1. Easy Steps to a Great Thesis Statement
Get out your notes on the writing process

2. You know how to read the prompt You know how to annotate your text Now let’s start writing! First thing you MUST do is write a good thesis statement

3. What’s a thesis statement?
UMMMM, It’s THE most important thing in your whole essay!
It is an extension of the ISSUE/SUBJECT you identified in TIP

4. What is a thesis statement?
The prompt you are given asks a specific question, right? (the answer is YES! – it inspires a response to a topic – so think of it as a question)
Your answer to that question, in a clear, concise sentence, is the thesis statement.
The thesis statement packs in all the information that you will talk about in your essay (what the prompt has told you to do) into one sentence

5. WHAT IS A THESIS STATEMENT?
So, your thesis statement should inform the reader what the task, issue and purpose is!
Aren’t you glad you paid attention and took notes on Wednesday???

6. What does the thesis statement do?
It contains the essay’s topic and your viewpoint (if the prompt asks you to express a viewpoint)
Tells your reader what the essay will be about
Usually comes at the end of the introduction
Only one sentence
Must be a complete sentence
Everything in the essay must support the thesis
Introduction paragraph should follow this format:
Attention getter (commonly known as a “hook”)
Introduce the topic
State the thesis

7. Thesis statement verification (How do I know I’ve written a good thesis statement?)
Does this sentence explain a topic, and/or analyze an issue?
Is it clear and specific?
Could this sentence stand alone without the rest of the introduction paragraph and still make sense?
Did I answer the “question” that the prompt proposed?
Does it have information that I will be able to build on in the body paragraph?
If you answered yes to these questions, then you probably have a good thesis statement!

8. There are 3 kinds of thesis statements
The Working Thesis
The list
The umbrella

9. The Working Thesis (thesis in progress)
This is used to get you, the writer, going, but it will not appear in the final essay.
Start off with something like, “In this essay, I will. . .” or “I am going to argue that. . .” and then insert the topic and point of the essay.
Example: “In this essay, I am going to talk about global warming and try to persuade students that there are things they can do to reduce it.”
This isn’t a strong thesis, but it’s a direction to help you get started.
To change a working thesis into one you can use in your essay, chop off the “announcement” portion of the sentence.

10. The LIST Contains essay’s topic, point, and three supporting reasons
Example: “According to TDOT, to reduce the number of highway fatalities [topic and point], our country could [purpose=to inform] enforce the national law that designates twenty-one as the legal minimum age to drink, set up check points on major holidays, and take away licenses from convicted drunk drivers [three reasons].”

11. The UMBRELLA
Contains essay’s topic, point, and alludes to reasons why the reader should believe you.
Do not directly state the supporting reasons, but instead allude to them.
Example: “Although thought to be humane and necessary, animal testing [topic] for medical and cosmetic purposes does not live up to it’s promises [point and reasons].”
Do NOT use language like, “There are many reasons people don’t like chocolate ice cream.”

12. Difference Between a List & Umbrella Thesis Statement
List: “Although MTSU may offer rigorous courses, each student can be successful as long as they study, receive tutoring, and meet with their instructors.”
Umbrella: “MTSU can be a challenging school, but all students can be successful.”

13. Thesis Don’ts
Don’t announce your thesis: “In this essay, I am going to tell you…(this is only for a working thesis)
Don’t confuse your reader: Just make sure that the topic and point are clear.
Don’t be vague: Words like “good,” “bad,” “right,” and “wrong,” don’t convey specific meaning.
Cannot be a question: “Don’t you think animal testing is inhumane?”
Does not give the point of the paper.
Leaves it open for readers to fill in the blank.

14. Thesis statement verification (again)
Does this sentence explain a topic, and/or analyze an issue?
Is it clear and specific?
Could this sentence stand alone without the rest of the body paragraph and still make sense?
Did I answer the “question” that the prompt proposed?
Does it have information that I will be able to build on in the body paragraph?
If you answered yes to these questions, then you probably have a good thesis statement!

15. Model learning activity
Please read “It’s Not You, It’s Me” by Annie Murphy Paul and“The Secret to Raising Smart Kids by Carol S. Dweck.
After you have read the texts, write an essay that analyzes how Dweck and Paul each use and refine the meaning of the term intelligence over the course of their articles. Be sure to also discuss the similarities and differences between their definitions.
Cite strong and thorough evidence from both texts to support your analysis. Follow the conventions of standard written English. Write your essay in the space provided in the next pages.
Based on TIP, what is the overall question this prompt is asking? Be very clear and specific?

16. Creating a Thesis Statement – what is the question the prompt is asking?
1. Determine essay’s topic (ISSUE)
Example: How two authors define the term intelligence
2. Determine what kind of paper you are writing and what kind of thesis statement you need to use: (PURPOSE).
Example: informative/analysis
3. Determine how you will construct your thesis (TASK – what it needs to include)
Example:
Explain how the authors define the term
Compare and contrast the two definitions
4. What question does the prompt ask, overall?
Example: What are the similarities and differences in the way the two authors define the term intelligence and how do these authors define the term in their text

17. Now answer that question and that is your thesis statement!!!!
Annie Murphy Paul and Carol S. Dweck convey the term intelligence in varying ways; whereas Paul states that intelligence is a skill that one is born with, Dweck takes the position that intelligence is a skill to be learned.

18. Model Learning Activity
You have now read “Should the Driving Age Be Raised to 18?” In this text, two points of view are presented, one by Representative John D’Amico, and the other by Alex Koroknay-Palicz.
Write an essay that analyzes the two different points of view, explaining how each is conveyed in the text. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.

19. Question: What are the two different points of view that the authors present and how does each author present and explain his POV?

20. Now you do it with your prompt:
Read the article, “Schools in Ferguson Area
Prepare for an Emotional Opening Day.”
After reading, summarize in your own terms the advantages and disadvantages of discussing the happenings in Ferguson, Missouri in the classroom. Be sure to cite evidence from the text to support your summary. Follow the conventions of standard written English.

21. Do the last one on your own:
Issue:
Purpose:
Task
What is the question the prompt is asking?
What is the answer?

22. What question is the prompt asking?
Write it down on a new sheet of paper

23. Group activity
Find three classmates to read your question and you read their question.
Are your questions all similar?

24. Today’s graded assignment:
On your sheet of paper, write the question the prompt is asking, then write a PERFECT thesis statement for the prompt. Staple it to your annotated article and let me check it when you are finished.