designer babies thesis statement examples

Ethics of Designer Babies

A designer baby is a baby genetically engineered in vitro for specially selected traits, which can vary from lowered disease-risk to gender selection. Before the advent of genetic engineering and in vitro fertilization (IVF), designer babies were primarily a science fiction concept. However, the rapid advancement of technology before and after the turn of the twenty-first century makes designer babies an increasingly real possibility. As a result, designer babies have become an important topic in bioethical debates, and in 2004 the term “designer baby” even became an official entry in the Oxford English Dictionary . Designer babies represent an area within embryology that has not yet become a practical reality, but nonetheless draws out ethical concerns about whether or not it will become necessary to implement limitations regarding designer babies in the future.

The prospect of engineering a child with specific traits is not far-fetched. IVF has become an increasingly common procedure to help couples with infertility problems conceive children, and the practice of IVF confers the ability to pre-select embryos before implantation. For example, preimplantation genetic diagnosis (PGD) allows viable embryos to be screened for various genetic traits, such as sex-linked diseases, before implanting them in the mother. Through PGD, physicians can select embryos that are not predisposed to certain genetic conditions. For this reason, PGD is commonly used in medicine when parents carry genes that place their children at risk for serious diseases such as cystic fibrosis or sickle cell anemia. Present technological capabilities point to PGD as the likely method for selecting traits, since scientists have not established a reliable means of in vivo embryonic gene selection.

An early and well-known case of gender selection took place in 1996 when Monique and Scott Collins saw doctors at the Genetics & IVF Institute in Fairfax, Virginia, for in vitro fertilization. The Collins’ intended to conceive a girl, as their first two children were boys and the couple wanted a daughter in the family. This was one of the first highly publicized instances of PGD in which the selection of the embryo was not performed to address a specific medical condition, but to fulfill the parents’ desire to create a more balanced family. The Collins’ decision to have a “designer baby” by choosing the sex of their child entered the public vernacular when they were featured in Time Magazine’s 1999 article "Designer Babies". Though the Collins’ case only involved choice of gender, it raised the issues of selection for other traits such as eye color, hair color, athleticism, or height that are not generally related to the health of the child.

Prior to the Collins’ decision to choose the sex of their child, The Council on Ethical and Judicial Affairs released a statement in 1994 in support of using genetic selection as a means to prevent, cure or specific diseases, but that selection based on benign characteristics was not ethical. Some ethical concerns held by opponents of designer babies are related to the social implications of creating children with preferred traits. The social argument against designer babies is that if this technology becomes a realistic and accessible medical practice, then it would create a division between those that can afford the service and those that cannot. Therefore, the wealthy would be able to afford the selection of desirable traits in their offspring, while those of lower socioeconomic standing would not be able to access the same options. As a result, economic divisions may grow into genetic divisions, with social distinctions delineating enhanced individuals from unenhanced individuals. For example, the science-fiction film Gattaca explores this issue by depicting a world in which only genetically-modified individuals can engage in the upper echelon of society.

Other bioethicists have argued that parents have a right to prenatal autonomy, which grants them the right to decide the fate of their children. George Annas, chair of the Department of Health Law, Bioethics, and Human Rights at Harvard University has offered support for the idea of PGD, and the designer babies that result, as a consumer product that should be open to the forces of market regulation. Additionally, other arguments in favor of designer baby technologies suggest that parents already possess a high degree of control over the outcome of their children’s lives in the form of environmental choices, and that this should absolve some of the ethical concerns facing genetic selection. For example, parents keen on establishing musical appreciation in their children may sign them up for music classes or take them to concerts on a regular basis. These choices affect the way a child matures, much like the decision to select certain genes predisposes a child to develop in ways that the parents have predetermined are desirable.

The increased ability to control and manipulate embryos presents many possibilities for improving the health of children through prenatal diagnosis, but these possibilities are coupled with potential social repercussions that could have negative consequences in the future. Ultimately, designer babies represent great potential in the field of medicine and scientific research, but there remain many ethical questions that need to be addressed.

• Agar, Nicholas. American Institute of Biological Sciences. “Designer Babies: Ethical Considerations,” http://www.actionbioscience.org/biotech/agar.html (Accessed October 16, 2010).
• Annas, George. “Noninvasive Prenatal Diagnostic Technology: Medical, Market, or Regulatory Model?” Annals of the New York Academy of Sciences 721 (1994): 262–8.
• Council on Ethical and Judicial Affairs, American Medical Association. “Ethical Issues Related to Prenatal Genetic Testing,” Archives of Family Medicine 3 (1994): 633–42.
• Kitcher, Philip. “Creating Perfect People.” In Companion to Genetics , eds. Justine Burley and John Harris, 229–42. Boston: Blackwell Publishing, 2004.
• Lemonick, Michael. “Designer Babies.” 153, Time Magazine, January 11, 1999.
• Morales, Tatiana. CBS News. “Choosing Your Baby’s Gender.” http://www.cbsnews.com/stories/2002/11/06/earlyshow/contributors/emilysenay/main528404.shtml (Accessed October 17, 2010).
• Verlinsky, Yuri. “Designing Babies: What the Future Holds,” Reproductive BioMedicine Online 10 (2005): 24–6.

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The ethical dilemma of designer babies

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Designer babies: an ethical horror waiting to happen?

Nearly 40 years since the first ‘test-tube baby’, how close are we to editing out all of our genetic imperfections – and should we even try to do so?

C omfortably seated in the fertility clinic with Vivaldi playing softly in the background, you and your partner are brought coffee and a folder. Inside the folder is an embryo menu. Each embryo has a description, something like this:

Embryo 78 – male No serious early onset diseases, but a carrier for phenylketonuria (a metabolic malfunction that can cause behavioural and mental disorders. Carriers just have one copy of the gene, so don’t get the condition themselves). Higher than average risk of type 2 diabetes and colon cancer. Lower than average risk of asthma and autism. Dark eyes, light brown hair, male pattern baldness. 40% chance of coming in the top half in SAT tests.

There are 200 of these embryos to choose from, all made by in vitro fertilisation (IVF) from you and your partner’s eggs and sperm. So, over to you. Which will you choose?

If there’s any kind of future for “designer babies”, it might look something like this. It’s a long way from the image conjured up when artificial conception, and perhaps even artificial gestation, were first mooted as a serious scientific possibility. Inspired by predictions about the future of reproductive technology by the biologists JBS Haldane and Julian Huxley in the 1920s, Huxley’s brother Aldous wrote a satirical novel about it.

That book was, of course, Brave New World , published in 1932. Set in the year 2540, it describes a society whose population is grown in vats in an impersonal central hatchery, graded into five tiers of different intelligence by chemical treatment of the embryos. There are no parents as such – families are considered obscene. Instead, the gestating fetuses and babies are tended by workers in white overalls, “their hands gloved with a pale corpse‑coloured rubber”, under white, dead lights.

Brave New World has become the inevitable reference point for all media discussion of new advances in reproductive technology. Whether it’s Newsweek reporting in 1978 on the birth of Louise Brown , the first “test-tube baby” (the inaccurate phrase speaks volumes) as a “cry round the brave new world”, or the New York Times announcing “ The brave new world of three-parent IVF ” in 2014, the message is that we are heading towards Huxley’s hatchery with its racks of tailor-made babies in their “numbered test tubes”.

The spectre of a harsh, impersonal and authoritarian dystopia always looms in these discussions of reproductive control and selection. Novelist Kazuo Ishiguro, whose 2005 novel, Never Let Me Go , described children produced and reared as organ donors, last month warned that thanks to advances in gene editing, “we’re coming close to the point where we can, objectively in some sense, create people who are superior to others ”.

But the prospect of genetic portraits of IVF embryos paints a rather different picture. If it happens at all, the aim will be not to engineer societies but to attract consumers. Should we allow that? Even if we do, would a list of dozens or even hundreds of embryos with diverse yet sketchy genetic endowments be of any use to anyone?

The shadow of Frankenstein ’s monster haunted the fraught discussion of IVF in the 1970s and 80s, and the misleading term “three-parent baby” to refer to embryos made by the technique of mitochondrial transfer – moving healthy versions of the energy-generating cell compartments called mitochondria from a donor cell to an egg with faulty, potentially fatal versions – insinuates that there must be something “unnatural” about the procedure.

Every new advance puts a fresh spark of life into Huxley’s monstrous vision. Ishiguro’s dire forecast was spurred by the gene-editing method called Crispr-Cas9 , developed in 2012, which uses natural enzymes to target and snip genes with pinpoint accuracy. Thanks to Crispr-Cas9, it seems likely that gene therapies – eliminating mutant genes that cause some severe, mostly very rare diseases – might finally bear fruit, if they can be shown to be safe for human use. Clinical trials are now under way.

But modified babies? Crispr-Cas9 has already been used to genetically modify (nonviable) human embryos in China, to see if it is possible in principle – the results were mixed. And Kathy Niakan of the Francis Crick Institute in the UK has been granted a licence by the Human Fertilisation and Embryology Authority (HFEA) to use Crispr-Cas9 on embryos a few days old to find out more about problems in these early stages of development that can lead to miscarriage and other reproductive problems.

Most countries have not yet legislated on genetic modification in human reproduction, but of those that have, all have banned it. The idea of using Crispr-Cas9 for human reproduction is largely rejected in principle by the medical research community. A team of scientists warned in Nature less than two years ago that genetic manipulation of the germ line (sperm and egg cells) by methods like Crispr-Cas9, even if focused initially on improving health, “ could start us down a path towards non-therapeutic genetic enhancement ”.

Besides, there seems to be little need for gene editing in reproduction. It would be a difficult, expensive and uncertain way to achieve what can mostly be achieved already in other ways, particularly by just selecting an embryo that has or lacks the gene in question. “Almost everything you can accomplish by gene editing, you can accomplish by embryo selection,” says bioethicist Henry Greely of Stanford University in California.

Because of unknown health risks and widespread public distrust of gene editing, bioethicist Ronald Green of Dartmouth College in New Hampshire says he does not foresee widespread use of Crispr-Cas9 in the next two decades, even for the prevention of genetic disease, let alone for designer babies. However, Green does see gene editing appearing on the menu eventually, and perhaps not just for medical therapies. “It is unavoidably in our future,” he says, “and I believe that it will become one of the central foci of our social debates later in this century and in the century beyond.” He warns that this might be accompanied by “serious errors and health problems as unknown genetic side effects in ‘edited’ children and populations begin to manifest themselves”.

For now, though, if there’s going to be anything even vaguely resembling the popular designer-baby fantasy, Greely says it will come from embryo selection, not genetic manipulation. Embryos produced by IVF will be genetically screened – parts or all of their DNA will be read to deduce which gene variants they carry – and the prospective parents will be able to choose which embryos to implant in the hope of achieving a pregnancy. Greely foresees that new methods of harvesting or producing human eggs, along with advances in preimplantation genetic diagnosis (PGD) of IVF embryos, will make selection much more viable and appealing, and thus more common, in 20 years’ time.

PGD is already used by couples who know that they carry genes for specific inherited diseases so that they can identify embryos that do not have those genes. The testing, generally on three- to five-day-old embryos, is conducted in around 5% of IVF cycles in the US. In the UK it is performed under licence from the HFEA, which permits screening for around 250 diseases including thalassemia, early-onset Alzheimer’s and cystic fibrosis.

As a way of “designing” your baby, PGD is currently unattractive. “Egg harvesting is unpleasant and risky and doesn’t give you that many eggs,” says Greely, and the success rate for implanted embryos is still typically about one in three. But that will change, he says, thanks to developments that will make human eggs much more abundant and conveniently available, coupled to the possibility of screening their genomes quickly and cheaply.

Advances in methods for reading the genetic code recorded in our chromosomes are going to make it a routine possibility for every one of us – certainly, every newborn child – to have our genes sequenced. “In the next 10 years or so, the chances are that many people in rich countries will have large chunks of their genetic information in their electronic medical records,” says Greely.

But using genetic data to predict what kind of person an embryo would become is far more complicated than is often implied. Seeking to justify unquestionably important research on the genetic basis of human health, researchers haven’t done much to dispel simplistic ideas about how genes make us. Talk of “IQ genes”, “gay genes” and “musical genes” has led to a widespread perception that there is a straightforward one-to-one relationship between our genes and our traits. In general, it’s anything but.

There are thousands of mostly rare and nasty genetic diseases that can be pinpointed to a specific gene mutation. Most more common diseases or medical predispositions – for example, diabetes, heart disease or certain types of cancer – are linked to several or even many genes, can’t be predicted with any certainty, and depend also on environmental factors such as diet.

When it comes to more complex things like personality and intelligence, we know very little. Even if they are strongly inheritable – it’s estimated that up to 80% of intelligence, as measured by IQ, is inherited – we don’t know much at all about which genes are involved, and not for want of looking.

At best, Greely says, PGD might tell a prospective parent things like “there’s a 60% chance of this child getting in the top half at school, or a 13% chance of being in the top 10%”. That’s not much use.

We might do better for “cosmetic” traits such as hair or eye colour. Even these “turn out to be more complicated than a lot of people thought,” Greely says, but as the number of people whose genomes have been sequenced increases, the predictive ability will improve substantially.

Ewan Birney, director of the European Bioinformatics Institute near Cambridge, points out that, even if other countries don’t choose to constrain and regulate PGD in the way the HFEA does in the UK, it will be very far from a crystal ball.

Nearly anything you can measure for humans, he says, can be studied through genetics, and analysing the statistics for huge numbers of people often reveals some genetic component. But that information “is not very predictive on an individual basis,” says Birney. “I’ve had my genome sequenced on the cheap, and it doesn’t tell me very much. We’ve got to get away from the idea that your DNA is your destiny.”

If the genetic basis of attributes like intelligence and musicality is too thinly spread and unclear to make selection practical, then tweaking by genetic manipulation certainly seems off the menu too. “I don’t think we are going to see superman or a split in the species any time soon,” says Greely, “because we just don’t know enough and are unlikely to for a long time – or maybe for ever.”

If this is all “designer babies” could mean even in principle – freedom from some specific but rare diseases, knowledge of rather trivial aspects of appearance, but only vague, probabilistic information about more general traits like health, attractiveness and intelligence – will people go for it in large enough numbers to sustain an industry?

Greely suspects, even if it is used at first only to avoid serious genetic diseases, we need to start thinking hard about the options we might be faced with. “Choices will be made,” he says, “and if informed people do not participate in making those choices, ignorant people will make them.”

Green thinks that technological advances could make “design” increasingly versatile. In the next 40-50 years, he says, “we’ll start seeing the use of gene editing and reproductive technologies for enhancement: blond hair and blue eyes, improved athletic abilities, enhanced reading skills or numeracy, and so on.”

He’s less optimistic about the consequences, saying that we will then see social tensions “as the well-to-do exploit technologies that make them even better off”, increasing the relatively worsened health status of the world’s poor. As Greely points out, a perfectly feasible 10-20% improvement in health via PGD, added to the comparable advantage that wealth already brings, could lead to a widening of the health gap between rich and poor, both within a society and between nations.

Others doubt that there will be any great demand for embryo selection, especially if genetic forecasts remain sketchy about the most desirable traits. “Where there is a serious problem, such as a deadly condition, or an existing obstacle, such as infertility, I would not be surprised to see people take advantage of technologies such as embryo selection,” says law professor and bioethicist R Alta Charo of the University of Wisconsin. “But we already have evidence that people do not flock to technologies when they can conceive without assistance.”

The poor take-up of sperm banks offering “superior” sperm, she says, already shows that. For most women, “the emotional significance of reproduction outweighs any notion of ‘optimisation’”. Charo feels that “our ability to love one another with all our imperfections and foibles outweighs any notion of ‘improving’ our children through genetics”.

All the same, societies are going to face tough choices about how to regulate an industry that offers PGD with an ever-widening scope. “Technologies are very amoral,” says Birney. “Societies have to decide how to use them” – and different societies will make different choices.

One of the easiest things to screen for is sex. Gender-specific abortion is formally forbidden in most countries, although it still happens in places such as China and India where there has been a strong cultural preference for boys. But prohibiting selection by gender is another matter. How could it even be implemented and policed? By creating some kind of quota system?

And what would selection against genetic disabilities do to those people who have them? “They have a lot to be worried about here,” says Greely. “In terms of whether society thinks I should have been born, but also in terms of how much medical research there is into diseases, how well understood it is for practitioners and how much social support there is.”

Once selection beyond avoidance of genetic disease becomes an option – and it does seem likely – the ethical and legal aspects are a minefield. When is it proper for governments to coerce people into, or prohibit them from, particular choices, such as not selecting for a disability? How can one balance individual freedoms and social consequences?

“The most important consideration for me,” says Charo, “is to be clear about the distinct roles of personal morality, by which individuals decide whether to seek out technological assistance, versus the role of government, which can prohibit, regulate or promote technology.”

She adds: “Too often we discuss these technologies as if personal morality or particular religious views are a sufficient basis for governmental action. But one must ground government action in a stronger set of concerns about promoting the wellbeing of all individuals while permitting the widest range of personal liberty of conscience and choice.”

“For better or worse, human beings will not forgo the opportunity to take their evolution into their own hands,” says Green. “Will that make our lives happier and better? I’m far from sure.”

Easy pickings: the future of designer babies

The simplest and surest way to “design” a baby is not to construct its genome by pick’n’mix gene editing but to produce a huge number of embryos and read their genomes to find the one that most closely matches your desires.

Two technological advances are needed for this to happen, says bioethicist Henry Greely of Stanford University in California. The production of embryos for IVF must become easier, more abundant and less unpleasant. And gene sequencing must be fast and cheap enough to reveal the traits an embryo will have. Put them together and you have “Easy PGD” (preimplantation genetic diagnosis): a cheap and painless way of generating large numbers of human embryos and then screening their entire genomes for desired characteristics.

“To get much broader use of PGD, you need a better way to get eggs,” Greely says. “The more eggs you can get, the more attractive PGD becomes.” One possibility is a one-off medical intervention that extracts a slice of a woman’s ovary and freezes it for future ripening and harvesting of eggs. It sounds drastic, but would not be much worse than current egg-extraction and embryo-implantation methods. And it could give access to thousands of eggs for future use.

An even more dramatic approach would be to grow eggs from stem cells – the cells from which all other tissue types can be derived. Some stem cells are present in umbilical blood, which could be harvested at a person’s birth and frozen for later use to grow organs – or eggs.

Even mature cells that have advanced beyond the stem-cell stage and become specific tissue types can be returned to a stem-cell-like state by treating them with biological molecules called growth factors. Last October, a team in Japan reported that they had made mouse eggs this way from skin cells, and fertilised them to create apparently healthy and fertile mouse pups.

Thanks to technological advances, the cost of human whole-genome sequencing has plummeted. In 2009 it cost around $50,000; today it is most like $1,500, which is why several private companies can now offer this service. In a few decades it could cost just a few dollars per genome. Then it becomes feasible to think of PGD for hundreds of embryos at a time.

“The science for safe and effective Easy PGD is likely to exist some time in the next 20 to 40 years,” says Greely. He thinks it will then become common for children to be conceived through IVF using selected genomes. He forecasts that this will lead to “the coming obsolescence of sex” for procreation.

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Designer DNA Isn’t Just for ‘Designer Babies’

Dystopian imagery makes it hard to assess the perils and promise of gene editing.

“Hey Mom, can you make me do the breaststroke like Michael Phelps?” Photo courtesy of Jade Alexandra Allen/ Flickr .

By Katie Hasson | January 17, 2018

When we talk about gene editing technology, we often talk about—but almost never deeply consider—the concept of designer babies. Consider this article in The New York Times , titled “ Gene Editing for ‘Designer Babies’? Highly Unlikely, Scientists Say .” The author, Pam Belluck, writes: “Now that science is a big step closer to being able to fiddle with the genes of a human embryo, is it time to panic? Could embryo editing spiral out of control, allowing parents to custom-order a baby with Lin-Manuel Miranda’s imagination or Usain Bolt’s speed?”

Reading the article, you might be left with the impression that even thinking about designer babies would be alarmist, unscientific, or just silly.

As public interest advocates who are focused on the social implications of human biotechnologies, my colleagues and I see how often the term “designer babies” serves as a distraction in these discussions—and we usually avoid using it ourselves. But recently I’ve been thinking that maybe it’s not the idea itself, but the way we’ve been talking about it, that’s the problem.

What if we could use discussion of designer babies productively, to unpack some of the complex issues surrounding gene editing? Actually talking about such imaginary babies—however far-fetched their existence seems—could help us start that discussion. Only by acknowledging that a future defined by designer DNA is possible can we decide whether we are comfortable with the risks, or even aspire to that future.

First of all, just thinking about designer babies could help people understand important aspects of new gene editing technologies, including the difference between two distinct applications that often get conflated. Both involve CRISPR, a relatively easy-to-use gene editing tool that has revolutionized genetic research. Using CRISPR, scientists can make pinpoint changes in the genes of many kinds of cells, from bacteria to plants to animals to humans. There is both great hope and great hype surrounding CRISPR, because it might prove useful for medical purposes. For example, editing the DNA of human blood cells could treat or even cure diseases like sickle cell or beta-thalessemia—providing tremendous relief to people who are sick.

Editing specialized cells in existing people is called somatic editing, and these kinds of genetic changes would not be passed on to the next generation. A very different application of CRISPR is required to make a designer baby: a scientist has to alter the genes in eggs, sperm, or early embryos, making changes that shape the human germline—the DNA passed down from one generation to the next.

Widespread media coverage has made this kind of gene editing experiment using human embryos seem ubiquitous. In fact, only a handful of researchers around the world have done this research and none have attempted to start a pregnancy using a genetically altered human embryo. Still, some of these researchers do hope to use germline gene editing for reproduction, and this is a disturbing prospect because it risks unintended permanent consequences, not only in terms of its safety, but also in its impact on society.

That’s why, before we decide whether to go forward with germline editing, we need to have a much broader society-wide conversation about what its risks are, technologically, socially, and morally. The way we talk about CRISPR makes that hard to do. For example, calling CRISPR a “gene editor” and comparing it to a word processor for DNA makes the technology seem relatively minor and familiar, when in fact it is neither. And vague terms like “genome surgery” conflate somatic gene therapies with embryo or germline editing. A more serious dialogue about designer babies could begin to change the conversation.

It also could help us unpack why “designer babies” come up in the media at all. Frequently, we find, proponents start talking about designer babies when they want to stop real discussion about the risks of gene editing. Hoover Fellow Henry I. Miller, for instance, dismisses concerns over genetically enhanced embryos as downright sinister—“excessive introspection” that will “ cause patients to suffer and even die needlessly ,” or, as prominent bioethicists Peter Sykora and Arthur Caplan recently charged, hold patients “hostage” to “fears of a distant dystopian future.”

In fact, there are no desperate patients who will suffer without germline gene editing, because by definition it will be done on people who don’t exist yet. Though some proponents claim that editing the genes of embryos is the best or only way to prevent the birth of children with inherited genetic diseases, another technology already exists that accomplishes the same thing. For decades, people who want children but carry genes known to cause disease have used pre-implantation genetic diagnosis (PGD) to test embryos created via in vitro fertilization. With PGD, a few cells of a days-old embryo are tested for specific genetic conditions, allowing parents to identify and implant only those that are unaffected.

PGD carries its own ethical concerns: It prompts difficult decisions about what kind of children will be welcomed into the world and how those choices might stigmatize individuals already living with inherited conditions. But gene-editing human embryos raises such concerns to an even greater degree, by allowing parents to alter genes or even introduce new traits, and carries additional societal risks of increased inequality.

This brings up a third issue worth discussing: What makes a baby a designer baby in the first place? Some try to make a tricky distinction between “bad” reasons for germline gene editing, like enhancing appearance or talent, and “good” reasons for germline gene editing, like preventing serious diseases. Children who resulted from embryos edited for looks or smarts would be the “designer babies;” those created from embryos edited for disease prevention would be … something else.

But in fact such distinctions are difficult to parse in real life. Configuring the genetic makeup and traits of future children is a way of designing them—even if the choices seem unambiguously good, as when choosing to remove a genetic variant that causes serious disease. Any child born from an engineered embryo is, in a sense, a designer baby. Only considering the products of the most frivolous choices to be “designer babies” makes it seem as if there is a clear and easily enforceable line between acceptable and unacceptable uses of germline editing.

But we really don’t have a consensus about which inherited traits are desirable or undesirable. What counts as disease? What conditions are “serious” enough to correct? Who gets to decide? Beliefs can change over time in ways that underscore how problematic it would be to alter future generations. Up until 1973, to cite one example, homosexuality could be diagnosed as a psychological illness; we think about it much differently now.

Decisions to edit out diseases impose present-day values on future generations. Autism has been proposed as one of the serious diseases that might be prevented through embryo editing—but the definition of autism has changed radically over the past few decades. Would editing autism out of people’s genes really be a social good? Many people—advocates, authors, and even employers—argue that we should value the neurodiversity that the autism spectrum represents.

Already, a few scientists are drawing up lists of genes to target for enhancement, and transhumanist proponents of gene editing advocate that we should go beyond preventing disease. Some, including Oxford philosopher Julian Savulescu, argue that it would be unethical for parents not to try to enhance their children if the technology were safe and available. But that oversteps another important issue: If it were possible, who would provide consent? We don’t know the long-term health risks of germline gene editing for a future child or adult, nor for future generations as edited genomes are passed down. Would designer babies feel a loss of autonomy or individuality if they found out their DNA had been changed before they were born? Arguing that there is an ethical obligation to enhance children treats them like commodities—rather than people.

Finally, talking about designer babies can help us understand how germline gene editing would affect social inequality. Another meaning of “designer” is expensive or exclusive. It’s easy to imagine that if designer babies became possible, only the very wealthy would be able to access whatever real or perceived biological “improvements” the edits offered. The advantages that children of the wealthy already have would be reproduced in biology—or would at least be perceived as biological. But the problem is not just who has access : The idea that some genes are better than others has been the basis of dangerous social divisions and injustice, from racism to eugenics. Editing the genes of future generations could exacerbate the inequalities that already exist, and even introduce new forms.

Before we decide whether to go ahead with embryo or germline editing we need a broad societal consensus, and to gain that, the discussion must go beyond the experts and their issues, to a debate by the public at large .

When you dig deeply instead of dismissing concerns about designer babies, you can see what a complicated thicket of issues it presents. Human gene editing is complex—technically, socially, morally—and our discussion of this powerful emerging technology ought to involve everyone. Designer babies provide a figure around which people’s fears, hopes, and questions coalesce. We’re missing a chance to engage when we won’t talk about them.

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How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

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 essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
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What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

Prevent plagiarism. Run a free check.

The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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How to Use the Baby Thesis Method for Cohesive Essays

Krystal N. Craiker

Teaching writing to students is a major challenge for every teacher. One of the hardest parts for students is writing a cohesive essay. They might have great introductions and solid body paragraphs, but their essays can often lack unity and flow.

As teachers, we harp on about the importance of having a strong thesis statement. Usually, we teach students to list their three main points in their thesis statement. This is an easy way to show students that their main points should relate to the essay topic.

But then the body paragraphs fall flat. They cover each of the main points, but the students haven’t shown how those points relate to the entire topic of the essay. They are little more than fact dumps, and they don’t tie back to the thesis statement or the prompt of the paper.

Teachers live for light bulb moments. And that light bulb moment for cohesive essays might be as simple as a terminology change.

The DBQ Project has two unique terms for their writing process. First, they refer to the major points in an essay as “buckets.” They also changed the term from topic sentence to “baby thesis.”

What Is the DBQ Project?

The baby thesis, words matter.

The DBQ Project is a program for social studies teachers to encourage writing across the curriculum and historical thinking skills. DBQs, or document-based questions, are a type of history essay that provide a series of primary and secondary sources that relate to an overall prompt. AP history tests include DBQs, but these skills are adaptable for all levels.

DBQ essay prompts are not just explanations of a historical topic. They ask students to defend a particular argument using primary and secondary sources and prior knowledge. The DBQ Project makes teaching this writing skill accessible for every level of learner.

The lessons that come from the DBQ Project are not just for social studies. How DBQs are taught can help students write stronger arguments in a more cohesive essay across all subjects.

A good scholar lets the evidence inform their argument, not the other way around. This requires two major steps: analysis and categorization.

Categorization is not a skill that comes naturally to many students. It’s considered one of the highest-level activities in both Bloom’s and Marzano’s levels of thinking. But it’s the skill that is necessary for creating strong body paragraphs .

DBQs are a great way to teach this skill because the documents are provided to the students. However, if you’re writing in English or science class, you’ll need to help teach this skill differently.

For higher-performing students, encourage them to research a topic, write down facts or quotes on notecards or a graphic organizer, and then practice putting this information into “buckets.” For lower-level students, provide excerpts of research for them to categorize. If necessary, you can even provide them with the categories and have them sort the research into those specific categories.

Visual aids are helpful for this step. Teach that “like goes with like.” You can even model with actual plastic buckets or a bucket template if you want. Use kinesthetic learning to have students physically place their research in different groups.

Once their research is divided into buckets, it’s time to take a look at the prompt again. This is where you’ll teach writing a strong thesis statement for the whole paper. After that, introduce the concept of a “baby thesis.”

Students are likely familiar with the phrase “topic sentence.” But a topic sentence can miss the entire point of strong body paragraphs. A topic sentence can tell you what a paragraph is about, but it might not tie in to the overall thesis of the paper. This is where cohesion begins to drop off.

I’m arguing semantics here, but how we phrase things in the classroom can trigger those light bulb moments for students.

The Purpose of a Baby Thesis

A strong topic sentence should do two things:

• Tell what the paragraph is about, and
• Tie back to the thesis of the whole essay.

Students can fairly easily give you a simple sentence that explains what the paragraph is about, but they struggle to relate it back to the overall thesis of the paper. Calling it a “baby thesis” reminds the students that this sentence should support their thesis.

When I modeled pre-writing, I drew a lot of arrows back to my thesis statement to really hammer home the idea that they relate back to their thesis. Let’s look at an example of a thesis statement along with weak and strong topic sentences.

Thesis: The New Deal programs had long-lasting effects on the political, social, and economic systems in American, many of which are still present today.

Weak Topic Sentence: There were also many economic programs in the New Deal.

Strong Topic Sentence: The New Deal also established many economic programs that affect Americans every day.

The first topic sentence is structurally sound. It has a clear transition and lets us know that the paragraph is about economic programs of the New Deal. However, it doesn’t show that the paragraph is specifically about long-lasting or present-day programs that are still in place. With this topic sentence, students might put in examples of economic programs that only lasted a few years.

The stronger topic sentence is a “baby thesis.” Not only does it tell us that the paragraph is about New Deal economic programs, it reminds us that we are only looking at those programs which are still in place. This ensures that your student puts only information that is relevant to the thesis in the paragraph.

A “baby thesis” also reminds students that they need to relate every fact or bit of research back to the thesis . Too often, students write a basic topic sentence and deliver several facts, but they don’t provide any analysis. In the above example, a weak paragraph would list the FDIC and US Employment Service as examples of economic programs without explaining how they affect Americans today. The “baby thesis” reminds students to provide the analysis needed for a cohesive essay.

Baby Thesis as Pre-Writing

When we teach pre-writing, we start with a thesis statement and an outline. We always tell students to decide what their major points are before they write.

The DBQ Project takes this one step further. To ensure an essay that flows well and stays on topic, include the baby thesis as a pre-writing step. Have them write these strong topic sentences before they write the essay as a whole. It will help them organize their thoughts and create a more solid outline.

You can also use this pre-writing step to provide feedback on their baby thesis statements. Offer suggestions to improve these before they begin writing the essay. Strong baby theses will help your students stay on-topic and write an essay that flows well.

Teachers and writers know that it’s not just what you say, but how you say it. Teachers especially know that you can explain something a dozen times to a student who doesn’t understand, but as soon as you explain it differently, they get it.

If you’re struggling to get your students’ essays to be well-organized and cohesive with a strong argument, take a note from the DBQ Project. Change your word choice and how you explain the parts of an essay. It might just be the light bulb you’ve been waiting for.

What is the hardest part about teaching essay-writing? Let us know in the comments.

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Krystal N. Craiker is the Writing Pirate, an indie romance author and blog manager at ProWritingAid. She sails the seven internet seas, breaking tropes and bending genres. She has a background in anthropology and education, which brings fresh perspectives to her romance novels. When she’s not daydreaming about her next book or article, you can find her cooking gourmet gluten-free cuisine, laughing at memes, and playing board games. Krystal lives in Dallas, Texas with her husband, child, and basset hound.

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Designer Babies

Updated 12 December 2023

Subject Architecture ,  Identity

Downloads 40

Category Art ,  Science ,  Sociology

Topic Design

Technological Advancements and the Invention of Designer Babies

There have been technological advancements in the recent years, and the majority of countries in the world has witnessed this. One of the most interesting advancements in the biomedical sector has been the invention of designer babies. Designer babies refer to a wide range of reproductive techniques such as replacing versions of genes linked to certain diseases and enhancing certain attributes in a baby. These adjustments, however, are not ethically right since God's work is termed to be perfect.

The Exploitation of the Human Individual

The production of a designer baby is, in my opinion, exploitation of the existence of the human individual. A designer baby is treated as an object and not a natural individual. This is not compatible with the human dignity that every individual is entitled to. The designer baby will not be accorded dignity since it will not be thinking for his good but to achieve a different goal. The designer baby is treated as a means only and not as an end. This is an abuse of the human dignity.

Social Differences and the Gap Between the Rich and the Poor

Designer babies bring about social differences and the gap between the rich and the poor. The rich have the financial capability to access designer babies' services. They can choose the traits that they want the child to have. This also demonstrates the desire for perfectionism, and this is not compatible with being a good parent. An insistence of a parent to have a child of a certain sort be it an athlete, musician or politician amount to parental tyranny. These attempts can constraint the prospects of a child to flourish as the parents try to preferences and expectations on a child. Providing the child with the genes to be an athlete does not mean that the child will enjoy sports. The child may be having a talent that will make him useful to the entire globe, and this should be nurtured. Children should be appreciated as gifts and be accepted as they come.

Sex Discrimination and Imbalance

Designer babies have brought about sex discrimination. The parents can choose their preferred sex of the child especially when they are seeking to have a gender balance among their children. It is, however, wrong to reject a boy or a girl when there is no medical need, and it is morally irresponsible. It is not acceptable morally to discard an embryo simply based on sex. Arguing by gender balance is weak since there is no balancing at all but rather sexual discrimination against one gender and discarding an otherwise healthy embryo. Most African countries view female sex as undesirable. Designer babies would cause the number of females to decrease in such countries. There has to be a balance between the number of males and females since the two genders are interdependent.

Advantages of Genetic Babies in Treating Life-Threatening Conditions

The production of genetic babies can, however, be advantageous especially when there is a need to treat certain kinds of life-threatening conditions. The mechanism can save lives however it should be used in moderation and only in case of saving life and not in cases such as sex selection which is not crucial to the child.

The Ethical Concerns of Designer Babies

The production of designer babies is not ethically right. A child has to be left to grow naturally without forcing him to have certain skills and traits. Every child is special, and God made him for a reason. Modifying the child only serves to correct God's work, and this is punishable by death.

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