If you suggest a particular ordering principle in your thesis and then abandon it, the reader could become confused.
Professors employ a variety of methods to teach students how to compose good thesis sentences. Your professor has likely demonstrated several methods to you. Here we offer sample methods employed by three instructors from the Institute for Writing and Rhetoric: Please note that these methods do not represent a program-wide sense of the thesis and how it should be taught or practiced.
In fact, no such program-wide method exists. Instructors in the Institute for Writing and Rhetoric believe that there are many approaches which can help students compose a good thesis. We offer you these examples with the hope that you will think about their underlying principles and consider how these principles might transfer to the work that you're doing in your classrooms. Professor John Donaghy's method is founded on the understanding that a good thesis comes from good analysis.
In his view, analysis is a complicated process that requires readers to break down a text event, object, or phenomenon into parts, discovering patterns among the parts, and coming up with a theory for why these patterns exist. Professor Donaghy believes that students are initially afraid of analysis. He's puzzled by this fear. In fact, Professor Donaghy argues, we are analyzing all the time: Analysis is necessary for something as simple as crossing the street.
Students can be encouraged to see that they already possess analytical skills that can be transferred to writing papers. To illustrate how analysis brings us to the development of a thesis, Professor Donaghy suggests three steps regarding a simple reading of the following Gary Snyder poem, "Pine tree tops: In the blue night frost haze, the sky glows with the moon pine tree tops bend snow-blue, fade into sky, frost, starlight.
The creak of boots. Rabbit tracks, deer tracks, what do we know. First, when analyzing, students need to be conscious of examining parts of a text, looking for patterns or repeating elements. In a short poem, students can make a number of simple observations, including:. Second, students need to try to determine how these parts and patterns are speaking to each other.
Do these parts and patterns illustrate a similarity? Together form a new observation or idea? In terms of the poem:. Finally, students can put forward a proposition.
Snyder builds his poem on nouns to give power to the "things" in his scene. Or Snyder chooses verbs that seem to yield to the nouns in order to tell us how to behave in the presence of nature. This proposition, with some tweaking, can become a working thesis.
Professor Sara Chaney uses various methods to help her students arrive at a thesis. One that has proven successful is requiring students to examine their assumptions. Professor Chaney begins this instruction by introducing the student to the enthymeme. Like the syllogism All men are mortal; Socrates is a man; therefore, Socrates is mortal , the enthymeme has three parts: The difference is that in the case of the syllogism, the major premise is based on fact All men are mortal , while in the enthymeme it's based on a commonly held belief cheating is unethical, smoking around children is a danger to their health, etc.
As Professor Chaney notes, in many cases the enthymeme is presented with the major premise left unstated: She smokes around her daughter; she endangers her daughter's health. Professor Chaney illustrates the importance in finding the "missing" major premise, arguing that unpacking an argument's unstated assumptions can help students to better analyze the texts they're writing about, and to create better texts of their own. The key question to ask is: What must be true about the world in order for this statement to be true?
Students are asked to put forth all hidden assumptions, large and small. This forces the students to dig beneath the surface of the text, to explore the structure and the nuance of the argument.
In the process, ideas for a thesis will present themselves. Once the students have drafted a thesis, Professor Chaney has a strategy borrowed from David Rossenwasser and Jill Stephen's Writing Analytically for evolving the thesis by putting forward counter-claims.
Students sometimes make the mistake of forcing evidence to fit an overly rigid claim, or of presenting their claim in the form of a list, with few connections between the points. To evolve the thesis, Professor Chaney asks students to begin with their basic claim and then to methodically increase the complexity of that claim through the introduction of complicating evidence. This new evidence forces students to redefine their initial claims and to determine how the counter-claim might or might not be accommodated by their thesis.
For instance, a student may have written the following thesis: Using any of these methods, students will have improved their thesis sentences. Professor Karen Gocsik advises that developing a good thesis is often the result of finding the "umbrella idea. This fit is then summed up in the "umbrella idea," or the big idea that all of their observations can stand under. For instance, in an exploration of the Gospels as rhetoric, a student makes the specific observation that, in three of the four gospels, Jesus is reported as saying dramatically different things during his crucifixion.
This observation by itself won't produce a paper - it's simply a statement of fact, with which no one will disagree. Nevertheless, this observation provokes a broader question: And if so, how do we understand this contradiction? What are the conditions of religious truth? Is there room for a contradiction as important as this? Of course, these questions are too big to be addressed in an academic paper. And so the student returns to the text, still with these too-big questions haunting him.
Reviewing the specific contradictions of the text, he crafts another set of questions: How should we understand the differences we see across the four gospels? What might have inspired these writers to craft this important crucifixion scene differently - particularly when, as is true of the authors of Matthew and Luke, they were using the same sources? The student posits that these differences arise from a difference in audience, historical moment, and rhetorical purpose.
He turns to scholarship and finds his interpretation confirmed. But the bigger questions persist. If the gospels are constructed to serve the earthly purposes of converting or supporting the beliefs of specific audiences, how can they also be considered as true? After doing a great deal of sketching, the student posits that perhaps the differences and contradictions are precisely what communicates the texts' truth to its audience of believers. After all, if the truth of a supreme being is beyond human grasp, then perhaps it requires a many-voiced or polyglossic narrative.
With this idea in mind, the student produces a paper that not only details the variances across the texts, but offers a claim about why an audience of believers are not deterred by the differences.
It is this claim that serves as the umbrella idea, synthesizing the student writer's various observations and ideas. Sometimes, the purpose of a piece of writing is not to make a claim but to raise questions. Other times, a writer wants to leave a matter unresolved, inspiring the reader to create his or her own position. In these cases, the thesis sentence might take other forms: As we've said, not every piece of writing sets out to make a claim.
You'll note that this question, while provocative, does not offer a sense of the argument's structure. It permits the writer to pursue all ideas, without committing to any. While this freedom might seem appealing, in fact you will find that the lack of a declarative thesis statement requires more work: One of the most fascinating things about a thesis sentence is that it is the most important sentence in a paper - even when it's not there.
Some of our best writers never explicitly declare their theses. In some essays, you'll find it difficult to point to a single sentence that declares the argument. Still, the essay is coherent and makes a point.
In these cases, the writers have used an implied thesis. Writers use an implied thesis when they want to maintain a light hand. However, just because the writer doesn't delcare the thesis doesn't mean that she was working without one.
Good writers will have their thesis clearly stated - either in their own minds, or in their notes for the paper. They may elect not to put the thesis in the paper, but every paragraph, every sentence that they write is controlled by the thesis all the same. If you decide to write a paper with an implied thesis, be sure that you have a strong grasp of your argument and its structure.
Also be sure that you supply adequate transitions, so that the reader can follow your argument with ease. In the end, you may have spent a good deal of time writing your thesis and still not know if it's a good one. Here are some questions to ask yourself. Thesis statements vary depending on a particular type of essay you're writing. Here, we provide a detailed guide on how one formulates a rhetorical analysis thesis statement.
Analyzed work can be a text, a speech or a visual argument such as an advertisement or promotional video.
You refer to the author of such work as a rhetorician. Important tools used by a rhetorician include factual evidence and, more importantly, appeals of an emotional pathetic , ethical or logical type.
Generally speaking, appeals represent attempts to earn the audience's approval by making use of fundamental human affinities or shared experience. Pathetic ones here, we use the word pathetic without a negative connotation primarily elicit an emotional response, sympathy or compassion, disappointment, sorrow or anger to persuade the audience of the rhetorician's argument. All thesis statements represent a final element of the introduction section of an essay. They consist of three parts: A thesis statement written within a rhetorical analysis paper could look like this:.
Author name effectively convinces readers viewers of the product quality by pointing to the health or other benefits of using it. Author name fails to persuade the audience of the product quality by using trivial argumentation and appealing to the wrong emotions. But how do you decide what stand to take towards work you're analyzing?
First of all, you should explore the goal a particular text or video is intended to reach. Next, check if the rhetorician has successfully achieved it.
While there is no simple recipe on how to compose a compelling thesis statement for your rhetorical analysis essay, there are a few essential rules to follow:. Read or watch it several times and write down everything that comes to your mind. Include impressions made on you by the author, as well as emotional responses these impressions elicited. Then think of the author's style and rhetorical appeals he utilized to accomplish his aim. These will be subjected to meticulous examination in your paper.
Upon analysis, you will decide on the author's effectiveness in proving his point. What contributed to his success or failure? Now is the time to compose a compelling thesis which provides information on your general position regarding the material you analyzed and the main argumentation that you will discuss in more detail in the remaining parts of your essay.
Examples of strong thesis statements for rhetorical analysis: Jones effectively convinces his audience that through the use of statistics .
A thesis statement written within a rhetorical analysis paper could look like this: Author (name) effectively convinces readers (viewers) of the product quality by pointing to the (health or other) benefits of using it.
Getting Started: How to Write a Rhetorical Analysis Thesis Statement. No sentence of your essay can be annoying and hard to complete as a thesis statement. This is because a thesis is that sentence that servers as your paper’s backbone, giving you direction and controlling the scope of your argument. Revise the thesis statement if you find that the argument of the rest of the rhetorical analysis changes as you write it. The thesis statement must reflect and represent what the rest of the analysis will argue.
strong thesis statements Examples ~ Jones effectively convinces his audience that through the use of statistics and surveys paired with emotional stories. Rhetorical Analysis Thesis Statements. A strong thesis statement Ø Avoids using the first person or phrases like “I believe” or “I think”. Ø Serves as a guide to your essay for your reader. Ø Asserts your conclusion and takes a stand on the author’s rhetorical strategies. Ø States what techniques you will be analyzing, and the impact of these .