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The Thesis Sentence

The thesis sentence is arguably the most important sentence in an academic paper. Without a good, clear thesis that presents an intriguing arguable point, a paper risks becoming unfocused, aimless, not worth the reader's time.

The Challenge of the Thesis Sentence

Because the thesis sentence is the most important sentence of a paper, it is also the most difficult to write. Readers expect a great deal of a thesis sentence: they want it to powerfully and clearly indicate what the writer is going to say, why she is going to say it, and even how it is that she is going to go about getting it said. In other words, the job of the thesis sentence is to organize, predict, control, and define the paper's argument.

In many cases, a thesis sentence will not only present the paper's argument, it will also point to and direct the course that the argument is going to take. In other words, it may also include an "essay map" - i.e., phrases or clauses that map out for the reader (and the writer) the argument that is to come. In some cases, then, the thesis sentence not only promises an argument, it promises the structure of that argument as well.

The promises that a thesis sentence makes to a reader are important ones and must be kept. It's helpful sometimes to explain the thesis as a kind of contract between reader and writer: if this contract is broken, the reader will feel frustrated and betrayed. Accordingly, the writer must be very careful in the development of the thesis.

Working on the Thesis Sentence

Chances are if you've had trouble following or deciphering the argument of a paper, there's a problem with the thesis. If a tutor's first response to a paper is that he doesn't know what the paper is about, then the thesis sentence is either absent from the paper, or it's hiding. The first thing you might wish to do is to ask the writer what his thesis is. He may point to a particular sentence that he thinks is his thesis, giving you a very good place to start.

Let's say that you've read a paper in which you've encountered this thesis:

Although heterosexuality has long been regarded as the only natural expression of sexuality, this view has been recently and strongly challenged by the gay rights movement.

What's wrong with this sentence? Many things, the most troublesome of which is that it argues nothing. Who is going to deny that the heteronormative view has been challenged by the gay rights movement? At this point, you need to ask the writer some questions. In what specific ways has the gay rights movement challenged heterosexuality? Do these ways seem reasonable to the writer? Why or why not? What argument does he intend to make about this topic? Why does he want to make it? To whom does he want to make it?

After giving the writer some time to think about and talk about these questions, you'll probably want to bring up another problem that is certain to arise out of a thesis like this one: the matter of structure. Any paper that follows a thesis like this one is likely to ramble. How can the reader figure out what all the supporting paragraphs are doing when the argument itself is so ill-defined? You'll want to show the writer that a strong thesis suggests - even helps to create - strong topic sentences. (More on this when we consider matters of structure, below).

But before we move on to other matters, let's consider the problem of this thesis from another angle: its style. We can see without difficulty that the sentence presents us with at least two stylistic problems: 1) this thesis, which should be the most powerful sentence of the paper, employs the passive voice, and 2) the introductory clause functions as a dangling modifier (who regards heterosexuality as the only natural way to express sexuality?).

Both stylistic problems point to something at work in the sentence: the writer obliterates the actors - heterosexuals and homosexuals alike - by using the dangling modifier and the passive voice. Why does he do that? Is he avoiding naming the actors in these sentences because he's not comfortable with the positions they take? Is he unable to declare himself because he feels paralyzed by the sense that he must write a paper that is politically correct? Or does he obliterate the actors with the passive voice because he himself wishes to remain passive on this topic?

These are questions to pose to the writer, though they must be posed gently. In fact, you might gently pose these questions via a discussion of style. For instance, you might also suggest that the writer rewrite the sentence in the active voice:

Although our society has long regarded heterosexuality as the only natural expression of sexuality, members of the gay rights movement have challenged this view strongly.

This active construction helps us to see clearly what's missing:

Although our society has long regarded heterosexuality as the only natural expression of sexuality, members of the gay rights movement have challenged this view strongly, arguing XYZ.

This more active construction also makes it clear that merely enumerating the points the author wants to make is not the same thing as creating an argument. The writer should now be able to see that he needs to go one step further - he needs to reveal his own position on the gay rights movement. The rest of the paper will develop this position.

In short, there are many ways to begin work on a writer's thesis sentences. Almost all of them will lead you to other matters important to the paper's success: its structure, its language, its style. Try to make any conversation you have about thesis sentences point to other problems with the writing. Not only is this strategy efficient, but it also encourages a writer to see how important a thesis is to the overall success of his essay.

Talking Your Way to a Workable Thesis

For the sake of making (we hope) a somewhat humorous illustration of the matter at hand, we offer the following scenario, which shows how tutor and tutee can talk their way to a workable thesis - and, indeed, to a good essay. So sit back, and enjoy this "break" in your training.

Imagine (though it is indeed quite a stretch) that a freshman composition teacher has the audacity to assign a paper on cats (the animals, not the play). The students may write any kind of paper they like - narration, description, compare/contrast, etc. - as long as their essays contain a thesis (that is, that they argue some point) concerning cats. A writer comes to you for help in developing her thesis. You read the assignment, and then you tell the writer that she first must choose the kind of paper she would like to do. She decides to do a narrative because she thinks she has more freedom in the narrative form. Then you ask her what she has to say about cats. "I don't like them," is her reply.

"OK," you say, "that's a start. Why don't you like them?" The writer has lots of reasons: they smell, they're aloof, they shed, they keep you up nights when they're in heat, they're very middle class, they steal food off of the table, they don't get along with dogs (the writer loves dogs), and on, and on. After brainstorming for a while, you tell the writer to choose a few points on which she'd like to focus - preferably those points that she feels strongly about or those which seem unusual. She picks three: cats smell, they steal food, and they are middle class. She offers her thesis: "I don't like cats because they are smelly, thieving, and middle class."

"O.K.," you say, "It's not a very sophisticated thesis but we can use it for now. After all, it defines your stance, it controls your subject, it organizes your argument, and it predicts your strategy - all the things that a thesis ought to do. Now let's consider how to develop the thesis, point by point."

You begin to ask questions about cats and their smell. "What do they smell like?" you say. The writer thinks awhile, and then says, "They smell like dirty gym shorts, like old hamburgers, like my eighth-grade math teacher's breath." The writer laughs, particularly fond of the final simile. Then she adds, "My boyfriend has a cat. A Tom. When he moved into his first apartment, that cat sprayed all over the place, you know, marking his territory. The place stunk so bad that I couldn't even go there for a week. Can you imagine? Your boyfriend gets his first apartment, and you can't even go in the place for a week?"

The writer has sparked your imagination; you think that she can spark her teacher's imagination as well. "Why don't you do your narrative about your boyfriend's cat? You could tell the story - or you could make up a story - about going over there for dinner, hoping for a romantic evening, and being put off by the cat." The writer likes this idea and goes off to write her draft. She returns with the following story about her boyfriend and his cat.

She was hoping for a romantic dinner; he was making her favorite meal. She could smell the T-bone and the apple pie before she even got to his door. But when she opened the door, her appetite was obliterated: the smell of cat spray smelled worse than her eighth-grade math teacher's breath. Of course, because she remained hopeful for a romantic evening, she put on her best face, tried not to grimace, and gave her boyfriend the flowers she'd picked up on the way. They chat; everything is going fine; he goes to the kitchen to check on dinner; she hears his shriek. The cat has stolen all of the food! Upon searching, they find the cat under the sofa, not only with their dinner, but with the writer's wallet, her favorite picture of her mom torn in half, her new leather jacket now full of cat hairs. This cat not only stinks, he's a thief as well. Still, the evening need not be a total waste. They order pizza, have some wine. She and her man talk; their moods improve, and she decides that it might be a nice time to kiss. She pulls the old yawn trick to get her arm around him, and just as she's ready to kiss him the cat jumps into his lap. "Oh, Pookie, Pookie, Pookie," her boyfriend says, giving himself over to the purring cat. "Damn lap cat," the writer says to herself, and leaves it at that. She has written a paper illustrating that cats are smelly, thieving, and middle class. She has fulfilled her thesis.

Now, you like this paper. It's got a great voice, and it's got humor. You feel, however, that the writer should refine the thesis. It has served the writer well in helping her to organize, control, predict, and define her essay; however, she needs now to consider how to choose words and a tone which will hook the reader and reel him in. You explain to the writer that her thesis can be humorous, that she can feel free to be extreme, because a funny, exaggerated thesis would suit this funny, exaggerated paper.

After some doodling and some dialogue, the writer comes up with the following thesis: "All cats should be exterminated because they are the stinking, kleptomaniacal darlings of the bourgeoisie." You laugh; you like it. Moreover, the thesis has given the writer an ending for her essay: she exterminates the cat in her boyfriend's microwave, convinces him to get a goldfish instead, and the two of them live happily ever after. The writer is happy. The tutor is happy. The paper works.

While you will likely not encounter a "cat" assignment at Dartmouth, this sort of experience with writing a thesis is a common one. Even when papers are more sophisticated than this one - even when the subject is Hitler's rise to power, or Freud's treatment of taboo - writers will often write a working thesis, one that guides them through the writing process. Then they will return to the thesis, sometimes several times before their paper is finished, revising it to better fit their paper's increasingly refined argument and tone.

Polishing the Thesis Sentence

Look at the sentence's structure. Is the main idea of the paper placed appropriately in the main clause? If there are parallel points made in the paper, does the thesis sentence signal this to the reader via some parallel structure? If the paper makes an interesting but necessary aside, is that aside predicted - perhaps in a parenthetical element? Remember: the structure of the thesis sentence also signals much to the reader about the structure of the argument. Be sure that the thesis reflects, reliably, what the paper itself is going to say.

As to the style of the sentence: hold the thesis sentence to the highest stylistic standards. Help a writer to make sure that it is as clear and concise as it can be, and that its language and phrasing reflect confidence, eloquence, and grace.

Home > Blog > Thesis Statement Essays Examples

Thesis Statement Essays Examples

• Smodin Editorial Team
• Updated: August 30, 2024
• General Guide About Content and Writing
• Step-by-Step Instructions for Writing

Writing an essay can seem challenging, but a solid thesis statement can make it easier. A thesis statement is a crucial part of any essay. It gives your reader a clear understanding of your main idea. The goal should be to deliver a strong, concise, yet compelling statement that immerses the reader in your writing. A strong thesis statement means a strong start to your essay !

We’ve developed this comprehensive guide to explore what makes a good thesis statement. We’ll discuss different thesis statement essay examples and show you steps on how to write a strong statement. Whether you’re writing a research paper, argumentative essay, or policy proposal, a solid thesis statement is key.

What Is a Thesis Statement?

To put it simply, a thesis statement summarizes your entire paper. It usually appears at the end of the first paragraph, known as the essay introduction. Your thesis should be specific, concise, and clear.

It should express one main idea and guide your writing. For example, if your paper explains climate change, your thesis might assert that “Climate change poses a significant threat to global ecosystems.”

How To Write a Thesis Statement: Example and What To Include

In this section, we include how to write a thesis statement with an example to help you out in the process. Below, we have listed some of the steps involved, while compiling a thesis statement.

Start With a Question

Every good thesis statement starts with a question. Think about what you want to explore or decide about your topic. For example, “Has the internet had a positive or negative impact on education?”

Write Your Initial Answer

After some research, write a simple, tentative answer to your question. This will guide your research and writing process. For example, “The internet has had a positive impact on education.”

Refine Your Thesis Statement

Your final thesis should ultimately tell the reader why you hold this position. You can elaborate and explain what they’ll learn from your essay and the key points of your argument.

For example, “The internet’s positive impact on education outweighs its negatives by providing easier access to information. Exposure to different perspectives and a flexible learning environment for students and teachers contributes to this”.

A Good Thesis Statement Example

A good thesis statement is concise, coherent, and contentious. It should clearly state your main idea and be backed up by specific evidence. Take a look at the following good thesis statement example:

“While many people believe climate change is a natural phenomenon, evidence shows that human activities significantly contribute to its acceleration.”

This statement is clear, concise, and debatable. It presents a strong position that can be supported with evidence.

Types of Thesis Statements

Your thesis should match the type of essay you’re writing. Here are some examples of different types of thesis statements.

Argumentative Thesis Statement

In an argumentative essay , your thesis should take a strong position.

For example:

“The government should implement stricter regulations on carbon emissions to combat climate change.”

An argumentative paper makes a clear, debatable claim that requires evidence and reasoning. This thesis presents a clear argument that will be supported with evidence throughout the essay.

Expository Thesis Statement

In an expository essay , your thesis should explain the facts of a topic or process.

“The invention of braille improved the lives of blind people by allowing them to read and write independently.”

This statement explains the impact of braille without taking a position.

Thesis Statement Essay Examples for Different Types of Papers

Let’s look at some thesis statement essay examples to understand how to craft one effectively.

Example 1: Argumentative Paper

Topic: The impact of surveillance on society

Thesis statement: “Although surveillance is often viewed negatively, its positive effects on public safety outweigh its downsides.”

This thesis presents a clear argument that will be supported with evidence throughout the essay.

Example 2: Expository Paper

Topic: The history of the internet

Thesis statement: “The internet revolutionized communication by allowing instant access to information and connecting people globally.”

This statement explains how the internet has changed communication without presenting an argument.

In both examples, the thesis statements are clear and concise, and provide a roadmap for the essay.

Example 3: Analytical Paper

Topic: The impact of social media on mental health

Thesis statement: “Social media influences mental health by increasing anxiety, promoting unrealistic body images, and enhancing social connections.”

An analytical thesis statement breaks down an idea into parts to examine and interpret. This example shows the impact of social media into specific components for detailed analysis. An analytical paper breaks complex subjects into components for detailed examination and analysis.

Characteristics of a Good Thesis Statement

An effective thesis statement is the backbone of a well-structured essay. Thesis statement examples help illustrate the differences between strong and weak thesis statements. Here are the essential characteristics of a good thesis statement.

Concise Summary

The best thesis statements should be brief and to the point. Avoid unnecessary words. For instance, instead of saying, “In this essay, I will discuss the reasons why climate change is a critical issue that needs urgent attention,” you can say, “Climate change demands urgent attention due to its severe impact on global ecosystems.” This keeps your thesis clear and focused.

The aim is to bring the statement to the concluding point as effectively as possible.

Specific Evidence

In academic writing, your thesis statement should be backed up by specific evidence. It should not just make a claim but also provide a hint of the evidence that supports it. For example, “Human activities, such as deforestation and fossil fuel consumption, significantly contribute to climate change,” indicates that the essay will discuss these specific activities.

A strong thesis statement clearly states your main idea. It should convey the central point of your essay in a way that is easy to understand. For example, “Renewable energy sources are essential for reducing carbon emissions and combating climate change,” clearly states the essay’s main idea.

3 Common Mistakes to Avoid

According to the Guardian , teachers are observing that students are continuously having issues with writing essays. This may be due to various reasons like a lack of foundational skills in writing or the likelihood of them making specific mistakes when compiling their essays and thesis statements.

Below we have listed some of the common errors students can make when writing a thesis statement for their paper.

1. Being Too Broad

A thesis statement that is too broad lacks focus and fails to provide a clear argument. For example: “Climate change is bad,” is too broad. Instead, narrow your focus to something more specific, like, “Climate change significantly impacts coastal cities by increasing the frequency of flooding.”

2. Not Getting Into Specifics

A vague thesis statement doesn’t give specific details, making it difficult for the reader to understand your argument. For example, “Climate change affects the environment,” is too vague. A more precise thesis would be, “Climate change accelerates the melting of polar ice caps, leading to rising sea levels.”

3. Just Stating a Fact

In a great research paper, a thesis statement that states a fact rather than an argument is not debatable. For example, “Climate change exists,” is a statement of fact and not arguable. A more debatable thesis would be, “Immediate action is required to mitigate climate change impacts on future generations.”

How To Strengthen a Weak Thesis Statement

If your thesis statement is weak, here is how you can strengthen it:

• Contextualize your topic: Understand the broader context of your topic. This helps in narrowing down the focus and making it more specific.
• Make it arguable: Ensure your thesis is something that can be debated. A strong thesis often takes a clear stance on an issue.
• Support with evidence: Be prepared to back up your thesis with specific evidence. This adds credibility and strength to your statement.

Example of a Weak Thesis

A weak thesis statement, such as “The internet is useful,” is too general and lacks specificity. It doesn’t provide any direction for the essay, leaving readers unclear about what the essay will address. A weak thesis statement:

• Lacks focus: The statement “The internet is useful” doesn’t specify how or why the internet is useful. This lack of focus can confuse readers and make it challenging to develop supporting arguments.
• Is not honing in on a specific topic: This thesis is overly broad, covering too many potential topics without honing in on a specific aspect.
• Doesn’t leave room for a debate: It doesn’t present a debatable claim. A strong thesis should make a claim that others might dispute, providing a basis for argumentation and discussion.

For instance, an essay based on the weak thesis “The internet is useful” could meander through various topics like online shopping, social media, and research, without a clear structure or argument. This makes it difficult for readers to grasp the main point or purpose of the essay.

Example of a Strong Thesis

A strong thesis statement, like “The internet is useful for education because it provides access to a wealth of information and resources,” is specific and provides a clear argument supported by evidence. It also indicates what the essay will discuss, which helps guide the reader.

Therefore, a strong thesis statement should:

• Have a clear focus: This thesis specifies that the essay will focus on the educational benefits of the internet. This clarity helps readers understand the essay’s purpose from the beginning.
• Be to the point: The thesis mentions “access to a wealth of information and resources.” So, it provides a specific angle on how the internet is useful, which helps to narrow the scope of the essay.
• Include a debatable claim: The statement makes a claim that could be argued. It posits that the internet is beneficial for education. But, it also implies that there are specific ways in which this is true. Thus, the statement opens the door for discussion and analysis.
• Guide the essay: This strong thesis provides a roadmap for the essay. It suggests that the following paragraphs will explore how the internet facilitates education through information access and resource availability.

Frequently Asked Questions

What is included in a thesis statement.

A thesis statement is a sentence that summarizes the main point of your essay. It usually appears at the end of the first paragraph.

Can a thesis statement be more than one sentence?

Ideally, a thesis statement should be one or two sentences long.

Where should I place my thesis statement?

Your thesis statement should be at the end of the first paragraph, known as the essay introduction.

Improve Your Thesis Statements With Smodin.io

A good thesis statement is the backbone of your essay. It guides your writing and tells your reader what to expect. By following the steps we’ve outlined in these examples, you can write a strong thesis statement.

Ready to improve your writing skills and create compelling essays? Enhance your writing with Smodin’s AI writing tool. Whether you’re writing a research paper or an argumentative essay, Smodin can help you craft a strong thesis statement. Join us now at Smodin.io and take your writing to the next level.

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Home » Podcast » An Inspiring Journey from Admin to Evangelist

• An Inspiring Journey from Admin to Evangelist

Today on the Salesforce Admins Podcast, we talk to Kate Lessard, Lead Admin Evangelist at Salesforce. Join us as we chat get to know the newest member of the Admin Evangelist team and her journey through the Salesforce ecosystem.

You should subscribe for the full episode, but here are a few takeaways from our conversation with Kate Lessard.

Giving back to the Salesforce community

Kate actually got her master’s in museum studies, so how did she get involved in Salesforce? “I started at a nonprofit in Denver, Colorado, and my first day on the job they asked me if I had ever heard of Salesforce,” she says, “and I said no and they said, ‘that’s okay but you’re in charge of it now!”

One thing that really helped Kate, back when she was an accidental admin, was finding a mentor in the Salesforce community. That’s why she’s been so focused on giving back through programs like Super Moms, WITness Success, and Forcelandia. And now, she’s the newest member of the Admin Evangelist team.

Working behind the scenes

Kate takes the stage at tons of events but she also does work behind the scenes. For Forcelandia, she’s the Communications Lead, where she coordinates with speakers and makes sure they have all the information they need to be successful.

The two main lessons she’s learned from this work are that no question is a dumb question and that you balance how you communicate information. For the first one, you don’t want to be the person who shows up in the wrong place when people are depending on you. For the latter, it’s important to realize that some people want one big communication with all of the facts and others prefer it broken down into smaller snippets.

Kate is great

Kate is excited to join the Admin Evangelist team and share how awesome it is to be a Salesforce Admin. “I’m really drawn to this because you get to still be technical and know how to do all the things,” she says, “but you also get to share the excitement behind them.”

We think Kate is great, and if you want to meet her she’ll be presenting two sessions at Dreamforce this year. The first will be on why admins should learn dev fundamentals, and the other will be a security breakout session. Make sure to stop by and say hello!

Podcast swag

• Salesforce Admins on the Trailhead Store
• Salesforce Developers Podcast Episode: Creating User Stories with Kate Lessard
• WITness Success
• Forcelandia

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Full show transcript

Josh Birk: Welcome, Salesforce admins. I’m Josh Birk, your guest host for this week. This week we’re going to sit down with our brand new Lead Admin Evangelist, Kate Lessard, and get to know her a little bit better. So let’s go straight to the tape.

All right. Today on the show we welcome Kate Lessard to talk about, well, mostly Kate Lessard, and the things that you’re doing and some of the conferences you’re going to be going to. So Kate, welcome to the show.

Kate Lessard: Thank you. Excited to be here and to talk about myself.

Josh Birk: It’s all of our favorite topics. All right, so going into your earlier years, the first thing that I see in your early years is that you studied abroad in France. How did that come about?

Kate Lessard: Oh, my gosh, I was so lucky to be able to do that, and my study abroad sister is still one of my very best friends. I just went back and saw her this year. She just had a baby, so that was really cool. Yeah, I studied French in high school and just really loved the language and learning about France. And had the opportunity to go with my high school for a really short spring break-style program, and then went back in college.

I got it. I did like that underneath you listed some of your activities that included gastronomy. Isn’t that just a fancy word for saying French food?

Kate Lessard: Oh, yeah. We had a whole class that I got credit for in college on gastronomy, which was wine tasting and learning how to cook desserts and cheese tasting.

Josh Birk: I had to take PE.

Kate Lessard: I know it was the best class.

Josh Birk: Not fair. Okay. And then you went on to study art and eventually a master’s in museum studies. Where did that interest come from, and what’s it like studying museum studies?

Kate Lessard: Yeah, I’ve always loved art, and that was my favorite subject in school growing up, and especially when I went to France and got to see all these incredible artworks at some of their wonderful museums, decided that I really loved art, loved art history, and wanted to find a career in that. And museum study seemed like a cool way to be able to do that, to just be able to experience some of the best artworks in the world and be able to share that with others. So that was where I went into that kind of study path.

Josh Birk: Nice, nice. Well, and to put a cap on that, giving you an overview for the, and I’m going to try to get this right, the Pre-Raphaelite female muse in Juliet Margaret Cameron’s, Idols of the King photographs. Did I get any of that pronounced correctly?

Kate Lessard: That was pretty close.

Josh Birk: Okay.

Kate Lessard: That was pretty good, yes. My master’s thesis, the longest paper I will ever write in my life, hopefully. It was really fun to dive into some Pre-Raphaelite photography. It was one of the first actual times that photography was used as artwork and not just capturing the world around us. So that was really cool.

Josh Birk: That’s really cool. That’s very, very cool. Now, how did you move from French and art and photography into software and computer?

Kate Lessard: Oh, gosh, what a journey. So, with that museum studies and art background, I was working for some arts and culture organizations, nonprofits, and I started at a nonprofit in Denver, Colorado. And my first day on the job, they asked me if I had ever heard of Salesforce, and I said, “No.” And they said, “That’s okay, but you’re in charge of it now.” So accidental admin is my entry point.

Josh Birk: Gotcha. Nice, nice. And I mean, I assume you can talk about it, but your first gig was something about counterterrorism?

Kate Lessard: Yes, it was the Counterterrorism Education Learning Lab. They had an exhibit space, so that’s why I was drawn to it initially, because there was this museum space that still exists in Denver that you can go into and learn about counterterrorism. But the main thing that we did was programs in training up event staff and volunteers about how they could recognize signs of terrorism. And if you see something, say something.

Josh Birk: Interesting. So in the age of 9/11, because museums, public spaces, all of this kind of stuff… It’s fascinating how our public safety protocol has gotten above flight learning CPR.

Kate Lessard: Absolutely. Yeah. Your volunteer job is more in-depth these days.

Josh Birk: Right. Now, before we get into your current job, let’s talk a little bit about your vast experience in volunteering. We’ll start with: How did you get involved with Trailblazer mentoring?

Kate Lessard: Oh, gosh. When I was an accidental admin, I was so lucky to find a mentor in the community, and as I got more advanced in my career and was able to be like, “Oh, my gosh, I have kind of crossed this threshold of needing someone to mentor me,” which I guess we always need someone to mentor us, but I felt like I was in a space where I could actually start to give back to others, and that’s when I joined the mentorship program.

Josh Birk: Nice. And we had Heather Black on the DevPod talking about Supermums. Tell me a little bit about that program.

Kate Lessard: Supermums is such a cool organization. They are based in the UK, and they actually have a Salesforce class that their students go through, and they have these modules that they work through. And the mentors are kind of like, I almost think of it as like a teaching assistant, because you’re not just there to provide career guidance. You are also there to help them develop their Salesforce skills and help them through the training classes.

Josh Birk: Nice. Nice. And I know there are similar programs, and they find that it’s amazing how much that increases the success of not only gaining the knowledge but knowing what to do when you walk into an office and you have to have an interview for it.

Kate Lessard: Absolutely. And being able to have a portfolio of work that you can show someone like, “Hey, I’ve actually done this; I’ve built this.” You can see it live.

Josh Birk: Now you’ve had a lot of experiences, both on the stage but also behind the scenes for events. You’ve been a community group leader; you’ve worked with WITness Success; you’ve worked with one of my favorites, Forcelandia. First of all, what brought you into that side? Because that is very different from mentoring; it’s very different from educational; it’s very organizational program management, working with people. What attracted you to that kind of volunteering?

Kate Lessard: Yeah, very different, but also a lot of the same group of people. And so, when I was mentoring and becoming involved in the community, I met several people that were involved with the Denver Women in Technology group as well as the Denver Admin group when I was living out in Colorado. And they kind of folded me into WITness Success and were really welcoming and started off just volunteering with the registration table, really enjoying the conference itself, and wanted to just be part of making it happen. It was such a good experience for me, both networking wise and learning wise.

Josh Birk: Got it. And speaking of learning, what are some lessons you’ve learned from those experiences?

Kate Lessard: Oh, my goodness. Well, with Forcelandia, I am the communications lead, which means that I am in charge of basically tracking down speakers, communicating with them, making sure that they have all of the information that they need to be successful. And the things that I have learned that I use in just my life project management philosophy is that no question is a dumb question. If you have a question, you should always ask it because you don’t want to be the one that doesn’t have the answer and isn’t where you’re supposed to be, especially at a conference when people are depending on you. And also to balance communication, figuring out how people respond. Do they want one big communication with all the facts? Is it helpful to break it down into littler snippets? Just figuring out the way that different people work and how they absorb information has been something that’s been really helpful.

Josh Birk: Love it. Now talking about your roles, moving on to the stage, and also the skills that you were just talking about. Now you’re only about two weeks into the gig, but first of all, welcome to the team.

Kate Lessard: Thank you. Happy to be here.

Josh Birk: What is your new job, and what’s the one sentence or when people ask you, “Wait, what does an evangelist do?” What do you tell them?

Kate Lessard: My new job is Lead Admin Evangelist at Salesforce, and evangelists get to be out in the community sharing how awesome it is to be a Salesforce admin and the very cool things that we get to do. So I’m really drawn to this because you get to still be technical and have to understand and know how to do the things, but you also get to share the excitement behind them and be able to share that with others and get them excited and doing all of the really awesome things that you can do as a Salesforce admin.

Josh Birk: Love it. Is there any early content that you’re working on that you can share with us right now?

Kate Lessard: Oh, absolutely. I will be at Dreamforce this year presenting two sessions and also kind of helping some other speakers get ready for their sessions on the admin track.

Josh Birk: So if you’re on the admin track, you might be hearing from Kate pretty soon. Now let’s go ahead and dive into those two sessions. Now, let’s start with the one I’m actually a little familiar with because you presented a version of it at Forcelandia and you talk about jumping into the shoes of a developer and then some of the lessons you learned from that. What enticed you to try to jump into the shoes as a developer?

Kate Lessard: A few years ago, I was at a point where I was feeling really good in my admin career and didn’t know what the next step was. And I feel like at the time, you were an admin or you were a developer, there was not the amazing options that we have right now to take our career in. They just weren’t as widely publicized. And so I was like, “Oh, I guess a developer is my next step.” And so I went through RAD Women, which was an incredible training program. I learned probably more in those few weeks than I’ve learned in much of my life and got to the end of it and realized that the number one lesson I learned was that I didn’t want to be a developer. And that there’s no such thing as being just an admin, which I think was the big lesson, that you can take skills, and you can continue to learn from different subject areas, and they can just make you a better admin. And that was a really big lesson.

Josh Birk: Yeah, because that was my follow-up question. So how long did the developer’s life stay for you?

Kate Lessard: Oh, yeah, that was shattered pretty quickly. Still very dev curious; I am very fascinated by the things that developers do, and now I have the language to be able to speak and understand, which was one of those really important things to learn.

Josh Birk: And I think it’s something that’s going to become more common because the era you’re talking about is the one before we started using phrases like admineloper, which I have been on the record of saying is both my favorite word and also my least favorite word. It’s my favorite word because it’s like it proves the need. We wouldn’t throw that part together if we didn’t have to describe people who had to carry both roles, but also, as an English major, it just makes my ears ring a little bit every time I say it. But I also feel like admins are being confronted with… As flow expands into being more parity, have more feature parity with APEX. What I’ve heard a lot is it’s not the exercises that programmers go to when it comes to streaming logic together, but understanding what a variable is and what are these nouns that we’re working with. Gives a good framework for using a lot of the more advanced features in flow.

Kate Lessard: Absolutely. And it just kind of lifts up the curtain. One of my developer friends always likes to say, it drives her crazy when people say that “Dev work is magic,” because it’s not magic.

Josh Birk: It’s not magic.

Kate Lessard: It’s logic.

Josh Birk: Actually, one of my old school jokes was when people found out that I’d gone from English and psychology and I got into computers, and they’re like, “Yeah, but you were never very good at math.” And I’m like, “Of course I’m not good at math; that’s why I have a computer. I’m good at logic; I’ve got a computer that can do all the math for me. I don’t need that.”

Kate Lessard: That is great. I love it.

Josh Birk: Now tell me a little bit about your second session.

Kate Lessard: Second session is going to be a breakout on security.

Josh Birk: Oh.

Kate Lessard: So we’re still working out what exactly that’s going to look like. So this is just a teaser, of course, but going to talk about building a security culture at your organization.

Josh Birk: Oh, I like that. I like that. Don’t worry. You still have about 30 days, so plenty of time.

Kate Lessard: Thank goodness.

Josh Birk: To get some slides together. And then I will be seeing you at Mile High Dreamin’. Tell me a little bit about the talk that you’re going to present there.

Kate Lessard: Yes, this is one of my favorite talks because it’s something that I’ve used in my own life. I will be talking about five tips to ace your interview. So, whether you’re talking to HR, a hiring manager, doing a technical assessment, five tips that are going to help you land that next step, dream job.

Josh Birk: Nice, nice. Now, in fact, I’m going to be completely honest here. I’m like, I knew I had Kate on the DevPod, and I’m like, “Wait, what did we talk about?” And so I went back, and it was your case study, like how to write a good case study that you had presented at Forcelandia. So you’ve presented a lot of different topics over the years, and this is always a kind of a mean podcast trick, because I’m asking you to pick the favorite of all your children. But out of all your presentations, do you have one that kind of stands out that’s like that was super fun to do?

Kate Lessard: Oh, gosh. I think that changes year over year.

Josh Birk: Sure.

Kate Lessard: I get really connected to one each year, it feels like.

Josh Birk: Yeah.

Kate Lessard: So right now I would say the Why Admins Should Learn Dev Fundamentals or Why Admins Should Learn Dev Fundamentals is probably my favorite. I think that’s the most relevant-

Josh Birk: Got it.

Kate Lessard: -To my life. And so, that’s the current favorite, but ask me next year.

Josh Birk: And I will tell you, as the life of an evangelist, chasing after the next shiny object is actually a very good habit to have. So you’re on the right track. All right, well, if people want to hear about the interview tips, they’ll have to visit you in Denver for Mile High Dreamin’. For the other stuff, we’ll see you at Dreamforce. Kate, I have one final question for you. As a yoga instructor, what is your response when people ask, “Why do yoga?”

Kate Lessard: Oh, my gosh, I actually don’t know that anyone has ever asked me that.

Josh Birk: Really?

Kate Lessard: Which is funny. Why not do yoga?

Josh Birk: There you go.

Kate Lessard: I love to tell people that… People have this whole concept that yoga is this huge big thing, and I like to tell them to take it back a step. And if you’re in class, if you’re breathing, you’re doing yoga.

Josh Birk: Nice.

Kate Lessard: And breathing is good for everybody.

Josh Birk: Right. Yes. I love that. I love that. All righty, Kate. Well, thank you so much for the time and information. It was a lot of fun.

Kate Lessard: Yeah, see you soon. See you in Denver.

Josh Birk: See you in Denver.

I want to thank Kate for the great conversation and information, and as always, I want to thank you for listening. If you want to learn more about this show and being an admin in general, go on over to admin.salesforce.com. Thanks again, everybody, and we’ll talk to you next week.

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Josh, also known as the “Godfather of Trailhead” after inventing the prototype, is a game-happy Admin Evangelist who is known for being the savior of stray neighborhood cats and a serious connoisseur of the latest console games. Josh has been developing since around the same time Apex could create custom SOAP endpoints.

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