Priory School Senior Thesis Handbook

ST. LOUIS PRIORY SCHOOL SENIOR THESIS HANDBOOK

Table of Contents

Definition and Purpose of the Senior Thesis

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Finding a Topic

5

Advisor and Reader Assignment

6

THESIS I: Prospectus Schedule

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Reading for the Senior Thesis

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The Traditional (Argumentative) Prospectus

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Developing a Thesis

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Example 1: Crafting an Arguable Thesis – Harvard University

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Example 2: The Thesis – Bowdoin College

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Prospectus Evaluation Guidelines

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The Creative Prospectus

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Creative Prospectus Evaluation Guidelines

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The Creative Writing Prospectus

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Creative Writing Prospectus Evaluation Guidelines

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Thesis II: Argumentative Paper Winter Schedule

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Sample Outline

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Drafting the Paper

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Writing Advice

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Thesis II: Argumentative Paper Evaluation Guidelines

31

Advisor and Reader Assessment

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The Creative Thesis

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Thesis II: Creative Evaluation Guidelines

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Definition and Purpose of the Senior Thesis The senior thesis is the product of scholarly, scientific, or artistic work of high academic quality. The character of the work leading to the senior thesis is expected to be more advanced than normal course work and should involve an unusually high level of initiative, independence, organization, and effort. A traditional, senior thesis should perform the following tasks: ● ● ● ● ●

Define a research question, and formulate and advance a clear argument or set of arguments Gather, present, and analyze evidence in support of its argument(s) Review and engage scholarship of others on the subject Attempt to assess the strengths and weaknesses of others’ scholarship in relation to one’s own argument Relate its conclusions to a larger context

A thesis must have an argument. It should not be a passive view of existing literature, a summary of facts, or a mere description of past events. The thesis must have a clear motive that explains to the reader why the thesis is worth reading. In other words, the thesis should have an answer to the question “so what?”

To be successful, a thesis need not be entirely comprehensive or convincing in every aspect but at its core it must have an argument. An effective thesis will address counter-arguments and objections, as this reveals clearly the depth and range of the student’s reading and thinking. The presentation of the student’s own reasoning and conclusions is central to the writing of the thesis. While a thoroughly researched thesis is always preferable to a poorly researched one, a carefully argued thesis that rests on inconclusive evidence is preferable to a sloppily reasoned or logically confused thesis that presents an abundance of details and citations.

Students who have demonstrated an unusual degree of curiosity and productivity in their junior year Fine Arts, English, and Computer Science* courses may elect to complete a Creative Thesis. While success in these courses in the junior year is necessary for the pursuit of a Creative Thesis, it is not sufficient. The students’ work should demonstrate originality, and their work process should indicate significant initiative as well as effective time management skills. In addition, these students will have produced work that is both conceptually and technically superior to their peers. In other words, the Creative Thesis is not an opportunity to try something new or present a hobby unrelated to any curricular work as the basis for a Creative Thesis. While Fine Arts, English, and Computer Science represent a broad range of possibilities, each Creative Thesis should exhibit the following traits (as contained in AP Fine Arts Evaluation Criteria): - an original idea or set of ideas - purpose and direction - decisions executed with authority and confidence - technical competence - manifest effort in pursuit of a creative challenge Students who elect to complete a Creative Thesis are required to complete their preparatory work in the fall term as an Independent Study in addition to completing Thesis I: Prospectus as their English requirement. * As Computer Science is not a required course in the high school program of study, approval for a student in this area will be considered on a case-by-case basis.

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A senior thesis is a two-trimester project, Thesis I completed fall term and Thesis II completed winter term, which will receive a letter grade at the conclusion of each trimester. The student will receive narrative feedback from his English teacher and Thesis Advisor in the fall term, and from his Thesis Advisor and Reader in the winter term. This feedback will pertain to the required elements of the project, and to how the student is engaging with the project.

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Finding a Topic As an Arabic proverb teaches, “Knowledge is a sea without shores.” There is no limit to the amounts of facts and details you can accumulate about the world. The more knowledge you assimilate, the more questions arise. The researcher looking to master a topic simply by reading everything on it soon finds himself truly “out at sea.” The smart swimmer avoids drowning at sea by charting a course before reaching the deep waters. The first step towards charting your course is to select your topic. By spring break, you will be asked to submit the Thesis Request Form, which includes a one-paragraph description of the topic on which you wish to work. This brief description will serve as the basis on which you will be assigned an advisor and reader.

At this point it is sufficient to have selected a general area of focus, for example. Attached to the Thesis Request Form is a sample list of both previous topics explored by former Priory students and suggested topics provided by Priory faculty to encourage you begin to think about possible areas for your own work. It is important to realize that most of the examples provided are merely thesis titles and are not developed thesis questions or statements. The process of moving from a generalized topic to a thesis question and then to an arguable thesis statement requires a sufficient amount of reading and time and will constitute the significant portion of the Thesis I experience.

The sample thesis topics have been categorized into one of six principle areas of scholarship: I. Theology II. Humanities III. Language and Literature IV. Natural Science and Mathematics V. Law and Ethics VI. Creative (Creative writing, Fine Arts, Computer Science) Recognizing that many of these theses can be listed under more than one area, students may find it helpful to begin by aligning their own interest(s) within the context of a broader area of study and then narrow the focus of their topic accordingly. For the Thesis Request Form, it is sufficient to have selected one of the six principle areas from the list above and then a preliminary topic similar to one of the exemplars provided. The required one-paragraph description should relate to this preliminary topic and address the relevant background you bring to the topic (i.e. prior coursework, extra-curricular involvement, special skills and interests, etc.).

Note: Students are permitted to select a topic not included on the sample list but, in doing so, should be able to situate the topic into at least one the six major areas of scholarship. Moreover, students are encouraged to consider topics that directly develop from their completed or anticipated curriculum while at Priory.

Taken/adapted from: "Senior Thesis Guidelines." Goucher College, Spring 2022, goucher.edu/registrar/documents/Senior-Thesis-Guidelines.pdf. Accessed 20 Oct. 2022.

"Senior Thesis Guidelines: Writing in Near Eastern Studies." Princeton University, 2022, nes.princeton.edu/academics/undergraduate-studies/senior-thesis-guidelines. Accessed 20 Oct. 2022.

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Advisor and Reader Assignment The thesis committee is responsible for making Advisor and Reader appointments using the submitted Thesis Request Forms. The committee makes every effort to appropriately assign Advisors based on the particular, student-selected topic, and faculty area of expertise. Students will receive their Advisor assignments the first week of fall term, and are required to contact their Advisors for a preliminary meeting to begin the conversation surrounding the further development of the topic. Assignments from Thesis I: Prospectus will be available to Thesis Advisors and Readers electronically. The Advisor will confer with the English teacher throughout fall term; the English teacher, in consultation with the Thesis Advisor, will assign the final grade in Thesis I. In the winter term, the Thesis Advisor is required to send an email progress report to the student, parent, and Thesis Coordinator before Christmas break. The Reader is responsible for providing a written, narrative comment, which addresses each of the categories on the evaluation guidelines per the schedule of deadlines. The Advisor assigns the final grade for Thesis II, in consultation with the Reader.

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THESIS I: Prospectus Schedule (Tentative)

Weeks 1 & 2: Reading Consider Thesis Question and Motive: What am I trying to argue? and Why is my question important?

Lesson: Online instruction (NoodleTools, Easy Bib, etc.) and in-class instruction with MLA Handbook Submit the beginning of correct Works Consulted (3 or 4 sources) Goals: thoughtful reading; get the WC entries correct from the beginning; begin asking questions Weeks 2 & 3: More Focused Reading Consider: Who else has tried to address my question or written on this topic? and What are their arguments?

Lesson: Annotations for sources (look at examples) Begin to compile an extensive List of Opposing Issues / problems / arguments Submit expanded WC with detailed annotations (5 or 6) and list of opposing issues Confer with teacher to discuss WC and list of issues Goals: begin to grapple with the salient issues/questions; move toward shaping an argument Weeks 4 & 5: Moving Toward a Thesis with More Reading Consider: What am I trying to argue? and How is my position/argument better than others’? and How will my own research contribute?

Compose preliminary thesis Lesson: Constructing an effective thesis (look at examples, consult Thesis Handbook, etc.)

Construct a preliminary outline with details, based on thesis READ MORE: with a more focused argument, consider more relevant sources; expand WC with Notes & Annotations Submit preliminary thesis and expanded Works Consulted with more relevant entries Confer with teacher about thesis statement and notes, and discuss shape/prelim outline (i.e. begin to organize sections for the paper) Goals: Begin to clarify argument and visualize the shape of the paper Weeks 6 & 7: Clarifying Argument and Organizing the Paper Revise and Sharpen Thesis (after conferring with teacher) Lesson: Detailed Outline (discuss examples) Submit Revised thesis and Outline Confer with teacher about detailed outline Goals: Have clear, informative thesis and detailed outline that will indicate what the paper will look like Weeks 7 & 8: Develop Outline Lesson: Discuss how to fill-in outline with detail to prepare for writing (specific sources as evidence) Submit: Revised Expanded Outline, updated annotated bibliography Weeks 9 & 10: Begin writing…?

Confer with teacher about all documents; consider involving the advisor (definitely could happen sooner) If ready, begin writing.

DUE for Final Grade: • Full annotated Works Cited, compiled in correct MLA style • Clear, informative thesis statement • Detailed, organized outline • (Maybe) Beginning of Draft 7

Reading for the Senior Thesis A critical step in writing a thesis is converting your topic of interest into a research question that lends itself to an arguable thesis. A properly constructed question gives direction to your research and focus to your writing. Many students will gradually make their way to a question only after they have acquainted themselves more fully with the literature on their topic. The importance of reading extensively in your area of interest, primarily during Thesis I, cannot be underestimated.

The first thing to keep in mind when you begin reading for the senior thesis is that there are different levels of reading. Mortimer Adler, in his classic guide How to Read a Book (rev. ed., with Charles Van Doren, Touchstone, 1972), enumerates four such levels of reading: the elementary, the inspectional, the analytical, and the syntopical.

The ability to practice the elementary level of reading is presupposed for anyone working on a senior thesis. The other three levels are the ones that require some explanation since each of these levels is necessary in order to write a cogent senior thesis.

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Inspectional reading: “Think of yourself as a detective looking for clues to a book’s general theme or idea, alert for anything that will make it clearer” (Adler 35-36).

This can be described as systematic skimming or pre-reading. It is an essential skill for anyone who faces a due date and who therefore has to work within definite constraints of time. Adler suggests first a close examination of the title page and of the preface, if the book has one. Then proceed to the table of contents in order to recognize the author’s plan and what parts may be useful or relevant for your research. Proceed to the index and look up keywords that relate to your topic. Turn the pages, reading a few lines of those portions that may be useful for your research. Then read the last two or three pages of the book since the conclusion often gives a useful summary of the author’s intention.

2.

Analytical reading: “Every book has a skeleton hidden between its covers. Your job as an analytical reader is to find it” (Adler 75).

After doing inspectional reading, a given article or book or chapter of a larger work may warrant close reading and in-depth analysis. While doing such close reading, try to determine the author’s unifying idea. Identify key words and concepts and explain them in your own words. As you do so, be attentive to the possibility that the same words may be used with different meanings or nuances by different authors who write about the topic you are researching. Then outline the book, or at least the part of the book that is most relevant to your topic.

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Syntopical reading: “[This is] to a large extent an exercise in translation… We must begin to build up a set of terms that first, helps us to understand all of our authors, not just one or a few of them, and second, helps us to solve our problem” (Adler 319).

What this type of reading entails is a precise defining of the issues that are to be addressed, with careful delineation of what the thesis writer is not seeking to establish. The refinement of terminology and the clearer definition of the scope of the thesis should take place as the student reads books and articles.

While doing research, the reader should try to be as objective as possible and to enter—at least methodologically and for the sake of the larger argument—into the thinking of the author. The goal is not to remain “neutral”; after all, to state a thesis is to take a stand. Rather, the goal is to be as objective as possible in reading comprehension, so as to be able to weigh an author’s arguments against those of other authors.

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The Traditional (Argumentative) Prospectus In order to more fully develop a research question and subsequent arguable thesis, the work done in Thesis I will be used to craft a prospectus. A prospectus lays out your research question, explains the motive, and points the research in the direction it will take with an outlined plan of writing. A prospectus is a preliminary map or plan laying out where you think you are, where you wish to go, and how you intend to get there – i.e. the type of evidence that will help you address the arguments surrounding your research question. Each of these components is distinct, but each is bound to the other. A change in one will necessitate a change in the others. It is important to think about the relationship between your question, your evidence for supporting a given argument while refuting others, and the overall presentation of your reasoning so that as you begin to revise one of these elements, you will make appropriate changes to other ones. The exercise of drafting a prospectus compels you to conceive of the thesis and its research and writing holistically.

By giving structure and direction to the process of research from the beginning, the prospectus can save you a lot of grief. Drafting a prospectus will help you to identify whether you have a properly framed research question, relevant and accessible evidence, and a feasible thesis. A prospectus should, as a rule, address the following three questions, each of which points to the central tenet of your paper, “What am I trying to argue?”

These questions, along with your central thesis statement, will be assessed using the Thesis I: Prospectus Evaluation Guidelines contained in the handbook. While these guidelines should be referenced throughout the Thesis I experience, it is not expected that students will have completed answers to the respective questions, or a fully-developed thesis statement, before the final prospectus. Instead the quality of each answer should be discussed in terms of the expectations contained in the guidelines as students prepare and submit working drafts of their assignments.

Question 1: MOTIVE. Why is my question important? Why should the reader care? Or, in other words, what is my motive?

A good question will intrigue the reader, address an issue of importance, frame your study, and give it direction. Scholarship is a public endeavor, not a private indulgence. Thus, when formulating your question, you will need to give some thought to motive, the reason(s) why your work will be worth reading. What you will need to do is make clear to yourself and then the reader how your research relates to what is known on the topic and published in the research. Motive can take many different forms and combinations, including one, or more, of the below: ● ● ●

A consensus on this topic does not exist and interpretations differ. My thesis weighs in on this dispute by comparing the interpretations and contends…

The conventional wisdom on this topic is flawed. My thesis will demonstrate this by…

The standard theory tells us to expect ‘x’ in such cases, yet here we see ‘y.’ The reasons for this discrepancy are…

Your advisor can help you convert your enthusiasm for a topic into a proper research question, however, do not expect that your advisor will hand you a pre-formed research question. The more reading and thinking that you do will lead to a better question with an obvious motive.

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Question 2: SOURCES and SUBSTANCE. Who else has tried to address my question or written on this topic, and what are their arguments?

Scholarship, such as writing a thesis, has a paradoxical nature. On the one hand, in its conduct it is generally a very solitary pursuit. On the other hand, it can be innately public in its purpose. An essential aspect of this type of work then is relating one’s own ideas to those of others. That relationship may take different forms. Your goal might be to challenge received wisdom head-on, to extend that wisdom further, or to identify and fill in some holes missed by others. Doing so typically clarifies and sharpens one’s own assumptions, and in the process makes it easier to write a thesis. Once you know more clearly what you are arguing against, you can define more precisely what you are arguing for. That, in turn, tells you how to build your case and arrange your evidence.

To be able to address the question of who has written on your topic and what their arguments are, you need to do research into peer-reviewed academic, scholarly resources such as books and journal articles.

Webpages are fine resources as well, but require more discernment on your part to ensure that they are credible and authoritative. To give evidence of your reading and preliminary research, you will compile an ANNOTATED BIBLIOGRAPHY using correct MLA 9 format. For any book you select, you have to give evidence of its availability, at a local library, preferably Saint Louis Priory School Library, in the form of its call number. Just doing a Google search or using Amazon does not constitute research. Journal articles have to be accessible in full-text format, as abstracts or book reviews are not sufficient. The ANNOTATED BIBLIOGRAPHY will contain the following elements: -

A bibliographic entry in correct MLA 9 format for each source Annotations: Each annotation (generally 1-2 paragraphs) must contain a summary of the article content, main arguments and an indication on which side of the argument the source falls and how this relates to your research question. Just copying the information from the book jacket or from the article summary does not count. The annotation has to be based on your actual reading of the webpage/article or selective reading of a book source. If you do otherwise, your advisor and reader will be able to tell very easily. Specifically, in addition to the annotation, for each o Book: You need to add the Call number and Library of origin (or persistent URL or document ID in case of ebooks) o Journal article: printed out full-text article or persistent URL to online article o Webpage: URL and brief explanation of why this webpage is credible

Consider these examples of annotations: Book Washington, George and Nathaniel Greene. Military Strategies: On a Limited Budget. Colonial Press, 1799.

Geared for both a broad audience and professional military historians, this book provides an insight into the financial crises involved in the war. The authors show the importance and reliance on foreign currency and support in the prosecuting of the war. The authors share their first-hand experience of deprivation and include a list of books that they used in planning military strategy. By common consensus the authors were the best American generals and so their book is a valuable resource in understanding the relationship between economics and strategy. Chapter Two of the book is particularly useful since it contains Washington’s and Greene’s plans for the Battle of Manhattan.

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Website Turner, Savannah. “Lightning Safety Awareness: A Threat to Lives and Infrastructure.” Office of Response and Restoration Blog. United States, National Oceanic and Atmospheric Administration, Office of Response and Restoration, 14 Jul. 2020, blog.response.restoration.noaa.gov/lightning-safety-awareness-threat-lives-and-infrastructure. Accessed 21 Oct. 2022.

This is a government site blog on the topic of lightning safety. The site is comprehensive ­and covers topics such as the science of lightning, indoor and outdoor safety, and the medical care of lightning victims. Photos and other graphics make the site interesting and easy to understand. No spelling or grammatical errors were found. The information appears to be credible and objective and includes extensive links to other sites. There were no dead links found. There is a link to contact information, along with links for Comments.

Article Holle, Ronald L., et al. “Deaths, Injuries, and Damages from Lightning in the United States in the 1890s in Comparison with the 1990s.” Journal of Applied Meteorology, vol. 44, no. 10, Oct. 2005, pp. 1563–73. EBSCOhost, https://doi.org/10.1175/JAM2287.1.

This is a scholarly journal article with graphs and illustrations detailing lightning fatalities in the United States.

The lead author has been a research meteorologist for the National Oceanic and Atmospheric Administration since the 1960s. The other authors are R. Lopez of Simpsonville, South Carolina, and B. Navarro who is affiliated with Weathernews in Norman, OK. Because of the authors’ credentials and the fact that the article is published in a scholarly journal with numerous references, it seems credible and reliable. The date of the article does not detract from the information presented; however, the data only covers fatalities up to 1994.

Adapted from annotation examples by Indian River State College Library and Taft College Library.

Question 3: PERSUASION/CONTRIBUTION. Why is my argument better than the preceding ones? How will my own research contribute?

Your thesis must speak to the existing literature, but it must not merely echo it. Thus, your prospectus should address how or what your argument might add to our current knowledge. The contribution can be modest, and in the case of a high-school thesis it almost certainly will be. It can be enough for a thesis to compare and contrast two competing interpretations of a given event or phenomenon and to conclude in favor of one or to identify the strengths and weaknesses of both. Revisiting old arguments with a different perspective is also reasonable. But you should be explicit about where you make an original contribution. Depending upon the topic, the follow up question may relate more noticeably: Why do I think I am right and why should a reader think I am right?

Novelty by itself does not make for good scholarship. The conclusions of our research must also be, in a sense, persuasive to others. While we may sense or feel the power of our arguments, others have no direct access to our intuitions. And so, to convince the reader, we must make our thinking explicit.

Saying a few words in the prospectus about why someone should buy your argument can go a long way toward clarifying your thinking and enable you to improve both the logic and the presentation of your argument.

"Senior Thesis Guidelines: Writing in Near Eastern Studies." Princeton University, 2022, nes.princeton.edu/academics/undergraduate-studies/senior-thesis-guidelines. Accessed 20 Oct. 2022.

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Developing A Thesis As mentioned in the previous section, the drafting of a prospectus is intended to develop an arguable thesis. Few sentences in your paper will vex you as much as the thesis. And with good reason: the thesis is typically that one (or two) sentence(s) with the potential to assert, control, and structure your entire argument. Without a strong, thoughtful thesis, a paper might seem unfocused. Different disciplines may have different notions of what constitutes a good thesis. Despite these differences, however, a good thesis will generally have the following characteristics: A good thesis statement will make a claim.

A good thesis rarely turns an intellectual problem into a black and white, either/or proposition that the writer intends to defend. Rather, it offers a nuanced, interesting perspective that the writer can develop via careful analysis. This perspective must be more than an observation. Put another way, a good thesis statement will inspire (rather than quiet) other points of view.

A good thesis statement will define the scope of your argument.

Your thesis statement determines what you will and won’t discuss in your paper. Every paragraph in your paper exists to support your thesis and its claim. Accordingly, if one of your paragraphs seems irrelevant, you have two choices: get rid of the paragraph, or rewrite your thesis so that it is complex enough to embrace the whole of the argument.

A good thesis will shape your argument.

A good thesis not only signals to the reader what claim you are making, but also suggests how your argument will be presented. In other words, the thesis sentence should suggest the structure or shape of your argument to your reader.

“Teaching Argument.” Institute for Writing and Rhetoric, Dartmouth College, writing-speech.dartmouth.edu/teaching/first-year-writing-pedagogies-method s-design/teaching-argument. Accessed 24 Oct. 2022.

While there is no single, preferred method for moving from a narrowed topic of interest to developing an arguable thesis, it is strongly recommended that a student and his advisor agree on a particular framework within which to proceed so as to allow for more substantive feedback throughout the process. The following two excerpts, taken from the Writing Center at Harvard University and Bowdoin College, respectively, provide two possible examples that students should reference when working through Thesis I.

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Example 1: Crafting an Arguable Thesis – Harvard University Now, consider the following advice from the Harvard Writing Center: Developing a Thesis Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument.

You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler?

Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis First, analyze your primary sources. Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down. There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a finaldraft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction. A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counter-arguments. Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counter-argument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

Michael Dukakis lost the 1988 presidential election because he failed to campaign vigorously after the Democratic National Convention.

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This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counter-argument, you'll strengthen your argument, as shown in the sentence below.

While Dukakis' "soft-on-crime" image hurt his chances in the 1988 election, his failure to campaign vigorously after the Democratic National Convention bore a greater responsibility for his defeat.

Some Caveats and Some Examples A thesis is never a question. Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list. "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational. An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) Broad moral judgments in a thesis are problematic unless the basis and criteria of such judgments are clearly established and defended. For that reason, it is preferable to avoid statements that sound like moral commonplaces or platitudes. Such moral sentiments may be, and often are, correct; but to establish their rational basis makes the scope of the thesis too broad and therefore the thesis itself harder to defend.

An effective thesis has a definable, arguable claim. "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible. Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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Example 2: The Thesis – Bowdoin College I. WHAT IS A THESIS? What is a thesis? The thesis is the controlling idea around which you construct the rest of your paper. In a history paper, the thesis generally explains why or how something happened. Every word of your paper should support your thesis. Information you do not directly relate to your thesis will appear irrelevant.

This means, of course, that in a paper with a weak or no thesis, much of the paper will appear to be irrelevant and unguided.

How do I present the thesis? The thesis should be contained in a single sentence that is concise and grammatically correct. This is usually the last sentence of the first paragraph. More than one sentence may be necessary to establish the thesis. The remainder of the introductory paragraph should draw the reader's attention to the problem the thesis confronts, and define key terms that appear in the thesis.

The thesis is a scholarly argument. Most writing attempts to convince the reader of something. Even a poetic description of a rock is an attempt to convince the reader that the rock appears a certain way. A history paper takes a stand on a historical issue or problem, and attempts to develop a coherent and persuasive line of thought intended to convince the reader of the validity of that stand. Your thesis is the concise statement of your argument.

II. THE THESIS QUESTION A good thesis derives from a good question. Since the thesis is your conclusion to a scholarly argument, there must be a clear question at stake. A thesis which does not answer a question, or answers a simple or obvious question, is not a thesis. You need to ask thoughtful questions of your topic and primary source material to develop a good thesis. The best theses are good precisely because the questions they answer are significant, complex, and original.

What does a good thesis question look like? There are many sources for questions which lead to a good thesis, but all seem to pose a novel approach to their subject. A good thesis question may result from your curious observations of primary source material, as in "During World War II, why did American soldiers seem to treat Japanese prisoners-of-war more brutally than German prisoners-of-war?" Or, good thesis questions may challenge accepted wisdom, as in "Many people assume that Jackson's Indian policy had nothing to do with his domestic politics; are they right?" Finally, a good thesis question may complicate a seemingly clear-cut topic, as in "Puritans expropriated Indians' land for wealth, but were psychological factors involved as well?"

III. CONSTRUCTING A THESIS How do I develop a good thesis? Here is an example of how you might arrive at a strong thesis.

(1) Start with a topic, such as discrimination against Japanese Americans during World War II. (Note that this is a very general area of interest. At this stage, it is utterly unguided. You cannot write a paper on this topic, because you have no path into the material.)

(2) Develop a question around it, as in "why did government officials allow discrimination against Japanese Americans?" (You now have a question that helps you probe your topic; your efforts have a direction, which is answering the question you have posed for yourself. Note that there are a 15

great many questions which you might ask of your general topic. You should expect in the course of your research to consider many such possibilities. Which ones are the most interesting? Which ones are possible given the constraints of the assignment?)

(3) Develop a unique perspective on your question which answers it: Government officials allowed discrimination against Japanese Americans not because it was in the nation's interest, but because it provided a concrete enemy for people to focus on. (This is a thesis statement. You have answered the question you posed, and done so with a rather concrete and specific statement. Your answer offers a novel and thoughtful way of thinking about the material. Once the terms of the thesis are clarified [what was the "national interest"; what was the meaning and value of having "a concrete enemy for people to focus on"?], you are on your way to a solid paper.)

Constructing a tentative thesis (hypothesis): Here is a somewhat formulaic approach to constructing a tentative thesis.

(1) A concessive clause ("although such and such"). If you do not concede something, you will appear strident and unreasonable. By conceding something, your point will stand out, for you will have contrasted it with an opposing position.

(2) The main clause. This is the heart of your argument -- the thing you will prove. The subject of the main clause should be the subject of the paper. Do not present it in the form of "I will show" or "I hope to prove."

(3) A "because" clause. This will force you to summarize support for your thesis as concisely as possible.

Example: Although the Scopes Trial was a legal farce, it reflected deep ambivalence in American thinking, because so many conflicting attitudes met headlong in Dayton, Tennessee. (Not a great thesis, but a good start. What were those conflicting attitudes? What was the key to their conflict? This thesis should be re-visited later with these questions in mind.)

Another approach to thesis construction: Here is another exercise that might help you develop your thesis. On a separate sheet of paper, complete the following sentences: (1) Dear Reader: I want to convince you that.

[This is a hypothesis]

(2) The main reasons why you should believe me are that. logic.]

(3) You should care about my thesis because. the significance of your thesis.]

[This is a summary of your evidence and

[This provides the seeds of your conclusion, and checks

Refining the thesis: A good thesis does not spring to life from nothing. A good thesis is the product of a discussion you have about your source material and its meaning. Here is what that process might look like: (1) Start with a question about your source material, as explained above.

How did African-American women fare after slavery ended?

(2) Create a hypothesis, that is, a tentative answer to the question. I suggest using the formula above.

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Although freedom made life better in general for the slaves, African-American women fared worse than African-American men under freedom, because society sought to impose sexist notions of gender roles on emancipated black families.

(3) Then, considering the contents of your primary sources, ask these questions: Is my hypothesis really true? What evidence at my disposal makes it false? How can I modify my hypothesis to make it true?

For instance, you may have some source information that suggests black women were beaten by their husbands when free, but you might also have some that suggests their husbands protected them from whites and kept them from working long hard hours in the fields. Perhaps it was only in the realm of relative equality within the family that women lost out in freedom.

(4) Develop a new, more complex hypothesis by modifying the old one. There usually is no need to start from scratch; simply alter what you started with.

Although freedom made life better in general for African-American women, freedwomen may have lost some of the power they had held in the family under slavery, because freedom subjected them to the patriarchal domination of a sexist society.

More suggestions for developing a good thesis: Developing a good thesis is usually the most difficult part of writing a paper; do not expect it to come easily.

After developing a hypothesis, read through it again, searching for vague words and phrases that "let you off the hook," or permit you to not make strong arguments. Underline such phrases, and re-word them to be more specific. In every unrefined thesis, there is a word or phrase which remains unclear or unexplained. Find it and "unpack" it in your introductory paragraph.

You should start thinking about possible theses from the very start of your paper preparation, but you need to examine your primary sources before you can develop a strong thesis. It is impossible to develop a good thesis without already having begun to analyze the primary sources which supply your evidence. How can you know what is even possible to argue if you haven't looked closely at your data?

In a history paper, you must state your conclusion (thesis) at the outset. But this does not mean you have to write it that way. Often, you will not know exactly how you will make that complex thesis until you have gotten deeply into the material. Start your draft with a tentative thesis paragraph (perhaps constructed using the formula above). Once you have written a draft of the paper, go back and re-write the thesis paragraph -- you'll have a much better sense of what you just argued, and you'll come up with a better thesis. Then go back over the body and see if it supports this complex thesis. Good writing is a process of continually evaluating your work this way -- of constantly asking yourself if your evidence and analysis supports your thesis. Remember, the thesis is not the starting point of your exploration, but the result of it.

What does a bad thesis look like? Here are some examples.

The evolution trial of 1925 was made a farce and a comedy by the circumstances surrounding the trial.

Behind this facade lay issues that were deeply disturbing to the Americans of the 1920s. By an examination of the Scopes Trial, some of these issues can begin to be perceived and analyzed and 17

perhaps they can reveal a better understanding of the decade. (There is no thesis here. The last sentence seems to be a thesis, but actually speaks to the way the paper will proceed rather than to its conclusion. It does not explain why or how something happened.)

Henry David Thoreau, the author of Walden, and Theodore Parker, the Unitarian minister and abolitionist, were two of the greatest minds of the antebellum period. The purpose of this paper is to examine means of resistance through a comparison of the philosophies of Thoreau and Parker. (This is a statement of purpose and method, but does not begin to offer a thesis. What is the question or problem? Comparison is a method of inquiry that leads to a thesis, not a thesis itself.)

As slaves, African Americans were given little or no rights as families. Husbands and wives were parted, and children were separated from their mothers by masters who had no qualms about selling them.

Even those families kept intact were by no means protected from the hardships of slavery. Through emancipation came new opportunities and problems for African American families. (This is a little closer, but still problematic. It does assert something [emancipation brought "new opportunities and problems"] about its subject [African American families]. Yet this assertion is vague; it lacks focus and direction. More questions need to be asked: What kind of opportunities and problems did emancipation present? Which [opportunities or problems] were more important to the shaping of post-emancipation life? In short, the assertion made here is neither sufficiently adventurous nor specific to qualify as a good thesis.)

Rael, Patrick. “Reading, Writing, and Researching for History: The Three Parts of a History Paper.”

Bowdoin College, 2004, courses.bowdoin.edu/writing-guides/the-three-parts-of-a-history-paper.

Accessed 25 Oct. 2022.

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Prospectus Evaluation Guidelines Component

Motive (Question 1)

Annotated Bibliography (Question 2)

Argument (Question 3: part one) Outline with embedded research

Persuasiveness/ Contribution (Question 3: part two)

Needs Significant Improvement (C or below range) There is a lack of any apparent motive with respect to the question posed by the research, and the direction of the paper is poorly understood.

Annotations (six or more) are simplistic summaries of the sources and make no attempt to identify arguments and describe contributions to the present study.

There is no clearly defined argument in the prospectus, and the literature presented merely restates what is already known about the topic. Little attempt has been made to embed research into the outline.

The argument fails to persuade the reader to engage with the topic beyond a mere reading of the paper.

Thesis Statement

The thesis statement does not follow the guidelines prescribed in the handbook.

Mechanics*

The length of the prospectus, excluding annotations, is between 3-5 pages. In-text citations do not meet the specified guidelines.

Developing (B range)

Accomplished (A range)

While the question posed may be interesting, its overall importance or the direction it gives to the paper is not clearly addressed.

The question posed in the research sufficiently intrigues the reader, addresses an issue of importance, and gives direction to the paper.

Annotations (nine or more) provide more of a summary of the source material and only partially identify arguments or describe the contribution of each to the present study.

There may be evidence of a contribution in the argument, but the substance of the work consists primarily of presenting current literature on the topic. The outline includes some embedded research.

While the reader may follow the logic of the argument, its presentation does not suggest a rethinking or redefining of one’s own position.

While the thesis may make a claim, it is either not one which can be argued against (concessionary clause) or it does not shape the paper’s argument.

The length of the prospectus, excluding annotations, is between 4-6 pages. Most intext citations meet the specified guidelines.

Annotations (12 or more) contain summaries of source material, identify arguments, and describe the contribution of each source to your own writing.

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The value of the argument in terms of its contribution to our current knowledge is clear, and the outline includes embedded research throughout.

The logic and presentation of the argument are persuasive in eliciting (rather than silencing) a response from the reader.

The thesis statement makes a claim, defines the scope of an argument, and shapes the argument for the reader.

Prospectus is 5-7 pages in length (Times New Roman, 12 pt. font, 1 in. margins), excluding annotations, and includes appropriate in-text citations throughout.

Creative Thesis I: Independent Study The purpose of the Creative Thesis I: Independent Study is to prepare a solid foundation from which to pursue your original idea. Depending on the area of your pursuit (visual or performing arts, computer science, creative writing, or other disciplines) this process will vary. Nonetheless, a critical step in the development of any creative thesis is identifying the talent(s) that lends itself to the scope of the thesis project. Your thesis advisor may help you clarify what talent exactly you intend to and are equipped to display. Soon thereafter, you will need to outline your process, as a well-structured process focuses your efforts and defines the direction essential to the successful completion of a creative thesis. Oftentimes creative endeavors proceed from false starts, weak first drafts, or changes in direction. While this is to be expected, it does not constitute an excuse to stop or delay working, rather these are experiences to work through. Documenting the development of your initial first idea through the preparation of a solid foundation in a written log along with whatever preliminary creative work you have produced will be the substance on which your Creative Thesis I: Independent Study will be evaluated. Creative Thesis I: Independent Study will be graded pass/fail. Looking at the categories for evaluation on the Creative Thesis Evaluation Guidelines, and converting them into questions is an excellent way to begin.

What is the purpose of my thesis?

What is the direction of my work?

What is original about my thesis?

How does my thesis relate to and differ from my previous efforts in this area?

What are examples of invention and imagination in my thesis?

How do I experiment, choose, and make decisions in the creative process?

How do I evaluate the results of my experimentations, choices, and decisions?

What technical skill am I showcasing?

How have I developed this skill further in the thesis process?

What challenges have arisen in the process and how did I meet them?

At each of the first four meetings with your advisor (see the schedule p. 24), provide written answers to these questions, as well as precise descriptions of the preparatory work completed to date. These writings should reflect primarily your thoughts, but also account for the dialogue with and feedback from your advisor. As your thesis progresses, your answers to the questions will evolve and should be more substantive at each deadline. This written log, in addition to being a part of how your Thesis I will be evaluated, will form the basis of your process paper, which accompanies your thesis performance/display/presentation and is due at the end of Thesis II. Although your thesis advisor may suggest different questions to prompt your thinking, you must submit a written log throughout the Thesis I: Prospectus process.

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Creative Prospectus Evaluation Guidelines Component

Needs Significant Improvement (C or below range) Notes are sketchy, inconsistent, neither indicate dialogue with the advisor nor progress made, and are less than one page.

Developing (B range)

Accomplished (A range)

Notes are clear, though not decisive, indicate some engagement with the advisor, some progress made, and are 1 – 1.5 pages.

Notes are thorough, reflective, indicate engagement with the advisor, describe progress clearly, and are 1.5 – 2 pages.

Second log entry

Notes are sketchy, inconsistent, neither indicate dialogue with the advisor nor progress made, and are less than one page.

Notes are clear, though not decisive, indicate some engagement with the advisor, some progress made, and are 1 – 1.5 pages.

Notes are thorough, reflective, indicate engagement with the advisor, describe progress clearly, and are 1.5 – 2 pages.

Third log entry

Notes are sketchy, inconsistent, neither indicate dialogue with the advisor nor progress made, and are less than one page.

Notes are clear, though not decisive, indicate some engagement with the advisor, some progress made, and are 1 – 1.5 pages.

Notes are thorough, reflective, indicate engagement with the advisor, describe progress clearly, and are 1.5 – 2 pages.

Fourth log entry

Notes are sketchy, inconsistent, neither indicate dialogue with the advisor nor progress made, and are less than one page.

Notes are clear, though not decisive, indicate some engagement with the advisor, some progress made, and are 1 – 1.5 pages.

Notes are thorough, reflective, indicate engagement with the advisor, describe progress clearly, and are 1.5 – 2 pages.

Final Prospectus - log

The log is sketchy, inconsistent, neither indicates dialogue with the advisor nor progress made, and totals fewer than 4 pages.

The log is clear, though not decisive, indicates some engagement with the advisor, some progress made, and totals 4 – 6 pages.

The log is thorough, reflective, indicates engagement with the advisor, describes the progress clearly, and totals 6 or more pages.

Prospectus – preparatory work

Preparatory work is incomplete and the direction is unclear.

Preparatory work has begun, though parts are under developed thus far.

Preparatory work is well under way providing a solid foundation for Thesis II.

First log entry

*All text should be in Times, 12 pt. font with 1 inch margins. Though students should heed the recommended page lengths, it is equally, if not more, important to write substantively and concisely.

One clearly structured, concise, informative page is better than two padded, redundant, poorlystructured pages - aim for substance in both quality and quantity.

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The Creative Writing Prospectus The purpose of the Creative Writing Prospectus is to prepare a solid foundation from which to pursue your original idea.

Depending on the area of your pursuit (poetry, fiction, etc.) this process will vary. Nonetheless, a critical step in the development of any creative thesis is identifying the talent(s) that lends itself to the scope of the thesis project. Your thesis advisor may help you clarify what talent exactly you intend to and are equipped to display. Soon thereafter, you will need to outline your process, as a well-structured process focuses your efforts and defines the direction essential to the successful completion of a creative thesis.

Creative endeavors often proceed from false starts, weak first drafts, or changes in direction. While this is to be expected, it does not constitute an excuse to stop or delay working; rather, these are experiences to work through. Therefore, the Prospectus for Creative Writing (Creative Thesis I) should entail an intensive period of written exploration, experimentation, and brainstorming. Guided by the advisor with specific assignments and guidelines at the first four meetings (see the schedule p. 25), you will be writing to discover and begin what you will be concentrating on during Thesis II. For the poet, this might entail exploring ideas for poems, experimenting with styles and formats, and determining which drafts will be worth revising. For the short story writer, this might mean composing scenes, developing characters, shaping plots, and finding a narrative voice. Regardless of the genre, you are expected to write much in this exploratory stage. Although some of these early attempts at stories and poems will probably not be a part of the final portfolio for Thesis II, this is an important early part of the process, and by the end of Creative Thesis I, you should produce some poems or a substantial story idea that will merit close attention, development, and revision.

The pursuit of a Creative Thesis by a senior may, on rare occasions, include the handling of sensitive material intended for mature audiences. In such a case, it is incumbent upon the student to heed the counsel of his thesis advisor to ensure that his Thesis remains within the bounds of appropriate subject matter, given Priory’s mission and commitment to upholding the standards of Protecting God’s Children.

The Creative Thesis I: Independent Study should be extensive and substantive, and will be evaluated according to whether the writer has taken the steps necessary to clarify his project and has begun the first drafts. The thesis advisor will help determine what is an appropriate goal.

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Creative Writing Prospectus Evaluation Guidelines Component

First deadline

Second deadline

Third deadline

Needs Significant Improvement (C or below range) Incomplete or minimal response to suggested reading and instructions from advisor. Sparse and undeveloped brainstorming and exploratory writing (only a few pages/poems).

Incomplete or minimal response to suggested instructions from advisor.

Sparse and undeveloped brainstorming and exploratory writing (only a few new pages/poems).

Incomplete or minimal response to suggested instructions from advisor.

Sparse and undeveloped brainstorming and exploratory writing (only a few new pages/poems).

Developing (B range)

Accomplished (A range)

Shows willingness to engage with and respond to suggested reading and instructions from advisor. Produces sufficient brainstorming and exploratory writing (4-5 pages/poems).

Demonstrates thorough, reflective response to suggested reading and instructions from advisor.

Produces substantial brainstorming and exploratory writing (5+ pages/poems).

Demonstrates thorough, reflective response to suggested instructions from advisor. Produces substantial brainstorming and exploratory writing (5+ new pages/poems).

Shows willingness to engage with and respond to suggested instructions from advisor.

Produces sufficient brainstorming and exploratory writing (4-5 new pages/poems).

Shows willingness to engage with and respond to suggested instructions from advisor.

Produces sufficient brainstorming and exploratory writing and begins to identify areas for development and revision (4-5 new pages/poems).

Fourth deadline

Incomplete or minimal response to suggested instructions from advisor.

Sparse and undeveloped brainstorming and exploratory writing (only a few new pages/poems).

Shows willingness to engage with and respond to suggested instructions from advisor.

Produces sufficient brainstorming and exploratory writing and begins to identify areas for development and revision (4-5 new pages/poems).

Final Prospectus

Incomplete or minimal response to suggested instructions from advisor.

Sparse and undeveloped brainstorming and exploratory writing. Has not yet identified the beginning of a story or poems to develop, shape, and revise.

Has engaged with and responded to instructions from advisor. Has produced good and useful brainstorming and exploratory writing and, with guidance from the advisor, has identified and begun to develop and shape specific ideas for the final project (e.g. beginning of a story or 4-6 poems).

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Demonstrates thorough, reflective response to suggested instructions from advisor. Produces substantial brainstorming and exploratory writing and, as directed by advisor, begins to revise and shape toward the final project (5+ new pages/poems, some revised).

Demonstrates thorough, reflective response to suggested instructions from advisor. Produces substantial brainstorming and exploratory writing and, as directed by advisor, begins to revise and shape toward the final project (6+ new pages/poems, some revised).

Has demonstrated thorough, reflective response to suggested instructions from advisor. Has produced substantial brainstorming and exploratory writing and, with guidance from the advisor, has a significant start of a story (with character development, plot, etc.) or numerous poems, some already revised, for the final project.

Thesis II: Argumentative Paper Winter Schedule (Approximate) Please look for a separate Due Dates document with specific dates

Mid-November

Meet with advisor and review outline* and writing progress; set up a meeting time and timeline. Students are expected to make first contact and follow up; faculty are expected to reply promptly. (See below)

End of November

Expanded/detailed outline due (only for students who haven’t completed an outline by mid-November)

December (2nd week)

Body Paragraphs Due (7-9 pages)

January (2nd week)

Multiple Sections Due (12-14 pages)

January (3rd week)

First Draft Due w/ Turnitin Report

February (1st week)

Final Draft Due

February (2nd week)

Thesis Due*, **

*Include title page, table of contents, list of works cited, and list of works consulted. Submit digital copies to Mr. Kates and the Thesis Co-Chairs via the Library website Google Form. Email Turnitin summary report directly to Advisor.

**All students are expected to submit their final project by this date. Extensions are only granted for extraordinary extenuating circumstances on a case-by-case basis, approved ahead of this date by the Thesis Co-Chairs in consultation with Mrs. Mohan and the advisor. Poor time management related to required coursework (including athletics) or extracurricular activities will not be accepted as a reason for an extension.

Faculty will provide feedback to students within a week of each receipt of documents/project drafts.

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Developing an Argument Before you begin writing the body of your paper, it is important to think through the structure and strategy of argumentation that best suits your thesis. There are some common patterns that students use or might want to combine/customize, depending largely on how they wish to communicate the major claims and the subordinate points of their thesis. Three of these structures are as follows:

Structure One

Structure Two

Structure Three

●

●

●

●

●

●

●

Introduction and background Presentation of first broad point of argument with supporting evidence Presentation of any subsequent broad points of argument with supporting evidence Refutation of broad points of counterargument Conclusion

●

●

●

●

Introduction and background Refutation of first broad point of counterargument Refutation of any subsequent broad points of counterargument Presentation of broad points of argument with supporting evidence Conclusion

●

●

●

Introduction and background Presentation of first broad point of argument with supporting evidence, which also refutes one of your opposition's claims Presentation of subsequent broad points of argument with supporting evidence, which also refute one or more of opposition's claims Conclusion

An outline is typically one to two pages and helps you keep track of large amounts of information. The primary reason for creating an outline is to help you organize your ideas into a logical, hierarchical order that distinguishes broader claims from supporting points. Based on the structure of your argument, your outline should reveal the relationships among your ideas, provide an ordered overview of your writing, and define the scope of your paper.

Understand your outline will evolve as your argument develops.

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Sample Outline I. Introduction.

A. Catholic doctrine posits the necessity of purgation beyond death for souls not yet fully sanctified.

1. This doctrine was called into question by Martin Luther.

Thesis statement: Although Martin Luther’s critique of distorted ideas of post-mortem purification is valid, his dismissal of the doctrine of purgatory itself as derogatory to Christ’s sacrifice is not justified.

II. The Bible and the Magisterium on Purgatory.

A. Magisterial texts on purgatory.

B.

1. The Catechism of the Catholic Church.

2. Explanations of purgatory given by apologists C. S. Lewis and F. J. Sheed. a. C. S. Lewis: Praying for the dead i.

In Letters to Malcolm: Chiefly on Prayer, C.S. Lewis discusses purgatory: “Of course I pray for the dead. The action is so spontaneous, so all but inevitable, that only the most compulsive theological case against it would deter me” (Lewis 133). b. F. J. Sheed i.

In A Map of Life, F. J. Sheed defines purgatory as a place, in which a soul is allowed to pay its debt of justice, when it dies with unrepented venial sin (Sheed 139).

The Bible on purgatory.

1.

Biblical passages upholding the need for complete sanctification to enter the Beatific Vision.

III. Lutheran objections to purgatory.

A. Luther’s objections in the Ninety-five Theses.

1.

Later Lutheran objections. a. Summary of Lutheran theological consensus in the document The Hope of Eternal Life, produced by the Lutheran-Catholic Dialogue.

IV. Response to Luther’s criticisms of the doctrine of purgatory.

A. Compatibility of purgatory with the perfection and all-sufficiency of Christ’s sacrifice.

1. The Lutheran Augsburg Confession acknowledges the temporal effects of sin.

2. The Augsburg Confession’s allowance of prayer for the dead.

3. The Catholic understanding of “satispassion” in purgatory (passive purification) excludes any kind of “works-righteousness” and is thus not excluded even by Luther’s own principles and premises V. Conclusion.

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Drafting the Paper INTRODUCTION Purpose: Attract reader’s attention and show paper’s focus in the first few pages.

Beginning: Effective and suitable “attention-grabber,” depending on your topic may include: Startling information. This information must be true and verifiable, and it does not need to be totally new to your readers. It could simply be a pertinent fact that explicitly illustrates the point you wish to make. If you use a piece of startling information, follow it with a sentence or two of elaboration.

Anecdote. An anecdote is a story that illustrates a point. Be sure your anecdote is short, to the point, and relevant to your topic. This can be a very effective opener for your essay, but use it carefully.

Dialogue. An appropriate dialogue does not have to identify the speakers, but the reader must understand the point you are trying to convey. Use only two or three exchanges between speakers to make your point. Follow dialogue with a sentence or two of elaboration.

Summary Information. A few sentences explaining your topic in general terms can lead the reader gently to your thesis. Each sentence should become gradually more specific, until you reach your thesis. If the attention-grabbing opening is rather brief, add sufficient explanation to enable the reader to follow the transition from your opening to your thesis statement.

End: Thesis statement.

BACKGROUND PARAGRAPH (might be included in introduction depending on paper) Purpose: Provides foundation and background information to prepare reader for your arguments (e.g. explanation of key theories, definition of key terms, etc.).

BODY OF TEXT: YOUR ARGUMENTATION Purpose: The “meat” of your paper; addressing arguments and counter-arguments to prove your point. In a 20-page paper, argumentation will be at least 14 pages.

Structure: Argumentation will follow Structures I, II or III, as listed above.

A single section of your argument might be structured according to the following method.

Depending on your topic, you might need to repeat this in subsequent sections of your paper.

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Topic sentence: The claim the writer will argue for in this section.

1) Data: Evidence gathered to support the claim.

2) Warrant (the basis for your claim): Explanation of why or how the data supports the claim, the underlying assumption that connects your data to your claim.

3) Backing (also referred to as the foundation): Additional logic or reasoning that may be necessary to support the warrant.

4) Counterclaim: A claim that negates or disagrees with the thesis or claim.

5) Rebuttal: Evidence that negates or disagrees with the counterclaim.

CONCLUSION Purpose: Sums up main points or provides a final perspective on your topic in the last few pages.

A strong conclusion is not just a reiteration of the introduction but ought to include: ● ● ●

vivid, concrete language for a strong finish a sense of movement towards a more complex understanding of your topic a reminder for the reader why he should care about your paper

WORKS CITED In MLA format

WORKS CONSULTED In MLA format

APPENDIX For bigger graphs, illustrations and further information pertaining to your writing (e.g. full-text of a long block quote)

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Writing Advice The following information is intended to help you write cogently and readably. Though you have been writing essays and papers in your time at Priory, it is wise nonetheless to review the information below before you begin writing your thesis. Understand that a paper of this length will need to be revised and rewritten several times.

Write in direct and straightforward prose. Your syntax should be clear and your diction precise. Choose your words carefully. English has an incredibly rich vocabulary full of synonyms with fine shades of meaning; take advantage of this richness in order to vary your style, but do not choose rare unusual words solely for the sake of their obscurity. However, clarity does not mean choppiness; the judicious use of complex sentences and subordinate clauses is a stylistic necessity for a flowing English style and for showing the logical connections among ideas. Transitions from one idea or section to another are particularly important. For suggestions about sentence starters and transitional words, look at the following link: http://www2.eit.ac.nz/library/ls_guides_sentencestarters.html

PARAGRAPHS A paragraph is a collection of related sentences dealing with a single topic. Keep one idea to one paragraph. Aim for three to five or more sentences per paragraph, and about three paragraphs per page.

If you have a few very short paragraphs, think about whether they are really parts of a larger paragraph—and can be combined—or whether you can add details to support each point and thus make each into a more fully developed paragraph. Start a new paragraph when: you begin a new idea or point; to contrast information or ideas; when your readers need a pause; when you are ending your introduction or starting your conclusion. Good paragraphs typically contain the following elements:

Unity: The entire paragraph should concern itself with a single focus. If it begins with one focus or major point of discussion, it should not end with another or wander within different ideas.

Coherence: Coherence is the trait that makes the paragraph easily understandable to a reader. You can help create coherence in your paragraphs by creating logical bridges and verbal connections.

Logical bridges: The same idea of a topic is carried over from sentence to sentence.

Successive sentences can be constructed in parallel form.

Topic sentence: The topic sentence indicates in a general way what idea or claim the paragraph addresses.

Adequate development: The idea or claim introduced by the topic sentence should be discussed fully and adequately.

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WRITING DO’S ● ● ● ● ● ●

Omit needless words: e.g., “A member of the student body” = “a student.”

Avoid overstatement, gross generalizations, and superlatives as these leave an impression of superficiality Sparingly use “always,” “never,” “only,” “very ” Avoid “hedging” expressions such as, “I think,” “I believe,” etc.; these are redundant and often vague or weak The tone should be sober and reasoned, not grandiose

●

Proofread your final draft after you have printed it out; reading it aloud is an effective way to catch errors and to assess the rhythm of your prose Use active verbs

● ● ●

Avoid unnecessary changes in tense Avoid colloquialisms; a thesis requires formal, elevated prose, not slang Write out “do not” rather than “don’t,” etc.

Remember that good writing requires much revision “The writer must take pains so that the reader does not have to.”

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Thesis II: Argumentative Paper Evaluation Guidelines Component

Thesis Statement

Needs Significant Improvement (C or below range) The thesis statement does not follow the guidelines prescribed in the handbook.

Argument

There is no clearly defined argument and the literature presented merely restates what is already known about the topic.

Use of Sources

Some assertions are supported by research, and the bibliography is moderate to narrow.

The structure is inconsistent, and may have weak transitions, redundancies, or disconnections.

Body of the paper is fewer than 15 pages, in-text citations do not all meet the specified guidelines, and the paper is marred by errors in spelling and grammar.

Organization

Mechanics*

Process

Procrastination significantly impaired progress, and student did not take sufficient initiative with his work or with communicating with his advisor.

Developing (B range)

Accomplished (A range)

While the thesis may make a claim, it is either not one which can be argued against (concessionary clause) or it does not shape the paper’s argument.

There may be evidence of the student’s contribution to the argument, but the substance consists primarily of presenting current literature on the topic.

Almost every assertion is supported by research, and the bibliography indicates sufficient reading The structure supports the argument with clearly ordered sections.

The thesis statement makes a claim, defines the scope of an argument, and shapes the argument for the reader.

Body of the paper is between 15-20 pages, intext citations meet the specified guidelines, and there are few errors in spelling and grammar.

Body of paper is 20 or more pages, all in-text citations meet guidelines, and any minor errors do not detract from the overall quality of the paper.

Time well managed through most of the process, and student took sufficient initiative with his work and with contacting his advisor.

Effective time management throughout the entire process, and student engaged fully and consistently with his work and in initiating contact with his advisor.

The value of the argument in terms of its contribution to our current knowledge is clear and does not merely echo current literature on the topic.

Every assertion is supported by research, and the bibliography gives evidence of wide reading.

The structure enhances the argument, the sections are strong, and transitions are seamless.

*Though students should heed the recommended page lengths, it is equally, if not more, important to write substantively and concisely. One clearly structured, concise, informative page is better than two padded, redundant, poorly structured pages - aim for substance in both quality and quantity. All text should be in Times New Roman, 12 pt. font, with 1 in. margins. These evaluation guidelines are to be used to assess the final thesis paper. Students should refer to them throughout Thesis II when preparing work for their advisor. Advisors, in turn, should refer to them when providing substantive feedback on the quality and improvement of the drafts.

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Advisor and Reader Assessment The Thesis Advisor is required to send an email progress report to the student, parents, and Thesis Coordinator before Christmas break. The Advisor should provide feedback to the student after each deadline. The Advisor and Reader can only provide feedback on work received; therefore, the responsibility is on the student to adhere to the schedule of work submission dates. The Advisor assigns the final grade for Thesis II, in consultation with the Reader.

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The Creative Thesis The purpose of the Creative Thesis is to display mastery in the discipline of Fine Arts, Computer Science, or Creative Writing. Throughout winter term, Thesis II: Creative students continue to work closely with their Thesis Advisor, and meet weekly or bi-weekly as deemed appropriate by the advisor.

The focus of Thesis II: Creative is on the execution of the exhibition, performance, or product developed throughout Thesis I. Because the creative disciplines vary widely, specific requirements for Thesis II: Creative are outlined below.

All theses are due the second week in February. Please consult the Due Dates document for the specific date.

Visual Arts ● Formal exhibition in the Library, student makes arrangements for necessary space and easels with the librarian ● Written component (see evaluation guidelines on following page) presented in binder with exhibition ● Supporting sketches displayed with the process paper at the discretion of the student and his advisor

Performing Arts ● Performance date and venue scheduled for a date after midterm ● Written component (see evaluation guidelines on following page) submitted to advisor and reader following the performance ● Student will schedule a final conversation with the advisor and reader about the performance and reflect upon the self-evaluation

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Thesis II: Creative Evaluation Guidelines Component

Final Exhibition/ Performance/ or CS Product

Needs Significant Improvement (C or below range) The exhibition, performance, or product displays neither mastery of nor confidence in the discipline.

Purpose, direction, and Growth

The exhibition, performance, or product lacks evidence of direction, purpose, and growth.

Time management and Initiative

Procrastination significantly impaired progress, and student did not take sufficient initiative with his work or in communicating with his advisor.

Body of the paper is fewer than 8 pages, neither clarifies the challenges and achievements in the exhibition, nor the progress made over two terms, and the paper is marred by errors

Written component* Visual Arts

Writen component* Performing Arts

Body of paper is less than one page, neither clarifies the challenges and achievements in the performance, and the paper is marred by errors.

Developing (B range)

Accomplished (A range)

The exhibition, performance, or product displays an emerging mastery of and confidence in the discipline.

The exhibition, performance, or product displays mastery of the discipline with confidence and authority.

While there is some evidence of purpose, direction, and growth in the exhibition, performance, or product they are inconsistent.

Time well managed through most of the process, and student took sufficient initiative with his work and in contacting his advisor.

The exhibition, performance, or product clearly indicates the student’s purpose, direction, and growth.

Body of the paper is between 8-10 pages, somewhat clarifies the challenges and achievements in the exhibition as well as the progress made over two terms, and there are some errors.

Body of the paper is 1-3 pages, somewhat clarifies the challenges and achievements in the performance, and there are some errors.

Effective time management throughout the entire process, and student engaged fully and consistently with his work and in initiating contact with his advisor.

Body of paper is 10 or more pages, fully elucidates the challenges and achievements in the exhibition as well as the full extent of progress made over two terms, and is almost error free.

Body of paper is 3 or more pages, fully elucidates the challenges and achievements in the performance, and is almost error free.

*Though students should heed the recommended page lengths (Times New Roman, 12 pt. font, 1 in. margins), it is equally, if not more, important to write substantively and concisely. One clearly structured, concise, informative page is better than two padded, redundant, poorly structured pages -

aim for substance in both quality and quantity.

The final thesis exhibition, performance, or product will be assessed following these guidelines.

Students should refer to them throughout Thesis II when preparing work for their advisor. Advisors and readers, in turn, should refer to them when providing substantive feedback on the quality and improvement of the Thesis.

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