1. Thoughtful research: Moving beyond the topic and toward your thesis statement!

2. So, what’s the big deal about research? It’s just another project!

3. No more reports!  The...  country  state  president  animal report has already been done (very well) by any number of encyclopedias. Why should we ask you to waste your time?

4. Thoughtful research asks you to:  Analyze  Judge  Support or reject or critique  Prioritize  Evaluate  Plan  Debate  Conclude  Recommend  Justify  Argue  Propose  Invent

5. We are asking for... more meaningful, and more interesting research!

6. What exactly do we expect?

7. When you search: Four tips:  Focus—what is your mission? your question? Be specific!  Strategize—select search tools and search terms with precision  Refine--attempt to improve your search results  Evaluate—which results to visit, which documents to use? Did I do good work?

8.  All research is inquiry-driven, based on good questions - Research based on your thesis statement  Perfect works cited page format  Defense of your source choices in citations  Quality, balanced sources. No research holes!  Variety of access tools-- Internet and books  Original work, your own voice. No plagiarism! What your teachers expect:

9. topic questions tentative thesis Process for developing the thoughtful thesis

10. Why, a thesis? A thesis statement declares what you intend to prove. A thesis gives your work focus. A good thesis statement makes the difference between a thoughtful research project and a simple retelling of facts. It makes the work worth doing!

11. I have a thesis. Where do I put it? The thesis statement is typically located at the end of your introduction paragraph. (The introduction paragraph serves to set the context for the thesis.)

12. How do I know if I have a solid tentative thesis?

13. What does a thesis look like? 2 Simple equations: Topic + Connection to medieval Europe = Your Thesis _____________________________________________ The point you plan to make about your topic = Your thesis

14. Attributes of a good thesis:  Contestable--proposes an argument with which people could reasonably disagree  Provocative--takes a stand and justifies the discussion you will present.  Coverable--could be adequately covered in the format of the project assigned.  Specific and focused--proves a point without discussing “everything in the world about …”.

15. Don’t rush your thesis!  A good tentative thesis will help you focus your search for information.  You must do a lot of background reading before you know enough about a subject to identify the key or essential questions.  You may not know how you stand on an issue until you have examined the evidence.  You will likely begin your research with a working, preliminary or tentative thesis which you will continue to refine until you are certain of where the evidence leads.

16. Be flexible! The evidence may lead you to a conclusion you didn't think you'd reach. It is perfectly okay to change your thesis!

17. How will you find a thesis? As you read look for:  Interesting contrasts or comparisons or patterns emerging in the information  Something about the topic that surprises you  Ideas that make you wonder why?

18. Would a reasonable reader NOT respond with "Duh!" or "So what?" or "Gee, no kidding!" or "Who cares?” Does the thesis avoid general phrasing and/or sweeping words such as "all" or "none" or "every"? Can the thesis be adequately developed in the required length of the paper or project? If you cannot answer "YES" to these questions, what changes must you make in order for your thesis to pass these tests? Try these tests on your own tentative thesis:

19. Are these good thesis statements? (Use the tests to decide.)  Castles were large and used for defense.  Knights had intricate armor to protect them in battle.  King Henry VIII had many wives. Some were beheaded for treason.  Peasants made up 90% of medieval Europe.  Queen Elizabeth I was the best queen to ever rule the world.

20. Great Thesis Statements  King Richard I of England was an effective ruler because of the influence of his parents, Henry II and Eleanor of Aquitaine.  Eleanor of Aquitaine’s marriages impacted her effectiveness as a leader.  Charlemagne, though influential on his own, would not have had the same historical impact were it not for the relationship with his grandfather, Charles Martel.  Geoffrey Chaucer was influenced by Dante, Petrarch, and Boccaccio. Without them, he would not have become the famous writer he did.

21. More great thesis examples  Being a lord was more difficult than being a peasant in Medieval Europe.  Female peasants had more difficult lives than male peasants.  The threat of excommunication proved more devastating to kings than the constant threat of invasion.  The Crusades were nothing more than the popes’ abuse of power. NOTHING good came from them.

22. Now you are ready! Go forth and do powerful, thoughtful research! Remember, you are not alone. Check frequently with your classroom teacher for guidance!