Today in class you read the pages of Writing Analytically devoted to identifying weak thesis statements, including these types:
- A thesis that makes no claim. (“This paper explores the pros and cons of”).
- A thesis that is obviously true or a statement of fact (“Exercise is good for you”).
- A thesis that restates conventional wisdom (“Love conquers all”).
- A thesis that offers personal conviction as the basis for the claim (“Shopping malls are wonderful places”).
- A thesis that makes an overly broad claim (“Individualism is good”).
Rosenwasser, David and Jill Stephen. “Five Kind of Weak Thesis Statements.” Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. p. 208.
After you read those pages, you completed an exercise in identifying effective thesis statements, and you also completed an exercise on integrating sources, which included these elements:
- Introducing sources with signal phrases.
- Using parenthetical citations.
- Including an ellipsis in a shortened quotation.
- Inserting brackets when adding or altering information.
For more details on thesis statements and integrating sources, see Writing Analytically (208-12, 231-33).
In Wednesday’s class you will compose a short, handwritten reflective essay focusing on the process of planning, drafting, and revising your analysis