indiana university thesis statement

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Episode 7: How to Write a Thesis Statement

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What Is a Thesis?

A  thesis  is the main point or argument of an information source. (Many, but not all, writing assignments, require a thesis.)

A strong thesis is:  

• Arguable:  Can be supported by evidence and analysis, and can be disagreed with.

•  Unique:  Says something new and interesting.

•  Concise and clear:  Explained as simply as possible, but not at the expense of clarity.

•  Unified:  All parts are clearly connected. •  Focused and specific:  Can be adequately and convincingly argued within the the paper, scope is not overly broad.

•  Significant:  Has importance to readers, answers the question "so what?"

Crafting a Thesis

Research is usually vital to developing a strong thesis. Exploring sources can help you develop and refine your central point.

1. Conduct Background Research.

A strong thesis is specific and unique, so you first need knowledge of the general research topic. Background research will help you narrow your research focus and contextualize your argument in relation to other research. 

2. Narrow the Research Topic. 

Ask questions as you review sources:

• What aspect(s) of the topic interest you most?
• What questions or concerns does the topic raise for you?   Example of a general research topic:  Climate change and carbon emissions Example of more narrow topic:  U.S. government policies on carbon emissions

3. Formulate and explore a relevant research question.  

Before committing yourself to a single viewpoint, formulate a specific question to explore.  Consider different perspectives on the issue, and find sources that represent these varying views. Reflect on strengths and weaknesses in the sources' arguments. Consider sources that challenge these viewpoints.

Example:  What role does and should the U.S. government play in regulating carbon emissions?

4. Develop a working thesis. 

• A working thesis has a clear focus but is not yet be fully formed. It is a good foundation for further developing a more refined argument.   Example:  The U.S. government has the responsibility to help reduce carbon emissions through public policy and regulation.  This thesis has a clear focus but leaves some major questions unanswered. For example, why is regulation of carbon emissions important? Why should the government be held accountable for such regulation?

5. Continue research on the more focused topic.

Is the topic:

• broad enough to yield sufficient sources and supporting evidence?
• narrow enough for in-depth and focused research?
• original enough to offer a new and meaningful perspective that will interest readers? 

6. Fine-tune the thesis.

Your thesis will probably evolve as you gather sources and ideas. If your research focus changes, you may need to re-evaluate your search strategy and to conduct additional research. This is usually a good sign of the careful thought you are putting into your work!

Example:   Because climate change, which is exacerbated by high carbon emissions, adversely affects almost all citizens, the U.S. government has the responsibility to help reduce carbon emissions through public policy and regulation. 

More Resources

• How to Write a Thesis Statement IU Writing Tutorial Services
• Tips and Examples for Writing Thesis Statements Purdue OWL
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General Requirements for Advanced Degrees

Preparing and submitting theses.

Composition Guidelines

Theses must be typed with the body of the text double-spaced and with one-inch margins on all sides. Theses must be written in English unless you and your department/committee have decided otherwise.

Page numbers must be consecutive throughout, with Arabic numerals used for the body of the work and small or lowercase Roman numerals for the front matter. Script fonts (ex. Monotype Corsica) and itali­cizing large sections of text are not allowed for the main body of your text, although italics may be used appropriately.

Thesis Approval and Submission

The title page must bear the statement: “Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Master of ______ in the Department of ______________ , Indiana University.”

At least three members of the faculty shall normally participate in the approval of the thesis and must sign an acceptance page which appears after the title page. The statement, “Accepted by the faculty of the University Graduate School, Indiana University, in partial fulfillment of the requirements for the degree Master of ___________ ,” should precede the signatures on the acceptance page. Each copy of the thesis is to be accompanied by the student’s vita sheet inserted at the end.

Should the student wish to submit the thesis as an unbound paper copy rather than electronically for review by the University Graduate School, they should contact the University Graduate School recorders.

For more information, see Theses and Dissertations  on the University Graduate School website.

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Your thesis or dissertation must comply with certain formatting guidelines.

Be sure to read the list of requirements thoroughly before you begin, and check the list carefully before you submit.

Your formatting requirements vary depending on whether your degree is conferred through IU or Purdue.

Purdue Thesis & Dissertation Requirements

Purdue graduate students have different thesis and dissertation requirements and deadlines than IU graduate students.  Please see the new Purdue-specific pages in the IUPUI Graduate Office website by clicking the Purdue link in the upper right corner from any page on our site - or follow the links below.   Please email [email protected] with questions or for guidance.

Purdue Graduate Student Pages

Purdue Thesis and Dissertation Guidelines

IU Thesis/Dissertation Requirements

Guidelines for Preparation of the Dissertation/Thesis Using a Student’s Publications or In Press Manuscripts

Format Review Checklist

Dissertation and Thesis Binderies

The graduate office is dedicated to all the graduate students it serves and is constantly striving for improved and more efficient ways to better serve you as graduate students. With this in mind, we created the dissertation/thesis formatting template and Format Review Checklist. We strongly encourage you to use these resources at the start of your writing as they address the majority of the formatting issues that students regularly struggle with during their format reviews.

IU Thesis and Dissertation Formatting Workshop

Common formatting errors

IUPUI Graduate Office formatting template

• Why should you use the IUPUI Graduate Office formatting template? Check out this video .
• Now that you know why you should use the template, how do you use it? This video will take you through the process.

Signed Acceptance Page For use by MA, MS, PhD students. This acceptance page’s layout will match your document’s format.

Signed Abstract Template   For use by Ph.D. students only. This abstract's layout will match your document's format.

Contact [email protected] for any questions regarding the formatting template.

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Master’s thesis formatting

In order to be accepted, your master’s thesis must comply with certain formatting guidelines. Be sure to read through this list of requirements thoroughly before you submit.

• Font size should be either 11 or 12 point for the entire document, with the only exception being the title on the title page, footnotes, tables/charts, and picture/table descriptions. Font up to size 16 point may be used for the document’s title on the title page only. Font as small as 10 points may be used for footnotes, the content of tables/charts, and picture/table/chart descriptions.
• Black font is used throughout the thesis, with the only exception being areas where a different font color serves a purpose in explaining or highlighting some aspect of the research/thesis in a way black font could not. 

Be consistent in font style throughout your thesis. The following font styles are recommended for the ease with which they convert to a PDF. All theses have to be converted to a PDF in the electronic submission process.

•  Arial
•  Bookman Old Style
•  Calibri
•  Cambria
•  Lucida Bright
•  Times New Roman 

Page numbers and headers

• Page numbers must be clear, consecutive, and printed on every page, including appendixes, tables, figures, maps, charts, photographs, etc., except for the title page and vita page.
• Lowercase Roman numbers (e.g., i, ii, iii) are used for the front matter (the pages preceding the main body of work).
• Arabic numerals (e.g., 1, 2, 3) are used in the body of the work, the bibliography and the appendices.
• The title page counts as page i but does not bear a number.
• Begin the actual numbering with the acceptance page as page ii, and continue with lowercase Roman numerals until the start of the actual body of the thesis. That page, whether part of your full introduction or of your first chapter, should be numbered using the Arabic numeral 1, and every page thereafter should be numbered consecutively until you reach the vita page.
• Ordinarily, page numbers should be centered at the top or bottom of the page, entered midway between the edge of the paper and the text to prevent their loss during the binding process.
• Running heads are not used in thesis submissions. Please limit the content of your header and footer space to the page number only.
• Top, Right, and Bottom margins must be one inch. If the thesis will only be electronically accessed, a one-inch left margin is acceptable. The left margin should be one inch if the thesis will be bound in paper form by ProQuest. If using a bindery other than ProQuest, please consult with the bindery about the size of the left margin needed for their binding process.
• Proper margin space is critical for proper binding. Inadequate margins can result in part of your material being lost after the combination of copying and binding. Even if all the material remains, insufficient margins can affect the readability and appearance of your work.
• These margin requirements apply to all materials in the thesis, including figures, tables, maps, plates, etc., and any preliminary material you choose to include.
• The material should be double-spaced. Long quotations within the text should be typed single-spaced with wider margins.
• Theses should be written in English, unless you and your department/committee have decided otherwise.

Style manuals

• The Chicago Manual of Style
• Turabian, Kate L., A Manual for Writers
• Modern Language Association (MLA) style sheet
• American Psychological Association (APA) style sheet (especially for works in the social sciences)

Check with your research committee if you are unsure which style manual you should use.  IU Libraries  also offer research support, including links to online versions of some style manuals. 

• Check with your department on this requirement. This format depends largely on your particular field or topic.
• For example, you may opt to have footnotes appear on the page where the annotation occurs, at the end of each chapter, or solely in the traditional reference/bibliography section(s). Be sure to follow the conventions of your department or discipline.
• Each document must have at least one reference section.

Photographs and images

• If photographs or detailed graphics are part of the work, make sure they are crisp and clear when printed.
• The IU Seal or Branding should not be used on any portion of the thesis. These items may be used only with the written permission of the university.
• Bound copies are not required for Master’s students. However, if you choose to have copies bound, they should be identical to the final version that the Graduate School accepts within your ProQuest account.

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Paragraphs & topic sentences.

A paragraph is a series of sentences that are organized and coherent, and are all related to a single topic. Almost every piece of writing you do that is longer than a few sentences should be organized into paragraphs. This is because paragraphs show a reader where the subdivisions of an essay begin and end, and thus help the reader see the organization of the essay and grasp its main points.

Paragraphs can contain many different kinds of information. A paragraph could contain a series of brief examples or a single long illustration of a general point. It might describe a place, character, or process; narrate a series of events; compare or contrast two or more things; classify items into categories; or describe causes and effects. Regardless of the kind of information they contain, all paragraphs share certain characteristics. One of the most important of these is a topic sentence.

TOPIC SENTENCES

A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Readers generally look to the first few sentences in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or one providing background information.

Although most paragraphs should have a topic sentence, there are a few situations when a paragraph might not need a topic sentence. For example, you might be able to omit a topic sentence in a paragraph that narrates a series of events, if a paragraph continues developing an idea that you introduced (with a topic sentence) in the previous paragraph, or if all the sentences and details in a paragraph clearly refer—perhaps indirectly—to a main point. The vast majority of your paragraphs, however, should have a topic sentence.

PARAGRAPH STRUCTURE

Most paragraphs in an essay have a three-part structure—introduction, body, and conclusion. You can see this structure in paragraphs whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the paragraph plays an important role in communicating your meaning to your reader.

Introduction : the first section of a paragraph; should include the topic sentence and any other sentences at the beginning of the paragraph that give background information or provide a transition.

Body : follows the introduction; discusses the controlling idea, using facts, arguments, analysis, examples, and other information.

Conclusion : the final section; summarizes the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea.

The following paragraph illustrates this pattern of organization. In this paragraph the topic sentence and concluding sentence (CAPITALIZED) both help the reader keep the paragraph’s main point in mind.

SCIENTISTS HAVE LEARNED TO SUPPLEMENT THE SENSE OF SIGHT IN NUMEROUS WAYS. In front of the tiny pupil of the eye they put , on Mount Palomar, a great monocle 200 inches in diameter, and with it see 2000 times farther into the depths of space. Or they look through a small pair of lenses arranged as a microscope into a drop of water or blood, and magnify by as much as 2000 diameters the living creatures there, many of which are among man’s most dangerous enemies. Or , if we want to see distant happenings on earth, they use some of the previously wasted electromagnetic waves to carry television images which they re-create as light by whipping tiny crystals on a screen with electrons in a vacuum. Or they can bring happenings of long ago and far away as colored motion pictures, by arranging silver atoms and color-absorbing molecules to force light waves into the patterns of original reality. Or if we want to see into the center of a steel casting or the chest of an injured child, they send the information on a beam of penetrating short-wave X rays, and then convert it back into images we can see on a screen or photograph. THUS ALMOST EVERY TYPE OF ELECTROMAGNETIC RADIATION YET DISCOVERED HAS BEEN USED TO EXTEND OUR SENSE OF SIGHT IN SOME WAY. George Harrison, “Faith and the Scientist”

In a coherent paragraph, each sentence relates clearly to the topic sentence or controlling idea, but there is more to coherence than this. If a paragraph is coherent, each sentence flows smoothly into the next without obvious shifts or jumps. A coherent paragraph also highlights the ties between old information and new information to make the structure of ideas or arguments clear to the reader.

Along with the smooth flow of sentences, a paragraph’s coherence may also be related to its length. If you have written a very long paragraph, one that fills a double-spaced typed page, for example, you should check it carefully to see if it should start a new paragraph where the original paragraph wanders from its controlling idea. On the other hand, if a paragraph is very short (only one or two sentences, perhaps), you may need to develop its controlling idea more thoroughly, or combine it with another paragraph.

A number of other techniques that you can use to establish coherence in paragraphs are described below.

Repeat key words or phrases. Particularly in paragraphs in which you define or identify an important idea or theory, be consistent in how you refer to it. This consistency and repetition will bind the paragraph together and help your reader understand your definition or description.

Create parallel structures. Parallel structures are created by constructing two or more phrases or sentences that have the same grammatical structure and use the same parts of speech. By creating parallel structures you make your sentences clearer and easier to read. In addition, repeating a pattern in a series of consecutive sentences helps your reader see the connections between ideas. In the paragraph above about scientists and the sense of sight, several sentences in the body of the paragraph have been constructed in a parallel way. The parallel structures (which have been emphasized ) help the reader see that the paragraph is organized as a set of examples of a general statement.

Be consistent in point of view, verb tense, and number. Consistency in point of view, verb tense, and number is a subtle but important aspect of coherence. If you shift from the more personal "you" to the impersonal “one,” from past to present tense, or from “a man” to “they,” for example, you make your paragraph less coherent. Such inconsistencies can also confuse your reader and make your argument more difficult to follow.

Use transition words or phrases between sentences and between paragraphs. Transitional expressions emphasize the relationships between ideas, so they help readers follow your train of thought or see connections that they might otherwise miss or misunderstand. The following paragraph shows how carefully chosen transitions (CAPITALIZED) lead the reader smoothly from the introduction to the conclusion of the paragraph.

I don’t wish to deny that the flattened, minuscule head of the large-bodied "stegosaurus" houses little brain from our subjective, top-heavy perspective, BUT I do wish to assert that we should not expect more of the beast. FIRST OF ALL, large animals have relatively smaller brains than related, small animals. The correlation of brain size with body size among kindred animals (all reptiles, all mammals, FOR EXAMPLE) is remarkably regular. AS we move from small to large animals, from mice to elephants or small lizards to Komodo dragons, brain size increases, BUT not so fast as body size. IN OTHER WORDS, bodies grow faster than brains, AND large animals have low ratios of brain weight to body weight. IN FACT, brains grow only about two-thirds as fast as bodies. SINCE we have no reason to believe that large animals are consistently stupider than their smaller relatives, we must conclude that large animals require relatively less brain to do as well as smaller animals. IF we do not recognize this relationship, we are likely to underestimate the mental power of very large animals, dinosaurs in particular. Stephen Jay Gould, “Were Dinosaurs Dumb?”

SOME USEFUL TRANSITIONS

(modified from Diana Hacker, A Writer’s Reference )

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

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Finding ISU Theses and Dissertations: Home

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Checkout periods of ISU material:  Undergraduate students may check out most items for 21 days. Graduate students may check out most items for 120 days. Items eligible for renewal may be renewed a maximum of three times. Renewals may be requested online in ILLiad. Distance learners are responsible for any return postage and insurance for books and other loans.  

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Theses & Dissertations in Print

You may search the Fusion Plus catalog to find some theses and dissertations of Indiana State University. At the present, most of these records represent print theses and dissertations. 

Distance learners may request that print ISU theses and dissertations may be delivered via Interlibrary Loan (ILL). ILL preferentially sends items electronically, if an electronic version is available. ILL keeps an archive of scanned ISU theses and dissertations; therefore, an electronic version may be available even if the Fusion Catalog only shows a print version. An e-mail linking to an electronic document may arrive in only 1-2 days. A mailed print document takes a few days to arrive.

• Fusion Plus Catalog Next to LOCATION, select ISU Thesis Collection.

ISU Theses & Dissertations in Digital Dissertations

ISU theses are available from the database Digital Dissertations. Digital Dissertations (formerly Dissertation Abstracts)  Login with your ISU username and password to access ISU dissertations in full-text. This database is gradually adding theses as time passes.  

• Off campus students login with your ISU username and password.
• Click Dissertations & Theses.
• At the top of the screen, click Advanced > Advanced Search.
• Next to University/institution, click  Look up Universities/institutions.
• Search for Indiana State University and check the box next to it.
• Click Add to Search.
• Enter additional search terms in the text boxes. For example, search for dissertations from a specific department.
• Click Search.

ISU theses and dissertations are available in PDF format.

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ISU Theses & Dissertations in Sycamore Scholars

ISU theses are available from the digital repository Sycamore Scholars. All ISU theses and dissertations created after January 2010 will be digitized and placed within Sycamore Scholars. The ISU Library is also scanning older theses and dissertations and gradually adding them to the repository. If you need help, you may direct questions to the Scholarly Communications & Metadata Librarian .  

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Submitting a Final Thesis or Dissertation

The initial electronic copy of any thesis or dissertation must be submitted electronically in PDF format. Listed below are policies, instructions, and templates for submitting a final electronic dissertation or thesis.

Instructions and Policies

1. Electronic Thesis/Dissertation Template:

2. Electronic Thesis/Dissertation Template: APA7 version-optional created by BCOE:

Sycamore Scholars

Sycamore Scholars, an initiative of the Indiana State University library, collects, preserves, and provides open access to electronic scholarly work of the ISU community. Electronic theses and dissertations of students graduating since 2010 become part of the Sycamore Scholars repository .

Last updated: 25 February 2014

The Catalog of Indiana State University is the document of authority for all students. The requirements given in the catalog supersede information issued by any academic department, program, college, or school. The University reserves the right to change the requirements at any time.

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Indiana State University Issues Statement After Student Made Racist Remarks in Video

"Racism, hate speech, and discrimination of any kind is deplorable," said university president Deborah J. Curtis in a statement

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Indiana State University is speaking out after a student's critique against Beyoncé becoming a Black female country artist went viral.

According to ABC 33/40 , WISH-TV , and WFIU , the video in which the student said remarks such as "I'm sorry, but if you're Black, you're not country" was posted after the singer released her  Cowboy Carter album in late March.

University president Deborah J. Curtis said in a statement issued on Wednesday, April 10, that upon learning of the video's existence, her staff "immediately worked with the Vice President of Student Affairs to identify the student, communicate directly with student leaders, and strategize how to prioritize student well-being and safety."

While the university says they've identified the student, they did not name her in the statement.

Related: Beyoncé's Cowboy Carter Is Here! Every Artist Featured on the New Album

Curtis said there has been "rampant information spreading online," adding that "the privacy of students, due process, and actions taken by the university and its employees cannot be shared" under federal law.

The faculty leader said the "entire campus community" has been impacted by the video and expressed that "racism, hate speech, and discrimination of any kind is deplorable and in direct contradiction of Indiana state's mission, vision, and values."

She emphasized that the comments in the viral video in "no way represent the ideals and goals" of the university.

Beyonce Instagram

Related: Beyoncé Asks People to Be 'More Open to the Joy' of Art as She Receives Innovator Prize at 2024 iHeartRadio Music Awards

The president's statement came a day after the university issued a separate statement expressing that it was taking that incident "seriously" and is "committed to ensuring a welcoming environment for everyone."

The university's response to the video has caused various student body members to speak out online, including the Indiana State University NAACP Executive Committee and African Student Union , which called for the university to issue disciplinary action against the student.

Since its release, Cowboy Carter has seen massive success, including reaching No. 1 on the Top Country Albums chart.

The milestone made Beyoncé, 42, the first ever Black female artist to achieve the feat since the list's launch in January 1964.

With the album single "Texas Hold 'Em," the musician also became the first-ever Black female artist to top the Hot Country Songs chart .

Never miss a story — sign up for  PEOPLE's free daily newsletter  to stay up-to-date on the best of what PEOPLE has to offer​​, from celebrity news to compelling human interest stories.

To help combat systemic racism, consider learning from or donating to these organizations:

Campaign Zero works to end police brutality in America through research-proven strategies.

ColorofChange.org works to make the government more responsive to racial disparities.

National Cares Mentoring Movement provides social and academic support to help Black youth succeed in college and beyond.

For more People news, make sure to sign up for our newsletter!

Read the original article on People .

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One Of The Best Wide Receivers In Indiana University History Dead At 76

One of the best receivers in the history of Indiana University football, Jade Butcher, passed away this week at the age of 76. No cause of death was released.

Mark Deal, an assistant athletic director for alumni relations and the former President of the I Association, praised Butcher and his achievements at IU in a statement made in 2017. He presented the former Hoosier, Jade Butcher, with the I Association’s 50-year I Award.

“There are very few athletes in the history of Indiana athletics that, all you have to do is mention their first name, and everybody knows who you’re talking about,” Deal recalled telling the audience. “Everybody knows who Calbert is. Everybody knows who Antwaan is. Everybody knows who Isiah is. “Everybody knows who Jade is. That says it all.” IndyStar

Butcher was one part of the famous “B.I.G.” trio, which consisted of Butcher, John Isenberger, and Harry Gonso. Jade also starred on the Hoosiers 1967 Rose Bowl Team.

heading into college, Butcher had offers from Notre Dame and Purdue to continue his playing career, there was no doubt in Butcher’s mind that he wanted to stay home and play for Indiana University with his friend, IU assistant coach Howard Brown.

At Indiana University, Butcher served as an anchor for one of the best offenses in the school’s history, while setting records that still stand today. Jade ended his career as a Hoosier with 116 receptions for 1,876 yards and 30 touchdowns, even though he only played three years. Freshmen weren’t eligible during Butcher’s playing career.

When he graduated from Indiana University in 1969, he held the program’s records for receptions, receiving yards, touchdowns, and total points. Since then, all these records have been broken; however, Butcher’s name remains scattered across IU record books. Jade remains one of only three top receivers in Hoosier history who have averaged at least 16 yards per catch.

Butcher was named first-team All-Big Ten twice and was an All-American in his senior season. Butcher also led the Big Ten in catches and yards in 1968, and in receiving touchdowns in 1967 and 1968.

Butcher was drafted by the Atlanta Falcons as the 147th selection in the NFL Draft in 1970. However, he eventually returned to Indiana, where he completed his degree and started working at the University.

Rest in peace!

The post One Of The Best Wide Receivers In Indiana University History Dead At 76 first appeared on Slingshot News .

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