Thesis Statement

“Conception about Presenting a Thesis Statement that Supports/Hinders my Writing Process.”

The previous two assignments have enabled me to grasp the idea of writing a good thesis statement. My proficiency is in writing a thesis statement as it pertains to academic writing. What I have learned is that a good thesis statement should inform the readers about my topic as well as address my stance in what I am writing about. My experience of writing a good thesis came from writing compositions back in my junior and senior high school as well as the information I derived from my teachers. My method of writing a thesis statement could have been different if I had been taught in a different way. My conception about writing a thesis statement has supported

One can figure out what they expect to write as they write rather than waiting. Thus, after writing the thesis, one can always come back to fill up gaps in the thesis statement. One problem, which I experienced in the course of my writing, was the idea that I needed perfect drafts. I realized that putting unrealistic expectations in the early parts could make you focus so much on the impossible task of ensuring they are perfect. Thus, the development of ideas can be restrained during the initial parts of writing. The drafts do not have to be perfect because you will eventually have the time of revising the draft. In some instances, it is necessary to ask your friend to read your essay and assist in highlighting some problems in your work. Ideally, once one selects a thesis statement, they can present it to the instructor who will provide feedback and advice accordingly in areas where a revision is needed. A misconception I had in academic writing is that one can never use “I.” I realize that in any thesis, the pronoun “I” can be used for reflective purposes. Even though using the pronoun can make an essay to appear informal in some instances such as writing a report, it is okay in much of college writing to use