Writing introductions, conclusions and Thesis Statements

1. Writing introductions, conclusions and Thesis Statements Changing the Terror…

2. …into something TERRIFIC

3. The Introduction • Your introductory paragraph should do the following: • Be a minimum of 4-6 sentences • Tell the audience what to expect from your discussion (thesis) • Move from general to specific, with the thesis as the last sentence in the intro • Get the reader’s attention • Set the tone for the rest of the essay

4. Strategies for writingIntroductions • Providing background information • Telling a personal anecdote • Beginning with a quotation • Asking a question

5. The conclusion • The concluding paragraph should • Contain a minimum of 4 sentences • Refer back to the main point, but not simply repeat the thesis • Make an observation on what is written • NOT introduce any new ideas • Create a sense of closure

6. What is a Thesis Statement • It is a one- or two- sentence statement that explicitly outlines the purpose or point of your paper. • It is generally a complex, compound sentence

7. Where does it go? • A thesis is normally placed at or near the end of the introductory paragraph.

8. Characteristics • The thesis sentence must contain an arguable point. • A thesis sentence must not simply make an observation -- for example, "Writer X seems in his novel Y to be obsessed with lipstick." • Rather, it must assert a point that is arguable: • “Writer X uses lipstick to point to his novel's larger theme: the masking and unmasking of the self."

9. More • The thesis sentence must control the entire argument. • Your thesis sentence determines what you are required to say in a paper. • It also determines what you cannot say. • Every paragraph in your paper exists in order to support your thesis. • Accordingly, if one of your paragraphs seems irrelevant to your thesis you have two choices: get rid of the paragraph, or rewrite your thesis.

10. A Thesis Statement is a Template • The thesis sentence should provide a structure for your argument. • A good thesis not only signals to the reader what your argument is, but how your argument will be presented. • In other words, your thesis sentence should either directly or indirectly suggest the structure of your argument to your reader. • Say, for example, that you are going to argue that "Writer X explores the masking and unmasking of the self in three curious ways: A, B, and C.” • In this case, the reader understands that you are going to have three important points to cover, and that these points will appear in a certain order.

11. Take a Stand • it takes a side on a topic rather than simply announcing that the paper is about a topic (the title should have already told your reader your topic). Don't tell readers about something; tell them what about something. Answer the questions "how?" or "why?” • it is sufficiently narrow and specific that your supporting points are necessary and sufficient, not arbitrary; paper length and number of supporting points are good guides here.

12. An Equation • thesis statements are basically made up of your topic and a specific assertion about that topic, therefore, • THESIS = TOPIC + SPECIFIC ASSERTION

13. What is not a Thesis Statement • A thesis is never a question:“Have you ever thought about the Alamo?” • A thesis is not an announcement of purpose: This paper is about How Global Warming Is Affecting the Planet. • A Thesis is not a Laundry List: “California has many problems such as air pollution in Los Angeles, traffic on I-5, earthquakes in San Francisco, high cost of living in San Jose and the government has a lot of debt.” • It is not a topic. • A thesis is not a fact!

14. What does a strong thesis look like? • Surprises readers with new information • Challenges the reader • Changes your reader’s perspective • See a theme going?

15. Three rules 1) Answers the question. • Be specific. 2) Takes a position. • The reader should be able to agree or disagree with your position. 3) Mentions the topics for your supporting paragraphs. • Tell how your paper is going to be organized.

16. More Ideas for a good thesis • Don’t use first or second person – I, you, we • Don’t use qualifiers that make you sound uncertain such as might, maybe, perhaps, etc. • Don’t use absolute qualifiers that mean everything, all, none, always, never. These are too hard to prove! • Don’t use “to be” verbs – am, are, is, was, were, be, being, been. They aren’t descriptive enough. • Do use relative qualifiers which show real-world variation such as often, primarily, frequently, too often, regularly, some, many, most. These are much easier to prove!

17. Question: How are deserts of the world the same and different? Thesis 1: I am going to tell you about the deserts of the world. Thesis 2: Deserts of the world, including ones in North and South America, Antarctica, Africa, Australia, and Asia are the same and different. Thesis 3: Although the deserts of the world have many similarities, they are vastly different in terms of temperature, vegetation, and size.

18. Question: Why did the North and South fight the Civil War? Thesis 1: The North and South fought the Civil War for many reasons, some of which were the same and some different. Thesis 2: While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.

19. Before and after statements • Jot down a before and after statement about the subject of health care in America. • I thought about health care this way ________ • Now I think about health care this way ________.

20. A thesis with tension • Moving your reader from the familiar to the unfamiliar • “Surprising reversal” – contrast your surprising answer to a question with your targeted audience’s common answer. • Many believe X (commonly held view), but lately there has been discussion about how we can examine this. I will show Y (this new and surprising view)

21. Give your reader the “so what?”

22. Good or Bad? • What causes violence in children?

23. Good or Bad? • Advertising has bad effects on all of society.

24. Good or Bad? • Toy ads on television teach children to be greedy, competitive, and snobbish.

25. Good or Bad? I would like to discuss how teachers and students can develop better relationships.

26. Good or Bad? • Honesty and trust play an important role in successful teacher-student relationships.

27. Exercise Question: How did Christopher Columbus’ trip to the Americas change the world? Thesis: The life of Christopher Columbus had a lasting impact on the world. Does the thesis: • Answer the question? • Take a position? • Give topics for supporting paragraphs?

28. The End