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?

Title page format

Format for Title Page of Research Report

1. Press enter 20 times (You will be on line 21)
2. Click on center alignment
3. Enter the Title in all caps.
4. Press enter 20 times (You will be on line 41)
5. Click on right alignment.
6. Type your name, press enter
7. Type your title; then press enter.
8. Type the name of the course, (English IV),
press enter
9. Type the date (May 1, 2012)

Model Bibliographic Entries

The following six sample entries follow the format from the Modern Language Association (MLA) Handbook for Writers of Research Papers. They show you some acceptable formats for bibliographic entries.

A Book bv a Single Author

Harris, Celia. Interesting Habitats. Chicago: Grayson Publications, 1996.

A Book bv More Than One Author

Baraty, Joseph A., and Rosa Garcia. Marsh Birds of the Southeast. New York: Wenday

Press, 1982.

An Encyclopedia Entry

"Dwarfed Trees." Encyclopedia Americana. 1958.

A Magazine Article

Chen, David. "Floating Down the River." Our Wildlife 9 July 1988: 120-25.

Book issued bv Organization Identifying No Author

National Wildlife Association. Swamp Life. Washington: National Wildlife

Association, 1985.

WWW Sites (World Wide Web)

Smith, Laura P. "A History of Wildlife." 2 Aug. 1999 .





Note: The date indicates when the Web site was accessed.

Frankenstein WB 63

Literary Elements Worksheet 2
Frankenstein

Symbols

Romantic writers share a taste for symbolism, and Mary Shelley is no exception. In Frankenstein, the symbolic significance of certain places, objects, and natural elements is an important key to understanding the novel.

The first column of the chart below lists symbols used in the novel. Locate an example of the use of each symbol in the text and copy the sentences or passages involving the symbol in the second column. In the third column, state the possible meaning of each symbol.

Symbol Example Explanation

the color white, or brilliant light

the Alps

water

ice

lightning or electricity


FOLLOW-UP
Which of the symbols do you think is the most effective? Why?
63

Frankenstein WB 62

Literary Elements Worksheet 1
Frankenstein

Irony

Mary Shelley uses the literary technique of irony to contrast expectation and reality. Irony presents a discrep­ancy between what is said and what is really meant, between what would normally be expected and what actually happens, or between what the audience knows and what a character knows.

Verbal irony occurs when a character says one thing but really means something else.
Example: The Creature introduces himself to the elderly and blind De Lacey by saying, "I am a traveller in want of a little rest."

Explain how what the Creature says is different from what he really means.

Situations! irony occurs when there is a contrast between what is expected to happen, or what is appropriate to happen, and what really does happen.

Example: Although the De Lacey family is portrayed as valuing virtue and intelligence, they beat and repel the Creature, who possesses both of these qualities, simply because he is ugly.

Explain the contrast between what is expected or appropriate and what actually occurs.

Dramatic irony occurs when the audience knows something important that a character does not know.

Example: The old woman who nurses Frankenstein after he collapses upon seeing Clerval's corpse says, "If you mean about the gentleman you murdered, I believe that it were better for you if you were dead ..."

Explain the irony with information that readers know but the woman does not know.

FOLLOW-UP: Find another example in the novel of one of the three types of irony. Explain what
makes it ironic.

Example:

Frankenstein WB 61

Novel Review
(cont.)

Frankenstein

Setting

Time

Most important place(s).................................................................................

One effect of setting on plot, theme, or character

PLOT



List key events from the novel.
• •
• •
• •
Use your list to identify the plot elements below. Add other events as necessary. Major conflict / problem
Turning point / climax.....................................................................................
Resolution / denouement

MAJOR THEMES

Frankenstein WB 60

Novel Review

Frankenstein

List the MAJOR CHARACTERS

NAME OF CHARACTER:

DESCRIPTION:


FOLLOW-UP: A dynamic character changes in some important way as a result of the story's action. In a paragraph, trace the transformation of one dynamic character from the time the character is introduced through the conclusion of the novel.

60 Frankenstein

Frankenstein WB 57

Reading Strategies: Chapters XVII-XXIV

Frankenstein

Understanding Cause and Effect

In his eloquent speech in Chapter XVII, the Creature uses both convincing facts and strong emotional appeals to persuade Frankenstein to create a partner for him.
Reread the chapter and find three persuasive statements or ideas and list them in the first column of the following chart. In the second column, briefly explain the effect of the statement or idea on Frankenstein. In the third column, describe the effect of the statement or idea on you.

Persuasive Statement or Idea
Effect of Statement or Idea on Frankenstein
Effect of Statement or Idea on You
1.
2.
3.
FOLLOW-UP: Which of the Creature's statements or ideas is the most convincing to you? Explain why you find it more persuasive than the others.

Study Guide
57

Frankenstein WB 56

Making Meanings: Chapters XVII-XXIV

Frankenstein

Writing Opportunity

Expand your response to this question into a para­graph explaining two or three other ironies about the relationship between the Creature and his creator.

1. Do you believe that the Creature is reallyremorseful about Victor's death, or doyou think, as Walton does, that he is ahypocritical fiend?
Shaping Interpretations
2. The characters of Victor and Henry arecontrasted with each other in the novel.On the journey to England, how aretheir moods and goals different?
3. In Geneva, when he was fifteen, Victorsaw a tree destroyed by a bolt of light­ning. He now sees himself as a "blasted tree" whose soul has been invaded by"the bolt." What is he saying about himself in this allusion?
4. In his final discussion with Walton, Victor says that he has examined his past con­duct and finds nothing for which to blame himself. He considers his scientificendeavors as an illustrious achievement and feels justified in desiring the death ofthe Creature. What does his unrepentant stance suggest about his character?
5. In what ways do the characters of Victor and the Creature begin to resembleeach other? Why is their growing similarity ironic?
Connecting with the Text
6. Victor must decide whether or not to create a partner for the Creature after hehears the Creature's story. If you were in Victor's position, what decision wouldyou make and why?
Extending the Text
7. The Creature says, "I am malicious because I am miserable," and he is miserablebecause he is "shunned and hated by all mankind." Do you think most people iftreated in a similar fashion would eventually grow to hate society and want to geteven with those who have caused their suffering? Can you think of any examplesfrom the media to support your answer?

Challenging the Text

8. Which of the following do you think is Victor's most irresponsible act: his creationof such an ugly being, his abandonment of the Creature and neglect of his edu­cation, his refusal to create a partner for the Creature, or his refusal to tell anyone(until Walton) what he had done? Explain your choice.

56
Frankenstein

Frankenstein WB page 55

Choices: Chapters XI-XVI
Frankenstein
Building Your Portfolio

A Room of One's Own

Draw the space that the Creature calls "home"—the De Lacey cottage, its main living room, and the attached hovel; the garden; the outhouses; and the surrounding forest. Find references or passages in the novel to support the choices in your artwork. You might want to use the quotes from the text in your drawing as well.

Humans on Trial

With a small group of your classmates, debate the case for and against the way humans behave toward the Creature. Should they show more compassion, or is it natural for humans to react negatively to a strange outsider? Cite examples from real life, from other novels or stories, or from films or television shows to support your points of view.

READING STRATEGIES

And Then What Happened?

At the end of Chapter XVI, get together with a part­ner and make predictions about what will happen next. Consider the following questions: How do you think Victor will react to the Creature's story? Will he create a partner for the Creature? How do you think the novel will end? You should each keep track of your predictions on a sheet of paper divided into two columns marked Prediction and Actual Outcome. As you finish reading the novel, use these organizers to confirm or refute your predictions.

CREATIVE WRITING

Read All About It ****

Write a newspaper article describing the appearance of the Creature in the village. Write from the villagers' point of view. What did they see? What did they think the Creature was? What do they do to prepare for another visit, if there should be one? Is anyone arguing for a different approach to the Creature than the villagers showed in the past? What is that person advising?

Consider This . . .

There was none among the myriads of men that existed who would pity or assist me; and should I feel kindness towards my enemies? No: from that moment I declared everlasting war against the species, and, more than all, against him who had formed me, and sent me forth to this insup­portable misery.
How is justice different from revenge? Do you think revenge is ever justified? Explain.

Writing Follow-up: Problem-Solution__ •

Think of some positive ways to release or express anger. Suggest at least two possible ways of constructively dealing with anger. Write two to four paragraphs.

Novel Notes Choose one of the following:

• Choose a scene from one of the chaptersand rewrite it as a scene for a motion picture.
• Describe the plot of a book or film thatevoked horror in you and tell why you thinkthe author of Frankenstein would or would not like it.

Frankenstein

Reading Strategies: Chapters V-X

Frankenstein

Characterization

Shelley uses indirect characterization to depict Victor Frankenstein's ambivalence about his work. As Frankenstein's mood swings back and forth between moments of happi­ness and moments of anxiety or horror, it becomes clear that he cannot reconcile his conflicting emotions.
In the graphic organizer below, describe Frankenstein's reaction to the situation listed, and then describe the reason for his reaction. The first one has been done for you.

Situation
Frankenstein's Reaction
Reason for Reaction

1. The Creature comes to life.
He rushes out of the room and paces back and forth in his room.
The Creature is more horrible than Frankenstein ever imagined; he refuses to take responsibility for his creation.
2. The Creature looks at Frankenstein through the bed curtains.
3. Henry Clerval arrives.
4. Victor and Henry return to Victor's apartment.
5. Victor is praised by M. Waldman and M. Krempe.
6. Victor visits the site where his brother William was murdered.
7. Victor meets the Creature on the slopes of Montanvertu

FOLLOW-UP: Write a paragraph or two in which you provide some advice to Victor Frankenstein on how to lessen his despair.

Study Guide
49

Frankenstein

Making Meanings: Chapters V-X
Frankenstein

First Thoughts

1. With whom do you sympathize more—Victor or his creation? Why?
Shaping Interpretations
2. Victor had been totally engrossed in theproject until he actually brought theCreature to life. Why do you thinkVictor's feelings changed?
3. What do you think is the significanceof Frankenstein's dream aboutElizabeth? What future events might itforeshadow?


Writing Opportunity

Expand your response in a para­graph that explains the effects of the novel's multiple set­tings. How does each setting reinforce a particular mood?
4. Victor's personality is repeatedly contrasted with that of his friend Henry. What aresome of the differences between the two characters?
5. Nature is an important part of the setting of the novel. At times, it soothesVictor's troubled mind; at other times, it mirrors his agitation. Choose a scene thattakes place out of doors and analyze the role that nature plays.
6. What do Elizabeth's reactions to the horrible events unfolding about her revealabout her personality? Support your answer with specific details from the story.
7. Victor travels into the mountains to gain relief from his feelings of despair andguilt. The Alps are symbols, that is, they stand for something beyond themselves.What do you think the snowy peaks symbolize?
8. In Chapter X, the Creature speaks for the first time. How does his voice and man­ner differ from Victor's voice and manner?
Connecting with the Text
9. Victor's immediate response is to run away from the Creature rather than face upto his mistake. Furthermore, when Victor returns to his apartment and finds thatthe Creature is not there, he does not attempt to find out what happened to it.Describe a situation in another story or in a movie or TV show in which a charac­ter ran away from a problem instead of facing it.
Extending the Text
10. Parental responsibility is a big issue in today's society. What obligations do you think parents have toward their children? Do you think parents should be held accountable for their children's behavior? Why or why not?


48 Frankenstein

Model of Parenthetical Documentation

Model Parenthetical Citations

MLA (Modern Language Association) format follows the author-page method of citation. This means that the author's last name and the page number(s) from which the quotation is taken must appear in the text, and a complete reference should appear in your works cited list (see Your Works Cited Page, below). The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence.

Examples:

Direct Quotation with author’s name appearing in the sentence: Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).
Direct Quotation without author’s name appearing in the sentence: Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).
Paraphrase with author’s name appearing in the sentence: Wordsworth extensively explored the role of emotion in the creative process (263).
No author’s name given: An anonymous Wordsworth critic once argued that his poems were too emotional ("Wordsworth Is A Loser" 100).

Information for the WIT Essay

1.Be sure to use 1-inch margins for all bottom, top, and side margins,

2.Use Times New Roman font.

3.Use size 12 font.

4.Double space your paper.

5.Make a Title Page—be sure to put your Word Count as the last thing on your title page. Also, place the word count again, on the last page of your essay—double space after your last paragraph and then give the word count.

6.Make sure that you parenthetically document all quotes and any information that did not originate with you.

7.List your source (s) on the Works Cited page—this will be your last page and it will numbered. If you don’t know how to do it, google “MLA Works Cited page.” It will tell you exactly how to do it!

8.Remember: your minimum word count is 1200 words! You must not go over 1500 words.

Cyrano de Bergerac etext

Cyrano de Bergerac
by Edmond Rostand
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For complete copyright information please see the online version of this text at
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Scene 4 and Exodos Qs. on Oedipus Rex

Questions on Scene 4/Choral Ode

1. How does the messenger’s well-meaning effort to jog the old herdsman’s memory remind us of the way a cross-examiner might try to get a recalcitrant witness to « remember » in court ?
2. Why is the old man (herdsman) reluctant to answer ?
3. What does Oedipus threaten to do to make the herdsman talk ?
4. Why does the herdsman shrink from saying what he’s been forced to tell ?
5. Why does Oedipus feel compelled to hear the truth uttered aloud ?
6. The rapid-fire dialogue between Oedipus and the herdsman is an example of what ?
7. Why does Oedipus want never again to see the light of sun now that the truth has been clearly revealed ?
8. Do the Chorus’ words suggest that Oedipus did anything to deserve his fate ?
9. Oedipus’ fall from grace is an example of what ?
10. Explain the metaphor of « Time » in Antistrophe 2.
11. Choruses frequently meditate on the ways in which affection brings suffering. Why ?

Questions on the Exodos

1. Describe the prelude to Jocasta’s death.
2. How did Jocasta die ?
3. What was Oedipus’ reaction to Jocasta’s suicide ?
4. Why did Oedipus commit this act ?
5. Whom does Oedipus curse ?
6. What does Oedipus mean when he says that Apollo was the curse, but he himself is the agent of his own blinding ?
7. Is it reasonable that Oedipus feels he cannot bear to look on anything in the world anymore ?
8. What ironies are involved in Oedipus’ curse on the man who saved him ?
9. Why is he disturbed that his friends pity him and feel pain for him ?
10. Do you agree or disagree witgh the Chorus that Oedipus would be better off dead than blind and banished ?
11. What might Oedipus’ decision to go on living in blindness, exile, and suffering say about his heroic statue ?
12. Why does Oedipus say that he deserves worse punishment than hanging ?
13. Now that Oedipus is blind, where is his inner vision turned ?
14. How are Creon’s tone and remarks reminiscent of Jocasta ?
15. Is there evidence that Creon is cool and impatient with Oedipus ?
16. Analyze lines 222-242.
17. How is Oedipus’ speech like a funeral lament ?
18. Is Creon’s admonition about Oedipus’ children mean-spirited, kindly, justified ? Why ?

Scene 3 Q.s on Oedipus Rex

Questions on Scene 3/Choral Ode

1. Discuss how the messenger’s arrival makes us feel that the plot has been tied into a « knot » that needs to be undone.
2. Look up the Greek word « philos. » How is this ironic when Oedipus uses this word in speaking to Jocasta ?
3. How do you respond to Oedipus’ reaction of relief to the messenger’s message ? Why ?
4. How does the fact that Oedipus should derive comfort from what ought to be bad news highlight the way in which everything is turned upside down in this legend ?
5. By refusing to go near his parents, and thus, theoretically, eliminating the chance of fulfilling the oracle, what is Oedepus really avoiding ?
6. Who is « Liaus’ man »?
7. What does Jocasta mean in lines 140-142 ?
8. Why do you think Jocasta does not want the truth about Oedipus’ birth revealed ?
9. How is Oedipus being unfair to Jocasta in lines 158-162 ?
10.What is Oedipus’ reaction to his being a foundling ?
11.What is the Chorus’ reaction to this news ?