what is a central claim in an essay

What Is a Claim in an Essay? Read This Before Writing

What is a claim in an essay?

In this article, you’ll find the essay claim definition, characteristics, types, and examples. Let’s learn where to use claims and how to write them.

Get ready for up-to-date and practical information only!

What Is a Claim in Writing?

A claim is the core argument defining an essay’s goal and direction. (1) It’s assertive, debatable, and supported by evidence. Also, it is complex, specific, and detailed.

Also known as a thesis, a claim is a little different from statements and opinions. Keep reading to reveal the nuances.

Claims vs. statements vs. opinions

Where to use claims.

To answer the “What is claim in writing?”, it’s critical to understand that this definition isn’t only for high school or college essays. Below are the types of writing with claims:

Argumentative articles. Consider a controversial issue, proving it with evidence throughout your paper.
Literary analysis. Build a claim about a book , and use evidence from it to support your claim.
Research papers. Present a hypothesis and provide evidence to confirm or refute it.
Speeches. State a claim and persuade the audience that you’re right.
Persuasive essays and memos. State a thesis and use fact-based evidence to back it up..

What can you use as evidence in essays?

Facts and other data from relevant and respectful resources (no Wikipedia or other sources like this)
Primary research
Secondary research (science magazines’ articles, literature reviews, etc.)
Personal observation
Expert quotes (opinions)
Info from expert interviews

How to Write a Claim in Essays

Two points to consider when making a claim in a college paper:

First, remember that a claim may have counterarguments. You’ll need to respond to them to make your argument stronger. Use transition words like “despite,” “yet,” “although,” and others to show those counterclaims.

Second, good claims are more complex than simple “I’m right” statements. Be ready to explain your claim, answering the “So what?” question.

And now, to details:

Types of claims in an essay (2)

Writing a claim: details to consider.

What makes a good claim? Three characteristics (3):

It’s assertive. (You have a strong position about a topic.)
It’s specific. (Your assertion is as precise as possible.)
It’s provable. (You can prove your position with evidence.)

When writing a claim, avoid generalizations, questions, and cliches. Also, don’t state the obvious.

Poor claim: Pollution is bad for the environment.
Good claim: At least 25% of the federal budget should be spent upgrading businesses to clean technologies and researching renewable energy sources to control or cut pollution.

How to start a claim in an essay?

Answer the essay prompt. Use an active voice when writing a claim for readers to understand your point. Here is the basic formula:

When writing, avoid:

First-person statements
Emotional appeal
Cluttering your claim with several ideas; focus on one instead

How long should a claim be in an essay?

1-2 sentences. A claim is your essay’s thesis: Write it in the first paragraph (intro), presenting a topic and your position about it.

Examples of Claims

Below are a few claim examples depending on the type. I asked our expert writers to provide some for you to better understand how to write it.

Feel free to use them for inspiration, or don’t hesitate to “steal” if they appear relevant to your essay topic. Also, remember that you can always ask our writers to assist with a claim for your papers.

Final Words

Now that you know what is a claim in an essay, I hope you don’t find it super challenging to write anymore. It’s like writing a thesis statement; make it assertive, specific, and provable.

If you still have questions or doubts, ask Writing-Help writers for support. They’ll help you build an A-worthy claim for an essay.

References:

https://www.pvcc.edu/files/making_a_claim.pdf
https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-documents/teachingresources/TeachingArgumentation/Supplement2_%20SixCommonTypesofClaim.pdf
https://students.tippie.uiowa.edu/sites/students.tippie.uiowa.edu/files/2022-05/effective_claims.pdf
Essay samples
Essay writing
Writing tips

Understanding Claims in Writing and How to Craft Effective Ones

Last Updated on July 7, 2023 by Nathaniel Tower

In the realm of academic and persuasive writing, a claim holds significant importance. A claim serves as the central assertion or argument made by a writer to support their position or viewpoint. It is the backbone of an essay or any piece of writing, providing a clear focus and direction for the reader. Crafting a strong claim requires careful thought, analysis, and supporting evidence. In this article, we will delve into the concept of claims in writing and explore effective strategies for constructing compelling and persuasive claims.

What is a Claim?

A claim is a declarative statement that expresses the writer’s position or viewpoint on a particular subject. It is often referred to as a thesis statement or central argument. A well-crafted claim should be concise, specific, and debatable. It presents an opinion or interpretation that can be supported or challenged through logical reasoning and evidence.

Claims can take various forms, including factual claims that present verifiable information, value claims that express opinions about what is good or bad, and policy claims that propose specific courses of action. Regardless of the type, a claim should be formulated in a way that engages the reader and compels them to consider the writer’s perspective.

How to Write an Effective Claim

Revise and Refine : Once you have drafted your claim, review and revise it to ensure clarity and effectiveness. Check for any logical fallacies, inconsistencies, or weak points in your argument. Seek feedback from peers or instructors to gain different perspectives and improve your claim.

What is a counterclaim in writing?

In writing, a counterclaim refers to a rebuttal or opposing argument presented by the writer to challenge or refute the main claim or thesis statement. It serves as a counterargument that acknowledges the opposing viewpoint and attempts to undermine its credibility or validity. A counterclaim adds depth and complexity to an argument by considering different perspectives and engaging in a more comprehensive analysis of the topic.

When constructing a counterclaim, it is essential to present a strong and logical argument that challenges the original claim. This entails conducting thorough research, gathering evidence, and providing convincing reasoning to support the counterargument. By doing so, the writer demonstrates their ability to critically evaluate multiple viewpoints and engage in a balanced discussion.

A well-crafted counterclaim should address the opposing side’s key points, highlight any weaknesses or fallacies in their argument, and provide a compelling alternative perspective. It is crucial to maintain a respectful tone and avoid personal attacks or derogatory language while presenting the counterclaim. Instead, focus on presenting a coherent and evidence-based argument that can effectively challenge the original claim.

In addition to presenting the counterclaim, it is essential to refute the opposing viewpoint by offering counter-evidence or providing a different interpretation of the existing evidence. This helps strengthen the writer’s position and credibility by demonstrating a comprehensive understanding of the topic and a willingness to engage with alternative perspectives.

By including a counterclaim in their writing, the author not only acknowledges the complexity of the issue but also shows a commitment to intellectual rigor and fairness. It encourages readers to consider multiple viewpoints, critically evaluate arguments, and arrive at a well-informed conclusion. In academic writing, including counterclaims demonstrates the writer’s ability to engage in scholarly discourse and contributes to the overall quality and credibility of the work.

Conclusion

Crafting a strong claim is essential for writing compelling and persuasive pieces. A well-constructed claim provides a clear focus and direction, engages the reader, and supports the writer’s position or viewpoint. By understanding the purpose of your writing, conducting thorough research, formulating a clear claim, providing evidence, and considering counterarguments, you can create a robust claim that strengthens your overall argument. Remember to revise and refine your claim to ensure its effectiveness. With a well-crafted claim, you can captivate your audience and present a convincing argument in your writing.

The Writing Center @ UVa

314 bryan hall, writing theses and claims.

Virtually all genres of academic writing rely to some degree on claims as the engine of arguments, whether as the main point of arguments (the central claim or thesis) or as supporting points (subclaims).

For this reason, writing effective claims is vital to success in academic writing. But what is a claim? How do you distinguish it from other statements. To understand claims, it can be helpful to distinguish them from facts and opinions, as follows.

What is a claim?

Example: Vanilla ice cream is the highest selling flavor of ice cream in the United States . (This is a fact because it can’t be reasonably argued against. The sales figures are pretty ironclad.)
Example: Vanilla ice cream is the best flavor of ice cream. (This is an opinion because it isn’t arguable. It’s based solely in someone’s subjectivity, their preferences.)
Example: The ubiquity of vanilla ice cream disconnects consumers from the complex and unethical agriculture practices that create it. (This is a claim because it can be argued with, and it can be supported with evidence)

Dispelling some myths about claims

Sometimes, people are given a set of rules about claims that don’t apply in all contexts. Here are some common beliefs about claims that aren’t necessarily true or are perhaps only true in some circumstances.

NOT NECESSARILY TRUE. This may have been true in high school writing contexts, but in college and beyond different audiences have different expectations for where central claims will be located. Sometimes it’s after a few paragraphs. Sometimes it’s in the middle. Sometimes it’s at the end. At the college level, it’s time to start thinking more rhetorically (meaning thinking about audience expectations and impact) about where the central claim should go.
NOT NECESSARILY TRUE. You can use a formula, but you don’t have to. And the formula’s you’ve learned previously may only be useful in the specific context you in which you learned them.
NOT TRUE AT ALL. Central claims differ depending on the genre in which you’re writing. They look different in different disciplines (history, english, psychology, biology), and they look different in genres outside of academia, as well.
NOT NECESSARILY TRUE. Again, they might be, but as writing becomes more sophisticated and topics more complex, it’s likely that you’ll come up with central or supporting claims that are more than one sentence long. That’s fine, potentially good even.

Two Types of claims

Example: The University of Virginia should change its admissions practices in an effort to admit more low-income students.
Example: The University of Virginia’s admissions practices create systemic hurdles to the admission of low-income students.

Two ways of doing claims

Explicit – a claim that is clearly stated
Implicit – a claim that is implied

Good claims have 3 features

Focused – typically, the most specific a claim is the better
Arguable – someone could reasonably argue against it
This example is bad because it’s not focused enough. It’s technically a claim, but it’s too broad and not revelatory.
This claim is better because it’s more focused and as a result more arguable and revelatory.

What this handout is about

This handout will define what an argument is and explain why you need one in most of your academic essays.

Arguments are everywhere

You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class.

Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own. In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.

Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.

Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.

Making a claim

What is an argument? In academic writing, an argument is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. In other words, gone are the happy days of being given a “topic” about which you can write anything. It is time to stake out a position and prove why it is a good position for a thinking person to hold. See our handout on thesis statements .

Claims can be as simple as “Protons are positively charged and electrons are negatively charged,” with evidence such as, “In this experiment, protons and electrons acted in such and such a way.” Claims can also be as complex as “Genre is the most important element to the contract of expectations between filmmaker and audience,” using reasoning and evidence such as, “defying genre expectations can create a complete apocalypse of story form and content, leaving us stranded in a sort of genre-less abyss.” In either case, the rest of your paper will detail the reasoning and evidence that have led you to believe that your position is best.

When beginning to write a paper, ask yourself, “What is my point?” For example, the point of this handout is to help you become a better writer, and we are arguing that an important step in the process of writing effective arguments is understanding the concept of argumentation. If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.” Consider this: your instructors probably know a lot more than you do about your subject matter. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:

Proof that you understand the material
A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.

This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way. In order to succeed at this second step, though, you must have a particular point to argue.

Arguments in academic writing are usually complex and take time to develop. Your argument will need to be more than a simple or obvious statement such as “Frank Lloyd Wright was a great architect.” Such a statement might capture your initial impressions of Wright as you have studied him in class; however, you need to look deeper and express specifically what caused that “greatness.” Your instructor will probably expect something more complicated, such as “Frank Lloyd Wright’s architecture combines elements of European modernism, Asian aesthetic form, and locally found materials to create a unique new style,” or “There are many strong similarities between Wright’s building designs and those of his mother, which suggests that he may have borrowed some of her ideas.” To develop your argument, you would then define your terms and prove your claim with evidence from Wright’s drawings and buildings and those of the other architects you mentioned.

Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make or break your argument. See our handout on evidence . You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you make them feel guilty because your friends’ parents all let them drive? Did you whine until they just wanted you to shut up? Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile? These are all types of argumentation, and they exist in academia in similar forms.

Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best. Pay attention to your textbooks and your instructor’s lectures. What types of argument and evidence are they using? The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things?

Be consistent with your evidence. Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. So, if you start a paragraph or section with a statement like “Putting the student seating area closer to the basketball court will raise player performance,” do not follow with your evidence on how much more money the university could raise by letting more students go to games for free. Information about how fan support raises player morale, which then results in better play, would be a better follow-up. Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered.

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you’ve made or your position as a whole. If you can’t immediately imagine another position, here are some strategies to try:

Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that a hotdog is a sandwich. If you are making an argument concerning, for example, the characteristics of an exceptional sandwich, you might want to see what some of these people have to say.
Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven’t occurred to you.
Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued, “Cats make the best pets. This is because they are clean and independent,” you might imagine someone saying, “Cats do not make the best pets. They are dirty and needy.”

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have considered the many sides of the issue. If you simply attack or caricature your opponent (also referred to as presenting a “straw man”), you suggest that your argument is only capable of defeating an extremely weak adversary, which may undermine your argument rather than enhance it.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Audience is a very important consideration in argument. Take a look at our handout on audience . A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm. It’s usually wise to think of your audience in an academic setting as someone who is perfectly smart but who doesn’t necessarily agree with you. You are not just expressing your opinion in an argument (“It’s true because I said so”), and in most cases your audience will know something about the subject at hand—so you will need sturdy proof. At the same time, do not think of your audience as capable of reading your mind. You have to come out and state both your claim and your evidence clearly. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you’ve chosen.

Critical reading

Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority. Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe. This is OK—everything is written from someone’s perspective—but it’s a good thing to be aware of. For more information on objectivity and bias and on reading sources carefully, read our handouts on evaluating print sources and reading to write .

Take notes either in the margins of your source (if you are using a photocopy or your own book) or on a separate sheet as you read. Put away that highlighter! Simply highlighting a text is good for memorizing the main ideas in that text—it does not encourage critical reading. Part of your goal as a reader should be to put the author’s ideas in your own words. Then you can stop thinking of these ideas as facts and start thinking of them as arguments.

When you read, ask yourself questions like “What is the author trying to prove?” and “What is the author assuming I will agree with?” Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critically, you will start to see the sometimes hidden agendas of other writers, and you can use this skill to improve your own ability to craft effective arguments.

Works consulted

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

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

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Ede, Lisa. 2004. Work in Progress: A Guide to Academic Writing and Revising , 6th ed. Boston: Bedford/St Martin’s.

Gage, John T. 2005. The Shape of Reason: Argumentative Writing in College , 4th ed. New York: Longman.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

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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What Is a Claim in an Essay: Definition, Types, & Examples

14 April 2024

last updated

Essays are important academic papers that students use to present and express their thoughts. A quality essay revolves around a central claim or thesis statement, which expresses the writer’s thoughts toward a topic, problem, or research question. The term “claim” refers to an assertion that convinces, argues, demonstrates, and suggestively implies something to a reader who agrees with or disputes it using available evidence, knowledge, or experience. These assertions differ from general statements in that others may approve or disagree with arguments. Good assertions should be clear, concise, distinct, affirmative, and easy to prove. The right step in writing a claim in an essay includes exploring the topic, asking critical questions, determining the goal of writing, and taking a unique standpoint. These phases must focus on assertions to align them with the existing knowledge and evidence for justification.

General Aspects of Writing a Claim in an Essay

Providing a claim in an essay is the main argument that determines its complexity, effectiveness, and quality. This guideline focuses on how to write a claim in an essay and contains concise examples that people should follow to create outstanding academic papers. Anyone reading this article can understand the role of an argument in defining an essay’s direction, scope, and purpose. In different types of papers , authors must use evidence, quotations, arguments, expert opinions, statistics, and details to affirm their claims. A good argumentative statement should be specific, which helps to focus on a single idea. General assertions may make an entire essay vague and boring to readers. A good essay should contain a thesis statement as a central claim. However, each body paragraph should have supporting claims related to the thesis statement. Because all types of essays are important in communicating useful information to readers, one must make specific, believable, and justifiable assertions.

What Is a Claim in an Essay: Definition, Types, & Examples

Definition of What Is a Claim and Its Meaning

A claim is an assertion that convinces, argues, demonstrates, and suggests something to a reader who agrees with or disputes it based on available knowledge and understanding. Claims are useful in an essay since they define its scope and direction. In writing an argumentative essay , students use their thoughts to make claims and support them using evidence. The nature of the main assertions determines if the targeted audience can read through, agree, or disagree with the main message of an essay. In turn, a claim statement refers to a written sentence that reflects someone’s opinion. As a result, after choosing their essay topics , authors make argumentative statements to mean expressing their thoughts regarding a subject under discussion.

Claim vs. Statement

The main difference between a claim and a statement is the levels of agreeableness. For example, a claim means a debatable statement regarding a specific issue. Although readers may not disagree with statements, they can have diverse opinions regarding an argumentative claim. On the other hand, a statement may represent facts that are not debatable. An example of a general statement is: “The first African American president of the United States was Barack Obama.” One cannot dispute this statement because it represents a fact. However, an example of a claim is: “The election of Barack Obama as the American President marked the end of racism based on skin color.” In summary, some people may disagree with this argument under existing cases of racial discrimination against African Americans during and after President Obama’s tenure.

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Types of Claims

Writers can use various types of claims to make their essays more convincing. This section explains different types of assertions when writing a claim in an essay.

Cause and Effect . This claim contains information about two or more phenomena regarding their origin and effect.
Argumentative . Results from reasoning and reflects people’s opinion toward a subject. However, writers must use evidence to support any argumentative claim.
Fact . The factual statement is useful in arguing out the truth or falsity of some assertions. One must use facts to justify the correctness or invalidity of any statement.
Definition . This claim asserts that something is the case without providing evidence. Moreover, assertions accurately describe an object, event, or situation.
Solution . This assertion provides an answer to an existing problem or question of interest and responds directly to an inquiry or an existing doubt.
V alue . The value argument is a statement about what people should regard as worthwhile. Such claims should show different policies, things, beliefs, and facts that humans regard as more valuable than others.
Comparative . The comparative claim refers to an assertion that relates different objects or things to reveal their differences or similarities. Comparisons are necessary for showing the diversity of objects to enable readers to make informed choices depending on their needs.
Importance . This claim reveals the significance of a statement, information, object, or even opinion. An assertion of importance should convince the audience that an item is better than other similar things.

4 Easy Steps for Writing a Strong Claim for an Argumentative Essay

Developing a claim for an argumentative essay should contend for a certain interpretation or understanding debate topics . For example, students must understand a specific subject and take a position to justify it. However, the main assertion may contradict popular opinions regarding the subject. In turn, one must provide justifiable evidence to affirm any position taken. The following are the necessary steps that students should take to write a suitable claim for an argumentative essay.

Step 1: Exploring a Specific Topic

The first step in writing a claim for an argumentative essay is to explore sensitive or controversial debate topics . In this case, one must do preliminary research on the selected or assigned topic to develop concrete ideas for possible arguments. The information gathered should allow writers to support and justify a specific position. For example, if the topic concerns global warming, one may gather evidence to justify why cutting down trees is a major cause of heat waves experienced in different parts of the world.

Step 2: Asking Questions

The second step of making a claim in an essay should involve narrowing it down to a specific subject by asking critical questions regarding the evidence gathered. This stage is necessary to enable authors to determine the quality of the information obtained on the subject. Interrogating the evidence allows one to determine if the selected side of the argument is valid and convincing. As a result, examining the topic may lead to identifying possible counterclaims and valid opposite arguments.

Step 3: Determining an Essay’s Goal

Reviewing the assignment briefing to understand the primary goal of the argument is an important step in developing a strong claim. In this stage, writers should develop a deeper understanding of the primary goal of making a good argument. The resulting insights are necessary to focus the essay’s scope and develop a claim that challenges the target readers’ opinions. Besides, reviewing the goals is essential in refuting what one assumes to be true. On the other hand, reviewing the essay’s goals is important in combining related and relevant ideas. Even if argumentative essays focus on multiple issues, quality papers should address a central theme guided by a clear thesis statement. In turn, writers must connect related ideas to make refutable claims demonstrating a clear stand on the main subject.

Step 4: Taking a Unique Standpoint

The fourth step should involve a unique standpoint to make a refutable argument. Most students need to start stating arguable facts followed by straightforward claims. A quality essay should contain a unique argument that convinces the audience to develop an alternative thought on the subject. Moreover, students should critically evaluate the obtained evidence and deduce a unique position to argue about. As a result, all sides taken should rebut popular beliefs and truths and affirm a distinctive position.

Types of Essays, Use of Claims, and Difference

Different academic articles should have unique claims. In this case, students should identify the type of essay to make a suitable assertion, including a hook . The most common types of academic work encountered during academic studies include a research paper , an argumentative essay, a persuasive speech , a literary analysis , a persuasive essay , a rhetorical analysis, and a memo . This section contains information on the type of assertions one should make when writing these papers.

Research Paper . Claims used in this work should provide insights into specific research topics by informing readers more about the main idea or argument. Assertions used in research papers should lead to a greater understanding of the subject instead of presenting different viewpoints.
Argumentative Essay . Central claims used in this paper should take a clearly defined stance on a subject to allow writers to build an evidence-based case to support all positions. The most unique feature of argumentative claims is that they should be questionable.
Persuasive Speech . Students should present convincing opinions, ideas, or assertions. Such claims are useful in swaying or influencing people’s beliefs, attitudes, values, or behaviors.
Literary Analysis . Possible assertions used in literary analysis papers should affirm a certain position as truthful. Writers can make factual or judgmental claims to express their point of view, interpretation, evaluation, or critical assessment of a literary work.
Persuasive Essay . Claims used in this type of paper should convince the audience to accept a certain point of view. A persuasive assertion should openly communicate the central theme or idea presented in an essay and affirm its credibility.
Rhetorical Analysis . The claim used in rhetorical analysis should reflect the evidence or appeals used in a piece of work to convince readers. One should mention the rhetorical devices and appeals used in the specific work under evaluation.
Memo . The primary purpose of writing a memorandum is to inform a group of professionals about a specific problem, solution, event, or situation relevant to their institution. The claim used in a memo should state the proposed solution to a problem and important points on the identified course of action.

Types of Evidence for Writing Claims

Expert Opinions . Professionals in various areas of specialists give opinions regarding issues that contain credible information. Such views are important in shaping claims for an essay focusing on current issues.
Interviews . Researchers gather first-hand evidence by interviewing participants affected by a problem under investigation. Analysis of obtained views and opinions of participants should inform the formation of a central claim in an essay.
Direct Observation . Scholars may observe how humans behave in their natural settings without informing them. The findings may lead to the development of convincing claims regarding social behaviors.
Examples of Past Experience . Examples from past incidents allow people to gain unique insights regarding real-life issues. One may use the information to develop an argumentative claim for an essay.
Primary Research . Through primary research, students obtain first-hand evidence and knowledge, contributing to understanding real-life issues. The conclusion drawn from such studies is good for developing credible assertions for research papers.
Synthesis of Secondary Research . Scholars present their research findings in journal articles and reports. One can draw evidence from secondary sources to develop a claim for argumentative or persuasive essays on specific issues or topics of interest.
Facts, Statistics, or Other Data . Historical facts, statistics obtained from primary research, and other forms of credible sources are crucial in justifying an assumption, a hypothesis , or a theory under analysis. Critical evaluation of these reliable sources of information can lead to claims for memos, persuasive speeches, and various types of essays.

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Topic Examples for Making Claims in an Essay

Research Paper Topics

Excessive Use of Social Media Platforms Enhances Academic Performance Among Teenagers
Children From Divorced Families Demonstrate Greater Psychological Resilience
Low Salaries Are the Primary Cause of Corruption in Modern Societies

Argumentative Essay Topics

Impacts of Technology on Society
The Ethical Implications of Gene Editing: A Paradigm Shift in Medicine
Roles of Parental Attachment in Child Development
Balancing School Curriculum: Is Art Education as Important as Science?
Pros and Cons of Self-Driving Vehicles: Evaluating Safety and Efficiency
It Is Ethical for Doctors to Modify Unborn Fetuses to Meet Their Parents’ Desires Genetically
The Government Should Ban Social Media Platforms That Collect Users’ Data Without Consent
Abortion Is a Fundamental Right for Women

Persuasive Speech Topics

Reimagining the Role of Technology in Enhancing Sports Performance
Martin Luther King’s Speech “I Have a Dream” Changed People’s Lives
Doctors Should Embrace Art and Music Therapy to Enhance the Healing Process
Students Should Learn an Instrument in School to Boost Their Creativity
Introverts Make Great Leaders Than Extroverts

Literary Analysis Essay Topics

Great Gatsby Essay: The American Dream, Pursuit, and Corruption
Gender Roles in “The Great Gatsby”
Flower Symbolism in “A Rose for Emily”
Endurance in “The Old Man and the Sea”

Persuasive Essay Topics

Childhood Vaccinations and Their Importance in Society
Local Governments Should Regulate Gambling and Betting
Teenagers Should Be Allowed to Acquire Driving Licenses
Poverty Lowers Academic Achievement

Rhetorical Analysis Essay Topics

Rhetorical Analysis of Martin Luther King’s “Letter From a Birmingham Jail”
Problems in Education and Ken Robinson’s “Do Schools Kill Creativity”
Analysis Essay of Volodymyr Zelensky’s Speech “I Call for You to Do More”
Evaluating the Speech Writing Power in President Obama’s Inaugural Speech
Analyzing the Ise of Rhetorical Devices in Harry Porter

Memo Topics

Explaining Human Resource Policy Change
Company Budget Cuts
Summary of the 2023 Action Plan

Examples of Claims for Essays

Abortion is a fundamental right for women – Although some scholars argue that abortion is unethical because it terminates the life of an innocent fetus, women have a fundamental right to make decisions regarding their bodies, especially when they face terminal health risks.
Children from divorced families demonstrate greater psychological resilience – Because kids experience social and economic challenges, they develop greater psychological resilience as a coping mechanism.
Doctors should embrace art and music therapy to enhance the healing process – Doctors should include a method as an intervention to lower stress among admitted patients and enhance recovery because art and music create a soothing effect to enhance psychological well-being.
Gender roles in “The Great Gatsby” – The novel “The Great Gatsby” reflects on opposing values of social models through different female characters who become objectified by men.
Poverty lowers academic achievement – Because parents from low-income families cannot afford quality education, academic achievement among their children remains lower than those from middle- or high-income backgrounds.
Evaluating the rhetorical devices in Harry Porter – J. K. Rowling used literary devices, such as irony, symbolism, contrasting characters, pathos, and ethos, to present the theme of death.
Explaining human resource policy change – The board of directors agreed that employees must take their scheduled annual leave without fail to promote psychological resilience.

What to Include in a Claim Paragraph

A claim paragraph should contain adequate information to explain the focus of an essay or research paper. One should include an attention-getter or start with a quote to attract readers’ attention to go through the information provided. The passage should contain background information about the topic presented in the paper to provide the target audience with a glimpse of the main ideas. Other important details include the main argument of the essay’s thesis statement.

Thesis Statement as a Claim in an Essay

A central claim may serve as a thesis statement in an essay. Academic papers should have an introduction with an argumentative thesis statement, which serves as a central claim. In this case, the main assertions should be last sentences of a college essay introduction , which provide the paper’s overview and focus when used as a thesis statement.

A hypothesis in a research paper represents a statement that requires testing for validation. Such a claim represents an unvalidated relationship between independent and dependent variables. Researchers state their assumptions or predictions about what their research results will confirm. This statement represents a tentative answer to the research question. In this case, hypotheses do not represent claims because they indicate unjustified answers that may be correct or wrong.

The results from a research paper refer to the confirmed and justified findings. Scholars use available evidence, theories, and results to test and affirm hypotheses. In turn, conclusion examples made become the findings in specific research work. Besides, these results may take a form of claims since they represent a justifiable or debatable position on a topic of interest.

Body Paragraphs

A typical paragraph should have a topic sentence or claim, supporting evidence, and explanations. For example, any claim in an essay should begin with a statement followed by supporting evidence. One must provide a clear explanation linking the evidence to the assertion. In turn, justifications provided should link all claims to a central thesis statement.

What Is a Counter Claim and Its Meaning for an Essay

A counterclaim refers to a statement that refutes a central argument in an essay. Different scholars have unique views regarding a specific topic. Such opposing thoughts reveal an alternative way of understanding the subject. For instance, opposers in a debate make counterclaims to contest the motion, while proposers make assertions and rebuttals to counter opposing statements. In this case, rebuttals are unique counterclaims that allow debaters to justify their arguments.

20 Tips to Write a Good Claim in an Essay

Claims used in essays should be clear and easy to prove. Basically, one should choose a statement that is easy to justify using available evidence. Because assertions convey the main points in a paper or paragraph, writers should include a strong supporting statement. Besides, any claim should have a definitive and affirmative tone.

10 Things to Do When Making a Claim:

Choose a justifiable claim.
Use simple terms.
Cover a decisive tone.
Maintain a positive tone.
Take a single-issue stand.
Define a narrow and clear scope in logical order .
Create a unique approach to the topic.
Describe the issue clearly.
Follow active voice.
Include a short statement.

10 Things Not to Do:

Selecting a broad scope.
Implementing negative language.
Including complex vocabulary.
Writing first-person statements.
Basing claims on emotional appeal.
Cluttering arguments with multiple ideas.
Presenting wordy sentences with multiple fill-up words.
Using passive voice.
Placing claims in illogical order.
Covering ambiguous statements that are hard to prove.

Summing Up of What Is a Strong Claim in an Essay

Claims are important in an essay since they reflect the writer’s perspective.
All arguments should be clear and justifiable statements about a topic.
A central assertion must provide the accurate scope of an essay.
Some types of claims include cause and effect, argumentative, fact, definition, solution, value, comparative, and importance assertions.
Claim paragraphs are important in outlining the scope of an essay.
Good claims should be clear, specific, justifiable, and presented in a simple, assertive, and distinctive tone.

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What Is a Claim in an Essay? Unpacking the Core Element with Writing Tips

Picture yourself as a captain steering your ship, a.k.a. your essay, across a wild ocean of ideas. Your secret weapon? The claim. It’s not just some fancy statement – it’s the backbone of your essay, the big point you’re itching to make and stand by.

Getting the hang of crafting a killer claim is like hitting the jackpot for any essay writer. It sets the mood, points the way, and basically makes or breaks your essay. So, let’s dive deep into what makes a claim tick.

What’s a Claim, Anyway?

Think of a claim as your essay’s thesis or main argument. It’s way more than an opinion. It’s a bold, assertive statement that lays down the foundation of your argument. Depending on your essay’s vibe, claims can come in different flavors:

Factual claims ─ The straight-up truths, like “The Earth does its dance around the Sun.”
Definitional claims ─ The “what’s what” of things, like “Genetically modified munchies can totally be called organic.”
Cause and effect claims ─ The “this led to that” stuff, like “Scrolling through Insta all day shoots up anxiety in teens.”
Value claims ─ Your judgment call, like “Free speech is the lifeblood of democracy, no question.”
Policy claims ─ The “let’s shake things up” kind, like “Making buses free could clear up city smog.”

Figuring out your type of claim is like choosing the right gear before setting off on an essay adventure.

Building a Rock-Solid Claim

A solid claim is like a good cup of coffee – clear, strong, specific, and just what you need:

Clear as day ─ It’s got to be easy to get, no beating around the bush.
Open for debate ─ A tasty claim gets people talking, not just nodding along.
Specific ─ It zeros in on your essay’s heart, with no wandering off.
Relevant ─ It’s got to jive with your essay’s main jam.

Cooking Up a Strong Claim

Crafting a top-notch claim? It’s like making a masterpiece. Start broad, then get down to the nitty-gritty:

Brainstorm central ─ Kick off by throwing ideas around. Ask questions, scribble thoughts, and play with different angles.
Idea filter ─ Sift through your thoughts, and pick the ones that have that zing of debate.
Wordplay ─ Your choice of words and tone is key. Be bold, but keep it in line with your essay’s style .
Learning by example ─ Check out strong and weak claims to see what makes or breaks them.

Rooting Your Claim with Evidence

Your claim needs roots, like a tree. That’s your evidence – the stuff that makes your claim stand up tall:

Back it up ─ Throw in facts, stats, expert say-so, and real-life tales to beef up your claim.
Keep It balanced ─ Your evidence should be like a good sidekick – supportive but not stealing the spotlight.
Counterpunch ─ Tackle the naysayers head-on. It shows you’ve done your homework and you’re not afraid of a little debate.

Claims in Different Essay Worlds

Your claim shifts gears depending on your essay type:

Analytical essays ─ Here, you’re dissecting stuff like books or historical events to dig out hidden treasures.
Argumentative essays ─ You’re taking a stand on a hot-button issue, backed by evidence that packs a punch.
Expository essays ─ You’re the explainer, shining a light on concepts, often with a “here’s the 411” vibe.

Watch Out for These Slip-Ups

Even seasoned essay sailors can hit rough waters:

Overgeneralizing ─ Steers clear of claims that are too broad. Specific is terrific.
Evidence MIA ─ Don’t leave your claims hanging without backup. That’s just asking for trouble.
Going in circles ─ Don’t use your claim to prove your claim. That’s like saying, “It’s true because I say so.”

Fine-tuning Your Claim Crafting a Claim Can Be a Trial-and-error Deal

Draft city ─ Play around with different versions. Mix and match perspectives and wording.
Revise for impact ─ Get feedback, then tweak and polish your claim until it shines.
Open ears ─ Good feedback can turn a decent claim into a showstopper. Embrace it.

The Bottom Line

A well-crafted claim is like the heart of your essay, pumping life and direction into your arguments. Getting good at building strong claims is a game-changer for essay writing. Practice, pay attention to the details, and you’ll be churning out claims that grip your readers and don’t let go. And hey, if you hit a wall, remember there’s help out there – like custom essay writing services – ready to give you a leg up. Keep at it, and you’ll be the master of claims in no time!

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What is a claim?

A claim is a statement that presents an idea or series of ideas as arguments. Arguments therefore consist of claims, or another way to put it is, to say that claims are the building blocks of a good argument.

In research writing, claims will be the backbone that form a thesis or a hypothesis (here the term ‘hypothesis’ refers to the argument that is evidenced within the scope of the work).

According to Heady (2013) “Claims are the points you want to prove, interpretations you want to offer, and assertions you want to make” (p. 74). Importantly, in academia claims are statements that can be supported by evidence.

‘Traditional classroom teaching is boring’

For example, claiming that traditional classroom teaching is boring is not a good claim because it lacks definition (what does ‘traditional classroom teaching’ actually mean? and how do we measure ‘boring’)? It may also be a ‘sweeping statement’ (meaning it’s far too general in scope). However, claiming that “traditional teaching methods, like didactic instruction, do not provide sufficient interaction with students and lead to poor learning outcomes” is a good argumentative claim, because it can be investigated and measured.

Characteristics of a good claim

In order to make effective claims it is important to understand the difference between statements and sentences. While a statement is also a sentence (in that it is a grammatical unit with subject, verb, object clause), not all sentences are statements (in other words, not all sentences consist of a stance or a position).

The following provides examples of the difference between sentences and statements. The statements present a stance or position about the topic under discussion. This is important to understand as all claims must consist of a stance towards the topic.

Function of claims

The function of claims in academic writing is to provoke, analyse, or interpret rather than merely describe or present facts. They can do this by affirming, acknowledging, confirming, or refuting the proposition being made. In this way, claims do the job of building an overall argument or thesis in a piece of work (i.e. each claim progresses the key argument). It is for this reason that claims will appear in topic sentences, thesis statements, introductory and concluding sentences/paragraphs.

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Research and Writing Skills for Academic and Graduate Researchers Copyright © 2022 by RMIT University is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Organizing Your Argument

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How can I effectively present my argument?

In order for your argument to be persuasive, it must use an organizational structure that the audience perceives as both logical and easy to parse. Three argumentative methods —the Toulmin Method , Classical Method , and Rogerian Method — give guidance for how to organize the points in an argument.

Note that these are only three of the most popular models for organizing an argument. Alternatives exist. Be sure to consult your instructor and/or defer to your assignment’s directions if you’re unsure which to use (if any).

Toulmin Method

The Toulmin Method is a formula that allows writers to build a sturdy logical foundation for their arguments. First proposed by author Stephen Toulmin in The Uses of Argument (1958), the Toulmin Method emphasizes building a thorough support structure for each of an argument's key claims.

The basic format for the Toulmin Method is as follows:

Claim: In this section, you explain your overall thesis on the subject. In other words, you make your main argument.

Data (Grounds): You should use evidence to support the claim. In other words, provide the reader with facts that prove your argument is strong.

Warrant (Bridge): In this section, you explain why or how your data supports the claim. As a result, the underlying assumption that you build your argument on is grounded in reason.

Backing (Foundation): Here, you provide any additional logic or reasoning that may be necessary to support the warrant.

Counterclaim: You should anticipate a counterclaim that negates the main points in your argument. Don't avoid arguments that oppose your own. Instead, become familiar with the opposing perspective. If you respond to counterclaims, you appear unbiased (and, therefore, you earn the respect of your readers). You may even want to include several counterclaims to show that you have thoroughly researched the topic.

Rebuttal: In this section, you incorporate your own evidence that disagrees with the counterclaim. It is essential to include a thorough warrant or bridge to strengthen your essay’s argument. If you present data to your audience without explaining how it supports your thesis, your readers may not make a connection between the two, or they may draw different conclusions.

Example of the Toulmin Method:

Claim: Hybrid cars are an effective strategy to fight pollution.

Data1: Driving a private car is a typical citizen's most air-polluting activity.

Warrant 1: Due to the fact that cars are the largest source of private (as opposed to industrial) air pollution, switching to hybrid cars should have an impact on fighting pollution.

Data 2: Each vehicle produced is going to stay on the road for roughly 12 to 15 years.

Warrant 2: Cars generally have a long lifespan, meaning that the decision to switch to a hybrid car will make a long-term impact on pollution levels.

Data 3: Hybrid cars combine a gasoline engine with a battery-powered electric motor.

Warrant 3: The combination of these technologies produces less pollution.

Counterclaim: Instead of focusing on cars, which still encourages an inefficient culture of driving even as it cuts down on pollution, the nation should focus on building and encouraging the use of mass transit systems.

Rebuttal: While mass transit is an idea that should be encouraged, it is not feasible in many rural and suburban areas, or for people who must commute to work. Thus, hybrid cars are a better solution for much of the nation's population.

Rogerian Method

The Rogerian Method (named for, but not developed by, influential American psychotherapist Carl R. Rogers) is a popular method for controversial issues. This strategy seeks to find a common ground between parties by making the audience understand perspectives that stretch beyond (or even run counter to) the writer’s position. Moreso than other methods, it places an emphasis on reiterating an opponent's argument to his or her satisfaction. The persuasive power of the Rogerian Method lies in its ability to define the terms of the argument in such a way that:

your position seems like a reasonable compromise.
you seem compassionate and empathetic.

The basic format of the Rogerian Method is as follows:

Introduction: Introduce the issue to the audience, striving to remain as objective as possible.

Opposing View : Explain the other side’s position in an unbiased way. When you discuss the counterargument without judgement, the opposing side can see how you do not directly dismiss perspectives which conflict with your stance.

Statement of Validity (Understanding): This section discusses how you acknowledge how the other side’s points can be valid under certain circumstances. You identify how and why their perspective makes sense in a specific context, but still present your own argument.

Statement of Your Position: By this point, you have demonstrated that you understand the other side’s viewpoint. In this section, you explain your own stance.

Statement of Contexts : Explore scenarios in which your position has merit. When you explain how your argument is most appropriate for certain contexts, the reader can recognize that you acknowledge the multiple ways to view the complex issue.

Statement of Benefits: You should conclude by explaining to the opposing side why they would benefit from accepting your position. By explaining the advantages of your argument, you close on a positive note without completely dismissing the other side’s perspective.

Example of the Rogerian Method:

Introduction: The issue of whether children should wear school uniforms is subject to some debate.

Opposing View: Some parents think that requiring children to wear uniforms is best.

Statement of Validity (Understanding): Those parents who support uniforms argue that, when all students wear the same uniform, the students can develop a unified sense of school pride and inclusiveness.

Statement of Your Position : Students should not be required to wear school uniforms. Mandatory uniforms would forbid choices that allow students to be creative and express themselves through clothing.

Statement of Contexts: However, even if uniforms might hypothetically promote inclusivity, in most real-life contexts, administrators can use uniform policies to enforce conformity. Students should have the option to explore their identity through clothing without the fear of being ostracized.

Statement of Benefits: Though both sides seek to promote students' best interests, students should not be required to wear school uniforms. By giving students freedom over their choice, students can explore their self-identity by choosing how to present themselves to their peers.

Classical Method

The Classical Method of structuring an argument is another common way to organize your points. Originally devised by the Greek philosopher Aristotle (and then later developed by Roman thinkers like Cicero and Quintilian), classical arguments tend to focus on issues of definition and the careful application of evidence. Thus, the underlying assumption of classical argumentation is that, when all parties understand the issue perfectly, the correct course of action will be clear.

The basic format of the Classical Method is as follows:

Introduction (Exordium): Introduce the issue and explain its significance. You should also establish your credibility and the topic’s legitimacy.

Statement of Background (Narratio): Present vital contextual or historical information to the audience to further their understanding of the issue. By doing so, you provide the reader with a working knowledge about the topic independent of your own stance.

Proposition (Propositio): After you provide the reader with contextual knowledge, you are ready to state your claims which relate to the information you have provided previously. This section outlines your major points for the reader.

Proof (Confirmatio): You should explain your reasons and evidence to the reader. Be sure to thoroughly justify your reasons. In this section, if necessary, you can provide supplementary evidence and subpoints.

Refutation (Refuatio): In this section, you address anticipated counterarguments that disagree with your thesis. Though you acknowledge the other side’s perspective, it is important to prove why your stance is more logical.

Conclusion (Peroratio): You should summarize your main points. The conclusion also caters to the reader’s emotions and values. The use of pathos here makes the reader more inclined to consider your argument.

Example of the Classical Method:

Introduction (Exordium): Millions of workers are paid a set hourly wage nationwide. The federal minimum wage is standardized to protect workers from being paid too little. Research points to many viewpoints on how much to pay these workers. Some families cannot afford to support their households on the current wages provided for performing a minimum wage job .

Statement of Background (Narratio): Currently, millions of American workers struggle to make ends meet on a minimum wage. This puts a strain on workers’ personal and professional lives. Some work multiple jobs to provide for their families.

Proposition (Propositio): The current federal minimum wage should be increased to better accommodate millions of overworked Americans. By raising the minimum wage, workers can spend more time cultivating their livelihoods.

Proof (Confirmatio): According to the United States Department of Labor, 80.4 million Americans work for an hourly wage, but nearly 1.3 million receive wages less than the federal minimum. The pay raise will alleviate the stress of these workers. Their lives would benefit from this raise because it affects multiple areas of their lives.

Refutation (Refuatio): There is some evidence that raising the federal wage might increase the cost of living. However, other evidence contradicts this or suggests that the increase would not be great. Additionally, worries about a cost of living increase must be balanced with the benefits of providing necessary funds to millions of hardworking Americans.

Conclusion (Peroratio): If the federal minimum wage was raised, many workers could alleviate some of their financial burdens. As a result, their emotional wellbeing would improve overall. Though some argue that the cost of living could increase, the benefits outweigh the potential drawbacks.

ENGL001: English Composition I

Distinguishing between main points and sub-claims.

Read this article on main points and sub-claims. How do main points differ from sub-claims? How can you support sub-claims in your writing?

An effective argument contains a thesis, supporting claims, and evidence to support those claims. The thesis is the writer's central argument, or claim, and the supporting claims reinforce the validity of the thesis. When reading another writer's argument, it is important to be able to distinguish between main points and sub-claims; being able to recognize the difference between the two will prove incredibly useful when composing your own thesis-driven essays.

As you may know, a writer's thesis articulates the direction he or she will take with his or her argument. For example, let's say that my thesis is as follows: "smoking should be banned on campus because of its health and environmental repercussions". At least two things are clear from this statement: my central claim is that smoking should be banned on campus, and I will move from discussing the health impact of allowing smoking on campus to covering the environmental impact of allowing smoking on campus. These latter two ideas (the health and the environmental repercussions of allowing smoking on campus) are the author's main points , which function as support for the author's central claim (thesis), and they will likely comprise one or more body paragraphs of the writer's thesis-driven essay.

Let's take a look at the following diagram:

This diagram translates into the following organizational plan:

Smoking should be banned on campus because of the health repercussions.
Smoking should be banned on campus because of the environmental repercussions.

Points (A) and (B) will be explored in body paragraphs, will likely form the topic sentences of those body paragraphs, and will be supported by more claims specific to each point, or sub-claims . Let's return to the previous diagram and see what happens when we include sub-claims:

Diagram: argument with two main points and sub-claims

I. I argue that smoking should be banned on campus.

A. Smoking should be banned on campus because of the health repercussions.

1. Smoking affects students with allergies.

2. Smoking affects students suffering from asthma.

B. Smoking should be banned on campus because of the environmental repercussions.

1. The cigarette butts are harming animals on campus.

2. The cigarette ash is killing the grass in the campus green areas.

Assertions (1) and (2) listed under each main point are the writer's sub-claims, statements that reinforce the validity of his or her main points. Think about it this way: every time a writer presents a claim, the reader likely asks, "What support do you have for that claim?"

So, when the writer argues, "Smoking should be banned on campus", the reader asks, "What support do you have for that claim?" And the writer responds with, "Because I've found that there are health and environmental repercussions". Then, when the reader asks, "What support do you have for your claim that there are health and environmental repercussions to smoking on campus?" the writer can say, "Well, smoking negatively affects students suffering from asthma as well as those who have allergies, and the pollution caused by cigarettes is harming animals and killing the grass". Each major claim bolsters the writer's thesis, and each sub-claim bolsters one of the writer's major claims; additionally, the claims get increasingly specific as they move from main points to sub-claims.

Then, the writer includes evidence to support each sub-claim. For instance, if I assert that "smoking affects students with allergies", the reader would ask, "What support do you have for that claim?" And the writer might cite a poll taken on campus proving that students with allergies have suffered more when walking through smoky areas.

To support the sub-claim that "smoking affects students suffering from asthma", the writer might cite a report released by Student Health Services connecting the increase of on-campus asthma attacks to on-campus smoking. Those studies function as evidence to support two of the author's sub-claims. Other evidence would be necessary to prove the validity of the writer's other sub-claims.

Whenever you, as a reader, come across an assertion in a thesis-driven text, ask yourself, "What support is the writer offering to back this claim?" You can then chart the points made by the writer by filling in the answers you locate when reading the text. If a point is missing, take note of that, because the point's absence might very well undermine the author's argument. Similarly, as a writer, whenever you make an assertion, ask yourself, "What support can I offer to back this claim?" Then bolster your argument by adding supporting claims and evidence as needed.

Module 9: The New Deal (1932-1941)

Historical arguments and thesis statements, learning objectives.

Evaluate historical claims and thesis statements

The Research Writing Process

In an earlier historical hack, we talked about the research writing process, as shown below:

Understand the assignment
Select a research topic/develop a research question
Conduct research: find and evaluate sources
Create your claim (make an argument)
Synthesize evidence
Put it together

These are guidelines to help you get started, but the process is iterative, so you may cycle through these steps several times while working towards your finished product. In this hack, we want to focus on the final three steps—once you’ve done your research and have a few ideas about what to say, how do you put it together to create your finished product?

Crafting Historical Arguments

In open-ended historical research assignments, you are almost always expected to create an argument (revisit the assignment prompt or ask your instructor if you’re unsure about this). Historical arguments are not like the arguments that you and your roommate might have about the best show on T.V. or an argument you’d have with the referee at a sporting event; historical arguments require you to pick a stance on an issue and defend it with supporting evidence.

Your objective is not to create an informal persuasive essay convincing others of your viewpoint based on your personal opinions, but an argumentative one, where you defend your stance on an issue by backing it with historical evidence. Argumentative writing is done for a formal, academic purpose— you have a compelling viewpoint on a topic, and you’ve conducted research. Now you are communicating that research and using evidence to back your claim. When you write an argumentative piece, you write as if you are the authority on the topic, a subject-matter expert.

The Differences Between Persuasive and Argumentative Writing

Check out the table below for a quick breakdown of the differences between persuasive and argumentative writing.

Sometimes it can be hard to tell a topic from an argument. If someone sees you reading an article and asks, “What’s that article about?” You might say, “It’s about photography during the Great Depression.” That’s a topic, not an argument. How do we know? You can’t disagree with “photography during the Great Depression.” An argument is something you could disagree with, like “Photography during the Great Depression was essential in bringing the realities of poverty into the public eye.”

Argumentative Statements

Understand the assignment.

Don’t forget the first step in approaching a research paper or assignment—to carefully understand what you are asked to do. Some assignments are more obviously arguments than others. They may ask you to pick an obvious side, like “Was the New Deal effective or ineffective?” Or “How do you think the government should address reparations for slavery? Or “Was the American Revolution really a revolution?”

Understanding Argumentative Statements

Other times the “argument” part is less obvious. The prompt may be more generic or broad. Let’s take a look at this option for a capstone assignment in this class:

Pick a reformer or activist involved with a social movement between 1877 and 1900. Evaluate and analyze the ideas, agenda, strategies, and effectiveness of the work done by your chosen reformer or activist. You can pick one aspect of the person’s involvement or significance to the movement to focus on in your research. You should make a claim in your final report that answers one of the questions below:

What was the influence of your person on American life during their time period?
What is their influence and legacy today?
What changes came about as a direct result of their activism?
What obstacles stood in the way of this person from having a more significant impact on society?
What activism methods used by your reformer were most effective, and why?
How did their activism compare or contrast with other reform movements from the same time period?
How are things different today because of their activism? In what ways are things the same?
Why should people be aware of the work done by your chosen reformer?
Can you draw any connections to a modern-day reform movement— what reform movement might they support today, and why?

With this prompt, you are tasked with creating an argument about the reformer or activist you chose. It is not simply a narrative or biography where you report about their lives, but you want to pick one of the listed questions to create an argument—something that shows your ability to take a stance (that could be debated by others) and support your view with evidence.

Activity #1

Give it a try—without even doing some research- what argumentative statement could you make about a 19th-century activist?

Let’s take a look at a more detailed example. For example, say that your chosen activist was Bayard Rustin , a Black activist who was instrumental in organizing the 1963 March on Washington for Jobs and Freedom. What’s an argument you could make about Rustin?

Here is one option. “While you’ve heard of Martin Luther King Jr.’s famous “I Have a Dream Speech” during the 1963 March on Washington, you may not have heard of Bayard Rustin, whose involvement in planning the March on Washington for Jobs and Freedom was essential in propelling Congress to pass the Civil Rights Act of 1964. As the deputy director of the March, Rustin’s background in nonviolence and vision for the March led leaders to prioritize the civil rights movement and gave public backing to the federal law prohibiting racial discrimination.”

As you’ll learn in just a moment, this argument is what becomes the thesis statement.

Begin With a Thesis

The central claim you make in your argument is called the thesis statement . A thesis consists of a specific topic and an angle on the topic. All of the other ideas in the text support and develop the thesis.

Where in the Essay Should the Thesis Be Placed?

The thesis statement is often found in the introduction, sometimes after an initial “hook” or interesting story; sometimes, however, the thesis is not explicitly stated until the end of an essay, and sometimes it is not stated at all. In those instances, there is an implied thesis statement. You can generally extract the thesis statement by looking for a few key sentences and ideas.

Most readers expect to see the point of your argument (the thesis statement) within the first few paragraphs. This does not mean that it has to be placed there every time. Some writers place it at the very end, slowly building up to it throughout their work, to explain a point after the fact. For history essays, most professors will expect to see a clearly discernible thesis sentence in the introduction.

Characteristics of a Thesis Statement

Thesis statements vary based on the rhetorical strategy of the essay, but thesis statements typically share the following characteristics:

Presents the main idea
Most often is one sentence
It tells the reader what to expect
Is a summary of the essay topic
Usually worded to have an argumentative edge
Written in the third person

Crafting strong argumentative writing is a skill that teaches you how to engage in research, communicate the findings of that research, and express a point of view using supporting evidence.

Link to learning

For a few more examples of how to create arguments and thesis statements, visit this helpful writing guide .

What Makes a Good Claim?

Let’s take a closer look at this process by reviewing a worked example. For this example, we will use a topic you’ve studied recently—the FDR presidency and New Deal. Let’s imagine you’ve been assigned the following prompt:

Did New Deal spending and programs succeed in restoring American capitalism during the Great Depression, and should the government have spent more money to help the New Deal succeed, or did the New Deal spend unprecedented amounts of money on relief and recovery efforts but ultimately fail to stimulate a full economic recovery?

You’ve already examined the prompt, selected a research topic, and conducted research, and now you are ready to make your claim. First, what claim do you want to make?

Identify the Claim

Let’s look at a sample introductory paragraph that responds to this prompt. Look for the central claim made in the argument.

Example ESSAY #1

Since the stock market crash and the onset of the depression, British economists John Maynard Keynes, Roy Harrod, and others had urged western governments to stop tinkering with monetary solutions and adopt an aggressive program of government spending, especially in the areas of public works and housing, to stimulate the economy during the depression. Keynes stressed these ideas when he met with President Roosevelt, who soon complained to labor secretary Frances Perkins: “He [Keynes] left a whole rigamarole of figures. He must be a mathematician rather than a political economist.” Roosevelt’s comments about Keynes opened a window on one fundamental reason why the president’s New Deal, despite unprecedented federal spending, never achieved full economic recovery between 1933 and 1940. Although surrounded by critical advisers such as Federal Reserve chairman Marriner Eccles, who understood Keynes and his central message about the importance of government spending, Roosevelt did not grasp these ideas intellectually. He remained at heart a fiscal conservative, little different from Herbert Hoover. Roosevelt condoned government spending when necessary to “prime the pump” for recovery and combat hunger and poverty, but not as a deliberate economic recovery tool.

Let’s look at yet another example. This also responds to this same prompt which you can find again below for reference:

Example ESSAY #2

When President Franklin Delano Roosevelt gave his inaugural address on March 4, 1933, America was in the midst of financial collapse. Banking holidays closed banks in 28 states, and investors traded their dollars for gold to have tangible wealth. The president reassured Americans” “This great Nation will endure as it has endured and will revive and will prosper.” He listed three goals to shore up capitalism through his New Deal: banking regulation, laws to curb speculation, and the establishment of a sound currency basis. Roosevelt shored up the financial sector through regulation to restore the public trust that mismanaged banks, and financial speculators had destroyed. His New Deal gave the federal government regulatory responsibility to smooth economic downturns. Over the next eight years, the New Deal’s economic practices and spending helped create recovery and restore capitalism.

Finding the Thesis Statement

You’ve found the central claims from each of these two sample essays. Quite often, the claim is the thesis statement. But sometimes, the thesis statement elaborates on the claim more by including the angle you’ll take about your claim. In the sample essay above, the thesis statement is written in reverse order, with the primary claim coming at the end, but if you read the sentences before that, you can see what the essay’s focus will be as well.”

“Roosevelt shored up the financial sector through regulation to restore the public trust that mismanaged banks, and financial speculators had destroyed. His New Deal gave the federal government regulatory responsibility to smooth economic downturns. Over the next eight years, the New Deal’s economic practices and spending helped create recovery and restore capitalism”.”

Now we know that the rest of the essay will focus on how the New Deal’s economic practices and spending habits helped the recovery and also show 1) ways that Roosevelt shored up the financial sector and 2) gave the federal government regulatory responsibility.

Pick a reformer or activist involved with a social movement between 1877 and 1900. Pick two questions below and write a thesis statement explaining the main claim and angle you would take in an essay about the topic.

What changes came about as a direct result of their activism?

Thesis statement #1:

Thesis statement #2:

thesis statement : a statement of the topic of the piece of writing and the angle the writer has on that topic

Historical Hack: Crafting Historical Arguments. Authored by : Kaitlyn Connell for Lumen Learning. Provided by : Lumen Learning. License : CC BY: Attribution
Analyzing Documents Using the HAPPY Analysis. Provided by : Lumen Learning. Located at : https://courses.lumenlearning.com/wm-ushistory2/chapter/analyzing-documents-using-the-happy-analysis/ . License : CC BY: Attribution
Secondary source. Provided by : Wikipedia. Located at : https://en.wikipedia.org/wiki/Secondary_source . License : CC BY-SA: Attribution-ShareAlike
What is an argument?. Provided by : Lumen Learning. Located at : https://courses.lumenlearning.com/englishcomp1coreq/chapter/introduction-to-what-is-an-argument/ . Project : English Composition I Corequisite. License : CC BY-SA: Attribution-ShareAlike
Did the New Deal End the Great Depression?. Provided by : OpenStax. Located at : https://cnx.org/contents/[email protected]:WWZKMA1o@2/12-16-%F0%9F%92%AC-Did-the-New-Deal-End-the-Great-Depression . Project : Life, Liberty, and the Pursuit of Happiness. License : CC BY: Attribution . License Terms : Download for free at http://cnx.org/contents/[email protected]

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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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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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What Is a Claim in an Essay? Read This Before Writing

What Is a Claim in Writing?

Claims vs. statements vs. opinions

How to Write a Claim in Essays

Types of claims in an essay (2)

Examples of Claims

Final Words

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Understanding Claims in Writing and How to Craft Effective Ones

What is a Claim?

How to Write an Effective Claim

What is a counterclaim in writing?

Conclusion

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The Writing Center @ UVa

What is a claim?

Dispelling some myths about claims

Two Types of claims

Two ways of doing claims

Good claims have 3 features

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What this handout is about

Arguments are everywhere

Making a claim

Counterargument

Critical reading

Works consulted

What Is a Claim in an Essay: Definition, Types, & Examples

General Aspects of Writing a Claim in an Essay

Definition of What Is a Claim and Its Meaning

Claim vs. Statement

Types of Claims

4 Easy Steps for Writing a Strong Claim for an Argumentative Essay

Step 1: Exploring a Specific Topic

Step 2: Asking Questions

Step 3: Determining an Essay’s Goal

Step 4: Taking a Unique Standpoint

Types of Essays, Use of Claims, and Difference

Types of Evidence for Writing Claims

Topic Examples for Making Claims in an Essay

Examples of Claims for Essays

What to Include in a Claim Paragraph

Thesis Statement as a Claim in an Essay

Body Paragraphs

What Is a Counter Claim and Its Meaning for an Essay

20 Tips to Write a Good Claim in an Essay

10 Things to Do When Making a Claim:

10 Things Not to Do:

Summing Up of What Is a Strong Claim in an Essay

To Learn More, Read Relevant Articles

What Is a Claim in an Essay? Unpacking the Core Element with Writing Tips

What’s a Claim, Anyway?

Building a Rock-Solid Claim

Cooking Up a Strong Claim

Rooting Your Claim with Evidence

Claims in Different Essay Worlds

Watch Out for These Slip-Ups

Fine-tuning Your Claim Crafting a Claim Can Be a Trial-and-error Deal

The Bottom Line

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What is a claim?

Characteristics of a good claim

Function of claims

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Organizing Your Argument

Welcome to the Purdue OWL

How can I effectively present my argument?

Toulmin Method