At first you might think that to articulate a thesis (or thesis statement) simply means to state it. When you write a paper you'll need to put a thesis statement into words. Your thesis statement could be a simple sentence such as this:
 Example of a simple thesis statement: "Dogs are the best pets."
If a thesis (or thesis statement) could stand alone, without reasons or supporting arguments or evidence, there wouldn't be any reason to "articulate" the thesis beyond merely stating it. You could write the thesis sentence -- Dogs are the best pets, for example -- and you'd be done. We know this isn't how things work.
On reflection it seems obvious that the very idea of a thesis statement says that it needs elaboration and support. In this guide, we call the work of developing reasons, finding and looking at evidence, presenting evidence and arguments, and so forth -- making your thesis convincing to your reader -- "articulating the thesis."
A better thesis statement might be one like this:
 "Dogs are the best pets because they are loyal, watch for intruders, and actually make their owners healthier."
However, even though example  includes reasons, it still lacks full development. It would be hard for a reader -- almost any reader -- to take the thesis seriously. What's needed is the full development with evidence, reasons, qualifications, limits, etc., that might convince an actual reader.
In other words, a thesis (and especially a thesis that will be adequate for a college writing assignment) needs the full articulation of a whole paper.
Every scholarly journal article is part of one or more long conversations. Recognizing this can help you understand and use information from these sources more effectively.
You can think of any writing project, and especially those in which you use source information, as part of a long conversation as well. As a writer, you add your voice to the conversation.
How can you connect to a conversation? When you include information from sources in your writing, you show that you're listening. Your part in the conversation is to find your own voice and point of view as you agree with others, disagree with them, question them, applaud them, and expand on their ideas.
You can recognize journal articles by certain characteristics. The characteristics of scholarly journal articles reflect their roles in long conversations. This area is designed to help you recognize and understand some key characteristics.
More important, understanding how these characteristics connect an article to one or more conversations can help you be a better reader, thinker, and writer.
The five characteristics described here will help you recognize (and be able to use) scholarly academic journal articles. (They are often called simply journal articles, academic journal articles, scholarly articles; and sometimes peer-reviewed journal articles.)
Faculty in colleges and universities often expect students to use academic journal articles as sources for research papers and projects. The HCC Libraries provide access to thousands or even millions of journal articles.
By looking for these features of journal articles, you can be certain to chose a source that is an academic journal article.
The purpose of an academic journal article is to report original research, from one expert researcher to an audience of other expert researchers. All the characteristics of journal articles discussed here are related to this purpose.
Each of these characteristics reflects the purpose of reporting original and credible research results in an informative way for its intended audience.
Journal articles are typically longer than newspaper or magazine articles. A journal article is usually from 5 up to 30 pages long. (They are sometimes even longer, but rarely shorter.)
This length is necessary for the author to transparently to connect the focus, methods, and results of her expert, specialized research with the work of other experts. An expert writing for other experts is obligated to be specific and detailed in discussing the purpose of her research; elaborating the context and background of her research question and approach; and reporting the results.
A journal -- a container for journal articles -- will possibly contain shorter texts, such as announcements and book reviews. These kinds of things are not the kinds of journal articles that are good sources for a paper.
The actual length of any journal article might be related to the academic discipline of the author or authors. Legal journal articles frequently run to 50 pages or more. In natural sciences or mathematics, journal articles are frequently short.
Because experts spend years reading and thinking about what interests them most, reading what others have written about it, and identifying and researching a thesis or question that is important to them and many of their colleagues, each piece of research they plan and complete is specialized, focusing on a narrow research thesis or question. You'll usually be able to identify a statement of this thesis or question in the Abstract and near the beginning of the body of the article.
This abstract defines the narrow scope of the paper:
In this example you can see the very focused thesis stated:
Even when a scholarly publication lacks an abstract, the title of the article often gives a clear idea of the narrow focus of the publication. Scholarly authors often choose titles that convey the nature of their research to their expert readers quickly.
To see how titles can indicate that a source is scholarly, look at this list of scholarly articles about Chaucer: https://library.hccs.edu/srch.php?q=chaucer&t=17195.
Because journal articles are longer, and to make them accessible to expert readers quickly, academic journal articles are usually published with a one-paragraph abstract. The abstract summarizes the entire article.
Use of cited sources is one of the surest signs that an article is a scholarly article. Academic journal articles use information from other articles and books. The sources used in journal articles will be cited fully as Works Cited, References, bibliography, or footnotes.
Why do these expert authors always use source information?
First, everybody uses information from sources all the time, even when they're not writing.
There is an important insight here about the nature of learning and knowledge -- all knowledge is built on previous knowledge. To limit oneself to one's own ideas (assuming it's even possible) would be debilitating. Even the most brilliant scholars and scientists build their insights and learning with the ideas, data, and arguments of other scholars and scientists. Bottom line: you can't succeed in academic work or learning if you try to rely only on your own ideas.
You don't have to (and shouldn't) use only sources what agree with you. Expert writers often include information from sources they agree with, wither mostly or partly. They use other perspectives as a way to show that their own ideas as new and different.
Why do expert writers cite their sources?
Simple: Expert academic writers cite their sources because it defines their work as researchers and scholars. Since every academic writer is aware that their own work is built on the work of others, citing sources
Here is a Works Cited example. Note that both the in-text citations and the Works Cited list of sources are necessary!
An endnotes example
A footnotes example
Academic publications are meant to be part of one or more ongoing conversations among interested scholars and experts. Citations support this goal, but scholarly articles not only identify the authors; they almost always also provide information that can be used by other scholars to contact the authors directly. This is at least the author's academic or other scholarly affiliation, but it's often an email address.
Click on the citation, and then the PDF, to examine Example #1.
Klassen, Norm. “The Coherence of Creation in the Word: The Rhetoric of Lines 1–34 of Chaucer’s General Prologue.” Christianity & Literature, vol. 64, no. 1, Sept. 2014, pp. 3–20. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=99825360&site=eds-live.
Did you notice:
Click on the citation, and then the PDF, to examine Example #1.
Ursell, Michael. “Interinanimation and Lifelessness in John Donne’s Book Studies.” SEL: Studies in English Literature, 1500-1900, vol. 56, no. 1, 2016, pp. 71–92. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=mlf&AN=2016581205&site=eds-live.
Did you notice:
After you've examined the first two examples, create your own.
Create a search in ELS. Limit your search to "Scholarly (Peer-Reviewed) Journals," and select one article.
How well does the article you selected match the 5 criteria listed in this guide?
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