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College-level courses demand a solid grasp of writing concepts, and some students arrive at Intro to Composition unprepared to write a high-quality essay. Teachers tend to give a bit more slack at the high school level, but college professors are often much more exacting. That’s why excellent writing skills are crucial to the majority of college courses — even outside the English department. 

One of the most important elements to master is the thesis statement. A strong thesis statement is at the root of all writing, from op-eds to research papers. It’s an essential element of any persuasive piece; something we look for without even thinking about it. A convincing, attention-grabbing thesis statement keeps the reader engaged — and lets them know where the piece is headed. 

Having a few tips and tricks in your toolbox can help you to make a convincing academic argument every time.

What is a Thesis Statement?

First, the basics. A thesis statement is a sentence or two that states the main idea of a writing assignment. It also helps to control the ideas presented within the paper. However, it is not merely a topic. It often reflects a claim or judgment that a writer has made about a reading or personal experience. For instance: Tocqueville believed that the domestic role most women held in America was the role that gave them the most power, an idea that many would hotly dispute today. 

Every assignment has a question or prompt. It’s important that your thesis statement answers the question. For the above thesis statement, the question being answered might be something like this: Why was Tocqueville wrong about women? If your thesis statement doesn’t answer a question, you’ll need to rework your statement.

Where Will I Use Thesis Statements?

Writing an exceptional thesis statement is a skill you’ll need both now and in the future, so you’ll want to be confident in your ability to create a great one. Whether in academic, professional, or personal writing, a strong thesis statement enhances the clarity, effectiveness, and impact of the overall message. Here are some real-world examples that demonstrate the importance of composing an outstanding thesis statement:

1. Academic writing. The success of academic research papers depends on an exceptional thesis statement. Along with establishing the focus of the paper, it also provides you with direction in terms of research. The thesis sets a clear intention for your essay, helping the reader understand the argument you’re presenting and why the evidence and analysis support it.
2. Persuasive writing. Persuasive writing depends on an excellent thesis statement that clearly defines the author’s position. Your goal is to persuade the audience to agree with your thesis. Setting an explicit stance also provides you with a foundation on which to build convincing arguments with relevant evidence.
3. Professional writing. In the business and marketing world, a sound thesis statement is required to communicate a project’s purpose. Thesis statements not only outline a project’s unique goals but can also guide the marketing team in creating targeted promotional strategies.

Where Do Thesis Statements Go? 

A good practice is to put the thesis statement at the end of your introduction so you can use it to lead into the body of your paper. This allows you, as the writer, to lead up to the thesis statement instead of diving directly into the topic. Placing your thesis here also sets you up for a brief mention of the evidence you have to support your thesis, allowing readers a preview of what’s to come.

A good introduction conceptualizes and anticipates the thesis statement, so ending your intro with your thesis makes the most sense. If you place the thesis statement at the beginning, your reader may forget or be confused about the main idea by the time they reach the end of the introduction. 

What Makes a Strong Thesis Statement?

A quality thesis statement is designed to both inform and compel. Your thesis acts as an introduction to the argument you’ll be making in your paper, and it also acts as the “hook”. Your thesis should be clear and concise, and you should be ready with enough evidence to support your argument. 

There are several qualities that make for a powerful thesis statement, and drafting a great one means considering all of them: 

A strong thesis makes a clear argument.

A thesis statement is not intended to be a statement of fact, nor should it be an opinion statement. Making an observation is not sufficient — you should provide the reader with a clear argument that cohesively summarizes the intention of your paper.

Originality is important when possible, but stick with your own convictions. Taking your paper in an already agreed-upon direction doesn’t necessarily make for compelling reading. Writing a thesis statement that presents a unique argument opens up the opportunity to discuss an issue in a new way and helps readers to get a new perspective on the topic in question. Again, don’t force it. You’ll have a harder time trying to support an argument you don’t believe yourself.

A strong thesis statement gives direction.

If you lack a specific direction for your paper, you’ll likely find it difficult to make a solid argument for anything. Your thesis statement should state precisely what your paper will be about, as a statement that’s overly general or makes more than one main point can confuse your audience. 

A specific thesis statement also helps you focus your argument — you should be able to discuss your thesis thoroughly in the allotted word count. A thesis that’s too broad won’t allow you to make a strong case for anything.

A strong thesis statement provides proof.

Since thesis statements present an argument, they require support. All paragraphs of the essay should explain, support, or argue with your thesis. You should support your thesis statement with detailed evidence that will interest your readers and motivate them to continue reading the paper.

Sometimes it is useful to mention your supporting points in your thesis. An example of this could be: John Updike's Trust Me is a valuable novel for a college syllabus because it allows the reader to become familiar with his writing and provides themes that are easily connected to other works. In the body of your paper, you could write a paragraph or two about each supporting idea. If you write a thesis statement like this, it will often help you to keep control of your ideas.

A strong thesis statement prompts discussion.

Your thesis statement should stimulate the reader to continue reading your paper. Many writers choose to illustrate that the chosen topic is controversial in one way or another, which is an effective way to pull in readers who might agree with you and those who don’t! 

The ultimate point of a thesis statement is to spark interest in your argument. This is your chance to grab (and keep) your reader’s attention, and hopefully, inspire them to continue learning about the topic.

Testing Your Thesis Statement

Because your thesis statement is vital to the quality of your paper, you need to ensure that your thesis statement posits a cohesive argument. Once you’ve come up with a working thesis statement, ask yourself these questions to further refine your statement: 

• Is it interesting? If your thesis is dull, consider clarifying your argument or revising it to make a connection to a relatable issue. Again, your thesis statement should draw the reader into the paper.
• Is it specific enough? If your thesis statement is too broad, you won’t be able to make a persuasive argument. If your thesis contains words like “positive” or “effective”, narrow it down. Tell the reader why something is “positive”. What in particular makes something “effective”?
• Does it answer the question? Review the prompt or question once you’ve written your working thesis and be sure that your thesis statement directly addresses the given question.
• Does my paper successfully support my thesis statement? If you find that your thesis statement and the body of your paper don’t mesh well, you’re going to have to change one of them. But don’t worry too much if this is the case — writing is intended to be revised and reworked.
• Does my thesis statement present the reader with a new perspective? Is it a fresh take on an old idea? Will my reader learn something from my paper? If your thesis statement has already been widely discussed, consider if there’s a fresh angle to take before settling.
• Finally, am I happy with my thesis? If not, you may have difficulty writing your paper. Composing an essay about an argument you don’t believe in can be more difficult than taking a stand for something you believe in.

Quick Tips for Writing Thesis Statements

If you’re struggling to come up with a thesis statement, here are a few tips you can use to help:

• Know the topic. The topic should be something you know or can learn about. It is difficult to write a thesis statement, let alone a paper, on a topic that you know nothing about. Reflecting on personal experience and/or researching your thesis topic thoroughly will help you present more convincing information about your statement.
• Brainstorm. If you are having trouble beginning your paper or writing your thesis, take a piece of paper and write down everything that comes to mind about your topic. Did you discover any new ideas or connections? Can you separate any of the things you jotted down into categories? Do you notice any themes? Think about using ideas generated during this process to shape your thesis statement and your paper.
• Phrase the topic as a question. If your topic is presented as a statement, rephrasing it as a question can make it easier to develop a thesis statement.
• Limit your topic. Based on what you know and the required length of your final paper, limit your topic to a specific area. A broad scope will generally require a longer paper, while a narrow scope can be sufficiently proven by a shorter paper.

Writing Thesis Statements: Final Thoughts

The ability to compose a strong thesis statement is a skill you’ll use over and over again during your college days and beyond. Compelling persuasive writing is important, whether you’re writing an academic essay or putting together a professional pitch. 

If your thesis statement-writing skills aren’t already strong, be sure to practice before diving into college-level courses that will test your skills. If you’re currently looking into colleges, �鶹��Ƶ �鶹��Ƶ offers you the opportunity to refine your writing skills in our English courses and degree program. Explore �鶹��Ƶ �鶹��Ƶ’ undergraduate majors here.

Cohesion concerns the flow of sentences and paragraphs from one to another. It involves the tying together of old information and new. When we write academic essays, particularly in the humanities, we work hard to foster cohesion structurally, which enhances a reader's understanding of our ideas.

Essay organization

The first paragraph should include a thesis statement, which announces the main idea or argument of the paper. The rest of the sentences should lead up to or anticipate the thesis, either directly or indirectly.

The body paragraphs should support the thesis statement and should be arranged in a clear hierarchy.

Readers should be able to understand how each paragraph relates to what has come before it. This can be accomplished by the use of transition sentences.

Repetition

Repetition helps to enhance a reader's understanding of what the author has written. Pointers are used as a tool in sentences to use repetition for better understanding.

Pointers are words, phrases, or ideas that appear in a sentence, and are repeated in the next.

Example: Epilepsy is a brain or neurological disorder where excess electrical energy causes seizures. Seizures result when the brain's nerve cells, or neurons, produce an excessive or abnormal amount of electrical activity.Depending on this activity…

Example: Depending on this activity, three results may occur. First,the seizure may start and stop in one location. Next, it may spread a bit and stop. Finally, it may go through the body's nervous system before stopping.

To prevent repetitions from becoming dull, an author may use:

• Variations of the word (golf, golfer, golfing)
• Pronouns (doctors…they)
• Synonyms (jump, hop, bounce)

Transitions

Transitional words and phrases, also known as “tags,” are used to hold a paper together.They can be simple conjunctions, like and and but, or they can be more complex.

There are four different types of sentences: simple, compound, complex, and compound-complex. It is important to become comfortable with each type, since a variety of sentence types signals a writer's skill and maturity.

Simple sentences

The simple sentence contains one independent clause (a phrase that contains a subject and a verb and can stand alone as a sentence). The independent clauses in this handout are underlined.

• The Gustie ordered pizza.

The subject or verb (or both) may be compound. However, the sentence is still considered simple. In addition, a simple sentence may include modifying words or phrases.

• The female Gustie and the male Gustie ordered a pepperoni pizza.

Compound sentences

The compound sentence contains two independent clauses. The two independent clauses are usually joined by a comma or coordinating conjunction like and, but, or, nor, for, so, yet.

• The Gustie ordered pizza, but the pizza never came.

The independent clauses can also be joined by a semicolon or a semicolon and a conjunctive adverb (however, therefore, moreover, nevertheless).

• The Gustie ordered pizza; however, the delivery boy never delivered the pizza.

Complex sentences

Complex sentences contain one independent clause and one dependent clause (a dependent clause has a subject and a verb, but cannot stand alone). In this handout, the dependent clauses are in bold.

• If the Gustie had said the name of his dorm, the pizza would have come.

Compound-complex sentences

Compound-complex sentences have at least two independent clauses and at least one dependent clause.

• When the pizza finally arrived, the cheese was cold and the Gustie didn't tip.

While revision occurs throughout the writing process and involves such tasks as rethinking, overall structure, focus, thesis and support, editing and proofreading assume that the writer is working on the final draft and is in the process of making the paper “correct.  “Correct” punctuation, grammar, spelling, sentence structure, style, and word choice are important to the reader because they drastically affect perceptions of the writer’s authority and credibility.

In general, effective editing and proofreading require that you reread your writing carefully, that you play the role of reader rather than writer, and that you use strategies to help you slow down and examine your writing.  This handout presents strategies for both editing and proofreading.

Editing

Editing is the process writers use to catch errors typical to their own writing.  Because editing focuses on problems that are particular to an individual writer – and that occur again and again – effective editing requires that you know the types of errors you typically make and that you have specific strategies for finding those errors.

1. Read the paper aloud as if you are reading a story. Listen for errors. If you listen carefully, you will be able to correct any errors that you hear. Listen for incomplete phrases, sentences and ideas, as well as things that “sound funny.”
   1. Stop and change anything you wish as soon as you see it –punctuation, spelling, and sentence structure. Move through the paper at a reasonable rate.
   2. Read the entire paper. Listen for spots that are no’t readable, that feel or sound awkward, or that don’t seem clear. Mark these spots. Then, when you’re done reading the whole paper, go back to fix them.
   3. Allow yourself some time between writing your paper and editing.  Ideally, wait a day; this allows the writing to “get cold,” giving you an opportunity to "see" the errors. If you can’t wait a day, go away and do something else for a while – work for another class, cleaning, eating – so that you can return to your work with a fresh mind and fresh eyes.
2. Read one sentence at a time.
   1. Using a sheet of clean paper, cover all the text except the first sentence. Read this sentence carefully. Does it sound and look correct?  Does it say what you want it to say? Continue down the page in the same way.
3. Look for patterns of error.
   1. Personal patterns: All writers make mistakes that are typical of their writing.  If you always forget commas, check for commas. If you always have trouble with transitions, look for transitions. If you work on wordiness, look for this. Bring your essays to the writing center! A tutor can help you to locate the patterns of error.
   2. List: Keep a list of your “trouble spots.” Use this as a checklist and refer to it as you edit.
   3. Know your grammar and punctuation rules  or know where to look them up: Study the rules of grammar and punctuation.  Review the ones you don’t know.  If you have a writing handbook or handouts, keep them out when you write.  Refer to them when you have questions as you write and edit.

Proofreading

Proofreading, the final stage, focuses on “random goofs.”  The final draft has been corrected, but sometimes, because of computer error, fatigue, carelessness, or oversight, mistakes are still present.  It is important to go through the paper one last time to catch these random goofs.

1. Read the paper as a reader.
   1. Read and enjoy your work.  Sit back, and read the paper as if you were the teacher.  What do you notice?
2. Read one sentence/paragraph at a time.
   1. Take a clean sheet of paper, and place it under the first sentence of your paper.  Read this sentence carefully.  Do you see any mistakes, typos, or careless omissions?
3. Read backwards.
   1. Start at the bottom of the page on the right side.  Look at the words from right to left, check for spelling/typographical errors.

If you've ever struggled with formatting citations or knowing when or how to cite sources, you're not alone. The good news is that there are lots of people and resources on campus to help. Use the tabs (above) on this guide to navigate to specific style guides. Writing Center Assistants and �鶹��Ƶ Reference Librarians are ready and available to help. And you can also ask your professors for help, too!  

Series

Use a colon to signal a series of words, phrases, or clauses after a complete sentence.

• The baseball coach claimed that his team's success stemmed from three things: solid hitting, consistent pitching, and good fielding.
• The Marketplace has several specialties: a sliced roast beef dinner, a fried chicken strip dinner, a fresh salad bar, and several types of pasta.

Second Complete Sentence

Use a colon to signal a second complete sentence that explains a closely related preceding sentence.

• The professors advice was straight to the point: I won't tolerate students who can't get to class on time.
• Religion and politics can be touchy subjects: Many people hold opinionated views and are easily offended by other people's remarks.

Emphasis on a Name or Description

Use a colon to signal a name or description at the end of a sentence when you want to put a lot of emphasis on that name or description.

• The local college had a nickname for their students that had amused the town's residents for years before the tornado made it appropriate: Gusties.
• The preoccupied vandal didn't notice who was standing behind him: a smiling Campus Safety officer.

Long Quotation

Use a colon to introduce a long quotation.

• In his book, Language is Sermonic, Richard M. Weaver described how language may influence us: Sophistications of theory cannot obscure the truth that there are but three ways for language to affect us. It can move us toward what is good; it can move us toward what is evil; or it can, in hypothetical third place, fail to move us at all. 

Colons can also be used to

1. Separate titles and subtitles
   • William Shakespeare: The Greatest Playwright.
2. Express time
   • The robbery occurred at approximately 1:45 p. m. on Tuesday March 13, 1856.
3. Cite a legal or biblical passage
   • According to Minnesota penal code 1:49:S2, it is unlawful to feed licorice or peanut butter to goats.
   • According to John 3:16, God loved the world so much that he sacrificed his only son.
4. End a salutation
   • To Whom it May Concern:

5. Separate the place of publication and publisher in a bibliographic entry

   • James, Gerald. How to Write Best Sellers. New York: Henry James Publishing, 1973

    

   Adapted from The Brief English Handbook by Edward A. Dornan and Charles W. Dawe.

Conjunctions, Clauses, Statements

Use a comma before a coordinating conjunction (and, or, but, nor, yet, for, so) separating independent clauses, statements that can stand alone.

• The envelope was made of yellowish parchment, and the address was written in emerald-green ink.
• Harry knew he ought to feel sorry that Mrs. Figg had broken her leg, but it wasn’t easy when he reminded himself that it would be a whole year before he had to look at the cats again.

Introductory Word, Phrase, Clause

Use a comma after an introductory word, phrase, or clause that comes before a main clause.

Words

• Strangely, the snake winked.
• Once, Aunt Petunia had cut his hair so short he was almost bald except for his bangs. 

Phrases

• About once a week, Uncle Vernon looked over the top of his newspaper and shouted that Harry needed a haircut.
• For a split second, he thought he was going to fall.

Clauses

• Not wanting to miss anything, he got some of everything.
• According to the large clock over the arrivals board, he had ten minutes left to get on the train.

Quotations

Use commas before and after a quotation within a sentence.

• He managed to say, "Go, cupboard, stay, no meals," before he collapsed into a chair.
• "Oh, we're not working," Harry told him brightly.

Non-Essential Words, Phrases, Clauses

Use commas around words, phrases, and clauses in the middle of a sentence when they aren’t essential to the meaning of the sentence.

Words

• Next morning, however, he had gotten up to find his hair exactly as it had been before.
• The Dursleys knew that the Potters had a small son, too, but they had never even seen him.

Phrases

• If anyone looked out of their window now, even beady-eyed Mrs. Dursley, they wouldn't be able to see anything that was happening down on the pavement.
• There, reflected behind him, were at least ten others.

Clauses

• They were carried along a dark tunnel, which seemed to be taking them right underneath the castle, until they reached a kind of underground harbor.
• There was a large birdcage, which had once held a parrot that Dudley had swapped at school for a real air rifle, lying in the corner.

Geographical Names, Dates, Titles

Use commas to set off geographical names, items in dates, and professional titles.

Geographical names

• Can we see all this in London, England? 

Items in dates or addresses

• It said 'Mr. H. Potter, The Smallest Bedroom, 4 Privet Drive, Little Whinging, Surrey and was addressed July 31, 1997. 

Professional titles

• Minerva McGonagall, Deputy Headmistress, was in charge.

Series

Use commas between items in a series.

Words

• Harry tried to remember, left, right, right, left, middle fork, right, left, but it was impossible.
• Smeltings boys wore maroon tailcoats, orange knickerbockers, and flat straw hats called boaters.

Phrases

• They always complained about the school's brooms: some of them started to vibrate if you flew too high, some always flew to the left, some just didn’t fly.
• I've heard he's sort of a savage, lives in a house on the school grounds, gets drunk, and ends up setting fire to his bed.

Clauses

• It didn’t so much as quiver when a car door slammed on the next street, nor when two owls swooped overhead, nor when a mouse ran over its tail.
• He couldn’t direct it at all; it was zigzagging through the air, and every now and then making violent swishing movements that almost unseated him.

Afterthought or Contrasting Element

Use a comma before an afterthought or contrasting element. 

After-thought

• For Harry, the chance to be at school was vitally important, far more important than it was for the others.

Contrasting element

• In the weeks that followed he did seem to be getting paler and thinner, not more robust.

Examples taken from Harry Potter and the Sorcerer’s Stone by J.K. Rowling. 

1. Begin this process by examining your assignment sheet. Be sure you understand the requirements and limits of the assignment.
   1. Pay attention to wording, the audience, the scope of expected research, and the desired length.
2. Set up a schedule
   1. Include library and Internet exploration time
   2. Set a date for when you will decide on a topic and/or hypothesis
   3. Allow time to gather sources
   4. Consider deadlines for a rough outline and thesis
   5. Take into account note taking time, rough draft deadlines, revision time, and when the final draft is due.
   6. Don't forget to schedule a time to visit the Writing Center!
3. Identify the purpose
   1. Look for cue words, such as describe, survey, analyze, explain, classify, compare, contrast in the prompt.
4. Identify the audience
   1. Be sure to think about what they already know, what they will want to learn about, what assumptions they may have/receive, and what response you wish to elicit from them.
5. Identify the scope of your research
   1. What kind of sources do I need?
   2. How many sources do I need?
6. Choose a topic
   1. Think about subjects with which you are or would like to become familiar.
   2. Surf the Net and skim your textbooks or other reading materials
   3. Ask yourself if the topic is:
      1. interesting
      2. manageable
      3. has more than one angle
      4. has available resources
   4. Focus your topic so that it is compliant with the length of your assignment
7. Develop a hypothesis or thesis statement
   1. This sentence should be an interesting statement about your research that can be proved or disproved by your evidence.
   2. Example from Lunsford/Connors:
      1. Topic: Heroes in U.S. films
      2. Issue: Changes in heroes in U.S. films
      3. Research Question: How have heroes changed since they found a home in Hollywood?
      4. Hypothesis/Thesis statement: As real-life heroes have been dethroned in popular U.S. culture over the last century, so have film heroes, and current films suggest that the hero may not have a future at all.
8. Explore your topic
9. Convert your hypothesis to a working thesis for your paper.

A clause is a group of related words that has a subject and a verb. Clauses can be independent or dependent. 

• An independent clause can stand alone as a complete sentence.
  • e.g. The Astronomy Club scheduled meetings at an isolated hilltop observatory.
• A dependent (or subordinate) clause is a group of words that cannot stand alone as a sentence, even though it contains a subject and a verb.
  • e.g. Whenever it could, the Astronomy Club scheduled meetings at an isolated hilltop observatory.

Sentences typically obey the following format concerning clauses and punctuation:

Independent clause.

Independent clause ; independent clause.

Independent clause, independent clause.

Although dependent clause , independent clause.

Use with a conjunctive adverb

Use a semicolon with an appropriate conjunctive adverb (transition word) to connect two complete sentences that are closely related.

• Correct: The Christ Chapel spire is in danger of falling over; however, engineers are trying to stabilize its foundation.
• Incorrect: The Christ Chapel spire is in danger of falling over; however, St. Peter Transit still offers rides within town.

Connect two complete sentences

Use a semicolon by itself to connect two complete sentences that are very closely related.

• Correct: Religion is a very touchy subject; it may be good to avoid discussing it with strangers or new friends.
• Incorrect: Religion is a very touchy subject; many people have an opinion about it.

Separate a series

Use a semicolon to separate a series of phrases or clauses that have punctuation, like commas, in them.

• Correct: Alex Smith invited three people over for dinner: Carla Smith,a professor; Brian Smith, a coach; and Amy Smith, a secretary.
• Incorrect: Alex Smith invited three employees over for dinner: professor Carla Smith; coach Brian Smith; and secretary Amy Smith.

Cues that lead the reader forward

You'll find information that will help you connect students to the library, research materials, and librarians. We invite you to use this guide whenever research questions arise during a tutorial. The tabs at the top of the page will help you locate information about citations, searching for books and articles, tracking down hard copies of materials, and identifying reliable sources.  

Three of our most useful online resources are below; we encourage you to share this information with any students you are tutoring:

• Research Guides: , you can find information on conducting research within specific disciplines and, in some cases, courses.You can also locate the Research Guides by clicking on “Research Guides” on the left side of the library homepage.
• Quick Answers: For library FAQs and answers about anything from how to use the scanner to where the reference books are located,  is full of helpful information.
• Doing Research: This guide on offers an overview of how to do research well, including tips on searching and accessing information.

ChatGPT and other AI tools that can perform higher level functions like generating creative and academic writing, summarizing readings, and writing code are now widely available. �鶹��Ƶ, like many other higher education institutions, regards use of these technologies as a form of plagiarism and academic dishonesty, hence a violation of our honor code, which can lead to assignment and course failure. Several academic honesty violations have already arisen from AI assistance. 

In the future, we might find great uses for this kind of AI in higher education. If you think it might be appropriate in a specific context, speak with your instructor first. 

In the meantime here are several reasons not to use AI for academic work:

It just does not work that well

In this from Inside Higher Ed, a writing center director prompted AI to write a piece about why AI shouldn’t be used for an academic essay. The results speak for themselves. AI writing products often have weird syntax, literal repetition of main points, and a robotic lack of style and voice. AI is also not discerning when it comes to sources, using outdated and inaccurate information. Already several instructors at �鶹��Ƶ have run writing prompts, test questions, etc. through Chat GPT to test it. They report the results would not score well. One requested sources on a research topic, and it returned a list of made-up journal articles. Beyond its inherent faults, it also can’t take into account course contextual factors like discussions, readings, etc.

It is detectable

There are already many free sites instructors can use to check suspicious work. 

You may cheat the system, but you cheat yourself too

In this (play from 57:12-1:02:28), Neil Degrasse Tyson discusses the advantages of ChatGPT broadly but dismisses its use by students as cheating the system and themselves. As he notes, you will not learn the discourse and subject matter of your discipline. You will also not develop the critical reading, thinking, and writing skills you need to succeed beyond academia. If you can only write, read, and think as well as AI, you are going to be replaced by it.