Many approaches to grammar including construction grammar and the Simpler Syntax model ( Culicover & Jackendoff 2005 ) (see also Jackendoff's earlier work on argument structure and semantics, including ( Jackendoff 1983 ) and ( Jackendoff 1990 )) claim that theta roles (and thematic relations) are neither a good way to represent the syntactic argument structure of predicates nor of the semantic properties that they reveal. They argue for more complex and articulated semantic structures (often called Lexical-conceptual structures ) which map onto the syntactic structure.
Let’s take a look at the components of this form:
1. Why? History theses answer the question, why, or, occasionally, how. Who, what, where, and when are important too, but why and how make an argument. 
2. Person/persons. History is about people. Abstract nouns (capitalism, war, society, etc.) are important, but a thesis without people lacks life.
3. Something surprising. The function of any scholarship is to explore the unknown and the mysterious. Challenge yourself with difficult questions.
4. Plausible explanation. A good way to know that you have formed a good question is if it forces you to choose among interpretations. The question, who wrote “A Utilitarian View of the Monitor”s Fight”? has only one right answer (Herman Melville). The question, why did Melville write “A Utilitarian View of the Monitor”s Fight”? has many plausible answers. Like the second example, the most thorough theses note exactly who believes or believed an alternative explanation.
5. Better or more complete explanation. Not all answers are equally good. Some are plain wrong; they cannot be supported with evidence (Melville was trying to impress Adah Isaacs Menken ). Others account for some, but not all, of the available evidence (Americans were impressed by the power of the Monitor ). The task of a thesis is to show that your explanation explains words or deeds that were not explained before.
Not all good thesis statements need to take this particular form, but most good theses present all of these elements. Show that your argument can explain more evidence than can a rival, and you have yourself a thesis.
The content which a woman is not permitted to teach is not stated. Paul’s purpose for writing 1 Timothy is to combat the emergence of a different teaching in the church, which he contrasts with the sound teaching that corresponds with godliness (1 Tim. 1:3, 10; 6:3). Paul’s contention that he taught the church both “publicly and from house to house” (church to church) parallels the activity of the younger widows who go about “from house to house” spreading idle talk (Acts 20:20; 1 Tim. 5:13). To prohibit women from teaching within this context implies that what they are teaching is not sound, for elsewhere women are encouraged to teach what is good (Titus 2:3). The prohibition of teaching is precisely Paul’s response when he encounters rebellious empty talkers and deceivers: