Question

The student has written and identified a thesis statement in the paragraph. This statement lays out clear information about what the essay will cover. @tester97

Answer 1

Write your thesis statement. Remember yesterday i told you what this was?

Answer 2

can you help me about it again

Answer 3

I dont remember what i said exactly you are just gunna have to go back and look at it

Answer 4

ok can you tell me what is a thesis

Answer 5

A thesis is the main idea of the essay. Like the topic the essay is going to be about.

Answer 6

ok so is this a thesis

Answer 7

I live in japan and I was killed by the americans that dropped a bomb on me in Hiroshima while I was working in a tin factory

Answer 8

Hold on let me find an example

Answer 9

ok

Answer 10

I know its going to be a lot to read but just do it because it will help you alot

Answer 11

ok thanks boo

Answer 12

Suppose you are taking a course on 19th-century America, and the instructor hands out the following essay assignment: Compare and contrast the reasons why the North and South fought the Civil War. You turn on the computer and type out the following:

The North and South fought the Civil War for many reasons, some of which were the same and some different.
This weak thesis restates the question without providing any additional information. You will expand on this new information in the body of the essay, but it is important that the reader know where you are heading. A reader of this weak thesis might think, “What reasons? How are they the same? How are they different?” Ask yourself these same questions and begin to compare Northern and Southern attitudes (perhaps you first think, “The South believed slavery was right, and the North thought slavery was wrong”). Now, push your comparison toward an interpretation—why did one side think slavery was right and the other side think it was wrong? You look again at the evidence, and you decide that you are going to argue that the North believed slavery was immoral while the South believed it upheld the Southern way of life. You write:

While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.
Now you have a working thesis! Included in this working thesis is a reason for the war and some idea of how the two sides disagreed over this reason. As you write the essay, you will probably begin to characterize these differences more precisely, and your working thesis may start to seem too vague. Maybe you decide that both sides fought for moral reasons, and that they just focused on different moral issues. You end up revising the working thesis into a final thesis that really captures the argument in your paper:

While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.
Compare this to the original weak thesis. This final thesis presents a way of interpreting evidence that illuminates the significance of the question. Keep in mind that this is one of many possible interpretations of the Civil War—it is not the one and only right answer to the question. There isn’t one right answer; there are only strong and weak thesis statements and strong and weak uses of evidence.

Let’s look at another example. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.
Why is this thesis weak? Think about what the reader would expect from the essay that follows: you will most likely provide a general, appreciative summary of Twain’s novel. The question did not ask you to summarize; it asked you to analyze. Your professor is probably not interested in your opinion of the novel; instead, she wants you to think about why it’s such a great novel—what do Huck’s adventures tell us about life, about America, about coming of age, about race relations, etc.? First, the question asks you to pick an aspect of the novel that you think is important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.
Here’s a working thesis with potential: you have highlighted an important aspect of the novel for investigation; however, it’s still not clear what your analysis will reveal. Your reader is intrigued, but is still thinking, “So what? What’s the point of this contrast? What does it signify?” Perhaps you are not sure yet, either. That’s fine—begin to work on comparing scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions. Eventually you will be able to clarify for yourself, and then for the reader, why this contrast matters. After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.
This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Answer 13

so this is a thesis

Answer 14

Yuup lots of examples there

Answer 15

This grammar wants makes me want to commit suicide.

Answer 16

whos grammer

Answer 17

yours.

Answer 18

X'D

Answer 19

"I live in japan and I was killed by the americans that dropped a bomb on me in Hiroshima while I was working in a tin factory"

Answer 20

*Facedesk*

Answer 21

^.\

Answer 22

First, if he/she was killed you cannot say lived

Answer 23

*Live

Answer 24

You use both past-tense and current in that scentence

Answer 25

Needs capitalization

Answer 26

"Dropped a bomb on me in" /.-

Answer 27

You wouldnt want to use I either on something like this

Answer 28

You would want to say something like, "Many people that had been working in factories were killed by the bombing of Hiroshima and Nagasaki."- That is a good thesis statement.

Answer 29

It is one sentence, and explains what will be gone over in the report.

Answer 30

Your welcome.

Answer 31

*You're welcome.

Fail.

Answer 32

That was the joke

Answer 33

*A joke

Answer 34

There is another one in there

Answer 35

Mhmmm sure ;)

Other than that...o-o

Answer 36

yes, there is

Answer 37

Can you find it?

Answer 38

*facesmack* Not what I meant, but okay.

Answer 39

Lulz hush it gun be ok. I just thought this was hilarious

Answer 40

>.<

Answer 41

xD

Answer 42

I would give you a medal...buttttt I already gave it to Alley :P

Answer 43

I dont care xD

Answer 44

Lol k good. Now bye~