While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.
This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.
Broad thesis (arguable, but difficult to support with evidence)
Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.
This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.
Arguable thesis with analytical claim
While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.
This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.
Arguable thesis with normative claim
Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.
This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.
Questions to ask about your thesis
- Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?
- Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?
- Is the thesis complex enough to require a whole essay's worth of argument?
- Is the thesis supportable with evidence from the text rather than with generalizations or outside research?
- Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
- picture_as_pdf Thesis
Browse Course Material
Course info.
- David Custer
Departments
- Mechanical Engineering
As Taught In
- Academic Writing
Undergraduate Thesis for Course 2-A
Course meeting times.
Lectures: 7 sessions for 4 weeks, 2 hours / session
Subject Description
2.ThA focuses on the communication problems encountered in researching and writing a thesis. The class is designed to be 1/3 thesis writers anonymous, 1/3 writing and speaking skills, and 1/3 project organization skills. The writing and speaking assignments culminate in a thesis proposal and an oral presentation.
Text and Other Instructional Materials
No textbook is required; all materials are handed out in class.
Teaching Approach
2.ThA is based on the following premises:
- Writing a thesis is a process that requires continual, focused effort.
- Writing, presentation, and research reinforce each other and all contribute to excellence in the final product.
- Writing and presentations improve with practice; feedback produces better writing and presentations. As a corollary, “practice” at thesis writing is difficult to obtain because an individual only writes a few theses, thus the increased need to learn from the experience of others.
Class attendance and participation lead directly to success in 2.ThA; be sure to attend the classes. Students who miss more than one of the required class sessions will require an excused absence from the dean’s office to pass. (Class meets but 7 times.)
Grading is digital. Come to class; write a proposal in a series of drafts; prepare and deliver a series of oral presentations; live long and prosper.
Term Schedule and Assignments
This class meets six times as shown below. Deliverables culminate in a written thesis proposal and an oral presentation based on the proposal. The proposal and an appropriately signed cover sheet must be turned in to the 2.ThA instructor. Finally, students are expected to fill out a pair of end-of-term evaluations, one MIT form and one 2.ThA-specific form.
2.ThA Deliverables Timeline ( PDF )
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