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How to write a thesis statement + examples

What is a thesis statement?

Is a thesis statement a question, how do you write a good thesis statement, how do i know if my thesis statement is good, examples of thesis statements, helpful resources on how to write a thesis statement, frequently asked questions about writing a thesis statement, related articles.

A thesis statement is the main argument of your paper or thesis.

The thesis statement is one of the most important elements of any piece of academic writing . It is a brief statement of your paper’s main argument. Essentially, you are stating what you will be writing about.

You can see your thesis statement as an answer to a question. While it also contains the question, it should really give an answer to the question with new information and not just restate or reiterate it.

Your thesis statement is part of your introduction. Learn more about how to write a good thesis introduction in our introduction guide .

A thesis statement is not a question. A statement must be arguable and provable through evidence and analysis. While your thesis might stem from a research question, it should be in the form of a statement.

Tip: A thesis statement is typically 1-2 sentences. For a longer project like a thesis, the statement may be several sentences or a paragraph.

A good thesis statement needs to do the following:

• Condense the main idea of your thesis into one or two sentences.
• Answer your project’s main research question.
• Clearly state your position in relation to the topic .
• Make an argument that requires support or evidence.

Once you have written down a thesis statement, check if it fulfills the following criteria:

• Your statement needs to be provable by evidence. As an argument, a thesis statement needs to be debatable.
• Your statement needs to be precise. Do not give away too much information in the thesis statement and do not load it with unnecessary information.
• Your statement cannot say that one solution is simply right or simply wrong as a matter of fact. You should draw upon verified facts to persuade the reader of your solution, but you cannot just declare something as right or wrong.

As previously mentioned, your thesis statement should answer a question.

If the question is:

What do you think the City of New York should do to reduce traffic congestion?

A good thesis statement restates the question and answers it:

In this paper, I will argue that the City of New York should focus on providing exclusive lanes for public transport and adaptive traffic signals to reduce traffic congestion by the year 2035.

Here is another example. If the question is:

How can we end poverty?

A good thesis statement should give more than one solution to the problem in question:

In this paper, I will argue that introducing universal basic income can help reduce poverty and positively impact the way we work.

• The Writing Center of the University of North Carolina has a list of questions to ask to see if your thesis is strong .

A thesis statement is part of the introduction of your paper. It is usually found in the first or second paragraph to let the reader know your research purpose from the beginning.

In general, a thesis statement should have one or two sentences. But the length really depends on the overall length of your project. Take a look at our guide about the length of thesis statements for more insight on this topic.

Here is a list of Thesis Statement Examples that will help you understand better how to write them.

Every good essay should include a thesis statement as part of its introduction, no matter the academic level. Of course, if you are a high school student you are not expected to have the same type of thesis as a PhD student.

Here is a great YouTube tutorial showing How To Write An Essay: Thesis Statements .

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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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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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Writing Tutorial Services

How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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How to Write a Strong Thesis Statement

A thesis can be found in many places—a debate speech, a lawyer’s closing argument, even an advertisement. But the most common place for a thesis statement (and probably why you’re reading this article) is in an essay.

Whether you’re writing an argumentative paper, an informative essay, or a compare/contrast statement, you need a thesis. Without a thesis, your argument falls flat and your information is unfocused. Since a thesis is so important, it’s probably a good idea to look at some tips on how to put together a strong one.

Guide Overview

What is a “thesis statement” anyway.

• 2 categories of thesis statements: informative and persuasive
• 2 styles of thesis statements
• Formula for a strong argumentative thesis
• The qualities of a solid thesis statement (video)

You may have heard of something called a “thesis.” It’s what seniors commonly refer to as their final paper before graduation. That’s not what we’re talking about here. That type of thesis is a long, well-written paper that takes years to piece together.

Instead, we’re talking about a single sentence that ties together the main idea of any argument . In the context of student essays, it’s a statement that summarizes your topic and declares your position on it. This sentence can tell a reader whether your essay is something they want to read.

2 Categories of Thesis Statements: Informative and Persuasive

Just as there are different types of essays, there are different types of thesis statements. The thesis should match the essay.

For example, with an informative essay, you should compose an informative thesis (rather than argumentative). You want to declare your intentions in this essay and guide the reader to the conclusion that you reach.

To make a peanut butter and jelly sandwich, you must procure the ingredients, find a knife, and spread the condiments.

This thesis showed the reader the topic (a type of sandwich) and the direction the essay will take (describing how the sandwich is made).

Most other types of essays, whether compare/contrast, argumentative, or narrative, have thesis statements that take a position and argue it. In other words, unless your purpose is simply to inform, your thesis is considered persuasive. A persuasive thesis usually contains an opinion and the reason why your opinion is true.

Peanut butter and jelly sandwiches are the best type of sandwich because they are versatile, easy to make, and taste good.

In this persuasive thesis statement, you see that I state my opinion (the best type of sandwich), which means I have chosen a stance. Next, I explain that my opinion is correct with several key reasons. This persuasive type of thesis can be used in any essay that contains the writer’s opinion, including, as I mentioned above, compare/contrast essays, narrative essays, and so on.

2 Styles of Thesis Statements

Just as there are two different types of thesis statements (informative and persuasive), there are two basic styles you can use.

The first style uses a list of two or more points . This style of thesis is perfect for a brief essay that contains only two or three body paragraphs. This basic five-paragraph essay is typical of middle and high school assignments.

C.S. Lewis’s Chronicles of Narnia series is one of the richest works of the 20th century because it offers an escape from reality, teaches readers to have faith even when they don’t understand, and contains a host of vibrant characters.

In the above persuasive thesis, you can see my opinion about Narnia followed by three clear reasons. This thesis is perfect for setting up a tidy five-paragraph essay.

In college, five paragraph essays become few and far between as essay length gets longer. Can you imagine having only five paragraphs in a six-page paper? For a longer essay, you need a thesis statement that is more versatile. Instead of listing two or three distinct points, a thesis can list one overarching point that all body paragraphs tie into.

Good vs. evil is the main theme of Lewis’s Narnia series, as is made clear through the struggles the main characters face in each book.

In this thesis, I have made a claim about the theme in Narnia followed by my reasoning. The broader scope of this thesis allows me to write about each of the series’ seven novels. I am no longer limited in how many body paragraphs I can logically use.

Formula for a Strong Argumentative Thesis

One thing I find that is helpful for students is having a clear template. While students rarely end up with a thesis that follows this exact wording, the following template creates a good starting point:

___________ is true because of ___________, ___________, and ___________.

Conversely, the formula for a thesis with only one point might follow this template:

___________________ is true because of _____________________.

Students usually end up using different terminology than simply “because,” but having a template is always helpful to get the creative juices flowing.

The Qualities of a Solid Thesis Statement

When composing a thesis, you must consider not only the format, but other qualities like length, position in the essay, and how strong the argument is.

Length: A thesis statement can be short or long, depending on how many points it mentions. Typically, however, it is only one concise sentence. It does contain at least two clauses, usually an independent clause (the opinion) and a dependent clause (the reasons). You probably should aim for a single sentence that is at least two lines, or about 30 to 40 words long.

Position: A thesis statement always belongs at the beginning of an essay. This is because it is a sentence that tells the reader what the writer is going to discuss. Teachers will have different preferences for the precise location of the thesis, but a good rule of thumb is in the introduction paragraph, within the last two or three sentences.

Strength: Finally, for a persuasive thesis to be strong, it needs to be arguable. This means that the statement is not obvious, and it is not something that everyone agrees is true.

Example of weak thesis:

Peanut butter and jelly sandwiches are easy to make because it just takes three ingredients.

Most people would agree that PB&J is one of the easiest sandwiches in the American lunch repertoire.

Example of a stronger thesis:

Peanut butter and jelly sandwiches are fun to eat because they always slide around.

This is more arguable because there are plenty of folks who might think a PB&J is messy or slimy rather than fun.

Composing a thesis statement does take a bit more thought than many other parts of an essay. However, because a thesis statement can contain an entire argument in just a few words, it is worth taking the extra time to compose this sentence. It can direct your research and your argument so that your essay is tight, focused, and makes readers think.

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9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

• Develop a strong, clear thesis statement with the proper elements.
• Revise your thesis statement.

Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.

Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.

Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

Elements of a Thesis Statement

For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea —the main idea upon which you build your thesis.

Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful and confident.

A thesis is one sentence long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

A Strong Thesis Statement

A strong thesis statement contains the following qualities.

Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health care coverage.

Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.

Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.

Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.

Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say.

Even in a personal essay that allows the use of first person, your thesis should not contain phrases such as in my opinion or I believe . These statements reduce your credibility and weaken your argument. Your opinion is more convincing when you use a firm attitude.

On a separate sheet of paper, write a thesis statement for each of the following topics. Remember to make each statement specific, precise, demonstrable, forceful and confident.

• Texting while driving
• The legal drinking age in the United States
• Steroid use among professional athletes

Examples of Appropriate Thesis Statements

Each of the following thesis statements meets several of the following requirements:

• Specificity
• Ability to be argued
• Ability to be demonstrated
• Forcefulness
• The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
• J. D. Salinger’s character in Catcher in the Rye , Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

You can find thesis statements in many places, such as in the news; in the opinions of friends, coworkers or teachers; and even in songs you hear on the radio. Become aware of thesis statements in everyday life by paying attention to people’s opinions and their reasons for those opinions. Pay attention to your own everyday thesis statements as well, as these can become material for future essays.

Now that you have read about the contents of a good thesis statement and have seen examples, take a look at the pitfalls to avoid when composing your own thesis:

A thesis is weak when it is simply a declaration of your subject or a description of what you will discuss in your essay.

Weak thesis statement: My paper will explain why imagination is more important than knowledge.

A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side.

Weak thesis statement: Religious radicals across America are trying to legislate their Puritanical beliefs by banning required high school books.

A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end.

Weak thesis statement: Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

Weak thesis statement: The life of Abraham Lincoln was long and challenging.

Read the following thesis statements. On a separate piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.

• The subject of this paper is my experience with ferrets as pets.
• The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.
• Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
• In this essay, I will give you lots of reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.
• My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare.

Writing at Work

Often in your career, you will need to ask your boss for something through an e-mail. Just as a thesis statement organizes an essay, it can also organize your e-mail request. While your e-mail will be shorter than an essay, using a thesis statement in your first paragraph quickly lets your boss know what you are asking for, why it is necessary, and what the benefits are. In short body paragraphs, you can provide the essential information needed to expand upon your request.

Thesis Statement Revision

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Remember from Chapter 8 “The Writing Process: How Do I Begin?” that your thesis statement begins as a working thesis statement , an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

Ways to Revise Your Thesis

You can cut down on irrelevant aspects and revise your thesis by taking the following steps:

1. Pinpoint and replace all nonspecific words, such as people , everything , society , or life , with more precise words in order to reduce any vagueness.

Working thesis: Young people have to work hard to succeed in life.

Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents.

The revised thesis makes a more specific statement about success and what it means to work hard. The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus his or her research and gain more direction in his or her writing.

2. Clarify ideas that need explanation by asking yourself questions that narrow your thesis.

Working thesis: The welfare system is a joke.

Revised thesis: The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke . The writer should ask himself or herself questions similar to the 5WH questions. (See Chapter 8 “The Writing Process: How Do I Begin?” for more information on the 5WH questions.) By incorporating the answers to these questions into a thesis statement, the writer more accurately defines his or her stance, which will better guide the writing of the essay.

3. Replace any linking verbs with action verbs. Linking verbs are forms of the verb to be , a verb that simply states that a situation exists.

Working thesis: Kansas City schoolteachers are not paid enough.

Revised thesis: The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers.

The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue:

• Who is not paying the teachers enough?
• What is considered “enough”?
• What is the problem?
• What are the results

4. Omit any general claims that are hard to support.

Working thesis: Today’s teenage girls are too sexualized.

Revised thesis: Teenage girls who are captivated by the sexual images on MTV are conditioned to believe that a woman’s worth depends on her sensuality, a feeling that harms their self-esteem and behavior.

It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. Many girls have strict parents, dress appropriately, and do not engage in sexual activity while in middle school and high school. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Why are they behaving that way?
• Where does this behavior show up?
• What are the repercussions?

In the first section of Chapter 8 “The Writing Process: How Do I Begin?” , you determined your purpose for writing and your audience. You then completed a freewriting exercise about an event you recently experienced and chose a general topic to write about. Using that general topic, you then narrowed it down by answering the 5WH questions. After you answered these questions, you chose one of the three methods of prewriting and gathered possible supporting points for your working thesis statement.

Now, on a separate sheet of paper, write down your working thesis statement. Identify any weaknesses in this sentence and revise the statement to reflect the elements of a strong thesis statement. Make sure it is specific, precise, arguable, demonstrable, forceful, and confident.

Collaboration

Please share with a classmate and compare your answers.

In your career you may have to write a project proposal that focuses on a particular problem in your company, such as reinforcing the tardiness policy. The proposal would aim to fix the problem; using a thesis statement would clearly state the boundaries of the problem and tell the goals of the project. After writing the proposal, you may find that the thesis needs revision to reflect exactly what is expressed in the body. Using the techniques from this chapter would apply to revising that thesis.

Key Takeaways

• Proper essays require a thesis statement to provide a specific focus and suggest how the essay will be organized.
• A thesis statement is your interpretation of the subject, not the topic itself.
• A strong thesis is specific, precise, forceful, confident, and is able to be demonstrated.
• A strong thesis challenges readers with a point of view that can be debated and can be supported with evidence.
• A weak thesis is simply a declaration of your topic or contains an obvious fact that cannot be argued.
• Depending on your topic, it may or may not be appropriate to use first person point of view.
• Revise your thesis by ensuring all words are specific, all ideas are exact, and all verbs express action.

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Developing Strong Thesis Statements

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The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

How to Write a Thesis Statement with a Simple Guide

At the heart of every great piece of writing lies the thesis statement - a compact yet powerful sentence that sets the course for your entire work. Though brief, it's a powerhouse, encapsulating the core message of your essay.

In this article, we'll explain how to create a strong thesis statement, offering expert insights and practical tips to help you master this essential skill. Along the way, we'll illustrate key concepts with clear examples, ensuring you're equipped to tackle your writing challenges head-on. And should you ever find yourself in need of assistance, don't hesitate to reach out - ' Write my thesis ' - we're here to help you succeed.

What Is a Thesis Statement

Let's break down what is a thesis statement in an essay. It's essentially the heart of your academic paper, condensed into a single, powerful sentence. Usually tucked at the end of your introduction, it serves as a guidepost for your readers, giving them a peek into what lies ahead.

Crafting a solid thesis statement isn't just about summarizing your main idea. It's about taking a stand on your chosen topic and setting the tone for your entire piece. Picture it as the hub around which all your arguments and evidence orbit, providing clarity and direction for both you and your readers.

But here's the kicker: a strong thesis statement isn't wishy-washy. It's a bold, specific, and debatable claim that grabs attention and lays the groundwork for what's to come in your paper or essay.

Characteristics of a robust thesis statement:

• Clearly communicates the main idea of the paper.
• Focuses sharply on a specific aspect or angle of the topic.
• Makes a strong, assertive statement rather than posing a question.
• Succinctly summarizes the core argument of the paper.
• Provides readers with a clear roadmap of what to expect in the paper.
• Takes a clear stance or position on the topic.
• Offers a preview of the supporting arguments that will be explored.
• Maintains an academic and objective tone throughout.
• Typically positioned near the conclusion of the introductory paragraph.
• May adapt or refine as research and analysis progress.
• Essential for ensuring the strength and effectiveness of the academic paper.

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10 Tips for Writing a Thesis Statement 

Often confused with a topic sentence, which starts a paragraph, the thesis statement shares the role of introducing the main idea that unfolds in the subsequent discussion. Here are the tips that will help your statement capture the essence of your entire paper.

• Ensure your thesis is clear and to the point, presenting your main argument straightforwardly.
• Address a particular aspect of the topic for a focused and targeted argument.
• State your thesis as a clear declaration rather than a question to assert a definite position.
• Keep it brief, capturing the essence of your argument without unnecessary detail.
• Provide a preview of the main points or arguments to be explored in your paper.
• Clearly express your position on the topic, whether supporting, refuting, or analyzing an idea.
• Maintain a formal and unbiased tone, avoiding emotional language in your thesis.
• According to the essay format rules, position your thesis near the end of the introduction to set the stage for the discussion.
• Recognize that your thesis may evolve as you delve deeper into research and analysis, adjusting to new insights.
• Regularly review and refine your thesis statement to ensure it aligns with the evolving content of your paper.

How to Write a Thesis Statement Step by Step

Now that we've covered the fundamental tips for how to write a thesis statement let's delve into a step-by-step guide for creating one. If you're interested in hiring a professional to write my personal statement , our help is just one click away.

Step 1: Topic Selection

When selecting a topic for your thesis statement, it's crucial to choose something that genuinely interests you. This will keep you motivated throughout the research and writing process. Consider the scope of your topic; it should be neither too broad nor too narrow. Ask yourself:

• What topics within my field of study am I genuinely passionate about?
• Is the topic manageable within the scope of a thesis, or is it too broad or narrow?
• How does my chosen topic contribute to the existing knowledge or debates in my field?
• Are there any recent developments or emerging trends related to this topic that I can explore?

Step 2: Research and Analysis

As you gather information, critically analyze and evaluate each source's credibility, reliability, and relevance to your thesis. Look for patterns, connections, and gaps in the existing literature that you can address in your thesis. Consider these points:

• What are the key concepts, theories, or arguments related to my topic?
• What existing research, studies, or literature can I draw upon to support my thesis?
• Are there any conflicting viewpoints or gaps in the literature that I need to address?
• How can I critically analyze and evaluate the sources I find to ensure their relevance and credibility?
• Are there any methodologies or approaches that I can employ to further investigate my topic and gather new insights?

Step 3: Identify a Position

After selecting a topic and conducting thorough research, the next step is to identify a clear position or argument that you will defend in your thesis statement. For example, for a topic on healthcare policy, you could identify a position regarding the effectiveness of a particular healthcare reform initiative supported by evidence from your research. Or, in a literary analysis thesis, you might take a position on the interpretation of a novel's themes or characters, drawing on textual evidence to support your argument. In each case, you might want to consider the following:

• What evidence or data from my research supports a particular viewpoint on the topic?
• Are there any counterarguments or alternative perspectives that I need to address in my thesis statement?
• How does my chosen position contribute to the broader conversation or understanding of the topic within my field of study?
• Does my thesis statement clearly and concisely communicate my stance on the topic while leaving room for further exploration and argumentation in the thesis?

Step 4: Formulate a Debatable Statement

Once you've identified your position, the next step is to craft a thesis statement that presents this position in a debatable and compelling manner. You might want to avoid vague or broad statements that lack clarity or focus. Also, anticipate potential objections or alternative perspectives to your position.

• Non-Debatable Statement: Climate change is happening.
• Debatable Statement: Human activities are the primary drivers of climate change, and urgent action is needed to mitigate its impact.
• Non-Debatable Statement: Education is important.
• Debatable Statement: The traditional classroom setting is becoming obsolete in the digital age, challenging the efficacy of traditional teaching methods.

Step 5: Provide Scope and Direction

After formulating a debatable thesis statement, it's essential to provide clarity on the scope and direction of your thesis. This step helps readers understand what to expect and guides your research and writing process.

• If your thesis statement is about the impact of technology on education, you might specify that your research will focus on the use of educational apps in primary schools.
• For a thesis on mental health stigma, you could outline that your research will explore the portrayal of mental illness in the media and its influence on public perceptions.
• If your thesis statement concerns the effectiveness of a specific marketing strategy, you might indicate that your analysis will concentrate on its implementation in a particular industry.

Types of Thesis Statements

Writing a thesis statement can take different forms depending on the essay's purpose. Here are common types according to our custom essay service :

• Argumentative : Asserts a position on a controversial topic and provides reasons or evidence to support it. Example : 'The government should implement stricter gun control laws to reduce instances of mass shootings and protect public safety.'
• Analytical : Breaks down a topic into its component parts and evaluates them. Example : 'Through an analysis of symbolism and character development, Shakespeare's 'Hamlet' explores the theme of moral decay in society.'
• Explanatory : Explains the significance or meaning of a subject. Example : 'The Industrial Revolution had a profound impact on society by transforming economies, social structures, and daily life.'
• Comparative : Compares two or more subjects to highlight similarities or differences. Example : 'Although both cats and dogs make great pets, dogs require more attention and maintenance due to their higher energy levels and need for exercise.'
• Cause and Effect : Identifies the relationship between actions and outcomes. Example : 'The widespread use of smartphones has led to decreased face-to-face social interaction among young adults, resulting in feelings of loneliness and isolation.'
• Descriptive : Provides an overview or description of a topic. Example : 'The Gothic architecture of Notre Dame Cathedral in Paris exemplifies the intricate craftsmanship and religious symbolism of the medieval era.'
• Narrative : Tells a story or recounts a sequence of events. Example : 'My journey to overcome adversity and pursue higher education is a testament to the resilience of the human spirit.'

Now that you've mastered creating a thesis statement, are you ready to tackle the full academic paper—the thesis? If not, let our thesis writing service take the wheel and steer you clear of any trouble.

Good Thesis Statement Examples

In this section, let’s take a look at ten examples of effective thesis statements across various subjects:

• Literature: 'In George Orwell's '1984,' the oppressive surveillance state serves as a cautionary tale about the dangers of unchecked governmental power.'
• History: 'The Civil Rights Movement of the 1960s marked a significant turning point in American history, challenging systemic racism and paving the way for greater social equality.'
• Science: 'The theory of evolution by natural selection, proposed by Charles Darwin, remains the most comprehensive explanation for the diversity of life on Earth.'
• Social Sciences: 'The gender pay gap persists due to a combination of systemic discrimination, occupational segregation, and implicit bias in hiring and promotion practices.'
• Education: 'Implementing inclusive classroom practices, such as differentiated instruction and universal design for learning, is essential for meeting the diverse needs of students with varying abilities.'
• Environmental Studies: 'Transitioning to renewable energy sources is crucial for mitigating the impacts of climate change and ensuring a sustainable future for generations to come.'
• Psychology: 'The prevalence of mental health disorders among adolescents underscores the need for early intervention programs and destigmatization efforts in schools and communities.'
• Business: 'Corporate social responsibility initiatives not only benefit society and the environment but also contribute to long-term profitability and brand reputation.'
• Health Sciences: 'Access to affordable healthcare is a fundamental human right, and implementing universal healthcare systems can address disparities in healthcare access and outcomes.'
• Technology: 'The rapid advancement of artificial intelligence poses ethical dilemmas regarding privacy, job displacement, and the potential for autonomous decision-making by machines.'

In-Text Examples

Now, let’s focus on the role of a thesis statement in guiding your paper's direction. Check out the highlighted statements in the analytical essay example that shape the overall argument.

In the realm of environmental science, the discourse surrounding climate change has become increasingly urgent. As we grapple with the consequences of human activity on the planet, understanding the mechanisms driving climate change and identifying actionable solutions has never been more critical. In the face of mounting evidence pointing to human-induced climate change as a pressing global issue, it is imperative that societies worldwide prioritize the adoption of renewable energy sources and implement stringent environmental policies to curb greenhouse gas emissions and safeguard the future of our planet.

In recent years, the proliferation of online learning platforms has revolutionized the landscape of education, offering students unprecedented access to resources and opportunities for self-directed learning. Within the domain of mathematics education, these platforms have garnered particular attention for their potential to enhance learning outcomes and facilitate personalized instruction. As traditional classroom settings grapple with challenges such as limited resources and varying student needs, online learning platforms offer a promising alternative for delivering tailored instruction and supporting individualized learning trajectories. By leveraging interactive tutorials, adaptive assessments, and real-time feedback mechanisms, these platforms aim to engage students more effectively and address gaps in understanding.

Your thesis isn't just a statement—it's the engine that drives your essay forward. It keeps your writing focused and engaging, drawing your reader in and keeping them interested. Knowing how to write a good thesis statement gives you the power to express yourself effectively, making your ideas resonate with your audience.

So, let's remember the crucial role a solid thesis plays in making our writing stand out. It's the secret weapon that can take your assignments from good to great.

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How Long Should a Strong Thesis Statement Be?

How do i begin a thesis statement.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

Related Articles

Research Foundations: Develop a Thesis Statement

• Information Literacy
• The Information Timeline
• Popular, Scholarly, & Trade Publications
• Primary, Secondary, & Tertiary Materials
• Information Formats
• Evaluate Information
• Chapter 1 Self Quiz
• The Pre-Research Process
• Decide on a Topic
• Find Background Information
• Refine Your Topic
• Develop a Thesis Statement
• Choose Keywords
• Create Search Statements
• Chapter 2 Self Quiz
• Search the Library Catalog
• Call Numbers
• Request Books
• Book Research Streamlined
• Viewing eBooks
• Access Media
• Chapter 3 Self Quiz
• About Library Databases
• Find Articles in Databases
• Modify Your Search
• Reading Scholarly Articles
• Chapter 4 Self Quiz
• Citation Styles
• Locate Citation Information
• Copyright & Fair Use
• Creative Commons
• Find & Attribute Images
• Chapter 5 Self Quiz

Developing a Thesis Statement

Now that you've learned about your topic through background research and developed your topic into a research question, you can formulate a solid thesis statement . The thesis statement can be looked at as the answer to your research question. It guides the focus of your research and the direction of your arguments, and also prevents any unnecessary tangents within your project. A strong thesis statement will always make it easier to maintain a clear direction while conducting your information search.

Thesis statements are one sentence long and are focused, clear, declarative, and written in third person voice. Read the sections below for more information and view examples.

Focus on a single position or point of view in your thesis statement.  You cannot effectively address multiple perspectives within a single paper, as you want to make coherent points to support your position.

Weak Thesis: Underfunded arts programs, underpaid teachers, and standardized testing are all factors in underachieving students in public schools.

Stronger Thesis: The emphasis on standardized testing is a critical factor in the underperformance of public school students.

Present your argument or position clearly and precisely. A clear thesis statement will avoid generalizations and make your position known.

Weak Thesis: The lack of funding in public schools is a major issue in the American education system.

Stronger Thesis: Underfunding arts programs in public schools does not adequately prepare students for college.

3. Declarative

Present your position or point of view as a statement or declarative sentence. Your research question helped guide your initial searching so you could learn more about your topic. Now that you have completed that step, you can extract a thesis statement based on the research you have discovered.

Weak Thesis: Does car exhaust impact climate change?

Stronger Thesis: Car exhaust is a leading contributor to climate change.

4. Third Person

Write your thesis statement in third person voice. Rather than addressing "I," "we," "you," "my," or "our" in your thesis, look at the larger issues that affect a greater number of participants. Think in terms like "citizens," "students," "artists," "teachers," "researchers," etc.

Weak Thesis: I think using your cell phone while driving is the leading cause of traffic deaths for people in my age group.

Stronger Thesis: Cell phone use is the leading cause of traffic deaths in teenagers.

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How to write a PhD thesis: a step-by-step guide

A draft isn’t a perfect, finished product; it is your opportunity to start getting words down on paper, writes Kelly Louise Preece

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Congratulations; you’ve finished your research! Time to write your PhD thesis. This resource will take you through an eight-step plan for drafting your chapters and your thesis as a whole. 

Organise your material

Before you start, it’s important to get organised. Take a step back and look at the data you have, then reorganise your research. Which parts of it are central to your thesis and which bits need putting to one side? Label and organise everything using logical folders – make it easy for yourself! Academic and blogger Pat Thomson calls this  “Clean up to get clearer” . Thomson suggests these questions to ask yourself before you start writing:

• What data do you have? You might find it useful to write out a list of types of data (your supervisor will find this list useful too.) This list is also an audit document that can go in your thesis. Do you have any for the “cutting room floor”? Take a deep breath and put it in a separate non-thesis file. You can easily retrieve it if it turns out you need it.
• What do you have already written? What chunks of material have you written so far that could form the basis of pieces of the thesis text? They will most likely need to be revised but they are useful starting points. Do you have any holding text? That is material you already know has to be rewritten but contains information that will be the basis of a new piece of text.
• What have you read and what do you still need to read? Are there new texts that you need to consult now after your analysis? What readings can you now put to one side, knowing that they aren’t useful for this thesis – although they might be useful at another time?
• What goes with what? Can you create chunks or themes of materials that are going to form the basis of some chunks of your text, perhaps even chapters?

Once you have assessed and sorted what you have collected and generated you will be in much better shape to approach the big task of composing the dissertation. 

Decide on a key message

A key message is a summary of new information communicated in your thesis. You should have started to map this out already in the section on argument and contribution – an overarching argument with building blocks that you will flesh out in individual chapters.

You have already mapped your argument visually, now you need to begin writing it in prose. Following another of Pat Thomson’s exercises, write a “tiny text” thesis abstract. This doesn’t have to be elegant, or indeed the finished product, but it will help you articulate the argument you want your thesis to make. You create a tiny text using a five-paragraph structure:

• The first sentence addresses the broad context. This locates the study in a policy, practice or research field.
• The second sentence establishes a problem related to the broad context you have set out. It often starts with “But”, “Yet” or “However”.
• The third sentence says what specific research has been done. This often starts with “This research” or “I report…”
• The fourth sentence reports the results. Don’t try to be too tricky here, just start with something like: “This study shows,” or “Analysis of the data suggests that…”
• The fifth and final sentence addresses the “So What?” question and makes clear the claim to contribution.

Here’s an example that Thomson provides:

Secondary school arts are in trouble, as the fall in enrolments in arts subjects dramatically attests. However, there is patchy evidence about the benefits of studying arts subjects at school and this makes it hard to argue why the drop in arts enrolments matters. This thesis reports on research which attempts to provide some answers to this problem – a longitudinal study which followed two groups of senior secondary students, one group enrolled in arts subjects and the other not, for three years. The results of the study demonstrate the benefits of young people’s engagement in arts activities, both in and out of school, as well as the connections between the two. The study not only adds to what is known about the benefits of both formal and informal arts education but also provides robust evidence for policymakers and practitioners arguing for the benefits of the arts. You can  find out more about tiny texts and thesis abstracts on Thomson’s blog.

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Write a plan

You might not be a planner when it comes to writing. You might prefer to sit, type and think through ideas as you go. That’s OK. Everybody works differently. But one of the benefits of planning your writing is that your plan can help you when you get stuck. It can help with writer’s block (more on this shortly!) but also maintain clarity of intention and purpose in your writing.

You can do this by creating a  thesis skeleton or storyboard , planning the order of your chapters, thinking of potential titles (which may change at a later stage), noting down what each chapter/section will cover and considering how many words you will dedicate to each chapter (make sure the total doesn’t exceed the maximum word limit allowed).

Use your plan to help prompt your writing when you get stuck and to develop clarity in your writing.

Some starting points include:

• This chapter will argue that…
• This section illustrates that…
• This paragraph provides evidence that…

Of course, we wish it werethat easy. But you need to approach your first draft as exactly that: a draft. It isn’t a perfect, finished product; it is your opportunity to start getting words down on paper. Start with whichever chapter you feel you want to write first; you don’t necessarily have to write the introduction first. Depending on your research, you may find it easier to begin with your empirical/data chapters.

Vitae advocates for the “three draft approach” to help with this and to stop you from focusing on finding exactly the right word or transition as part of your first draft.

This resource originally appeared on Researcher Development .

Kelly Louse Preece is head of educator development at the University of Exeter.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter .

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Is seeing believing? Not really, so animal welfare campaigns should take a different approach

Postdoctoral Research Fellow, Animal Law and Policy, Queen's University, Ontario

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Pablo P. Castello does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Social justice movements often allude to the idea that “seeing is believing,” meaning that if people are exposed to a given injustice, political transformation will follow.

An example is a 2019 opinion piece in the New York Times entitled “ Don’t Look Away .” It aimed to expose the horrors of torture in order to advocate for its abolition by confronting readers with an image depicting a tortured prisoner.

Similarly, the People for the Ethical Treatment of Animals (PETA) has a subdivision called “ The Eye ” that aims to uncover violence against animals in places usually hidden from the public’s eye, such as slaughterhouses, dairy and meat farms, laboratories and other similar locations.

This rationale also underlies the exposés conducted by animal advocacy organizations like Animal Justice , which painstakingly document and expose instances of abuse at a so-called “humane meat slaughterhouse” near Vancouver.

The mystery of seeing and not believing

While these strategies are based on the belief that “seeing is believing,” activists also encounter people who have the presumed necessary information to spur behaviour change but don’t do so.

I have often heard animal advocates who firmly uphold that seeing is believing express their confusion: “How can people know and not change? Why don’t they stop?”

It’s important to examine this mystery and challenge the idea that knowing about a given injustice will lead to political change. I argue, first, that language plays a central role in shaping human failure to recognize certain forms of violence against minoritized groups, including animals, and second, when humans do recognize violence, they may experience not dismay but rather pleasure in harming those over whom they wield power.

I also believe that a plausible strategy to achieve political transformation should involve making the rich lives of animals much more visible.

The power of language

Imagine that on your way to work you encounter a school; you see bricks, a basketball court, students, teachers, chalkboards through the windows. However, none of these entities is a school in itself.

Language has a gathering force that brings all these disparate entities together into the concept of school. It enables us to see the school for the kind of entity that it is — a place where we learn, pass exams and make friends, among other things. Language allows us to see entities like schools for what they are. Concepts precede what we see.

This gathering force of language may appear as neutral at first, or even good, but it can have pernicious effects because it contributes to producing oppressive concepts.

Consider the case of PETA’s subdivision, The Eye, which releases footage of, for example, invasive experimentation on laboratory animals. When we view pictures of lab animals, we see them through the concept of “the animal .” This concept isn’t just a biological category — after all, humans are animals too. Instead, throughout western history, the concept of the animal has been associated with notions like irrationality, violence and incompetence.

For this reason, when animals are seen through the concept of “the animal,” they appear as “less than,” uncivil and deficient compared to human beings, and therefore deemed less worthy of respect. Because animals are seen as morally and intellectually inferior, not everyone regards the violence exposed by animal advocacy organizations as wrongful. This could explain why watching the kinds of footage PETA releases may not lead people to stop using certain medicines and cosmetics.

Read more: How the hard work of wild animals benefits us too

The pleasure of sovereignty

In his subversive 1887 book On the Genealogy of Morals , German philosopher Friedrich Nietzsche analyzes the master-slave relationship, revealing that masters experience pleasure in mistreating those who are beneath them.

Under current law, domestic animals are considered human property, our inferior subordinates. That means Animal Justice’s strategy of exposing the horrors of slaughterhouses may lead to counter-productive results.

Perhaps exposing humans to the violence animals experience may lead us to discover we find pleasure in harming or witnessing harm to those we consider to be our subordinates. Many studies demonstrate that this phenomenon occurs within hierarchical human-human relationships in various contexts.

Given that many humans have a poor view of animals’ lives, I propose designing public awareness campaigns that illuminate the richness of those lives by directing attention to actual animal agency rather than to human abusers of animals.

Many people may not realize that animals grieve , forge intimate relationships throughout their lifetimes and have their own forms of social organization and profound emotional lives .

It seems plausible that if, and when, animals are seen for the kinds of rich and social subjects that they are, human beings may better perceive and empathize about the harms they endure.

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Statement on the Financial Innovation and Technology for the 21st Century Act

Chair Gary Gensler

May 22, 2024

Introduction

For 90 years, the federal securities laws have played a crucial role in protecting the public. These critical protections were created in the wake of the Great Depression after many Americans suffered the consequences of inadequately regulated capital markets. We saw sky-high unemployment, bread lines, and shantytowns springing up due to mass foreclosures.

Back then, the rules didn’t exist. That’s why President Roosevelt and Congress created the SEC and the laws it administers.

At their core is the critical concept of registering securities that will be offered to the public and registering the intermediaries that facilitate the exchange of those securities. For securities, registration means that issuers provide robust disclosures and are liable if their material statements are untruthful. For intermediaries, registration brings with it rulebooks that prevent fraud and manipulation, safeguards against conflicts of interest, proper disclosures, segregation of customer assets, oversight by a self-regulatory organization, and routine inspection by the SEC.

Today, these rules do exist.

Many market participants in the crypto industry, however, have shown their unwillingness to comply with applicable laws and regulations for more than a decade, variously arguing that the laws do not apply to them or that a new set of rules should be created and retroactively applied to them to excuse their past conduct. Widespread noncompliance has resulted in widespread fraud, bankruptcies, failures, and misconduct. [1] As a result of criminal charges and convictions, some of the best-known leaders in the crypto industry are now in prison, awaiting sentencing, or subject to extradition back to the United States.

The SEC, during both Republican and Democratic Administrations, has allocated enforcement resources to holding crypto market participants accountable. Courts have time and again agreed with the SEC, ruling that the securities laws apply when crypto assets or crypto-related investment schemes are offered or sold as investment contracts. [2]

The Financial Innovation and Technology for the 21st Century Act

The Financial Innovation and Technology for the 21st Century Act (“FIT 21”) would create new regulatory gaps and undermine decades of precedent regarding the oversight of investment contracts, putting investors and capital markets at immeasurable risk.

First, the bill would remove investment contracts that are recorded on a blockchain from the statutory definition of securities and the time-tested protections of much of the federal securities laws.

Further, by removing this set of investment contracts from the statutory list of securities, the bill implies what courts have repeatedly ruled – but what crypto market participants have attempted to deny – that many crypto assets are being offered and sold as securities under existing law.

Second, the bill allows issuers of crypto investment contracts to self-certify that their products are a “decentralized” system and then be deemed a special class of “digital commodities” and thus not subject to SEC oversight. Whether something is a “digital commodity” would be subject to self-certification by “any person” that files a certification. The SEC would only have 60 days to review and challenge the certification that a product is a digital commodity. Those that the SEC successfully challenges would be re-classified as restricted digital assets and subject to the bill’s lighter-touch SEC oversight regime that excludes many core protections. There are more than 16,000 crypto assets that currently exist. Given limits on staff resources, and no new resources provided by the bill, it is implausible that the SEC could review and challenge more than a fraction of those assets. The result could be that the vast majority of the market might avoid even limited SEC oversight envisioned by the bill for crypto asset securities.

Third, the bill’s regulatory structure abandons the Supreme Court’s long-standing Howey test that considers the economic realities of an investment to determine whether it is subject to the securities laws. Instead, the bill makes that determination based on labels and the accounting ledger used to record transactions. It is akin to determining the level of investor protection based on whether a transaction is recorded in a notebook or a software database. But it’s the economic realities that should determine whether an asset is subject to the federal securities laws, not the type of recordkeeping ledger. The bill’s result would be weaker investor protection than currently exists for those assets that meet the Howey test.

Fourth, for those crypto investment contracts that would still fall under the SEC’s remit, the bill seeks to replace Roosevelt’s investor protection framework with fewer protections than investors are afforded in every other type of investment. Doing so increases risk to the American public.

Fifth, the bill specifically excludes crypto asset trading systems from the definition of an exchange and thus removes, for investors on crypto asset trading platforms, the protections that benefit investors on registered exchanges. These crypto trading platforms would be able to legally comingle their functions in a way that fosters conflicts of interest, may allow trading against their customers, and reduces custody protections for their customers.

Sixth, the legislation creates an exemption from regulation under this Act for any entity or organization that falls under a broadly defined category called “Decentralized Finance.” Any number of firms would qualify for the exemption, regardless of potential conflicts of interest. This would include firms that intermediate crypto securities transactions.

Finally, the bill could be read to functionally eliminate the current Regulation A and Regulation D offering restrictions for crypto securities by creating a new exempt offering framework. Non-accredited investors would be allowed to purchase crypto assets worth up to 10 percent of their net worth or annual income before the issuer would be required to provide any disclosure. That’s a lot of risk for ordinary investors to take on without disclosure.

Risks to the Broader Capital Markets

The self-certification process contemplated by the bill risks investor protection not just in the crypto space; it could undermine the broader $100 trillion capital markets by providing a path for those trying to escape robust disclosures, prohibitions preventing the loss and theft of customer funds, enforcement by the SEC, and private rights of action for investors in the federal courts. It could encourage non-compliant entities to try to choose what regulatory regimes they wish to be subjected to – not based on economic realities, but potentially based on a label.

What if perpetrators of pump and dump schemes and penny stock pushers contend that they’re outside of the securities laws by labeling themselves as crypto investment contracts or self-certifying that they are decentralized systems? The SEC would only have 60 days to contest their self-certification.

History has shown for 90 years that robust securities regulation both creates trust in markets and fosters innovation. There are countless examples of American companies across many industries that have made world-changing innovations while also registering their securities. It is through the securities laws that we get full, fair, and truthful disclosure that arms investors with the information they need to make investment decisions and enables regulators to guard against the types of fraud we’ve seen in the crypto field.

The crypto industry’s record of failures, frauds, and bankruptcies is not because we don't have rules or because the rules are unclear. It’s because many players in the crypto industry don’t play by the rules. We should make the policy choice to protect the investing public over facilitating business models of noncompliant firms.

[1] See Chainalysis, “2024 Crypto Crime Trends: Illicit Activity Down as Scamming and Stolen Funds Fall, But Ransomware and Darknet Markets See Growth” (Jan. 18, 2024), available at   https://www.chainalysis.com/blog/2024-crypto-crime-report-introduction/ (Independent analysts found more than $24 billion in crypto assets transferred via illicit computer addresses, almost $15 billion of which were from U.S.-sanctioned computer addresses); See also Khristopher J. Brooks, CBS News, “Cryptocurrency fraud is now the riskiest scam for consumers, according to BBB” (March 6, 2024), available at https://www.cbsnews.com/news/crypto-scam-risk-bbb-report/ (Retail investor fraud in crypto is rampant. Eighty percent of individuals targeted by crypto scams lost money, with 67,000 scams with a median amount lost of $3,800, according to data from the Better Business Bureau); See also Federal Bureau of Investigation, “Internet Crime Report 2023,” available at https://www.ic3.gov/Media/PDF/AnnualReport/2023_IC3Report.pdf (Approximately $3.94 billion in crypto assets was stolen in scams in 2023.).

[2] See , e.g., SEC v. Coinbase, Inc ., 2024 U.S. Dist. LEXIS 56994, at *3, *43 (S.D.N.Y. Mar. 27, 2024) (explaining that “the challenged transactions fall comfortably within the framework that courts have used to identify securities for nearly eighty years");  SEC v. Genesis Glob. Capital, LLC , No. 23-cv-00287 (ER), 2024 U.S. Dist. LEXIS 44372, at *44-45 (S.D.N.Y. Mar. 13, 2024) (“Under both  Howey  and Reves, the SEC has plausibly alleged that Defendants offered and sold unregistered securities through the Gemini Earn program.”);  SEC v. Wahi , No. 2:22-cv-01009-TL, 2024 U.S. Dist. LEXIS 36788, at *21 (W.D. Wash. Mar. 1, 2024) (holding that, “under  Howey , all of the crypto assets that Ramani purchased and traded were investment contracts,” including to the extent that the assets were traded on the secondary market);  SEC v. Terraform Labs Pte. Ltd. , No. 23-cv-1346 (JSR), 2023 U.S. Dist. LEXIS 230518, at *43 (S.D.N.Y. Dec. 28, 2023) (stating that “ Howey’s  definition of ‘investment contract’ was and remains a binding statement of the law, not dicta” and finding that “[t]here is no genuine dispute that the elements of the  Howey  test – ‘(i) investment of money (ii) in a common enterprise (iii)with profits to be derived solely from the efforts of others’ [ ] have been met for UST, LUNA, wLUNA, and MIR [the crypto assets at issue]”);  SEC v. Ripple Labs, Inc. , 20-cv-10832 (AT), 2023 U.S. Dist. LEXIS 120486, at *19-20 (S.D.N.Y. July 13, 2023) (rejecting defendants’ argument that, in addition to satisfying the  Howey  test, all investment contracts must contain certain additional "essential ingredients" and finding that Ripple’s institutional sales of its XRP crypto token constituted the unregistered offer and sale of investment contracts and therefore securities);  SEC v. Terraform Labs Pte. Ltd. , No. 23-cv-1346 (JSR), 2023 U.S. Dist. LEXIS 132046, at *21-22 (S.D.N.Y. July 31, 2023) (rejecting argument that the Major Questions Doctrine “prevent[s] the SEC from alleging the company's digital assets to be ‘investment contracts’” and explaining that “Defendants cannot wield a doctrine intended to be applied in exceptional circumstances as a tool to disrupt the routine work that Congress expected the SEC and other administrative agencies to perform.”);  SEC v. LBRY, Inc. , 639 F. Supp. 3d 211, 221–22 (D.N.H. 2022) (granting summary judgment for SEC and rejecting fair notice defense, explaining that “[t]he SEC has not based its enforcement action here on a novel interpretation of a rule that by its terms does not expressly prohibit the relevant conduct. Instead, the SEC has based its claim on a straightforward application of a venerable Supreme Court precedent that has been applied by hundreds of federal courts across the country over more than 70 years.”);  SEC v. NAC Found., LLC , 512 F. Supp. 3d 988, 994 (N.D. Cal. 2021) (denying motion to dismiss and noting that motion “falls well short of demonstrating that the SEC's characterization of ABTC as a ‘security’ is implausible for pleading purposes”);  SEC v. Kik Interactive Inc. , 492 F. Supp. 3d 169, 174, 182–84 (S.D.N.Y. 2020) (granting SEC summary judgment on grounds that Kik offered digital currency Kin as a security);  SEC v. Telegram Grp. Inc. , 448 F. Supp. 3d 352, 371 (S.D.N.Y. 2020) (granting the SEC’s motion for a preliminary injunction notwithstanding Telegram’s argument that investors “bought Grams with the expectation to use them as currency” and not “with an expectation of profit”).

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The judge in former President Donald J. Trump’s Manhattan criminal trial, Juan M. Merchan, issued instructions to jurors on Wednesday that serve as a guide to applying the law in deliberations.

A PDF version of this document with embedded text is available at the link below:

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Post-Summation Instructions Introduction Members of the jury, I will now instruct you on the law. I will first review the general principles of law that apply to this case and all criminal cases. You have heard me explain some of those principles at the beginning of the trial. I am sure you can appreciate the benefits of repeating those instructions at this stage of the proceedings. Next, I will define the crimes charged in this case, explain the law that applies to those definitions, and spell out the elements of each charged crime. Finally, I will outline the process of jury deliberations. These instructions will take at least an hour, and you will not receive copies of them. You may however, request that I read them back to you in whole or in part as many times as you wish, and I will be happy to do so. Page | 1

Role of Court and Jury During these instructions, I will not summarize the evidence. If necessary, I may refer to portions of the evidence to explain the law that relates to it. My reference to evidence, or my decision not to refer to evidence, expresses no opinion about the truthfulness, accuracy, or importance of any particular evidence. In fact, nothing I have said in the course of this trial was meant to suggest that I have an opinion about this case. If you have formed an impression that I do have an opinion, you must put it out of your mind and disregard it. The level of my voice or intonation may vary during these instructions. If I do that, it is done to help you understand. It is not done to communicate any opinion about the law or the facts of the case or of whether the defendant is guilty or not guilty. It is not my responsibility to judge the evidence here. It is yours. You are the judges of the facts, and you are responsible for deciding whether the defendant is guilty or not guilty. Page 2

Reminder: Fairness Remember, you have promised to be a fair juror. A fair juror is a person who will keep their promise to be fair and impartial and who will not permit the verdict to be influenced by a bias or prejudice in favor of or against a person who appeared in this trial on account of that person's race, color, national origin, ancestry, gender, gender identity or expression, religion, religious practice, age, disability or sexual orientation, and further, a fair juror must be mindful of any stereotypes or attitudes about people or about groups of people that the juror may have, and must not allow those stereotypes or attitudes to affect their verdict. As I have explained, we all develop and hold unconscious views on many subjects. Some of those unconscious views may come from stereotypes and attitudes about people or groups of people that may impact on a person's thinking and decision- making without that person even knowing it. As a juror, you are asked to make a very important decision about another member of the community. I know you would not want to make that decision based on such stereotypes or attitudes, that is, on what we call implicit biases, and it would be wrong for you to do so. A fair juror must guard against the impact of such stereotypes or attitudes. You can do this by asking yourself during your deliberations whether your views and conclusions would be different if the defendant, witnesses or others that you have heard about or seen in court were of a different race, color, national origin, ancestry, gender, gender identity or expression, religious practice, age or sexual orientation, or if they did not have a disability. If the answer is yes, then, in keeping with your promise to be fair, reconsider your views and conclusions along with the other jurors, and make sure your verdict is based on the evidence and not on stereotypes or attitudes. Justice requires no less. Page 3

Limiting Instruction Regarding the Defendant Jurors, you will recall that during jury selection you agreed that you would set aside any personal opinions or bias you might have in favor of or against the Defendant, and that you would decide this case fairly on the evidence and the law. Again, I direct you to decide this case on the evidence and the law as it relates to the Defendant here on trial. You must set aside any personal opinions or bias you might have in favor of or against the Defendant, and you must not allow any such opinions to influence your verdict. Page 4

Sentence: Not Consider Remember also, in your deliberations, you may not consider or speculate about matters relating to sentence or punishment. If there is a verdict of guilty, it will be my responsibility to impose an appropriate sentence. Page 5

Evidence When you judge the facts, you are to consider only the evidence. The evidence in the case includes: the testimony of the witnesses, the exhibits that were received in evidence, and the stipulations agreed to by the parties. Remember, a stipulation is information the parties have agreed to present to the jury as evidence, without calling a witness to testify. Testimony which was stricken from the record or to which an objection was sustained must be disregarded by you. Exhibits that were received in evidence are available, upon your request, for your inspection and consideration. Exhibits that were just seen during the trial, or marked for identification but not received in evidence, are not evidence, and are thus not available for your inspection and consideration. But testimony based on those exhibits that were not received in evidence may be considered by you. It is just that the exhibit itself is not available for your inspection and consideration. Page 6

Evidentiary Inferences In evaluating the evidence, you may consider any fact that is proven and any inference which may be drawn from such fact. To draw an inference means to infer, find, conclude that a fact exists or does not exist based upon proof of some other fact or facts. For example, suppose you go to bed one night when it is not raining and when you wake up in the morning, you look out your window; you do not see rain, but you see that the street and sidewalk are wet, and that people are wearing raincoats and carrying umbrellas. Under those circumstances, it may be reasonable to infer, that is conclude, that it rained during the night. In other words, the fact of it having rained while you were asleep is an inference that might be drawn from the proven facts of the presence of the water on the street and sidewalk, and people in raincoats and carrying umbrellas. An inference must only be drawn from a proven fact or facts and then only if the inference flows naturally, reasonably, and logically from the proven fact or facts, not if it is speculative. Therefore, in deciding whether to draw an inference, you must look at and consider all the facts in the light of reason, common sense, and experience. Page 7

REDACTIONS As you know, certain exhibits were admitted into evidence with some portions blacked out or redacted. Those redactions were made to remove personal identifying information and to ensure that only relevant admissible evidence was put before you. You may not speculate as to what material was redacted or why, and you may not draw any inference, favorable or unfavorable against either party, from the fact that certain material has been redacted. Page 8

Limiting Instructions You may recall that I instructed you several times during the trial that certain exhibits were being accepted into evidence for a limited purpose only and that you were not to consider that evidence for any other purpose. Under the law we refer to that as a limiting instruction. I will now remind you of some of the limiting instructions you were given during the trial. AMI - You will recall that you heard testimony that while David Pecker was an executive at AMI, AMI entered into a non- prosecution agreement with federal prosecutors, as well as a conciliation agreement with the Federal Election Commission (FEC). I remind you that evidence was permitted to assist you, the jury, in assessing David Pecker's credibility and to help provide context for some of the surrounding events. You may consider that testimony for those purposes only. Neither the non-prosecution agreement, nor the conciliation agreement is evidence of the Defendant's guilt, and you may not consider them in determining whether the Defendant is guilty or not guilty of the charged crimes. Michael Cohen - You also heard testimony that the Federal Election Commission ("FEC") conducted an investigation into the payment to Stormy Daniels and of responses submitted by Michael Cohen and his attorney to the investigation. That evidence was permitted to assist you, the jury, in assessing Michael Cohen's credibility and to help provide context for some of the surrounding events. You may consider that evidence for those purposes only. Likewise, you will recall that you heard testimony that Michael Cohen pleaded guilty to violating the Federal Election Campaign Act, otherwise known as FECA. I remind you that evidence was permitted to assist you, the jury, in assessing Mr. Cohen's credibility as a witness and to help provide context for some of the events that followed. You may Page 9

consider that testimony for those purposes only. Neither the fact of the FEC investigation, Mr. Cohen and his attorney's responses or the fact that Mr. Cohen pleaded guilty, constitutes evidence of the Defendant's guilt and you may not consider them in determining whether the Defendant is guilty or not guilty of the charged crimes. - Wall Street Journal News articles You will recall that certain Wall Street Journal news articles were accepted into evidence during the trial. I remind you now that the articles were accepted and may be considered by you for the limited purpose of demonstrating that the articles were published on or about a certain date and to provide context for the other evidence. The exhibits may not be considered by you as evidence that any of the assertions in the articles is true. - Other hearsay evidence not accepted for its truth – There were other exhibits which contained hearsay and were not accepted for the truth of the matter asserted but for another purpose. For example, there were several National Enquirer headlines and an invoice from Investor Advisory Services (People's 161). Those were accepted for the limited purpose of demonstrating that the articles were published and the document created. There were also some text messages that were accepted with a similar limitation. For example, People's Exhibit 171.A with respect to Gina Rodriguez's texts only and 257 with respect to Chris Cuomo's texts only. Those text messages were accepted for the limited purpose of providing context for the responses by Dylan Howard and Michael Cohen. The exhibits which were accepted into evidence with a limiting instruction are 152, 153.A, 153.B, 153.C, 161, 171.A, 180, 181 and 257. Page 10

If you have any additional questions or need clarification as to which exhibits were accepted into evidence with limitations, just send me a note with your question and I will be happy to clarify. Presumption of Innocence We now turn to the fundamental principles of our law that apply in all criminal trials-the presumption of innocence, the burden of proof, and the requirement of proof beyond a reasonable doubt. Throughout these proceedings, the defendant is presumed to be innocent. As a result, you must find the defendant not guilty, unless, on the evidence presented at this trial, you conclude that the People have proven the defendant guilty beyond a reasonable doubt. In determining whether the People have satisfied their burden of proving the defendant's guilt beyond a reasonable doubt, you may consider all the evidence presented, whether by the People or by the defendant. In doing so, however, remember that, even though the defendant introduced evidence, the burden of proof remains on the People. Defendant Did Not Testify The fact that the defendant did not testify is not a factor from which any inference unfavorable to the defendant may be drawn. Page 11

Burden of Proof The defendant is not required to prove that he is not guilty. In fact, the defendant is not required to prove or disprove anything. To the contrary, the People have the burden of proving the defendant guilty beyond a reasonable doubt. That means, before you can find the defendant guilty of a crime, the People must prove beyond a reasonable doubt every element of the crime including that the defendant is the person who committed that crime. The burden of proof never shifts from the People to the defendant. If the People fail to satisfy their burden of proof, you must find the defendant not guilty and if the People satisfy their burden of proof, you must find the defendant guilty. Page 12

Reasonable Doubt What does our law mean when it requires proof of guilt "beyond a reasonable doubt"? The law uses the term, "proof beyond a reasonable doubt," to tell you how convincing the evidence of guilt must be to permit a verdict of guilty. The law recognizes that, in dealing with human affairs, there are very few things in this world that we know with absolute certainty. Therefore, the law does not require the People to prove a defendant guilty beyond all possible doubt. On the other hand, it is not sufficient to prove that the defendant is probably guilty. In a criminal case, the proof of guilt must be stronger than that. It must be beyond a reasonable doubt. A reasonable doubt is an honest doubt of the defendant's guilt for which a reason exists based upon the nature and quality of the evidence. It is an actual doubt, not an imaginary doubt. It is a doubt that a reasonable person, acting in a matter of this importance, would be likely to entertain because of the evidence that was presented or because of the lack of convincing evidence. Proof of guilt beyond a reasonable doubt is proof that leaves you so firmly convinced of the defendant's guilt that you have no reasonable doubt of the existence of any element of the crime or of the defendant's identity as the person who committed the crime. In determining whether the People have proven the defendant's guilt beyond a reasonable doubt, you should be guided solely by a full and fair evaluation of the evidence. After carefully evaluating the evidence, each of you must decide Page 13

whether that evidence convinces you beyond a reasonable doubt of the defendant's guilt. Whatever your verdict may be, it must not rest upon baseless speculation. Nor may it be influenced in any way by bias, prejudice, sympathy, or by a desire to bring an end to your deliberations or to avoid an unpleasant duty. If you are not convinced beyond a reasonable doubt that the defendant is guilty of a charged crime, you must find the defendant not guilty of that crime and if you are convinced beyond a reasonable doubt that the defendant is guilty of a charged crime, you must find the defendant guilty of that crime. Page 14

Credibility of Witnesses Introduction As judges of the facts, you alone determine the truthfulness and accuracy of the testimony of each witness. You must decide whether a witness told the truth and was accurate, or instead, testified falsely or was mistaken. You must also decide what importance to give to the testimony you accept as truthful and accurate. It is the quality of the testimony that is controlling, not the number of witnesses who testify. Accept in Whole or in Part (Falsus in Uno) If you find that any witness has intentionally testified falsely as to any material fact, you may disregard that witness's entire testimony. Or, you may disregard so much of it as you find was untruthful, and accept so much of it as you find to have been truthful and accurate. Credibility factors There is no particular formula for evaluating the truthfulness and accuracy of another person's statements or testimony. You bring to this process all of your varied experiences. In life, you frequently decide the truthfulness and accuracy of statements made to you by other people. The same factors used to make those decisions, should be used in this case when evaluating the testimony. Page 15

In General Some of the factors that you may wish to consider in evaluating the testimony of a witness are as follows: Did the witness have an opportunity to see or hear the events about which he or she testified? Did the witness have the ability to recall those events accurately? Was the testimony of the witness plausible and likely to be true, or was it implausible and not likely to be true? Was the testimony of the witness consistent or inconsistent with other testimony or evidence in the case? Did the manner in which the witness testified reflect upon the truthfulness of that witness's testimony? To what extent, if any, did the witness's background, training, education, or experience affect the believability of that witness's testimony? Did the witness have a conscious bias, hostility or some other attitude that affected the truthfulness of the witness's testimony? Did the witness show an "unconscious bias," that is, a bias that the witness may have even unknowingly acquired from stereotypes and attitudes about people or groups of people, and if so, did that unconscious bias impact that witness's ability to be truthful and accurate. Page | 16

Motive You may consider whether a witness had, or did not have, a motive to lie. If a witness had a motive to lie, you may consider whether and to what extent, if any, that motive affected the truthfulness of that witness's testimony. If a witness did not have a motive to lie, you may consider that as well in evaluating the witness's truthfulness. Benefit You may consider whether a witness hopes for or expects to receive a benefit for testifying. If so, you may consider whether and to what extent it affected the truthfulness of the witness's testimony. Interest/Lack of Interest You may consider whether a witness has any interest in the outcome of the case, or instead, whether the witness has no such interest. You are not required to reject the testimony of an interested witness, or to accept the testimony of a witness who has no interest in the outcome of the case. You may, however, consider whether an interest in the outcome, or the lack of such interest, affected the truthfulness of the witness's testimony. Page 17

Previous Criminal Conduct You may consider whether a witness has been convicted of a crime or has engaged in criminal conduct, and if so, whether and to what extent it affects your evaluation of the truthfulness of that witness's testimony. You are not required to reject the testimony of a witness. who has been convicted of a crime or has engaged in criminal conduct, or to accept the testimony of a witness who has not. You may, however, consider whether a witness's criminal conviction or conduct has affected the truthfulness of the witness's testimony. Page 18

Inconsistent Statements You may consider whether a witness made statements at this trial that are inconsistent with each other. You may also consider whether a witness made previous statements that are inconsistent with his or her testimony at trial. You may consider whether a witness testified to a fact here at trial that the witness omitted to state, at a prior time, when it would have been reasonable and logical for the witness to have stated the fact. In determining whether it would have been reasonable and logical for the witness to have stated the omitted fact, you may consider whether the witness' attention was called to the matter and whether the witness was specifically asked about it. If a witness has made such inconsistent statements or omissions, you may consider whether and to what extent they affect the truthfulness or accuracy of that witness's testimony here at this trial. The contents of a prior inconsistent statement are not proof of what happened. You may use evidence of a prior inconsistent statement only to evaluate the truthfulness or accuracy of the witness's testimony here at trial. Page 19

Consistency You may consider whether a witness's testimony is consistent with the testimony of other witnesses or with other evidence in the case. If there were inconsistencies by or among witnesses, you may consider whether they were significant inconsistencies related to important facts, or instead were the kind of minor inconsistencies that one might expect from multiple witnesses to the same event. Witness Pre-trial Preparation You have heard testimony about the prosecution and defense counsel_speaking to a witness about the case before the witness testified at this trial. The law permits the prosecution and defense counsel to speak to a witness about the case before the witness testifies, and permits a prosecutor and defense counsel to review with the witness the questions that will or may be asked at trial, including the questions that may be asked on cross-examination. You have also heard testimony that a witness read or reviewed certain materials pertaining to this case before the witness testified at trial. The law permits a witness to do so. Speaking to a witness about his or her testimony and permitting the witness to review materials pertaining to the case before the witness testifies is a normal part of preparing for trial. It is not improper as long as it is not suggested that the witness depart from the truth. Page | 20

Identification The People have the burden of proving beyond a reasonable doubt, not only that a charged crime was committed, but that the defendant is the person who committed that crime. Thus, even if you are convinced beyond a reasonable doubt that a charged crime was committed by someone, you cannot convict the defendant of that crime unless you are also convinced beyond a reasonable doubt that he is the person who committed that crime. Page 21

Accomplice as a Matter of Law Under our law, Michael Cohen is an accomplice because there is evidence that he participated in a crime based upon conduct involved in the allegations here against the defendant. Our law is especially concerned about the testimony of an accomplice who implicates another in the commission of a crime, particularly when the accomplice has received, expects or hopes for a benefit in return for his testimony. Therefore, our law provides that a defendant may not be convicted of any crime upon the testimony of an accomplice unless it is supported by corroborative evidence tending to connect the defendant with the commission of that crime. In other words, even if you find the testimony of Michael Cohen to be believable, you may not convict the defendant solely upon that testimony unless you also find that it was corroborated by other evidence tending to connect the defendant with the commission of the crime. The corroborative evidence need not, by itself, prove that a crime was committed or that the defendant is guilty. What the law requires is that there be evidence that tends to connect the defendant with the commission of the crime charged in such a way as may reasonably satisfy you that the accomplice is telling the truth about the defendant's participation in that crime. In determining whether there is the necessary corroboration, you may consider whether there is material, believable evidence, apart from the testimony of Michael Cohen, which itself tends to connect the defendant with the commission of the crime. Page 22

You may also consider whether there is material, believable evidence, apart from the testimony of Michael Cohen, which, while it does not itself tend to connect the defendant with the commission of the crime charged, it nonetheless so harmonizes with the narrative of the accomplice as to satisfy you that the accomplice is telling the truth about the defendant's participation in the crime and thereby tends to connect the defendant to the commission of the crime. Page | 23

The Charged Crimes I will now instruct you on the law applicable to the charged offenses. That offense is Falsifying Business Records in the First Degree 34 Counts. - Page 24

Accessorial Liability Our law recognizes that two or more individuals can act jointly to commit a crime, and that in certain circumstances, each can be held criminally liable for the acts of the others. In that situation, those persons can be said to be "acting in concert" with each other. Our law defines the circumstances under which one person may be criminally liable for the conduct of another. That definition is as follows: When one person engages in conduct which constitutes an offense, another is criminally liable for such conduct when, acting with the state of mind required for the commission of that offense, he or she solicits, requests, commands, importunes, or intentionally aids such person to engage in such conduct. Under that definition, mere presence at the scene of a crime, even with knowledge that the crime is taking place, or mere association with a perpetrator of a crime, does not by itself make a defendant criminally liable for that crime. In order for the defendant to be held criminally liable for the conduct of another which constitutes an offense, you must find beyond a reasonable doubt: (1) That he solicited, requested, commanded, importuned, or intentionally aided that person to engage in that conduct, and (2) That he did so with the state of mind required for the commission of the offense. Page | 25

If it is proven beyond a reasonable doubt that the defendant is criminally liable for the conduct of another, the extent or degree of the defendant's participation in the crime does not matter. A defendant proven beyond a reasonable doubt to be criminally liable for the conduct of another in the commission of a crime is as guilty of the crime as if the defendant, personally, had committed every act constituting the crime. The People have the burden of proving beyond a reasonable doubt that the defendant acted with the state of mind required for the commission of the crime, and either personally, or by acting in concert with another person, committed each of the remaining elements of the crime. Your verdict, on each count you consider, whether guilty or not guilty, must be unanimous. In order to find the defendant guilty, however, you need not be unanimous on whether the defendant committed the crime personally, or by acting in concert with another, or both. Page 26

The Charged Crimes I will now instruct you on the law applicable to the charged offense. That offense is FALSIFYING BUSINESS RECORDS IN THE FIRST DEGREE – 34 COUNTS. - FALSIFYING BUSINESS RECORDS IN THE FIRST DEGREE Penal Law § 175.10 Under our law, a person is guilty of falsifying business. records in the first degree when, with intent to defraud that includes an intent to commit another crime or to aid or conceal the commission thereof, that person: makes or causes a false entry in the business records of an enterprise. The following terms used in that definition have a special meaning: ENTERPRISE means any entity of one or more persons, corporate or otherwise, public or private, engaged in business, commercial, professional, industrial, social, political or governmental activity. BUSINESS RECORD means any writing or article, including computer data or a computer program, kept or maintained by an enterprise for the purpose of evidencing or reflecting its condition or activity. Page 27

INTENT means conscious objective or purpose. Thus, a person acts with intent to defraud when his or her conscious objective or purpose is to do so. Intent does not require premeditation. In other words, intent does not require advance planning. Nor is it necessary that the intent be in a person's mind for any particular period of time. The intent can be formed, and need only exist, at the very moment the person engages in prohibited conduct or acts to cause the prohibited result, and not at any earlier time. The question naturally arises as to how to determine whether a defendant had the intent required for the commission of a crime. To make that determination in this case, you must decide if the required intent can be inferred beyond a reasonable doubt from the proven facts. In doing so, you may consider the person's conduct and all of the circumstances surrounding that conduct, including, but not limited to, the following: what, if anything, did the person do or say; what result, if any, followed the person's conduct; and was that result the natural, necessary and probable consequence of that conduct. Therefore, in this case, from the facts you find to have been proven, decide whether you can infer beyond a reasonable doubt that the defendant had the intent required for the commission of this crime. Page 28

INTENT TO DEFRAUD As I previously explained, a person acts with intent to defraud when his or her conscious objective or purpose is to do SO. In order to prove an intent to defraud, the People need not prove that the defendant acted with the intent to defraud any particular person or entity. A general intent to defraud any person or entity suffices. Intent to defraud is also not constricted to an intent to deprive another of property or money and can extend beyond economic concerns. INTENT TO COMMIT OR CONCEAL ANOTHER CRIME For the crime of Falsifying Business Records in the First Degree, the intent to defraud must include an intent to commit another crime or to aid or conceal the commission thereof. Under our law, although the People must prove an intent to commit another crime or to aid or conceal the commission thereof, they need not prove that the other crime was in fact committed, aided, or concealed. Page 29

NEW YORK ELECTION LAW § 17-152 PREDICATE The People allege that the other crime the defendant intended to commit, aid, or conceal is a violation of New York Election Law section 17-152. Section 17-152 of the New York Election Law provides that any two or more persons who conspire to promote or prevent the election of any person to a public office by unlawful means and which conspiracy is acted upon by one or more of the parties thereto, shall be guilty of conspiracy to promote or prevent an election. Under our law, a person is guilty of such a conspiracy when, with intent that conduct be performed that would promote or prevent the election of a person to public office by unlawful means, he or she agrees with one or more persons to engage in or cause the performance of such conduct. Knowledge of a conspiracy does not by itself make the defendant a coconspirator. The defendant must intend that conduct be performed that would promote or prevent the election of a person to public office by unlawful means. Intent means conscious objective or purpose. Thus, a person acts with the intent that conduct be performed that would promote or prevent the election of a person to public office by unlawful means when his or her conscious objective or purpose is that such conduct be performed. Evidence that defendant was present when others agreed to engage in the performance of a crime does not by itself show that he personally agreed to engage in the conspiracy. Page 30

"By Unlawful Means" Although you must conclude unanimously that the defendant conspired to promote or prevent the election of any person to a public office by unlawful means, you need not be unanimous as to what those unlawful means were. In determining whether the defendant conspired to promote or prevent the election of any person to a public office by unlawful means, you may consider the following: (1) violations of the Federal Election Campaign Act otherwise known as FECA; (2) the falsification of other business records; or (3) violation of tax laws. THE FEDERAL ELECTION CAMPAIGN ACT The first of the People's theories of “unlawful means" which I will now define for you is the Federal Election Campaign Act. Under the Federal Election Campaign Act, it is unlawful for an individual to willfully make a contribution to any candidate with respect to any election for federal office, including the office of President of the United States, which exceeds a certain limit. In 2015 and 2016, that limit was $2,700. It is also unlawful under the Federal Election Campaign Act for any corporation to willfully make a contribution of any amount to a candidate or candidate's campaign in connection with any federal election, or for any person to cause such a corporate contribution. For purposes of these prohibitions, an expenditure made in cooperation, consultation, or concert with, or at the request or suggestion of, a candidate or his agents shall be considered to be a contribution to such candidate. Page 31

The terms CONTRIBUTION and EXPENDITURE include anything of value, including any purchase, payment, loan, or advance, made by any person for the purpose of influencing any election for federal office. Under federal law, a third party's payment of a candidate's expenses is deemed to be a contribution to the candidate unless the payment would have been made irrespective of the candidacy. If the payment would have been made even in the absence of the candidacy, the payment should not be treated as a contribution. FECA's definitions of "contribution" and "expenditure" do not include any cost incurred in covering or carrying a news story, commentary, or editorial by a magazine, periodical publication, or similar press entity, so long as such activity is a normal, legitimate press function. This is called the press exemption. For example, the term legitimate press function includes solicitation letters seeking new subscribers to a publication. FALSIFICATION OF OTHER BUSINESS RECORDS The second of the People's theories of "unlawful means" which I will define for you now is the falsification of other business records. Under New York law, a person is guilty of Falsifying. Business Records in the Second Degree when with intent to defraud, he or she makes or causes a false entry in the business records of an enterprise. Page 32

I previously defined for you the terms enterprise, business records, and intent to defraud. For purposes of determining whether Falsifying Business Records in the Second Degree was an unlawful means used by a conspiracy to promote or prevent an election here, you may consider: (i) the bank records associated with Michael Cohen's account formation paperwork for Resolution Consultants LLC and Essential Consultants LLC accounts; (ii) the bank records associated with Michael Cohen's wire to Keith Davidson; (iii) the invoice from Investor Advisory Services Inc. to Resolution Consultants LLC; and (iv) the 1099-MISC forms that the Trump Organization issued to Michael Cohen. Page 33

VIOLATION OF TAX LAWS The People's third theory of “unlawful means" which I will define for you now is a Violation of Tax Laws. Under New York State and New York City law, it is unlawful to knowingly supply or submit materially false or fraudulent information in connection with any tax return. Likewise, under federal law, it is unlawful for a person to willfully make any tax return, statement, or other document that is fraudulent or false as to any material matter, or that the person does not believe to be true and correct as to every material matter. Under these federal, state, and local laws, such conduct is unlawful even if it does not result in underpayment of taxes. COUNT-SPECIFIC In order for you to find the defendant guilty of the crime of Falsifying Business Records in the First Degree under Count 1 of the Indictment, the People are required to prove, from all of the evidence in the case, beyond a reasonable doubt, each of the following two elements: 1. That on or about February 14, 2017, in the county of New York and elsewhere, the defendant, personally, or by acting in concert with another person or persons, made or caused a false entry in the business records of an enterprise, specifically, an invoice from Michael Cohen dated February 14, 2017, marked as a record of the Donald J. Trump Revocable Trust, and kept or maintained by the Trump Organization; and Page 34

2. That the defendant did so with intent to defraud that included an intent to commit another crime or to aid or conceal the commission thereof. If you find the People have proven beyond a reasonable doubt each of those two elements, you must find the defendant guilty of this crime. If you find the People have not proven beyond a reasonable doubt either one or both of those two elements, you must find the defendants not guilty of this crime. You have now heard me define the law for Count One. There are thirty-three remaining counts in the indictment. Each for Falsifying Business Records in the First Degree and each occurring in New York County. The only difference is that each count pertains to a different business record and possibly a different date. The underlying law applies in the same way to each of the remaining counts so I will only repeat it in full one more time before I read Count 34. Of course, you can ask me to repeat the law in its entirety as many times as you wish and I will be happy to do so. The second count pertains to an entry in the Detail General Ledger for the Donald J. Trump Revocable Trust, dated February 14, 2017, bearing voucher number 842457, and kept or maintained by the Trump Organization. The third count pertains to an entry in the Detail General Ledger for the Donald J. Trump Revocable Trust, dated February 14, 2017, bearing voucher number 842460, and kept or maintained by the Trump Organization. The fourth count pertains to a Donald J. Trump Revocable Trust Account check and check stub dated February 14, 2017, bearing check number 000138, and kept or maintained by the Trump Organization. Page | 35

The fifth count pertains to an invoice from Michael Cohen dated March 16, 2017, marked as a record of the Donald J. Trump Revocable Trust, and kept or maintained by the Trump Organization. The sixth count pertains to an entry in the Detail General Ledger for the Donald J. Trump Revocable Trust, dated March 17, 2017, bearing voucher number 846907, and kept or maintained by the Trump Organization. The seventh count pertains to a Donald J. Trump Revocable Trust Account check and check stub dated March 17, 2017, bearing check number 000147, and kept or maintained by the Trump Organization. The eighth count pertains to an invoice from Michael Cohen dated April 13, 2017, marked as a record of Donald J. Trump, and kept or maintained by the Trump. Organization. The ninth count pertains to an entry in the Detail General Ledger for Donald J. Trump, dated June 19, 2017, bearing voucher number 858770, and kept or maintained by the Trump Organization. The tenth count pertains to a Donald J. Trump account check and check stub dated June 19, 2017, bearing check number 002740, and kept or maintained by the Trump. Organization. The eleventh count pertains to an invoice from Michael Cohen dated May 22, 2017, marked as a record of Donald J. Trump, and kept or maintained by the Trump Organization. Page 36

The twelfth count pertains to an entry in the Detail General Ledger for Donald J. Trump, dated May 22, 2017, bearing voucher number 855331, and kept or maintained by the Trump Organization. The thirteenth count pertains to a Donald J. Trump account check and check stub dated May 23, 2017, bearing check number 002700, and kept or maintained by the Trump Organization. The fourteenth count pertains to an invoice from Michael Cohen dated June 16, 2017, marked as a record of Donald J. Trump, and kept or maintained by the Trump Organization. The fifteenth count pertains to an entry in the Detail General Ledger for Donald J. Trump, dated June 19, 2017, bearing voucher number 858772, and kept or maintained by the Trump Organization. The sixteenth count pertains to a Donald J. Trump account check and check stub dated June 19, 2017, bearing check number 002741, and kept or maintained by the Trump. Organization. The seventeenth count pertains to an invoice from Michael Cohen dated July 11, 2017, marked as a record of Donald J. Trump, and kept or maintained by the Trump. Organization. The eighteenth count pertains to an entry in the Detail General Ledger for Donald J. Trump, dated July 11, 2017, bearing voucher number 861096, and kept or maintained by the Trump Organization. Page 37

The nineteenth count pertains to a Donald J. Trump account check and check stub dated July 11, 2017, bearing check number 002781, and kept or maintained by the Trump Organization. The twentieth count pertains to an invoice from Michael Cohen dated August 1, 2017, marked as a record of Donald J. Trump, and kept or maintained by the Trump Organization. The twenty-first count pertains to an entry in the Detail General Ledger for Donald J. Trump, dated August 1, 2017, bearing voucher number 863641, and kept or maintained by the Trump Organization. The twenty-second count pertains to a Donald J. Trump account check and check stub dated August 1, 2017, bearing check number 002821, and kept or maintained by the Trump Organization. The twenty-third count pertains to an invoice from Michael Cohen dated September 11, 2017, marked as a record of Donald J. Trump, and kept or maintained by the Trump. Organization. The twenty-fourth count pertains to an entry in the Detail General Ledger for Donald J. Trump, dated September 11, 2017, bearing voucher number 868174, and kept or maintained by the Trump Organization. The twenty-fifth count pertains to a Donald J. Trump. account check and check stub dated September 12, 2017, bearing check number 002908, and kept or maintained by the Trump Organization. Page 38

The twenty-sixth count pertains to an invoice from Michael Cohen dated October 18, 2017, marked as a record of Donald J. Trump, and kept or maintained by the Trump. Organization. The twenty-seventh count pertains to an entry in the Detail General Ledger for Donald J. Trump, dated October 18, 2017, bearing voucher number 872654, and kept or maintained by the Trump Organization. The twenty-eighth count pertains to a Donald J. Trump. account check and check stub dated October 18, 2017, bearing check number 002944, and kept or maintained by the Trump Organization. The twenty-ninth count pertains to an invoice from Michael Cohen dated November 20, 2017, marked as a record of Donald J. Trump, and kept or maintained by the Trump. Organization. The thirtieth count pertains to an entry in the Detail General Ledger for Donald J. Trump, dated November 20, 2017, bearing voucher number 876511, and kept or maintained by the Trump Organization. The thirty-first count pertains to a Donald J. Trump account check and check stub dated November 21, 2017, bearing check number 002980, and kept or maintained by the Trump Organization. The thirty-second count pertains to an invoice from Michael Cohen dated December 1, 2017, marked as a record of Donald J. Trump, and kept or maintained by the Trump Organization. Page 39

The thirty-third count pertains to an entry in the Detail General Ledger for Donald J. Trump, dated December 1, 2017, bearing voucher number 877785, and kept or maintained by the Trump Organization. The Thirty Fourth Count is also Falsifying Business Records in the First Degree but as it pertains to a check and check stub dated December 5, 2017. I will now repeat for you the law pertaining to the crime of Falsifying Business Records in the First Degree in its entirety. FALSIFYING BUSINESS RECORDS IN THE FIRST DEGREE Penal Law § 175.10 Under our law, a person is guilty of Falsifying Business Records in the First Degree when, with intent to defraud that includes an intent to commit another crime or to aid or conceal the commission thereof, that person: makes or causes a false entry in the business records of an enterprise. The following terms used in that definition have a special meaning: ENTERPRISE means any entity of one or more persons, corporate or otherwise, public or private, engaged in business, commercial, professional, industrial, social, political or governmental activity. BUSINESS RECORD means any writing or article, including computer data or a computer program, kept or maintained by an enterprise for the purpose of evidencing or reflecting its condition or activity. Page 40

INTENT means conscious objective or purpose. Thus, a person acts with intent to defraud when his or her conscious objective or purpose is to do so. Intent does not require premeditation. In other words, intent does not require advance planning. Nor is it necessary that the intent be in a person's mind for any particular period of time. The intent can be formed, and need only exist, at the very moment the person engages in prohibited conduct or acts to cause the prohibited result, and not at any earlier time. The question naturally arises as to how to determine whether a defendant had the intent required for the commission of a crime. To make that determination in this case, you must decide if the required intent can be inferred beyond a reasonable doubt from the proven facts. In doing so, you may consider the person's conduct and all of the circumstances surrounding that conduct, including, but not limited to, the following: what, if anything, did the person do or say; what result, if any, followed the person's conduct; and was that result the natural, necessary and probable consequence of that conduct. Therefore, in this case, from the facts you find to have been proven, decide whether you can infer beyond a reasonable doubt that the defendant had the intent required for the commission of this crime. Page 41

INTENT TO DEFRAUD As I previously explained, a person acts with intent to defraud when his or her conscious objective or purpose is to do SO. In order to prove an intent to defraud, the People need not prove that the defendant acted with the intent to defraud any particular person or entity. A general intent to defraud any person or entity suffices. Intent to defraud is also not constricted to an intent to deprive another of property or money and can extend beyond economic concerns. INTENT TO COMMIT OR CONCEAL ANOTHER CRIME For the count of Falsifying Business Records in the First Degree, the intent to defraud must include an intent to commit another crime or to aid or conceal the commission thereof. Under our law, although the People must prove an intent to commit another crime or to aid or conceal the commission thereof, they need not prove that the other crime was in fact committed, aided, or concealed. Page 42

NEW YORK ELECTION LAW § 17-152 PREDICATE The People allege that the other crime the defendant intended to commit, aid, or conceal is a violation of New York Election Law section 17-152. Section 17-152 of the New York Election Law provides that any two or more persons who conspire to promote or prevent the election of any person to a public office by unlawful means and which conspiracy is acted upon by one or more of the parties thereto, shall be guilty of conspiracy to promote or prevent an election. Under our law, a person is guilty of such a conspiracy when, with intent that conduct be performed that would promote or prevent the election of a person to public office by unlawful means, he or she agrees with one or more persons to engage in or cause the performance of such conduct. Knowledge of a conspiracy does not by itself make the defendant a coconspirator. The defendant must intend that conduct be performed that would promote or prevent the election of a person to public office by unlawful means. Intent means conscious objective or purpose. Thus, a person acts with the intent that conduct be performed that would promote or prevent the election of a person to public office by unlawful means when his or her conscious objective or purpose is that such conduct be performed. Evidence that defendant was present when others agreed to engage in the performance of a crime does not by itself show that he personally agreed to engage in the conspiracy. Page 43

"By Unlawful Means" Although you must conclude unanimously that the defendant conspired to promote or prevent the election of any person to a public office by unlawful means, you need not be unanimous as to what those unlawful means were. In determining whether the defendant conspired to promote or prevent the election of any person to a public office by unlawful means, you may consider the following unlawful means: (1) violations of the Federal Election Campaign Act otherwise known as FECA; (2) the falsification of other business records; or (3) violation of tax laws. THE FEDERAL ELECTION CAMPAIGN ACT The first of the People's theories of “unlawful means" which I will now define for you is the Federal Election Campaign Act. Under the Federal Election Campaign Act, it is unlawful for an individual to willfully make a contribution to any candidate with respect to any election for federal office, including the office of President of the United States, which exceeds a certain limit. In 2015 and 2016, that limit was $2,700. It is also unlawful under the Federal Election Campaign Act for any corporation to willfully make a contribution of any amount to a candidate or candidate's campaign in connection with any federal election, or for any person to cause such a corporate contribution. For purposes of these prohibitions, an expenditure made in cooperation, consultation, or concert with, or at the request or suggestion of, a candidate or his agents shall be considered to be a contribution to such candidate. Page 44

The terms CONTRIBUTION and EXPENDITURE include anything of value, including any purchase, payment, loan, or advance, made by any person for the purpose of influencing any election for federal office. Under federal law, a third party's payment of a candidate's expenses is deemed to be a contribution to the candidate unless the payment would have been made irrespective of the candidacy. If the payment would have been made even in the absence of the candidacy, the payment should not be treated as a contribution. FECA's definitions of "contribution" and "expenditure" do not include any cost incurred in covering or carrying a news story, commentary, or editorial by a magazine, periodical publication, or similar press entity, so long as such activity is a normal, legitimate press function. This is called the press exemption. For example, the term legitimate press function includes solicitation letters seeking new subscribers to a publication. FALSIFICATION OF OTHER BUSINESS RECORDS The People's second theory of "unlawful means" which I will define for you is the falsification of other business records. Under New York law, a person is guilty of Falsifying. Business Records in the Second Degree when with intent to defraud, he or she makes or causes a false entry in the business records of an enterprise. I previously defined for you the terms enterprise, business records, and intent to defraud. Page 45

For purposes of determining whether Falsifying Business Records in the Second Degree was an unlawful means used by a conspiracy to promote or prevent an election here, you may consider: (i) the bank records associated with Michael Cohen's account formation paperwork for the Resolution Consultants LLC and Essential Consultants LLC accounts; (ii) the bank records associated with Michael Cohen's wire to Keith Davidson; (iii) the invoice from Investor Advisory Services Inc. to Resolution Consultants LLC; and (iv) the 1099-MISC forms that the Trump Organization issued to Michael Cohen. VIOLATION OF TAX LAWS The People's third theory of "unlawful means" which I will define for you is a Violation of Tax Laws. Under New York State and New York City law, it is unlawful to knowingly supply or submit materially false or fraudulent information in connection with any tax return. Likewise, under federal law, it is unlawful for a person to willfully make any tax return, statement, or other document that is fraudulent or false as to any material matter, or that the person does not believe to be true and correct as to every material matter. Under these federal, state, and local laws, such conduct is unlawful even if it does not result in underpayment of taxes. Page 46

In order for you to find the defendant guilty of the crime of Falsifying Business Records in the First Degree under Count 34, the People are required to prove, from all of the evidence in the case, beyond a reasonable doubt, each of the following two elements: 1. That on or about December 5, 2017, in the county of New York and elsewhere, the defendant, personally, or by acting in concert with another person or persons, made or caused a false entry in the business records of an enterprise, specifically, a Donald J. Trump account check and check stub dated December 5, 2017, bearing check number 003006, and kept or maintained by the Trump Organization; and 2. That the defendant did so with intent to defraud that included an intent to commit another crime or to aid or conceal the commission thereof. If you find the People have proven beyond a reasonable doubt both of those two elements, you must find the defendant guilty of this crime. If you find the People have not proven beyond a reasonable doubt either one or both of those two elements, you must find the defendants not guilty of this crime. Page 47

Motive When Not Element of Crime Let me now explain motive, and in particular, the difference between motive and intent. Intent means conscious objective or purpose. Thus, a person commits a criminal act with intent when that person's conscious objective or purpose is to engage in the act which the law forbids or to bring about an unlawful result. Motive, on the other hand, is the reason why a person chooses to engage in criminal conduct. If intent is an element of a charged crime, that element must be proved by the People beyond a reasonable doubt. this case, intent is, as I have explained, an element of the crime of Falsifying Business Records in the First degree. Motive, however, is not an element of the crimes charged. Therefore, the People are not required to prove a motive for the commission of the charged crimes. Nevertheless, evidence of a motive, or evidence of the lack of a motive, may be considered by the jury. For example, if you find from the evidence that the defendant had a motive to commit the crime charged, that is a circumstance you may wish to consider as tending to support a finding of guilt. On the other hand, if the proof establishes that the defendant had no motive to commit the crime charged, that is a circumstance you may wish to consider as tending to establish that the defendant is not guilty of the crime charged. Page 48

Deliberations Your verdict, on each count you consider, whether guilty or not guilty, must be unanimous; that is, each and every juror must agree to it. To reach a unanimous verdict you must deliberate with the other jurors. That means you should discuss the evidence and consult with each other, listen to each other, give each other's views careful consideration, and reason together when considering the evidence. And when you deliberate, you should do so with a view towards reaching an agreement if that can be done without surrendering individual judgment. Each of you must decide the case for yourself, but only after a fair and impartial consideration of the evidence with the other jurors. You should not surrender an honest view of the evidence simply because you want the trial to end, or because you are outvoted. At the same time, you should not hesitate to reexamine your views and change your mind if you become convinced that your position was not correct. Page 49

Jury Note Taking Some jurors took notes. Any notes taken are only an aid to your memory and must not take precedence over your independent recollection. Those jurors who chose not to take notes must rely on their own independent recollection and must not be influenced by any notes that another juror may have taken. Any notes you took are only for your own personal use in refreshing your recollection. A juror's notes are not a substitute for the recorded transcript of the testimony or for any exhibit received in evidence. If there is a discrepancy between a juror's recollection and his or her notes regarding the evidence, you should ask to have the relevant testimony read back or the exhibit produced in the jury room. In addition, a juror's notes are not a substitute for the detailed explanation I have given you of the principles of law that govern this case. If there is a discrepancy between a juror's recollection and his or her notes regarding those principles, you should ask me to explain those principles again, and I will be happy to do so. Page 50

Exhibits, Readback & Law Questions You may see any or all of the exhibits that were received in evidence. Simply write me a note telling me which exhibit or exhibits you want to see. You may also have the testimony of any witness read back to you in whole or in part. Again, if you want a read back, write me a note telling me what testimony you wish to hear. If you are interested in hearing only a portion of a witness' testimony, please specify in your note which witness and, with as much detail as possible, which part of the testimony you want to hear. Of course, when testimony is read back, questions to which an objection was sustained and material otherwise struck from the record is not read back. If you have a question on the law, write me a note specifying what you want me to review with you. Page 51

Foreperson's Role Under our law, the first juror selected is known as the foreperson. During deliberations, the foreperson's opinion and vote are not entitled to any more importance than that of any other juror. What we ask the foreperson to do during deliberations is to sign any written note that the jury sends to the court. The foreperson does not have to write the note or agree with its contents. The foreperson's signature indicates only that the writing comes from the jury. The foreperson may also chair the jury's discussions during deliberations. When the jury has reached a verdict, guilty or not guilty, the entire jury will be asked to come into court. The foreperson will be asked whether the jury has reached a verdict. If the foreperson says yes, the foreperson will then be asked what the verdict is for each charged count. After that, the entire jury will be asked whether that is their verdict and will answer yes or no. Finally, upon the request of a party, each juror will be asked individually whether the announced verdict is the verdict of that juror, and upon being asked, each juror will answer yes or no. Page 52

Verdict Sheet The I will give you a form known as a verdict sheet. verdict sheet lists each count submitted for your consideration and the possible verdicts. Please use the form to record your verdict with an X or a check mark in the appropriate place. In addition to listing the counts, I have added some additional language on the verdict sheet in order to distinguish the counts: You will notice that I have indicated whether a count pertains to an invoice, a voucher or a check. For the invoices, I have added the date and for the vouchers and checks I have added the number. The sole reason for doing this is to help you distinguish between the various counts. It is not a substitute for my full instructions on the meaning and elements of each charge, and it should not discourage you from asking me to define a crime again if a question about it arises. Page 53

Jury Deliberation Rules Finally, there are a few remaining rules which you must observe during your deliberations. 1. While you are here in the courthouse, deliberating on the case, you will be kept together in the jury room. You may not leave the jury room during deliberations. Lunch will of course be provided. If you have a cell phone or other electronic device, please give it to a court officer to hold for you while you are engaged in deliberations. 2. You must deliberate about the case only when you are all gathered together in the jury room. You must not, for example, discuss the case as you go to and from the courtroom. It is important that each juror have the opportunity to hear whatever another juror has to say about the case, and that by law must only be done when you are all gathered together in the jury room. Thus, if for any reason, all twelve of you are not gathered together in the jury room, please stop deliberating until you are all present. 3. During your deliberations, you must discuss the case only among yourselves; you must not discuss the case with anyone else, including a court officer, or permit anyone other than a fellow juror to discuss the case in your presence. 4. If you have a question or request, you must communicate with me by writing a note, which you will give to a court officer to give to me. The law requires that you communicate with me in writing in part to make sure there are no misunderstandings. 5. We will work every day until about 4:30. However, we can work later if the jury wishes to do so and all the jurors are in agreement. Simply send me a note as early in the day as possible and let me know that you wish to stay beyond 4:30 and if so, what time you would like to work until. Depending on the time you select, we may order dinner for you. I should explain that, under our law, I am not permitted to have a conversation about the facts of the case, or a possible verdict, or the vote of the jury on any count with any one juror, or group of jurors, or even all the jurors. Thus, in any note that you send me, do not tell me what the vote of the jury is on any count.

If a juror wants to speak to me during deliberations, a meeting here in the courtroom with the parties will be arranged. No juror, however, can tell me what is being said about the facts of the case, or a possible verdict, or what the vote of any juror or the jury is on any count. And, while I will of course listen to whatever a juror has to say that does not involve those subjects, I may not be able to respond to that juror if the response involves instructions on the law. I may be required to call into court the entire jury and respond by speaking to the entire jury. The reason for that is that our law wants to make sure that each and every juror hears, at exactly the same time, whatever I have to say about the law, and our law wants to make sure that the jury hears those instructions from me and not from another juror. That concludes my instructions on the law.

Our Coverage of the Trump Hush-Money Trial

Guilty Verdict : Donald Trump was convicted on all 34 counts  of falsifying records to cover up a sex scandal that threatened his bid for the White House in 2016, making him the first American president to be declared a felon .

What Happens Next: Trump’s sentencing hearing on July 11 will trigger a long and winding appeals process , though he has few ways to overturn the decision .

Reactions: Trump’s conviction reverberated quickly across the country  and around the world . Here’s what voters , New Yorkers , Republicans , Trump supporters  and President Biden  had to say.

The Presidential Race : The political fallout of Trump’s conviction is far from certain , but the verdict will test America’s traditions, legal institutions and ability to hold an election under historic partisan tension .

Making the Case: Over six weeks and the testimony of 20 witnesses, the Manhattan district attorney’s office wove a sprawling story  of election interference and falsified business records.

Legal Luck Runs Out: The four criminal cases that threatened Trump’s freedom had been stumbling along, pleasing his advisers. Then his good fortune expired .