Facts, Opinions and Arguable Thesis Statements
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This document discusses the key components of developing an effective thesis statement for an academic essay. It notes that a thesis statement should communicate the main idea or argument being made, and that idea should be significant enough to warrant discussion. For an opinion or argument essay, the thesis must take a position and be arguable. It provides an example of a thesis that could be supported versus one that simply states an opinion. The document stresses that when crafting a thesis, one should back it up with reliable facts, credible evidence, valid research, statistics and expert testimony to give an academic argument rather than just an opinion.
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L E A R N I N G O B JE C T I V E S
1. Identify reasons to research writing projects.
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something works or why something happened. In other words, you want to answer a question that you
(and other people) have about the world. This is one of the most basic reasons for performing research.
But the research process does not end when you have solved your mystery. Imagine what would happen if
a detective collected enough evidence to solve a criminal case, but she never shared her solution with the
authorities. Presenting what you have learned from research can be just as important as performing the
research. Research results can be presented in a variety of ways, but one of the most popular—and
effective—presentation forms is the research paper. A research paper presents an original thesis, or
Chapter 11 of was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 license
without attribution as requested by the work’s original creator or licensee. © 2013, The Saylor Foundation.
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://www.saylor.org/site/textbooks/Writing%20for%20Success.pdf
http://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
403
purpose statement, about a topic and develops that thesis with information gathered from a variety of
sources.
If you are curious about the possibility of life on Mars, for example, you might choose to resear.
The Learner, the Curriculum and the Wardrobe
The workshop ran as part of the Learning & Teaching Conference at Canterbury Christ Church University on Monday 30th June 2014. It was co-presented with Lynne Burroughs and sets out to examine and present examples of how e-portfolios (the ‘wardrobe’ of the title) can be embedded within the curriculum, thus allowing students to demonstrate the development of their skills and learning across a range of personal, academic and professional touch points. Furthermore, it is envisaged that e-portfolios could enable students to become 21st century self-reflective practitioners, a critical graduate skill, and to develop ‘multiple voices’ that are suitable for different audiences.
Delegates were asked to consider how e-portfolios could be situated within their own subject and professional disciplines and discuss the opportunities and challenges in embedding such a tool within their own curriculum.
Gvu instruction presentation
The document outlines the scenario and assignment for a library instruction session on researching topics related to the Mississippi River Watershed for a first year composition course. Students will choose a social science topic, formulate a research question, search library databases to find 5 sources (3 peer-reviewed) for an annotated bibliography. The session will help students develop search strategies, use appropriate databases like Academic Search Premier, and understand the research process.
CU Boulder Symposium Keynote: Literacies for Every Season of Their Lives Apr...
Certain fonts may be needed to see the slides correctly
https://www.pinterest.com/buffyjhamilton/fonts/
See https://theunquietlibrarian.wordpress.com/2015/04/25/cu-boulder-symposium-keynote-literacies-for-every-season-of-their-lives/ for links of importance from the presentation.
Quick Library Instruction Assessment Quizzes
This document provides guidance on assessing one-shot instruction sessions through brief quizzes to evaluate student understanding, retention of information, and needs. It recommends developing 3-4 learning outcomes and questions to assess those outcomes. Sample questions are provided covering topics like using the library catalog and identifying scholarly sources. Instructions are given on setting up the quiz in Zoomerang and making the quiz URL mandatory for students. Additional resources on assessment surveys are also referenced.
Mba724 s3 1 writing a lit review (based on caa workshop)
The document discusses the process of conducting a literature review for research. It begins by explaining that a literature review is an essential part of any research project that allows researchers to understand what is already known about their topic of interest. The document then outlines the steps for conducting an effective literature review, including developing keywords, searching various sources, critically evaluating existing studies, identifying gaps in knowledge, and classifying findings. It emphasizes that literature review is an iterative process of searching, reading, and refining one's understanding to narrow down the problem area. The goal is to conclude the review by specifying what missing piece of knowledge the researcher's study aims to address.
Mba724 s3 1 writing a lit review (based on caa workshop)
The document discusses the process of conducting a literature review for research. It begins by explaining that a literature review is an essential part of any research project that allows researchers to understand what is already known about their topic of interest. The document then outlines the steps for conducting an effective literature review, including developing keywords, searching various sources, critically evaluating existing studies, identifying gaps in knowledge, and classifying findings. It emphasizes that literature review is an iterative process of searching, reading, and refining one's understanding to identify areas for further research. The overall goal is to synthesize past work and determine what still needs to be studied.
Riding The Digital Wave Slam2
The document outlines different types of "slam dunk lessons" that teachers can create using digital resources to engage students in higher-order thinking. It describes 5 types of lessons: 1) using a database with challenging questions, 2) using a provocative article/text, 3) using a provocative ad or persuasive image, 4) using dramatic media, and 5) using a "rich site" and essential question to interpret information. The goal is to inspire students and match curriculum standards while challenging students to analyze, synthesize and evaluate information.
Hist105: What is a Historical Thesis?
A historical thesis is similar to an English thesis in that it is a statement or claim that must be proven using evidence. In an online history class, students will develop theses for tests and discussions by presenting arguments supported by primary sources from the time period being studied. Writing will involve crafting theses and supporting paragraphs in discussion forums and essays, rather than a research paper. The goal is to practice constructing and backing up a historical thesis to explain human culture and events in the past.
Librarians as researchers: doing research in your day job
A one-hour presentation and workshop for library staff engaged in, or thinking about engaging in, research. We draw on our experience as former Arcadia Research Fellows and authors of ANCIL (A New Curriculum for Information Literacy) as well as the practical aspects of 'doing research in your day job'. The presentation was accompanied by a worksheet and action plan for participants.
Argument[1]
This document discusses the importance of arguments in academic writing. It defines an argument as making a claim or thesis and supporting it with evidence. The document explains that instructors expect students to develop a point of view on course material and provide evidence, rather than just summarizing facts. It emphasizes finding the main point or claim of an assignment and backing it up with appropriate evidence from the field of study. The document also stresses considering and addressing potential counterarguments to strengthen the position.
Argument lesson
This document discusses the importance of arguments in academic writing. It defines an argument as making a claim or thesis and supporting it with evidence. The document explains that instructors expect students to develop a point of view on course material and provide evidence, rather than just summarizing facts. It emphasizes finding the main point or claim of an assignment and backing it up with appropriate evidence from the field of study. The document also stresses considering and addressing potential counterarguments to strengthen the position.
effective design
The document discusses how to create effective slide presentations using PowerPoint or Keynote. It recommends following the CRAP principles: using Contrast, Repetition, Alignment and Proximity when designing slides. Contrast involves using differing fonts, colors or sizes. Repetition means keeping consistent formatting. Alignment groups related content together visually. Proximity implies relationships by placing items close together. Following these principles can make presentations more engaging versus boring or dull.
Building academic language in science-based subjects
Academic language in the sciences, its features and associated thinking and how to embed academic (complex) language skills in science based subjects at Palmer's College. The hand-outs are mostly not on this presentation.
Building Academic Language at CTK College, August 27-29th 2014
The document provides information about reading habits in the UK population based on a 2005 time use survey. It includes a table showing the percentage of people who read daily by age group. Several photos with captions are also included about math language and vocabulary. Lists of math-related terms, expressions, and vocabulary words are adapted from a book on building academic language.
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- 1. Facts, opinions, and arguable thesis statements Captain Jack Sparrow by flickr user xrrr (Simon Greig) (CC BY-NC-SA 2.0) http://www.flickr.com/photos/xrrr/408989152/in/photostream/
- 2. The purpose of a thesis statement Is to communicate the main idea of your essay However:The main idea or issue should be significant enough so that most of your readers do not ask, “So what?”
- 3. In an Opinion or Argument essay, the thesis statement must be arguable and include your position or point of view.
- 4. Here is an example of a thesis statement that includes an opinion but would not lend itself to developing an academic argument:Johnny Depp is the best actor in the world.
- 5. Here is an example of an arguable thesis statement that can be supported with research, facts, and evidence: Year-round schools will give students the opportunity to learn without forgetting during the summer break; test scores and student achievement will rise if more school districts convert to a year-round academic calendar.
- 6. Fact or Opinion A fact…can be proven to be true. An opinion…is someone’s feelings about a topic or an issue.
- 7. When developing a thesis… Your position should be supported by Reliable Facts Credible Evidence Valid Research Statistics Expert testimony
- 8. Arrrgh! Don’t make your essay walk the plank…. Develop a meaningful and arguable thesis statement Support it with valid evidence Distinguish facts from opinions Remember the difference between an academic argument and chit-chat between swashbucklers!