英语论文写作标题拟定 Constructing Arguable Thesis精选.ppt

Bibliography for Thesis Help 101 UNC-CH Writing Center [/depts/wcweb/ - accessed October 2000] * CMC Sample Thesis Statement Topic: Literary device – imagery associated with evil. [Note the images/metaphors that the writer uses to describe the antagonists: i.e. Danglars = “demon of hatred”(6); Fernand = “snake”(10).] Thesis: The antagonists in the novel are closely associated with images of evil which dehumanizes them and makes them justifiable targets of divine wrath. * Constructing an Arguable Thesis * The Argument When you write a literary essay, you are making an argument / an interpretation. You will argue that your perspective – an interpretation, an evaluative judgment, or a critical evaluation – is a valid one. Consider the following… * 3 Components of Developing an Arguable Thesis WHAT – plot summary or observation about the text. HOW – the literary devices, concepts, themes, patterns that you choose to prove your claim. WHY (a.k.a. So what? What is at stake?) – the significance of your idea in terms of understanding the text as a whole. This is the arguable part of an analytical paper. * Levels of Commitment This year your goal is to construct thesis statements and to interpret texts on an analytical level (to reach level 3). Level of Writing Question(s) posed Grade Range Level 1: Basic (Plot summary, personal impressions, reactions to text) What? (Plot and textual evidence) Unless linked to analysis, this level is inadequate for IB. (“D”-”F”) Level 2: Analysis (Use of details to engage with the text and to trace patterns) How? If the writing is on grade level, then the student will earn a “B” or “C.” Level 3: Interpretive (Places analysis and textual patterns in a larger context and theme) Why? So what? What is at stake? If the writing is strong and supported with evidence and commentary, then the student earns an “A” (“B” if insufficient) * Levels 2 and 3 The main distinction between levels 2 and 3 is that level 2 asks how parts of a text (lan