NOTES
That's Outta Sight!:
A Practice to Shape Student Views and Understanding of the Thesis Statement
WARM-UP
This is what I need out of this session in order to make me walk away, saying "That's outta sight!":
_____________________________________________________________________
_____________________________________________________________________
AGENDA
Strategies for teaching students the thesis statement's
• definition
• function
• utility
QUESTIONS THAT MUST BE ANSWERED
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
DEFINITION
The definition of the thesis statement can vary from source to source, and most will indicate it
usually appears as the last sentence of the introduction paragraph; is a statement, not a question;
and is arguable. For the purpose of this session, we will use the enumerated components to extend
that definition and to offer a point of reference:
1. general enough to include the topic
sentence of every body paragraph
2. narrow enough so it gives the reader
clear and specific direction
3. when coupled with the topic
sentences, makes a rough plan of the
essay
The person who practices tae kwon do gains discipline,
maturity, and a changed self-concept.
The person who practices tae kwon do gains discipline,
maturity, and a changed self-concept.
The person who practices tae kwon do gains discipline,
maturity, and a changed self-concept.
(Fawcett, twenty12, pp. 55, 57-58)
Fawcett, S. (twenty12). Grassroots with readings: The writer’s workbook (10th anniversary ed.). Boston:
Wadsworth, a part of Cengage Learning.
Bridgett McGowen-Hawkins, Senior Professional Educator
Cengage Learning | Engagement Services
Peer-to-Peer Faculty Development and Consulting
800.856.5727 | [email protected] | www.cengage.com/teamup
DEFINITION
• Usually appears as the last sentence of the introduction paragraph
• Is a statement, not a question
• Is arguable General enough to include the topic sentence of every body paragraph
• Narrow enough so it gives the reader clear and specific direction
• When coupled with the topic sentences, makes a rough plan of the essay
Jot it Down 1
What are some actions with which students are already familiar that rely on an anchor or central core
result a successful final product?
______________________________________________________________________
______________________________________________________________________
Think It Through 1
How might I teach my students the definition of the thesis statement?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Digging more deeply:
a. From where can I encourage students to get ideas for their thesis statements?
______________________________________________________________________
______________________________________________________________________
b. What is the significance of the thesis statement?
______________________________________________________________________
______________________________________________________________________
c. Is it necessary to have a thesis statement every time one writes? Explain.
______________________________________________________________________
______________________________________________________________________
Bridgett McGowen-Hawkins, Senior Professional Educator
2
FUNCTION
• Allows the writer to make a claim that others might dispute
• Tells the reader how the writer will interpret the significance of a topic
• Tells the reader what to expect
Thesis statements. (n.d.). Retrieved from http://writingcenter.unc.edu/handouts/thesis-statements/
Jot It Down 2
Consider the actions/processes listed in Jot It Down 1. What might be the ending result there was no
anchor or core center to an essay?
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______________________________________________________________________
Think It Through 2
How might I teach my students what the thesis statement does?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Digging more deeply:
a. Why is the thesis statement necessary?
______________________________________________________________________
______________________________________________________________________
b. What might happen if a thesis statement is omitted from a writing?
______________________________________________________________________
______________________________________________________________________
c. Is an English/composition/writing class the only place where one uses a thesis statement?
______________________________________________________________________
______________________________________________________________________
Bridgett McGowen-Hawkins, Senior Professional Educator
3
UTILITY
Students should use a thesis statement if they want to …
•
•
•
avoid running the risk of their writing wandering and getting off track.
yield a final product that shows they cared enough to make sure their ideas clearly and
logically connect with each other.
ensure their messages get conveyed as they intended.
Jot It Down 3
Think about the Chaos Toss activity. What is the advantage to including a thesis statement?
______________________________________________________________________
______________________________________________________________________
Think It Through 3
How might I teach my students how and when to use the thesis statement?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Digging more deeply:
a. Is it possible to create a good piece of writing without a thesis statement? Explain.
______________________________________________________________________
______________________________________________________________________
b. How does a thesis statement reduce the likelihood extraneous information will enter a writing?
______________________________________________________________________
______________________________________________________________________
c. How does a thesis statement help the reader?
______________________________________________________________________
______________________________________________________________________
Bridgett McGowen-Hawkins, Senior Professional Educator
4
CHAOS TOSS
Teacher/Classroom Preparation: Four or five small balls and one spider or any odd object that's
about the same size as the balls but is a different shape, color, and/or texture. The bargain bins at
Target oftentimes have some budget friendly options. You need a space without any obstacles in the
middle. Moving desks to the edge of the room to have a large open space is necessary.
Length of Time: 30 minutes
Group Size: As few as six and as many as twenty people. The activity can be completed with more
than twenty, but it takes longer and is harder to keep everyone focused. If there are more than
twenty participants, then it would be best to divide them into two groups. A facilitator is needed for
each group.
Go around the circle to introduce everyone with first names. The students are to say the name of the
person they will be throwing to before they throw the ball. The person receiving the ball must say
"Thank you" and the person's name who threw the ball. Thus the students will learn at least the
names of two people during this activity.
The group and facilitator stand in a circle facing one another. The facilitator tosses one ball to
someone in the circle. Each person then tosses to another (across from them) until each person has
received the ball once. The facilitator is the last one to receive the ball. The group is told to pass the
ball in this sequence without dropping it. Practice this order until the process is smooth and the ball
is not dropped. Then repeat the exercise, but after the first ball is tossed, the facilitator adds the
other balls and the spider to the sequence without warning. The added balls and the spider must be
passed in the same sequence as the first ball. The group must decide how to manage these items in
the same order without dropping a ball or spider.
Debriefing: When the facilitator stops the activity, a debriefing should occur. Through questions,
the facilitator will help the students discover the connection between this activity and thesis
statements.
Ask the students to think of this activity in terms of the thesis statement and essay development.
What would the balls and their uniformity represent? What is the result of having too many balls?
What does the spider represent?
This activity is a great way to help students understand the uniformity of the balls represents the fact
all support offered in an essay must directly connect to the thesis statement, and the result of having
too many balls illustrates the chaos that might occur if one puts too much information in an essay.
The spider is information that does not fit, that does not connect to and/or support the thesis
statement.
Based on activity included in Hurd, J. (2007). Campus companion. Boston: Houghton Mifflin
Company.
Bridgett McGowen-Hawkins, Senior Professional Educator
5