What makes a strong thesis statement? Groups – brainstorm the 3-5 keys

Thesis Statements Goal In response to a writing prompt... Students will craft a cohesive, clear thesis statement supported by fluently integrated, strong evidence.

Huh? What’s that mean, Mr. Valach? After reading a piece of literature (short story or novel), you can take a teacher provided prompt and write a clear, original thesis statement... support it with strong evidence... craft lead ins that provide sufficient context for the evidence

Thesis Statements 1 (below standard) = attempted claim or main idea, but claim is off prompt 2 (approaching standard) = Minimal claim; relates little to main idea 3 (meets standard) = Adequate claim or main idea; relates to prompt 4 (exceeds standard) = Original & insightful claim or main idea; clear & supportable

Your Task: 1.Individually read through each thesis statement. 2.Rate each thesis (1-4) & write notes to explain your thinking. 3.Share ratings for each thesis statement with the group. Explain your thinking. 4.Discuss & arrive at a group consensus rating for each thesis statement.

A In “The Scarlet Ibis” by James Hurst, Brother is both bad and good, depending on whether he helps Doodle or hurts Doodle, as when he teaches him to walk, swim and box. B In “The Scarlet Ibis” by James Hurst, Brother, though self serving in his motivation, enhances the quality of Doodle’s life and deserves sympathy because of his honesty and remorse. Prompt: How does Brother’s treatment of Doodle reflect his motivation and values? Is he a protagonist deserving sympathy or a villain worthy of disdain? Thesis Statement Rubric: 1 (below standard) = attempted claim or main idea, but claim is off prompt 2 (approaching standard) = Minimal claim; relates little to main idea 3 (meets standard) = Adequate claim or main idea; relates to prompt 4 (exceeds standard) = Original & insightful claim or main idea; clear & supportable

D In “The Scarlet Ibis” by James Hurst, the main characters portray the tangled, emotional mess of sibling relations, and reveal the insidious nature of all human beings. E In “The Scarlet Ibis” by James Hurst, Brother demonstrates he is an evil person because of the way he treats Doodle. C In “The Scarlet Ibis” by James Hurst, Brother is a villain worthy of disdain because he pushes Doodle until he dies.

Class Ratings Thesis AThesis BThesis CThesis DThesis E

Teacher Ratings: Thesis Statement A = 1 - It does not answer the prompt. Makes no clear claim. Thesis Statement B = 4 - It is an original and creative response. Takes a clear stance & provides direction. Thesis Statement C = 3 - Makes a clear claim and provides direction. Thesis Statement D = 1 - Classic case of sounding deep and insightful, while being off prompt. It is not clear – all fluff and no substance. Thesis Statement E = 2 - Partially responds to prompt with minimal claim.

Fixing a Thesis E In “The Scarlet Ibis” by James Hurst, Brother demonstrates he is an evil person because of the way he treats Doodle. E (revised to a 3) In “The Scarlet Ibis” by James Hurst, Brother shows he is a villainous character by his self-serving, hurtful actions towards Doodle.

How Did You Do? 1.Read the thesis statement you wrote over the weekend and rate it as it currently is written and WHY?. 2. Share out – big class. 3. Take 10 minutes to revise your thesis. 4. Share your revised thesis with your group. Group – what rating do you give the thesis? Why? What’s strong? What can be improved?

The Do & Don’t List for a Strong Thesis 1.Do directly answer the prompt. 2.Do make your thesis a single sentence which includes the author’s name, title of the piece and your claim. 3.Do make a claim that others can challenge or oppose. 4.Don’t ask a question 5.Don’t use first or second person – I, you, we 6.Don’t use “to be” verbs – am, are, is, was, were, be, being, been. They aren’t descriptive enough. 7.Don’t use qualifiers that make you sound uncertain such as might, maybe, perhaps, etc. 8.Don’t use absolute qualifiers that mean everything, all, none, always, never. These are too hard to prove! 9.Do use relative qualifiers which show real-world variation such as often, primarily, frequently, too often, regularly, some, many, most. These are much easier to prove! 10.Do revise and change your thesis as you write. Good writers do this!!!!

In other words… Words to Avoid: – I, you, we – might – maybe – perhaps – all – none – always – never – am, are, is, was, were, be, being, been Words to Use: – often – primarily – frequently – too often – regularly – some – many – most

Homework! 1.Use the handout as a guide to revise your working thesis. 2.Type your new and improved thesis & staple it to your original. 3.Next class – finding quality evidence...