Activity: Thesis Identification
The reading this week stresses the importance of thesis statements, so let’s take a moment to determine your thesis statement before you begin building more detail into your argument. You have worked on your intended argument over the course of the term. In this activity, you will work to find your argument and make sure you are putting that argument into a clear, concise thesis statement. Open your Writing Plan to use the work you have done so far to respond to the following questions, which will help you through the process.
Answer the questions below in another Word document to construct a working thesis statement. When you have finished answering the questions, copy and paste your answers into the textbox below and click Submit.
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What is the problem you will be addressing that is connected to your potential field or major?
State your argument that addresses this problem. Remember, your argument may have changed now that you’ve conducted more research.
What is your first reason or keypoint why your audience should be persuaded by your argument? Can it be supported using the research you’ve conducted so far? Briefly identify the research you will use to support this point.
What is your second reason or keypoint why your audience should be persuaded by your argument? Can it be supported using the research you’ve conducted so far? Briefly identify the research you will use to support this point.
What is your third reason or keypoint why your audience should be persuaded by your argument? Can it be supported using the research you’ve conducted so far? Briefly identify the research you will use to support this point.
Now, combine your answers to questions 2-5 to construct a thesis statement. Your thesis statement should be 1-2 sentences long. Begin by stating the position you will argue, and then go on to list the reasons or major points you will write about in the paper to defend that position. To review an example, feel free to look back to the discussion of thesis statements in 5-2.
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