{"id":2636,"date":"2016-07-12T14:39:36","date_gmt":"2016-07-12T14:39:36","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/?post_type=chapter&p=2636"},"modified":"2017-07-26T00:06:53","modified_gmt":"2017-07-26T00:06:53","slug":"assignment-thesis","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/chapter\/assignment-thesis\/","title":{"raw":"Assignment: Thesis","rendered":"Assignment: Thesis"},"content":{"raw":"

Reading Journal Component #5: Thesis<\/h2>\r\n
\r\n

To Do<\/h3>\r\n
    \r\n \t
  1. By now, you should have read your reading selection in detail. Put it aside. Without referring to it, write one sentence in your reading notebook that summarizes what you feel the overall purpose of the reading was.<\/li>\r\n \t
  2. Go back to the text. Is there a sentence in the text that says something very similar to what you wrote down? If so, quote it. (This is an explicit thesis statement.) If not, say that there is no thesis in the reading. (This is an implicit thesis statement.)<\/li>\r\n \t
  3. Identify 2 topic sentences from body paragraphs as quotes. Briefly explain how each topic sentence relates back to the explicit or implicit thesis statement of the reading.<\/li>\r\n<\/ol>\r\n<\/div>\r\n \r\n

    Worked Example<\/h2>\r\nThe same\u00a0student we\u2019ve been following so far writes this:\r\n
    \r\n

    Reading Journal Component 5<\/h3>\r\n

    \u201cMultiple Intelligences\u201d by Fred Mednick<\/h4>\r\n

    I would summarize the thesis of this article as, Describing what multiple intelligences are, where they came from, and what they do for us to understand them.<\/p>\r\n

    In the essay, the last sentence of the 2nd paragraph seems to say something very similar: \u201c<\/span>The readings and assignments that follow discuss multiple intelligences, provide an opportunity for you to apply them, and a way of determining how to assess students.\u201d<\/span><\/p>\r\n

    Topic sentence #1: \u201cMindy L. Kornhaber, a researcher at Harvard University, has identified a number of reasons why teachers and policymakers have responded positively to Howard Gardner\u2019s presentation of multiple intelligences.\u201d This sentence indicates that the paragraph that follows will be explaining an application of multiple intelligences, which is the 2nd part of the thesis statement. <\/span><\/p>\r\n

    Topic sentence #2: \u201cTo explore your intelligences, visit \u2018Lessons for Hope.<\/span><\/span>\u2019\u201d This sentence addresses the last part of the thesis statement, \u201ca way of determining how to assess students.\u201d <\/span><\/p>\r\n\r\n<\/div>","rendered":"

    Reading Journal Component #5: Thesis<\/h2>\n
    \n

    To Do<\/h3>\n
      \n
    1. By now, you should have read your reading selection in detail. Put it aside. Without referring to it, write one sentence in your reading notebook that summarizes what you feel the overall purpose of the reading was.<\/li>\n
    2. Go back to the text. Is there a sentence in the text that says something very similar to what you wrote down? If so, quote it. (This is an explicit thesis statement.) If not, say that there is no thesis in the reading. (This is an implicit thesis statement.)<\/li>\n
    3. Identify 2 topic sentences from body paragraphs as quotes. Briefly explain how each topic sentence relates back to the explicit or implicit thesis statement of the reading.<\/li>\n<\/ol>\n<\/div>\n

       <\/p>\n

      Worked Example<\/h2>\n

      The same\u00a0student we\u2019ve been following so far writes this:<\/p>\n

      \n

      Reading Journal Component 5<\/h3>\n

      \u201cMultiple Intelligences\u201d by Fred Mednick<\/h4>\n

      I would summarize the thesis of this article as, Describing what multiple intelligences are, where they came from, and what they do for us to understand them.<\/p>\n

      In the essay, the last sentence of the 2nd paragraph seems to say something very similar: \u201c<\/span>The readings and assignments that follow discuss multiple intelligences, provide an opportunity for you to apply them, and a way of determining how to assess students.\u201d<\/span><\/p>\n

      Topic sentence #1: \u201cMindy L. Kornhaber, a researcher at Harvard University, has identified a number of reasons why teachers and policymakers have responded positively to Howard Gardner\u2019s presentation of multiple intelligences.\u201d This sentence indicates that the paragraph that follows will be explaining an application of multiple intelligences, which is the 2nd part of the thesis statement. <\/span><\/p>\n

      Topic sentence #2: \u201cTo explore your intelligences, visit \u2018Lessons for Hope.<\/span><\/span>\u2019\u201d This sentence addresses the last part of the thesis statement, \u201ca way of determining how to assess students.\u201d <\/span><\/p>\n<\/div>\n\n\t\t\t

      \n\t\t\t

      Candela Citations<\/h3>\n\t\t\t\t\t
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      CC licensed content, Original<\/div>