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  • Writing Tips « Writers Workshop: Writer Resources « The Center for Writing Studies, Illinois

    Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic. Once you have help writing my thesis statement topic, you will have to decide what the main point of your paper will be. Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement. At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

    This paper will analyze the way the simile about Simoisius at 4. As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another.

    These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one get paid to do homework better than another.

    Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper. Like some writers, you might begin with a purpose statement just to get yourself going.

    A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn. Thus, you might begin with something like this:. At some point, you can turn a purpose statement into a thesis statement.

    As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking. Assignment: Discuss the history of the Reform Party and explain its influence on the presidential and Congressional election.

    Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties. If your assignment asks a specific question sturn the question s into an assertion and give reasons why it is true or reasons for your opinion.

    Assignment : What do Aylmer and Rappaccini have to be proud of? Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

    Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

    You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Wpromisthat essay. Drive more details. Find four outstanding help writing a strong thesis statement statement usually appears at austin phd thesis statement? Often do. On the reader. March 4. They understand the sentence that i. Examples of the thesis statement for middle school, our thesis statements need to opinion about.

    Similar academic cause and effect of unemployment essay Resources. Most important writing an essay s. Usually at the end of the first paragraph. Always take a stand and justify further discussion. Take a look at the following examples: Statement of fact: Small cars get better fuel mileage than 4x4 pickup trucks.

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    State ment of fact: Celiac disease is an autoimmune disease. FAQ Actions. Was this helpful? Check your paper for plagiarism in 10 minutes. Generate your APA citations for free! Home Knowledge Base Essay Thesis statement. Date updated: January 10, A thesis statement sums up the main point of your paper. Here's why students love Scribbr's proofreading services Trustpilot. Is this article helpful? Shona McCombes Shona has a bachelor's and two master's degrees, so she's an expert at writing a great thesis.

    She has also worked as an editor and teacher, working with students at all different levels to improve their academic writing. Other students also liked. How to write topic sentences A topic sentence sums up the main point of each paragraph. Use topic sentences to structure your ideas and keep your paragraphs focused. Keep revising until the thesis reflects your real ideas.

    Avoid formula and generic words. Search for concrete subjects and active verbs, revising as many "to be" verbs as possible.

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    A few suggestions below show how specific word choice sharpens and clarifies your meaning. Use your own words in thesis statements; avoid quoting. Crafting an original, insightful, and memorable thesis makes a distinct impression on a reader. You will lose credibility as a writer if you become only a mouthpiece or a copyist; you will gain credibility by grabbing the reader with your own ideas and words.

    A well-crafted thesis statement reflects well-crafted ideas. It signals a writer who has intelligence, commitment, and enthusiasm.

    The perfect thesis statement

    Wright St. Degree Ph. How long does it need to be? Tip : In order to write a successful thesis statement: Avoid burying a great thesis statement in the middle of a paragraph or late in the paper. Be as clear and as specific as possible; avoid vague words. Tip : Check your thesis: Are there two large statements connected loosely by a coordinating conjunction i.Biography of J.

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    Confirm that your help with writing a thesis statement fits the assignment. Read the assignment prompt from your professor or whatever instructions you have for your writing project. Make sure you clearly understand the requirements of the assignment and what the expected outcome is. This will give you clues as to what kind of research you should do, what kind of question your thesis should answer, and what the paper should accomplish.

    If you aren't sure if your idea fits the assignment, ask the teacher. Meet them after class, during their office hours, or send them an email.

    When sending an email, write the name and time of the class in the subject line. Practice brainstorming. Once you have picked a subject, practice a brainstorming activity in which you write down everything you know about the topic.

    This will help you make connections about what you already know and figure out where there are existing gaps in your knowledge. True brainstorming involves simply writing down everything you know about a topic without much care given to the organization, time spent, or outcome.

    But there are several more structured methods of brainstorming that include: Freewriting. Freewriting is an exercise that involves giving yourself a time limit usually minutes and writing continuously until that time is up. This technique involves making a kind of map by jotting down some of your ideas and then visually by color coding or drawing lines between connected items linking items that share some similar traits.

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    Choose reliable, reputable sources and focus specifically on areas that you already know less about. To make a peanut butter and jelly sandwich, you must procure the ingredients, find a knife, and spread the condiments. This thesis showed the reader the topic a type of sandwich and the direction the essay will take describing how the sandwich is made.

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    In other words, unless your purpose is simply to inform, your thesis is considered persuasive. A persuasive thesis usually contains an opinion and the reason why your opinion is true. Peanut butter and jelly sandwiches are the best type of sandwich because they are versatile, easy to make, and taste good.

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    The first style uses a list of two or more points. This style of thesis is perfect for a brief essay that contains only two or three body paragraphs.

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    Are you the kind of person who can rebound- who turns every experience, good or bad, into one from which you can learn something? Pfirman, S. Revised theses : Because modern cinematic techniques have allowed filmmakers to get more graphic, horror flicks have desensitized young American viewers to violence. The pornographic violence in "bloodbath" slasher movies degrades both men and women. Today's slasher movies fail to deliver the emotional catharsis that s horror films did. Is your thesis statement clear?

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    CONVIVE CON EL ARTE es  conjunto de actividades didácticas de apoyo al alumno para un aprendizaje mas singnificativo de su materia de Artes dependiendo cualquiera de las opciones que esté tomando y aplicando el Nuevo Modelo Educativo que a partir de 2018 se ha implementado por la SEP donde quedan perfectamente establecidos cuáles son los Fines de la Educación y el Perfil de Egreso del estudiante de educación básica y de manera muy puntual los Aprendizajes Clave que se persiguen.
Están diseñadas de manera que se va obteniendo un desarrollo gradual  en su contenido teórico y práctico.
La materia de ARTES en este Nuevo Modelo Educativo está en el Área de Desarrollo Personal y Social que contribuyen a que los estudiantes logren una formación integral de manera conjunta con los Campos de Formación Académica y los Ámbitos de Autonomía Curricular. En estos espacios curriculares se concentran los aprendizajes clave relacionados con aspectos artísticos, motrices y socioemocionales.
Estas áreas son de observancia nacional, se cursan durante toda la educación básica y se organiza en Artes, Educación Física, Educación Socioemocional (preescolar y primaria) y Tutoría y Educación Socioemocional (secundaria).
Cada área aporta a la formación de los estudiantes conocimientos, habilidades, valores y actitudes enfocados en el desarrollo personal, sin perder de vista que estos aprendizajes adquieren valor en contextos sociales y de convivencia.
Por medio del arte, los estudiantes aprenden otras formas de comunicarse, a expresarse de manera original, única e intencional mediante el uso del cuerpo, los movimientos, el espacio, el tiempo, los sonidos, las formas y el color; y desarrollan un pensamiento artístico que les permite integrar la sensibilidad estética con otras habilidades complejas de pensamiento.
La Educación Física dinamiza corporalmente a los alumnos a partir de actividades que desarrollan su corporeidad, motricidad y creatividad. En esta área, los estudiantes ponen a prueba sus capacidades, habilidades y destrezas motrices mediante el juego motor, la iniciación deportiva y el deporte educativo. Este espacio también es un promotor de estilos de vida activos y saludables asociados con el conocimiento y cuidado del cuerpo y la práctica de la actividad física.
En Educación Socioemocional y Tutoría, los estudiantes desarrollan habilidades, comportamientos, actitudes y rasgos de la personalidad que les permiten aprender a conocerse y comprenderse a sí mismos, cultivar la atención, tener sentido de autoeficacia y confianza en sus capacidades, entender y regular sus emociones, establecer y alcanzar metas positivas, tomar decisiones responsables, mostrar empatía hacia los demás, establecer y mantener relaciones interpersonales armónicas y desarrollar sentido de comunidad.
El desarrollo personal y social es un proceso gradual en el que el estudiante explora, identifica y reflexiona sobre sí mismo; toma conciencia de sus responsabilidades, así como de sus capacidades, habilidades, destrezas, necesidades, gustos, intereses y expectativas para desarrollar su identidad personal y colectiva.
En estos espacios se pone especial atención en promover relaciones de convivencia que fortalezcan el autoconocimiento para comprender el entorno en el que se desenvuelven, interactuar con empatía en grupos heterogéneos, resolver conflictos de manera asertiva y establecer vínculos positivos con el mundo. De esta manera, se pretende que los estudiantes sean capaces de afrontar los retos que plantea la sociedad actual, desarrollen un sentido de pertenencia a diversos grupos y valoren la diversidad cultural.
Por ello, desde la escuela es necesario impulsar ambientes de colaboración y generar situaciones de aprendizaje en las que los estudiantes valoren la importancia de trabajar en equipo, compartir sus ideas y respetar diferentes puntos de vista. En las Áreas de Desarrollo Personal y Social se evita asignar calificaciones numéricas y se utilizan los criterios suficiente, satisfactorio o sobresaliente para evaluar los logros. Por ello, se promueve una dinámica flexible que permite el trabajo guiado y libre de prejuicios, comparaciones y competencias. En su lugar, se busca favorecer el compañerismo; el reconocimiento personal y el apoyo, así como la colaboración y la confianza para expresar emociones, creaciones, ideas y sentimientos sin el deseo de alcanzar un estereotipo.
En este sentido, el docente asume una función de acompañante en el proceso de descubrimiento, exploración y desarrollo de las posibilidades de sus estudiantes, promueve situaciones de aprendizaje que afrontan de diversas maneras, sin limitarse a esquemas o metodologías rígidas.

Los programas de Artes en educación básica buscan que los estudiantes tengan un acercamiento a las artes visuales, la danza, la música y el teatro, a través de la experiencia. Para ello, en secundaria los estudiantes profundizarán en el aprendizaje de una de las artes, y a partir de sus intereses y de un conjunto de ideas detonadoras, se desarrollarán proyectos artísticos individuales o colectivos.

Para su estudio, el área de Artes se organiza en cuatro ejes que hacen posible, desde la didáctica, dosificar los tipos de experiencia que se propone a los estudiantes:

1. Práctica artística
2. Elementos básicos de las artes
3. Apreciación estética y creatividad
4. Artes y entorno

Estos ejes se despliegan en temas que, en su conjunto, suscitan el desarrollo del pensamiento artístico y promueven aprendizajes conceptuales, procedimentales y actitudinales, con el fin de que los estudiantes reconozcan y exploren las particularidades de las artes, sus elementos básicos, sus procesos de producción y su relación con la cultura y la sociedad.

Cada eje se organiza en temas, como se muestra en el siguiente esquema:

Práctica artística

La práctica artística, como cualquier otra actividad profesional, requiere del desarrollo de una serie de habilidades que permitan su mejor ejecución. La importancia del eje radica en mostrar que estas prácticas no solo se relacionan con la técnica que el artista utiliza, sino también con ideas y métodos de trabajo. Al hacer visibles estos procesos, el estudiante comprende y pone a prueba estructuras particulares del quehacer artístico. Partiendo de su experiencia personal y sus conocimientos, experimenta y desarrolla habilidades cognitivas y motrices a partir de la producción de proyectos artísticos basados en la investigación, conceptualización, construcción, presentación, reflexión y realimentación.

Los temas que aborda el eje, considerando los procesos que intervienen en la práctica artística, son: “Proyecto artístico”, “Presentación” y “Reflexión”.

Elementos básicos de las artes

Las artes son manifestaciones humanas que, a partir de las necesidades primigenias de expresión, organizan de manera única e intencional elementos materiales e inmateriales básicos e inherentes a la vida, para mostrar cualitativamente el mundo. Los elementos básicos de las artes son: el sonido, la forma, el color, el movimiento, el cuerpo, el espacio y el tiempo. A su vez, estos se agrupan en tres temas: “Cuerpo-espacio-tiempo”; “Movimiento-sonido” y “Forma-color”. Su exploración se inicia en lo cotidiano y se va complejizando en cada ciclo formativo, de tal manera que el estudiante pueda usarlos para expresarse, elaborar y analizar obras de arte.

Apreciación estética y creatividad

Para consolidar y ejercitar una forma “artística” de pensar es necesario contar con un espacio que permita la activación de procesos metacognitivos, y desarrollar el pensamiento artístico que a su vez se caracteriza por formular ideas con una perspectiva estética que implica la percepción, exploración y codificación del mundo por medio del sistema sensorial (parte del sistema nervioso, encargada de procesar la información que entra al cuerpo humano por medio de los sentidos).

El pensamiento artístico conecta los procesos mentales con las emociones y sentimientos, para favorecer la indagación en sí mismo, en las relaciones con los integrantes del colectivo artístico, en los proyectos artísticos y en las distintas perspectivas estéticas del entorno. Además potencializa la imaginación y la creatividad mediante ejercicios que permiten generar expresiones propias, recrear obras artísticas partiendo de la sensibilidad personal, e imaginar y poner en práctica soluciones a problemáticas de la vida cotidiana. Este eje se divide en dos temas que agrupan elementos constitutivos del pensamiento artístico: “Sensibilidad y percepción estética” e “Imaginación y creatividad”.

Artes y entorno

Este eje pone énfasis en la contextualización de las artes como patrimonio cultural.

Las manifestaciones artísticas posibilitan identificar cómo es o fue una sociedad en un determinado tiempo y espacio —sus intereses, valores y formas de entender el mundo—, lo que permite el desarrollo de actitudes de respeto y valoración del patrimonio y de la diversidad cultural. Este acercamiento a las artes abona argumentos para alejarse de la idea de que el arte es una expresión exclusiva de unos cuantos privilegiados y que se encuentra desvinculado de procesos sociales.

Se abordan dos temas en este eje: “Diversidad artística y cultural”, que permite explorar las diversas formas de articulación del arte con el ámbito cultural y social, y reconocer que las artes generan múltiples formas creativas y cualitativas de entender y expresar el mundo; y “Patrimonio y derechos culturales”, que permite a los estudiantes explorar su patrimonio cultural inmediato y reconocer el acceso a las artes como un derecho que debe ser ejercido y garantizado con base en lo señalado en el artículo 4º de la Constitución Política de los Estados Unidos Mexicanos, y en el artículo 31 de la Convención sobre los Derechos del Niño.

El estudiante durante el curso utiliza su "CUADERNO ELECTRÓNICO DE ACTIVIDADES" que es al mismo tiempo su cuaderno de apuntes, guía de examen y texto de consulta para proyectos.  Éste, está disponible en la red en 

en donde tiene a su alcance los contenidos de clase (textos, imágenes, audios y videos) desde cualquier dispositivo (smartphone, tablet, laptop, computadora de escritorio, pantallas inteligentes, etc.) inclusive sin necesidad de estar conectados a internet (una vez descargados los contenidos).

Dentro de esta aplicación el alumno también realiza actividades que refuerzan el conocimiento adquirido en clase y son evaluadas inmediatamente por lo que se lleva un registro de calificaciones de manera instantánea.

 

 

Help on writing a good thesis statement

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