state frye's thesis in your own words

Writing Center

Strategic enrollment management and student success, paraphrasing: express it in your own words, what is paraphrasing (and what it's not).

Paraphrasing is the process of expressing (or re-expressing) an authors' words in words of your own; specifically to deepen the understanding of what is being said.

Paraphrasing is used ordinarily, as when we attempt to learn something, it is often helpful to be able to express it in our own words.

Paraphrasing is  not   repeating  what the author wrote, or using direct quotations to reference the author's ideas.

Helpful tip: a paraphrased sentence requires an in-text citation. Without it, you could be plagiarizing.

How do we paraphrase?

Don't forget these three steps when paraphrasing:

R ead: do you understand the info?

R estate: can you take the info and put it into your own words?

R epair: did you convey your ideas and the author's ideas correctly?

The differences between: quoting, plagiarizing and summarizing

As some helpful advice, there are important differences between quoting, plagiarizing and summarizing. They are very different from each other but can often be confused with each other.

Use these definitions to help you remember the differences:

Quoting is copying a piece of work word for word that  gives credit to the original author. Quotation marks are also used.

Plagiarizing  is copying a piece of work word for word and  does not give credit to the original author.

Summarizing  is putting the main ideas and points from a piece of work into your own words. It requires looking at the information more broadly in order to create a summary.

Examples of correct vs. incorrect paraphrasing

"A paraphrase is a restatement or rewording of a paragraph or text, in order to borrow, clarify, or expand on information without plagiarizing. Paraphrasing is an important tool to use when writing research papers, essays, and pieces of journalism" (literaryterms.net).

Why do we need paraphrasing?

In academic writing, it's important to express ideas  in your own words , even when you're discussing work written by someone else. Paraphrasing benefits you, your reader, and your sources.

For you:  Paraphrasing allows you to express information in your own way, builds research skills that you'll continue to use throughout your academic career, and avoids plagiarism.

For your reader:  Paraphrasing proves your authority -- it shows that you know what you're talking about when it comes to your sources by using your own words rather than just quoting language from a source.

For your sources:  Paraphrasing takes the work done by the writers of your sources and properly conveys it to others in a way that shows you understand and value it.

Avoiding plagiarism:  If your professor suspects you of plagiarism, they can refer you to the VCU Honor Council for Academic Misconduct. There are a number of possible penalties for plagiarism, including:

• A minimum of one year on Honor Probation
• Receiving a 0 on the assignment
• Receiving a grade of F in the course
• Being suspended or expelled from VCU
• Receiving a notation on your transcript

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Paraphrase and Summary

Paraphrase and summary are different writing strategies that ask you to put another author’s argument in your own words. This can help you better understand what the writer of the source is saying, so that you can communicate that message to your own reader without relying only on direct quotes. Paraphrases are used for short passages and specific claims in an argument, while summaries are used for entire pieces and focus on capturing the big picture of an argument. Both should be cited using the appropriate format (MLA, APA, etc.).  See KU Writing Center guides on APA Formatting , Chicago Formatting , and MLA Formatting for more information. 

When you paraphrase, you are using your own words to explain one of the claims of your source's argument, following its line of reasoning and its sequence of ideas. The purpose of a paraphrase is to convey the meaning of the original message and, in doing so, to prove that you understand the passage well enough to restate it. The paraphrase should give the reader an accurate understanding of the author's position on the topic. Your job is to uncover and explain all the facts and arguments involved in your subject. A paraphrase tends to be about the same length or a little shorter than the thing being paraphrased.

To paraphrase:

• Alter the wording of the passage without changing its meaning. Key words, such as names and field terminology, may stay the same (i.e. you do not need to rename Milwaukee or osteoporosis), but all other words must be rephrased. 
• Retain the basic logic of the argument, sequence of ideas, and examples used in the passage. 
• Accurately convey the author's meaning and opinion. 
• Keep the length approximately the same as the original passage. 
• Do not forget to cite where the information came from. Even though it is in your own words, the idea belongs to someone else, and that source must be acknowledged. 

A summary covers the main points of the writer’s argument in your own words. Summaries are generally much shorter than the original source, since they do not contain any specific examples or pieces of evidence. The goal of a summary is to give the reader a clear idea of what the source is arguing, without going into any specifics about what they are using to argue their point.

To summarize:  

• Identify what reading or speech is being summarized. 
• State the author’s thesis and main claims of their argument in your own words. Just like paraphrasing, make sure everything but key terms is reworded. 
• Avoid specific details or examples. 
• Avoid your personal opinions about the topic. 
• Include the conclusion of the original material. 
• Cite summarized information as well. 

In both the paraphrase and summary, the author's meaning and opinion are retained. However, in the case of the summary, examples and illustrations are omitted. Summaries can be tremendously helpful because they can be used to encapsulate everything from a long narrative passage of an essay, to a chapter in a book, to an entire book.

When to Use Paraphrasing vs. Summarizing 

Updated June 2022  

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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• How to Write a Definition Essay

A definition essay can be deceivingly difficult to write. This type of paper requires you to write a personal yet academic definition of one specific word. The definition must be thorough and lengthy. It is essential that you choose a word that will give you plenty to write about, and there are a few standard tactics you can use to elaborate on the term. Here are a few guidelines to keep in mind when writing a definition essay.

Part 1 of 3: Choosing the Right Word

1: choose an abstract word with a complex meaning. [1].

A simple word that refers to a concrete word will not give you much to write about, but a complex word that refers to an abstract concept provides more material to explore.

• Typically, nouns that refer to a person, place, or thing are too simple for a definition essay. Nouns that refer to an idea work better, however, as do most adjectives.
• For example, the word “house” is fairly simple and an essay written around it may be dull. By switching to something slightly more abstract like “home,” however, you can play around with the definition more. A “home” is a concept, and there are many elements involved in the creation of a “home.” In comparison, a “house” is merely a structure.

2: Make sure that the word is disputable.

Aside from being complex, the word should also refer to something that can mean different things to different people.

• A definition essay is somewhat subjective by nature since it requires you to analyze and define a word from your own perspective. If the answer you come up with after analyzing a word is the same answer anyone else would come up with, your essay may appear to lack depth.

3: Choose a word you have some familiarity with.

Dictionary definitions can only tell you so much. Since you need to elaborate on the word you choose to define, you will need to have your own base of knowledge or experience with the concept you choose.

• For instance, if you have never heard the term “pedantic,” your understanding of the word will be limited. You can introduce yourself to the word for your essay, but without previous understanding of the concept, you will not know if the definition you describe is truly fitting.

4: Read the dictionary definition.

While you will not be relying completely on the dictionary definition for your essay, familiarizing yourself with the official definition will allow you to compare your own understanding of the concept with the simplest, most academic explanation of it.

• As an example, one definition of “friend” is “a person attached to another by feelings of affection or personal regard.” [2] Your own ideas or beliefs about what a “friend” really is likely include much more information, but this basic definition can present you with a good starting point in forming your own.

5:  Research the word’s origins.

Look up your chosen word in the Oxford English Dictionary or in another etymology dictionary. [3]

• These sources can tell you the history behind a word, which can provide further insight on a general definition as well as information about how a word came to mean what it means today.

Part 2 of 3: Potential Elements of an Effective Definition

1: write an analysis. [4].

Separate a word into various parts. Analyze and define each part in its own paragraph.

• You can separate “return” into “re-” and “turn.” The word “friendship” can be separated into “friend” and “ship.”
• In order to analyze each portion of a word, you will still need to use additional defining tactics like negation and classification.
• Note that this tactic only works for words that contain multiple parts. The word “love,” for instance, cannot be broken down any further. If defining “platonic love,” though, you could define both “platonic” and “love” separately within your essay.

2:  Classify the term.

Specify what classes and parts of speech a word belongs to according to a standard dictionary definition.

• While this information is very basic and dry, it can provide helpful context about the way that a given word is used.

3: Compare an unfamiliar term to something familiar.

An unfamiliar or uncommon concept can be explained using concepts that are more accessible to the average person.

• Many people have never heard of the term “confrere,” for instance. One basic definition is “a fellow member of a profession, fraternity, etc.” As such, you could compare “confrere” with “colleague,” which is a similar yet more familiar concept. [5]

4:  Provide traditional details about the term.

Explain any physical characteristics or traditional thoughts used to describe your term of choice.

• The term “home” is often visualized physically as a house or apartment. In more abstract terms, “home” is traditionally thought to be a warm, cozy, and safe environment. You can include all of these features in a definition essay on “home.”

5: Use examples to illustrate the meaning.

People often relate to stories and vivid images, so using a fitting story or image that relates to the term can be used in clarifying an abstract, formless concept.

• In a definition essay about “kindness,” for example, you could write about an act of kindness you recently witnessed. Someone who mows the lawn of an elderly neighbor is a valid example, just as someone who gave you an encouraging word when you were feeling down might be.

6: Use negation to explain what the term does not mean.

If a term is often misused or misunderstood, mentioning what it is not is an effective way to bring the concept into focus.

• A common example would be the term “courage.” The term is often associated with a lack of fear, but many will argue that “courage” is more accurately described as acting in spite of fear.

7: Provide background information.

This is when your research about the etymology of a word will come in handy. Explain where the term originated and how it came to mean what it currently means.

Part 3 of 3: Definition Essay Structure

1: introduce the standard definition..

You need to clearly state what your word is along with its traditional or dictionary definition in your introductory paragraph.

• By opening with the dictionary definition of your term, you create context and a basic level of knowledge about the word. This will allow you to introduce and elaborate on your own definition.
• This is especially significant when the traditional definition of your term varies from your own definition in notable ways.

2: Define the term in your own words in your thesis.

Your actual thesis statement should define the term in your own words.

• Keep the definition in your thesis brief and basic. You will elaborate on it more in the body of your paper.
• Avoid using passive phrases involving the word “is” when defining your term. The phrases “is where” and “is when” are especially clunky. [6]
• Do not repeat part of the defined term in your definition.

3:  Separate different parts of the definition into separate paragraphs.

Each tactic or method used to define your term should be explored in a separate paragraph.

• Note that you do not need to use all the possible methods of defining a term in your essay. You should use a variety of different methods in order to create a full, well-rounded picture of the term, but some tactics will work great with some terms but not with others.

4: Conclude with a summary of your main points.

Briefly summarize your main points around the start of your concluding paragraph.

• This summary does not need to be elaborate. Usually, looking at the topic sentence of each body paragraph is a good way to form a simple list of your main points.
• You can also draw the essay to a close by referring to phrases or images evoked in your introduction.

5: Mention how the definition has affected you, if desired.

If the term you define plays a part in your own life and experiences, your final concluding remarks are a good place to briefly mention the role it plays.

• Relate your experience with the term to the definition you created for it in your thesis. Avoid sharing experiences that relate to the term but contradict everything you wrote in your essay.

Sources and Citations

• http://www.roanestate.edu/owl/Definition.html
• http://dictionary.reference.com/browse/friend?s=t
• http://www.etymonline.com/
• http://leo.stcloudstate.edu/acadwrite/definition.html
• http://dictionary.reference.com/browse/confrere?s=t
• http://grammar.ccc.commnet.edu/grammar/composition/definition.htm
• How to Write a Definition Essay. Provided by : WikiHow. Located at : http://www.wikihow.com/Write-a-Definition-Essay . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Table of Contents

Instructor Resources (Access Requires Login)

• Overview of Instructor Resources

An Overview of the Writing Process

• Introduction to the Writing Process
• Introduction to Writing
• Your Role as a Learner
• What is an Essay?
• Reading to Write
• Defining the Writing Process
• Videos: Prewriting Techniques
• Thesis Statements
• Organizing an Essay
• Creating Paragraphs
• Conclusions
• Editing and Proofreading
• Matters of Grammar, Mechanics, and Style
• Peer Review Checklist
• Comparative Chart of Writing Strategies

Using Sources

• Quoting, Paraphrasing, and Avoiding Plagiarism
• Formatting the Works Cited Page (MLA)
• Citing Paraphrases and Summaries (APA)
• APA Citation Style, 6th edition: General Style Guidelines

Definition Essay

• Definitional Argument Essay
• Critical Thinking
• Video: Thesis Explained
• Effective Thesis Statements
• Student Sample: Definition Essay

Narrative Essay

• Introduction to Narrative Essay
• Student Sample: Narrative Essay
• "Shooting an Elephant" by George Orwell
• "Sixty-nine Cents" by Gary Shteyngart
• Video: The Danger of a Single Story
• How to Write an Annotation
• How to Write a Summary
• Writing for Success: Narration

Illustration/Example Essay

• Introduction to Illustration/Example Essay
• "She's Your Basic L.O.L. in N.A.D" by Perri Klass
• "April & Paris" by David Sedaris
• Writing for Success: Illustration/Example
• Student Sample: Illustration/Example Essay

Compare/Contrast Essay

• Introduction to Compare/Contrast Essay
• "Disability" by Nancy Mairs
• "Friending, Ancient or Otherwise" by Alex Wright
• "A South African Storm" by Allison Howard
• Writing for Success: Compare/Contrast
• Student Sample: Compare/Contrast Essay

Cause-and-Effect Essay

• Introduction to Cause-and-Effect Essay
• "Cultural Baggage" by Barbara Ehrenreich
• "Women in Science" by K.C. Cole
• Writing for Success: Cause and Effect
• Student Sample: Cause-and-Effect Essay

Argument Essay

• Introduction to Argument Essay
• Rogerian Argument
• "The Case Against Torture," by Alisa Soloman
• "The Case for Torture" by Michael Levin
• How to Write a Summary by Paraphrasing Source Material
• Writing for Success: Argument
• Student Sample: Argument Essay
• Grammar/Mechanics Mini-lessons
• Mini-lesson: Subjects and Verbs, Irregular Verbs, Subject Verb Agreement
• Mini-lesson: Sentence Types
• Mini-lesson: Fragments I
• Mini-lesson: Run-ons and Comma Splices I
• Mini-lesson: Comma Usage
• Mini-lesson: Parallelism
• Mini-lesson: The Apostrophe
• Mini-lesson: Capital Letters
• Grammar Practice - Interactive Quizzes
• De Copia - Demonstration of the Variety of Language
• Style Exercise: Voice

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

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Frequently asked questions

The act of putting someone else’s ideas or words into your own words is called paraphrasing, rephrasing, or rewording. Even though they are often used interchangeably, the terms can mean slightly different things:

Paraphrasing is restating someone else’s ideas or words in your own words while retaining their meaning. Paraphrasing changes sentence structure, word choice, and sentence length to convey the same meaning.

Rephrasing may involve more substantial changes to the original text, including changing the order of sentences or the overall structure of the text.

Rewording is changing individual words in a text without changing its meaning or structure, often using synonyms.

It can. One of the two methods of paraphrasing is called “Fluency.” This will improve the language and fix grammatical errors in the text you’re paraphrasing.

Paraphrasing and using a paraphrasing tool aren’t cheating. It’s a great tool for saving time and coming up with new ways to express yourself in writing.  However, always be sure to credit your sources. Avoid plagiarism.  

If you don’t properly cite text paraphrased from another source, you’re plagiarizing. If you use someone else’s text and paraphrase it, you need to credit the original source. You can do that by using citations. There are different styles, like APA, MLA, Harvard, and Chicago. Find more information about citing sources here.

Paraphrasing without crediting the original author is a form of plagiarism , because you’re presenting someone else’s ideas as if they were your own.

However, paraphrasing is not plagiarism if you correctly cite the source . This means including an in-text citation and a full reference, formatted according to your required citation style .

As well as citing, make sure that any paraphrased text is completely rewritten in your own words.

Plagiarism means using someone else’s words or ideas and passing them off as your own. Paraphrasing means putting someone else’s ideas in your own words.

So when does paraphrasing count as plagiarism?

• Paraphrasing is plagiarism if you don’t properly credit the original author.
• Paraphrasing is plagiarism if your text is too close to the original wording (even if you cite the source). If you directly copy a sentence or phrase, you should quote it instead.
• Paraphrasing  is not plagiarism if you put the author’s ideas completely in your own words and properly cite the source .

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V. I.   Lenin

Liberal and marxist conceptions of the class struggle.

Published: Prosveshcheniye No. 5, May 1913. Signed: V. Ilyin . Published according to the Prosveshcheniye text. Source: Lenin Collected Works , Progress Publishers, 1977 , Moscow, Volume 19 , pages  119-124 . Translated: The Late George Hanna Transcription\Markup: R. Cymbala Public Domain: Lenin Internet Archive (2004). You may freely copy, distribute, display and perform this work; as well as make derivative and commercial works. Please credit “Marxists Internet Archive” as your source. • README

A.  Yermansky, a liquidator, poured down an amazing abundance of angry words in Nasha Zarya on my criticism of his (and Gushka’s) point of view on the question of the political role of the big commercial and industrial bourgeoisie ( Prosveshcheniye Nos. 5–7). [1]

Mr.  Yermansky, with his vituperation and recollections of old “insults” (including the “insult” to Mr. Dan & Co., who tried, unsuccessfully, to split the St. Petersburg Social-Democratic organisation in 1907), tries to conceal the real substance of the issue.

We shall, however, not permit Mr. Yermansky to conceal the substance of the present dispute by recalling undeserved insults to and defeats of the liquidators. For the present dispute concerns a very important question of principle that comes up again and again for a thousand different reasons.

To be precise, it is the question of the liberal falsification of Marxism, the substitution of a Marxist, revolutionary conception of the class struggle by a liberal conception. We shall never tire of explaining this ideological basis of all the disputes between the Marxists and the liquidators.

Mr. A. Yermansky writes:

“ The ‘Marxist’ Ilyin refuses to recognise, in the activities of industrial organisations, the class struggle ‘on a nation-wide (and partly even international) scale’ as I [Yermansky] described them in my article. Why? Because of the ‘absence’ here ‘of the fundamental feature of the nation-wide or state-wide —the organisation of state power’”...( Nasha Zarya , p. 55).

Here is an exposition of the substance of the question given by Mr. Yermansky himself, who does everything possible and impossible to evade that substance! No matter how he may accuse me of distorting his views and of all the mortal sins, no matter how he twists and turns, even seeking refuge in recollections of the 1907 split, the truth will out.

My thesis, therefore, is clear—the basic feature of the nation-wide is the organisation of state power.

You do not share that view, my angry opponent? You do not think this the only Marxist view?

Then why not say so straight out? Why not counterpose a correct view to an incorrect one? If the view that the fundamental feature of the nation-wide is the organisation of state power is, in your opinion, only Marxism in inverted commas, why do you not refute my error and expound your understanding of Marxism clearly, precisely and without evasion?

The answer to these questions will be clear to the reader if we quote the passage from Mr. A. Yermansky which followed immediately after the one quoted above:

“ Ilyin wants the big Russian bourgeoisie to carry on their class struggle in a different way, he wants them to try to bring about a change in the entire state system. Ilyin wants, the bourgeoisie do not want—and the one at fault, of course, is Yermansky the ‘liquidator’, who ‘substitutes the liberal conception of the class struggle for the conception of the class struggle in the Marxist sense’.”

Here you have Mr. Yermansky’s tirade in full and it will enable you to get a picture of the evasive liquidator caught in the act .

The evasion is obvious.

Have I or have I not indicated correctly the “fundamental feature” of the nation-wide?

Mr. A. Yermansky himself was forced to admit that I indicated precisely the substance of the matter.

And Mr. Yermansky evades an answer, realising that he has been caught!

And having been caught in the act, Mr. Yermansky evades the question of the correctness or incorrectness of the fundamental feature I indicated and jumps over this question to the question of what Ilyin and the bourgeoisie “want”.   But no matter how bold, how daring Mr. Yermansky’s leaps, they do not disguise the fact that he has been caught.

What have “wants” got to do with it, my dear opponent, when the dispute concerns the concept of the class struggle?! You had to admit that I accused you of substituting a liberal for a Marxist conception , and that I indicated the “fundamental feature” of the Marxist conception as including the organisation of state power in the idea of a nation-wide class struggle.

Mr. A. Yermansky is such a clumsy polemicist, even if an angry one, that he gave a clear explanation, by his own example , of the connection between liquidationism in general and his own, Yermansky’s, mistakes in particular and the liberal conception of the class struggle!

The question of the class struggle is one of the fundamental questions of Marxism. It is, therefore, worth while dealing with the concept of class struggle in greater detail.

Every class struggle is a political struggle. [2] We know that the opportunists, slaves to the ideas of liberalism, understood these profound words of Marx incorrectly and tried to put a distorted interpretation on them. Among the opportunists there were, for instance, the Economists, the elder brothers of the liquidators. The Economists believed that any clash between classes was a political struggle. The Economists therefore recognised as “class struggle” the struggle for a wage increase of five kopeks on the ruble, and refused to recognise a higher, more developed, nation-wide class struggle, the struggle for political aims . The Economists, therefore, recognised the embryonic class struggle but did not recognise it in its developed form. The Economists recognised, in other words, only that part of the class struggle that was more tolerable to the liberal bourgeoisie, they refused to go farther than the liberals, they refused to recognise the higher form of class struggle that is unacceptable to the liberals. By so doing, the Economists became liberal workers’ politicians. By so doing, the Economists rejected the Marxist, revolutionary conception of the class struggle.

To continue. It is not enough that the class struggle be comes real, consistent and developed only when it embraces the sphere of politics. In politics, too, it is possible to restrict oneself to minor matters, and it is possible to go   deeper, to the very foundations. Marxism recognises a class struggle as fully developed, “nation-wide”, only if it does not merely embrace politics but takes in the most significant thing in politics—the organisation of state power.

On the other hand, the liberals, when the working-class movement has grown a little stronger, dare not deny the class struggle but attempt to narrow down, to curtail and emasculate the concept of class struggle. Liberals are prepared to recognise the class struggle in the sphere of politics, too, but on one condition—that the organisation of state power should not enter into that sphere. It is not hard to under stand which of the bourgeoisie’s class interests give rise to the liberal distortion of the concept of class struggle.

Now, when Mr. Yermansky rehashed the work of the moderate and punctilious civil servant Gushka, when he expressed solidarity with him, not noticing (or not wishing to see?) the liberal emasculation of the concept of class struggle, I pointed out to Mr. Yermansky his chief sin against theory and general principles. Mr. Yermansky grew angry and began to use bad language and to twist and turn, being unable to refute what I had said.

In doing so, Mr. A. Yermansky proved such a clumsy polemicist that he exposed himself with particular clarity! “Ilyin wants, the bourgeoisie do not want,” he writes. We now know what particular features of the point of view of the proletariat (Marxism) and of the bourgeoisie (liberalism) give rise to these different “wants”.

The bourgeoisie “want” to curtail the class struggle, to distort and narrow the conception and blunt its sharp edge. The proletariat “wants” this deception exposed. The Marxist wants whoever undertakes to speak of the class struggle of the bourgeoisie in the name of Marxism to expose the narrowness, the selfish narrowness, indeed, of the bourgeois conception of the class struggle, and not merely to quote figures, not merely to go into ecstasies over “big” figures. The liberal “wants” to appraise the bourgeoisie and its class struggle in such a way as to conceal its narrowness, to conceal the failure to include in the struggle that which is “basic” and most important.

Mr. A. Yermansky was caught out in discussing in liberal fashion the interesting, but ideologically empty or slavishly   compiled figures of Mr. Gushka. Obviously, when this was revealed, there was nothing left for Mr. A. Yermansky to do but curse and wriggle.

Let us continue the passage from Mr. A. Yermansky’s article where we left off:

“ It is clear that, in fact, Ilyin is the only person who is replacing a study of the real state of affairs by his own qualifications, and also [!!] by a stereotyped pattern based on schoolboy models drawn from the history of the great French Revolution.”

Mr. A. Yermansky has got into such a tangle that he be comes ever more ruthless in “destroying” himself! He does not notice the extent to which his liberalism is revealed by this angry sally against the “stereotypes” of the great French Revolution!

My dear Mr. Yermansky, you must understand (no matter how difficult it may be for a liquidator to understand) that it is impossible “to study the real state of affairs” without qualifying it, without appraising it from the Marxist, or the liberal, or the reactionary, etc., point of view!

You, Mr. Yermansky, qualified and still qualify the “study” of the good civil servant Gushka in liberal fashion and I qualify it in Marxist fashion. That is what is at the bottom of it all. By leaving your critical analysis on the threshold of the question of the organisation of state power, you thereby proved the liberal limitations of your conception of the class struggle.

Which was to be shown!

Your sally against the “stereotype” of the great French Revolution gives you away completely. Anybody can understand that a stereotype or a French model has nothing to do with the matter—for instance, there were not and could not have been strikes, especially political strikes at that time , under “stereotype and model” conditions.

The fact of the matter is that when you became a liquidator you forgot how to apply the revolutionary point of view to an appraisal of social events. That is where the trouble lies. Marx certainly did not limit his thinking to “stereotypes and models” taken from the end of the eighteenth century, but the point of view he adopted was always revolutionary, he always appraised (“qualified” if you prefer that   “learned” word, my dear Mr. Yermansky!) the class struggle most profoundly , always revealing whether it affected “fundamentals”, always mercilessly berating any timidity of thought, any concealment of underdeveloped, emasculated, selfishly distorted class struggle.

The class struggle at the end of the eighteenth century showed us how it can become political, how it can develop to really “nation-wide” forms. Since then capitalism and the proletariat have developed to a gigantic extent. The “models” of the old do not prevent, for instance, the study of the new forms of struggle that I have, in part, outlined above.

The point of view of the Marxist, however, will always require a profound and not a superficial “appraisal”, will always expose the poverty of liberal distortions, understatements and cowardly concealment.

Let us congratulate Mr. Yermansky on his devoted and splendid explanation of the way in which the liquidators substitute a liberal conception of the class struggle for the Marxist conception, forgetting how to examine social events from the revolutionary point of view.

[1] See present edition Vol. 18 pp. 56–72.— Ed .

[2] See K. Marx and F. Engels, “Manifesto of the Communist Party”, Selected Works , Vol. I, Moscow, 1955, p. 42.

Ch. 8 The Development of Russia

Ivan i and the rise of moscow, learning objective.

• Outline the key points that helped Moscow become so powerful and how Ivan I accomplished these major victories
• Moscow was considered a small trading outpost under the principality of Vladimir-Suzdal into the 13th century.
• Power struggles and constant raids under the Mongol Empire’s Golden Horde caused once powerful cities, such as Kiev, to struggle financially and culturally.
• Ivan I utilized the relative calm and safety of the northern city of Moscow to entice a larger population and wealth to move there.
• Alliances between Golden Horde leaders and Ivan I saved Moscow from many of the raids and destruction of other centers, like Tver.

A rival city to Moscow that eventually lost favor under the Golden Horde.

Grand Prince of Vladimir

The title given to the ruler of this northern province, where Moscow was situated.

The Rise of Moscow

Moscow was only a small trading outpost in the principality of Vladimir-Suzdal in Kievan Rus’ before the invasion of Mongol forces during the 13th century. However, due to the unstable environment of the Golden Horde, and the deft leadership of Ivan I at a critical time during the 13th century, Moscow became a safe haven of prosperity during his reign. It also became the new seat of power of the Russian Orthodox Church.

Ivan I (also known as Ivan Kalita) was born around 1288 to the Prince of Moscow, Daniil Aleksandrovich. He was born during a time of devastation and upheaval in Rus’. Kiev had been overtaken by the invading Mongol forces in 1240, and most of the Rus’ principalities had been absorbed into the Golden Horde of the Mongol Empire by the time Ivan was born. He ascended to the seat of Prince of Moscow after the death of his father, and then the death of his older brother Yury.

Ivan I. He was born around 1288 and died in either 1340 or 1341, still holding the title of Grand Prince of Vladimir.

Ivan I stepped into a role that had already been expanded by his predecessors. Both his older brother and his father had captured nearby lands, including Kolomna and Mozhaisk. Yury had also made a successful alliance with the Mongol leader Uzbeg Khan and married his sister, securing more power and advantages within the hierarchy of the Golden Horde.

Ivan I continued the family tradition and petitioned the leaders of the Golden Horde to gain the seat of Grand Prince of Vladimir. His other three rivals, all princes of Tver, had previously been granted the title in prior years. However they were all subsequently deprived of the title and all three aspiring princes also eventually ended up murdered. Ivan I, on the other hand, garnered the title from Khan Muhammad Ozbeg in 1328. This new title, which he kept until his death around 1340, meant he could collect taxes from the Russian lands as a ruling prince and position his tiny city as a major player in the Vladimir region.

Moscow’s Rise

During this time of upheaval, the tiny outpost of Moscow had multiple advantages that repositioned this town and set it up for future prosperity under Ivan I. Three major contributing factors helped Ivan I relocate power to this area:

• It was situated in between other major principalities on the east and west so it was often protected from the more devastating invasions.
• This relative safety, compared to Tver and Ryazan, for example, started to bring in tax-paying citizens who wanted a safe place to build a home and earn a livelihood.
• Finally, Moscow was set up perfectly along the trade route from Novgorod to the Volga River, giving it an economic advantage from the start.

Ivan I also spurred on the growth of Moscow by actively recruiting people to move to the region. In addition, he bought the freedom of people who had been captured by the extensive Mongol raids. These recruits further bolstered the population of Moscow. Finally, he focused his attention on establishing peace and routing out thieves and raiding parties in the region, making for a safe and calm metaphorical island in a storm of unsettled political and military upsets.

Kievan Rus’ 1220-1240. This map illustrates the power dynamics at play during the 13th century shortly before Ivan I was born. Sarai, the capital of the Golden Horde, sat to the southeast, while Moscow (not visible on this map) was tucked up in the northern forests of Vladimir-Suzdal.

Ivan I knew that the peace of his region depended upon keeping up an alliance with the Golden Horde, which he did faithfully. Moscow’s increased wealth during this era also allowed him to loan money to neighboring principalities. These regions then became indebted to Moscow, bolstering its political and financial position.

In addition, a few neighboring cities and villages were subsumed into Moscow during the 1320s and 1330s, including Uglich, Belozero, and Galich. These shifts slowly transformed the tiny trading outpost into a bustling city center in the northern forests of what was once Kievan Rus’.

Russian Orthodox Church and The Center of Moscow

Ivan I committed some of Moscow’s new wealth to building a splendid city center and creating an iconic religious setting. He built stone churches in the center of Moscow with his newly gained wealth. Ivan I also tempted one of the most important religious leaders in Rus’, the Orthodox Metropolitan Peter, to the city of Moscow. Before the rule of the Golden Horde the original Russian Orthodox Church was based in Kiev. After years of devastation, Metropolitan Peter transferred the seat of power to Moscow where a new Renaissance of culture was blossoming. This perfectly timed transformation of Moscow coincided with the decades of devastation in Kiev, effectively transferring power to the north once again.

Peter of Moscow and scenes from his life as depicted in a 15th-century icon. This religious leader helped bring cultural power to Moscow by moving the seat of the Russian Orthodox Church there during Ivan I’s reign.

One of the most lasting accomplishments of Ivan I was to petition the Khan based in Sarai to designate his son, who would become Simeon the Proud, as the heir to the title of Grand Prince of Vladimir. This agreement a line of succession that meant the ruling head of Moscow would almost always hold power over the principality of Vladimir, ensuring Moscow held a powerful position for decades to come.

• Boundless World History. Authored by : Boundless. Located at : https://www.boundless.com/world-history/textbooks/boundless-world-history-textbook/ . License : CC BY-SA: Attribution-ShareAlike

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