delayed thesis argument definition

ENGL 1302 (English Composition II) Dr. A Iushchenko

• How to Begin
• Database Research
• Internet Research
• Writing and Citing

Your Assignments

Classical-argument Assignment

You are allowed to choose one topic from the assignment prompt that Dr. Iushchenko provides for this essay. (You can find that assignment prompt in your Brightspace course.) Construct your argumentative essay to follow the classical argument structure and provide evidence to support your position. You may include:

• expert opinions/testimony
• hypothetical examples
• logical chains
• personal experience
• statistical data

Delayed-thesis Assignment

You are allowed to choose one topic from the assignment prompt that Dr. Iushchenko provides for this essay. (You can find that assignment prompt in your Brightspace course.) Your choice of topic determines whether you write a definition argument or causal argument. Either way, you will choose an unpopular position on the your topic, and you will adhere to the delayed-thesis structure.

A delayed-thesis structure requires you to begin your paper by addressing the position of those readers who are likely to oppose your position. (Since you are taking the unpopular position in this paper, you will begin by addressing popular opinion.) This method is a rhetorical move that allows you to be build trust with readers who are likely to oppose your position before you present your own position. You do so by first acknowledging the valid points of their argument, which makes readers less resistant when you then transition into your opposing argument.  

Researched-argument Assignment

You are allowed to choose your own topic for this assignment, but you must construct your argument to fit one of the argument styles Dr. Iushchenko provides in the prompt for this essay. (You can find that assignment prompt in your Brightspace course.) Provide evidence to support your position. You may include:

• expert opinions

Thesis Statements

Understand your writing assignment.

• Read your assignment carefully.
• Make sure you understand the assignment requirements:
• Assigned topic (if one exists)
• The goal of the assignment, such as: discuss, explore, relate, compare (or compare and contrast), analyze, etc.
• The word count (or number of pages) you must create
• The type of information sources you are allowed (or required) to use for research
• Format (margin width, font, headers, sections of paper, etc)
• Citation and reference style 
• Any special requirements your instructor has assigned
• The grading rubric your instructor will use (so you can strive to meet the standards it contains)
• Due date(s)
• Ask your instructor if you have questions. It is best to ask your instructor instead of your classmates or other college staff because only your instructor knows exactly what she/he/they expect.
• Make sure the paper you turn in meets all of the expectations you found during this process.

2. Understand the Library Search Features

The video below will teach you the basics of using the MCC Library's search engine (which is located on the library's  homepage ). It includes information on:

• search basics
• the item-preview page
• accessing items
• accessing more information about an item
• Hint: You will need to limit your results to peer-reviewed articles
• Hint: You will need to limit your results by age (no more than 5 years old, but preferably no more than 3 years old)

The video below will teach you to use the cite, share, and save button's on the item-preview screen.

The video below will teach you to find more information about a search result by accessing its record page.

3. Understand Where to Get Help

The boxes below appear on every page of this guide and provide information on where to find help with your assignments.

Get Research and Citation Help

Are you struggling to find research materials, use our library databases, or write citations and references? Our research librarians can help! Just need a little help? Visit the Learning Commons' third-floor desk in the Learning Technology Center (LTC), or contact us via live chat  or email . You can also call us at 254-299-8325. Need a lot of help? Schedule a research consultation  with one of our research librarians. It's their job to help you succeed!

Image courtesy of Adobe Stock.

Academic Support and Tutoring

Academic Support and Tutoring  (AST) provides free tutoring to MCC students (including writing and citation assistance) and free support and tutorials for college-related software.

AST offers in-person support in the Learning Commons, located on the 2nd and 3rd floors of the Learning Technology Center (LTC).  You can also reach out to AST via phone, Zoom, or email.

Use the link above to learn more about AST and locate its contact information and hours. 

Image courtesy of Adobe Stock.

Cynthia Soll, Research Librarian

Cynthia Soll Research Librarian MCC Learning Commons [email protected] 254-299-8343

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Introduction to Stasis Theory

1 How Stasis Theory Helps You Write a Better Paper

By stacie draper weatbrook.

Stasis theory can do three things for you in organizing your writing:

• It can help you organize the flow of your paper by giving background information and context in a way the audience will better understand.
• It can re-define what the argument should be about.
• It can help you narrow your topic so you (and your audience) don’t get overwhelmed by all the information out there.

You’ve been given a writing assignment. You research. You read. You prepare to write. But how do you get the gazillion pieces of information organized in a way that makes sense to you and, ultimately, your audience? The answer involves understanding and being able to classify the types of arguments being made.

Let’s stop here and define “ argument . ” In rhetoric, an argument is “ a claim with reasons , ” not a fight or disagreement, as we tend to use the word in everyday language.

A lot of information goes into the topics and discussions you will research. A lot of claims are being made all at once. If you were researching bees, for example, you might find the following claims in multiple sources as you did research:

• Pesticides should be banned
• Everyone should plant flowers to attract bees
• Mold and viruses threaten bees
• The bee population is declining due to colony collapse disorder
• Almonds and apples are almost entirely pollinated by bees
• “Murder Hornets” attack honey bees
• Local honey helps seasonal allergies
• Honey bees are displacing native bees
• Bees are a keystone species
• Planting native wildflowers helps native bees
• Decreased bee populations hurt the economy
• People can’t survive without bees
• Monoculture is bad for the environment
• Pesticides and toxins threaten bees
• Bees are essential to one-third of the food consumed in the United States

Shopping the Clearance Rack: Identifying and Classifying Claims

Notice these claims are all over the place? Sorting through the information is just as difficult as shopping the clearance rack at Kohls or Macy’s: it’s not an activity for the faint of heart. You’re looking for a great bargain—and it’s there to be found—but the women’s shirts are mixed in with teen graphic tees, career jackets, and pajamas. The different sizes are supposed to be organized on racks by size but are usually more random than not.

When you write, it’s your job to organize and control the flow of information. Your audience will not have the patience to sort through a confusing collection of ideas. That’s your job as a writer. So, just like shopping a clearance rack and sorting through the sizes, colors, and types of clothes for that great deal, you will need to sort through the types of claims you find and settle on a clear claim (does the term “ thesis statement ” sound familiar?) and supporting reasons. Types of claims can be classified into five different levels or stases . Below, the five levels of argument are listed with examples of possible research questions for each of the stases:

FACT ― This level establishes what happens (happened) and verifies details in question.

“Is the overall bee population declining?”

DEFINITION ― This level seeks to classify and name an occurrence.

“Are honey bees actually an invasive species?”

CAUSE & EFFECT ― This level shows the precursors and/or results of an issue.

“Can local honey prevent allergies?”

VALUE ― This level argues how important, common, serious, or widespread an issue is.

“How extensive is colony collapse disorder?” “How dangerous are murder hornets to bees?”

POLICY ― This level proposes an action or solution to an issue.

“How can gardeners be encouraged to plant native flowers to attract native bees?”

The ability to classify claims being made in an argument gives clarity to the situation and can lead to discussion and understanding of the issue.

Ancient Greeks and Romans used the stases to thoroughly discuss matters, especially legal matters. They wouldn’t move onto the next level if a previous level wasn’t resolved. How do these stases play out in everyday life and writing?

Only after a doctor is fairly certain of the symptoms (FACT/DEFINITION), causes (CAUSE & EFFECT), and severity (VALUE) of those symptoms will they suggest a course of treatment or write a prescription (POLICY).

Classical rhetoricians used stases as a way to logically classify and understand the accusations and counter-arguments in legal cases. A judge will not sentence a defendant accused of homicide until the evidence of the case has been established (FACTS). Once the homicide has been classified as felony murder rather than a first degree murder (DEFINITION), the judge can apply the law (CAUSE & EFFECT/VALUE) and hand down a sentence (POLICY).

You would like to go to a new restaurant for lunch but your friends have heard it’s expensive and they don’t want to spend a lot of money. To convince your friends to go, you present them with information they were not aware of―that the lunch menu is actually a good deal, especially if you order the daily special (FACT/DEFINITION). You tell them the atmosphere is fun and modern and it’s worth at least trying (CAUSE & EFFECT/VALUE). Then, you propose going to the restaurant (POLICY).

A student writing a paper proposing bee-friendly gardening tips (a policy -level argument) might first use the stases to help the audience understand the big picture of the issue:

Most people don’t realize it, but bees are vital to food production because they pollinate plants. In the last ten years, beekeepers have reported losing over 30% of their bees. Native bumble bee species are also declining. Most people also are shocked to learn that most bees do not live in hives; nearly 70% of native bee species are ground dwelling. While pesticides are commonly blamed for decreased bee populations, colored mulches and barks also pose a significant risk to bees because the synthetic dyes contain toxins.

This paragraph flows from the facts (bee populations are decreasing and are vital to food supply) to definition (most bees are ground dwellers) to cause and value (pesticides and colored mulches are a significant risk). The audience could then reasonably accept a thesis proposing suggestions or policy for keeping their gardens bee-friendly:

For this reason, it’s essential to use bee-friendly products in your garden.

The rest of the document could focus on the policy of adopting bee-safe gardening practices.

Using stasis theory in the introduction can help move the audience through an orderly set of information in order to introduce the thesis. It can also serve as an outline to discuss each level of the issue.

Static Cling And Waterproof Bath Towels: Start Where the Audience Is

The idea of stasis theory is audience-centered, meaning that in traditional argument or exploration, the writer (also called the rhetor) shouldn’t move past the point where the audience is.

The word “ stasis ” shares the same root as the word “ static ” (as in “ static electricity ” and “ static cling ” ). So, when you don’t start where your audience is, it’s just as bad as getting halfway through a job interview and discovering a random sock clinging to the outside of your dress slacks.

Disagreement often happens when parties aren’t talking at the same level or stasis. When this disagreement happens, it can be a time for contentious name calling or it can be a time for open-minded discussion and discovery. Stasis theory gives a system for identifying when parties are giving claims at cross purposes:

Your spouse or housemate: “Let’s get grey countertops.” You: “Do our countertops need to be replaced? Are they really that old?”

Here, one party is discussing policy: which color should we choose for the new countertops? Meanwhile, the other isn’t sure of the facts/definition : do we even need new countertops?

Stasis theory helps identify the point where discussion needs to occur: do our countertops really need to be replaced? Rhetorician Keith Grant-Davie explains, “The word ‘stasis’ (plural ‘stases’) literally means a ‘slowing down’ or a stopping point. In rhetoric, a stasis is an issue that may be contested or a question that needs to be resolved before the argument can proceed.” As in our example of the bees or the countertops, an audience will be much more receptive to changes they can make if they understand why it’s important.

Even if you present information in a logical order according to the stases, your audience will not always buy into the flow of information you present. Not all information moves smoothly through the stases from fact to policy . Sometimes audiences get “stuck” on a stasis (think static cling again) and will take issue or outright reject a stasis level you take for granted. Notice how this mock Kickstarter campaign derails in its attempt to logically go through the stases levels to encourage the audience to adopt the policy to buy a Fabulous Waterproof Towel:

As you know, there are over 327 million people in the United States, many of whom bathe or shower regularly. Our market research has shown that wet bath towels can be a problem because they are thick and difficult to dry, allowing mold to colonize, especially in more humid parts of the country. Because of this problem, our department has developed the Fabulous Waterproof Towel as a solution. Please contribute to this project today!

The remainder of the Kickstarter campaign would–we can only assume since it’s contrived—focus on why people should adopt the policy to buy into the Waterproof Towel technology.

But alas, this is one idea that’s probably not going to get much traction. Here’s an analysis of how an audience would likely react to the stases of this dubious Waterproof Towel proposal:

As you know, there are over 327 million people in the United States, many of whom bathe or shower regularly.

Here, the audience isn’t likely to disagree. They can quickly look up the population of the United States and because of the qualifier “many” will not disagree that a large number bathe or shower. There seems to be no fact or definition issue here.

Our market research has shown that wet bath towels can be a problem because they are thick and difficult to dry …

The audience might still be on board. Bath towels are thick and do take a long time to dry. That a bath towel will get wet is an effect the audience will likely accept. No issue here, move along.

… allowing mold to colonize, especially in more humid parts of the country.

The audience might take issue at this point, the value stasis. Here is the stopping point: the audience probably doubts the claim that wet bath towels are the huge problem they are made out to be. After all, how many cases of death by bath towel mold have been reported? Yes, bath towels get wet, but they usually dry within a few hours to a day, even in humid climates. Of course, the audience probably knows a simple thing to do is to put the bath towel in the wash after use or simply hang it to dry. Not a big deal. The audience will likely not find the problem of wet bath towels a pressing issue. Here, at the value stasis is the “stopping point,” where the issue needs to be resolved. But how can it be resolved? It’s a waterproof towel, an undeniably useless invention.

Because of this problem, our department has developed the Fabulous Waterproof Towel as a solution. Please contribute to this Kickstarter campaign today!

Because the audience wasn’t convinced at the value stasis that wet bath towels are a widespread and difficult issue, the policy argument, “contribute to this Kickstarter campaign” isn’t likely to be successful. At least we should hope not.

Obviously, the waterproof bath towel example is fabricated, but think of situations in your own life and in the public sphere where people disagree. When this discord happens, it can be a time for shouting, contention, oversimplification, and caricatures or it can be a time for thoughtful listening, open-minded discussion, and respect for differing viewpoints.

What Can Stasis Theory Do For You?

Stasis theory helps organize the flow of information..

You can organize your paper along the natural order of the stases to help your audience follow the information you present. Using stasis theory helps you organize information to help the audience understand the state of the issue.

When you understand the natural levels of argument— fact , definition , cause & effect , value , and policy —it makes it easier to think about your purpose (what you want to have happen as a result of your document) and how your audience will interact with the information presented.

Stasis Theory Helps Writers Find the Interesting Angles.

Understanding how claims are classified helps writers identify how individual claims fit into the overall debate. It’s this ability to sort through information for the audiences that helps us deliver a clear message.

But stasis theory can do more than just help us organize; it can help us identify interesting and surprising angles in a debate. Careful research can help you move beyond the obvious arguments to find new facets in the debate.

Trust me. Your instructor will appreciate a new take on your subject.

Stasis theory not only helps you organize your thoughts, it also helps you redefine the issue and show other ways to look at a problem. To find new ways to look at issues and look for clarification or re-interpretation of facts, new definitions, little-known causes, surprising effects, events and statistics showing overwhelming importance, and the innovative solutions of an issue.

Being able to carefully analyze an issue and classify the associated claims will help you find new ways to look at old subjects.

Stasis Theory Helps Narrow Your Topic.

When we encounter mountains of information about our topic, we often feel compelled to dump everything we know into one paper (true story: my first draft of this paper was over 7000 words). Understanding stasis theory helps pare down the issue to a manageable level and concentrate the bulk of the paper on the necessary stasis. That means you don’t have to cover every stasis or even most of them in detail. Hopefully, that helps you breathe easier. That’s not to say that after focusing your paper about the definition or causes of your issue, your instructor won’t ask you to add some background in the introduction or a conclusion briefly suggesting a solution, but it should be an immense relief to know it’s okay to focus on just a small part of the issue.

Ideally, issues of policy should be decided in public discourse only when all parties can agree on the earlier stases. After all, the intent of this ancient rhetorical strategy was to help audiences arrive at consensus at each level. As you know, however, in the case in our society, polite, respectful discourse aimed at consensus is nowhere near a reality. All sides seem too quick to try to pass laws and enact policy without coming to a proper understanding on the complexities of issues. Rhetoricians Jeanne Fahnestock and Marie Secor explain the value of understanding the stasis of arguments and assert that policy arguments are often premature (5). Still, they insist that stasis theory is an essential tool for discussion and understanding, saying, “We argue about many issues that cannot be resolved well enough for action to follow, but that can be clarified to the extent that we come to know what we do not know” (5). Coming to “know what we do not know” is a powerful literacy skill to help us examine issues and understand their complexity and relevance in personal and public discourse.

Works Cited

Fahnestock, Jeanne R., and Marie J. Secor. “Grounds for Argument: Stasis Theory and the Topoi.” Conference Proceedings—National Communication Association/American Forensic Association (Alta Conference on Argumentation), Jan. 1983, pp. 135–142.

Grant-Davie, Keith “Stasis Theory.” White paper.  www.coursehero.com/file/27255076/Stasis-Theory-KGDpdf/.

Attributions

“How Stasis Theory Helps You Write a Better Paper” by Stacie Draper Weatbrook is licensed under CC BY-NC 4.0

Writing Arguments in STEM Copyright © by Jason Peters; Jennifer Bates; Erin Martin-Elston; Sadie Johann; Rebekah Maples; Anne Regan; and Morgan White is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Thesis Statements

A thesis statement is the controlling idea in a medium of writing..

• Standardized testing may reduce learning because it discourages risk-taking.
• Reading Hamlet as "insane," and therefore as having hallucinated his father's ghost, completely redefines how we interpret the play's ultimate theme.
• Social media overuse may increase depression among users because social media, as a platform, immerses users into a comparative culture.

Statement of Purpose:

In this paper I will argue that standardized testing, used improperly, reduces learning. To do so I will show that an effective education requires 1). student buy-in, 2). real-world application, and 3). a sort of "educational risk-taking," i.e. a curriculum that encourages thinking outside the learning box rather than teaching to a standard.

Through a psychoanalytical reading of Hamlet as "insane," and therefore as having hallucinated his father's ghost, I posit that Shakespeare's classic play explores themes of 1). perception, 2). rational, 3). manipulation, and 4). consciousness.

• This paper will attempt two arguments. First, that a culture of comparison—in person or online—often leads to feelings of resentment and dissatisfaction. Second, that social media platforms like Instagram and Facebook are programmed to immerse users into such a culture, and should therefore be regulated, at least at the personal level.

Question thesis:

• What impact, if any, does "standardized testing" actually have on education? Is it merely a tool for assessment? Or does it become a detriment to learning?
• But what if we read Hamlet's character as neither rational nor sane? If Hamlet only hallucinated his father's ghost, how does that impact the way we read the rest of the play?
• In spite of its enormous popularity, what are some of the consequences of, say, social media use on teenage mental health? Is social media a 'new scourge,' as Jane Smith argues, or simply a tool for connecting grandma with her favorite grandchild?

Delayed Thesis:

Intro : What impact, if any, does "standardized testing" actually have on education? Is it merely a tool for assessment? Or does it become a detriment to learning?

Conclusion : Thus we see, standardized testing may reduce learning insofar as it discourages risk-taking.

Too Broad, Too Narrow

Here's an example of a broad and ineffective thesis:

• Julius Caesar had an important influence on history.

The concept of this thesis is obstructed by several generic words: important, influence, and history. Important influence could refer to how Caesar became a dictator and brought about a civil war, but it could just as likely describe how he solidified the Roman Republic, laying the groundwork for Rome to rise as an empire. The first step to clarifying this thesis is to figure out the main point it wants to bring out, which can often be accomplished by asking questions about your thesis

Returning to the phrase "important influence," what might that specifically mean? Let’s take the reference to Caesar becoming a dictator. What, exactly, about his process to becoming a dictator is important? And, how does it influence history?

By asking questions like these, intended to narrow the thesis, we come to this example below:

• Julius Caesar’s aggressive leadership at the Battle of Alesia led to his establishment as a dictator.

A strong thesis statement often employs concrete words, which reference explicit ideas. Words like Julius Caesar, aggressive, establishment, and dictator are specific enough to keep your reader from getting confused.

Keep in mind that, though pulling out specifics will solve most issues with vagueness, they might exacerbate issues when there’s a convoluted and complex thesis, especially when that thesis has a lot of qualifiers. Typically, an effective way to clarify a dense thesis is to identify the core idea and set it by itself. After identifying the main idea, identify all the qualifying information used to modify the thesis. How much of it is necessary to begin with? Can some of it be addressed later on?

Though not always an appropriate strategy, sometimes reducing initial complexity will increase clarity.

Are you ready to meet with a Writing Center Consultant? Here are some questions we can help you with:

• Does my thesis effectively explain my argument?
• Is there a disconnect between my thesis and the content of my paper?
• Could my thesis be more clear or concise?
• Should I adapt my thesis statement because of new research I’ve found?
• Thesis Statements Quick Reference- https://rwc.prod.brigham-young.psdops.com/00000188-e4bc-d222-a7ea-eefd82000000/thesis-statement-pdf
• Tips and Examples for Writing Thesis Statements- https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html
• Tips and Tools for Thesis Statements- https://writingcenter.unc.edu/tips-and-tools/thesis-statements/

Defining the Argument: Developing Thesis Statements

The definition of a thesis is a “statement that someone wants to discuss or prove” (Merriam-Webster). In academic writing, the purpose of most papers is to convince the reader on a particular point derived from research by the author. The thesis statement is particularly important because it defines the argument for the rest of the paper. An imprecise thesis statement, or one that tries to include too many arguments, can fail to leave an impression on the reader and result in your paper’s argument remaining unclear. On the other hand, a clear-cut thesis statement prepares the reader to be able to accurately understand the arguments laid out in your paper.

A PSG Coordinator’s Experience

Loran Edwards, coordinator for the JALT Writers’ Peer Support Group (PSG), often reads many papers that are still works-in-progress and has assisted a variety of authors with refining their academic papers. When reviewing a paper, questions she commonly asks herself regarding the writing are “What and where is the thesis statement?” and “Where is that central message that acts as the paper’s focal point and guides me through the rest of the paper?” 

In her experience, problems with thesis statements usually arise in either one of two forms. The first is that a paper will contain several different potential thesis ideas, thus leaving the writing without a main focal point on which to hinge. In this case, it is best if the author instead chooses to focus on only one of the ideas to develop into the dominant point in the paper. Also in these cases, all is not lost with the remaining thesis ideas; instead of being discarded, they can be further developed and turned into several different legitimate publications.

The second thesis statement problem that Loran encounters is that a paper has not yet developed a clear central theme. In this case the writer needs to read, research, write, and brainstorm more until a clear thesis idea emerges. 

 So How Do I Develop My Thesis Statement?

Deciding on your final thesis statement will most likely be a result of the lengthy process of genuinely coming to know what your paper is about (University of North Carolina, 2009). Because of this, you should not be too worried about settling on a final statement at the beginning of your writing. With enough research and thought, you should eventually find that one central idea that defines your paper.

The statement itself is usually one or two sentences. In some papers it may be longer, but the rule of thumb is that usually the shorter and more precise a statement is, the better. It could be said that thesis statements are like a door hinge. The door is all of your cumulative ideas and research related to your paper. The wall the door is connected to is the previously established ideas about the topic you are writing about (i.e., background research or information). Your thesis statement, then, is the hinge that solidly connects the two together. Just like a real door and hinge, if your thesis statement is too loosely constructed, then the two parts of the paper (previous background research and your own ideas and research) will not hold together. Another apt analogy is an hour-glass. As in the image below, all of the components in the top half of the glass should flow through the thesis statement in the middle and come out into the bottom half of the glass.

Questions to Ask Yourself During the Writing Process 

Here are some questions to ask yourself during the writing process that can help you refine your thesis statement:

1. Where is my thesis statement?

The thesis statement should as much as possible come early in the paper; preferably within the first third of the writing. This will help keep the reader focused and give the paper a sense of direction from the beginning of the read.

2. Is my thesis statement focused on one idea?

Many writers try to work too much into a single thesis statement. Make sure that your proposed argument can be adequately analyzed and discussed within the allotment of the paper. Put another way, do not try to cram a book’s worth of material into a 3,000 word paper.

3. Is my thesis statement clear?

You ultimately want your paper to be available to the widest audience possible.  Therefore, try to avoid using technical jargon where possible, and keep your words and the meaning easily comprehensible.

4. Does my thesis statement state my personal solution to a problem?

Does your statement reflect your true feelings about the topic you are writing about? Does it specifically express your solution to a problem? The statement should reflect your own viewpoints and solutions, and this ingenuity can translate into a very persuasive argument.  

Example Statements to Help You Find Your Way

Here are a few published thesis statements that provide an illustration of what an easy-to-grasp statement looks like. The statements by Krashen and Farrell & Renandya are great examples of statements that are clear, to the point, and allow the reader to know exactly what the paper is about. The fourth thesis statement, by Lapkin & Swain, gives an example of a statement that goes beyond one or two sentences, but still directly communicates one idea: “What goes on between the original output and its reprocessed form...is part of the process of second language learning.” (Lapkin & Swain, 1995, p. 371).

“The fundamental claim of Monitor Theory is that conscious learning is available to the performer only as a Monitor.” (Krashen, 1981, p. 2) “However, in this article, we maintain that given the lack of evidence of success with this approach to teaching lower proficiency EFL learners and the fact that strategy training places a heavy burden on teachers, an extensive listening approach in the same vain as an extensive reading approach should be adopted.” (Farrell & Renandya, 2011, p. 1) “With the aim of taking into consideration the interests of all concerned parties, this paper will review relevant research and offer some practical advice on planning and executing a balanced and effective TOEIC preparation course.” (Sarich, 2014, p. 17) “This paper argues, and provides data to support the argument, that in producing an L2, learners will on occasion become aware of (i.e. notice) a linguistic problem. Noticing a problem can ‘push’ learners to modify their output. In doing so, learners may sometimes be forced into a more syntactic processing mode than might occur in comprehension. Thus, output sets ‘noticing’ in train, triggering mental processes that lead to modified output. What goes on between the original output and its reprocessed form, it is suggested, is part of the process of second language learning.” (Lapkin & Swain, 1995, p. 371)

Sites for Further Information

If you are in need of more information concerning developing and writing thesis statements, you may find the websites below useful.

• Center for Writing Studies at the University of Illinois at Urbana-Champaign < http://www.cws.illinois.edu/workshop/writers/tips/thesis/>
• Harvard College Writing Center < http://writingcenter.fas.harvard.edu/pages/developing-thesis>
• Indiana University Bloomington Writing Tutorial Services < http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml>

Farrell, T.S.C. & Renandya, W.A. (2011). ‘Teacher, the tape is too fast!’ Extensive listening in ELT. ELT Journal, 65 (1), 52-59.

Krashen, S. D. (1981). Second language acquisition and second language learning. Pergamon Press Inc. Retrieved from < http://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf>

Lapkin, S. & Swain, M. (1995). Problems in output and the cognitive processes they generate. A step towards second language learning. Applied Linguistics, 16 (3), 371-391.

Sarich, E. (2014). A guide to planning and executing a TOEIC preparation course. The Language Teacher, 38 (1), 17-21.

University of North Carolina at Chapel Hill “The Writing Center”. (2009). Thesis Statements . Retrieved from < http://writingcenter.unc.edu/handouts/thesis-statements/>

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

14 Thesis Statement

A thesis or purpose statement:

• Announces the purpose, scope, or direction of a paper
• Tells the reader what to expect by stating  position and supporting points to be discussed
• T3 Strategy
• O/P Strategy

Inquiry-based thesis

The t3 strategy, the o/p strategy.

• O for Observation
• P for Position

Note how the following example fails to properly identify the position in which the writer has taken in response to the context provided through the opening observation regarding societal norms.

How exactly does the author portray isolation in his story?  This becomes clearer in the example that follows, as the writer identifies a theme, main characters, and elements of plot.

The main themes of the essay are defined in the argument presented.  However, it is unclear whether the essay will go on to affirm or refute the claims made in this thesis, establishing a level of intrigue.

Writing That Works Copyright © 2021 by The Writing Center at The University of Baltimore is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Research Writing Process (Book)

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Open Thesis vs. Closed Thesis

Implicit Thesis vs. Explicit Thesis

The thesis is a declarative sentence. It is a clear, specific statement, which states the main point of a the paper, thereby limiting the topic and indicating the researcher’s approach to the topic. For this research paper we will be discussing the difference between the open (implicit) thesis approach, and the closed (explicit) thesis. Open (implicit) thesis: Let’s say you are writing a paper on the relationship between the United States criminal court system and the media. You have read on article related to this topic, but you have not yet begun your research. Still, it is possible for you to arrive at a very basic and general opinion without going into detail, secondary topics, or supporting reasons for your assertion. Broad Topic:  The United States criminal court system and the media. Example of an open (implicit) thesis statement: The media plays too influential a role in criminal court trials. To assist you in formulating your preliminary thesis, ask basic “W” questions that are related to your topic: who, what, when, where, and why? This will help you determine your particular interests and a possible starting point for your research. Based on the topic above, the following list demonstrates the different kinds of questions that can be generated. *Why is the media involved in court cases? *When did the media start reporting court cases? *What is the media’s role in criminal court cases? *What aspects of the media am I going to write about? *What kind of criminal case is it? *When did the case take place? *Where did the case take place? *Who were the people involved in the case? If you are writing a research paper and you have come up with a long list of random questions, select three or four questions that hold the most interest for you. These questions will narrow your focus and help you to plan your research strategy.

Closed (Explicit) Thesis: If you make an assertion and include the reason or reasons which support your assertion, and it is broad enough in scope, yet specific enough to be unified and to perform as a substantial generalization of your essay, you have written a closed thesis statement. The evidence can take many forms: facts, opinions, anecdotes, statistics, analogies, etc., but the essential relationship between the thesis and the major points of support is one of conclusion to reason:   This is believed to be true because… (reasons). Broad Topic:  The United States criminal court system and the media. Example of a closed (explicit) thesis: The media plays a very influential role in criminal court trials because of their access to the people, their bias, and because of the special privileges. Based on the topic that YOU have chosen, ask yourself basic “W” questions that are related to YOUR topic to help you plan your research strategy and form a thesis. (Written by Lisa Tolhurst for the Hunter College Reading/Writing Center, 1998) WHY – WHEN – WHAT – WHERE – WHO – HOW – KEEP GOING!.....

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Delay Theses Samples For Students

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Free Speaking Through Pictures: Thesis Sample

Picture exchange communication system (pecs).

Abstract 3 Introduction .. 4

Purpose . 6

Literature Review . 7 Synthesis .. 15 Method .. 15 Overview of Design .. 15

Results and Discussion 16

Conclusion 27 References .. 31

Good Example Of Thesis On Front-End Process

Patient access, bsc in physiotherapy thesis examples, effectiveness of supported angel heel treadmill rehabilitation on hip fractured patients.

Physiotherapist DECLARATION I, the undersigned Fatih Serkan YILDIRIMER (print name), a student of the Faculty of Public Health of Debrecen University, being fully aware of my legal liability, do thereby declare and certify with my signature that my thesis, entitled

EFFECTIVENESS OF SUPPORTED ANGEL HEEL TREADMILL REHABILITATION ON HIP FRACTURED PATIENT

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