1. Thesis Statement Having a good thesis creates the focus for your paper and helps organize your thoughts

2. A thesis statement should: argue a position OR outline information

3. When composing your thesis sentence:  Make sure your thesis reflects all of your arguments  Avoid using a thesis that is too broad or too narrow  Argue a position you can support. As yourself How? and Why? Questions to deepeng your thesis  Make sure your reader can easily identify your thesis  DO NOT just reword the question…CLAIM your position

4. Two types  OUTLINE  This type of thesis should give a list of what topics will appear in your paper  POSITION  This type is a statement that takes a position and tells your opinion about a topic.  It doesn’t list anything—it states what you think

5. Taking a closer look: Outline What causes people to commit atrocities against other humans? People choose to treat others in inhumane ways due to personal prejudice, ignorance and discrimination.

6. Taking a closer look Position Do you agree with Elie Wiesel’s quote: “People who witness a crime are just as guilty…” Standing by and witness an act of atrocity makes a person just as guilty as someone actually committing the crime.

7. So now what?  Once you have a clear thesis, you now have a focus for your paper.  It’s time to write your introduction

8. Good introductions should:  Have an attention grabbing device—how are you going to “hook” your readers?  Introduce the topic—what is the paper going to be about?  Ease into the thesis by providing background information  Transition into the body of your paper

9. The Body  Each paragraph should have a topic sentence  Each paragraph should provide support or evidence that elaborates on the topic sentence  Use a quote  Analyze that quote—Why did you choose this quote? What function does it serve? How does it support what you have already said?  Each paragraph should have a transition into the next

10. Hook ‘Em!  The attention grabber you use is up to you, but here are some ideas:  Startling information This information must be true and verifiable, and it doesn't need to be totally new to your readers. It could simply be a pertinent fact that explicitly illustrates the point you wish to make. If you use a piece of startling information, follow it with a sentence or two of elaboration.  Anecdote An anecdote is a story that illustrates a point. Be sure your anecdote is short, to the point, and relevant to your topic. This can be a very effective opener for your essay, but use it carefully.  Dialogue An appropriate dialogue does not have to identify the speakers, but the reader must understand the point you are trying to convey. Use only two or three exchanges between speakers to make your point. Follow dialogue with a sentence or two of elaboration.  Summary Information A few sentences explaining your topic in general terms can lead the reader gently to your thesis. Each sentence should become gradually more specific, until you reach your thesis.

11. Let’s Practice!!! Introduction: During World War II, six million Jews were ruthlessly murdered. Night, a novel by Holocaust survivor Elie Wiesel, describes the horrific events that occurred in concentration camps throughout Europe. Wiesel says “anyone who witnesses an act of atrocity and does nothing to stop it, is just as guilty as the person committing the crime.” During the Holocaust, many people chose to ignore what was happening to the Jewish population. Many governments closed their borders to fleeing Jews, people in the neighboring towns turned a blind eye, and prisoners forced into survival mode stood by and witnessed crimes against their fellow man. A person who witnesses a crime without trying to prevent it is just as responsible as the person committing the physical act. The novel Night provides many examples of these horrific acts.

12. Another round The Body  The persecution of the Jewish race during the Holocaust consisted of many crimes against humanity. In an attempt to save themselves, many Jews tried to flee Europe. The United States and many other countries closed their borders to these people. Jews throughout Europe were forced into concentration camps. “Men to the left…women to the right.” As Jews entered the camps, they were selected for work or for extermination. Countless lives could have been saved had other governments intervened. By choosing to ignore what was happening in Europe, other countries inadvertently contributed to the Jewish genocide happening across Europe.  Citizens in neighboring towns also contributed to the destruction of the Jewish race. When the camps were liberated, many townspeople claimed they did not know what was happening. “As the trucks rolled through the towns, men stood by and threw bread at us.” People saw what was happening to the Jews and chose to do nothing about it. They were just as guilty as the Nazis by choosing to ignore what was happening in their own backyards. In the beginning of the novel, Moshe the Beadle returns to Sighet to tell of the crimes being committed against Jews. No one believed him, and no one took action.  Frozen in place, many prisoners in the camps also chose to keep silent. As they witnessed beatings and hangings, the Jewish prisoners were forced into survival mode, causing their silence as they witnessed these atrocities. Perhaps one beating could have been prevented had one prisoner spoken up. “We did not move as the child hung in the gallows.” While the prisoners feared for their own lives, no one had the courage to defend those who were being abused. The guilt of their helplessness may haunt them forever as the realization of what they might have done to save another life lingers in their minds.

13. Wrapping it up Now, how can you tie back to your thesis without saying the same thing?  Transition from your last paragraph into the conclusion  Repackage your thesis—say it in another way (don’t simply restate it)  Refer back to your main points  Point out the significance—How or why is it relevant?

14. The Conclusion LAST PARAGRAPH: Frozen in place, many prisoners in the camps also chose to keep silent. As they witnessed beatings and hangings, the Jewish prisoners were forced into survival mode, causing their silence as they witnessed these atrocities. Perhaps one beating could have been prevented had one prisoner spoken up. “We did not move as the child hung in the gallows.” While the prisoners feared for their own lives, no one had the courage to defend those who were being abused. The guilt of their helplessness may haunt them forever as the realization of what they might have done to save another life lingers in their minds. CONCLUSION: The Holocaust was a haunting event that will serve as a reminder of the horrible acts people are capable of. While there are those that committed these horrible acts, the people that stood by and witnessed those atrocities can be considered guilty as charged. People who ignored the events of WWII and the persecution of the Jews must ask themselves what they could have done so that nothing like this ever happens again.

15. The Writing Process  Brainstorming and Prewriting  Draft  Edit  Revise  Publish