differences between thesis statement and topic sentence

Difference Between Topic Sentence Vs. Thesis Statement

After being introduced during the K-12 years of a student's education, academic writing is a mainstay in college and higher education. With proper format and technique being a major aspect of academic writing, it is essential for students to understand the differences between a topic sentence and a thesis statement.

Explore this article

• Essay Format
• Topic Sentences
• Thesis Statement
• Differences

1 Essay Format

Before delving into the differences between topic sentences and thesis statements, it is important to first establish the general format for a written essay. For K-12 students, written essays can commonly require the five-paragraph format, which consist of an introduction, three paragraphs that make up the body of the paper and the final paragraph as the conclusion. By understanding this general format of academic writing, it is easier to understand where topic sentences and thesis statements fit into place.

2 Topic Sentences

Topic sentences are used in each major paragraph of an essay paper. The purposes of these sentences are to develop and state the key idea of each paragraph in an effort to define the point of the paragraph. For example, when writing an essay paper on the effects of the Gettysburg Address, one of the paragraphs in the body of the paper could discuss how the audience received President Lincoln's famous speech. The topic sentence for this paragraph could be, "With the brief yet poignant nature of the Gettysburg Address, President Lincoln reminded his audience why the country was fighting so desperately to conserve the Union."

3 Thesis Statement

A thesis statement is a single sentence that is used to define the purpose of your paper. Thesis statements inform readers as to the purpose of your paper. After reading your thesis statement, anyone reviewing your paper should be able to determine what your paper is going to prove or argue. For example, a thesis statement for a paper about William Shakespeare's famous play "Romeo and Juliet" could be as follows: "The play 'Romeo and Juliet' demonstrates the incredible power and impatient nature of young love, as the star-crossed lovers' inability to exercise patience or control their passion for one another results in their deaths."

4 Differences

With the purposes of both topic sentences and thesis statements established, the differences between the two are clear. Thesis statements need to be more broad and leave room to expand on further points to support the paper's argument. With the thesis statement in the previous section, a writer could continue explaining his argument about Romeo and Juliet by providing sub-points, demonstrating instances where the pair made hasty choices that had fatal consequences. Topic sentences are more specific in their purpose. For example, with the topic sentence in section two, it is clear that the next paragraph will discuss how President Lincoln used the Gettysburg Address to remind his countrymen about the purpose of the Civil War.

• 1 Indiana University: Paragraphs and Topic Sentences

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You can turn a subject into a central idea by focusing. Begin by reviewing what you know about your subject or by looking over notes you have made about it through listing, brainstorming, clustering, freewriting, or other prewriting activities.

With these details fresh in your mind, ask yourself:

What is my purpose in writing about this topic? What main point do I want to make about the topic?

WHAT IS MY PURPOSE?

Let's say you decide to write about high school. You might tell a story about your history class, compare two schools you attended, or argue that high schools should require foreign-language study.

If you want to compare the two high schools you attended, you can include details about their academic programs, athletic teams, students, or teachers. But you probably wouldn't argue that high schools should stay open in summer because doing so would take you outside your declared purpose.

WHAT IS MY MAIN POINT?

The next step in focusing is to decide what to say about your subject. What is the most interesting or important point you want to make about the schools you are comparing? The answer will be your main point, which ties all the details of the essay together.

Again, you turn an abstract subject into a central idea by stating a main point about that subject. If your main point is that entering a new school improved your attitude about education, your central idea might read:

Changing high schools made me a more serious student.

MAKING A POINT ABOUT A SUBJECT

In the box below, main points have been added to subjects to form working topic sentences or thesis statements.

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CHECK YOUR WORKING CENTRAL IDEA

After writing a working central idea, check it for qualities that will make it effective as the basis of a paragraph or essay. Ask yourself:

Is my central idea expressed in a complete thought? Is it specific? Does it express an idea that is worth developing in a full-length paragraph or essay? Is it limited enough to discuss in a short piece of writing?

Never confuse a central idea with a simple subject. Central ideas are expressed in complete sentences; subjects are words or phrases. Take these subjects:

The city zoo. Professional athletes. Majoring in foreign languages.

Can you write a paragraph or essay on one of these subjects? Only if you decide on the main point you want to make about it. Try these as working central ideas:

The city zoo is in great need of repairs. Professional athletes are overpaid. Studying foreign languages leads to many career choices.

A CENTRAL IDEA IS SPECIFIC

Make your central idea specific. The key to this step is to focus your main point as precisely as you can. That will give you a clear direction to follow as you develop an essay or paragraph. Take this central idea:

Jogging isn't for everybody.

It is correct, but it leaves questions unanswered. For example, what kind of people should not jog? What ill effects might jogging cause them? Now, try this:

Jogging can be harmful to people who suffer from heart, back, or joint problems.

A CENTRAL IDEA CONTAINS A MAIN POINT THAT IS WORTH DEVELOPING

Make sure your main point is an idea-not just a fact-that is worth developing in a full-length paragraph or essay. Read these two sentences:

The War Memorial is in Ottawa. The War Memorial has been severely vandalized.

The first sentence is a statement of fact; it does not call for discussion. The second lends itself to discussion. For example, you might describe what the vandals did, explain how much repairs will cost, or discuss ways to prevent future problems.

A CENTRAL IDEA IS LIMITED

Essays that beginning college or university students write usually contain approximately five to seven paragraphs of about 50 to 100 words. Therefore, you should limit your working topic sentence or thesis, making it as specific as you can. Otherwise, you won't be able to make your point clearly and completely.

LIMIT THE DISCUSSION TO A MANAGEABLE LENGTH

Let's say you want to convince someone to stop smoking. You might limit yourself to three reasons to stop smoking: the health risks, the costs, and its effects on others.

Here's your working thesis:

Break the habit: otherwise, it will ruin your health, empty your wallet, and annoy your friends.

Your working topic sentences, which will control the three body paragraphs, could be as follows:

Smoking causes cancer, emphysema, and heart disease. You can save hundreds or even thousands of dollars a year by quitting. Smoking is offensive to friends and family.

LIMITING YOUR CENTRAL IDEA FURTHER

You begin a rough draft by discussing illnesses caused by smoking. However, you soon realize that you can't cover all three reasons for quitting and still keep the essay short. So you limit yourself to the issue of health risks.

Your thesis statement becomes:

Break the habit: smoking causes heart disease, emphysema, and cancer.

Your topic sentences become:

Smoking weakens the heart and impairs circulation. Smoking is a major cause of emphysema. Smoking has been linked directly to cancer of the mouth and the esophagus.

DIFFERENCES BETWEEN A TOPIC SENTENCE AND A THESIS

A topic sentence is the sentence that expresses the central idea of a paragraph. A thesis statement is a sentence that expresses the central idea of an essay.

It's a good idea to decide the topic sentence of a paragraph after writing the working version of an essay's thesis. A topic sentence explains one aspect or point in the thesis and, therefore, should always be more specific and limited than a thesis.

REVISE AND REFINE THE CENTRAL IDEA AS YOU WORK

You can revise a central idea whenever you need to. The working version of a topic sentence or thesis statement provides only a starting point and a sense of direction. Don't be afraid to look back to your central ideas and rewrite them often. As a matter of fact, focusing is something you should do throughout the writing process.

Thesis Statements and Topic Sentences

Learning objectives.

• Identify strategies for using thesis statements to predict content of texts

We’ve learned that a thesis statement conveys the primary message of an entire piece of text.  Now, let’s look at the next level of important sentences in a piece of text: topic sentences in each paragraph.

A useful metaphor would be to think of the thesis statement of a text as a general: it controls all the major decisions of the writing.  There is only one thesis statement in a text.  Topic sentences, in this relationship, serve as captains: they organize and sub-divide the overall goals of a writing into individual components.  Each paragraph will have a topic sentence.

It might be helpful to think of a topic sentence as working in two directions simultaneously. It relates the paragraph to the essay’s thesis, and thereby acts as a signpost for the argument of the paper as a whole, but it also defines the scope of the paragraph itself. For example, consider the following topic sentence:

Many characters in Lorraine Hansberry’s play  A Raisin in the Sun have one particular dream in which they are following, though the character Walter pursues his most aggressively.

If this sentence controls the paragraph that follows, then all sentences in the paragraph must relate in some way to Walter and the pursuit of his dream.

Topic sentences often act like tiny thesis statements. Like a thesis statement, a topic sentence makes a claim of some sort. As the thesis statement is the unifying force in the essay, so the topic sentence must be the unifying force in the paragraph. Further, as is the case with the thesis statement, when the topic sentence makes a claim, the paragraph which follows must expand, describe, or prove it in some way. Topic sentences make a point and give reasons or examples to support it.

The topic sentence is often, though not always, the first sentence of a paragraph.

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• Topic Sentences. Authored by : Ms. Beardslee. Located at : http://msbeardslee.wikispaces.com/Topic+Sentences?showComments=1 . License : CC BY-SA: Attribution-ShareAlike
• Image of Parts of a Paragraph. Authored by : Enokson. Located at : https://flic.kr/p/ak9H3v . License : CC BY: Attribution

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

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

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

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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• Thesis Statements and Topic Sentences
• Key to Comments
• Analytical Research Paper Checklist
• Test-Yourself Quiz on Commonly Confused Words
• Citing Sources
• Formatting Guidelines for Papers
• General Grading Criteria

Thesis Statements

A thesis statement defines the scope and purpose of the paper. It needs to meet three criteria: 1. It must be arguable rather than a statement of fact. It should also say something original about the topic.     Bad thesis: Lily Bart experiences the constraints of many social conventions in The House of Mirth . [Of course she does. What does she do with these social conventions, and how does she respond to them? What's your argument about this idea?]     Better thesis: Lily Bart seeks to escape from the social conventions of her class in The House of Mirth , but her competing desires for a place in Selden's "republic of the spirit" and in the social world of New York cause her to gamble away her chances for a place in either world. [You could then mention the specific scenes that you will discuss.] 2. It must be limited enough so that the paper develops in some depth.     Bad thesis: Lily Bart and Clare Kendry are alike in some ways, but different in many others. [What ways?]     Better thesis: Lily Bart and Clare Kendry share a desire to "pass" in their respective social worlds, but their need to take risks and to reject those worlds leads to their destruction. 3. It must be unified so that the paper does not stray from the topic.     Bad thesis: Lily Bart gambles with her future, and Lawrence Selden is only a spectator rather than a hero of The House of Mirth . [Note: This is really the beginning of two different thesis statements.]     Better thesis: In The House of Mirth, Lawrence Selden is a spectator who prefers to watch and judge Lily than to help her. By failing to assist her on three separate occasions, he is revealed as less a hero of the novel than as the man responsible for Lily's downfall. [Note: Sometimes thesis statements are more than one sentence long.] 4. Statements such as "In this essay I will discuss " or "I will compare two stories in this paper" or "I was interested in Marji's relationship with God, so I thought I would talk about it in this essay" are not thesis statements and are unnecessary, since mentioning the stories in the introduction already tells the reader this. Topic Sentences Good topic sentences can improve an essay's readability and organization. They usually meet the following criteria: 1. First sentence. A topic sentence is usually the first sentence of the paragraph, not the last sentence of the previous paragraph. 2. Link to thesis . Topic sentences use keywords or phrases from the thesis to indicate which part of the thesis will be discussed. 3. Introduce the subject of the paragraph. They tell the reader what concept will be discussed and provide an introduction to the paragraph. 4. Link to the previous paragraph. They link the subject of the present paragraph to that of the previous paragraph. 5. Indicate the progression of the essay. Topic sentences may also signal to the reader where the essay has been and where it is headed through signposting words such as "first," "second," or "finally." Good topic sentences typically DON'T begin with the following. 1. A quotation from a critic or from the piece of fiction you're discussing. The topic sentence should relate to your points and tell the reader what the subject of the paragraph will be. Beginning the paragraph with someone else's words doesn't allow you to provide this information for the reader. 2. A piece of information that tells the reader something more about the plot of the story. When you're writing about a piece of literature, it's easy to fall into the habit of telling the plot of the story and then adding a sentence of analysis, but such an approach leaves the reader wondering what the point of the paragraph is supposed to be; it also doesn't leave you sufficient room to analyze the story fully. These "narrative" topic sentences don't provide enough information about your analysis and the points you're making.

Weak "narrative" topic sentence: Lily Bart next travels to Bellomont, where she meets Lawrence Selden again. Stronger "topic-based" topic sentence: A second example of Lily's gambling on her marriage chances occurs at Bellomont, where she ignores Percy Gryce in favor of Selden. [Note that this tells your reader that it's the second paragraph in a series of paragraph relating to the thesis, which in this case would be a thesis related to Lily's gambling on her marriage chances.]

3. A sentence that explains your response or reaction to the work, or that describes why you're talking about a particular part of it, rather than why the paragraph is important to your analysis. 

Weak "reaction" topic sentence: I felt that Lily should have known that Bertha Dorset was her enemy. Stronger "topic-based" topic sentence: Bertha Dorset is first established as Lily's antagonist in the train scene, when she interrupts Lily's conversation with Percy Gryce and reveals that Lily smokes.

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5.2: Identifying Thesis Statements and Topic Sentences

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Being able to identify the purpose and thesis of a text, as you’re reading it, takes practice. This section will offer you that practice.

One fun strategy for developing a deeper understanding the material you’re reading is to make a visual “map” of the ideas. Mind maps, whether hand-drawn or done through computer programs, can be fun to make, and help put all the ideas of an essay you’re reading in one easy-to-read format.

Your understanding of what the “central” element of the mind map is might change as you read and re-read. Developing the central idea of your mind map is a great way to help you determine the reading’s thesis.

Figure 2.5. 1

- Hand-drawn Mind Map

Locating Explicit and Implicit Thesis Statements

In academic writing, the thesis is often explicit : it is included as a sentence as part of the text. It might be near the beginning of the work, but not always–some types of academic writing leave the thesis until the conclusion.

Journalism and reporting also rely on explicit thesis statements that appear very early in the piece–the first paragraph or even the first sentence.

Works of literature, on the other hand, usually do not contain a specific sentence that sums up the core concept of the writing. However, readers should finish the piece with a good understanding of what the work was trying to convey. This is what’s called an implicit thesis statement: the primary point of the reading is conveyed indirectly, in multiple locations throughout the work. (In literature, this is also referred to as the theme of the work.)

Academic writing sometimes relies on implicit thesis statements, as well.

This video offers excellent guidance in identifying the thesis statement of a work, no matter if it’s explicit or implicit.

Topic Sentences

We’ve learned that a thesis statement conveys the primary message of an entire piece of text. Now, let’s look at the next level of important sentences in a piece of text: topic sentences in each paragraph.

A useful metaphor would be to think of the thesis statement of a text as a general: it controls all the major decisions of the writing. There is only one thesis statement in a text. Topic sentences, in this relationship, serve as captains: they organize and sub-divide the overall goals of a writing into individual components. Each paragraph will have a topic sentence.

Figure 2.5. 2

It might be helpful to think of a topic sentence as working in two directions simultaneously. It relates the paragraph to the essay’s thesis, and thereby acts as a signpost for the argument of the paper as a whole, but it also defines the scope of the paragraph itself. For example, consider the following topic sentence:

Many characters in Lorraine Hansberry’s play A Raisin in the Sun have one particular dream in which they are following, though the character Walter pursues his most aggressively.

If this sentence controls the paragraph that follows, then all sentences in the paragraph must relate in some way to Walter and the pursuit of his dream.

Topic sentences often act like tiny thesis statements. Like a thesis statement, a topic sentence makes a claim of some sort. As the thesis statement is the unifying force in the essay, so the topic sentence must be the unifying force in the paragraph. Further, as is the case with the thesis statement, when the topic sentence makes a claim, the paragraph which follows must expand, describe, or prove it in some way. Topic sentences make a point and give reasons or examples to support it.

 The following diagram illustrates how a topic sentence can provide more focus to the general topic at hand.

Placement of Topic Sentences

What if I told you that the topic sentence doesn’t necessarily need to be at the beginning? This might be contrary to what you’ve learned in previous English or writing classes, and that’s okay. Certainly, when authors announce a topic clearly and early on in a paragraph, their readers are likely to grasp their idea and to make the connections that they want them to make.

However, when authors are writing for a more sophisticated academic audience—that is an audience of college-educated readers—they will often use more sophisticated organizational strategies to build and reveal ideas in their writing. One way to think about a topic sentence, is that it presents the broadest view of what authors want their readers to understand. This is to say that they’re providing a broad statement that either announces or brings into focus the purpose or the meaning for the details of the paragraph. If the topic sentence is seen as the broadest view, then every supporting detail will bring a narrower—or more specific—view of the same topic.

With this in mind, take some time to contemplate the diagrams in the figure below. The widest point of each diagram (the bases of the triangles) represents the topic sentence of the paragraph. As details are presented, the topic becomes narrower and more focused. The topic can precede the details, it can follow them, it can both precede and follow them, or the details can surround the topic. There are surely more alternatives than those that are presented here, but this gives you an idea of some of the possible paragraph structures and possible placements for the topic sentence of a paragraph.

Consider some of the following examples of different topic sentence placements in a paragraph from a review essay of the beloved children’s book, The Cat in the Hat , by Dr. Seuss. Paragraph structures are labeled according to the diagrams presented above, and topic sentences are identified by red text.

Topic Sentence-Details-Topic Sentence

A good children’s book requires an exciting plot and a problem with which children can sympathize. In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story and keeps the plot moving forward at a pace that maintains their interest. There is also tension to be resolved. The fish senses danger and constantly warns the children not to participate in the cat’s perilous stunts. And later, as the mother’s return becomes more imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with which any child can relate: a mess and the threat of a parent’s disapproval. The careful balance of action, tension, and relatability is what makes this book an enduring childhood favorite.

Topic Sentence-Details

The careful balance of action, tension, and relatability is what makes Dr. Seuss’s The Cat in the Hat an enduring childhood favorite. In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story and keeps the plot moving forward at a pace that maintains their interest. There is also tension to be resolved. The fish senses danger and constantly warns the children not to participate in the cat’s perilous stunts. And later, as the mother’s return becomes more imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with which any child can relate: a mess and the threat of a parent’s disapproval.

You can relocate the topic sentence to the end here, and you’ll have an example of the Details-Topic Sentence method of organizing the paragraph.

Details-Topic Sentence-Details

In The Cat in the Hat there is plenty of action, depicted in the wild antics of the cat, and later in the amazing but dangerous and messy tricks of Thing 1 and Thing 2. All this excitement and action naturally draws children into the story and keeps the plot moving forward at a pace that maintains their interest. The careful balance of action, tension, and relatability is what makes Dr. Seuss’s The Cat in the Hat an enduring childhood favorite. There is definitely tension to be resolved here. The fish senses danger and constantly warns the children not to participate in the cat’s perilous stunts. And later, as the mother’s return becomes more imminent, the children begin to heed the fish’s warning and finally wish to contain the chaos and clean up the mess, but how? While this plot is fantastic enough to fuel any child’s imagination, it also contains a problem with which any child can relate: a mess and the threat of a parent’s disapproval.

Explicit and Implicit Topic Sentences

Similar to thesis statements, topic sentences may be explicit or implicit.

Consider the following paragraph from an essay titled “The Bothersome Beauty of Pigeons,” by author and Boise State writing professor, Bruce Ballenger. It’s important to note that this is a personal narrative essay rather than a more traditional academic essay, but the paragraph provides a good example of an implied topic. In this essay Ballenger takes the time to consider the beauty of pigeons, a bird that’s usually thought of as nothing more than a nuisance. Just prior to this paragraph, Ballenger talks about how he used a fake owl to scare away pigeons on his property. He goes on to explain,

My pigeons moved next door where an elderly couple feed them bird seed and have the time and willingness to clean up after their new charges; so it seems, in this case, things have worked out for everyone. But the large flocks still haunt the piazzas in Florence and Venice, the squares in London, and similar places in nearly every city across the globe. Despite their ability to distinguish between a Van Gogh and a Chagall, pigeons still deposit droppings that deface the great marble statues and facades–the works of art and architecture that are part of our human heritage–and yet people still buy bags of seed for about a dollar and pose for photographs, drenched in doves. Meanwhile, officials in these cities continue, sometimes quietly, to wage war against the birds (“Introduction”).

Here, Ballenger seems to be saying that in spite of the attempts of so many to rid themselves of the pigeons, others are still drawn to them and will feed them and encourage them to come back. His main idea seems to be that the battle against pigeons is a losing proposition, but he doesn’t come out and say so. His message in this paragraph is implied. Do you think this paragraph would be improved with an explicit topic sentence?

EXERCISE 1: Identify the Topic and Focus

Choose a piece of writing, perhaps an essay or some news articles found online, and for each paragraph identify (1) the topic and (2) the more focused idea. Remember, the topic sentence applies more focus to the broader topic to help narrow the scope of the paragraph. For example, the topic of a paragraph might be school lunches. The more focused idea of that same paragraph might be the idea of having students plant school gardens as a way to help incorporate more fresh produce in the menu.

License and Attributions:

CC licensed content, Previously shared:

Basic Reading and Writing. Authored by: Lumen. Located at:  https://human.libretexts.org/Bookshelves/Composition/Book:_Basic_Reading_and_Writing_(Lumen)/ Module_2:_Critical_Reading/2.05:_Identifying_Thesis_Statements   License: CC BY: Attribution.

Adaptions: Reformatted, some content removed to fit a broader audience.

Thesis Statement or Topic Sentence?

• High School

Occasionally at IEW our customer service team will receive questions about the differences between topic sentences and thesis statements. Hopefully this blog post will dispel any confusion between the two and empower you to help your students assail the essay in style!

Thesis statements summarize the central position of an entire essay and typically appear at the end of the introductory paragraph. Think of them as guideposts for the entire essay. They provide the reader of the essay an idea of the direction it will take. While beginning essay writers will typically write a single-sentence thesis statement, the thesis can be more than one sentence.

Depending upon the type of essay being written, a thesis statement’s emphasis will vary. In an expository essay, an essay that explains or informs, the thesis will narrow what is being explained. Thesis statements in narrative essays, which are essays that relate a story, paint an overall picture of the story that is being described and as such tend to be more personal in nature. Another type of essay, the argumentative essay, features thesis statements that underscore the writer’s opinion. In contrast, persuasive essays employ a somewhat different approach. In a persuasive essay, the thesis statement is oftentimes replaced with a question. This question serves to entice the reader to continue reading the essay in order to learn the writer’s position.

While you can think of thesis statements as guideposts for an entire essay, think of topic sentences as guideposts for individual paragraphs. Topic sentences appear in the body of the essay and are the first sentence in the paragraph. Not only do topic sentences focus the content in the paragraph, they also support the thesis statement made in the introduction.

So what might thesis statements and topic sentences look in a real-life example? Let’s consider a narrative essay prompt that asks the writer to describe someone who challenged him or her to work hard. A thesis statement might look something like this: “My gym teacher, Mr. Hernandez, never stopped encouraging me to do ‘hard things’ in high school.” This thesis statement helps the reader prepare to read some of the ways that Mr. Hernandez encouraged the writer. The topic sentences would support the thesis. Consider the following potential topic sentences:

• Mr. Hernandez encouraged me to enroll in an honors English class my senior year in high school.
• When he learned of an opportunity to help a family who had fallen on hard times, Mr. Hernandez reached out to me to help organize a clothing drive.
• Once I began to apply to colleges, Mr. Hernandez encouraged me to apply to a selective college and even offered to write a reference letter on my behalf.

These topic sentences all support the thesis of the paper by showing how Mr. Hernandez supported the writer of the essay. In the conclusion of the essay, the writer would reiterate the topics one more time before finishing the paper by emphasizing the most important point that underscores the thesis. That point might be something like this:

Mr. Hernandez saw something in me that I didn’t recognize in myself. He helped me to grow in confidence and take on challenges I would never have considered on my own. I’m excited to say that this next fall I’ll be attending ____________ University as an honors student majoring in English. And I even received an academic scholarship thanks in part to his letter of recommendation. I am so thankful he took the time to help me on my path!

Difference Between Thesis Statement and Topic Sentence

A perfect data arrangement, catchy hook, compelling content, and excellent formatting are the basic requirements for any academic paper. However, these are not all the structural parts that may influence the quality of the text.

Although the magnitude of the thesis statement and topic sentence are frequently underestimated, these are the items that can either contribute to the relevance of the paper or affect the final result. 

No matter if you are an experienced writer or a complete amateur, you should pay due attention to these items. At this point, it is essential to mention that the vast majority of learners are unaware of key peculiarities and specifications on these essay parts, considering them to be interchangeable. 

So, what is the difference between a topic sentence and a thesis statement? This is a prominent question you should ask before you start creating any college-level text. Remember that the key objective of both items is to draw the reader’s attention to the core idea of the text. Nonetheless, the thesis statement emphasizes the key specks of the whole paper, while the topic sentence is used to reveal the quirks of a particular paragraph. 

Basic Definitions: Thesis Statement and Topic Sentence in Detail

While the general idea behind these two definitions is clear from the previous point, it is essential to dive deeper into the characteristics of the items to use them more efficiently. 

The thesis statement is the fundamental stand the writer takes. It incorporated the generalized idea of the essay, including the author’s perspective of the topic and the key points included in the text. Striving to make this part influential, the learner should fixate on the topic, limit it, and narrow it down, presenting only the most significant and appealing info. The scope of this essay part will depend mainly on the length, goal of the writing, and the prospective audience. 

As for the topic sentence, it resembles the thesis but has a much narrower meaning. As the name implies, it introduced the principal theme but is restricted to a particular passage. As you read the topic sentence, you will get detailed info about the essence of the passage, its objectives, and conclusions. Here are the prime specifications of the topic sentence:

• it contains the dominating idea of the passage;
• it is short and concise, but informative and influential;
• it is presented as a first sentence in the paragraph;
• it is descriptive and argumentative;
• it is a declarative sentence that contains relevant and valid information only. 

Core Similarities of the Paper Parts

Before you deal with the critical discrepancies of the topic sentence and thesis statement, you should pay due attention to their similarities. It will help you succeed with academic essay writing and achieve the desired goal. Look through the list of core features that make these items alike:

• they are full sentences that communicate a coherent idea;
• they should show and describe the content;
• they should be neither too broad nor too narrow. 

Thesis Statement vs Topic Sentence: Discrepancy to Mind

When the definitions, specifications, and objectives of the thesis statement and topic sentence are acknowledged, the dissimilarities between these items become obvious. However, if you have failed to grasp the core idea, you have another chance to discover the three peculiarities that make the items different. First of all, it is critical to mention the position, information, and function that can make a significant difference. 

All these points should mandatorily be taken into consideration if the learner strives to make the essay highly appreciated. Double-check your awareness of the sentence place and essence, which may become critical for the success of your work.  

What's the difference between a thesis statement and a topic sentence?

4 answers by expert tutors.

Brooke J. answered • 01/05/21

Helping Students Shine for Over 17 Years!

Both thesis statements and topic sentences help your audience understand the structure and main ideas of your essay. They differ in a few ways.

1) The thesis statement belongs in the introductory paragraph , while topic sentences belong at the beginning of body paragraphs . An essay will have just one thesis statement, but the number of topic sentences depends on the number of body paragraphs.

2) A thesis statement provides an overview of your entire essay. It contains your claim and your reasons .

Thesis statement = claim + "because" + reasons

Example: Capital punishment should be outlawed because it is immoral and does not deter crime.

claim : Capital punishment should be outlawed

reason #1 : it is immoral

reason #2 : it does not deter crime

3) A topic sentence tells your reader what the paragraph is about. Each reason in your thesis should correspond to a body paragraph.

Example: Capital punishment is immoral.

I know from reading this topic sentence that the paragraph will discuss how capital punishment is immoral.

Bonus Tip: Always revisit your thesis statement before submitting your essay. Make sure the reasons in your thesis match the reasons in your body paragraphs! Often writers will include reasons in their thesis statement only to find that their reasons evolve as they research and write their body paragraphs. If the reasons in your thesis statement don't match the reasons in your essay, your audience will become puzzled and frustrated.

Reza A. answered • 01/08/21

Persian/English Teacher

A good way to start a paragraph is with a short, simple  sentence  that introduces the main idea of the paragraph. Teachers often call this a ‘ topic   sentence".

A thesis statement, on the other hand, carries the main idea of your whole essay & therefore your stance for/ against the topic along with only mentioning your reasons.

Rachel P. answered • 01/05/21

Legal Professional Tutoring Law, Writing, etc.

Topic Sentence - usually at the beginning of every paragraph

Thesis Statement - usually at the end of the first/intro paragraph only

Topic Sentence - gives a glimpse as to what the paragraph will discuss

Thesis Statement - gives a glimpse as to what the entire paper will discuss

Karen B. answered • 01/05/21

ESL/ESOL, English Literature, TOEFL, Reading, Writing, and more

In my opinion, a topic sentence just states what the topic of your essay is. For example " The subject of my essay is on how the fashion and beauty industry influences women's body image." With a thesis statement, you need to present a stance on the topic and theory that you are trying to prove or options on how to change the situation. An example of this would be " The subject of my essay is on how the beauty industry negatively impacts women's body image and possible ways that the industry can adopt a more positive image."

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Supporting an Argument

Strong and thorough evidence supports an argument or "claim," providing explanation in the form of quotes, statistics, personal reflections, and observations, to name a few. Yet, just including a statistic or quote (for instance) is not enough: to build a sound argument, it is important to:

• understand your argument and why the types of sources you are using are effective for your specific argument and field of study
• consider the variety of sources you employ
• integrate sources into your thoughts effectively

Know Your Argument

What is the difference between a Claim, Warrant, and Support?

• Claim: The main idea, thesis, belief, or opinion.
• Warrant ("the bridge"): The belief, value, assumption, and/or experience the writer hopes the audience shares or has in common with the writer. If the audience does not share a writer's warrant—assumptions about the subject or the support—the argument will most likely fail.
• Support: The statements that back up a claim. Support takes many forms: data, facts, personal experience, expert opinion, textual evidence, emotional appeals, etc. The more reliable and comprehensive the support, the more persuasive the argument.

Tips for Effectively Supporting Your Argument

• Analyze your prompt (e.g. a professor's instructions on an assignment, a journal's publishing expectations, etc.).
• Learn more about what is valued in your field in terms of acceptable evidence.
• Have a clear audience in mind and know what they expect--what will prove most effective in their eyes?
• Recognize and potentially acknowledge counter arguments.
• Understand the quality of a particular source (for example, don't include unreputable or outdated websites).
• Include multiple sources to back your argument.

General Rules for Incorporating Quotes or External Information into Your Own Thoughts

• Where is it drawn from?
• How does it relate to what you are saying?
• How is it similar (or not) to your argument/to previous research?
• Only include "need to know" information (for example, author names and relevant context).
• Try to put quotes "in conversation" with one another--make connections explicit in your topic sentences between paragraphs.
• Think of quote integration as a layering process: Provide the background, provide the quote, state how or why the quote relates to or supports your argument.
• Avoid including too many quotes or external source information within a single paragraph.

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비교 및 대조 에세이를 작성하는 방법은 무엇입니까?

• 2024 년 5 월 6 일

비교 및 대조 에세이를 작성해야 하는데 어디서부터 시작해야 할지 모르시나요? 우리가 도와드리겠습니다! 오늘은 성적을 내기 위해 알아야 할 모든 것에 대해 논의하겠습니다.

비교 및 대조 에세이는 두 주제 간의 유사점과 차이점을 조사해야 하는 학술 작문의 한 형태입니다.

비교 및 대조 에세이는 다양한 형태를 취할 수 있으며, 주제는 책에서 인물, 역사적 사건, 심지어 추상적인 개념과 이론까지 다양합니다.

주제에 관계없이 성공적인 비교 및 ​​대조 에세이의 핵심은 논제를 명확하게 표현하고 두 주제 간의 유사점을 명확하고 간결하게 강조하는 능력에 있습니다.

하지만 좋은 성적을 받으려면 좋은 개념 이상의 것이 필요합니다. 그것을 뒷받침하는 글이 필요합니다.

많은 학생들이 비교 대조 에세이를 작성할 때 자신의 작품이 다른 제출물에 비해 기억에 남거나 매력적이지 않기 때문에 어려움을 겪습니다.

다행히 우리가 도와드리겠습니다. 오늘은 여러분의 에세이를 돋보이게 하는 데 도움이 되는 몇 가지 팁과 요령을 알려드리겠습니다. 또한 AI 도구를 사용하여 에세이의 주제, 구조 및 전반적인 전달을 향상시키는 프로세스를 가속화하는 방법을 보여 드리겠습니다.

다이빙 준비가 되셨습니까?

비교 및 대조 에세이 개요

대부분의 학문적 글쓰기와 마찬가지로 비교 및 ​​대조 에세이에는 명확한 주제와 주제에 대한 철저한 분석이 필요합니다. 이 에세이를 차별화하는 것은 두 가지 서로 다른 주제에 대한 이중 초점입니다.

이 독특한 접근 방식은 일부 작가에게는 숙달하기 어려울 수 있으므로 알아야 할 모든 것에 대한 포괄적인 개요부터 시작하겠습니다.

에세이는 무엇을 성취해야 하는가?

비교 및 대조 에세이를 작성할 때 비판적 분석을 통해 두 주제 간의 관계를 확립하는 것을 목표로 합니다. 귀하의 논문은 이 두 아이디어 사이의 관계에 대한 새로운 통찰력을 제공해야 합니다.

많은 학생들이 저지르는 가장 큰 실수는 명확하고 독특한 주제문을 중심으로 글쓰기를 집중하지 않고 단순히 유사점과 차이점을 간략하게 설명한다는 것입니다.

첫 문단에 논문을 제시하고 이를 활용하여 주제에 대한 독자의 이해를 높여야 합니다. 목표는 두 주제 사이의 복잡성과 뉘앙스를 명확하게 표현하는 능력을 보여주는 것입니다.

주제가 논문에 미치는 영향

비교하고 대조하기 위해 선택한 주제는 논문의 방향과 범위에 큰 영향을 미칩니다. 이러한 주제는 에세이 자체의 복잡성과 난이도에도 직접적인 영향을 미칩니다.

예를 들어, 매우 다른 두 주제를 선택하면 눈에 띄는 대조를 강조할 수 있지만 글을 쓰는 것은 극도로 어려울 수 있습니다. 당신이 하고 싶은 마지막 일은 에세이를 절반쯤 읽고 벽에 부딪혔다는 것을 깨닫는 것입니다.

반대로, 밀접하게 관련된 주제를 선택하면 글쓰기 과정을 더 쉽게 관리할 수 있지만 눈에 띄는 것이 거의 없는 평범한 논문을 작성할 위험이 있습니다.

이상적으로는 둘 사이의 균형을 유지하도록 노력하십시오. 이렇게 하면 에세이가 매력적이고 통찰력을 유지하면서도 효과적으로 조사하고 작성할 수 있게 됩니다.

에세이를 정리하는 방법

분석의 깊이와 주제의 복잡성에 따라 비교 및 ​​대조 에세이를 구성하는 방법에는 여러 가지가 있습니다.

일반적으로 말해서, 당신은 두 가지 방법 중 하나로 에세이를 구성하고 싶습니다.

이 방법에서는 당시 두 주제의 특정 측면 또는 기준에 대해 논의합니다. 예를 들어, 두 소설을 비교하는 경우 에세이의 첫 번째 문단을 주제에 할애하고 그 다음 문단은 인물 개발에 할애할 수 있습니다.

이 방법은 분석의 각 지점에서 직접적인 비교를 제공합니다. 결과적으로, 유사점과 차이점이 서로 직접적으로 병치되어 있기 때문에 독자가 더 쉽게 유사점과 차이점을 볼 수 있습니다.

블록 방식 또는 주제별 방식

이 접근 방식에서는 에세이의 전체 섹션(또는 블록)을 각 주제에 할당합니다. 위와 동일한 예를 사용하여 먼저 블록 1의 첫 번째 주제와 관련된 모든 요점과 측면을 논의한 다음 블록 2의 다른 주제에 대해서도 동일한 작업을 수행합니다.

이 방법은 다양하고 뚜렷하고 미묘한 주제를 다루는 데 가장 적합합니다. 계속해서 앞뒤로 왔다 갔다 하지 않고도 각 주제에 개별적으로 집중할 수 있습니다.

단점은 모든 요점이 에세이 전반에 걸쳐 직접 비교되지 않기 때문에 독자가 주제가 어떻게 관련되어 있는지 이해할 수 있도록 사려 깊은 전환이 필요하다는 것입니다.

두 가지 구성 방법 모두 장점이 있으며 하나가 다른 것보다 반드시 더 나은 것은 아닙니다.

프로세스가 논문과 일치하고 탐색하려는 유사점과 차이점을 강조하는 데 도움이 된다면 잘 진행되고 있을 것입니다.

각 주제에 얼마나 많은 공간을 할당해야 합니까?

언뜻 보면 각 주제에 동일한 공간을 할당해야 하는 것이 분명해 보일 수 있지만 항상 그런 것은 아닙니다.

한 과목에 80%, 다른 과목에 20%를 투자해야 한다는 뜻은 아니지만 때로는 올바른 균형을 맞추는 데 약간의 노력이 필요합니다. 불규형 .

각 주제의 깊이와 복잡성을 고려하고 다루어야 할 요점을 간략하게 설명합니다. 일부 주제에는 더 복잡한 세부 사항을 설명하기 위해 당연히 더 많은 시간과 공간이 필요할 수 있습니다. 그렇다면 다른 주제를 손상시키지 않는 한 한 주제에 더 많은 분석을 쏟으십시오.

대칭을 유지하는 데 도움이 되는 전환 문구와 연결 문장을 활용하면 괜찮을 것입니다. 항상 귀하의 논문을 뒷받침하는 명확하고 설득력 있는 비교를 제공하고 논리적이고 정보에 입각한 주장을 통해 독자를 안내하십시오.

개정이 필수적인 이유

비교 및 대조 에세이를 작성하는 동안 실제로 에세이에 포함되지 않는 내용을 접하게 됩니다.

연구 과정에서 정보 과부하가 발생할 수 있으며, 이 모든 정보가 머리 속에 떠돌기 때문에 외부 독자가 보는 것과 같은 것을 보는 것이 어려울 수 있습니다.

장기간의 휴식 후에 에세이를 수정하는 것은 항상 좋은 생각입니다. 이렇게 하면 모든 비교와 대조가 논리적이고 명확하게 표시됩니다.

또한 논문을 다듬고, 주장을 강화하고, 에세이가 마음 속에서처럼 종이에서도 잘 흐르도록 할 시간을 제공합니다.

비교 및 대조 에세이 작성을 위한 팁

이제 비교 및 ​​대조 에세이의 기본 사항을 이해했으므로 귀하의 글을 향상시키고 눈에 띄게 만드는 데 도움이 될 수 있는 몇 가지 전략을 살펴보겠습니다.

1. 강력한 주제를 선택하세요

아무리 좋은 글을 써도 쓸 내용이 없으면 아무 소용이 없습니다. 연구를 수행하고 다루어야 할 내용이 풍부한 주제를 선택하세요. 최고의 컨셉은 제목만으로도 독자를 놀라게 해야 합니다.

물론 연구 과정에는 시간이 걸릴 수 있습니다. 특히 밀도 높은 학술 논문을 읽을 때는 더욱 그렇습니다. 긴 기사, 책 발췌문, 기타 글의 주요 내용을 빠르게 파악하고 싶다면 다음을 참조하세요. Smodin의 AI 요약기.

이 도구를 사용하면 독서에 드는 시간과 에너지를 절약하고 대신 자료 분석에 집중할 수 있습니다.

2. 비판적 분석을 활용하고 개요 작성

학업 환경에서는 독창적이 되기가 어려울 수 있습니다. 학부생이라면 아마도 주제에 대한 초보적이고 표면적인 수준의 관찰에 익숙할 것입니다.

교육이 발전함에 따라 비판적 분석이 중요해집니다. 성공을 위해서는 보다 심오한 의미, 역사적 맥락, 기본 주제를 이해하는 것이 필요합니다.

비판적 분석은 교육 수준에 관계없이 눈에 띄는 좋은 방법입니다. 스모딘의 에세이 작가 몇 초 안에 개요를 작성하여 여러 가능성을 동시에 탐색할 수 있습니다.

그런 다음 설득력 있고 생각을 자극하는 분석을 제공하고 Smodin이 모든 독자를 놀라게 할 에세이를 작성하는 데 마법을 사용할 수 있도록 하는 개요를 선택할 수 있습니다.

3. 다양한 언어와 구문을 사용하세요

주제가 생각을 자극하고 독창적이더라도 여전히 읽을 수 있어야 합니다. 문장 구조와 어휘를 최대한 다양하게 바꾸어 단조로운 글쓰기를 피하세요. 모든 문장에 대해 동의어 사전을 참조하고 싶지는 않지만 내용을 최신 상태로 유지하고 싶습니다.

Smodin의 AI 리라이터 초안을 다듬고 에세이의 명확성과 가독성을 향상시키는 데 적합합니다. 이는 두 주제 사이를 오가는 데 명확하고 뚜렷한 언어가 필수적인 비교 및 ​​대조 에세이를 미세 조정할 때 특히 유용합니다.

AI Rewriter는 또한 텍스트를 바꾸어 표현하는 데 도움을 주어 새로운 어휘와 다양한 문장 구조로 동일한 아이디어를 표현하는 대안적인 방법을 제공합니다. 이는 반복적인 표현을 방지하고 에세이의 전반적인 다양성을 향상시키는 데 도움이 됩니다.

4. 가능하면 직접 인용문을 사용하세요

에세이에서 직접 인용문을 사용하는 것은 종종 균형을 잡는 행동입니다. 너무 많이 사용하면 에세이가 복잡해지고 원래의 목소리를 잃을 수 있습니다. 너무 적게 사용하면 외부의 권위 있는 목소리로 주장을 마무리할 기회를 놓치게 됩니다.

글쓰기와 관련된 모든 것과 마찬가지로 답은 균형에 있습니다. 각 인용문이 논문과 관련이 있는지 확인하고 이를 에세이에 효과적으로 통합하면 주장이 다음 단계로 올라갈 수 있습니다.

각 인용문을 인용하는 것은 학문적 진실성을 유지하는 데 매우 중요하다는 점을 기억하십시오. 귀하의 에세이가 학업 표준을 준수하는지 확인하려면 다음을 사용하십시오. 스모딘 표절 검사기 .

이 도구는 모든 인용문이 정확하게 인용되었는지 확인하는 데 도움이 될 뿐만 아니라 자신의 서술이 그대로 유지되고 귀하의 글이 의도하지 않은 표절로부터 자유롭다는 점에서 마음의 평화를 제공합니다.

5. 결론에서 주장을 확실하게 정리하세요

학생들은 때때로 교사와 교수가 같은 주제에 대해 수십, 때로는 수백 개의 에세이를 읽었다는 사실을 망각합니다. 작가로서 당신의 목표는 항상 에세이를 가능한 한 간단하게 읽는 것이어야 합니다.

잘 만들어진 결론은 논문을 반복하고 강화하는 데 도움이 되며 독자의 마음 속에 논문이 눈에 띄게 됩니다. 에세이의 끝은 비교를 통해 얻은 통찰력을 강조하기 위해 에세이에 제시된 주장을 종합하는 기회입니다.

에세이를 제출하기 전에 다음을 사용해 보세요. Smodin의 AI 채팅 예비 피드백 기능입니다. 채점자의 편견을 예측할 수는 없지만 주장의 설득력을 평가하는 데 충분한 중요한 통찰력을 제공할 수 있습니다.

채팅의 피드백을 통합한 다음 결론을 세밀하게 조정하여 시작 논제를 반복하고 그 과정에서 제시한 새로운 결과를 명확하게 설명하세요.

Q: 비교 대조 에세이의 주제를 선택하는 실용적인 방법은 무엇입니까?

비교 및 대조 에세이의 주제를 선택할 때, 비교할 수 있을 만큼 공통점이 있지만 의미 있는 토론이 가능할 만큼 다른 주제를 찾으세요. 또한 두 개의 소설, 두 개의 역사적 사건, 두 개의 이론 등 동일한 카테고리에서 주제를 선택하세요.

Q: 포인트별 방식과 블록 방식을 결합할 수 있나요?

일반적으로 하나의 조직 구조를 고수하는 것이 가장 좋지만 작가는 때때로 두 가지 방법을 성공적으로 결합할 수 있습니다. 예를 들어, 블록 방식은 각 주제에 대한 자세한 개요를 제공할 수 있으며, 그런 다음 포인트별 방식을 적용하여 중요한 측면을 구체적으로 비교할 수 있습니다.

Q: 에세이의 흐름을 방해하지 않고 직접 인용문을 통합하는 가장 좋은 방법은 무엇입니까?

약간의 분석이나 설명과 함께 각 인용문을 소개하면 인용문의 맥락을 설정하는 데 도움이 될 수 있습니다. 추가 해석을 통해 인용문을 추적하고 이를 주요 주장에 연결하세요. 내러티브를 손상시키지 않고 향상시키기 위해 인용문을 간결하게 유지하십시오.

Q: 글을 쓰는 동안 피드백을 위해 Smodin의 AI 채팅 기능을 얼마나 자주 사용해야 합니까?

원하는만큼 자주! Smodin과 같은 AI 도구의 가장 큰 장점은 결코 피곤하지 않다는 것입니다. 초안을 완성한 후 최종 수정 전에 이를 사용하여 에세이의 구조와 주장이 명확하고 설득력이 있는지 확인하세요.

비교 및 대조 에세이 기술을 익히는 것은 주로 비판적 사고에 달려 있습니다. 주제를 신중하게 선택하고, 주장을 명확하게 구성하고, Smodin의 AI와 같은 도구를 활용하면 에세이의 품질과 영향력을 향상시킬 수 있습니다.

목표는 단순히 임무를 완수하는 것이 아니라 통찰력과 명확성이 돋보이는 작품을 만드는 것임을 기억하세요. 논의된 전략과 도구를 사용하면 기대치를 충족하거나 뛰어 넘는 에세이를 작성할 수 있습니다.

이러한 기술을 활용하고 AI의 힘을 활용하여 에세이를 한 단계 끌어올리세요!