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Last week I posted on the concept of the interconnected relationship between thesis statement, outline, and the body of the paper.
Our students were given the worksheet today. First, they filled it out individually. After the sheets were filled out, the teacher asked the students to discuss the answers and sort the concepts as a group.
Students read each term aloud and the class stated where to place the term and whether the terms should be in one or more locations. When we put the term above the chart, that indicated that the term fit into all categories. When we put the term in between the categories, that indicated that it belonged only in the two it hovered between.
At times, the class used the dictionary as a reference for our discussion.
After (and sometimes during) the class decided, we discussed any changes to the decisions along with the rationale for those changes. As teachers, we made sure to use their engagement to link them into a better comprehension of the concept.
Next, we teach the students to Construct a Thesis. We will try to make it as engaging!
author’s note 11/28/2012:
We taught the students how to construct a thesis yesterday. It was also fun!!! Who knew teaching thesis could be so fun!
– The teacher pointed out that the students that their specific course would yield more analytical and expository writings.
– The students also felt that, while Enumerative is a nice style of thesis, it may be too formulaic to read. We encouraged that they craft both styles of thesis and go with the stronger one.
-The kids loved all of the analogies. They got a kick out of the Family Tree analogy with the thesis being the parent giving birth to the topic sentences and the topic sentences giving birth to the evidence. This was, by far the favorite (we voted!)