Developing a Thesis Based
Response
Area of Study: Belonging – Section 3
Contents
1. Developing
a thesis
2. Exploring a thesis in
prescribed and
related texts – the
process
3. Synthesis of ideas
4. Planning and writing
a response
5. Examination
Strategies
What is your line of argument?
1. DEVELOPING A
THESIS
Remember the Rubric
•
•

The examination
question will be based
on at least one idea
taken from the Board
Descriptor or Rubric for
‘Belonging’.
What do you remember
about the rubric?
TASK – Write down
as many ideas from
the rubric that you
can remember in 60
seconds.
Did you remember:
Perceptions and ideas of
belonging, or of not belonging,
vary.
 These perceptions are shaped
within personal, cultural, historical
and social contexts.
 A sense of belonging can emerge
from the connections made with
people, places, groups,
communities and the larger word.
 Students may consider aspects of
belonging in terms of
experiences and notions of
identity, relationships,
acceptance and
understanding.






The potential of the individual to
enrich or challenge a
community or group.
They may reflect the way
attitudes to belonging are
modified over time.
Texts may also represent
choices not to belong, or
barriers which prevent belonging
A responder may experience and
understand the possibilities
presented by a sense of belonging
to, or exclusion from the text
and the world it represents.
This engagement may be
influenced by the different ways
perspectives are given voice in or
are absent from a text.
We can group these ideas into
questions about:
 Perceptions about belonging
 Connections
 Experience
 Notions of identity
 Acceptance and understanding
 The power of the individual
 Changing attitudes to belonging
 The choice not to belong
 Barriers to belonging
 The possibilities of belonging or
belonging
not
Developing the Idea in the Question
As a part of your
revision – make sure
that you are able to
develop a thesis
statement for all of
these possibilities.
 Using other
resources such as
famous quotations
can be helpful.

Responding to a question on
acceptance and/or self identity:


According to ‘Maslow’s
Hierarchy of Needs’ the
need for love,
acceptance and
belonging is fundamental.
You could develop the
following thesis:
◦ The basic human need to
be accepted and belong
can cloud our judgements
and direct our actions.
TASK – Match the following thesis
ideas with the question types:
THESIS STATEMENTS
1.
When your cultural identity
is marginalised you can feel
dislocated and displaced,
and believe that you do not
belong to your culture or
the dominant culture.
2.
The need to belong to a
group or a community
shapes our behaviour,
attitudes and actions.
3.
When a person is
marginalised by society they
will seek other means to
belong.
QUESTION TYPES
a.
Perceptions about
belonging
b.
Connections
c.
Experience
d.
Notions of identity
e.
Acceptance and
understanding
f.
The power of the individual
g.
Changing attitudes to
belonging
h.
The choice not to belong
i.
Barriers to belonging
j.
The possibilities of
belonging or not belonging
The Process
2. EXPLORING A THESIS
IN PRESCRIBED AND
RELATED TEXTS
Brainstorm Your Thesis Idea in Your
Prescribed Text
When a person is marginalised by society they will seek other means
to belong: Skrzynecki.
Ref/ Quote
Technique
Migrant Hostel. Simile
“Nationalities Dash
sought/ Each
other out
instinctively –/
Like a homing
pigeon”
Effect
Development of thesis
The simile, ‘like a homing
pigeon,’ emphasises the
idea that the people in the
hostel are finding a sense of
place through other people
who share their heritage
rather than the place itself.
The dash reinforces the
time involved in this
process.
This reinforces that
when people do not
feel accepted by a
place, they will seek
a different means of
acceptance – in this
case through the
people who share a
common heritage.
* This process must be repeated at least 3 times per poem for at least 3 poems
(or at least 9 times per text as a whole such as in As You Like It).
Repeat the Process for Two Related
Texts (you will probably only use one)

Remember:
WriteYour Thesis Statement Here
Make particular
references to
the text: quotes
or ref to a
visual…
Name particular Explain the
techniques
effect of the
appropriate to
example
the text-type
Link back to the
thesis statement
FIND AT LEAST 10 References
REMEMBER – integrate your quotes/ references into your analysis
ALWAYS come back to your thesis statement
Using your thesis to full advantage
3. SYNTHESIS OF IDEAS
Linking Ideas in your Texts


The most effective way to
synthesise your ideas is
through your thesis
statement.
Mention your thesis:
 In each topic sentence
 At the end of each paragraph
 In your conclusion


Your texts will automatically
be synthesised.
You can make throw back
comments to your first text as
you move onto your second
but don’t feel the need to
chop and change texts in each
paragraph.
Ensure that you do this for all possibilities.
4. PLANNING AND
WRITING A RESPONSE
Planning and Writing a Response
1.
2.
3.
4.
Develop your thesis statement
Brainstorm references/quotes,
techniques, effect and links to the thesis
in your prescribed and two related texts
Pick out your best examples and plan a
clear direction of argument
Make an effort to use the features of the
text-type the question outlines: essay,
speech script, feature article…
Extended Response Structure
Introduction:
 Introduce your prescribed and related text/s mentioning: the
composer, title, text-type, source (if applicable) and year of
publication.
 Write your thesis statement using key words from the
question – make sure you offer some sort of development or
stance on the question. Consider offering a taster of what you
will explore in each text.
Main Body Paragraphs:
 Topic sentence linking to the thesis and the text of focus
 Introduce a range of examples including: quotes/references; techniques,
effect, links to the thesis
 Repeat for at least two more poems or areas in the text
 Repeat for at least two times for your related text/ texts.
Conclusion – summarise the ways that your examples have furthered your
understanding of your thesis statement.
If faced with other text-types:
Do not panic!
For a speech – turn your thesis into a
rhetorical question and throw in some uses
of 2nd person pronouns and witty
engagement with the audience
 For a scripted interview – turn your topic
sentences into questions and your main
body paragraphs into answers
 Just make sure that you still remain focused
on your thesis statement and that you use
quotes/ references and you analyse
techniques.


Make your response stand out – in a good way!
5. EXAM STRATEGIES
You too can be a ‘roaring’ success








Plan your attack
Lift key words from the question –
USE them in your thesis
Make sure that each topic sentence
mentions your thesis
Make sure that each analysis of an
example links back to your thesis
Deal with at least 6 good examples
from each text – 10 is a much
healthier number.
Integrate your quotes as a natural
part of the sentence and keep them
as short as possible.
Always mention a technique with
your quotes/ references
Referring to a structural pattern in a
poem or a particular mise en scene in
a film is the same as using a quote.
Examination Style Questions



Understanding nourishes a sense of
belonging. A lack of understanding prevents
it. Discuss this view with details reference
to your prescribed text and ONE other
related text of your own choosing.
To what extent do different groups to which
we belong define who we are?
What do you think are the most powerful
influences that impact on an individual’s
sense of belonging?