1. CREATING A WINNING THESIS STATEMENT Or the Road to a “5” Thesis Statement

2. A NOTE ABOUT THESIS STATEMENTS  Any time that you create a thesis statement, you are building an argument that must be proven!  What you prove MUST NOT be completely obvious. (Ex. “In Things Fall Apart, Okonkwo is the central character.)  What you prove MUST NOT be exclusively literal. You MUST reveal a deeper understanding and make abstractions.

3. PARTS OF THE THESIS STATEMENT  TOPIC  CLAIM (VERB)  DIRECTION  QUALIFIER  UNIVERSAL IDEA

4. TOPIC  The TOPIC reveals the context of the thesis—the text(s) analyzed.  Examples 1. John Smith’s autobiographical account... 2. Considering Dr. Martin Luther King Jr.’s “I Have a Dream” speech...

5. CLAIM (VERB)  The CLAIM tells what the text is doing to arrive at the universal idea.  Review the list of verbs for academic discourse.  For practice, “uses” is a good place to start.  Examples: 1. John Smith’s autobiographical account uses... 2. Considering Dr. Martin Luther King Jr.’s “I Have a Dream” speech, King uses...

6. DIRECTION  The DIRECTION tells how the text arrives at the universal idea.  DIRECTION = rhetorical devices  Examples: 1. John Smith’s autobiographical account uses imagery, diction, and point of view... 2. Considering Dr. Martin Luther King Jr.’s “I Have a Dream” speech, King uses analogy, repetition, and emotional appeal...

7. QUALIFIER  The QUALIFIER links the direction to the universal idea.  “to prove that” (there are more constructions possible)  Examples: 1. John Smith’s autobiographical account uses metaphor, diction, and point of view to prove that... 2. Considering Dr. Martin Luther King Jr.’s ‘I Have a Dream’ speech, King uses analogy, repetition, and emotional appeal to prove that...

8. UNIVERSAL IDEA  The UNIVERSAL IDEA is the larger idea or purpose at work in the text.  The UNIVERSAL IDEA part should reveal meaning about the abstract noun.  Examples: 1. John Smith’s autobiographical account uses metaphor, diction, and point of view to prove that success is measured by one’s ability to conquer. 2. Considering Dr. Martin Luther King Jr.’s ‘I Have a Dream’ speech, King uses analogy, repetition, and emotional appeal to prove that equality is the foundation of a truly democratic society.

9. Adding “The Funk” Or Adding Variety and Complexity to a Thesis Statement

10. STEP 1: MODIFIED DIRECTIONS  For each direction, add an adjective that best describes the text’s use of that direction.  Ex. John Smith’s autobiographical account uses adventurous imagery, calculated diction, and a self-important point of view...

11. STEP 2: ADD THE SHIFT/CONTRAST  Reveal the shift/contrast that occurs within the text (especially the shift/contrast in the universal idea.  Ex. John Smith’s autobiographical account uses adventurous imagery, calculated diction, and an self-important point of view to prove that success is measured by one’s ability to conquer, not in one’s ability to make peace.

12. STEP 3: ADDING TEXT PHRASES FOR INTEREST  Choose a few words or phrases from the text that allude to the universal idea.  Add these words/phrases to the thesis statement for effect.  Ex. John Smith’s autobiographical account, a testimony of “his own example, good words, and fair promises,” uses adventurous imagery, calculated diction, and a self-important point of view to prove that success is measured by one’s ability to conquer, not in one’s ability to make peace.

13. STEP 4: RE-ARRANGE THE PIECES!  Take all the thesis statement parts, and re- arrange them to create sentence variety.  Ex. To prove that success is measured by one’s ability to conquer, not in one’s ability to make peace, adventurous imagery, calculated diction, and a self-important point of view are used in John Smith’s autobiographical account—a testimony of “his own example, good words, and fair promises.”

14. “The Jacket Prompt” In a well-developed essay, discuss how Gary Soto uses rhetorical devices to reveal his relationship with his jacket and its impact on his youth. Consider such devices as: symbolism, imagery, diction, contrast, and repetition.