Mohammed I University

Faculty of Letters and Human Sciences-Oujda

Department of English Studies

Semester 3

Composition Course

Course Instructor:

Dr. Isam Mrah

isam.mrah@ump.ac.ma

Academic Year: 2022-2023

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Course Description

The composition I course aims to introduce undergraduate students to the process of and requirements
for English academic writing. It seeks to enhance students' writing skills and enable them to write
clearly, concisely, and coherently. The course also purports to enable students to adapt their language
and style in order to meet the requirements of academic writing. The student should be able at this
stage to transition from paragraph writing to short essay writing. The course adheres to the stages of
writing process to produce clear and coherent essay writing. It seeks to equip students with the tools
they need to be able to write well-developed expository and argumentative essays. The in-class and
online portions of the course are complementary and have been thoughtfully combined to meet the
needs of the learner.

Course Learning Objectives

Upon satisfactory completion of the course, students will be able to:

• Explain and identify the stages involved in the writing process

• Compose a strong thesis statement
• Argue and support a position
• Learn the structure of a five-paragraph essay
• Organize an essay into an introduction, body, and conclusion
• Write an essay that demonstrates unity, coherence, and completeness.
• Support general statements with effective examples.
• Successfully revise and edit an essay
• Compose sentences and paragraphs with correct spelling and punctuation
• Proofread for minor/major grammar and mechanical errors.

Learning Outcomes

By the end of the course, students will be able to:

• demonstrate a thorough understanding of the writing process, from development and drafting
to revising and editing
• develop an essay that effectively presents and strongly supports a thesis statement
• understand the basic structure of argumentative & discursive essays and their functions
• write effective thesis Statements and topic sentences
• organize and write ideas correctly and coherently
• develop supporting ideas by using specific details to explain and clarify the general ideas
expressed in their essays.
• Write a timed essay in one hour
• avoid common mistakes in essay writing

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 • use transitional words effectively

Course Requirements

• Students will be required to cover their assigned readings beforehand. Lectures will add material
and ideas beyond what the course readings cover
• Students will be required to periodically access the online course provided by the instructor to
download related resources and do the assigned tasks
• Careful reading of all assigned texts is required for the day on which they are assigned.
• Students will be required to come to class prepared for work, complete and turn in all class
assignments on time
• Students will be expected to work in groups and pairs to do the assigned tasks
• Students will be expected to do regularly in-class writing practice
• Active and consistent participation is required

Required Textbooks and Resources

• Skills for Effective Writing 2, Cambridge University Press, 2013

• Skills for Effective Writing 3, Cambridge University Press, 2013

Course Syllabus Schedule

• Week 1: Course Overview and Introduction

• Week 2: The Writing Process
• Week 3: The Writing Style
• Week 4: Introduction to Essay Writing
• Week 5: Argumentative Essay Writing
• Week 6: Writing the Introduction & Thesis Statement
• Week 7: Writing the body & conclusion
• Week 8: Writing a Timed Essay
• Week 9: Revising & Editing an Essay
• Week 10: Common Writing Mistakes

Assessment

End- of- Term Exam

At the end of the course, all students are required to take an exam. Students will be required to write a
one page argumentative essay I on a timely topic in which they demonstrate their writing skills. The

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essay exam will be graded on quality of writing as well as on content. The following criteria will be
taken into consideration.

• CONTENT 40%
• ORGANIZATION 30%
• STYLE 20%
• MECHANICS & GRAMMAR 10%

___________________________________________________________
General Introduction

Tertiary level students are supposed to write different forms of assignments during their academic
studies. These assignments are referred to as “Academic writing” which follow certain conventions of
structure, style and content. Writing is a skill that students should practice, develop and master. For
this reason, this booklet was designed to offer semester 3 students an opportunity to enhance the
writing skills they have developed in Semesters One & Two and further develop these skills with a
particular focus on writing expository and argumentative essays.

I. Academic writing

Academic writing is a formal style of writing used in universities. It is clear, concise, focused,
structured and backed up by evidence. It has a formal tone and style, but it is not complex and does not
require the use of long sentences and complicated vocabulary.

Academic writing is different from creative writing, which is the kind of writing you do when you
write stories. It is also different from personal writing, which is the kind of writing you do when you
write letters or e-mails to your friends and family. Creative writing and personal writing are informal,
so you may use slang, abbreviations, and incomplete sentences. However, academic writing is formal
and objective in tone. Slang, contractions, and incomplete sentences are not used.

1.1. Characteristics of academic writing

Academic writing is:

▪ Planned and focused: answers the question and demonstrates an understanding of the
subject.
▪ Structured: is coherent, written in a logical order, and brings together related points
and material.
▪ Evidenced: demonstrates knowledge of the subject area, supports opinions and
arguments with evidence, and is referenced accurately.
▪ Formal in tone and style: uses appropriate language and tenses, and is clear, concise
and balanced
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1. 2 Academic Writing Style

Academic writing style is a unique writing process with specific features of content, style, and
structure:

1.2.1. Eliminating redundancy

Most writers struggle with wordiness. Unnecessary or redundant words bore readers. They can also be
distracting. In academic writing the aim is to get your message across clearly and directly. Redundant
words creep into your writing when you say the same thing twice. In many cases, you will be able to
reduce two words into one. For example, in the phrase “final outcome”, the word “final” is redundant
because “outcome” is intrinsically the last thing. Some examples commonly seen in student
assignments include:

▪ repeat again → repeat

▪ small in size → small
▪ summarise briefly → summarise
▪ true and accurate → accurate

1.2.2. Clarity

Writing with clarity ensures your reader understands exactly what you mean, does not misinterpret
your ideas or results, and can follow the logic of your discussion:
• Avoid generalisations or vagueness: would your reader be able to picture what you mean?
• Use the correct words for the context.
• Consider synonyms carefully, making sure the meaning is appropriate.
• Consider word order/choice and rearrange if necessary

1.2.3. CONCISENESS
Conciseness is a skill many students struggle with. This is partly because they believe that complex
words and sentences are necessary to write "academically." Being concise is a feature of good editing
as much as it is good writing. You may need several drafts to get your sentences short, sharp and shiny.

• Express ideas using the shortest and most direct words and phrases (e.g. use instead
of utilise)
• Understand what is necessary: delete redundant or meaningless words or phrases
• Consider your sentence structure: where are your subject and main verb?

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1.2.4. PRECISION

Precision is important to avoid ambiguity and misinterpretation. Firstly, subtle differences in

words can significantly change the meaning of a sentence. Secondly, the more specific your
writing is, the clearer and more convincing it will be to your reader.

• Be as specific as possible: if you know an exact quantity, place, or time, use it.
• Use qualifiers, words that enhance or limit a word, only when necessary.
• Consider jargon (specialised, discipline specific words) use carefully: will your reader
understand what you mean?
• Use strong verbs rather than adverbs or nominalization

1.2.5. Wordiness
Wordiness is the use of more words than necessary to convey meaning. Wordiness is the opposite of
conciseness, which describes writing that is direct and uses carefully chosen words. Read the sentence
below:

▪ The bookstore, which is situated in the local area, has very many customers as a result of its
having a really wide selection of books and customer service that is friendly. This sentence is
wordy because it includes words and phrases that either do not contribute anything meaningful
or express a simple idea in a convoluted way. Here is one way to make this sentence concise:
▪ The local bookstore has many customers, due to its wide selection of books and friendly
customer service.

1.2.6. Redundancy (pleonasm)

Redundancy is the needless repetition of words and ideas. Like wordiness, redundancy uses more
words than necessary, but redundant writing says the same thing twice. Read the following sentence:

▪ If we cooperate together, we will accomplish our goals. To cooperate is to work together, so the
underlined phrase is redundant. To make the sentence concise, write:
▪ If we cooperate, we will accomplish our goals

1.3. Writing techniques

There are some basic techniques you can apply to ensure your writing is clear, concise, and
precise.

1.3.1 Writing concisely

Concise writing eliminates redundancy and improves clarity. To write concisely, ask yourself
if certain phrases or words are necessary. If they are not, cut them.

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1.3.2 SENTENCE STRUCTURE
Understanding the basic elements of a sentence can help keep your writing focussed and on
track. The most basic sentence includes a subject, a main verb, and an object:

Example: The research reports on the effects of climate change

1.3.3 STRONG VERBS VS NOMINALISATION

One technique to ensure clear, precise, and concise writing is to emphasise the main verb/s in
the sentence rather than the noun/s. Nominalisation is when we turn verbs into nouns, e.g., to "decide
vs decision. Choosing strong verbs, those that are specific and descriptive, helps the reader understand
what is most important and how it is happening. Generally speaking, writing is clearer when the verb
precedes the noun/s. Compare the following sentences:

▪ This version uses a lot of nominalisation: The most important aspect of clear communication
is the reduction of imprecision and wordiness.
▪ This version uses mostly verbs: The most important aspect of writing clearly is to reduce
being imprecise and wordy.
▪ This version uses a combination of verbs and nouns: To write clearly, it is important to
reduce imprecision and wordiness.
▪ Writing clearly is critical to reduce imprecision and wordiness

1.3.4 Active vs Passive Voice

Argumentative or reflective forms of writing favour the active voice as it creates a stronger and more
direct tone.

▪ Passive: It was demonstrated that low exam marks were associated with high stress by Brown
(2014).
▪ Active: Brown (2014) demonstrated that low exam marks were associated with high stress

1.3.5 PARALLEL STRUCTURE

Creating parallel structure means using the same sequence or construction of words, phrases,
or clauses in sentences. This helps the reader follow the flow of your writing and see
connections between ideas.

▪ Pararell structure : First, this essay analyses….. ; Second, it describes …; Finally, it examines
▪ UNPARALLEL STRUCTURE: Firstly, this essay analyses …; Then, it will be discussing
… The results will finally be examined

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1.3.6 Reduce phrases to words
Commonly used phrases can be replaced with single words. This helps you write more succinctly. For
example, the phrase "due to the fact that..." can be replaced with the word "because". Below are some
more examples of reducing phrases to words:
• on the other hand → however or alternatively
• taking into account → considering
• in light of the fact → given
• in consideration of → considering
• it is necessary → must or should
There is absolutely no doubt → Undoubtedly

1.3.7 Avoiding qualifiers and intensifiers

Qualifiers and intensifiers are not necessary and by removing them you can reduce your word
count. Qualifiers and intensifiers also weaken your writing. For example "It is probably a very
good idea to edit you work" can be strengthened by changing it to: "It is a good idea to edit
your work". By removing qualifiers and intensifiers, ideas are expressed more concisely.
Common qualifiers and intensifiers to avoid include:
• extremely
• really
• very
• kind of
• somewhat
• basically

1.3.8 Remove expletives (it is / there is / there are)

Expletives add words without adding meaning. Examples of expletives include "there is" or
"it was". By removing expletives you can communicate your ideas in fewer words. For
example, "There are many researchers who believe that writing clearly is important" becomes
"Many researchers believe that writing clearly is important".

1.3.9. Change negatives into affirmatives

Using negatives, such as 'do not', when writing encourages a less concise writing style. By
using a negative form of writing you use an extra word and sentences can be confusing to the
reader. By turning negatives into affirmatives you will write more concisely making it easier
for your reader to understand what you are saying. Below are some examples of negative and
affirmative statements:

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 ▪ Negative: If you do not have more than five years of work experience, do not call for a job
interview.
▪ Affirmative: Applicants with five or more years of experience should apply for a job
interview

1.3.10. Use Hedging

In academic writing, writers need to be cautious and critical about the claims they make. With the help
of the special language, called “hedges”, writers can soften their statements to avoid criticism for being
radical or overconfident. Consider this example:

▪ Original: Children living in poverty do poorly in school.

▪ Revised: Children living in poverty tend to do poorly in school.

▪ These findings suggest the following interpretation

▪ These findings would / might / could suggest the following interpretation

Useful verbs for hedging : seem to … / appear to … / tend to …,demonstrate that … indicate that …
suggest that …
Use modal verbs for hedging
These findings suggest the following interpretation
These findings would / might / could suggest the following interpretation

1.4. Things to avoid

Avoid empty constructions. Avoid the use of "there is/are," "this is," and "it is:

▪ Example: This is not a convincing argument because it lacks adequate evidence.

▪ Revision: This argument lacks adequate evidence.

▪ Original sentence: There are many issues that students face at university
▪ Revised sentence: Students face many issues at university

Avoid unnecessary repetition and clutter:

▪ Example: Personally I believe that we, as human beings, should protect our children by
advocating effective gun control laws.
▪ Revision: We should protect our children by advocating effective gun control laws

Avoid personal language, Use Impersonal language

▪ personal: A busy schedule makes you want to get fast food since it is quick
▪ Impersonal: Busy students find fast food convenient

Avoid personal pronouns

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 ▪ Personal: I believe modern technology should not replace traditional face to face classroom
teaching
▪ Impersonal: Modern technology should not replace traditional face to face classroom teaching

Use the plural form for both nouns and pronouns: (avoid sexist language)

▪ Original: In order to do well in a class, a student needs to do his homework.

▪ Revised: In order to do well in a class, students need to do their homework

SHIFT IN PERSON ERROR:

▪ Original: When teenagers start college, you often become more independent
▪ Revised: When teenagers start college, they often become more independent

S/V AGREEMENT ERROR:

▪ Original: One of the problems are the lack of funding

▪ Revised : One of the problems is the lack of funding

Avoid Contractions:

▪ Words such as can’t, she’ll, and should’ve need to be spelled out: cannot, she will, should
have . Contracting words makes your writing informal and not appropriate for a scholarly
audience

Avoid Intensifiers:

▪ Adverbs such as very ,extremely ,literally , and highly are intensifiers. They modify
a verb but are unnecessary to convey your point in academic writing

Avoid Vague Quantities:

▪ Use an exact amount whenever you can. If you don’t have an exact quantity,
then use a more formal word such as many , countless , myriad , or numerous

Avoid totalizing words/phrases

Words like always and never make claims too strong for academic writing. They can lead you to
generalize your results when it is not appropriate. Use less Words and Phrases to Avoid totalizing
words like usually , generally , and rarely

▪ Inappropriate: The number of cars on the road has caused global climate change.
This is a totalizing statement placing the blame of climate change on cars. Cars might add to
climate change, but they have not singlehandedly caused it.
Appropriate: The number of cars on the road has contributedto global climate change.

▪ Change must with should:

▪ More policies must be implemented to increase the availability of high school education for
migrant children
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 ▪ More policies should be implemented to increase the availability of high school education for
migrant children

Avoid gendered language

▪ Gendered: How someone solves a problem may depend on his past experience.
▪ Inclusive: How people solve problems may depend on their past experiences.

Avoid empty words/phrases

▪ No one can deny that knowing a foreign language is important in getting a job.
▪ Knowing a foreign language is important in getting a job

▪ As far as I am concerned, discrimination against certain ethnic groups continues to exist for
all intents and purposes.
▪ Discrimination against certain ethnic groups continues to exist

II. The Writing process

The writing process is the steps the authors take to create a piece of writing. It helps us write better,
easier, and faster. Writing is a process that involves several distinct steps: prewriting, drafting,
revising, editing, and publishing. When we write, we do more than just put words together to make
sentences. Good writers go through several steps to produce a piece of writing. The process is not
always linear. A writer may move back and forth between steps as needed. For example, while you are
revising, you might have to return to the prewriting step to develop and expand your ideas.

1. Prewriting: getting started

• Choosing a topic (timely, interesting, familiar…)

• Know your audience/purpose (to argue, to explain, to narrate…)

• Brainstorm ideas (write quickly whatever comes to your mind)

• Select relevant ideas/ reject irrelevant ones

• Group ideas into three categories/topics

• Decide about your claim based on the ideas generated

• Write your thesis statement

2. Drafting

▪ Use information from brainstorm to write the essay -Put your ideas on paper
▪ The first draft is not the final copy – good writers do not write an essay only one
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 time.
▪ This draft may contain errors in spelling, punctuation, and grammar – Don’t worry
about correcting the errors

3. Revising the first draft

▪ Revising is reviewing your paper to make changes in content, organization, and structure.
▪ making structural and logical changes to your text—reformulating arguments and reordering
information

4. Editing

▪ making more local changes to things like sentence structure and phrasing to make sure your
meaning is conveyed clearly and concisely
▪ evaluating the structure, content, style, tone, clarity, and evidence
▪ ensuring that words are used properly, grammar is correct, and writing is clear and concise

5. Proofreading

▪ Writing the final draft

▪ looking at the text closely
▪ proofread your essay to address minor details and make changes in the writing, such as
grammar, word choice, and mechanics (punctuation) and to see if the sentences flow smoothly.

III. The five-paragraph essay

1. From paragraph writing to essay writing

In Semester 2, we reviewed the basics of paragraph writing. We learned that a paragraph is a group of
sentences about one idea that includes a main topic and a controlling idea. Each paragraph should
include a topic sentence, supporting details to support the topic sentence and a concluding sentence.

A good paragraph has a clear topic sentence, relevant supporting sentences and a strong concluding
sentence. A topic sentence is usually the first sentence in the paragraph. It is about one idea (the main
idea) but it is fairly broad so it can be expanded on in the rest of the paragraph. It helps the reader
understand what the paragraph will be about, but it does not usually include specific examples or
details.

Supporting sentences follow the topic sentence and support the main idea. They relate only to the topic
of the paragraph. They also give examples and explanations and may provide facts and details about

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the topic of the paragraph. A concluding sentence ends a paragraph. It restates the main idea of the
paragraph and gives the reader something to think about

An essay is a piece of writing with several paragraphs about one topic. An essay is similar to a
paragraph in its organization and order, but an essay includes more information about a topic. In an
essay, each main point is presented in an individual body paragraph. The paragraph supports the point
with examples, explanations, and details

A common essay format is the five-paragraph essay:

2. Types of Essays

BEFORE YOU BEGIN

Have you answered the question?

One of the main reasons students do poorly in their assessment is because they have not fully
addressed the question. It is therefore important that you analyse the question carefully at the
beginning of any assignment writing process.

WHAT TYPE OF ESSAY ARE YOU WRITING?

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1. Has your instructor asked you to assess, evaluate, analyse, or determine something? If so, you are
writing an analytical essay

▪ Example: While there have been many claims that vaccines can cause autism, an analysis of
the scientific data shows that vaccines do not actually play a role in children developing autism
spectrum disorder

2. If your instructor has asked you to write a compare/contrast or cause/effect essay, then you are
writing expository (explanatory) paper. Your thesis statement will identify the main causes/effects that
you have identified in a cause/effect essay.

▪ Example: The main factor that leads college age teens to attempt suicide is depression caused
by extreme stress about academic performance, alcohol abuse or drug addiction

Or, your thesis statement may describe the main differences or similarities you will be discussing in a
compare/contrast essay.

▪ Example: While both countries are multi-cultural in nature, with very large immigrant
populations, the chief difference between the Canadian and the American approach to their
immigrant populations is Canada’s adoption of the “cultural mosaic” as opposed to the
American “melting pot”

3. If your instructor has assigned an argumentative (position) paper, then you will be making a claim
about a topic and presenting arguments based on evidence that support your claim. Your thesis
statement will identify your main claim/conclusion about your topic and the main supporting points
you will be developing in the body of your essay

Example: Video games have a negative impact on children as they cause isolation from other people
and expose them to too much violence.

3. Writing an argumentative essay

Argumentative essays are by far the most common type of essay to write at university. In an
argumentative essay, you agree or disagree with an issue/claim. An issue is a subject that people have
different opinions about. The issue is usually a contentious one; that is, it is arguable. The writer takes
a position on an issue using logic and evidence to convince readers.

When constructing your argument, the first thing to do is to read the essay question, then read it again.
The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or
“argument.”

▪ You have to argue from a point of view – this is your argumentative thesis.
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 ▪ You need to support your thesis with logical reasoning and evidence to make your arguments
convincing

Examples of prompts:

Two sided argumentative essay prompt

▪ Has the rise of the internet had a positive or negative impact on students' achievement at
school? Support your argument with evidence

The prompt may also be more open-ended in terms of the possible arguments you could make

Open argumentative essay prompt

▪ What is the greatest challenge facing young people today?

3.1 Argumentative Essay vs Persuasive Essay

Argumentative essay Persuasive essay

Purpose: Get the reader to recognize your side Purpose: Get the reader to agree with your
of the argument is valid. opinion.

Techniques: Techniques:

1. Offers facts, reasons, and 1. Combines facts with emotions to convince the
evidence to show the author has valid points reader that the author is “right”
2. Logic-based 2. Emotion-based
3. Acknowledges the opposing claims 3. Ignores counter claims
4. May compare ideas to establish a position 4. Presents only ideas that help establish a position
5. Presents multiple sides but it is clear which is 5. Only presents only one
the author’s side side: the author’s side
6. Always provides evidence with claims 6. Makes claims without evidence

Example of persuasive thesis:

We should require a parenting license for new parents because it will reduce infant mortality rates,
improve children’s health, and create better citizens.”

3.2. Elements of an Argumentative Essay

• Introduction
• Background
• Thesis statement
• Arguments in Support of Your Thesis

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 • Refutation of Opposing Arguments
• Conclusion

3.2. Writing the Introduction

The introduction is where you provide a route-map for the reader and make clear how your argument
will develop. In size, it should generally be no more than 10% of the essay. An introduction is the first
paragraph/section of an essay, and it plays an important role in writing an effective paper. The
introduction allows the writer to begin the essay by gaining readers’ attention, providing necessary
background information, and by establishing the essay’s main idea, purpose, and direction. An
effective introduction will typically begin by discussing general ideas surrounding the essay’s topic
and then introduce the specific ideas that will be discussed in the body of the paper. The introduction
has the following elements:

▪ 1. A hook or grabber to catch your reader’s attention

▪ 2. Background information the reader needs to make sense of your topic
▪ 3. Thesis statement (argument)

Example:

▪ Topic: Students studying abroad

▪ Hook: Is studying abroad something every student should do while in university?
▪ Background information:
Today's world provides multiple opportunities for students to study at colleges and
universities in a foreign country.
▪ Thesis Statement:
The number of students studying abroad has been increasing because of the specialized
programs available, the high status of a foreign degree, and the desire for a new
experience.

3.2.1. Writing the hook

The hook is the first sentence of the essay, so it should create interest in the topic of the essay and
encourage the reader to continue reading. Use one of the following strategies to “hook” the reader:

▪ An eye-catching statement uses an interesting idea to introduce the topic.

▪ A surprising statistic uses a detail that is not widely known to introduce the topic.
▪ A quotation (by an expert on the topic) is a powerfully worded statement that begins the
essay in a knowledgeable and authoritative way
▪ A general truth introduces something about the topic which the reader
can immediately agree with.
▪ A question gets the reader’s attention by forcing them to think directly about the topic
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3.2.2. Background Information

Background information provides a background to the essay and introduces any ideas or information
necessary for the reader to understand the thesis. It usually moves from general information to specific
information.

3.2.3 Thesis Statement

The purpose of the thesis statement is to tell your reader what your essay’s argument or claim and
main points are going to be. The rest of your essay will prove your thesis statement with detailed
evidence. The thesis statement is usually placed in the introduction to the essay, often appearing as the
last sentence in the introductory paragraph. The thesis takes a clear-cut position on a debatable topic,
or summarizes the main point of argument of your paper. It answers the main question or problem
associated with your topic.

Think of a thesis as the starting point on a map. If you don’t have starting point, then it is difficult to
plan your route and reach your destination (your conclusion). The thesis provides a roadmap that lets
your readers know where your ideas are headed. Furthermore, it engages them and makes them think
about your topic from the start.

Everything you write in your essay must support the thesis sentence in a specific way. Example:
“Parents should have equal responsibility for childcare and domestic chores when they both work
outside the home.” In the example, the topic is parents who work outside the home. The claim made
about the topic is that those parents should have equal responsibility for childcare and domestic chores

WRITING A THESIS STATEMENT

The first step to writing a good thesis statement is making sure you understand the assignment.

State your claim (your position/belief) + reason (evidence) =Thesis statement

Use the write statement from your essay prompt and make it a question then answer it with your claim

Example: Write an essay explaining why students should learn a foreign language

1) Why should students study a foreign language?

State your claim + reason = Thesis statement

Students should study a foreign language because it strengthens your memory and enlarges your
vocabulary = Thesis Statement
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2 ) Your claim- Students should study a foreign language?

3) Your reasons –It strengthens your memory and enlarges vocabulary

A thesis statement can also include an opposing point of view:

Example 1: Despite the claims that Covid 19 vaccinations have side effects, their benefits far
outweigh their dangers.

Example 2: Although many think that genetically engineered crops are a grave danger to the
environment, such crops can alleviate world hunger and malnutrition

Topic vs Thesis

It is important to understand the difference between a topic and a thesis statement. A topic is a general
(often broad) subject or idea you want to discuss or explore. A thesis statement is a specific argument
you will be making about a specific subject. For example, the death penalty is a topic. A thesis
statement presents a specific stance or argument about a topic.

Explicit vs. Implied

A thesis statement can be either explicit or implicit:

Explicit: An explicit thesis directly states the writer’s main idea/position and provides a clear direction

for the essay.

▪ Example: The problems facing Africa are poverty, political corruption, and poor healthcare.

Implied: An implied thesis is not directly stated, but rather suggested through the writer’s ideas and
supporting points. Nonetheless, it should still be obvious to the reader.

▪ Example: There are a number of serious problems facing Africa today which require attention.

What a thesis statement should be:

▪ Direct (focused): It should tell the reader exactly what your paper is about
▪ Limited in scope: It identifies a limited, specific subject and addresses one aspect of the
situation
Arguable: people can agree or disagree with your position
▪ Supportable: there is evidence to support your position
▪ One sentence in length

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What a thesis statement should not be:

▪ TSs should not be a question

▪ TSs should not state mere facts. Example: Television Commercials attempt to sell their
products to the largest possible audience.
▪ TSs should not be simply an observation. E.g.: “There is a lot of crime in big cities"
▪ TSs should not be the title. E.g.: “Increasing Crime in Big Cities”
▪ TSs should not be too broad. Example: Several tactics are used to entice consumers to buy the
advertised product.
▪ TSs should not contain phrases such as “I think.” If you make the statement, you obviously
think it. Example:
"I think that the use of the death penalty as punishment for minors is wrong because it….."
▪ TSs should not be announcements of what you will do. Example: In this essay, I will show why
advertisements work.
▪ TSs should not simply state a topic. Example: How advertisements manipulate their audience.
▪ TSs should not ask a question: What are the reasons behind crime increase in big cities?
▪ TSs should not use vague or judgmental words such as wrong, right, good, bad, and immoral.
Example:
Vague: Censorship of the Internet would be wrong.
Clear: Censorship of the Internet would unfairly limit free speech

Writing an argumentative Thesis statement:

After choosing a topic, you will need to state your opinion in an argumentative thesis that
takes a strong stand about your topic. This thesis will act as the foundation for the rest of
your argument. An argumentative thesis states the topic of your paper, your postion on the tpic and the
reasons you have for taking that position:

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Example of a thesis statement:

Solar power is improving people’s lives in developing countries by providing efficient light safely,
linking them to the global mobile community, and increasing their independence.
This thesis statement shows that:
• “solar power” is the topic of the essay.
• the writer’s position on this topic is that it is “improving people’s lives in developing countries.”
• the three main ideas that support the writer’s position are a) it is “providing efficient light safely,”
b) it is “linking them to the global mobile community,” and c) it is “increasing their independence.”
Each main idea will be explained in detail in a separate body paragraph: a) in the first body paragraph,
b) in the second, and c) in the third.

Examine the following example:

Stress in the fast-food workplace has led to serious physical, psychological, and emotional
problems for employees.

Topic: Work place stress for fast-food workers

Claim: Stress causes problems
Points: The paper will examine three areas: physical, psychological and emotional (to support the
claim)

The following are some examples of weak and strong argumentative theses:

▪ WEAK: Does a teacher’s use of humor in the classroom positively impact learning?
Notice how the thesis is phrased as a question and does not assert an argument. This is an example of a
weak thesis because it does not make a specific claim.

▪ STRONGER: A teacher’s uses of humor positively impacts learning by promoting a less

formal classroom climate and boosting learners' motivation. Here, a clear argument is asserted,
and structure is provided for the rest of the essay

A strong thesis also expresses the author’s claim using specific language:

▪ WEAK (too broad): Some teachers favor certain students over others and treat them
differently.

This statement is too vague. To which “teachers” is the author referring? Which “students” are these
“teachers” favoring, and how are they “treating them differently?

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 ▪ STRONGER: Teachers should treat all students equally because favoritism can lead to
negative consequences concerning student morale and their academic achievement.

This thesis defines the “who” (teachers), the “what” (should treat all students equally), and the “why”
(because favoritism can lead to negative consequences concerning student morale)

▪ Weak: The subject of this essay is whether school uniforms should be enforced or not

▪ Strong: Although uniforms are believed to enhance community spirit and unity, educational
institutions should not force students to wear them because they limit students' freedom of
expression and violate human rights.

▪ Weak: There are advantages and disadvantages to installing security cameras in schools.”

▪ Effective: The installation of the security cameras would help schools have fewer fights, fewer
thefts, and fewer intruders

3.3. The Body

In the body, you provide evidence to support your opinion that was stated in your thesis. Each body
paragraph should argue one reason to back up your thesis. Also, as most issues have arguments on
both sides of the question, a good persuasive writer provides counter-arguments along with their main
points. One of the three paragraphs needs to discuss the opposing viewpoints and how you counter-
argue them. You cannot ignore opposing viewpoints. If you do, it looks like you are not well prepared
or well informed about the issue you are writing about.

How to incorporate evidence to support your argument

Academic writing must be supported by evidence such as data, facts, quotations, arguments, statistics,
and examples. You are likely to use a combination of these throughout your writing, depending on the
purpose that you are trying to achieve.

The body of your essay develops and supports your thesis. To do this, each body paragraph should
possess the following qualities:

▪ Unity—every sentence relates directly to the main idea of the paragraph.

▪ Coherence—sentences smoothly and logically connect to one another.
Development—sentences contain the examples, evidence, and explanations readers need
to understand the paragraph’s main idea.

Acknowledging opposing opinions

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It is important to acknowledge opposing opinions- opinions that are different from your own- because
it shows that you have researched the topic and considered other points of view. It is also important to
include a refutation – response to the opposing opinion. It brings readers back to and strengthens your
original opinion.

Example: Opposing argument and refutation

▪ Increasingly, people are turning to the internet to research symptoms when they feel ill. It is
dangerous for people to self-diagnose over the internet because there is a lot of medical
misinformation online. On the other hand, a person who researches symptoms online before
going to the doctor may obtain useful information that prevents further damage. Even though
these patients may be informed, using the internet to self-diagnose tends to lead to further
anxiety and confusion.

Outline of an argumentative essay classical pattern

3. 4. The Conclusion

The conclusion is where you remind the reader of the main issue you have addressed and what you
have argued. An effective conclusion

▪ Restates your thesis (argument)

▪ Summarizes your main points
▪ Ends with a finalizing statement about future implications for your topic
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 ▪ does not introduce new ideas or topics

3.5. Transitions

Transitions help paragraphs connect to each other and to the thesis. They are used both within and
between paragraphs to help the paper flow from one topic to the next. They can be one to two words
(First, In addition..etc ). The topic sentence of a paragraph also serves as a transition

3.6. Five-Paragraph Essay Checklist

Before submitting a five-paragraph essay, go over it with this checklist.

In my introduction, have I…

grabbed my reader’s attention with an interesting hook

developed a thesis that is arguable and answers the essay question

clearly stated my thesis

listed my three supporting arguments

In my body paragraphs, have I…

started each body paragraph with a topic sentence

made the three body paragraphs distinct from each other

used transitions to help the reader follow my ideas

only included information that relates to my thesis

followed the same order of arguments that I used in my introduction

In my conclusion, have I…

restated my thesis and supporting arguments using different words

made sure not to include new information

Proofread what you write

• Check your document for any kind of error.

• Proofreading is part of the academic process.

• Submitting work containing mistakes may:

• Lose you marks, give the impression you do not care about your work, make your work
difficult to read or understand.

• Only edit when you have your final draft

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 • You have finished writing your assignment - now you need to proofread!

• Spelling errors make a poor impression

• When you write quickly, it is easy to make mistakes

___________________________________________________________
Practice:

A. Read the following thesis statements. Where possible, underline the topic of the essay; the
writer’s position, opinion, or approach; and the three main ideas. Decide ( ✓ or ✗ ) whether
each thesis statement has these parts or not

1. South Korean dramas are popular because of the traditional values in these shows, the focus on
romantic love, and the kindness of the male characters

2. Solar power is improving people’s lives in developing countries by providing efficient light safely,
linking them to the global mobile community, and increasing their independence

3. Capital punishment is an immoral practice against humanity.

B. PRACTICE LOCATING OPINION WORDS IN THESIS STATEMENTS:

Underline the opinion words below. If there are no opinion words, it is not a thesis:

• 1) Vigorous exercise is an effective way to reduce the effects of stress on the body.

• 3) In this essay I will discuss abortion.

• 4) Television is destroying the unity of the modern family.

Answer key

• 1) Vigorous exercise is an effective way to reduce the effects of stress on the body.

• 2) In this essay I will discuss abortion. (no opinion words—not a thesis)

• 3) Television is destroying the unity of the modern family.

C. Evaluating a thesis statement

Directions: For each of the following statements, identify whether the statement is strong, too narrow,
or too broad. If the statement is too narrow or broad, rewrite it to fix the problem.

1. Media violence is harmful to society.

2. The death penalty is wrong.

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3. School uniforms provide many benefits to students, parents and educators.

4. Technology has changed our lives.

5. Violent crime is rising .

6. Participating in volunteer work is essential to the development of strong character.

7 Crime is a major concern for everyone in our society

Answer key:

1: Broad 2 Broad 3 Strong 4 Broad 5 Broad 6 Strong 7 Broad

D. Tick the most appropriate thesis statement

1.

▪ The subject of this essay is the rising crime rate in the country
▪ The rising crime is the main topic of this essay
▪ The recent increase in the rate of crime in the country is the result of political, social and
economic factors

2.

▪ Men and women are very different

▪ Men and women are treated differently at work for three reasons
▪

3.

▪ Studying has many advantages, but there are also disadvantages

▪ Studying with others benefits university students by increasing motivation, support, and better
understanding of course content
▪ Students have different learning styles

4.

▪ I’m going to talk about two reasons why video games have a negative impact on children:
isolation from other people and overexposure to violence.
▪ Two reasons why video games have a negative impact on children are isolation from other
people and overexposure to violence

5.

▪ The rising crime rate in the United States has caused a loss of talented young people to crime,
high government costs for law enforcement, and a drop in tourism.
▪ The United States of America has a high rate of crime

6.

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 ▪ In this paper, I will write about why I support capital punishment and what people on the
other side have to say about it.
▪ Although some people disagree with capital punishment, it is necessary for three main
reasons: making people aware of the seriousness of crime, protecting society from
criminals, and reducing crime

7.

▪ Taking a multicultural studies course is required for graduation from Oregon State.
▪ Students can improve their ability to interact successfully with people of various
cultures by applying communication principles learned in a multicultural course

E. Writing Style Practice

Rewrite the sentences as suggested

1. Redundant: The end result of the study showed various differences among participants.
Concise: ___________________________________________________

2. Original: Many people who have dropped out of school and lack formal education are

unemployed and do not have jobs.

Revised:_________________________________________________

3. Wordy: It seems to me that concise sentences are easier to read than convoluted ones.
Concise: _________________________________________________

4. Wordy: The course had several necessary requirements.

Concise: _________________________________________

5. WORDY: It has been said that students who do their homework do better in school.
CONCISE: ________________________________________________

6. Wordy: Last but not least, researchers found several connections between the subjects.
Concise: __________________________________________

7. Wordy: The reason she moved is because she was offered a better position.
Concise: _________________________________________

8. Negative: Students who don't get appropriate grades should not apply for the graduate
program.
Affirmative: ______________________________________________________

9. Wordy sentence: The last point I want to make is that hard work can bring success.
Revised sentence: _____________________________________________

10. Wordy sentence: It seems to me that democracy provides greater freedom to pursue
individual goals.
Revised sentence: ____________________________________________________

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11. Expletive use: There are many ways students can achieve success in college.
Concise: _________________________________________________

12. Original: The evidence proves that some of these questions remain unresolved.
Revised: ___________________________________________________

13. Original: We must explain the reason for the delay in the meeting.

Revised: __________________________________________

Answer key:
1. Concise: The result of the study showed differences among participant

2. Revised: Many uneducated people are unemployed

3. Concise: sentences are easier to read than convoluted ones

4. Concise: The course had several requirements.

5. Concise: Students who do their homework do better in school

6. Concise: Lastly, researchers found several connections between the subjects

7. Concise: She moved because she was offered a better position

8.Affirmative: Students who get appropriate grades should apply for the graduate program

9. Revised: Finally, hard work can bring success

10. Revised: Democracy provides greater freedom to pursue individual goals

11. Concise: Students can achieve success in college in many ways

12. Revised: The evidence indicates that some of these questions remain unresolved

13. Revised: We must explain why the meeting is delayed

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References

Chin,P; Reid, S; Wray, S &Yamazaki, Y. (2013). Academic Writing Skills 3 Student's Book.
Cambridge University Press

Chin,P; Reid, S; Wray, S & Yamazaki, Y. (2011). Academic Writing Skills 1 Student's Book.
Cambridge University Press

Chin,P; Reid, S; Wray, S & Yamazaki, Y. (2011). Academic Writing Skills 2 Student's Book.
Cambridge University Press

Cottrell, S. (2013). The study skills handbook (4th ed.). Basingstoke: Palgrave Macmillan.

Oshima, A & Hogue A (2007). Introduction to Academic Writing (3rd ed). Person Longman
Creme, P. & Lea, M. R. (2003). Writing at university: A guide for students. Maidenhead: Open
University Press

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