Thesis Statements, Topic Sentences and Analysis

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# Thesis Statements, Topic Sentences and Analysis - PowerPoint PPT Presentation

Thesis Statements, Topic Sentences and Analysis. Common Openings. To what extent How much, to what degree, what quantity Assess Determine degree of accuracy of a given statement Analyze Separate, breakdown into parts, show relationships Evaluate

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### Thesis Statements, Topic Sentences and Analysis

Common Openings
• To what extent
• How much, to what degree, what quantity
• Assess
• Determine degree of accuracy of a given statement
• Analyze
• Separate, breakdown into parts, show relationships
• Evaluate
• Judge, value, rate, rank, show relationships
• Describe/Discuss/Explain
• Give detail, picture, relationships to other things
To What Extent Questions
• “To what extent" requires an answer on a continuum somewhere between "not at all" and "completely or totally."
• Avoid the absolutes since the phrase indicates that the answer is somewhere in the middle.
To What Extent Questions
• "...much more important than..." or "...somewhat true that..." or "...slightly greater factor than..."
• "Although US relations with the Soviet Union were a factor in the decision to drop the atomic bomb, the main reason...."
• Use wording that indicates comparison
To What Extent Questions
• Take a strong position and then leave room for exceptions to your strong position.
• This helps you create an excellent complex thesis.
To What Extent Questions
• “to what extent” requires both a yes and a no response.
• Make it very clear whether your essay is going to argue MORE STRONGLY for the yes or the no view of the issue.
• Something happened to some (how much) extent, but didn't happen completely or totally because...
Thesis Statement
• Without using the word “I” clearly express the historical analysis that you intend to argue.
• Capture the attention of the reader and do not simply restate or reword the question.
Thesis Statement
• Write a COMPLEX THESISSTATEMENT that will answer the entire question.
• The thesis should demonstrate that there was a change over time and, if possible, show there is more than one side to the question.
Thesis Statement
• Some historians say that the U.S. dropped the atomic bomb to scare Russia, but there is even less evidence to show that the U.S. was punishing Japan.
Thesis Statement
• The decision to pursue the atomic bomb was primarily for the purpose of making Japan surrender, while intimidating the Soviets was merely a positive side effect.
Thesis Statement
• The 1950’s were more different from the 1920’s Red Scare than it was similar.
Thesis Statement
• Although there were some similarities between the two Red Scares, the differences were greater.
Thesis Statement
• While they had their differences, the two Red Scares were still overall more similar than different.
Thesis Statement
• Although they still shared the same target, the two Red Scares were greatly different.
Thesis Statement
• Although the fear resulting from the Red Scare in the 20’s was exaggerated, it prepared America for the fear it would experience by a real threat in the 50’s.
Thesis Statement
• Even though both scares were provoked by obvious occurrences, the external forces driving the 50’s Red Scare were more understandable than the unfounded threats of the 20’s.
Topic Sentence-Mini Thesis Statement
• A topic sentences written as a mini-thesis is less likely to lead to a paragraph that only has historical narration (SFI).
• A topic sentence written as a mini-thesis is more likely to lead to a paragraph that includes both narration (SFI) and historical analysis.
Topic Sentence
• In the case of the Rosenbergs, the main prosecution witness was David Greenglass.
Topic Sentence
• Government officials were questioned about communism.
Topic Sentence
• The 1920’s Red Scare developed in the United States after the Bolshevik Revolution.
Topic Sentence
• Although events overseas sparked a fear of communism, this fear was superficial, because these events were not credible threats to the nation.
Topic Sentence
• The Red Scare in the 1950s’, unlike that in the 1920’s actually posed a real threat to the United States.
Topic Sentence
• In the case of the Rosenbergs, the main prosecution witness was David Greenglass, whose testimony was not only questionable, but proved to be unreliable because of his motives.
Topic Sentence
• The strategies of the civil rights movement led by Martin Luther King Jr. were of nonviolence, while the Black Panthers called for more direct action.
Topic Sentence
• The majority of civil rights movement was lead by leaders who supported nonviolence.
Topic Sentence
• As the movement progressed into the later 1960s, violence began to inhibit the goals and strategies for integration and equality with whites.
Topic Sentence
• Nonviolence in the African American civil rights movement of the early 1960s caused the greatest change in national legislation.
Topic Sentence
• African American goals moved closer to reality as their actions and protests demanded the notice of others.
Topic Sentence
• While Martin Luther King Jr. aroused support in favor of a nonviolent movement, other organizations and leaders presented alternatives that were incapable of accomplishing what he had with nonviolence.
Topic Sentence
• The 1960’s was an ideal period for the civil rights movement, since the nation was already in the mood for change as a result of the protests over the Vietnam War.
Describing Versus Analyzing
• Lower scores are given to essays that only describe or narrate what happened.
• Higher scores are given to essays that also analyze.
Analysis Means
• The ability to demonstrate the knowledge of WHY AND HOW rather than a mere knowledge of the historical facts.
Analysis Means
• Going beyond just providing the reader with historical information by making relevant inferences, connections and associations.
Analysis Demonstrates
• That a student has a more in depth understanding of the essay topic and a much higher level of thinking.
Distinguish

Identify

Differentiate

Appraise

Compare

Contrast

Justify

Criticize

Debate

Question

Relate

Solve

Examine

Categorize

Analyzing
Analysis
• The nonviolent approach to combat racial injustice proved to be the most effective approach in helping blacks to gain the respect of legislators as well as bring new legislation.
Analysis
• Therefore, it can be said that nonviolent demonstrations among African Americans brought the most change in national legislation.
Analysis
• Therefore, the aggression and violence of the civil rights movement beginning in the late 1960s did not result in changes for the better, but actually created change for the worse.