Week 1 and 2 Labs: Thesis Statements
Thesis Statements:
How to turn a question or prompt into a thesis statement.
There are two key components of a simple thesis statement:
1. A clearly stated topic
2. The author’s attitude toward, or position on, the topic.
An expanded thesis contains an explanation as to why the author believes the way that he/she does and hints at how he/she may support the thesis throughout the essay.
If you are having trouble coming up with a thesis, you may borrow language from the prompt or question to help guide you.
Below are some examples of essay questions and prompts that have been turned into thesis statements by students:
1. Essay question: Should student athletes at major universities be paid to play?
a. Simple thesis: Student athletes at major universities should be paid to play. (Notice how the underlined portion of the question was turned into a thesis statement including the writer’s position that they should be paid.)
b. Expanded thesis: Student athletes at major universities should be paid to play because the wear and tear on the athletes’ bodies may mean that they will never play professionally, and widely attended games, such as football, increase the university’s prestige and generate millions of dollars in revenue.
2. Essay prompt: Robert Samuelson argues that “[w]e inhabit a self-congratulatory society in which we constantly reassure each other how well we’re doing.” This has resulted in what he terms, “the trophy syndrome,” where accolades are given rather than earned. Write an essay in which you explore whether or not the trophy syndrome has turned us into a nation of entitlement.
a. Compose a simple and expanded thesis for the above prompt.
How to turn a question or prompt into a thesis statement.
There are two key components of a simple thesis statement:
1. A clearly stated topic
2. The author’s attitude toward, or position on, the topic.
An expanded thesis contains an explanation as to why the author believes the way that he/she does and hints at how he/she may support the thesis throughout the essay.
If you are having trouble coming up with a thesis, you may borrow language from the prompt or question to help guide you.
Below are some examples of essay questions and prompts that have been turned into thesis statements by students:
1. Essay question: Should student athletes at major universities be paid to play?
a. Simple thesis: Student athletes at major universities should be paid to play. (Notice how the underlined portion of the question was turned into a thesis statement including the writer’s position that they should be paid.)
b. Expanded thesis: Student athletes at major universities should be paid to play because the wear and tear on the athletes’ bodies may mean that they will never play professionally, and widely attended games, such as football, increase the university’s prestige and generate millions of dollars in revenue.
2. Essay prompt: Robert Samuelson argues that “[w]e inhabit a self-congratulatory society in which we constantly reassure each other how well we’re doing.” This has resulted in what he terms, “the trophy syndrome,” where accolades are given rather than earned. Write an essay in which you explore whether or not the trophy syndrome has turned us into a nation of entitlement.
a. Compose a simple and expanded thesis for the above prompt.
Week 11 (5/20): Essay 3 Brainstorming
After you decide what you think you would like to write on for your final essay in this class, please answer the following questions in a paragraph each:
1) What do you already know about the problem? Causes? Effects? Solutions that are already being used or have been proposed or have failed?
2) What would you like to know about your topic or what do you think you will need to learn in order to fulfill the assignment?
3) Why is this problem important to talk about?
1) What do you already know about the problem? Causes? Effects? Solutions that are already being used or have been proposed or have failed?
2) What would you like to know about your topic or what do you think you will need to learn in order to fulfill the assignment?
3) Why is this problem important to talk about?
Week 9 (5/6): Peer Reviewing E2
After you read your partners' papers and make comments on them, please answer the following questions for your own, and that of your two partners, introduction paragraph and Works Cited page on a separate sheet of paper (to be handed in as you leave lab). You should also record suggestions for improvement for each question.
Introduction
1. Is there an interesting catch to grab the reader's attention and make him/her want to keep reading the paper?
2. Is there background information or other introductory material that sets up the paper's topic and leads into the thesis/forecasting statement?
3. Does the author introduce the works he/she will be discussing in the paper? Are the works' titles formatted properly (ie. italicized or quoted, properly capitalized, etc.)? Is there enough or too much information provided about the works in the introduction?
4. Is there a clear thesis and multi-part forecasting statement that clearly address the prompt and indicate:
a) The author's argument?
b) How the author will support his argument?
c) How the paper will be organized?
Works Cited
1. Is the Works Cited list properly spaced and titled?
2. Does the Works Cited list contain all of the works the writer will consult in his/her paper?
3. Is it alphabetized by author last name?
4. Do all of the citation entries properly adhere to MLA guidelines?
Body Paragraphs
1. Does the body paragraph begin with a topic sentence that clearly ties to the thesis and forecasting statement?
2. Does the body paragraph bring at least two sources into conversation with each other (a film and at least one other source)?
3. Does the author do a decent job of analyzing the film as social satire through using the critical lense of one of the other authors we've read this semester?\
4. Does the author utilize the quote (evidence) sandwich method correctly? Is all evidence properly introduced, incorporated and analyzed?
5. Is all evidence cited appropriately in the text?
6. Does the paragraph end with an appropriate concluding or transitionary sentence?
Conclusion
1. Does the conclusion adequately sum up the paper's overall argument without becoming repetitive of material already covered in the paper?
2. Does the conclusion leave the reader with some food for thought?
--In other words, does it add a final thought or make a prediction or leave readers with a warning?
3. Does the conclusion leave the reader with a lasting impression that adds to, rather than detracts from, the impact of the rest of the paper?
Introduction
1. Is there an interesting catch to grab the reader's attention and make him/her want to keep reading the paper?
2. Is there background information or other introductory material that sets up the paper's topic and leads into the thesis/forecasting statement?
3. Does the author introduce the works he/she will be discussing in the paper? Are the works' titles formatted properly (ie. italicized or quoted, properly capitalized, etc.)? Is there enough or too much information provided about the works in the introduction?
4. Is there a clear thesis and multi-part forecasting statement that clearly address the prompt and indicate:
a) The author's argument?
b) How the author will support his argument?
c) How the paper will be organized?
Works Cited
1. Is the Works Cited list properly spaced and titled?
2. Does the Works Cited list contain all of the works the writer will consult in his/her paper?
3. Is it alphabetized by author last name?
4. Do all of the citation entries properly adhere to MLA guidelines?
Body Paragraphs
1. Does the body paragraph begin with a topic sentence that clearly ties to the thesis and forecasting statement?
2. Does the body paragraph bring at least two sources into conversation with each other (a film and at least one other source)?
3. Does the author do a decent job of analyzing the film as social satire through using the critical lense of one of the other authors we've read this semester?\
4. Does the author utilize the quote (evidence) sandwich method correctly? Is all evidence properly introduced, incorporated and analyzed?
5. Is all evidence cited appropriately in the text?
6. Does the paragraph end with an appropriate concluding or transitionary sentence?
Conclusion
1. Does the conclusion adequately sum up the paper's overall argument without becoming repetitive of material already covered in the paper?
2. Does the conclusion leave the reader with some food for thought?
--In other words, does it add a final thought or make a prediction or leave readers with a warning?
3. Does the conclusion leave the reader with a lasting impression that adds to, rather than detracts from, the impact of the rest of the paper?
Week 8: PEE Chart for E2
For today's activity, you will begin working on your PEE chart for E2. At the minimum, you must complete your thesis and forecasting statement and your three topic sentences before you leave the lab.
Week 6 PEE Charts for Reaction #3
Please begin a PEE chart for Reaction #3. Once you have completed the first section of the PEE chart (ie. the section that will become your first body paragraph), show it to me and you may leave for the evening.
Week 5 Summarizing Sources
In a brief paragraph each, summarize the three archetypical dualisms that Benjamin R. Barber uses to "capture infantilization": EASY over HARD, SIMPLE over COMPLEX, and FAST over SLOW. In other words, what is his main argument in each section? Give some examples from the text.
Week 4 Works Cited and In-text Citation Worksheet for 3/11
eng50_mlaworksheet.doc | |
File Size: | 29 kb |
File Type: | doc |
Week 3 Point, Evidence, Explain for Reaction Paper #2
pee_chart.pdf | |
File Size: | 36 kb |
File Type: |