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How Thesis Controls Argument Assignment
How Thesis Controls Argument Assignment
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
How Thesis Controls Argument Assignment
10/5/2014 Thesis Writing – ENG4U m1, English, 12, University
https://www.virtualhighschool.com/d2l/le/content/61101/viewContent/482326/View 1/3
Thesis Writing
At the end of the play, you will have to write a literary essay. A strong and clear
thesis is of paramount importance to an effective essay.
Dictionary.reference.com indicates that a “thesis” is a short statement, usually
one sentence, that summarizes the main point or claim of an essay, research
paper. . . and is developed, supported, and explained.
So, how do we go about doing this?
Begin by thinking about the work: do patterns exist, do you have questions
about why events happen or way characters behave as they do? Also, if you are
responding to a particular question, which terms are most important? Be sure you
understand what those terms mean as well as how they refer to the literature you
are studying.
10/5/2014 Thesis Writing – ENG4U m1, English, 12, University
https://www.virtualhighschool.com/d2l/le/content/61101/viewContent/482326/View 2/3
Example Essay Question
In Virtual High School’s grade 10 English course, Julius Caesar is the play
studied. Below is an essay question from that course, to serve as an example
(don’t worry if you’ve never read the play – this is just a writing example:
Is Brutus really “the noblest Roman of them all” as Antony suggests? Discuss Antony’s comment with
numerous and specific references to the play.
Given this question, we should have some idea of what the term “noble”
means. And is Brutus more or less noble than other characters in the play?
How will we prove this, or will we disagree with this comment?
We should also know a great deal about Brutus: his actions, his motivations,
and his relationships with others in the play. Speakers always give away
something about themselves when they make statements, so is Antony being
straight-forward here? He has been intensely ironic earlier in the play, so is he
credible when he makes this comment? Think about these comments when
you begin to work with the text and when you begin to write your thesis.
“A thesis should predict, control, and obligate…”
That is, it should give us a general sense of the essay’s direction in the
arrangement of its parts. The thesis should also control the argument by limiting
what is under discussion, and it should obligate; that is, cause us to think in certain
ways by suggesting a proof that will be seen later.
Thesis statements often contain more than a single argument, so how will we
arrange our ideas? Since our best argument in the essay will appear just before the
final paragraph, then our best point in the thesis the final one.
Example Thesis Statement
Antony correctly claims that Marcus Brutus is “the noblest Roman of them all” because Brutus is unfailingly respectful to his wife and servant, he fights valiantly at Philippi in the final battles, and he acts only in the best
interests of the Roman republic, even in his assassination of the leader, Julius Caesar.
10/5/2014 Thesis Writing – ENG4U m1, English, 12, University
https://www.virtualhighschool.com/d2l/le/content/61101/viewContent/482326/View 3/3
assassination of the leader, Julius Caesar.
Note how the ideas seem to become larger as the thesis continues. I’ve
included three ideas here. The largest argument, the one which deals with
Brutus’ motives and the correctness of his actions will take the most time and
require the best proofs from the play, so be sure to collect support for your
ideas as you read.
Your thesis need not contain three ideas, but let it act as a blueprint for you,
as a guide. In this way you can break down the arguments and argue each
one individually, making the task easier by allowing you to focus on one
argument at a time.
How Thesis Controls Argument Assignment
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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