2. Thesis  The overriding claim of the argument; what your paper will prove.  Brief sketch of how you will prove it

3. So-What  The So-What should appear first in the Thesis, and should reappear throughout the paper as important points are proven.  This explains the point of arguing, or of reading the argument:  How your argument affects everyone’s life  What it teaches us about an important topic  What universal ramifications it has

4. Thesis  A template:  By doing X, Author shows A, B, and C. This is important because Q.  Or,  By doing A, B, and C, Author shows X. This is important because Q.  A, B, and C, should make up the claims in some form; X should indicate the warrants; Q is the So-What.

5. Claim  A statement that you want the reader to accept, which will help prove the thesis.  An argument usually consists of 2-5 main points, or claims.  It must be complex enough to require proof, specific enough to be supported by data.

6. Definition AAAA clarification of terms often necessary in asserting a claim. This includes your specific understanding of a term and how you will be using it. AAAAt times, this will involve meanings you want to exclude from the argument

7. Data  The statements or reasons you employ to get the audience to accept your claim.

8. Data  This takes the form of statistics, quotes from a story or article or authority, an explanation of the reasoning process, examples that can be universalized, analogy.

9. Warrant  the warrant shows how your data has proven the claim.  It provides an in interpretation of the data, a logical pathway from each statistic or point to the claim.

10. Roadmap  The Roadmap explains how each proven claim has established another portion of the thesis.

11. Roadmap  Claims stand alone until they are linked, with stated explanations of how the thesis depends upon them.

12. Datum + Datum + Datum = (warrant): Claim 1

13. Claim 1 +(Roadmap) + Claim 2 +(Roadmap) + Claim 3+ (Roadmap) = Thesis

14. Thesis + So-What + Conclusion = the world is a slightly better place now (this, of course, is your ultimate aim)

15. Conclusion  The function of this part is not to summarize, but to reveal or theorize about the implications of your findings.

16. Conclusion  What you have proven is important; your conclusion tells how it is important, and what other interesting possibilities your argument (now shown to be true) can allow.

17. Other Stuff  Backing: an argument for why the data you offer is strong  For example, a description of the qualifications for your expert (an advanced degree in the subject, experience in a certain field)

18. In defense  Modality: The scope or extent of the claim made.  Does the thesis suggest that its validity or truth is necessary, probable, or possible?  Does it address its data appropriately?

19. In defense  Rebuttals: acknowledge counterarguments and show why they are not as strong as your argument.

20. A  A: A complex, important, and well- introduced thesis.  The structure of the paper leads the reader from point x to point y;  quotes and specific examples are used to support each claim;  warrants explain thoroughly each conclusion, answering obvious and sometimes more in-depth questions.  The conclusion provides a “so what,” arguing why the thesis is important, and there are few grammar errors.

21. B  B: A B paper generally begins with a complex, important thesis.  Possibly, the structure of the paper, or the quality of the supporting data, take the paper off focus at times.  The body of the paper may be very suggestive but fail to explain clearly its conclusions.  An A paper which fails to ask enough, or complex enough, questions, which is too short, or which has several serious grammar errors or typos, also may become a B. This B paper makes for the best revision.  Less often, a paper with a superficial, obvious, or previously worked thesis may be so well supported and organized that it earns a B. This, however, is a waste of one’s writing skill.

22. C  C: A C paper usually begins with a superficial, fairly obvious, or previously worked thesis. An argument presented in detail in class, then reproduced as one’s paper, is an example. Often, the structure does not support the thesis, arguing in a different direction, supplying quotes or examples that do not prove the claims, or offering generalizations rather than actual data. Failure to ask enough questions, and in-depth enough questions, usually results in these weaknesses. A C paper usually has ample errors, grammatical, logical, and typographical, and the conclusion is a restatement of the introduction.

23. D  D: A D paper usually begins with an unclear or undetectable thesis, and although it labors to assert points, these points never coalesce into an argument. A large amount of plot summary often takes the place of claims, data, and warrants; long quotations left unexplained or undirected serve as similar filler. Often the paper will have many serious errors, will be short of the assignment, or will repeat the same claim over and over.

24. F  F: An earnestly done book report— offering only a summary of a text rather than an argument about it—may earn an F, but generally an F reveals a lack of effort. A poorly-executed C thesis, with many typos and grammar errors, or a D paper that combines several of the weaknesses (errors, brevity, redundancy, lack of focus), has these indications. Obviously, a late paper also.

25.  Harriet Beacher Stowe’s Uncle Tom’s Cabin is a novel that has the singular purpose of emphasizing and bringing to light the injustice of the slavery of the nineteenth century. This novel accomplishes this goal while ensuring that it does not portray either the slaves or their white masters as anything less than good people. The obvious contradiction in this goal is overcome in the way that the novel explains the reasons for the attitudes toward slavery and the black people enslaved in the south. The proposed reason for this attitude of the blacks as inferior despite obvious evidence to the contrary is explained as being the manner in which the slaves are seen as objects and the way in which the slaves themselves are forced to think about property.

26.  In this novel, the main character Gerty, goes through a succession of events, all surrounding a thing or things, that lead her on the path of societal acceptance.  Starting first with humanizing Gerty, the author creates a map, complete with checkpoints, to happiness. The humanization of Gerty gained the sympathy of the readers; they see the potential in this little girl as she is caring for the kitten. Through her pet, we were able to glimpse into her soul at the “fountains of warm affection…and a warmth and devotion of nature that wanted only an object to expend themselves upon”. The kitten did not bring the sudden warmth and love that Gerty showed; rather, the emotions that always had resided in her ultimately loving heart were brought out by the pet. This loving, caring emotion that Gerty feels is a natural role for a woman in society and is one that will bring happiness. The young heroine is on her way to having a place in society, and therefore attaining happiness.

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