How to write a Thesis Statement # 2

How to write a Thesis Statement


English IB IV and V

Mrs. Shaw

What is it?

Your thesis is the basic stand you take, the opinion you express, and the central point you wish to make.

It’s your controlling idea, tying together and giving direction to all of the separate elements in your paper.

Your primary purpose is to persuade the reader that your thesis is valid.

Most Important!!!!

The most important thing to understand before you create your thesis statement is that it MUST contain two parts, a subject (also called a topic) and an opinion or assertion about that subject.

Let’s start:

When defining your thesis, start by writing a one-sentence version of the thesis called a thesis statement. For example,

1. Professor Smith (subject) is a classic absentminded professor (opinion about subject).

2. Professor Smith’s colorful personality (subject) makes her a great lecturer (opinion).



Limited Subject Thesis Statement

1. Professor X Professor X is an incompetent teacher.

2. Commercials Television commercials can be great entertainment.

Writing with a thesis gives a paper an intrinsic dramatic interest. You, as the writer, commit yourself. You have something at stake: “This is what I believe, and this is why I’m right.” You say, “Professor X is incompetent.” Your reader says, “Tell me why you think so.” You say, “I’ll be glad to.” Your reader says, “I’m listening,” and you’re ready to go.

A Thesis is not…

1. A Thesis is not a Title

Title: Not a Thesis

An Enlightening Experience

Thesis Statement

My first day at Katella High School was an enlightening experience.



2. A Thesis is not an Announcement of the Subject

Announcement: Not a Thesis This paper will attempt to explain why the boys split into two hostile groups.

Thesis Statement

The boys split into two hostile groups because of their inherent violent nature



3. A Thesis Statement is Not a Statement of Absolute Fact A thesis makes a judgment or interpretation. There’s no way to spend a whole paper supporting a statement that needs no support.

Fact: Not a Thesis

1. Jack felt anger towards Ralph and eventually formed his own group.

2. Bellevue High School’s colors are Blue and Gold.

What a Good Thesis Is

A Good Thesis is Restricted. It deals with restricted, bite-size issues rather than issues that would require a lifetime to discuss intelligently.

The more restricted the thesis, the better the chances are for supporting it fully.

Samples:

Poor Statement:

The boys are either mean or savage.

Better Statement:

Roger’s actions represent the basic cruelty inherent in every human being.

Poor Statement:

People are too selfish.

Better Statement:

Teenage selfishness is seen at its worst at 2:35 in the afternoon, when all student-drivers are trying to leave the parking lot.



A Good Thesis is Unified. It expresses one major idea about its subject. The tight structure of your paper depends on its working to support that ONE IDEA.

POOR: People trapped on islands aren’t usually captivating, but people have always liked learning about their stories, and many fine writers have written about their plights.

BETTER: Islands provide enchanting settings for stories that appeal to the basic human desire for adventure.

Let’s Try to Make it Better

POOR: The new milk machine program is excellent.

BETTER:



A Good Thesis is Specific. There is not enough time to be vague! “The new gym is impressive,” for example, could mean anything from impressively beautiful to impressively ugly. With a thesis statement like “Our principal is cool,” you would probably have to spend more words defining “cool” than discussing the principal. Even when there’s no likelihood of confusion, vague ideas normally come through as so familiar or dull or universally accepted that the reader sees no point in paying attention to them.

The thesis statement has TWO MAIN VALUES:

1. It serves as a test of whether your main idea meets the requirements above; and

2. It is a constant, compact reminder of the point your paper must make, and it is therefore an indispensable means of determining the relevancy or irrelevancy, the logic or lack of logic, of all the material that goes into the paper.



A Checklist for deciding if your thesis is effective:

__The thesis statement presents an opinion that is sufficiently limited.

__The thesis statement answers “So What” by saying something meaningful.

__The thesis statement presents an arguable statement which can be supported and is worth exploring.

__The thesis statement answers all parts of the question or prompt.

__The thesis statement asserts a single idea. (No more than one!)

__The thesis statement is located at the beginning of the paper.

How to Write a Thesis Statement

Writing a Thesis Statement.




What is a Thesis Statement?A thesis statement usually consists of one or two sentences, and normally comes at the very end of the introduction to a paper or essay. Its purpose is to explain in a few words the topic area of your paper, but more than this, it clarifies the stand you are going to take on a particular subject. In other words, it gives your interpretation of the topic. Your thesis statement can thus be viewed as a map (and a promise) for your reader of how the essay will develop. The rest of the essay (main body) will be devoted to arguing for, supporting and proving the claim made in the thesis statement.What is a thesis statement?* Usually a single sentence somewhere in your introduction (often at the end.)*Gives, briefly, the subject to be discussed, and also your interpretation of that subject.* Makes clear at the start the argument, idea or analysis that you are going to take up: in fact, it is your answer to the question taken up by your paper.* Is not a simple obvious statement everyone can agree on without discussion.* Can be viewed as a map (and a promise) for your reader of how the essay will develop.Good Thesis Statements:• Make a knowledge claim that purports to offer a new approach or idea in a particular field, and to explain why it is new. The purpose of any academic thesis is to add to the existing pool of knowledge in a particular area, or to “fill in the gaps of knowledge.” As such, your knowledge claim should clearly state why the information/knowledge that you have to offer is new within your field, and should also convince the reader that your claim is likely to be true based on the evidence provided• Make an argumentative assertion that summarizes the conclusions you have reached about your topic after reviewing the literature. This assertion should be focused and specific enough to be “proven” within the boundaries of your paper. It should also identify the relationships between the pieces of evidence that you are providing.• Outline the scope, purpose and direction of your paper. After finishing your thesis statement, the reader should clearly know the essence of your intended project, and also the boundaries you intend to place on it. Your thesis statement should not make the reader expect more than you are prepared to present in your final document.

How to use Sticky Notes studying literature

Sticky Note Discussions




Guidelines for students in preparation for literature study groups (fiction):

As you read, note…

• Tension: excitement, suspense, nervousness; anticipation that keeps us turning pages

• Character: conversations, actions; descriptions that teach us about the characters

• Place and time: descriptions that paint mind-pictures; sections creating time and place

• Mood: feelings of reader, characters; parts that arouse emotions

• Symbols: symbols contributing to mood, tension or resolution; what they represent

• Point of View: first or third person; how point of view influences thoughts and feelings about characters

• Other literary devices

QUESTIONS ON ANTIGONE




Through Scene 2



1. Explain what Ismene means when she says, “We are only women, / We cannot fight with men, Antigone!”

2. How might Ismene’s advice to her sister seem cowardly to some readers?

3. In his argument with Antigone, Creon declares “An enemy is an enemy, even dead.” What does he mean? Do you agree?

4. Compare and contrast the government of Creon in Thebes with a modern-day government.

5. What was Ismene’s motive for not going along with Antigone at first?

6. What is Antigone’s motive for burying Polyneices?

7. What is Creon’s motive for insisting on Antigone’s death?

8. Describe the conflict between Antigone and Creon.

9. What qualities of each character contribute to the conflict?

10.Give examples of actions and feelings that show that Antigone is the protagonist

and Creon is the antagonist.

Scenes 3 through 5



1. Why do Creon and Haimon argue?

2. According to Teiresias, what terrible punishment awaits Creon?

3. What action does Creon take after Teirisias’ prophecy?

4. What does the Messenger tell Eurydice before she leaves the stage during the Exodos?

5. What finally happens to Antigone? Haimon? Eurydice?

6. Explain the conflicts that drive Haimon to take extreme measures. Does he seem more concerned with divine law, to which Antigone turns for her justification, or with human law? Support your answer.

7. Why does Creon say, “I have neither life nor substance” in the Exodos?

8. How great a role do you think fate plays in dictating the outcome of the story?

9. Both Antigone and Creon are unwilling to appear weak. How could this trait influence a person’s outlook on life?

10.Explain how this play demonstrates the tension that sometimes exists between

individual conscience and designated authority.

11.Near the end of the play, Creon says, “The pains that men will take to come to

pain!” How do his words apply to contemporary society?

12.(a) In your opinion, who is brought down most completely at the conclusion of

the action? (b) Give evidence to support your answer.

13.(a) What is this character’s tragic flaw? (b) How does this flaw lead to the

character’s downfall?

14.What role, if any, does fate play in leading to the downfall?

15.With which character did you most identify? Why?

16.Which actions, events, or lines in the play led you to identify with that character?

17.How did your identification with a character draw you into the action of the play?

18.In Antigone, it is not easy to decide who is the tragic hero. Traditionally, the role

has been assigned to Antigone herself. Some critics argue, however, that Creon

is the real tragic hero and that his role is the more dramatic. In deciding who is

truly the tragic hero or heroine in Antigone, you should first consider whether the

play is constructed to arouse greater pity or terror for Antigone’s situation or for

Creon’s. About which of the two can it be said that his/her misfortune is brought

about by some error or frailty? If the frailty in character is one of pride, who

suffers more acutely as a result of it—Creon or Antigone?