How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics

1. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • 1. A strong thesis statement takes some sort of stand. You must state a position or conclusion to your analysis. • Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements: • There are some negative and positive aspects to the Banana Herb Tea Supplement. • This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague. • Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers. • This is a strong thesis because it takes a stand, and because it's specific.

2. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • 2. A strong thesis statement justifies discussion. • Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements: • My family is an extended family. • This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading. • While most American families would view consanguinealmarriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family. • This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • 3. A strong thesis statement expresses one main idea. • Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example: • Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support. • This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write: • Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support. • This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because, since, so, although, unless, and however.

4. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • 4. A strong thesis statement is specific. It narrows the subject to a specific topic. • A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say: • World hunger has many causes and effects. • This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this: • Hunger persists in Zambia because jobs are scarce and farming in the infertile soil is rarely profitable. • This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger. • Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

5. Writing Thesis (Claim) Statements • A Thesis statement (known as a claim or central idea) must consist of at least two parts, and may contain as many as three. It should also be presented within a well-constructed introduction that may come in a single paragraph, or in more than one paragraph for very large papers. • It should identify the specific topic or issue to be discussed in your paper. • It should clearly state your position or opinion that you will be claiming, or the results of your analysis. • It may include some sort of signaling language that helps the reader to know what arguments you intend to make. • For this class, we will call these level one, two, or three statements. A level one announces the topic or issue but nothing else (unsatisfactory). A level two identifies the specific issue and your position (satisfactory), and a level three identifies the specific issue, your position, and signals what arguments you intend to make (excellent).

6. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics A strong thesis statement takes some sort of stand. You must state a position or conclusion to your analysis.

7. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • A strong thesis statement takes some sort of stand. You must state a position or conclusion to your analysis. • A strong thesis statement justifies discussion.

8. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • A strong thesis statement takes some sort of stand. You must state a position or conclusion to your analysis. • A strong thesis statement justifies discussion. • A strong thesis statement expresses one main idea.

9. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • A strong thesis statement takes some sort of stand. You must state a position or conclusion to your analysis. • A strong thesis statement justifies discussion. • A strong thesis statement expresses one main idea. • A strong thesis statement is specific. It narrows the subject to a specific topic.

10. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak?

11. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): • Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak? • Weak, because it contains more than one main idea

12. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): • Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak? • Weak, because it contains more than one main idea • There are many positive and negative aspects to using oral contraceptives for birth control. Strong or weak?

13. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): • Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak? • Weak, because it contains more than one main idea • There are many positive and negative aspects to using oral contraceptives for birth control. Strong or weak? • Weak, because it fails to state the author’s viewpoint

14. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): • Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak? • Weak, because it contains more than one main idea • There are many positive and negative aspects to using oral contraceptives for birth control. Strong or weak? • Weak, because it fails to state the author’s viewpoint • The number of person’s affected with AIDS in Africa continues to grow due to the lack of education about the disease and its methods of prevention. Strong or weak?

15. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): • Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak? • Weak, because it contains more than one main idea • There are many positive and negative aspects to using oral contraceptives for birth control. Strong or weak? • Weak, because it fails to state the author’s viewpoint • The number of person’s affected with AIDS in Africa continues to grow due to the lack of education about the disease and its methods of prevention. Strong or weak? • Strong, because it contains only one main idea and narrows the subject down to a specific topic.

16. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): • Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak? • Weak, because it contains more than one main idea • There are many positive and negative aspects to using oral contraceptives for birth control. Strong or weak? • Weak, because it fails to state the author’s viewpoint • The number of person’s affected with AIDS in Africa continues to grow due to the lack of education about the disease and its methods of prevention. Strong or weak? • Strong, because it contains only one main idea and narrows the subject down to a specific topic. • The subject of this essay is the economic implications of the global economy. Strong or weak?

17. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): • Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak? • Weak, because it contains more than one main idea • There are many positive and negative aspects to using oral contraceptives for birth control. Strong or weak? • Weak, because it fails to state the author’s viewpoint • The number of person’s affected with AIDS in Africa continues to grow due to the lack of education about the disease and its methods of prevention. Strong or weak? • Strong, because it contains only one main idea and narrows the subject down to a specific topic. • The subject of this essay is the economic implications of the global economy. Strong or weak? • Weak, because it simply announces the topic

18. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): • Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak? • Weak, because it contains more than one main idea • There are many positive and negative aspects to using oral contraceptives for birth control. Strong or weak? • Weak, because it fails to state the author’s viewpoint • The number of person’s affected with AIDS in Africa continues to grow due to the lack of education about the disease and its methods of prevention. Strong or weak? • Strong, because it contains only one main idea and narrows the subject down to a specific topic. • The subject of this essay is the economic implications of the global economy. Strong or weak? • Weak, because it simply announces the topic • The large influx of people into California has had major negative effects on the states ability to provide services such as housing, electricity, and water to all of its people. Strong or weak?

19. How to Tell a Strong Thesis Statement (Claim) from a Weak One - Four Characteristics • PRACTICE PICKING STRONG FROM WEAK THESES (CLAIMS): • Advertising companies often use attractive models in their ads to sell their products and television producers get paid millions to run these ads. Strong or weak? • Weak, because it contains more than one main idea • There are many positive and negative aspects to using oral contraceptives for birth control. Strong or weak? • Weak, because it fails to state the author’s viewpoint • The number of person’s affected with AIDS in Africa continues to grow due to the lack of education about the disease and its methods of prevention. Strong or weak? • Strong, because it contains only one main idea and narrows the subject down to a specific topic. • The subject of this essay is the economic implications of the global economy. Strong or weak? • Weak, because it simply announces the topic • The large influx of people into California has had major negative effects on the states ability to provide services such as housing, electricity, and water to all of its people. Strong or weak? • Very Strong, not only does it have a single main idea, and take a position, but it also signals which arguments the writer may use.

20. Now, it is your turn … In small groups of 1, 2, or 3 … You practiced writing strong thesis sentences. You should have about 3 thesis statements per person in your group. I asked you to be prepared to share out to the class. You had about 15 minutes, and then I gave you the week-end to look them over. Please get out your list of thesis statements. Choose the strongest, and the weakest. I will call on you toe share each with the class and why you feel one is the strongest and one is the weakest.

21. DEVELOPING A RESEARCH QUESTION (For many, this will be the key to developing a good, strong thesis! ) • For some students, the easiest way to get an essay or research paper right is to start by writing the big question you hope to answer, and write down several supporting questions you have to answer to properly answer the big question. • For example: • What are the economic costs of the “war on drugs?” • What does it cost in terms of law enforcement? • What does it cost the immediate families of defendants? • What does it cost in the ‘future earnings’ of defendants?

22. Tip #1: Passion! It's absolutely essential to develop a research question that you're interested in or care about in order to focus your research and your paper (unless, of course, your teacher gives you a very specific assignment). So, what are some topics that you care about? (By the way, it has to be something controversial or justifies discussion, and complex enough that it requires research)

23. Research tip #2: Background Intelligent research questions require somebackground information or context. Even if you think you know something about the topic, you have to make sure that what you think you know is legitimate. So … what do you do?

24. Using Google or Wikipedia If you can do a single search using Google or Wikipedia, and have an answer in less than 5 minutes, you are gaining necessary background information. But … • Simple Google searches leading to a free websites do little to develop your critical thinking skills. • Critical thinking is the purpose of good research So … when you think about a topic, you can do a quick look to get the necessary background to ask an intelligent question, but that quick look is NOT your research, it just helps you to ask an intelligent question!

25. Research tip #3: multiple sources! • Just like you wouldn’t let only one person teach or influence you, you can let only one other writer provide you with the ideas you will be working with. • Effective research requires several resources to be used in order for a question to be answered thoroughly . • Write research questions that require you to piece together different ideas for new learning.

26. Research tip #4: Structure - How you ask a question is important. Good question stems: • How does ‘X’ compare to ‘Y’? • What is the significance of…? • What are the major influences on…? • What is the best choice for…? • What are the reasons to…? • How has this process (or style or practice) developed? • What are different approaches to consider?

27. Ask the following 8 questions to evaluate the quality of your research question and the ease with which you should be able to answer it: Does the question deal with a topic or issue that interests me enough to spark my own thoughts and opinions? Is the question easily and fully researchable? What type of information do I need to answer the research question? Is the scope of this information reasonable? (e.g. can this questions be satisfactorily answered in the assigned length like 3 to 5 pages?) Given the type and scope of the information that I need, is my question too broad, too narrow, or o.k.? What sources will have the type of information that I need to answer the research question? Can I find these sources? So, overall, do I have a good quality research question that I actually will be able to answer by doing research?

28. PUTTING IT ALL TOGETHER What goes into a well constructed introductory paragraph? What goes into a well constructed body paragraph? What goes into a well constructed conclusion paragraph?

29. What goes into a well constructed introductory paragraph? The structure of the essay is held together in the introduction by the following: Attract Reader’s attention Supply background information and WHY reader’s should care and read your essay. Thesis statement that has a narrow topic, a position or conclusion you want the reader to understand and accept. A plan of development (This is your signaling about how you plan to support your thesis.)

30. What goes into a well constructed introductory paragraph? Common ways to begin your paper: Broad general statement of your subject, narrowing it down until you get your thesis statement. Start with an idea that is opposite of the one you will develop (surprising your readers) “When I started school again, I wasn’t worried about my work ethic and ability to do the work required, after-all, I was not some fresh, confused teenager.” Anecdotes or examples Rhetorical questions Striking or compelling quotation from a respected source.

31. What goes into a well constructed body paragraph? Body Paragraphs – T.e.a.c.h. • Topic Sentence (This is a general statement about your supporting idea or supporting argument. • Evidence (This is information must be credible, relevant, and valid, it could be examples, statistics, expert opinions, or quotations from an outside, credible sources.) • Analyze (What does the evidence tell you? Look at patterns, changes to patterns, or the preponderance of evidence.) • Conclusions (If this paragraph is all that you are going to write, what conclusions do you want your reader to come to after reading your paragraph? If this paragraph fits into a larger essay, what else do you need to say to help your reader begin to reach the conclusion you desire?) • How (How will you connect this paragraph to the next paragraph? This would be a transition statement.) (Note: If your paragraph is the complete writing assignment, you may not need transition statements, and if it is part of a bigger essay, you may save your summary conclusions for later. Also, introductory paragraphs and concluding paragraphs look different from body paragraphs.)

32. What goes into a well constructed conclusion paragraph? • A concluding paragraph is your chance to remind your reader of your thesis idea and bring the paper to a natural and graceful end. • Common Methods of Concluding: • End with a summary and final thought • Restate your thesis in new words, summarize your supporting points • Include a thought-provoking question or series of questions • Questions can grab a reader’s attention and is a direct appeal to think further about what you’ve written. • The questions should follow logically from the points you’ve already made in the paper • Questions should deal with why the subject is important; what might happen in the future; what should be done about the subject; which choice should be made. • End with a prediction or recommendation • Predictions and recommendations take your reader into the future, and involve the reader directly.

33. Composing with source materials: Inserting quotes – Often a writing prompt will ask you to write about something you already know, but the prompt may also provide you with quotes or evidence that you CAN work into your essay. For example, let’s say your prompt goes like this: • The dictionary defines love as ‘an attraction, desire, or affection felt for a person who arouses delight or admiration, or elicits tenderness or benevolence.’ • How do you define love? • Write a paragraph about how you define love, and use at least two of the following quotations as part of your paragraph. • “When my grandma got arthritis, she couldn't bend over and paint her toenails anymore. So my grandpa does it for her now all the time, even when his hands got arthritis too. That's love.” Rebecca- age 8 • “When someone loves you, the way they say your name is different. You just know that your name is safe in their mouths.” Billy- age 4“Love is when a girl puts on perfume and a boy puts on shaving Cologne and they go out and smell each other.” Kari- age 5 • Brain structures and brain chemicals both affect the way an adolescent first dives into romance. In his book Why Do They Act That Way?: A Survival Guide to the Adolescent Brain for You and Your Teen, David Walsh describes it this way. “At around age ten, the body produces androgen hormones. This is when the first crush can occur. It is at puberty when the real awakening of sexual interest and sex drive occurs. This is when "falling in love" can happen. The hypothalamus drives surges of testosterone in both boys and girls and raises the levels of dopamine - the hormone that is responsible for feelings of pleasure. Because of developmental differences, boys and girls have different attitudes toward sex and romance. The testosterone surges in boys lead them to see girls as sexual objects. Adolescent girls tend to be more drawn to boys for the relational aspects of spending time together and talking.” Article Source: http://EzineArticles.com/2028127