What makes a strong thesis statement?

Groups – brainstorm the 3-5 keys

Thesis StatementsGoal

In response to a writing prompt . . .

Students will craft a cohesive, clear thesis statement supported by fluently integrated, strong evidence.

Huh? What’s that mean, Mr. Valach?

After reading a piece of literature (short story or novel), you can take a teacher provided prompt and . . .

. . . write a clear, original thesis statement

. . . support it with strong evidence

. . . craft lead ins that provide sufficient context for the evidence

Thesis Statements

1 (below standard) = attempted claim or main idea, but claim is off prompt

2 (approaching standard) = Minimal claim; relates little to main idea

3 (meets standard) = Adequate claim or main idea; relates to prompt

4 (exceeds standard) = Original & insightful claim or main idea; clear &

supportable

Your Task:1. Individually read through each thesis

statement.2. Rate each thesis (1-4) & write notes to

explain your thinking.3. Share ratings for each thesis statement with

the group. Explain your thinking.4. Discuss & arrive at a group consensus rating

for each thesis statement.

AIn “The Scarlet Ibis” by James Hurst, Brother is both

bad and good, depending on whether he helps Doodle or hurts Doodle, as when he teaches him to

walk, swim and box.

B In “The Scarlet Ibis” by James Hurst, Brother, though self

serving in his motivation, enhances the quality of Doodle’slife and deserves sympathy because of his honesty and

remorse.

Prompt:How does Brother’s treatment of Doodle reflect his motivation and values? Is he a protagonist

deserving sympathy or a villain worthy of disdain?

Thesis Statement Rubric:1 (below standard) = attempted claim or main idea, but claim is off prompt 2 (approaching standard) = Minimal claim; relates little to main idea3 (meets standard) = Adequate claim or main idea; relates to prompt4 (exceeds standard) = Original & insightful claim or main idea; clear & supportable

D

In “The Scarlet Ibis” by James Hurst, the main characters

portray the tangled, emotional mess of sibling relations,

and reveal the insidious nature of all human beings.

E In “The Scarlet Ibis” by James Hurst, Brother demonstrates he isan evil person because of the way he treats Doodle.

CIn “The Scarlet Ibis” by James Hurst, Brother is a villain worthy of

disdain because he pushes Doodle until he dies.

Class RatingsThesis A Thesis B Thesis C Thesis D Thesis E

Teacher Ratings:Thesis Statement A = • 1 - It does not answer the prompt. Makes no clear claim.Thesis Statement B =• 4 - It is an original and creative response. Takes a clear stance &

provides direction.Thesis Statement C =• 3 - Makes a clear claim and provides direction.Thesis Statement D =• 1 - Classic case of sounding deep and insightful, while being off

prompt. It is not clear – all fluff and no substance. Thesis Statement E =• 2 - Partially responds to prompt with minimal claim.

Fixing a ThesisE

In “The Scarlet Ibis” by James Hurst, Brother demonstrates he is an evil

person because of the way he treats Doodle.

E (revised to a 3)

In “The Scarlet Ibis” by James Hurst, Brother shows he is a villainous character

by his self-serving, hurtful actions towards Doodle.

How Did You Do?1. Read the thesis statement you wrote over the weekend

and rate it as it currently is written and WHY?.

2. Share out – big class.

3. Take 10 minutes to revise your thesis.

4. Share your revised thesis with your group. Group – what rating do you give the thesis? Why? What’s strong? What can be improved?

The Do & Don’t List for a Strong Thesis1. Do directly answer the prompt.2. Do make your thesis a single sentence which includes the

author’s name, title of the piece and your claim. 3. Do make a claim that others can challenge or oppose.4. Don’t ask a question5. Don’t use first or second person – I, you, we6. Don’t use “to be” verbs – am, are, is, was, were, be, being,

been. They aren’t descriptive enough.7. Don’t use qualifiers that make you sound uncertain such as

might, maybe, perhaps, etc.8. Don’t use absolute qualifiers that mean everything, all, none,

always, never. These are too hard to prove!9. 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!

10. Do revise and change your thesis as you write. Good writers do this!!!!

In other words…

Words to Avoid:– I, you, we– might– maybe– perhaps– all– none– always– never– am, are, is, was, were, be, being, been

Words to Use:– often– primarily– frequently– too often– regularly– some– many– most

Homework!1. Use the handout as a guide to

revise your working thesis.2. Type your new and improved thesis

& staple it to your original. 3. Next class – finding quality

evidence . . .