| Piece | Function | Example |
|---|---|---|
| Although X | concedes what the other side says | Although video games can be addictive, |
| Y | your clear claim | they should be part of the school curriculum |
| because Z | your main reason | because they develop problem-solving skills. |
Most weak theses fail in one of three predictable ways. The first is the disguised fact: «Social media is popular among teenagers» describes reality; nobody argues with it. The second is the question in disguise: «Should schools ban phones?» invites a thesis but is not one. The third, and most common among strong students, is the overloaded thesis: a forty-word sentence with four claims, none of them defended. A strong thesis makes one debatable claim, concedes the opposing view, and names the main reason: «Although phones distract students, schools should not ban them because they are the only research tool many families can afford». Notice that the concession is not a weakness; it is what makes the claim credible.