thesis statements on identity

25 Thesis Statement Examples

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thesis statement examples and definition, explained below

A thesis statement is needed in an essay or dissertation . There are multiple types of thesis statements – but generally we can divide them into expository and argumentative. An expository statement is a statement of fact (common in expository essays and process essays) while an argumentative statement is a statement of opinion (common in argumentative essays and dissertations). Below are examples of each.

Strong Thesis Statement Examples

school uniforms and dress codes, explained below

1. School Uniforms

“Mandatory school uniforms should be implemented in educational institutions as they promote a sense of equality, reduce distractions, and foster a focused and professional learning environment.”

Best For: Argumentative Essay or Debate

Read More: School Uniforms Pros and Cons

nature vs nurture examples and definition

2. Nature vs Nurture

“This essay will explore how both genetic inheritance and environmental factors equally contribute to shaping human behavior and personality.”

Best For: Compare and Contrast Essay

3. American Dream

“The American Dream, a symbol of opportunity and success, is increasingly elusive in today’s socio-economic landscape, revealing deeper inequalities in society.”

Best For: Persuasive Essay

4. Social Media

“Social media has revolutionized communication and societal interactions, but it also presents significant challenges related to privacy, mental health, and misinformation.”

Best For: Expository Essay

Read More: The Pros and Cons of Social Media

5. Globalization

“Globalization has created a world more interconnected than ever before, yet it also amplifies economic disparities and cultural homogenization.”

6. Urbanization

“Urbanization drives economic growth and social development, but it also poses unique challenges in sustainability and quality of life.”

7. Immigration

“Immigration enriches receiving countries culturally and economically, outweighing any perceived social or economic burdens.”

8. Cultural Identity

“In a globalized world, maintaining distinct cultural identities is crucial for preserving cultural diversity and fostering global understanding, despite the challenges of assimilation and homogenization.”

Best For: Argumentative Essay

Read More: Learn about Cultural Identity

technology examples and definition explained below

9. Technology

“Medical technologies in care institutions in Toronto has increased subjcetive outcomes for patients with chronic pain.”

Best For: Research Paper

10. Capitalism vs Socialism

“The debate between capitalism and socialism centers on balancing economic freedom and inequality, each presenting distinct approaches to resource distribution and social welfare.”

cultural heritage examples and definition

11. Cultural Heritage

“The preservation of cultural heritage is essential, not only for cultural identity but also for educating future generations, outweighing the arguments for modernization and commercialization.”

pseudoscience examples and definition, explained below

12. Pseudoscience

“Pseudoscience, characterized by a lack of empirical support, continues to influence public perception and decision-making, often at the expense of scientific credibility.”

13. Free Will

“The concept of free will is largely an illusion, with human behavior and decisions predominantly determined by biological and environmental factors.”

14. Gender Roles

“Traditional gender roles are outdated and harmful, restricting individual freedoms and perpetuating gender inequalities in modern society.”

Read More: What are Traditional Gender Roles?

work-life balance examples and definition, explained below

15. Work-Life Ballance

“The trend to online and distance work in the 2020s led to improved subjective feelings of work-life balance but simultaneously increased self-reported loneliness.”

16. Universal Healthcare

“Universal healthcare is a fundamental human right and the most effective system for ensuring health equity and societal well-being, outweighing concerns about government involvement and costs.”

Read More: The Pros and Cons of Universal Healthcare

17. Minimum Wage

“The implementation of a fair minimum wage is vital for reducing economic inequality, yet it is often contentious due to its potential impact on businesses and employment rates.”

Read More: The Pros and Cons of Raising the Minimum Wage

18. Homework

“The homework provided throughout this semester has enabled me to achieve greater self-reflection, identify gaps in my knowledge, and reinforce those gaps through spaced repetition.”

Best For: Reflective Essay

Read More: Reasons Homework Should be Banned

charter schools vs public schools, explained below

19. Charter Schools

“Charter schools offer alternatives to traditional public education, promising innovation and choice but also raising questions about accountability and educational equity.”

Read More: The Pros and Cons of Charter Schools

20. Effects of the Internet

“The Internet has drastically reshaped human communication, access to information, and societal dynamics, generally with a net positive effect on society.”

Read More: The Pros and Cons of the Internet

affirmative action example and definition, explained below

21. Affirmative Action

“Affirmative action is essential for rectifying historical injustices and achieving true meritocracy in education and employment, contrary to claims of reverse discrimination.”

Best For: Essay

Read More: Affirmative Action Pros and Cons

soft skills examples and definition, explained below

22. Soft Skills

“Soft skills, such as communication and empathy, are increasingly recognized as essential for success in the modern workforce, and therefore should be a strong focus at school and university level.”

23. Moral Panic

“Moral panic, often fueled by media and cultural anxieties, can lead to exaggerated societal responses that sometimes overlook rational analysis and evidence.”

24. Freedom of the Press

“Freedom of the press is critical for democracy and informed citizenship, yet it faces challenges from censorship, media bias, and the proliferation of misinformation.”

Read More: Freedom of the Press Examples

25. Mass Media

“Mass media shapes public opinion and cultural norms, but its concentration of ownership and commercial interests raise concerns about bias and the quality of information.”

Best For: Critical Analysis

Checklist: How to use your Thesis Statement

✅ Position: If your statement is for an argumentative or persuasive essay, or a dissertation, ensure it takes a clear stance on the topic. ✅ Specificity: It addresses a specific aspect of the topic, providing focus for the essay. ✅ Conciseness: Typically, a thesis statement is one to two sentences long. It should be concise, clear, and easily identifiable. ✅ Direction: The thesis statement guides the direction of the essay, providing a roadmap for the argument, narrative, or explanation. ✅ Evidence-based: While the thesis statement itself doesn’t include evidence, it sets up an argument that can be supported with evidence in the body of the essay. ✅ Placement: Generally, the thesis statement is placed at the end of the introduction of an essay.

Try These AI Prompts – Thesis Statement Generator!

One way to brainstorm thesis statements is to get AI to brainstorm some for you! Try this AI prompt:

💡 AI PROMPT FOR EXPOSITORY THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTUCTIONS]. I want you to create an expository thesis statement that doesn’t argue a position, but demonstrates depth of knowledge about the topic.

💡 AI PROMPT FOR ARGUMENTATIVE THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTRUCTIONS]. I want you to create an argumentative thesis statement that clearly takes a position on this issue.

💡 AI PROMPT FOR COMPARE AND CONTRAST THESIS STATEMENT I am writing a compare and contrast essay that compares [Concept 1] and [Concept2]. Give me 5 potential single-sentence thesis statements that remain objective.

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Much of the debate about identity in recent decades has been about personal identity, and specifically about personal identity over time, but identity generally, and the identity of things of other kinds, have also attracted attention. Various interrelated problems have been at the centre of discussion, but it is fair to say that recent work has focussed particularly on the following areas: the notion of a criterion of identity; the correct analysis of identity over time, and, in particular, the disagreement between advocates of perdurance and advocates of endurance as analyses of identity over time; the notion of identity across possible worlds and the question of its relevance to the correct analysis of de re modal discourse; the notion of contingent identity; the question of whether the identity relation is, or is similar to, the composition relation; and the notion of vague identity. A radical position, advocated by Peter Geach, is that these debates, as usually conducted, are void for lack of a subject matter: the notion of absolute identity they presuppose has no application; there is only relative identity. Another increasingly popular view is the one advocated by David Lewis: although the debates make sense they cannot genuinely be debates about identity, since there are no philosophical problems about identity. Identity is an utterly unproblematic notion. What there are, are genuine problems which can be stated using the language of identity. But since these can be restated without the language of identity they are not problems about identity. (For example, it is a puzzle, an aspect of the so-called “problem of personal identity”, whether the same person can have different bodies at different times. But this is just the puzzle whether a person can have different bodies at different times. So since it can be stated without the language of personal “identity”, it is not a problem about personal identity , but about personhood.) This article provides an overview of the topics indicated above, some assessment of the debates and suggestions for further reading.

1. Introduction

2. the logic of identity, 3. relative identity, 4. criteria of identity, 5. identity over time, 6. identity across possible worlds, 7. contingent identity, 8. composition as identity, 9. vague identity, 10. are there philosophical problems about identity, other internet resources, related entries.

To say that things are identical is to say that they are the same. “Identity” and “sameness” mean the same; their meanings are identical. However, they have more than one meaning. A distinction is customarily drawn between qualitative and numerical identity or sameness. Things with qualitative identity share properties, so things can be more or less qualitatively identical. Poodles and Great Danes are qualitatively identical because they share the property of being a dog, and such properties as go along with that, but two poodles will (very likely) have greater qualitative identity. Numerical identity requires absolute, or total, qualitative identity, and can only hold between a thing and itself. Its name implies the controversial view that it is the only identity relation in accordance with which we can properly count (or number) things: x and y are to be properly counted as one just in case they are numerically identical (Geach 1973).

Numerical identity is our topic. As noted, it is at the centre of several philosophical debates, but to many seems in itself wholly unproblematic, for it is just that relation everything has to itself and nothing else – and what could be less problematic than that? Moreover, if the notion is problematic it is difficult to see how the problems could be resolved, since it is difficult to see how a thinker could have the conceptual resources with which to explain the concept of identity whilst lacking that concept itself. The basicness of the notion of identity in our conceptual scheme, and, in particular, the link between identity and quantification has been particularly noted by Quine (1964).

Numerical identity can be characterised, as just done, as the relation everything has to itself and to nothing else. But this is circular, since “nothing else” just means “no numerically non-identical thing”. It can be defined, equally circularly (because quantifying over all equivalence relations including itself), as the smallest equivalence relation (an equivalence relation being one which is reflexive, symmetric and transitive, for example, having the same shape). Other circular definitions are available. Usually it is defined as the equivalence relation (or: the reflexive relation) satisfying Leibniz’s Law, the principle of the indiscernibility of identicals, that if x is identical with y then everything true of x is true of y . Intuitively this is right, but only picks out identity uniquely if “what is true of x ” is understood to include “being identical with x ”; otherwise it is too weak. Circularity is thus not avoided. Nevertheless, Leibniz’s Law appears to be crucial to our understanding of identity, and, more particularly, to our understanding of distinctness: we exhibit our commitment to it whenever we infer from “ Fa ” and “ Not-Fb ” that a is not identical with b . Strictly, what is being employed in such inferences is the contrapositive of Leibniz’s Law (if something true of a is false of b , a is not identical with b ), which some (in the context of the discussion of vague identity) have questioned, but it appears as indispensable to our grip on the concept of identity as Leibniz’s Law itself.

The converse of Leibniz’s Law, the principle of the identity of indiscernibles, that if everything true of x is true of y , x is identical with y , is correspondingly trivial if “what is true of x ” is understood to include “being identical with x ” (as required if Leibniz’s Law is to characterise identity uniquely among equivalence relations). But often it is read with “what is true of x ” restricted, e.g., to qualitative, non-relational, properties of x . It then becomes philosophically controversial. Thus it is debated whether a symmetrical universe is possible, e.g., a universe containing two qualitatively indistinguishable spheres and nothing else (Black 1952).

Leibniz’s Law has itself been subject to controversy in the sense that the correct explanation of apparent counter-examples has been debated. Leibniz’s Law must be clearly distinguished from the substitutivity principle, that if “ a ” and “ b ” are codesignators (if “ a = b ” is a true sentence of English) they are everywhere substitutable salva veritate . This principle is trivially false. “Hesperus” contains eight letters, “Phosphorus” contains ten, but Hesperus (the Evening Star) is Phosphorus (the Morning Star). Again, despite the identity, it is informative to be told that Hesperus is Phosphorus, but not to be told that Hesperus is Hesperus (“On Sense and Reference” in Frege 1969). Giorgione was so-called because of his size, Barbarelli was not, but Giorgione was Barbarelli (Quine, “Reference and Modality”, in 1963) . It is a necessary truth that 9 is greater than 7, it is not a necessary truth that the number of planets is greater than 7, although 9 is the number of planets. The explanation of the failure of the substitutivity principle can differ from case to case. In the first example, it is plausible to say that “‘Hesperus’ contains eight letters” is not about Hesperus, but about the name, and the same is true, mutatis mutandis , of “‘Phosphorus’ contains ten letters”. Thus the names do not have the same referents in the identity statement and the predications. In the Giorgione/Barbarelli example this seems less plausible. Here the correct explanation is plausibly that “is so-called because of his size” expresses different properties depending on the name it is attached to, and so expresses the property of being called “Barbarelli” because of his size when attached to “Barbarelli” and being called “Giorgione” because of his size when attached to “Giorgione”. It is more controversial how to explain the Hesperus/Phosphorus and 9/the number of planets examples. Frege’s own explanation of the former was to assimilate it to the “Hesperus”/“Phosphorus” case: in “It is informative to be told that Hesperus is Phosphorus” the names do not stand for their customary referent but for their senses. A Fregean explanation of the 9/number of planets example may also be offered: “it is necessary that” creates a context in which numerical designators stand for senses rather than numbers.

For present purposes the important point to recognise is that, however these counter-examples to the substitutivity principle are explained, they are not counter-examples to Leibniz’s Law, which says nothing about substitutivity of codesignators in any language.

The view of identity just put forward (henceforth “the classical view”) characterises it as the equivalence relation which everything has to itself and to nothing else and which satisfies Leibniz’s Law. These formal properties ensure that, within any theory expressible by means of a fixed stock of one- or many-place predicates, quantifiers and truth-functional connectives, any two predicates which can be regarded as expressing identity (i.e., any predicates satisfying the two schemata “for all x , Rxx ” and “for all x , for all y , Rxy → ( Fx → Fy )” for any one-place predicate in place of “ F ”) will be extensionally equivalent. They do not, however, ensure that any two-place predicate does express identity within a particular theory, for it may simply be that the descriptive resources of the theory are insufficiently rich to distinguish items between which the equivalence relation expressed by the predicate holds (“Identity” in Geach 1972).

Following Geach, call a two-place predicate with these properties in a theory an “I-predicate” in that theory. Relative to another, richer, theory the same predicate, interpreted in the same way, may not be an I-predicate. If so it will not, and did not even in the poorer theory, express identity. For example, “having the same income as” will be an I-predicate in a theory in which persons with the same income are indistinguishable, but not in a richer theory.

Quine (1950) has suggested that when a predicate is an I-predicate in a theory only because the language in which the theory is expressed does not allow one to distinguish items between which it holds, one can reinterpret the sentences of the theory so that the I-predicate in the newly interpreted theory does express identity. Every sentence will have just the same truth-conditions under the new interpretation and the old, but the references of its subsentential parts will be different. Thus, Quine suggests, if one has a language in which one speaks of persons and in which persons of the same income are indistinguishable the predicates of the language may be reinterpreted so that the predicate which previously expressed having the same income comes now to express identity. The universe of discourse now consists of income groups, not people. The extensions of the monadic predicates are classes of income groups, and, in general, the extension of an n -place predicate is a class of n -member sequences of income groups (Quine 1963: 65–79). Any two-place predicate expressing an equivalence relation could be an I-predicate relative to some sufficiently impoverished theory, and Quine’s suggestion will be applicable to any such predicate if it is applicable at all.

But it remains that it is not guaranteed that a two-place predicate that is an I-predicate in the theory to which it belongs expresses identity. In fact, no condition can be stated in a first-order language for a predicate to express identity, rather than mere indiscernibility by the resources of the language. However, in a second-order language, in which quantification over all properties (not just those for which the language contains predicates) is possible and Leibniz’s Law is therefore statable, identity can be uniquely characterised. Identity is thus not first-order, but only second-order definable.

This situation provides the basis for Geach’s radical contention that the notion of absolute identity has no application and that there is only relative identity. This section contains a brief discussion of Geach’s complex view. (For more details see the entry on relative identity , Deutsch 1997, Dummett 1981 and 1991, Hawthorne 2003 and Noonan 2017.) Geach maintains that since no criterion can be given by which a predicate expressing an I-predicate may be determined to express, not merely indiscernibility relative to the language to which it belongs, but also absolute indiscernibility, we should jettison the classical notion of identity (1991). He dismisses the possibility of defining identity in a second-order language on the ground of the paradoxical nature of unrestricted quantification over properties and aims his fire particularly at Quine’s proposal that an I-predicate in a first-order theory may always be interpreted as expressing absolute identity (even if such an interpretation is not required ). Geach objects that Quine’s suggestion leads to a “Baroque Meinongian ontology” and is inconsistent with Quine’s own expressed preference for “desert landscapes” (“Identity” in Geach 1972: 245).

We may usefully state Geach’s thesis using the terminology of absolute and relative equivalence relations. Let us say that an equivalence relation R is absolute if and only if, if x stands in it to y , there cannot be some other equivalence relation S , holding between anything and either x or y , but not holding between x and y . If an equivalence relation is not absolute it is relative. Classical identity is an absolute equivalence relation. Geach’s main contention is that any expression for an absolute equivalence relation in any possible language will have the null class as its extension, and so there can be no expression for classical identity in any possible language. This is the thesis he argues against Quine.

Geach also maintains the sortal relativity of identity statements, that “ x is the same A as y ” does not “split up” into “ x is an A and y is an A and x = y ”. More precisely stated, what Geach denies is that whenever a term “ A ” is interpretable as a sortal term in a language L (a term which makes (independent) sense following “the same”) the expression (interpretable as) “ x is the same A as y ” in language L will be satisfied by a pair < x , y > only if the I-predicate of L is satisfied by < x , y >. Geach’s thesis of the sortal relativity of identity thus neither entails nor is entailed by his thesis of the inexpressibility of identity. It is the sortal relativity thesis that is the central issue between Geach and Wiggins (1967 and 1980). It entails that a relation expressible in the form “ x is the same A as y ” in a language L , where “ A ” is a sortal term in L , need not entail indiscernibility even by the resources of L .

Geach’s argument against Quine exists in two versions, an earlier and a later.

In its earlier version the argument is merely that following Quine’s suggestion to interpret a language in which some expression is an I-predicate so that the I-predicate expresses classical identity sins against a highly intuitive methodological programme enunciated by Quine himself, namely that as our knowledge expands we should unhesitatingly expand our ideology, our stock of predicables, but should be much more wary about altering our ontology, the interpretation of our bound name variables (1972: 243).

Geach’s argument is that in view of the mere possibility of carving out of a language L , in which the relational expressions, E 1 , E 2 , E 3 … are not I-predicates, sub-languages L 1 , L 2 , L 3 … in which these expressions are I-predicates, if Quine’s suggested proposal of reinterpretation is possible for each L n , the user of L will be committed to any number of entities not quantified over in L , namely, for each L n , those entities for which the I-predicate of L n ( E n ) gives a criterion of absolute identity. This will be so because any sentence of L will retain its truth conditions in any L n to which it belongs, reinterpreted as Quine proposes, but “of course, it is flatly inconsistent to say that as a member of a large theory a sentence retains its truth-conditions but not its ontological commitment” (1973:299).

The crucial premiss of this argument is thus that sameness of truth-conditions entails sameness of ontological commitment. But this is not true. The ontological commitments of a theory (according to Quine, whose notion this is) are those entities that must lie within the domain of quantification of the theory if the theory is to be true; or, the entities the predicates of the theory have to be true of if the theory is to be true. A theory is not ontologically committed, we may say, to whatever has to be in the universe for it to be true, but only to whatever has to be in its universe for it to be true. Thus there is no argument from sameness of truth-conditions to sameness of ontological commitments.

The later version of Geach’s argument needs a different response. The difference between the earlier version and the later one is that in the later (to be found in Geach 1973) Geach’s claim is not merely that Quine’s thesis about possible reinterpretation has a consequence which is unpalatable, but that it leads to an out-and-out logical absurdity, the existence of what he calls “absolute surmen” (entities for which having the same surname constitutes a criterion of absolute identity, i.e., entails indiscernibility in all respects). Because Geach is now making this stronger claim, the objection that his argument depends upon the incorrect assumption that sameness of truth-conditions entails sameness of ontological commitment is no longer relevant. In order to make out his case Geach has to establish just two points. First, that there are sentences of English supplemented by the predicate “is the same surman as” (explained to mean “is a man and has the same surname as”), which are evidently true and which, considered as sentences of that fragment of English in which “is the same surman as” is an I-predicate, when this is interpreted in the way Quine suggests, can be true only if absolute surmen exist. And secondly, that the existence of absolute surmen is absurd.

But in the end Geach fails to establish these two points. Quine would say that, for the fragment of English in question, the domain of the variables can be considered to consist of classes of men with the same surname and the predicates interpreted as holding of such classes. Thus, the predicate “is the same surman as” will no longer be true of pairs of men if we adopt Quine’s suggestion (I am writing, remember in English, not in the fragment of English under discussion), but rather of pairs of classes of men with the same surname – these then will be Geach’s “absolute surmen”. Now, Geach attempts to rule this out by the argument that “whatever is a surman is by definition a man.” But this argument fails. The predicate “is a man” will also be in the language-fragment in which “is the same surman as” is the I-predicate; and so it, too, will, be reinterpreted, if we follow Quine’s suggestion, as holding of classes of men with the same surname. Thus the sentence “Whatever is a surman is a man” will be true in the language fragment interpreted in Quine’s way, just as it is in English as a whole. What will not be true, however, is that whatever the predicate “is a surman” is true of, as it occurs in the language-fragment reinterpreted in Quine’s way , is a thing of which “is a man”, as it occurs in English as a whole , is true of. But Geach has no right to demand that this should be the case. Even so, this demand can be met. For the domain of the interpretation of the language fragment in which “is the same surman as” is the I-predicate can, in fact, be taken to consist of men, namely, to be a class containing exactly one representative man for each class of men with the same surname. Thus, as Geach says, absolute surmen will be just some among men (1973, 100). Geach goes on, “there will, for example, be just one surman with the surname ‘Jones’, but if this is an absolute surman, and he is a certain man, then which of the Jones boys is he?” But this question, which is, of course, only answerable using predicates which belong to the part of English not included in the language fragment in which “is the same surman as” is the I-predicate, is not an impossible one to answer. It is merely that the answer will depend upon the particular interpretation that the language fragment has, in fact, been given. Geach is, therefore not entitled to go on, “Surely we have run into an absurdity.” It thus seems that his argument for the non-existence of absolute identity fails.

Geach’s argument for his second thesis, that of the sortal relativity of identity, is that it provides the best solution to a variety of well known puzzles about identity and counting at a time and over time. The most well known puzzle is that of the cat on the mat, which comes in two versions.

The first version goes like this. (Wiggins 1968 contains the first appearance of this version in present-day philosophical literature; an equivalent puzzle is that of Dion and Theon, see Burke 1995.) Suppose a cat, Tibbles, is sitting on a mat. Now consider that portion of Tibbles that includes everything except its tail – its “tail complement” – and call it “Tib”. Tib is smaller than Tibbles so they are not identical. But what if we now amputate the cat’s tail? (A time-reversed, or “growing”, version can be considered in which a tail is grafted on to a tailless cat; the same responses considered below will be available, but may differ in relative plausibility.) Tibbles and Tib will now coincide. If Tibbles is still a cat, it is hard to see by what criterion one could deny that Tib is a cat. Yet they are distinct individuals, since they have different histories. But there is just one cat on the mat. So they cannot be distinct cats. They must be the same cat, even though they are distinct individuals; and so identity under the sortal concept cat must be a relative identity relation.

The second version (presented in Geach 1980, compare Unger 1980) goes as follows. Tibbles is sitting on the mat and is the only cat sitting on the mat. But Tibbles has at least 1,000 hairs. Geach continues:

Now let c be the largest continuous mass of feline tissue on the mat. Then for any of our 1,000 cat-hairs, say h n , there is a proper part c n of c which contains precisely all of c except the hair h n ; and every such part c n differs in a describable way both from any other such part say c m , and from c as a whole. Moreover, fuzzy as the concept cat may be, it is clear that not only is c a cat, but also any part c n is a cat: c n would clearly be a cat were the hair h n to be plucked out, and we cannot reasonably suppose that plucking out a hair generates a cat, so c n must already have been a cat. (Geach 1980, 215)

The conclusion, of course, is the same as in the previous version of the argument: there is only one cat on the mat so all the distinct entities that qualify as cats must be the same cat.

This version of the argument can be resisted by insisting that the concept of a cat is maximal, i.e. no proper part of a cat is a cat. The first version may be resisted in a variety of ways. Some deny the existence of the tail-complement at all (van Inwagen 1981, Olson 1995); others deny that the tail-complement survives the amputation (Burke 1995). Another possibility is to say that certain of the historical and/or modal predicates possessed by Tibbles and not Tib are essential to being a cat, so that Tib is not (predicatively) a cat (Wiggins 1980). Again, it can be accepted that both Tib and Tibbles are cats, but deny that in counting them as one we are counting by identity, rather, we are counting by “almost identity” (Lewis 1993). Another possibility is to accept that both Tib and Tibbles are cats, but deny that they are distinct: rather “Tib” and “Tibbles” are two names of the same cat-stage (Hawley 2001, Sider 2001).

There is, then, no very compelling argument for Geach’s sortal relativity thesis to be based on such examples, given the variety of responses available, some of which will be returned to below. On the other hand, no alternative solution to the puzzle of the cat on the mat stands out as clearly superior to the rest, or clearly superior to the sortal relativity thesis as a solution. We should conclude that this component of Geach’s position, though not proven, is not refuted either, and, possibly, that the linguistic data provide no basis for a decision for or against.

A notion that Geach deploys extensively, and which is also in common use by his opponents, is that of a criterion of identity, a standard by which identity is to be judged. This section will attempt to untangle some of the complexities this notion involves.

The notion of a criterion of identity was introduced into philosophical terminology by Frege (1884) and strongly emphasised by Wittgenstein (1958). Exactly how it is to be interpreted and the extent of its applicability are still matters of debate.

A considerable obstacle to understanding contemporary philosophical usage of the term, however, is that the notion does not seem to be a unitary one. In the case of abstract objects (the case discussed by Frege) the criterion of identity for F s is thought of as an equivalence relation holding between objects distinct from F s. Thus the criterion of identity for directions is parallelism of lines , that is, the direction of line a is identical with the direction of line b if and only if line a is parallel to line b . The criterion of identity for numbers is equinumerosity of concepts , that is, the number of A s is identical with the number of B s if and only if there are exactly as many A s as B s. The relation between the criterion of identity for F s and the criterion of application for the concept F (the standard for the application of the concept to an individual) is then said by some (Wright and Hale 2001) to be that to be an F is just to be something for which questions of identity and distinctness are to settled by appeal to the criterion of identity for F s. (Thus, when Frege went on to give an explicit definition of numbers as extensions of concepts he appealed to it only to deduce what has come to be called Hume’s Principle – his statement of his criterion of identity for numbers in terms of equinumerosity of concepts, and emphasised that he regarded the appeal to extensions as inessential.) In the case of concrete objects, however, things seem to stand differently. Often the criterion of identity for a concrete object of type F is said to be a relation R such that for any F s, x and y , x = y if and only if Rxy . In this case the criterion of identity for F s is not stated as a relation between entities distinct from F s and the criterion of identity cannot plausibly be thought of as determining the criterion of application. Another example of the lack of uniformity in the notion of a criterion of identity in contemporary philosophy is, in the case of concrete objects, a distinction customarily made between a criterion of diachronic identity and a criterion of synchronic identity; the former taking the form “ x is at t the same F as y is at t ′ if and only if…”, where what fills the gap is some statement of a relation holding between objects x and y and times t and t ′. (In the case of persons, for example, a candidate criterion of diachronic identity is: x is at t the same person as y is at t ′ if and only if x at t is psychologically continuous with y at t ′.) A criterion of synchronic identity, by contrast, will typically specify how the parts of an F -thing existing at a time must be related, or how one F at a time is marked off from another.

One way of bringing system into the discussion of criteria of identity is to make use of the distinction between one-level and two-level criteria of identity (Williamson 1990, Lowe 2012). The Fregean criteria of identity for directions and numbers are two-level. The objects for which the criterion is given are distinct from, and can be pictured as at a higher level than, the entities between which the relation specified holds. A two-level criterion for the F s takes the form (restricting ourselves to examples in which the criterial relation holds between objects):

If x is a G and y is a G then d ( x ) = d ( y ) iff Rxy

e.g., If x and y are lines then the direction of x is identical with the direction of y iff x and y are parallel.

A two-level criterion of identity is thus in the first place an implicit definition of a function “ d ( )” (e.g., “the direction of”) in terms of which the sortal predicate “is an F ” can be defined (“is a direction” can be defined as “is the direction of some line”). Consistently with the two-level criterion of identity stated several distinct functions may be the reference of the functor “ d ”. Hence, as emphasised by Lowe (1997: section 6), two-level criteria of identity are neither definitions of identity, nor of identity restricted to a certain sort (for identity is universal), nor even of the sortal terms denoting the sorts for which they provide criteria. They merely constrain, but not to uniqueness, the possible referents of the functor “d” they implicitly define and they thus give a merely necessary condition for falling under the sortal predicate “is an F ” (where “ x is an F ” is explained to mean “for some y , x is identical with d ( y )”).

On the other hand, the criterion of identity for sets given by the Axiom of Extensionality (sets are the same iff they have the same members), unlike the criterion of identity for numbers given by Hume’s Principle, and Davidson’s criterion of event identity (events are the same iff they have the same causes and effects (“The Individuation of Events” in his 1980)) are one-level: the objects for which the criterion of identity is stated are the same as those between which the criterial relation obtains. In general, a one-level criterion for objects of sort F takes the form:

If x is an F and y is an F then x = y iff Rxy

Not all criteria of identity can be two-level (on pain of infinite regress), and it is tempting to think that the distinction between objects for which a two-level criterion is possible and those for which only a one-level criterion is possible coincides with that between abstract and concrete objects (and so, that a two-level criterion for sets must be possible).

However, a more general application of the two-level notion is possible. In fact, it can be applied to any type of object K , such that the criterion of identity for K s can be thought of as an equivalence relation between a distinct type of object, K *s, but some such objects may intuitively be regarded as concrete.

How general this makes its application is a matter of controversy. In particular, if persisting things are thought of as composed of (instantaneous) temporal parts (see discussion below), the problem of supplying a diachronic criterion of identity for persisting concrete objects can be regarded as the problem of providing a two-level criterion. But if persisting things are not thought of in this way then not all persisting things can be provided with two-level criteria. (Though some can. For example, it is quite plausible that the criterion of identity over time for persons should be thought of as given by a relation between bodies.)

As noted by Lowe (1997) and Wright and Hale (2001) any two-level criterion can be restated in a one-level form (though, of course, not conversely). For example, to say that the direction of line a is identical with the direction of line b if and only if line a is parallel to line b is to say that directions are the same if and only if the lines they are of are parallel, which is the form of a one-level criterion. A way of unifying the various different ways of talking of criteria of identity is thus to take as the paradigmatic form of a statement of a criterion of identity a statement of the form: for any x , for any y , if x is an F and y is an F then x = y if and only if Rxy (Lowe 1989, 1997).

If the notion is interpreted in this way then the relation between the criterion of identity and the criterion of application will be that of one-way determination. The criterion of identity will be determined by, but not determine, the criterion of application.

For, in general, a one-level criterion of identity for F s as explained above is equivalent to the conjunction of:

If x is an F then Rxx

If x is an F then if y is an F and Rxy then x = y

Each of these gives a merely necessary condition for being an F . And the second says something about F s which is not true of everything only if “ Rxy ” does not entail “ x = y ”

Together these are equivalent to the proposition that every F is the F “ R -related” to it. By its form this states a merely necessary condition for being a thing of sort “ F ”. The one-level criterion of identity thus again merely specifies a necessary condition of being an object of sort “ F ”.

Hence, once the necessary and sufficient conditions of being an “ F ” are laid down, no further stipulation is required of a criterion of “ F ”-identity, whether one-level or two-level.

This conclusion is, of course, in agreement with Lewis’s view that there are no genuine problems about identity as such (Lewis 1986, Ch. 4), but it is in tension with the thought that sortal concepts, as distinct from adjectival concepts, are to be characterised by their involvement of criteria of identity as well as criteria of application.

A conception of identity criteria which allows this characterisation of the notion of a sortal concept, and which has so far not been mentioned, is that of Dummett (1981). Dummett denies that a criterion of identity must always be regarded as a criterion of identity for a type of object . There is a basic level, he suggests, at which what a criterion of identity is a criterion of, is the truth of a statement in which no objects are referred to. Such a statement can be expressed using demonstratives and pointing gestures, for instance, by saying “This is the same cat as that”, pointing first to a head and then a tail. In such a statement, which he calls a statement of identification, in Dummett’s view, there need be no reference to objects made by the use of the demonstratives, any more than reference is made to any object in a feature-placing sentence like “It’s hot here”. A statement of identification is merely, as it were, a feature-placing relational statement, like “This is darker than that”. A grasp of a sortal concept F involves both grasp of the truth-conditions of such statements of identification involving “ F ” and also grasp of the truth-conditions of what Dummett calls “crude predications” involving “ F ”, statements of the form “this is F ”, in which the demonstrative again does not serve to refer to any object. Adjectival terms, which have only a criterion of application and no criterion of identity, are ones which have a use in such crude predications, but no use in statements of identification. Sortal terms, as just noted, have a use in both contexts, and sortal terms may share their criteria of application but differ in their criteria of identity since grasp of the truth-conditions of the crude predication “This is F ” does not determine grasp of the truth-conditions of the statement of identification “This is the same F as that” (thus I can know when it is right to say “This is a book” without knowing when it is right to say “This is the same book as that”).

On Dummett’s account, then, it may be possible to accept that whenever a criterion of identity for a type of object is to be given it must be (expressible as) a two-level criterion, which implicitly defines a functor. Essentially one-level criteria (one-level criteria not expressible in a two-level form) are redundant, determined by specifications of necessary and sufficient conditions for being objects of the sorts in question.

As noted in the last section, another source of apparent disunity in the concept of a criterion of identity is the distinction made between synchronic criteria of identity and diachronic criteria of identity. Criteria of identity can be employed synchronically, as in the examples just given, to determine whether two coexistent objects are parts of the same object of a sort, or diachronically, to determine identity over time. But as Lowe notes (2012: 137), it is an error to suppose that diachronic identity and synchronic identity are different kinds of identity and so demand different kinds of identity criteria. What then is a criterion of identity over time?

Identity over time is itself a controversial notion, however, because time involves change. Heraclitus argued that one could not bathe in the same river twice because new waters were ever flowing in. Hume argued that identity over time was a fiction we substitute for a collection of related objects. Such views can be seen as based on a misunderstanding of Leibniz’s Law: if a thing changes something is true of it at the later time that is not true of it at the earlier, so it is not the same. The answer is that what is true of it at the later time is, say, “being muddy at the later time”, which was always true of it; similarly, what is true of it at the earlier time, suitably expressed, remains true of it. But the question remains how to characterise identity through time and across change given that there is such a thing.

One topic which has always loomed large in this debate has been the issue (in the terminology of Lewis 1986, Ch. 4) of perdurance versus endurance . (Others, for which there is no space for discussion here, include the debate over Ship of Theseus and reduplication or fission problems and associated issues about “best candidate” or “no rival candidate” accounts of identity over time, and the debate over Humean supervenience – see articles on relative identity, personal identity, Hawley 2001 and Sider 2001.)

According to one view, material objects persist by having temporal parts or stages, which exist at different times and are to be distinguished by the times at which they exist – this is known as the view that material objects perdure. Other philosophers deny that this is so; according to them, when a material object exists at different times, it is wholly present at those times, for it has no temporal parts, but only spatial parts, which likewise are wholly present at the different times they exist. This is known as the view that material objects endure.

Perdurance theorists, as Quine puts it, reject the point of view inherent in the tenses of our natural language. From that point of view persisting things endure and change through time, but do not extend through time, but only through space. Thus persisting things are to be sharply distinguished from events or processes, which precisely do extend through time. One way of describing the position of the perdurance theorist, then, is to say that he denies the existence of a distinct ontological category of persisting things , or substances. Thus, Quine writes, “physical objects, conceived thus four-dimensionally in space-time, are not to be distinguished from events, or, in the concrete sense of the term, processes. Each comprises simply the content, however heterogeneous, of some portion of space-time, however disconnected and gerrymandered” (1960:171).

In recent controversy two arguments have been at the centre of the endurance/perdurance debate, one employed by perdurance theorists and the other by endurance theorists (for other arguments and issues see the separate article on temporal parts, Hawley 2001 and Sider 2001).

An argument for perdurance which has been hotly debated is due to David Lewis (1986). If perdurance is rejected, the ascription of dated or tensed properties to objects must be regarded as assertions of irreducible relations between objects and times. If Tabby is fat on Monday, that is a relation between Tabby and Monday, and if perdurance is rejected it is an irreducible relation between Tabby and Monday. According to perdurance theory, however, while it is still, of course, a relation between Tabby and Monday it is not irreducible; it holds between Tabby and Monday because the temporal part of Tabby on Monday, Tabby-on-Monday, is intrinsically fat. If perdurance is rejected, however, no such intrinsic possessor of the property of fatness can be recognised: Tabby’s fatness on Monday must be regarded as an irreducible state of affairs.

According to Lewis, this consequence of the rejection of the perdurance theory is incredible. Whether he is right about this is the subject of intense debate (Haslanger 2003).

Even if Lewis is right, however, the perdurance theory may still be found wanting, since it does not secure the most commonsensical position: that fatness is a property of a cat (Haslanger 2003). According to perdurance theory, rather, it is a property of a (temporal) cat part. Those known as stage theorists (Hawley 2001, Sider 2001), accepting the ontology of perdurance theory, but modifying its semantics, offer a way to secure this desirable result. Every temporal part of a cat is a cat, they say, so Tabby-on-Monday (which is what we refer to by “Tabby”, on Monday) is a cat and is fat, just as we would like. Stage theorists have to pay a price for this advantage over perdurance theory, however. For they must accept either that our reports of the cross-temporal number of cats are not always reports of the counting of cats (as when I say, truly, that I have only ever owned three cats) or that two cat-stages (cats) may be counted as one and the same cat, so that counting cats is not always counting in accordance with absolute identity.

An argument against the perdurance theory that has been the focus of interest is one presented in various guises by a number of writers, including Wiggins (1980), Thomson (1983) and van Inwagen (1990). Applied to persons (it can equally well be applied to other persisting things), it asserts that persons have different properties, in particular, different modal properties, from the summations of person-stages with which the perdurance theory identifies them. Thus, by Leibniz’s Law, this identification must be mistaken. As David Wiggins states the argument: “Anything that is a part of a Lesniewskian sum [a mereological whole defined by its parts] is necessarily part of it…But no person or normal material object is necessarily in the total state that will correspond to the person- or object-moment postulated by the theory under discussion” (1980: 168).

To elaborate a little. I might have died when I was five years old. But that maximal summation of person-stages which, according to perdurance theory, is me and has a temporal extent of at least fifty years, could not have had a temporal extent of a mere five years. So I cannot be such a summation of stages.

This argument illustrates the interdependence of the various topics discussed under the rubric of identity. Whether it is valid, of course, depends on the correct analysis of modal predication, and, in particular, on whether it should be analysed in terms of “identity across possible worlds” or in terms of Lewisian counterpart theory. This is the topic of the next section.

In the interpretation of modal discourse recourse is often made to the idea of “identity across possible worlds”. If modal discourse is interpreted in this way it becomes natural to regard a statement ascribing a modal property to an individual as asserting the identity of that individual across worlds: “Sarah might have been a millionaire”, on this view, asserts that there is a possible world in which an individual identical with Sarah is a millionaire. “Sarah could not have been a millionaire” asserts that in any world in which an individual identical with Sarah exists that individual is not a millionaire.

However, though this is perhaps the most natural way to interpret de re modal statements (once it has been accepted that the apparatus of possible worlds is to be used as an interpretative tool), there are well-known difficulties that make the approach problematic.

For example, it seems reasonable to suppose that a complex artefact like a bicycle could have been made of different parts. On the other hand, it does not seem right that the same bicycle could have been constructed out of completely different parts.

But now consider a series of possible worlds, beginning with the actual world, each containing a bicycle just slightly different from the one in the previous world, the last world in the sequence being one in which there is a bicycle composed of completely different parts from the one in the actual world. One cannot say that each bicycle is identical with the one in the neighbouring world, but not identical with the corresponding bicycle in distant worlds, since identity is transitive. Hence it seems one must either adopt an extreme mereological essentialism, according to which no difference of parts is possible for an individual, or reject the interpretation of de re modal discourse as asserting identity across possible worlds.

This and other problems with cross-world identity suggest that some other weaker relation, of similarity or what David Lewis calls counterparthood, should be employed in a possible world analysis of modal discourse. Since similarity is not transitive this allows us to say that the bicycle might have had some different parts without having to say that it might have been wholly different. On the other hand, such a substitution does not seem unproblematic, for a claim about what I might have done hardly seems, at first sight, to be correctly interpretable as a claim about what someone else (however similar to me) does in another possible world (Kripke 1972 [1980], note 13).

An assessment of the counterpart theoretic analysis is vital not just to understanding modal discourse, however, but also to getting to the correct account of identity over time. For, as we saw, the argument against perdurance theory outlined at the end of the last section depends on the correct interpretation of modal discourse. In fact, it is invalid on a counterpart theoretic analysis which allows different counterpart relations (different similarity relations) to be invoked according to the sense of the singular term which is the subject of the de re modal predication (Lewis 1986, Ch. 4), since the counterpart relation relevant to the assessment of a de re modal predication with a singular term whose sense determines that it refers to a person will be different from that relevant to the assessment of a de re modal predication with a singular term whose sense determines that it refers to a sum of person-stages. “I might have existed for only five years” means on the Lewisian account “There is a person in some possible world similar to me in those respects important to personhood who exists for only five years”; “The maximal summation of person stages of which this current stage is a stage might have existed for only five years” means “There is a summation of person stages similar to this one in those respects important to the status of an entity as a summation of stages which exists for only five years”. Since the two similarity relations in question are distinct the first modal statement may be true and the second false even if I am identical with the sum of stages in question.

Counterpart theory is also significant to the topic of identity over time in another way, since it provides the analogy to which the stage theorist (who regards all everyday reference as reference to momentary stages rather than to perdurers) appeals to explain de re temporal predication. Thus, according to the stage theorist, just as “I might have been fat” does not require the existence of a possible world in which an object identical with me is fat, but only the existence of a world in which a (modal) counterpart of me is fat, so “I used to be fat” does not require the existence of a past time at which someone identical with (the present momentary stage which is) me was fat, but only the existence of a past time at which a (temporal) counterpart of me was fat. The problem of identity over time for things of a kind, for stage theorists, is just the problem of characterizing the appropriate temporal counterpart relation for things of that kind.

For a more detailed discussion of the topic, see the entry transworld identity . Whether de re modal discourse is to be interpreted in terms of identity across possible worlds or counterpart theoretically (or in some other way entirely) is also relevant to our next topic, that of contingent identity.

Before Kripke’s writings (1972 [1980]), it seemed a platitude that statements of identity could be contingent – when they contained two terms differing in sense but identical in reference and so were not analytic. Kripke challenged this platitude, though, of course, he did not reject the possibility of contingent statements of identity. But he argued that when the terms flanking the sign of identity were what he called rigid designators, an identity statement, if true at all, had to be necessarily true, but need not be knowable a priori , as an analytic truth would be. Connectedly, Kripke argued that identity and distinctness were themselves necessary relations: if an object is identical with itself it is necessarily so, and if it is distinct from another it is necessarily so.

Kripke’s arguments were very persuasive, but there are examples that suggest that his conclusion is too sweeping – that even identity statements containing rigid designators can be, in a sense, contingent. The debate over contingent identity is concerned with the assessment and proper analysis of these examples.

One of the earliest examples is provided by Gibbard (1975). Consider a statue, Goliath, and the clay, Lumpl, from which it is composed. Imagine that Lumpl and Goliath coincide in their spatiotemporal extent. It is tempting to conclude that they are identical. But they might not have been. Goliath might have been rolled into a ball and destroyed; Lumpl would have continued to exist. The two would have been distinct. Thus it seems that the identity of Lumpl and Goliath, if admitted, must be acknowledged as merely contingent.

One reaction to this argument available to the convinced Kripkean is simply to deny that Lumpl and Goliath are identical. But to accept this is to accept that purely material entities, like statues and lumps of clay, of admittedly identical material constitution at all times, may nonetheless be distinct, though distinguished only by modal, dispositional or counterfactual properties. To many, however, this seems highly implausible, which provides the strength of the argument for contingent identity. Another way of thinking of this matter is in terms of the failure of the supervenience of the macroscopic on the microscopic. If Lumpl is distinct from Goliath then a far distant duplicate of Lumpl, Lumpl*, coincident with a statue Goliath*, though numerically distinct from Goliath will be microscopically indistinguishable from Goliath in all general respects, relational as well as non-relational, past and future as well as present, even modal and dispositional as well as categorical, but will be macroscopically distinguishable in general respects, since it will not be a statue, and will have modal properties, such as the capacity to survive radical deformation in shape, which no statue possesses.

David Lewis (in “Counterparts of Persons and their Bodies”, 1971) suggests that the identity of a person with his body (assuming the person and the body, like Goliath and Lumpl, are at all times coincident) is contingent, since bodily interchange is a possibility. He appeals to counterpart theory, modified to allow a variety of counterpart relations, to explain this. Contingent identity then makes sense, since “I and my body might not have been identical” now translates into counterpart theory as “There is a possible world, w , a unique personal counterpart x in w of me and a unique bodily counterpart y in w of my body, such that x and y are not identical”.

What is crucial to making sense of contingent identity is an acceptance that modal predicates are inconstant in denotation (that is, stand for different properties when attached to different singular terms or different quantifying expressions). Counterpart theory provides one way of explaining this inconstancy, but is not necessarily the only way (Gibbard 1975, Noonan 1991, 1993). However, whether the examples of contingent identity in the literature are persuasive enough to make it reasonable to accept the certainly initially surprising idea that modal predications are inconstant in denotation is still a matter of considerable controversy.

Finally, in this section, it is worth noting explicitly the interdependence of the topics under discussion: only if the possibility of contingent identity is secured, by counterpart theory or some other account of de re modality which does not straightforwardly analyse de re modal predication in terms of identity across possible worlds, can perdurance theory (or stage theory) as an account of identity across time be sustained against the modal arguments of Wiggins, Thomson and van Inwagen.

A thesis that has a long pedigree but has only recently been gathering attention in the contemporary literature is the “Composition as Identity” thesis. The thesis comes in a weak and a strong form. In its weak form the thesis is that the mereological composition relation is analogous in a number of important ways to the identity relation and so deserves to be called a kind of identity. In its strong form the thesis is that the composition relation is strictly identical with the identity relation, viz. that the parts of a whole are literally (collectively) identical with the whole itself. The strong thesis was considered by Plato in Parmenides and versions of the thesis have been discussed by many historical figures since (Harte 2002, Normore and Brown 2014). The progenitor of the modern version of the thesis is Baxter (1988a, 1988b, 2001) but it is most often discussed under the formulation of it given by Lewis (1991), who first considers the strong thesis before rejecting it in favour of the weak thesis.

Both the strong and the weak versions of the thesis are motivated by the fact that there is an especially intimate relation between a whole and its parts (a whole is “nothing over and above” its parts), buttressed by claims that identity and composition are alike in various ways. Lewis (1991: 85) makes five likeness claims:

Ontological Innocence. If one believes that some object x exists, one does not gain a commitment to a further object by believing that something identical with x exists. Likewise, if one believes that some objects x 1 , x 2 , …, x n exist, one does not gain a commitment to a further object by claiming that something composed of x 1 , x 2 , …, x n exists.
Automatic Existence. If some object x exists, then it automatically follows that something identical with x exists. Likewise, if some objects x 1 , x 2 , …, x n exist, then it automatically follows that something composed of x 1 , x 2 , …, x n exists.
Unique Composition. If something y is identical with x , then anything identical with x is identical with y , and anything identical with y is identical with x . Likewise, if some things y 1 , y 2 , …, y n compose x , then any things that compose x are identical with y 1 , y 2 , …, y n , and anything identical with x is composed of y 1 , y 2 , …, y n .
Exhaustive Description. If y is identical with x , then an exhaustive description of y is an exhaustive description of x , and vice versa. Likewise, if y 1 , y 2 , …, y n compose x , then an exhaustive description of y 1 , y 2 , …, y n is an exhaustive description of x , and vice versa.
Same Location. If y is identical with x , then necessarily, x and y fill the same region of spacetime. Likewise, if y 1 , y 2 , …, y n compose x , then necessarily, y 1 , y 2 , …, y n and x fill the same region of spacetime.

Clearly not all will agree with each of Lewis’s likeness claims. Anyone who denies unrestricted mereological composition, for example, will deny 2. And the defender of strong pluralism in the material constitution debate (i.e. one who defends the view that there can be all-time coincident entities) will deny 3. And some endurantists who think that ordinary material objects can have distinct parts at distinct times will deny 5. But there is a more general problem with 1, as van Inwagen has made clear (1994: 213). Consider a world w1 that contains just two simples s1 and s2. Now consider the difference between someone p1 who believes that s1 and s2 compose something and someone p2 who does not. Ask: how many objects do p1 and p2 believe there to be in w1? The answer, it seems, is that p1 believes that there are three things and p2 only two. So how can a commitment to the existence of fusions be ontologically innocent? One recent suggestion is that although a commitment to the existence of fusions is not ontologically innocent, it almost is: to commit oneself to fusions is to commit oneself to further entities, but because they are not fundamental entities they are not ones that matter for the purpose of theory choice (Cameron 2014, Schaffer 2008, Williams 2010, and see also Hawley 2014).

If one believes Lewis’s likeness claims one will be tempted by at least the weak Composition as Identity thesis. If composition is a type of identity this gives some kind of explanation of why the parallels between the two hold. But the strong thesis, that the composition relation is the identity relation, gives a fuller explanation. So why not hold the strong thesis? Because, many think, there are additional challenges that face anyone who wishes to defend the strong thesis.

The classical identity relation is one that can only have single objects as relata (as in: “Billie Holiday = Eleanora Fagan”). If we adopt a language that allows the formation of plural terms we can unproblematically define a plural identity relation that holds between pluralities of objects too. Plural identity statements such as “the hunters are identical with the gatherers” are understood to mean that for all x , x is one of the hunters iff x is one of the gatherers. But, according to the strong Composition as Identity thesis, there can also be true hybrid identity statements that relate pluralities and single objects. That is, sentences such as “the bricks = the wall” are taken by the defender of strong Composition as Identity to be well-formed sentences that express strict identities.

The first challenge facing the defender of the strong thesis is the least troublesome. It is the syntactic problem that hybrid identity statements are ungrammatical in English (Van Inwagen, 1994: 211). Whilst “Billie Holiday is identical with Eleanora Fagan” and “the hunters are identical with the gatherers” are well-formed, it seems that “the bricks are identical with the wall” is not. However, there is in fact some doubt about whether hybrid identity statements are ungrammatical in English, and some have pointed out that this is anyway a mere grammatical artefact of English that is not present in other languages (e.g. Norwegian and Hungarian). So it seems that the most this challenge calls for is a mild form of grammatical revisionism. And we have, at any rate, formal languages that allow hybrid constructions to be made in which to express the claims made by the defender of the strong Composition as Identity thesis. (Sider 2007, Cotnoir 2013) (NB The claims regarding Norwegian and Hungarian are to be found in these two papers.)

The second challenge is more troublesome. It is the semantic problem of providing coherent truth-conditions for hybrid identity statements. The standard way to provide the truth-conditions for the classical identity relation is to say that an identity statement of the form “ a = b ” is true iff “ a ” and “ b ” have the same referents. But this account clearly does not work for hybrid identity statements, for there is no (single) referent for a plural term. Moreover, the standard way of giving the truth-conditions for plural identity statements (mentioned above) does not work for hybrid identity statements either. To say that “ x is one of the y s” is to say that x is (classically) identical with one of the things in the plurality, i.e., that x is identical with y 1 , or identical with y 2 … or identical with y n . But then “the bricks = the wall” is true only if the wall is (classically) identical with one of the bricks, i.e. with b 1 , or with b 2 … or with b n , which it isn’t.

The third challenge is the most troublesome of all. In section 2 it was noted that Leibniz’s Law (and its contrapositive) appear to be crucial to our understanding of identity and distinctness. But it seems that the defender of strong Composition as Identity must deny this. After all, the bricks are many, but the wall is one. The onus is thus on the defender of strong Composition as Identity to explain why we should think the “are” in hybrid identity statements really expresses the relation of identity.

The second and the third challenges have been thought by many to be insurmountable (Lewis, for example, rejects strong Composition as Identity on the basis of them). But, in recent semantic work in this area, accounts have emerged that promise to answer both challenges. (Wallace 2011a, 2011b, Cotnoir 2013). Whether they do so, however, remains to be seen.

Like the impossibility of contingent identity, the impossibility of vague identity appears to be a straightforward consequence of the classical concept of identity (Evans 1978, see also Salmon 1982). For if a is only vaguely identical with b , something is true of it – that it is only vaguely identical with b – that is not true of b , so, by Leibniz’s Law, it is not identical with b at all. Of course, there are vague statements of identity – “Princeton is Princeton Borough” (Lewis 1988) – but the conclusion appears to follow that such vagueness is only possible when one or both of the terms flanking the sign of identity is an imprecise designator. Relatedly, it appears to follow that identity itself must be a determinate relation.

But some examples suggest that this conclusion is too sweeping – that even identity statements containing precise designators may be, in some sense, indeterminate. Consider Everest and some precisely defined hunk of rock, ice and snow, Rock, of which it is indeterminate whether its boundaries coincide with those of Everest. It is tempting to think that “Everest” and “Rock” are both precise designators (if “Everest” is not, is anything? (Tye 2000)) and that “Everest is Rock” is nonetheless in some sense indeterminate.

Those who take this view have to respond to Evans’s original argument, about which there has been intense debate (see separate article on vagueness, Edgington 2000, Lewis 1988, Parsons 2000, van Inwagen 1990, Williamson 2002 and 2003), but also to more recent variants. There is no space to go into these matters here, but one particular variant of the Evans argument worth briefly noting is given by Hawley (2001). Alpha and Omega are (two?) people, the first of whom steps into van Inwagen’s (1990) fiendish cabinet which disrupts whatever features are relevant to personal identity, and the second of whom then steps out:

(1) It is indeterminate whether Alpha steps out of the cabinet (2) Alpha is such that it is indeterminate whether she steps out of the cabinet (3) It is not indeterminate whether Omega steps out of the cabinet (4) Omega is not such that it is indeterminate whether she steps out of the cabinet (5) Alpha is not identical to Omega.

This argument differs from the standard version of Evans’s argument by not depending upon identity-involving properties (e.g. being such that it is indeterminate whether she is Omega) to establish distinctness, and this removes some sources of controversy. Others, of course, remain.

The debate over vague identity is too vast to survey here, but to finish this section we can relate this debate to the previously discussed debate about identity over time.

For some putative cases of vagueness in synchronic identity it seems reasonable to accept the conclusion of Evans’s argument and locate the indeterminacy in language (see the “Reply” by Shoemaker in Shoemaker and Swinburne 1984 for the following example). A structure consists of two halls, Alpha Hall and Beta Hall, linked by a flimsy walkway, Smith is located in Alpha Hall, Jones in Beta Hall. The nature of the structure is such that the identity statement “The building in which Smith is located is the building in which Jones is located” is neither true nor false because it is indeterminate whether Alpha Hall and Beta Hall count as two distinct buildings or merely as two parts of one and the same building. Here it is absolutely clear what is going on. The term “building” is vague in a way that makes it indeterminate whether it applies to the whole structure or just to the two halls. Consequently, it is indeterminate what “the building in which Smith is located” and “the building in which Jones is located” denote.

Perdurance theorists, who assimilate identity over time to identity over space, can accommodate vagueness in identity over time in the same way. In Hawley’s example they can say that there are several entities present: one that exists before and after the identity-obscuring occurrences in the cabinet, one that exists only before, and one that exists only after. It is indeterminate which of these is a person and so it is indeterminate what the singular terms “Alpha” and “Omega” refer to.

This involves taking on an ontology that is larger than we ordinarily recognise, but that is not uncongenial to the perdurance theorist, who is happy to regard any, however spatiotemporally disconnected, region as containing a physical object (Quine 1960:171).

But what of endurance theorists?

One option for them is to adopt the same response and to accept a multiplicity of entities partially coinciding in space and time where to common sense there seems to be only one. But this is to give up on one of the major advantages claimed by the endurance theorist, his consonance with common sense.

The endurance theorist has several other options. He may simply deny the existence of the relevant entities and restrict his ontology to entities which are not complex; he may insist that any change destroys identity so that in a strict and philosophical sense Alpha is distinct from Omega; or he may reject the case as one of vagueness, insisting that, though we do not know the answer, either Alpha is Omega or she is not.

However, the most tempting option for the endurance theorist, which keeps closest to common sense, is to accept that the case is one of vagueness, deny the multiplicity of entities embraced by the perdurance theorist and reject Evans’s argument against vague identity.

That this is so highlights the fact that there is no easy solution to the problem consonant in every respect with common sense. Locating the vagueness in language requires us to acknowledge a multiplicity of entities of which we would apparently otherwise have to take no notice. Whilst locating it in the world requires an explanation of how, contrary to Evans’s argument, the impossibility of vague identity is not a straightforward consequence of the classical conception of identity, or else the abandonment of that conception.

Finally in this entry we return briefly to the idea mentioned in the introduction that although the debates about identity make sense they cannot genuinely be debates about identity, since there are no philosophical problems about identity. This view has recently been receiving increasing attention. Lewis is the most cited defender of this view. In the context of discussing the putative “problem” of trans-world identity he says:

[W]e should not suppose that we have here any problem about identity . We never have. Identity is utterly simple and unproblematic. Everything is identical to itself; nothing is ever identical to anything except itself. There is never any problem about what makes something identical to itself; nothing can ever fail to be. (Lewis 1986: 192–93)

Lewis’s argument here might be expanded as follows: Consider any putative problem about the conditions under which a thing x is identical with a thing y . There are only two cases: either (i) x is identical with y , or (ii) x is not identical with y . Consider case (i). In this case the putative problem is about the conditions under which x is identical with itself. But there cannot be any such problem, because it is a conceptual truth that everything is identical with itself, and so x is identical with itself under all conditions. To ask for the conditions under which something is identical with itself is like asking ‘Under what conditions is one thing one thing, and not two things?’ There can be no informative answer because necessarily, if something is one thing then it is one thing, and not two things, and nothing more can be said. Now consider case (ii). The putative problem is now about the conditions under which a thing x is identical with a different thing y . But there cannot be any such problem, because it is a conceptual truth that one thing and a different thing are not identical, and so there are no conditions under which x and y are identical. To ask for the conditions under which one thing and a different thing are identical is like asking ‘Under what conditions are two things one thing, and not two things?’ There can be no informative answer because necessarily, if two things are two things, then they are two things, and not one thing, and nothing more can be said. And so, whether case (i) or case (ii) holds, there can be no problem about the conditions under which a thing x is identical with a thing y .

The argument seems persuasive, but anyone who accepts it is committed to it being possible to state problems that seem to be about identity (such as the “problem” of trans-world identity) in terms that make it clear that such problems are not in fact about identity. Furthermore, it seems that we do very often use the concept of identity, and an explanation of how and why we use it so often seems to be required if the argument above is sound.

Most seem to have accepted Lewis’s view (see, e.g., Akiba 2000, Hawthorne 2003, Noonan 2007, Noonan and Curtis 2018), but there are some who dissent (Gallois 2005, Shumener 2020, Azzano and Carrara 2021). The question of how and why we use the concept of identity was a central concern of Wittgenstein (see Fogelin 1983 for an overview), and has recently received attention from others (Burgess 2018).

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119 Personal Identity Essay Topic Ideas & Examples

🔝 top-10 personal identity topics, 💎 personal identity titles: how to craft a brilliant one, 🏆 best personal identity topic ideas & essay examples, 🔥 catchy essay titles about identity, ⭐ interesting topics to write about personal identity, 🚀 how to choose the best topics about identity for your paper, ✅ simple & easy personal identity essay titles, ✨ more creative titles for identity essays, ❓ research questions about identity, ✍️ the concept of self and identity: essay topics.

📚 Tatum on Components of Our Identity: Topics to Write about

🤩 Fascinating Topics on Identity

Personal Identity Under the Influence of Community
Respect and Self-Respect: Impact on Interpersonal Relationships and Personal Identity
Exploring a Personal Identity: What Defines Me as an Individual
Music Role in Personal and Social Identities
How Does Culture Affect the Self Identity Personal Essay
Bernard Williams The Self and the Future and Psychological Continuity Theory of Personal Identity
Can Personal Identity Be Changed?
Recognizing Homosexuality as a Personal Identity
Personal Identity and Teletransportation
Personal Identity Description

Putting together an exciting title for your paper can sometimes be a struggle. Look through the following tips to understand this process better:

Utilize keywords. Think about the main terms and expressions that describe your paper. If you include them in the title, your readers will understand your essay’s focus.
Make sure your title reflects the topic. It should highlight the main idea of your paper.
Use a hook. Make your title catchy by adding an idiom or making it a question.
Review the results. Double-check your title for spelling and grammar mistakes.

If you need some good examples, check out the following titles for essays about identities:

Why do exchange students experience a loss of identity after moving abroad?
The path of looking for identity in the novel Fight Club .
Women struggling with identity in communities with rigid gender roles.
The role of computers and social media in teenagers’ identity development.
Why is talking about gender identity important during sex education classes?
Leisure and Consumption: Cell Phones and Personal Identity Foley, Holzman, and Wearing aim to confirm the improvement of the quality of human experiences in public spaces through the application of cell phones.
Personal Troubles: Deviance and Identity It is therefore a violation of social norms and failure to conform to these norms that are entrenched in the culture of the society.
The Trouble Distinguishing Personal Identity From Perception of Reality The play of Arthur Miller Death of a Salesman is a brilliant example of how perception of reality influences personal identity.
Sexuality and Personal Identity Deployment by Foucault Thesis Statement: Foucault suggests that the “deployment” of sexuality is closely connected with the deployment of integrity, which is the main principle of the social and political welfare of the state.
Cultural and Personal Identity: Mothers and Shadows Memory knots, as the term, have been employed to refer to sites of humanity, sites in time, and sites of physical matter or geography.
Personal Identity Change and Identification Acts It appears that, instead of being referred to as the agent of ‘identity change’, the act of ‘identification’ should be discussed as one among many strategies, deployed by people on the way of trying to […]
Personal Information Use and Identity Theft The study provided a national scale analysis of identity theft patterns in the United States between 2002 and 2006. The form of government documentation and benefits of fraud have contributed to the increase in identity […]
Influence of the Fashion Attributes on the Social Status and Personal Identity In the end, the primary goal of the paper is to propose the suitable methodology and analysis of the information to find the relevant answer to the research question.
Music and the Construction of Personal and Social Identities Despite the relative difference between the current and the past music experience, it is clear that music has increasingly been used in the construction of the youths’ identities.
A.A. Bronson’s Through the Looking Glass: His Personal Identity as a Canadian Artist Thus, his work Through the Looking Glass is the one of the best works that reflect the author’s vision of reality and the one that reflects the author’s sense of Canadian identity.
Personal Identity & Self-Reflection In the reflection, Ivan examined his past life and the values that he had lived by in all of his life.
Ship of Theseus and Personal Identity Regarding the Ship of Theseus, the ship changed a lot but it remained the same in terms of its properties. Equally, Y could be said to be the same as Z in terms of properties.
Human Freedom and Personal Identity In demonstrating a working knowledge of psychoanalysis theory of consciousness and personal identity it is clear that being conscious of my personal endowments, gifts and talents, in addition to the vast know how and skill […]

Working on ideas for identity titles for the essay? You can use the ones below for inspiration:

Personal identity: self-reflection as a tool to understanding yourself. Try taking a break during the day to take note of your thoughts. What can you tell about yourself based on this self-reflection? Do these thoughts define you? Think through carefully and write down your findings.
Why is it important to learn about your identity? Knowing who you are can affect your present and future. That’s the reason people of previous generations were paying so much attention to remembering their ancestors. What are other ways of learning about yourself?
Successful entrepreneurs vs. personal identity. Business owners always have everything under control. But what about their inner world? Discuss what famous and successful people say about learning about themselves.
Personal identity crisis in teenagers: gender differences. Teenagers live through many challenges during puberty. One of the struggles is creating the foundation of their personalities. Do girls go through it differently from boys?
How do people choose their philosophical views? Many factors affect personal identity – inherited traits, culture, beliefs of friends and family, and economic and social status. Do these aspects influence people’s philosophical views as well? Express your opinion on this topic.
Psychological Foundations Behind Personal Identity
Behind the Scenes: The Effects of Acting on Personal Identity
Psychology: Personal Identity and Self Awareness
The Personal Identity and the Psychology for the Child Development
Defining Yourself and Personal Identity in Philosophy
Personal Identity Challenges and Survival
Cultural Diversity, Racial Intolerance, and Personal Identity
Identification Process: Personal Contiguity and Personal Identity
Personal Identity and Career Management
Habits: Bridging the Gap Between Personhood and Personal Identity
Personal Identity and Psychological Continuity
Gender Roles and Personal Identity
Personal Identity and Social Identity: What’s the Difference
Three Theories of Personal Identity: The Body Theory, Soul Theory, and the Conscious Theory
Personal Identity and the Definition of One’s Self
Creative Industries and Personal Identity
Psychological Continuity Theory of Personal Identity
Generation Gap: Family Stories and Personal Identity
How Antidepressants Affect Selfhood, Teenage Sexuality, and Personal Identity
Personal Identity, Ethics, Relation, and Rationality

Picking the right topic for your essay will become much easier with the help of these tips:

Follow the assignment requirements. If your essay comes with instructions, check if they say anything about the area of research or essay type.
Listen to your inner voice. Do you like any specific area of research? You’ll spend many hours working on your essay, so it would be best to choose something that intrigues you personally.
Pick a relevant and recent topic. You can base your choice on the most recent developments in your field of study.

Here are a few ideas of research areas about identity:

Theories of personal identity. You can discuss Locke’s, Descartes’, Sartre’s, or Heidegger’s theories. Alternatively, explore reductionist or quasi-psychological theories.
Identity and Buddhism. Write about the complex philosophical views on the fluidity of personal identity from a Buddhist point of view.
Identity problems. You can discuss a few issues with personal identity, such as personhood, characterization, persistence, evidence, and survival.
Philosophical Views for Personal Identity, Inventory, and Reflection
The Role and Importance of Personal Identity in Philosophy
Personal Identity and Its Effect on Pre-procedural Anxiety
Self-Discovery, Social Identity, and Personal Identity
Psychological Continuity: Personal, Ethnic and Cultural Identity
Person and Immortality: Personal Identity and Afterlife
Cultural Norms, Language, and Personal Identity
Socialization, Personal Identity, Gender Identity, and Terrorism
Personal Identity: Bundle and Ego Theory
Society and the Importance of a Unique Personal Identity
Political Issues Through Personal Identity
Conflict Between Personal Identity and Public Image
Difference Between Personal Identity and Online Identity
Noninvasive Brain Stimulation and Personal Identity: Ethical Consideration
Personal Identity and Psychological Reductionism
Bodily, Psychological and Personal Identity
Memory Role in Personal Identity
Unique and Different Types of Personal Identity
Capabilities and Personal Identity: Using Sen to Explain Personal Identity in Folbre’s ‘Structures of Constraint’ Analysis
Genetic Memory and Personal Identity

Do you need just a bit more inspiration to pick a title for your essay? Check out the following examples:

The cultural identity of people who move to a different country. How do immigrants go through an identity crisis after moving? What do you think are the best coping mechanisms in this case? Write down your thoughts and include supporting arguments.
Vipassana as a way of learning about your identity. Vipassana is a retreat during which a person goes through daily meditations, exercises, a limited diet, no technology, and no talking. It’s believed to be an excellent way to meet your inner self. Explore this technique as a way of self-discovery.
Tattoos and their effect on personal identity. Tattoos are considered a form of art and self-expression. How much meaning is there behind the ink? What can you tell about a person by their tattoos?
Cuisine as a form of expressing cultural identity. Culinary recipes that are passed down through generations are always treasured. You can discuss how vital cooking heritage dishes are for people’s cultural identity.
When a career absorbs your identity. Everyone has a friend who makes their work more important than anything else. How healthy is this? Analyze this issue and explore why people should be more than their jobs.
Does Group Identity Prevent Inefficient Investment in Outside Options?
Does Student Exchange Program Involve a Nations Identity?
How America Hinders the Cultural Identity of Their Own Citizens?
Are Education Issues Identity Issues?
Are Persons With Dissociative Identity Disorder Responsible for Bad?
How Do Advertisers Shape the Identity, Values, and Beliefs of Any Culture?
What Factors Affect the Development of Ego Identity?
Can Social Identity Theory Address the Ethnocentric Tendencies of Consumers?
How Are Adolescents Responsible for Their Own Identity?
Did the Mongols Create a More Diverse Islamic Identity?
Why Corporate and White Collar Crimes Rarely Dealt in Criminal Courts Culture and Identity?
What’s the Relationship Between Communication and Identity?
Does Globalization Affect Our Culture Identity?
What Does Ethnicity Affect a Person’s Identity?
Does Trauma Shape Identity?
What Does Identity Tell Us About Someone?
How Beauty Standards Have Shaped Women’s Identity?
How Has Bisexuality Been an Ambiguous Sexual Identity?
What Does Identity Mean?
How and Why Does Ethnic Identity Affect the Idea of ‘Beauty’ Cross-Culturally?
Can Consumption and Branding Be Considered a Part of a Person’s Identity?
What Has Caused Britain to Lose Its Sense of Identity?
How Antidepressants Affect Selfhood, Teenage Sexuality, and Our Quest for Personal Identity?
Does Identity Affect Aspirations in Rural India?
Do Identity Contingencies Affect More Than Just One Race?
Does Identity Incompatibility Lead to Disidentification?
Does Social Inequality Affect a Person’s Identity?
Why Is Identity Important in Education?
Can People Choose Their Identity?

It can be challenging to find the perfect essay topic. If you need some ideas on titles for self and identity essays, check out these:

How do self and identity develop in teenagers in different countries? Sociocultural context and the surrounding people affect the foundation of identity in children and teenagers. Discuss how various cultural aspects play a role in it. You can make it a case study as well.
Social psychology: do people lose the sense of self and identity in communities? Becoming a part of a community means sharing knowledge, which also means having the same beliefs, stereotypes, opinions, and norms. Think about how it affects people’s identity.
Moral views as a reflection of the self and personal identity. Ethical values are always an essential part when it comes to creating the self. Discuss the moral identity, and remember to cite research to support your arguments.
The concept of self and identity as seen on the Web. Everyone has their unique ways of expressing themselves online. Discuss how people’s identities are perceived differently through the Internet medium.

📚 Tatum on Components of Our Identity: Topics to Write About

If you need some exciting ideas for essays based on Beverly Daniel Tatum’s article about identity, you can find them below:

The sense of self in a dominant culture. Tatum notices that adolescents usually don’t describe themselves as a part of a bigger community. At the same time, people of minorities would usually note their ethnicity or sexuality. Based on this, discuss the inner experience of being in harmony with outside circumstances.
Domination and subordination, according to Tatum. The author highlights the relationship between the dominant and subordinate groups. What are the main characteristics of both groups? How do they manifest in people’s lives?
What forms the self-definition, according to Beverly Daniel Tatum? Everyone has specific features that may be noticeable from birth. How do these distinctions help the self-definition?
How does self-reflection in adolescence affect people’s lives? Tatum says in her article that the questions people ask themselves, such as “Who am I?” and “Who will I become?” are essential for their future choices. Explain what makes them so important and influential.

If you haven’t found any exciting topics about identity so far, check out these:

Interests in childhood vs. future career choice. Some cultures have a special first birthday celebration – the baby chooses between several objects, which is supposed to predict their future career. What do you think about it? Can specific interests in childhood be a part of a person’s identity and affect their choice of job?
The negative effect of generational trauma on the development of identity. People often carry traumas that their parents and grandparents passed down through generations. What does it mean for children from the perspective of developing identity? What do psychologists say about it?
The path of self-discovery: Is it a simple process? Having a personal therapist has become a new norm. Therapy sessions help people with various issues, including the search for identity. But can people go through self-discovery on their own?
The sense of identity and multilingualism. People can have different intonations, speech styles, and even ways of thinking while switching between languages they speak. Do users of multiple languages have different identities for every language? You can discuss this issue and add some examples.
Cultural Identity Research Topics
Self-Concept Questions
Personality Development Ideas
Moral Dilemma Paper Topics
Psychology Questions
Culture Topics
Self-Awareness Research Topics
Personal Growth Research Ideas
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Home — Essay Samples — Sociology — Race and Ethnicity — American Identity

Essays on American Identity

Hook examples for identity essays, anecdotal hook.

Standing at the crossroads of cultures and heritage, I realized that my identity is a mosaic, a tapestry woven from the threads of my diverse experiences. Join me in exploring the intricate journey of self-discovery.

Question Hook

What defines us as individuals? Is it our cultural background, our values, or our personal beliefs? The exploration of identity leads us down a path of introspection and understanding.

Quotation Hook

"To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment." These words from Ralph Waldo Emerson resonate as a testament to the importance of authentic identity.

Cultural Identity Hook

Our cultural roots run deep, shaping our language, traditions, and worldview. Dive into the rich tapestry of cultural identity and how it influences our sense of self.

Identity and Belonging Hook

Human beings have an innate desire to belong. Explore the intricate relationship between identity and the sense of belonging, and how it impacts our social and emotional well-being.

Identity in a Digital Age Hook

In an era of social media and digital personas, our sense of identity takes on new dimensions. Analyze how technology and online interactions shape our self-perception.

Identity and Self-Acceptance Hook

Coming to terms with our true selves can be a challenging journey. Explore the importance of self-acceptance and how it leads to a more authentic and fulfilling life.

The Way an American Identity is Created

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An Overview of The Evolution of The American Identity

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What America Means to Me

The american identity and the role of the foreigner in american nation and other nations, an analysis of native american identity as a result of colonialism in sherman alexie's novel the absolutely true diary of a part-time indian, a discussion on latin americans developing their american identity, get a personalized essay in under 3 hours.

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The View of Frederick Douglass on American Identity

What it means to live in america, what it means to be an american today, the impact of class in social identity, representation of the american family in the works of roth and miller, my cultural identity: who i am, understanding the concept of the american dream, freedom as the root of what it means to be an american, what america means to you: education, rights, and equality, tocqueville on the toxicity of american ideals, american dream as an integral part of american ideals, the evolution of native american identity in joy harjo's poetry, establishment of american ideals during american revolution, the great gatsby: what it means to be an american in a negative connotation, italian-american identity in stallone's rocky, exploring america’s identity subjugation in "americanah", representation of toxic american masculinity in slaughterhouse-five by kurt vonnegut, discovering of what it really means to be an american, american enlightenment: a period that shaped american ideals, the discovery of what it means to be an american.

National identity can be defined as an overarching system of collective characteristics and values in a nation, American identity has been based historically upon: “race, ethnicity, religion, culture and ideology”.

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Cultural Identity Essay

27 August, 2020

12 minutes read

Author: Elizabeth Brown

No matter where you study, composing essays of any type and complexity is a critical component in any studying program. Most likely, you have already been assigned the task to write a cultural identity essay, which is an essay that has to do a lot with your personality and cultural background. In essence, writing a cultural identity essay is fundamental for providing the reader with an understanding of who you are and which outlook you have. This may include the topics of religion, traditions, ethnicity, race, and so on. So, what shall you do to compose a winning cultural identity essay?

Cultural Identity Paper: Definitions, Goals & Topics

Before starting off with a cultural identity essay, it is fundamental to uncover what is particular about this type of paper. First and foremost, it will be rather logical to begin with giving a general and straightforward definition of a cultural identity essay. In essence, cultural identity essay implies outlining the role of the culture in defining your outlook, shaping your personality, points of view regarding a multitude of matters, and forming your qualities and beliefs. Given a simpler definition, a cultural identity essay requires you to write about how culture has influenced your personality and yourself in general. So in this kind of essay you as a narrator need to give an understanding of who you are, which strengths you have, and what your solid life position is.

Yet, the goal of a cultural identity essay is not strictly limited to describing who you are and merely outlining your biography. Instead, this type of essay pursues specific objectives, achieving which is a perfect indicator of how high-quality your essay is. Initially, the primary goal implies outlining your cultural focus and why it makes you peculiar. For instance, if you are a french adolescent living in Canada, you may describe what is so special about it: traditions of the community, beliefs, opinions, approaches. Basically, you may talk about the principles of the society as well as its beliefs that made you become the person you are today.

So far, cultural identity is a rather broad topic, so you will likely have a multitude of fascinating ideas for your paper. For instance, some of the most attention-grabbing topics for a personal cultural identity essay are:

Memorable traditions of your community
A cultural event that has influenced your personality
Influential people in your community
Locations and places that tell a lot about your culture and identity

Cultural Identity Essay Structure

As you might have already guessed, composing an essay on cultural identity might turn out to be fascinating but somewhat challenging. Even though the spectrum of topics is rather broad, the question of how to create the most appropriate and appealing structure remains open.

Like any other kind of an academic essay, a cultural identity essay must compose of three parts: introduction, body, and concluding remarks. Let’s take a more detailed look at each of the components:

Introduction

Starting to write an essay is most likely one of the most time-consuming and mind-challenging procedures. Therefore, you can postpone writing your introduction and approach it right after you finish body paragraphs. Nevertheless, you should think of a suitable topic as well as come up with an explicit thesis. At the beginning of the introduction section, give some hints regarding the matter you are going to discuss. You have to mention your thesis statement after you have briefly guided the reader through the topic. You can also think of indicating some vital information about yourself, which is, of course, relevant to the topic you selected.

Your main body should reveal your ideas and arguments. Most likely, it will consist of 3-5 paragraphs that are more or less equal in size. What you have to keep in mind to compose a sound ‘my cultural identity essay’ is the argumentation. In particular, always remember to reveal an argument and back it up with evidence in each body paragraph. And, of course, try to stick to the topic and make sure that you answer the overall question that you stated in your topic. Besides, always keep your thesis statement in mind: make sure that none of its components is left without your attention and argumentation.

Conclusion

Finally, after you are all finished with body paragraphs and introduction, briefly summarize all the points in your final remarks section. Paraphrase what you have already revealed in the main body, and make sure you logically lead the reader to the overall argument. Indicate your cultural identity once again and draw a bottom line regarding how your culture has influenced your personality.

Best Tips For Writing Cultural Identity Essay

Writing a ‘cultural identity essay about myself’ might be somewhat challenging at first. However, you will no longer struggle if you take a couple of plain tips into consideration. Following the tips below will give you some sound and reasonable cultural identity essay ideas as well as make the writing process much more pleasant:

Start off by creating an outline. The reason why most students struggle with creating a cultural identity essay lies behind a weak structure. The best way to organize your ideas and let them flow logically is to come up with a helpful outline. Having a reference to build on is incredibly useful, and it allows your essay to look polished.
Remember to write about yourself. The task of a cultural identity essay implies not focusing on your culture per se, but to talk about how it shaped your personality. So, switch your focus to describing who you are and what your attitudes and positions are.
Think of the most fundamental cultural aspects. Needless to say, you first need to come up with a couple of ideas to be based upon in your paper. So, brainstorm all the possible ideas and try to decide which of them deserve the most attention. In essence, try to determine which of the aspects affected your personality the most.
Edit and proofread before submitting your paper. Of course, the content and the coherence of your essay’s structure play a crucial role. But the grammatical correctness matters a lot too. Even if you are a native speaker, you may still make accidental errors in the text. To avoid the situation when unintentional mistakes spoil the impression from your essay, always double check your cultural identity essay.

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Thesis Statement for Personal Essay

Thesis statement generator for personal essay.

Personal Essay Thesis Statement Examples

Personal essays are intimate reflections, weaving together narratives and insights to deliver profound messages. Central to these essays is the thesis statement — a guiding beacon that directs the narrative and offers clarity to readers. Crafting a resonant thesis for a personal essay requires introspection and a deep understanding of one’s own journey. This guide will illuminate the path to writing compelling thesis statements for personal essays, complete with examples and expert tips.

What is a Personal Essay Thesis Statement? – Definition:

A personal essay thesis statement is a concise expression of the central theme or primary insight of the essay. Unlike thesis statements in more formal academic papers, a personal essay’s thesis often captures an emotion, lesson learned, or a core truth about the writer’s experience. It provides readers with a glimpse into the essence of the writer’s story and sets the stage for the unfolding narrative.

What is the Best Thesis Statement Example for Personal Essay?

While the “best” thesis statement for a personal essay would depend on the specific topic and the individual’s experience, here’s a general example:

“Through the winding journey of self-discovery amidst challenges, I realized that embracing vulnerability is not a sign of weakness, but rather a testament to the strength of the human spirit.”

This final thesis statement encapsulates a personal insight while hinting at a narrative of challenges and self-discovery, drawing readers into the essay’s deeper exploration of the topic.

100 Thesis Statement Examples for Personal Essay

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Personal essays are windows into the author’s soul, glimpses of moments, lessons, and reflections that have shaped their journey. The good thesis statement in these essays is more than just a mere statement; it’s the heartbeat of the narrative, encapsulating the essence of the tale and the wisdom gleaned from it. Let’s explore a collection of thesis statements, each weaving its unique tapestry of human experience.

“The echoes of my grandmother’s stories taught me the power of legacy and the importance of preserving memory.”
“Navigating the turbulent waters of adolescence, I discovered the anchoring power of self-acceptance.”
“In the silent corridors of grief, I unearthed the profound strength that lies in vulnerability.”
“The tapestry of my multicultural upbringing illustrated the beauty of diversity and the bridges it can build.”
“Amid the cacophony of urban life, the serenity of nature became my sanctuary and muse.”
“Love, in its many shades, revealed to me that it is more about giving than receiving.”
“Facing the monolith of failure, I realized it’s but a stepping stone to success.”
“The journey from solitude to loneliness taught me the invaluable nature of genuine connections.”
“Chasing dreams on the canvas of a starlit sky, I learned that ambition has its roots in passion, not just success.”
“The silent conversations with my reflection taught me the transformative power of self-love.”
“In the crossroads of life’s decisions, I discovered that intuition often holds the compass to our true north.”
“The rhythms of dance became my language, translating emotions words often couldn’t capture.”
“Wandering through foreign lands, I understood that home isn’t a place but a feeling.”
“The unraveling of old beliefs led me to the mosaic of perspectives that color the world.”
“In the realm of dreams, I grasped the significance of perseverance and the magic of belief.”
“As seasons changed, so did my understanding of the impermanence of life and the beauty it holds.”
“The melodies of my mother’s lullabies became the soundtrack of my resilience and hope.”
“In the pages of forgotten diaries, I retraced the evolution of my thoughts and the depth of my growth.”
“The culinary adventures in my grandmother’s kitchen were lessons in love, tradition, and the art of giving.”
“Amidst life’s cacophony, the whispering pages of books became my escape and my anchor.”
“Through the lens of my camera, I captured the transient nature of moments and the eternity they hold.”
“The mosaic of friendships over the years showcased the fluidity of human connections and their timeless essence.”
“Under the shade of ancient trees, I learned patience, growth, and the cycles of life.”
“The footprints on sandy shores traced my journey of introspection and the tides of change.”
“In the embrace of twilight, I unraveled the beauty of endings and the promises they carry.”
“From handwritten letters, I unearthed the magic of words and the bridges they create across distances.”
“The undulating paths of mountain hikes mirrored life’s ups and downs, teaching me resilience and wonder.”
“Within the hallowed halls of museums, I discovered humanity’s quest for expression and the stories etched in time.”
“The serendipities of chance encounters taught me the universe’s uncanny ability to weave tales of connection.”
“In the garden’s bloom and wither, I saw life’s ephemeral nature and the rebirth that follows decay”
“The tapestry of city sounds became my symphony, teaching me to find harmony in chaos.”
“Between the pages of my journal, I discovered the transformative power of reflection and the stories we tell ourselves.”
“In the heartbeats of quiet moments, I recognized the profound value of stillness in a world constantly in motion.”
“Through the myriad hues of sunsets, I learned that endings can be beautiful beginnings in disguise.”
“The labyrinth of memories illuminated the idea that our past shapes us, but doesn’t define us.”
“The first brush strokes on a blank canvas taught me the courage to start and the potential of the unknown.”
“In the aroma of rain-kissed earth, I found the connection between nature’s simplicity and life’s profound moments.”
“The gentle tug of ocean waves mirrored the ebb and flow of emotions and the healing power of letting go.”
“Amidst the ruins of ancient civilizations, I grasped the timeless human desire to leave a mark and be remembered.”
“The resonance of old songs brought back memories, revealing how art transcends time, reminding us of who we were.”
“In the mirror of my parents’ aging faces, I saw the passage of time and the stories etched in every wrinkle.”
“The spontaneity of impromptu road trips unveiled the joy of unplanned adventures and the paths less traveled.”
“The aroma of childhood meals evoked memories, teaching me that senses can be portals to the past.”
“From the heights of skydiving, I felt the exhilarating blend of fear, freedom, and the joy of being alive.”
“In the cadence of poetry, I learned the power of words to heal, inspire, and transport to different realms.”
“The play of shadows and light during an eclipse taught me about life’s dualities and the balance they bring.”
“The laughter and tears shared with friends showcased the depth of human connection and the shared threads of our stories.”
“Amidst the solitude of silent retreats, I discovered the voice within and the wisdom it holds.”
“Through the changing vistas of train journeys, I realized life is less about destinations and more about the journey.”
“The cycles of the moon became my reflection on the phases of life and the beauty in its transitions.
“In the silent flight of a butterfly, I witnessed the delicate dance of change and the beauty of metamorphosis.”
“The melodies of street musicians became my muse, illustrating the universal language of passion and art.”
“Within the pages of fairy tales, I unraveled deeper truths about hope, bravery, and the magic within us all.”
“The fragility of a snowflake mirrored the fleeting moments of life, urging me to cherish each one.”
“Through the lens of history, I understood the cyclical nature of time and the lessons it persistently offers.”
“Amid the vastness of deserts, I felt the weight of solitude and the freedom it silently gifts.”
“In the embrace of night’s silence, I learned to listen to my inner voice, undistracted by the day’s clamor.”
“The ritual of morning coffee became a meditation, teaching me to find joy in simple routines and moments.”
“The constellation of stars in the night sky showed me the beauty of small lights in vast darkness.”
“In the hustle of marketplaces, I perceived the intricate dance of life, commerce, and shared human experience.”
“The whispers of old trees carried tales of time, resilience, and the secrets of unwavering growth.”
“From the peaks of mountains, I felt the world’s vastness and my tiny yet significant place within it.”
“The riddles of childhood games taught me the joys of curiosity and the journey of seeking answers.”
“The seasons’ rhythmic dance became my muse, reflecting life’s constant change and the beauty in every phase.”
“In the flicker of candle flames, I felt the warmth of hope and the luminescence of undying spirit.”
“The ever-expanding universe became a metaphor for boundless possibilities and the mysteries yet to be unraveled.”
“The resonance of church bells reminded me of the call to introspect and find solace within.”
“The chorus of chirping birds at dawn became an ode to new beginnings and the melodies of nature.”
“In the winding paths of forests, I discovered life’s unexpected turns and the revelations they bring.”
“The myriad hues of a painter’s palette echoed the diversity of human emotions and the art of expressing them.
“Beneath the veil of city lights, I discerned the contrast between loneliness in crowds and solace in solitude.”
“In the ripples of a serene pond, I realized that even the smallest of actions can have far-reaching effects.”
“The ballet of autumn leaves taught me about graceful endings and the promise of rebirth.”
“From the labyrinths of ancient libraries, I uncovered the timelessness of knowledge and human quest for understanding.”
“Through the whispers of midnight winds, I felt the comforting presence of the unseen and the mysteries of the night.”
“In the patchwork quilt passed down generations, I recognized the warmth of stories and the fabric of shared memories.”
“The ascent and descent of tides taught me about life’s cyclical nature and the inevitability of change.”
“Amidst the aroma of old bookstores, I discovered portals to different worlds and the eternal allure of stories.”
“In the footprints on a snowy path, I saw the transient nature of moments and the lasting impressions they leave.”
“The harmonies of a choir became an emblem of unity, diversity, and the beauty of voices coming together.”
“The transformation of a caterpillar into a butterfly illuminated the wonders of change and the potential within us all.”
“From the symphony of city streets, I deduced that every individual has a story, waiting to be told.”
“The unfurling of a rosebud spoke of patience, time, and the elegance in gradual blooming.”
“In the dance of shadows during twilight, I grasped the interplay between light and dark in our lives.”
“The handwritten notes in the margins of used books unveiled strangers’ thoughts and the universality of human reflections.”
“Amidst the patterns of falling rain, I perceived nature’s rhythm and the cleansing it offers.”
“The voyage across seas showed me the vastness of the world and the adventure of discovering uncharted territories.”
“The warmth of a fireplace in winter became a symbol of comfort, home, and the gentle embrace of memories.”
“Through the kaleidoscope of festivals, I appreciated the richness of traditions and the unity they foster.”
“The arcs of rainbows painted the sky with hope, reminding me of the beauty after storms and the treasures of optimism.
“In the tapestry of a spider’s web, I witnessed the marvel of intricate designs and the beauty in nature’s craftsmanship.”
“Through the rhythms of folk dances, I felt the heartbeat of cultures and the stories they carry through generations.”
“In the embrace of a mother’s lullaby, I rediscovered the profound connection of roots and the safety of unconditional love.”
“The alchemy of turning clay into pottery taught me about the transformative power of touch and the art of creation.”
“Amid the grandeur of cathedrals, I sensed the union of devotion, art, and the timeless quest for meaning.”
“In the migrations of birds, I observed the marvels of nature, the journey of seasons, and the allure of homecomings.”
“The flavors of grandmother’s recipes held the essence of traditions, stories, and the magic of hands that tell tales.”
“Through the reflections in a tranquil lake, I grasped the duality of reality and the depths beneath calm surfaces.”
“In the footsteps across deserts, I felt the perseverance of souls and the vastness of life’s journeys.”
“The fluttering pages of an old diary brought me back to past selves, the continuum of growth, and the chapters yet unwritten.”

Every one of these thesis statements serves as a unique prism, refracting the singular experiences of life into universally relatable insights. They beckon readers to delve deeper, to embark on introspective voyages, and to resonate with the emotions, memories, and discoveries that are so innately human. Personal essays anchored by such profound statements become more than mere stories; they evolve into shared chronicles of the human spirit, its challenges, joys, and ever-evolving wisdom. You should also take a look at our concise thesis statement .

How do you write a thesis statement for a personal essay? – Step by Step Guide

Understand the Topic (if given): Before you begin, thoroughly read and understand the essay topic, if provided. This will guide your reflection and thought process.
Reflect on Your Subject: Think deeply about your experiences, feelings, and insights. Identify what story or perspective you want to share.
Pinpoint the Central Theme: Decide on the main idea or lesson from your reflection. What message or insight do you want your readers to take away?
Be Specific: Instead of being broad or general, delve into a particular incident, emotion, or realization that epitomizes the theme.
Draft a Statement: Begin writing your thesis. This should be a concise sentence that encapsulates the essence of your essay.
Revisit and Refine: As you progress in your essay, revisit your thesis. Ensure it aligns with your narrative and make any necessary refinements.
Seek Feedback: Share your thesis with peers or mentors. Fresh perspectives can offer invaluable insights or suggestions.

Is there a thesis in a personal essay?

Yes, there typically is a thesis in a personal essay, but it might not be as direct or argumentative as in other types of essays. Instead, the thesis in a personal essay is a central idea or theme that the writer intends to convey. It serves as an anchor, guiding the narrative and ensuring that readers understand the core message or insight of the piece.

How do you start a personal thesis statement?

Begin with a Bang: Start with a striking statement or a profound realization that encapsulates your story.
Use Vivid Imagery: Paint a picture with words to immediately engage your readers.
Pose a Question: Starting with a reflective or rhetorical question can provoke thought and pull readers in.
Relate to a Universal Theme: Touch on a theme that many can resonate with, such as love, loss, growth, or transformation.

Tips for Writing a Personal Essay Thesis Statement

Stay Authentic: Your personal essay is your story. Ensure your thesis reflects your genuine emotions, experiences, and insights.
Keep it Concise: A thesis should be clear and succinct, capturing the essence of your narrative in one or two sentences.
Avoid Clichés: Steer clear of overused phrases or generalizations. Your thesis should be unique to your story and perspective.
Maintain Coherence: As you draft your essay, ensure every part of your narrative aligns with and supports your thesis.
Engage Emotionally: While a thesis should be clear and direct, it should also evoke emotion or curiosity, compelling readers to explore the rest of your essay.
Revise: As with any part of writing, don’t hesitate to revise your thesis as you refine your essay, ensuring it remains the best reflection of your narrative.

Remember, the thesis of your personal essay is the heart of your narrative. It’s the essence of your story and the message you want to share with the world. Crafting it with care will set the tone for the entire essay and guide your readers on the journey you wish to take them on

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Write a Thesis Statement for Personal Essay on the search for identity in a multicultural society.

Create a Thesis Statement for Personal Essay about the influence of art on personal development.

Cultural Identity Essay: Writing Guidelines for an A+ Paper

Icon Calendar 6 July 2024
Icon Page 3947 words
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Writing a cultural identity essay is an exciting academic exercise that allows students to develop and utilize critical thinking, reflective, and analytical skills. Unlike a standard essay, this type of paper requires learners to use first-person language throughout. In essence, such a composition is about writers and what makes them identify with a particular societal orientation. Further on, they should choose a specific identity and focus on it throughout their texts. Moreover, authors should reflect and brainstorm, use the “show, not tell” method, utilize transitions to create a natural flow of ideas, and proofread their papers to eliminate mistakes and errors. Hence, students need to learn how to write a cultural identity essay correctly to provide high-quality papers to their readers.

General Aspects

Students undertake different writing exercises in their learning environments to develop their critical thinking, reflective, and analytical skills. Basically, one of these exercises is academic writing, and among different types of essays that students write is a cultural identity paper. In this case, it is a type of essay where authors write about their culture, which entails exploring and explaining a real significance of their ethnic roots. Moreover, there are numerous topics that instructors may require students to write about in such documents. In principle, some assignment prompts fall under different disciplines, such as religion, socio-economic status, family, education, ethnicity, and business. Besides, the main defining features of such a composition are what aspects make authors know that they are writing in this type of essay. In turn, these features include language, nationality, gender, history, upbringing, and religion, among many others.

What Is a Cultural Identity Essay and Its Purpose

According to its definition, a cultural identity essay is a reflective and analytical piece of writing that explores an individual’s unique ethnic background, experiences, and influences. The main purpose of writing a cultural identity essay is to explore and articulate various elements of culture that constitute one’s life, such as ethnicity, traditions, language, customs, and values (Greetham, 2023). Through this paper, writers engage in self-examination, present their ethnic narrative, and offer more insights into a uniqueness and complexity of their experiences. Moreover, such a composition promotes self-awareness and allows individuals to acknowledge and appreciate their roots while also recognizing a unique diversity of experiences within their social group. By sharing these experiences and reflections, both a particular writer and his or her readers to recognize various complexities and richness of ethnic identities, highlighting a real importance of cultural heritage in shaping who they are (Wallace, 2021). In terms of pages and words, the length of a cultural identity essay depends on academic levels, specific assignment requirements, academic standards, and a depth of analysis, while general guidelines are:

High School

Length: 1-2 pages
Word Count: 250-500 words

College (Undergraduate)

Length: 3-5 pages
Word Count: 750-1,250 words

University (Bachelor)

Length: 5-7 pages
Word Count: 1,250-1,750 words

Master’s

Length: 8-12 pages
Word Count: 2,000-3,000 words
Length: 12-20+ pages
Word Count: 3,000-5,000+ words

Note: Some sections of a cultural identity essay can be added, deleted, or combined with each other. In writing, people explain their cultural identity by describing a unique mix of traditions, values, language, and personal experiences that have shaped their beliefs and sense of self.

Generally, a cultural identity essay is similar to a standard academic paper regarding its structure and outline. However, a central point of difference is a specific topic to write about. In this case, a cultural identity essay is a reflective exploration of how people’s ethnicities, family traditions, languages, and personal experiences have shaped their beliefs, values, and sense of self (Spelic, 2019). While standard academic papers, such as argumentative, persuasive, and informative essays, require learners to use third-person language, such a composition requires them to use first-person language. As such, authors should use the word “I” throughout to show a target audience that they are writing from their perspective. Indeed, this aspect is a primary objective of such an essay – to give a writer’s perspective concerning his or her culture (Davies et al., 2019). Besides, another point of difference between such an essay and other papers is that the former does not require writers to utilize external sources but to write from a personal viewpoint.

Examples of Cultural Identity Prompts

Cultural Orientation and Socialization in a Learning Environment

Here, this prompt may require students to discuss an actual significance of culture in education, focusing on ethnic heritage and socialization. As such, this topic requires writers to reflect on how culture influences behavior in a learning environment.

The Impact of Culture Change on Family

Here, a writing assignment may require students to explore and discuss how culture impacts a family unit. Moreover, a central theme is a family, and a student’s mission would be to explain how culture in all its dynamics affects families in diverse settings.

The Role of Language in Building an Ethnic Identity

Here, instructions may require students to explore and explain a particular significance of language in ethnic heritage. Hence, writers should focus on explaining a specific place of culture in a sociology discipline, focusing on a direct connection between language and cultural orientation.

The Significance of Culture in a Globalized Economy

Here, such a prompt may require students to explore and discuss how culture affects individuals and businesses in today’s connected world. Besides, a student’s task would be to explain how culture, in all its dynamics, such as language, is essential in business for individuals and enterprises.

How Culture Influences Relations in the Workplace

Here, an essay prompt may require students to explore and explain how culture, in all its dynamics, affects or influences social relations at the workplace. In turn, a particular task of writers, for example, would be to focus on how human resource (HR) departments can use culture to enrich workplace relations.

The Place of Culture in Individuals’ Self-Concept

Here, an analysis of a theme may require students to reflect on how their ethnic orientation has affected their self-concept. Moreover, a student’s task would be to discuss how culture and its dynamics enable individuals to build a strong or weak understanding of themselves.

The Importance of Cultural Orientation in a Multicultural Environment

Here, assignment writing instructions may require students to explore and discuss how their ethnic orientation enables them to operate in a culturally diverse environment, such as a school or workplace. In this case, a student’s task would be to explain how identity characteristics, such as language and religion, facilitate or hamper social competency in a multicultural setting.

How Global Conflicts Disturb Ethnic Identity for Refugees

Here, this prompt example may require students to explore and explain how conflicts in today’s world, such as civil unrest, affect a unique identity heritage of those who flee to foreign countries. As such, a student’s task would be to explain how one’s culture is affected in a new environment with totally different social dynamics.

The Challenges of Acculturation

Here, this kind of prompt may require students to explore and explain possible challenges that individuals face in identifying with a dominant culture. In particular, a student’s task would be to explain a specific significance of a dominant culture and what those from other cultures that try to identify with it must confront.

Host Country Culture and Multinational Enterprises

Here, this essay prompt sample may require students to explore and explain how a host country’s culture affects expatriates working for multinational corporations. Besides, a student’s task would be to show how one’s culture defines their behaviors and how that can be affected in a new environment with new social characteristics.

Compare and Contrast Native Culture and Dominant Culture in the United States

Here, such instructions require students to explain specific areas of similarity and difference between a Native culture and a dominant culture. In turn, a student’s task would be to define both a Native culture and a dominant culture and help a target audience to understand whether they mean the same thing. Hence, whether they do or do not, students should elaborate.

The Objective of Acculturation

Here, this prompt example requires students to explore and explain why people prefer to identify with a dominant culture. Moreover, a student’s task would be to note some advantages of a dominant culture over others and possible opportunities that one may access to identify with this dominant culture.

The Challenges That the LGBTQ Community Faces in the Modern World

Here, essay prompt instructions require students to explore and discuss potential challenges that lesbians, gays, bisexuals, and transgender people face in their normal day-to-day activities. In this case, a student’s task would be to explain an uniqueness of a LGBTQ community and how stereotyping makes their lives miserable in an environment where people are intolerant of different personalities and viewpoints.

Dangers of Cultural Intolerance in the Health Care System

Here, assignment instructions may require students to explore and discuss how nurses who are intolerant of social differences may jeopardize patients’ lives.

Advantages and Disadvantages of Acculturation

Here, such a prompt requires students to discuss some pros and cons of identifying with a dominant culture.

How to Know

Key defining features of a cultural identity essay give students a particular indication that they need to write this kind of paper. For example, cultural identity is important because it shapes people’s traditions, customs, languages, family practices, historical backgrounds, values, beliefs, personal experiences, and sense of belonging, fostering self-awareness and promoting a deeper understanding and appreciation of lifestyle diversity (Heersmink, 2021). Hence, when students read instructions regarding their essay topics they need to write about, they should identify one or several defining elements. In turn, these elements include language, nationality, religion, ethnicity, and gender.

Steps on How to Write a Cultural Identity Essay

To write a cultural identity essay, people reflect on and describe some significant aspects of their ethnic backgrounds, such as traditions, language, and experiences, and analyze how they have influenced their worldview. In turn, common steps for writing a good cultural identity essay are:

Understand an Assignment: Read and comprehend an essay’s prompt to ensure you meet all requirements.
Choose a Focus: Select specific aspects of your ethnic heritage to highlight in your essay.
Conduct Research: Gather information about your ancestral background and its historical context.
Brainstorm and Outline: Reflect on your cultural experiences and organize your thoughts into an outline.
Write a Strong Introduction: Write an engaging opening with a hook, background information, and a thesis statement.
Develop Body Paragraphs: Discuss each aspect of your ethnic heritage with personal examples and reflections.
Incorporate Cultural Influences: Explore an actual role of family, community, and society in shaping your social orientation.
Address Challenges and Pride: Highlight any challenges faced and express pride in your actual roots.
Write a Logical Conclusion: Summarize key points, restate a central thesis, and offer final thoughts on identity heritage.
Revise and Edit: Review for coherence, clarity, and errors, and make revisions based on feedback.

As stated previously, a primary point of similarity between a cultural identity essay and standard papers is its writing structure and outline. In this case, to start a cultural identity essay, people begin with an engaging hook, provide background context on their ethnic heritage, and present a clear thesis statement that outlines main aspects of their roots they will explore further (Spelic, 2019). Basically, this structure and outline comprise three main sections: introduction, body, and conclusion. Like in all other papers, writing such a composition requires students to address specific issues, which are, in essence, a defining characteristics of an essay’s structure and outline. In turn, some examples of sentence starters for beginning a cultural identity essay include:

Growing up in a household where [specific cultural practices] were a daily routine, my ethnic heritage was shaped by specific traditions and values of my [ethnicity/nationality] heritage.
A rich picture of my lifestyle is woven from diverse threads of my family’s history, which includes [briefly mention key ethnic elements].
From a young age, I was impressed by unique customs of my [specific social group], where celebrations and rituals played a crucial role in shaping my sense of self.
My journey to understanding my cultural roots began with shared stories that my grandparents told me about their experiences in [country/region], which instilled in me a deep appreciation for our heritage.
A direct connection between [ethnicity] and [ethnicity] cultures in my upbringing provided me with a unique perspective on life and allowed me to embrace my complex heritage.
Living in a multicultural community, I was constantly surrounded by different traditions and practices, which enriched my understanding of my own ethnic identity.
Reflecting on my childhood, I realized that cultural festivals and family gatherings we celebrated were essential in fostering a strong connection to my [specific culture] roots.
A particular influence of my ancestral background on my personal values and beliefs is profound, as it has shaped my worldview and interactions with others in significant ways.
As a child of immigrants, my life was shaped by blending my parents’ homeland traditions with new cultural norms of our adopted country.
Understanding and embracing my ethnic roots has been a continuous journey, marked by moments of both pride and challenge, as I strive to honor my heritage while finding my place in a current world.

Introduction and Its Defining Characteristics

An introduction is the first paragraph of a cultural identity essay. Here, students introduce themselves to a target audience, giving a brief background of their ethnic heritage. Moreover, rules of academic writing dictate that this part should not exceed 10 percent of a whole word count of an entire paper (Greetham, 2023). In this case, writers should be brief and concise. Then, the most prominent component of this section is a thesis, a statement that appears at the end of an introduction paragraph and whose objective is to indicate a writer’s mission. In summary, the introduction part’s defining features are a writer’s background and thesis statement. In turn, the former gives a hint about a writer, and the latter provides a target audience with insight into a author’s objective in writing a cultural identity essay.

Body Paragraphs

A body element of a cultural identity essay is the most significant section of a paper and takes the largest part. Generally, writers use several paragraphs to advance different arguments on their ethnic heritage to explain specific concepts (Karjalainen, 2020). In writing a cultural identity essay, authors can use different paragraphs to explain important aspects of their ethnic heritage. Nonetheless, what determines the number of paragraphs and the content of each is a paper topic (Greetham, 2023). Besides, the most prominent defining features of a essay’s body are paragraphs, with each advancing a unique concept about a writer’s ethnic heritage. In turn, paragraphs are where writers provide real-life experiences and other personal anecdotes or examples that help a target audience to develop a deeper understanding of authors from a cultural perspective.

A conclusion part is the last section of a cultural identity essay. In particular, writers restate a thesis statement and summarize main points from body paragraphs (Greetham, 2023). Moreover, authors provide concluding remarks about a topic, which is mostly an objective personal opinion. In summary, the conclusion part’s defining features are a restatement of a thesis, a summary of main points, and writer’s final thoughts about a topic.

Outline Template

I. Introduction

A. Hook statement/sentence. B. Background information. C. A thesis statement that covers main ideas from 1 to X in one sentence.

II. Body Paragraphs

A. Idea 1 B. Idea 2 … X. Idea X

III. Conclusion

A. Restating a thesis statement. B. Summary of the main points from A to X. C. Final thoughts.

An Example of a Cultural Identity Essay

Topic: Identifying as a Naturalist

Introduction Sample

The period of birth marks the beginning of one’s identity, with culture playing a significant role. However, from the stage of adolescence going forward, individuals begin to recognize and understand their cultural makeup. In my case, I have come to discover my love for nature, an aspect that I believe has made me a naturalist both in belief and action.

Examples of Body Paragraphs

Idea 1: Parents

Parents play a critical role in shaping a cultural and personal identity of their children. In my case, it is my mother who has instilled in me a love for nature. Although I may not say exactly when this love started, I can only reason that since it was ingrained in me since childhood, it has developed gradually.

Idea 2: Naturalism

Today, naturalism defines my interactions with people and the environment. In short, I can say it shapes my worldview. As a lover of nature herself, my mother had this habit of taking me outdoors when I was a toddler. I have seen family photographs of my mother walking through parks and forests holding my hand. What is noticeable in these pictures besides my mother and me is the tree cover that gives the setting such a lovely sight. Moreover, I can now understand why I seem more conversant with the names and species of flowers, trees, and birds than my siblings- my mother was the influence. In turn, my siblings and friends make a joke that I have developed a strong love for nature to the point of identifying myself with the environment. Hence, the basis for this argument is my love for the green color, where even my clothes and toys are mostly green.

Conclusion Sample

Naturally, human beings behave in line with their cultural background and orientation. Basically, this behavior is what determines or reflects their ethnic identity. In turn, my intense love for nature underscores my naturalist identity. While I may not tell the stage in life when I assumed this identity, I know my mother has played a significant role in shaping it, and this is since childhood.

What to Include

Common mistakes.

Lack of Focus: Failing to narrow down an essay to specific aspects of cultural identity, leading to an unclear narrative.
Vague Thesis Statement: Providing a weak or unclear thesis statement, which makes it difficult for readers to understand an essay’s main argument.
Insufficient Personal Reflection: Neglecting to include personal examples and reflections, which are crucial for illustrating an actual impact of ethnic heritage.
Overgeneralization: Making broad and unsupported statements about specific groups rather than focusing on personal and specific experiences.
Ignoring Historical Context: Failing to provide historical or ethnic background that can help readers to understand a real significance of certain traditions or practices.
Poor Organization: Structuring an essay poorly, resulting in an illogical and difficult-to-follow narrative.
Lack of Depth: Addressing ethnic heritage without explaining how it shapes beliefs, values, and behaviors.
Cultural Stereotyping: Relying on stereotypes or clichés rather than presenting a personal perspective on ethnic roots.
Inadequate Conclusion: Providing a weak conclusion that does not effectively summarize main points or reflect on a real significance of a particular ethnic heritage.
Ignoring Feedback and Revision: Failing to seek feedback from others or revise a cultural identity essay, which can leave writing errors and unclear sections unaddressed.

Like any standard paper, writing a cultural identity essay allows students to build essential skills, such as critical thinking, reflective, and analytical skills. In this case, a real essence of such a paper is to provide a writer’s cultural identity, background, or orientation. As such, in order to learn how to write a good cultural identity essay, students should master following tips:

Decide where to focus. Culture is a broad topic, and deciding what to focus on is essential in producing such an essay. Basically, one may have several ethnic identities, and addressing all may lead to inconclusive explanations.
Reflect and brainstorm. Given a close link between one’s cultural orientation and personal experiences, learners need to reflect on experiences that would provide a target audience with an accurate picture of their ethnic heritage.
Adopt a “Show, not tell” approach by providing vivid details about one’s experiences. Using personal anecdotes may be effective in accomplishing this objective.
Use transitions , such as “therefore,” “thus,” ” additionally,” and “furthermore,” to enhance a natural and logical flow throughout an essay.
Stay personal by using first-person language to describe one’s background and experiences.
Proofread a final document to eliminate spelling and grammatical mistakes and other notable errors, such as an inconsistent life storyline.

Davies, S. R., Halpern, M., Horst, M., Kirby, D., & Lewenstein, B. (2019). Science stories as culture: Experience, identity, narrative and emotion in public communication of science. Journal of Science Communication , 18 (05), 1–17. https://doi.org/10.22323/2.18050201

Greetham, B. (2023). How to write better essays . Bloomsbury Academic.

Heersmink, R. (2021). Materialised identities: Cultural identity, collective memory, and artifacts. Review of Philosophy and Psychology , 14 (1), 249–265. https://doi.org/10.1007/s13164-021-00570-5

Karjalainen, H. (2020). Cultural identity and its impact on today’s multicultural organizations. International Journal of Cross Cultural Management , 20 (2), 249–262. https://doi.org/10.1177/1470595820944207

Spelic, S. (2019). Care at the core conversational essays on identity, education and power . Tredition.

Wallace, K. (2021). Network self: Relation, process, and personal identity . Routlage.

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Thesis Statements: How to Identify and Write Them

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1 - Learning Objectives
2 - What is a thesis statement?
3 - The Two-Story Model (basic)
4 - The Three-Story Model (advanced)
5 - Identifying Thesis Statements
6 - Writing Your Own Thesis Statements
7 - Additional, Optional Resources
8 - Exercise #1: Identify Thesis Statements
9 - Exercise #2: Write Your Own Thesis Statements
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The Three-Story Model (advanced)

Now, it's time to challenge yourself. The three-story model is like a building with three stories. Adding multiple levels to your thesis statement makes it more specific and sophisticated. Though you'll be trying your hand with this model in the activity later on, throughout our course, you are free to choose either the two-story or three-story thesis statement model. Still, it's good to know what the three-story model entails.

A thesis statement can have three parts:

Topic: What you’re writing about
Angle: What your main idea is about that topic, or your claim
Relevance : Why your argument is meaningful

Conceptualizing the Three-Story Model:

A helpful metaphor based on this passage by Oliver Wendell Holmes Sr.:

There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors who have no aim beyond their facts are one-story men. Two-story men compare, reason, generalize using the labor of fact collectors as their own. Three-story men idealize, imagine, predict—their best illumination comes from above the skylight.

One-story theses state inarguable facts. Two-story theses bring in an arguable (interpretive or analytical) point. Three-story theses nest that point within its larger, compelling implications.

The biggest benefit of the three-story metaphor is that it describes a process for building a thesis. To build the first story, you first have to get familiar with the complex, relevant facts surrounding the problem or question. You have to be able to describe the situation thoroughly and accurately. Then, with that first story built, you can layer on the second story by formulating the insightful, arguable point that animates the analysis. That’s often the most effortful part: brainstorming, elaborating and comparing alternative ideas, finalizing your point. With that specified, you can frame up the third story by articulating why the point you make matters beyond its particular topic or case.

Though the three-story thesis statement model appears a little bit differently in this video, you can still see how it follows the patterns mentioned within this section:

Attributions:

The content about thesis statements has been modified from Writing in College by Amy Guptill from Milne Publishing and appears under an Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
The video "How to Write a STRONG Thesis Statement" by Scribbr appears under a YouTube license .

IMAGES

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COMMENTS

25 Thesis Statement Examples
A thesis statement is needed in an essay or dissertation. There are multiple types of thesis statements - but generally we can divide them into expository and ... Cultural Identity "In a globalized world, maintaining distinct cultural identities is crucial for preserving cultural diversity and fostering global understanding, despite the ...
Identity
Plural identity statements such as "the hunters are identical with the gatherers" are understood to mean that for all x, x is one of the hunters iff x is one of the gatherers. But, according to the strong Composition as Identity thesis, there can also be true hybrid identity statements that relate pluralities and single objects.
119 Personal Identity Essay Topic Ideas & Examples
Theories of personal identity. You can discuss Locke's, Descartes', Sartre's, or Heidegger's theories. Alternatively, explore reductionist or quasi-psychological theories. Identity and Buddhism. Write about the complex philosophical views on the fluidity of personal identity from a Buddhist point of view. Identity problems.
American Identity Essays
Identity and Belonging Hook. Human beings have an innate desire to belong. Explore the intricate relationship between identity and the sense of belonging, and how it impacts our social and emotional well-being. Identity in a Digital Age Hook. In an era of social media and digital personas, our sense of identity takes on new dimensions.
Cultural Identity Essay Writing Guide with Examples
Cultural Identity Paper: Definitions, Goals & Topics Before starting off with a cultural identity essay, it is fundamental to uncover what is particular about this type of paper. First and foremost, it will be rather logical to begin with giving a general and straightforward definition of a cultural identity essay.
Thesis Statement for Personal Essay
Unlike thesis statements in more formal academic papers, a personal essay's thesis often captures an emotion, lesson learned, or a core truth about the writer's experience. ... Write a Thesis Statement for Personal Essay on the search for identity in a multicultural society. Create a Thesis Statement for Personal Essay about the influence ...
How to Write a Cultural Identity Essay With Tips and Examples
C. A thesis statement that covers main ideas from 1 to X in one sentence. II. Body Paragraphs. A. Idea 1 B. Idea 2 … X. Idea X. III. Conclusion. A. Restating a thesis statement. B. Summary of the main points from A to X. C. Final thoughts.
How to Write a Thesis Statement
A thesis statement is a sentence that sums up the central point of your paper or essay. It usually comes near the end of your introduction. Your thesis will look a bit different depending on the type of essay you're writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your ...
PDF What Is a Thesis Statement? Tips for a Strong Thesis
A thesis statement is the claim that is argued throughout a paper. It is the road map that tells your reader what they will find in the rest of your paper. The thesis is typically a single sentence ... her true identity. Conclusion Your thesis statement is the heart of your essay, so treat it with care. Although these examples
Thesis Statements: How to Identify and Write Them
The content about thesis statements has been modified from Writing in College by Amy Guptill from Milne Publishing and appears under an Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. The video "How to Write a STRONG Thesis Statement" by Scribbr appears under a YouTube license.

25 Thesis Statement Examples

Strong Thesis Statement Examples

1. School Uniforms

2. Nature vs Nurture

3. American Dream

4. Social Media

5. Globalization

6. Urbanization

7. Immigration

8. Cultural Identity

9. Technology

10. Capitalism vs Socialism

11. Cultural Heritage

12. Pseudoscience

13. Free Will

14. Gender Roles

15. Work-Life Ballance

16. Universal Healthcare

17. Minimum Wage

18. Homework

19. Charter Schools

20. Effects of the Internet

21. Affirmative Action

22. Soft Skills

23. Moral Panic

24. Freedom of the Press

25. Mass Media

Checklist: How to use your Thesis Statement

Try These AI Prompts – Thesis Statement Generator!

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Bibliography

1. Introduction

Support SEP

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What to Include

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The Three-Story Model (advanced)

A thesis statement can have three parts: