Writing a Research Paper — Thesis Sentence
QuickView
Topic: Projects — Writing Skills
Grade Levels: 9–12
Lexile Range: 1120–1140
Focus Question: What skills made
the following people successful?
From their early years, would you have
predicted them to be successful?
• John Glenn
• Donald Trump
• Frank Lloyd Wright
• Michael Dell
• Howard Schultz (Starbucks
Corporation)
Curriculum Objectives: Students will
understand how to use exploratory
research to narrow a topic, identify
a main idea, and write a clear thesis
sentence.
Key Terms
business model, capitalism,
commodity, conspicuous
consumption, corporate culture,
innovation, leadership, space race,
success, technology industry
Assessment
Project
Students will complete a three-part
process to prepare for and write a
clear thesis sentence to explain the
success of each person listed above.
Lesson Summary
A thesis sentence (which is often called a topic sentence or a
thesis statement) expresses the main idea of a research paper,
an idea on which the writer will build using paragraphs that
contain supporting details. A thesis sentence is generally
written as the last sentence in the introductory paragraph
of a research paper. The introductory paragraph will
include general information that is summarized in the
thesis sentence.
continued on next page
Teaching Tip
The Questia library has several useful tools to help students
and teachers get the most out of the library’s extensive
catalog of books, magazines, journals, and encyclopedias.
One of those tools is the Questia Training Manual, which
provides step-by-step instruction and screen captures that
illustrate the most effective and efficient ways of using
Questia. The Training Manual can be accessed by clicking
the “Classroom” tab on the homepage and then clicking
the link that reads “Click Here to View/Print Training
Manual.” Questia also offers a four-step process on writing
research papers. The first step, “How to Select Your Topic,”
enables users to search the best of the Questia library.
(Students will not be using this feature for this unit so that
they can specify a maximum Lexile value for their readings.
However, they will use the other Research Paper steps in
subsequent lessons.)
Approximate Time Frame
Preparation
1 (50-minute) class period, plus
homework
Project
2 (50-minute) class periods
Successful entrepreneur Donald Trump on the cover of the Times
Literary Supplement.
http://www.questia.com/PM.qst?a=o&d=99957341
PROJECT: Research Paper Lesson 1
Copyright 2006 Questia Media, Inc. Use of this material by any other individual or organization is prohibited.
Lesson Summary
(continued)
Writing a thesis sentence requires writers to do
initial research on the topics of their papers.
Usually, writers will have a general idea of what
they want to write about, but they will need to
gain specific information in order to narrow their
topics. In other words, a thesis sentence is a focus
statement that asserts a claim and determines the
direction that writers will take with their topic.
When conducting research, writers should ensure
that they learn enough details to write a coherent
paper that supports the claim they are making.
Caution students against creating overly general
thesis sentences. For this project, that might mean
writing sentences that simply state that the person
is successful. To explain this to students, use an
example such as the following: “John Glenn is
successful because he is a famous astronaut and
politician.” Explain that this does not make a
claim nor establish a clear direction to go with the
paper. “John Glenn became successful because he
was able to use persistence, courage, and discipline
to overcome the challenges that made his success
unlikely as a young person.” Note that this sentence
asserts a claim that the student should be able to
support with details and examples. It also addresses
both what made John Glenn successful and whether
or not his success was predictable.
PROJECT: Research Paper Lesson 1
Copyright 2006 Questia Media, Inc. Use of this material by any other individual or organization is prohibited.
Project Activities
This project will take two days to complete. On
the first day, students will conduct research in
the Questia library. First, they will complete
the readings on thesis sentences and general
information about all five topics for which they will
write thesis sentences. On the second day, students
will work in groups for the first half of the class
period. In their groups, they will discuss their
readings, create lists of skills that lead to success,
and discuss attributes and circumstances that might
be used to predict success. In the second part of the
class period, students will consider the claims they
wish to make in their thesis sentences. (They will
not be doing in-depth research at this time.) Then
they will write one thesis sentence for each of the
five topics. An example sentence is provided on the
student handout.
Day 2:
• Divide students into small groups to discuss
their research. Have each group create two “topten” lists: one of skills and characteristics that
contribute to success, and one of attributes and
circumstances that predict success.
• Dismiss the groups. Using their top-ten lists,
students should consider the claims they wish to
make in their thesis sentences.
Day 3:
• Have students write thesis sentences from which
to build research papers. Explain that each thesis
sentence should make a general claim about why
the person is successful and whether that success
could have been predicted. Refer them to the
example in the student handout.
Teaching Tip
Procedure:
In order to complete the project, take the following
steps:
Day 1:
• Distribute the student handout for the project
and have a class discussion to find out what
students know about writing thesis sentences. Use
the Lesson Summary to guide the discussion.
Give students some general guidance about how
to conduct research in the Questia library. Explain
that encyclopedia articles provide the most general
information about a subject and will probably be
most useful for this assignment. Biographies will
also be useful. Magazine and journal articles may
contain more specific information that may help
students for this assignment.
• Assign students the Questia selections in the
Materials and Resources section of this lesson
plan. The readings cover the strategy of writing
topic sentences, as well as a single article or part
of a book about each of the five possible topics.
• Instruct students to conduct specific research on
the people they will write about. Ask them to
look for the following things as they research:
why the person is successful and whether that
success could have been predicted from their early
years. Have students write down three factors
that led to the success of each person.
PROJECT: Research Paper Lesson 1
Copyright 2006 Questia Media, Inc. Use of this material by any other individual or organization is prohibited.
Materials and Resources
Questia Resources:
Traditional Materials:
Handouts: Project Student Handout, Project Rubric
Student Resources
Technology Resources:
• Pages 137–139 and 146–148 in Analyze,
Organize, Write: A Structured Program for
Expository Writing by Elizabeth Lynn Jenkins
and Arthur Whimbey, 1987. (Lexile: 1140)
Laptop or desktop computers with Internet access
and subscription to QuestiaSM, The 21st Century
Library
http://www.questia.com/PM.qst?a=o&d=27748768
• Pages 28–30 in Sin Boldly: Dr. Dave’s Guide to
Writing the College Paper by David R. Williams,
2000. (Lexile: 1120)
http://www.questia.com/PM.qst?a=o&d=88980463
• “Glenn Blasts off into History Books Again:
Senator Upholds Status as Hero with His Return
to Orbit” by Bill Sammon, The Washington
Times, October 30, 1998. (Lexile: 1210)
http://www.questia.com/PM.qst?a=o&d=5001430346
• “‘I Am the American Dream, Supersized Version’
Trump Says” by Jennifer Harper, The Washington
Times, October 10, 1999. (Lexile: 1160)
http://www.questia.com/PM.qst?a=o&d=5001314722
• “Frank Lloyd Wright: Building Case for
Genius” by Ellen Sands, The Washington Times,
November 8, 1998. (Lexile: 1120)
http://www.questia.com/PM.qst?a=o&d=5001427122
• Pages 45–48 of The Arc of Ambition: Defining
the Leadership Journey by James Champy and
Nitin Nohria, 1999. (Lexile: 1150)
http://www.questia.com/PM.qst?a=o&d=85926597
• Pages 367–373 of Uncommon Grounds: The
History of Coffee and How It Transformed Our
World by Mark Pendergrast, 1999. (Lexile: 1280)
Additional Links (to be provided by teacher):
Teaching Tip
You must be logged on to Questia in order to access
these links. Logging on to Questia will enable you
to access the entire text of the resource.
National Standards Driving
This Project
The National Council of Teachers of English:
http://www.ncte.org/about/over/standards/110846.htm
• Standard 7: Students conduct research on issues
and interests by generating ideas and questions,
and by posing problems. They gather, evaluate,
and synthesize data from a variety of sources
(e.g., print and non-print texts, artifacts, people)
to communicate their discoveries in ways that suit
their purpose and audience.
• Standard 8: Students use a variety of
technological and information resources (e.g.,
libraries, databases, computer networks, video) to
gather and synthesize information and to create
and communicate knowledge.
continued on next page
http://www.questia.com/PM.qst?a=o&d=99869289
Teacher Resources: Research Topic Page
• “Paper Writing”
http://www.questia.com/library/education/curriculumand-instruction/paper-writing.jsp
PROJECT: Research Paper Lesson 1
Copyright 2006 Questia Media, Inc. Use of this material by any other individual or organization is prohibited.
National Standards Driving
This Project (continued)
National Educational Technology Standards for
students:
http://cnets.iste.org/currstands/cstands-netss.html
• Standard 1: Basic operations and concepts
• Standard 2: Social, ethical, and human issues
• Standard 3: Technology productivity tools
• Standard 4: Technology communications tools
• Standard 5: Technology research tools
• Standard 6: Technology problem-solving and
decision-making tools
PROJECT: Research Paper Lesson 1
Copyright 2006 Questia Media, Inc. Use of this material by any other individual or organization is prohibited.
Name:
Date:
Project Student Handout
Writing a Research Paper — Thesis Sentence
GOAL: For each person or company listed below, create clear thesis sentences that
answer the questions: What skills made the following people successful? From their early
years, would you have predicted their success?
•
•
•
•
•
John Glenn
Donald Trump
Frank Lloyd Wright
Michael Dell
Howard Schultz (Starbucks Corporation)
DIRECTIONS: Your assignment is broken down into three parts. You will have a day to
complete Part One of the project and another day to complete Parts Two and Three.
Part I — Reading and Research
• To gain an understanding of what your thesis sentences should accomplish and how to
write them, read the selections from the Questia resources Analyze, Organize, Write: A
Structured Program for Expository Writing and Sin Boldly: Dr. Dave’s Guide to Writing
the College Paper.
• Using the Questia library, read the provided articles about John Glenn, Donald Trump,
Frank Lloyd Wright, Michael Dell, and Howard Schultz. While you are reading, ask
yourself what skills, qualities, or characteristics made each of these people successful.
What made them stand out from others? Write down three skills or characteristics for
each person and bring them to the next class.
Part II — Group Discussion
• Your teacher will divide you into groups to discuss your readings. Work with your
group to create two top-ten lists: one will be a list of skills that help a person become
successful, and the other list will contain attributes and/or circumstances that
predict success.
Part III — Writing Five Exploratory Thesis Sentences
• Consider your group discussion and the lists you created. Then, consider the claims you
wish to make about each person.
PROJECT: Research Paper Lesson 1
Quick Check Student Handout
Copyright 2006 Questia Media, Inc. Use of this material by any other individual or organization is prohibited.
Name:
Date:
Project Student Handout
Writing a Research Paper — Thesis Sentence
• Write your thesis sentences. Make sure that each statement you write states why the
person is successful and whether that success could have been predicted. Look at this
example to see how you might structure your thesis sentences.
Example: “Though she was diagnosed with color blindness as a child, my mother
became a successful interior designer because of her ability to recognize new trends
before her competitors, make good personal connections with her colleagues, and
employ her creativity to make beautiful homes.”
PROJECT: Research Paper Lesson 1
Quick Check Student Handout
Copyright 2006 Questia Media, Inc. Use of this material by any other individual or organization is prohibited.
Name:
Date:
Project Rubric
Writing a Research Paper — Thesis Sentence
Objectives
Above Standard:
4 Points
Meeting Standard:
3 Points
Approaching
Below Standard:
Standard: 2 Points 1 Point
Research and
Understanding
All five thesis
sentences are
specific, focused,
and show clear
evidence of
exemplary research.
Four out of five
thesis sentences
are specific,
focused, and show
clear evidence of
thoughtful research.
Three out of five
thesis sentences are
specific, focused,
and show evidence
of research.
Thesis sentences
are general and
unfocused and show
little evidence of
research.
Group
Discussion and
Lists
Exemplary
participation
in discussion,
contributes original
ideas to creation of
lists
Adequate
participation
in discussion,
contributes ideas to
creation of lists
Minimal
participation in
discussion, may or
may not contribute
ideas to lists
Lack of participation
in discussion,
contributes nothing
to creation of lists
Thesis
Sentences
All five thesis
sentences clearly
answer both focus
questions and are
grammatically
correct.
Four out of five
thesis sentences
answer both focus
questions and are
grammatically
correct.
Three out of five
thesis sentences
answer both focus
questions; some
grammatical errors
are present.
Fewer than three
thesis sentences
answer both focus
questions; several
grammatical errors
are present.
PROJECT: Research Paper Lesson 1
Extended Learning Opportunity Student Handout
Copyright 2006 Questia Media, Inc. Use of this material by any other individual or organization is prohibited.