Personal narratives, like those assigned in 39A, are among the few UCI writing assignments that do not call for an explicit thesis. These narratives hope to reveal their meaning through a strategy of "showing not telling," a technique that emphasizes dramatic arrangements of events and vivid description.

However, most UCI papers require argument and in most successful argumentative papers the writer will plainly announce what he or she plans to argue. This announcement is usually accomplished by means of a thesis that appears in the first paragraph or, when there is a greater need for background information, the second one. Writing from A to Z (fourth edition, pages 491-492) offers excellent information on the thesis.

Thesis statements perform at least two useful functions. They provide the reader with a "map" of the argument to come, and they set up some language, in the form of key terms, that the writer can refer to as the argument moves forward. The overall coherence of the paper is sharpened as a system of reference is built up between thesis and the topic sentences of paragraphs. (To see this system of reference at work in a sample paper click here.)

Vague thesis statements are often written by students who fear giving away too much of what the paper will say and so using up essential material that will be needed later. This common, and very misguided, strategy of development leaves the paper with no "map." Without a "map" both the reader and the writer can become confused. Often the argument will fail to move forward as it covers the same vague or obscure ground again and again. If the thesis is so vague that it would fit almost any paper, then it is surely too vague.

If you have a problem writing clear, focused, precise theses, an individual conference with a LARC Writing Counselor would probably be helpful.