facts; you will also find others’ viewpoints and interpretations of that information. And finally, you will add your interpretation to the mix so that your paper is not a report but a critical look at a topic.

Doing all of this, of course, takes some time and planning, so it can be helpful to think of doing research much like going on a road trip. You just don’t hop in the car and go; you also pack snacks, get directions, check your tire pressure, and find places to stop along the way. Research is the same way. Making a checklist and timeline of all the things you have to do will help you effectively reach your destination. Keep reading to find out how you can create a personal research roadmap that will help you reach your destination safely and without panic.

1)   Creating a plan: Where you need to go

The first thing you need to do is make sure you   understand the assignment . You don’t want to waste time doing work that won’t fit your project. If you’re not sure what you are supposed to be doing, consult classmates, your professor, or the Writing Center.

If you have the option to   choose your topic   for research, do this next. Keep in mind the parameters of the assignment, including date due, page length, and project objectives, so you don’t pick a topic that is too broad or narrow for the assignment.

Do some   preliminary research   on your topic. Consult general sources, such as class notes, textbooks, reference books, and the Internet. You won’t use this material in your final paper but it will give you general information to help you focus your topic choice.

Based on your preliminary research,   figure out what types of material you will need   to find for your paper. Remember that information consists of both facts and other peoples’ interpretations of those facts. Knowing what you need will make your research more focused, which will save you time.

Create a timeline   for completing research. You should do Phase 1 very soon after receiving your assignment. Phase 2 and 3 will take the longest, so don't put them off to the last minute.

2)   Doing the research: How to get there

Find keywords   that get you into the topic. This may take some experimenting and the task can be frustrating, so use your preliminary research to help you figure out what terms are most relevant for your search.

You’ll probably be using mostly scholarly sources for your paper, so   consult library books and electronic databases   through the library’s website. (Google searches are not a good use of your time. Promise.) You can consult the help desk in the library or the Writing Center for help on searching.

Once you’ve done research,   prioritize your sources . Start with more introductory material to learn the basic facts and then go for more evaluation and interpretation. Don’t feel you have to read every single word of every single source—scan for relevant material and then read more carefully in more important sections.

Take notes as you read   your sources. Write down important ideas, quotations, and your own analysis. Writing as you read (instead of waiting ‘til the end) will save you lots of time and energy. Look for the central ideas of sources and think about how they could be organized. Allow ideas to emerge through your research.

3)   Incorporating research: What to do while there

Revisit your notes   and key quotations from your sources. Identify key concepts, ideas, and points of debate within your subject.

Think about how you can   organize your sources around major points   of interpretation instead of general topics. Revisit your assignment sheet to make sure you’re still on the right track.

Write a first draft   so you can get your ideas out on paper. Divide your paper into smaller chunks so you can work on one chunk at a time. You don’t need to worry about getting everything perfect, but you do want to push your thinking to be analytical and critical. Skip writing the introduction for now. You’ll have a better idea of what to say after you write a draft.

Read your draft and determine if you need to   fill holes in your research . Sometimes you won’t realize you need certain things until you start writing, so it helps to set aside some time to go back and do a bit more focused research.

Write a second draft . The value of a second draft can’t be emphasized enough. A second draft is a lot more than just a proofread first draft — it is a refining of your ideas. As you write, you’ll discover your ideas in the first draft; in the second, you’ll make them understandable to outside readers. (Psst—it’s easier to focus your ideas if you start with a blank document instead of trying to directly change your first draft.)

Use the timeline below to divide your research into 3 phases. The length of each phase will be determined by your deadline.

Introductions

What this handout is about.

This handout will explain the functions of introductions, offer strategies for creating effective introductions, and provide some examples of less effective introductions to avoid.

The role of introductions

Introductions and conclusions can be the most difficult parts of papers to write. Usually when you sit down to respond to an assignment, you have at least some sense of what you want to say in the body of your paper. You might have chosen a few examples you want to use or have an idea that will help you answer the main question of your assignment; these sections, therefore, may not be as hard to write. And it’s fine to write them first! But in your final draft, these middle parts of the paper can’t just come out of thin air; they need to be introduced and concluded in a way that makes sense to your reader.

Your introduction and conclusion act as bridges that transport your readers from their own lives into the “place” of your analysis. If your readers pick up your paper about education in the autobiography of Frederick Douglass, for example, they need a transition to help them leave behind the world of Chapel Hill, television, e-mail, and The Daily Tar Heel and to help them temporarily enter the world of nineteenth-century American slavery. By providing an introduction that helps your readers make a transition between their own world and the issues you will be writing about, you give your readers the tools they need to get into your topic and care about what you are saying. Similarly, once you’ve hooked your readers with the introduction and offered evidence to prove your thesis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. (See our handout on conclusions .)

Note that what constitutes a good introduction may vary widely based on the kind of paper you are writing and the academic discipline in which you are writing it. If you are uncertain what kind of introduction is expected, ask your instructor.

Why bother writing a good introduction?

You never get a second chance to make a first impression. The opening paragraph of your paper will provide your readers with their initial impressions of your argument, your writing style, and the overall quality of your work. A vague, disorganized, error-filled, off-the-wall, or boring introduction will probably create a negative impression. On the other hand, a concise, engaging, and well-written introduction will start your readers off thinking highly of you, your analytical skills, your writing, and your paper.

Your introduction is an important road map for the rest of your paper. Your introduction conveys a lot of information to your readers. You can let them know what your topic is, why it is important, and how you plan to proceed with your discussion. In many academic disciplines, your introduction should contain a thesis that will assert your main argument. Your introduction should also give the reader a sense of the kinds of information you will use to make that argument and the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any major surprises in store when they read the main body of your paper.

Ideally, your introduction will make your readers want to read your paper. The introduction should capture your readers’ interest, making them want to read the rest of your paper. Opening with a compelling story, an interesting question, or a vivid example can get your readers to see why your topic matters and serve as an invitation for them to join you for an engaging intellectual conversation (remember, though, that these strategies may not be suitable for all papers and disciplines).

Strategies for writing an effective introduction

Start by thinking about the question (or questions) you are trying to answer. Your entire essay will be a response to this question, and your introduction is the first step toward that end. Your direct answer to the assigned question will be your thesis, and your thesis will likely be included in your introduction, so it is a good idea to use the question as a jumping off point. Imagine that you are assigned the following question:

Drawing on the Narrative of the Life of Frederick Douglass , discuss the relationship between education and slavery in 19th-century America. Consider the following: How did white control of education reinforce slavery? How did Douglass and other enslaved African Americans view education while they endured slavery? And what role did education play in the acquisition of freedom? Most importantly, consider the degree to which education was or was not a major force for social change with regard to slavery.

You will probably refer back to your assignment extensively as you prepare your complete essay, and the prompt itself can also give you some clues about how to approach the introduction. Notice that it starts with a broad statement and then narrows to focus on specific questions from the book. One strategy might be to use a similar model in your own introduction—start off with a big picture sentence or two and then focus in on the details of your argument about Douglass. Of course, a different approach could also be very successful, but looking at the way the professor set up the question can sometimes give you some ideas for how you might answer it. (See our handout on understanding assignments for additional information on the hidden clues in assignments.)

Decide how general or broad your opening should be. Keep in mind that even a “big picture” opening needs to be clearly related to your topic; an opening sentence that said “Human beings, more than any other creatures on earth, are capable of learning” would be too broad for our sample assignment about slavery and education. If you have ever used Google Maps or similar programs, that experience can provide a helpful way of thinking about how broad your opening should be. Imagine that you’re researching Chapel Hill. If what you want to find out is whether Chapel Hill is at roughly the same latitude as Rome, it might make sense to hit that little “minus” sign on the online map until it has zoomed all the way out and you can see the whole globe. If you’re trying to figure out how to get from Chapel Hill to Wrightsville Beach, it might make more sense to zoom in to the level where you can see most of North Carolina (but not the rest of the world, or even the rest of the United States). And if you are looking for the intersection of Ridge Road and Manning Drive so that you can find the Writing Center’s main office, you may need to zoom all the way in. The question you are asking determines how “broad” your view should be. In the sample assignment above, the questions are probably at the “state” or “city” level of generality. When writing, you need to place your ideas in context—but that context doesn’t generally have to be as big as the whole galaxy!

Try writing your introduction last. You may think that you have to write your introduction first, but that isn’t necessarily true, and it isn’t always the most effective way to craft a good introduction. You may find that you don’t know precisely what you are going to argue at the beginning of the writing process. It is perfectly fine to start out thinking that you want to argue a particular point but wind up arguing something slightly or even dramatically different by the time you’ve written most of the paper. The writing process can be an important way to organize your ideas, think through complicated issues, refine your thoughts, and develop a sophisticated argument. However, an introduction written at the beginning of that discovery process will not necessarily reflect what you wind up with at the end. You will need to revise your paper to make sure that the introduction, all of the evidence, and the conclusion reflect the argument you intend. Sometimes it’s easiest to just write up all of your evidence first and then write the introduction last—that way you can be sure that the introduction will match the body of the paper.

Don’t be afraid to write a tentative introduction first and then change it later. Some people find that they need to write some kind of introduction in order to get the writing process started. That’s fine, but if you are one of those people, be sure to return to your initial introduction later and rewrite if necessary.

Open with something that will draw readers in. Consider these options (remembering that they may not be suitable for all kinds of papers):

• an intriguing example —for example, Douglass writes about a mistress who initially teaches him but then ceases her instruction as she learns more about slavery.
• a provocative quotation that is closely related to your argument —for example, Douglass writes that “education and slavery were incompatible with each other.” (Quotes from famous people, inspirational quotes, etc. may not work well for an academic paper; in this example, the quote is from the author himself.)
• a puzzling scenario —for example, Frederick Douglass says of slaves that “[N]othing has been left undone to cripple their intellects, darken their minds, debase their moral nature, obliterate all traces of their relationship to mankind; and yet how wonderfully they have sustained the mighty load of a most frightful bondage, under which they have been groaning for centuries!” Douglass clearly asserts that slave owners went to great lengths to destroy the mental capacities of slaves, yet his own life story proves that these efforts could be unsuccessful.
• a vivid and perhaps unexpected anecdote —for example, “Learning about slavery in the American history course at Frederick Douglass High School, students studied the work slaves did, the impact of slavery on their families, and the rules that governed their lives. We didn’t discuss education, however, until one student, Mary, raised her hand and asked, ‘But when did they go to school?’ That modern high school students could not conceive of an American childhood devoid of formal education speaks volumes about the centrality of education to American youth today and also suggests the significance of the deprivation of education in past generations.”
• a thought-provoking question —for example, given all of the freedoms that were denied enslaved individuals in the American South, why does Frederick Douglass focus his attentions so squarely on education and literacy?

Pay special attention to your first sentence. Start off on the right foot with your readers by making sure that the first sentence actually says something useful and that it does so in an interesting and polished way.

How to evaluate your introduction draft

Ask a friend to read your introduction and then tell you what they expect the paper will discuss, what kinds of evidence the paper will use, and what the tone of the paper will be. If your friend is able to predict the rest of your paper accurately, you probably have a good introduction.

Five kinds of less effective introductions

1. The placeholder introduction. When you don’t have much to say on a given topic, it is easy to create this kind of introduction. Essentially, this kind of weaker introduction contains several sentences that are vague and don’t really say much. They exist just to take up the “introduction space” in your paper. If you had something more effective to say, you would probably say it, but in the meantime this paragraph is just a place holder.

Example: Slavery was one of the greatest tragedies in American history. There were many different aspects of slavery. Each created different kinds of problems for enslaved people.

2. The restated question introduction. Restating the question can sometimes be an effective strategy, but it can be easy to stop at JUST restating the question instead of offering a more specific, interesting introduction to your paper. The professor or teaching assistant wrote your question and will be reading many essays in response to it—they do not need to read a whole paragraph that simply restates the question.

Example: The Narrative of the Life of Frederick Douglass discusses the relationship between education and slavery in 19th century America, showing how white control of education reinforced slavery and how Douglass and other enslaved African Americans viewed education while they endured. Moreover, the book discusses the role that education played in the acquisition of freedom. Education was a major force for social change with regard to slavery.

3. The Webster’s Dictionary introduction. This introduction begins by giving the dictionary definition of one or more of the words in the assigned question. Anyone can look a word up in the dictionary and copy down what Webster says. If you want to open with a discussion of an important term, it may be far more interesting for you (and your reader) if you develop your own definition of the term in the specific context of your class and assignment. You may also be able to use a definition from one of the sources you’ve been reading for class. Also recognize that the dictionary is also not a particularly authoritative work—it doesn’t take into account the context of your course and doesn’t offer particularly detailed information. If you feel that you must seek out an authority, try to find one that is very relevant and specific. Perhaps a quotation from a source reading might prove better? Dictionary introductions are also ineffective simply because they are so overused. Instructors may see a great many papers that begin in this way, greatly decreasing the dramatic impact that any one of those papers will have.

Example: Webster’s dictionary defines slavery as “the state of being a slave,” as “the practice of owning slaves,” and as “a condition of hard work and subjection.”

4. The “dawn of man” introduction. This kind of introduction generally makes broad, sweeping statements about the relevance of this topic since the beginning of time, throughout the world, etc. It is usually very general (similar to the placeholder introduction) and fails to connect to the thesis. It may employ cliches—the phrases “the dawn of man” and “throughout human history” are examples, and it’s hard to imagine a time when starting with one of these would work. Instructors often find them extremely annoying.

Example: Since the dawn of man, slavery has been a problem in human history.

5. The book report introduction. This introduction is what you had to do for your elementary school book reports. It gives the name and author of the book you are writing about, tells what the book is about, and offers other basic facts about the book. You might resort to this sort of introduction when you are trying to fill space because it’s a familiar, comfortable format. It is ineffective because it offers details that your reader probably already knows and that are irrelevant to the thesis.

Example: Frederick Douglass wrote his autobiography, Narrative of the Life of Frederick Douglass, An American Slave , in the 1840s. It was published in 1986 by Penguin Books. In it, he tells the story of his life.

And now for the conclusion…

Writing an effective introduction can be tough. Try playing around with several different options and choose the one that ends up sounding best to you!

Just as your introduction helps readers make the transition to your topic, your conclusion needs to help them return to their daily lives–but with a lasting sense of how what they have just read is useful or meaningful. Check out our handout on  conclusions for tips on ending your paper as effectively as you began it!

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.

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself . New York: Dover.

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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4.3: What is a Thesis Statement?

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Once the topic has been narrowed to a workable subject, then determine what you are going to say about it; you need to come up with your controlling or main idea. A thesis is the main idea of an essay. It communicates the essay’s purpose with clear and concise wording and indicates the direction and scope of the essay. It should not just be a statement of fact nor should it be an announcement of your intentions. It should be an idea, an opinion of yours that needs to be explored, expanded, and developed into an argument .

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.
• is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick ; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence somewhere in the introductory paragraph that presents the writer’s argument to the reader. However, as essays get longer, a sentence alone is usually not enough to contain a complex thesis. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the readers of the logic of their interpretation.

If an 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 the writer needs a thesis statement because the instructor may assume the writer will include one. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively.

How do I get a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. (See chapter on argument for more detailed information on building an argument.) Once you have done this thinking, you will probably have a “working thesis,” a basic or main idea, an argument that you can support with evidence. It is deemed a “working thesis” because it is a work in progress, and it is subject to change as you move through the writing process. Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic to arrive at a thesis statement.

For example, there is the question strategy. One way to start identifying and narrowing a thesis idea is to form a question that you want to answer. For example, if the starting question was “Do cats have a positive effect on people with depression? If so, what are three effects? The question sends you off to explore for answers. You then begin developing support. The first answer you might find is that petting cats lowers blood pressure, and, further question how that works. From your findings (research, interviews, background reading, etc.), you might detail how that happens physically or you might describe historical evidence. You could explain medical research that illustrates the concept. Then you have your first supporting point — as well as the first prong of your thesis: Cats have a positive effect on people with depression because they can lower blood pressure.... When you start with a specific question and find the answers, the argument falls into place. The answer to the question becomes the thesis, and how the answer was conceived becomes the supporting points (and, usually, the topic sentences for each point).

How do I know if my thesis is strong?

If there is time, run it by the instructor or make an appointment at the Writing Center ( https://tinyurl.com/ybqafrbf ) 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 the first draft and its working thesis, ask the following:

TOPIC + CLAIM = THESIS STATEMENT

• Animals + Dogs make better pets than cats. =When it comes to animals, dogs make better pets than cats because they are more trainable, more social, and more empathetic.
• Movies & Emotions + Titanic evoked many emotions. = The movie Titanic evoked many emotions from an audience.
• Arthur Miller & Death of a Salesman + Miller’s family inspired the Loman family. = Arthur Miller’s family and their experiences during the Great Depression inspired the creation of the Loman family in his play Death of a Salesman .

( https://tinyurl.com/y8sfjale ).

Exercise: Creating Effective Thesis Statements

Using the formula, create effective thesis statements for the following topics:

• Drone Technology
• Helicopter Parents

Then have a partner check your thesis statements to see if they pass the tests to be strong thesis statements.

Once a working thesis statement has been created, then it is time to begin building the body of the essay. Get all of the key supporting ideas written down, and then you can begin to flesh out the body paragraphs by reading, asking, observing, researching, connecting personal experiences, etc. Use the information from below to maintain the internal integrity of the paragraphs and smooth the flow of your ideas.

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UC Irvine Engineering Graduate Program Rises in U.S. News Rankings  

June 18, 2024 - The UCI Samueli School of Engineering has received its highest ranking ever in the U.S. News & World Report’s 2024-25 list of best graduate schools. The school is continuing the upward trend over the past years and is currently ranked 17th among the nation’s public universities and 31 overall among public and private institutions. This represents an increase of three places compared to last year’s rank.

Each year, U.S. News surveys graduate programs in the areas of business, education, engineering, law and medicine. This year, 199 engineering schools that grant doctoral degrees responded to the survey. The annual rankings are based on peer assessments of program excellence as well as statistical indicators that measure the quality of a school's faculty, research and students.

“It is very encouraging to see our graduate program continue to climb in the rankings,” said Magnus Egerstedt, dean of engineering. “It is a testament to the hard work and dedication of our faculty, students and staff and the increasing impact of our research programs. I’m very proud of our progress and am looking forward to the future as we continue to pursue new and exciting ventures.”  

Six engineering specialty programs saw improvements in rankings including aerospace engineering with a jump of nine places to 16th among publics, and environmental engineering with a rise of six places to 22nd among publics. The other programs that saw positive movement were biomedical engineering, chemical engineering, electrical engineering and mechanical engineering.

– Lori Brandt

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Fellowship to Keerthana Hogirala’s pursuit of MBA/MPP dual degree at UChicago

University of Chicago graduate student Keerthana Hogirala has been named a 2024 Paul and Daisy Soros Fellow, which will support her studies as an MBA/MPP dual degree candidate at the Booth School of Business and the Harris School of Public Policy.

For 26 years, the Paul & Daisy Soros Fellowships for New Americans has been celebrating the contributions of immigrants and children of immigrants to the United States by supporting 30 exceptional New Americans every year with funding for their graduate education.

Selected from among 2,300 applicants, Hogirala joins a cohort of 30 fellows pursuing graduate school who were chosen for their potential to make significant contributions through their work. She is the first UChicago graduate student to receive the Soros Fellowship in a decade.

Hogirala was born in India and immigrated to the United States with her family when she was six. She began her career as a special education teacher for early childhood students at a public school in Washington, D.C. before transitioning to a role in D.C. Public Schools’ central administration. During the COVID-19 pandemic, she was instrumental in developing and implementing the school system’s emergency response strategy and operational plans for virtual and hybrid learning and eventual school reopening.

In her subsequent roles, Hogirala led the school system’s technology strategy, data governance and digital transformation roadmap.

“The throughline takeaway for me was to look beyond the basics and leverage technology as an ecosystem to scaffold and facilitate service delivery. Technology can bring constituents closer to their government, which is mutually beneficial. We needed that more than ever in public education due to the pandemic,” she said. “Behavioral change depends on environmental change. And these days, our environment is largely digital. So, one of my priorities was thesis-testing how to compel organizational adoption of better structures and processes through thoughtfully building and designing our digital environment for maximum efficacy and impact on students’ behalf.”

This led Hogirala to think more broadly about how to empower underserved populations, which led to her pursuing graduate school. “I’m focused on how we can build an equitable, tech-enabled social infrastructure that allows people, particularly from marginalized communities, to take informed agency over their futures—to access the essential services they have a right to and need to live safe, healthy, and fulfilling lives. This includes healthcare, housing, food access, education, employment, and basic utilities” she said. “That’s the long ‘why’—I’m still figuring out the ‘what’ and ‘how.’”

From Hogirala’s perspective, the dual degree offers an interdisciplinary education for what she hopes to be a career across the public and private sectors. While friends and family understood why she’d pursue an MPP, the MBA took many by surprise.

“It’s less ‘business school’ and more ‘management school’ these days,” she noted. “With the increasingly complex ways the public, private and social sectors interact, people can take various social impact-oriented pathways with the fundamentals taught in an MBA. Booth, with the Rustandy Center and the Civic Scholars program specifically, has made meaningful investments to ensure those pathways are more navigable for students.”

In addition to being selected as a Soros fellow, Hogirala was one of three full-time students in her class chosen to be a Neubauer Civic Scholar and receive a full-tuition merit scholarship at Chicago Booth. Within the Harris School of Public Policy, she is a Harris Merit Scholar and the sole recipient of the Knas Family Scholarship. The Soros Fellowship will help fund the remaining two years of her graduate education as she prepares for a career at the intersection of policy, entrepreneurship and technology.

During her first year, Hogirala explored innovative methodologies for addressing social determinants of health and managing cross-system care services through coursework, university programming, and internships.

“I’ve learned a great deal this year—both about the type of work I want to do and myself. And I’ve met some incredible people along the way,” she said. “To be ending this already gratifying year with the Soros fellowship is an absolute delight. I’m deeply thankful for all the support and encouragement I’ve received from family, friends and mentors throughout my endeavors. I wouldn’t be here, living a life beyond my parents’ wildest dreams, without my mom and dad and all they’ve sacrificed and endured. This honor is as much theirs as is it mine.”

Hogirala received feedback from UChicagoGRAD, which supports graduate students in their fellowship applications and career development.

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