Visuals: Thesis Theorem chart, graphic organizer,
Procedure
Motivation for Thesis: Instruct students to get out a piece of paper and quick write about
a time they felt frustrated when they didn’t win an argument. Share ideas and then
transition to modeling the thesis lesson. I usually tell a personal story about how hard it
was for me to develop thesis statements until I used a method like the one I’m about to
teach.
Vocabulary: Rationale, Topic, Issue, Thesis, Persuasive, Clause, Transitions, Polish,
Qualify, Opposition, Argument
1) Students are in cooperative groups of 4.
2) Write a sentence with each vocabulary word in it. Be sure there are
plenty of contextual clues. Underline and bold each vocabulary
word.
3) After each sentence have blank lines for students to "guess" the
definition. Students work together, discussing and collaborating to
write a group definition.
4) Share and look for commonalities, trends in groups' definitions.
5) Have students look up definitions in dictionary, glossary or have
formal definition available on chart paper.
6) Students use a highlighter to highlight any words in their groups'
definition that are the same as the formal definition.
7) Review: The students will see these words a week prior to the lesson and play the fly
swatter game. I will place all the words on the board twice. I will break the class in 5
groups and two groups will come to the board and guess the word from the definition
(or historical background) by slapping the word with the fly swatter. The winner will
play the next group and so on.
Guided Instruction:
1) Thesis Machine: Due to the complexity of the topic, the teacher will use an
overhead projector and go over Appendix B. Each student will also have their
own copy (visual). The teacher will give an example of a topic, then add the issue,
then add the rationale, and fully explain each step of the process (auditory). The
teacher should model at least two examples for the students to understand the
process. Due to the vocabulary activity the prior week, the key terms should be
understood, yet monitor for understanding. Also, if you wish, place the words
“topic”, “issue”, and “rationale” on cards so the kids can be visually reminded of
the three steps of a thesis.
2) After introducing the Thesis machine, use a graphic web (visual) on the board to
write a guided topic (step one). The teacher will write TV. Then the teacher will
ask students to collectively think of some issues (step two) about TV. Cluster
ideas on the board so students can see all the issues they generated. Now group
the students (make sure you have a higher level student in each group) and ask
them to choose an issue from the board in their groups, write down all three steps
and come up with a rough thesis (make sure you tell them it is a rough thesis so
you lower their affective filter) Give students plenty of time to polish and have
each group write their thesis on the board.
3) The teacher should then spend time on each thesis statement and guide students to
develop strong rationales.
4) After creating thesis statements teach the students to reverse their position and test
their thesis to see if they have mastered a strong argument.
5) Practice and assessment: Eventually the students will come up with their own
persuasive topics and create a thesis statement using all five steps of the Thesis
Machine.
6) Language:
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Note taking ( writing)
Mini lecture/modeling ( listening)
Discussing
Writing thesis
Discussing in small groups
Presenting thesis statements on board
10) Enrichment: Students will produce a persuasive essay and speech. Standard 2.0.
WHAT IS A THESIS?
The term thesis comes from the Greek word for putting or position. It gives your
position-most commonly in the form of a single declarative sentence, although it may be
longer-on whatever issue you are discussing.
WHAT DOES A THESIS DO?
The thesis is the core of the argument-the unifying principle-that holds your essay
together. An effective thesis can help you develop your own perspective on an issue (so
that you are adding something new to the existing dialogue about the issue) and, as you
write, your thesis can help you stay on track. In essence, it is the promise of what your
paper will accomplish.
CHARACTERISTICS OF A STRONG THESIS

Clearly states your opinion
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Directly address the writing prompt

Maintains a specific focus, one point that you will develop throughout your essay
(as opposed to a list of unconnected thoughts). A strong thesis will cover all of
your points at once, and will suggest relationships between those points.

Says something worthwhile (as opposed to reiterating an overworked argument or
stating an opinion with which no one would disagree).

Uses specific language (as opposed to vague terms such as “nice” and
“interesting”).
Sheridan Baker Thesis Machine
Step 1: TOPIC
State the topic under consideration:
a. cats
Step 2: ISSUE
State the specific issue in the form of a debating proposition (for something). The issue
usually answers the question “what?” What about cats?
b. Cats should be subject to leash laws.
Step 3: Position + Rationale ( because-clause)
Your topic and issue = your position. Now, using a because-clause, convert the resolution
into a sentence that states your position on the issue and provides a main rationale for
that position. A rationale usually answers the question “why?” you believe in your
position.
c. Cats should be subject to leash laws because they are inveterate( natural)
wanderers.
Step 4: Polish and Qualify ( although-clause)
Now, try to refine the rough thesis: add any qualifications ( although-clauses work well
for this) and consider dropping the overt use of because.
d. Although cats are instinctive wanderers, the crowded nature of city life demands
that they must be restrained.
e. The crowded nature of city life demands that the cat’s instinctive wanderlust be
restrained.
Step 5:Reverse and Test
Test your faith in the thesis and expose potential counterarguments by reversing your
position.
f. The cat’s independent and adaptable nature makes it the only pet capable of living
an unrestricted existence within the city.
Therefore, if you see a clear and valid counterargument, your thesis is most likely a
worthwhile argument.
More examples:
Step 1: Topic
Step 2: Issue
a. Grades
b. Freshman Composition
a. Grades are necessary in college
b. Freshman composition should be abolished
Step 3: Position + Rationale ( because-clause)
a. Grades are necessary in college because students learn more
rapidly without them.
b. Freshman composition should not be abolished because many
freshmen are unpracticed writers.
Step 4: Polish and Qualify ( Although-clause)
a. Although there may be a legitimate need to evaluate the work
of college students, the traditional grading system hinders
learning and stifles creativity.
b. Although gifted high school graduates should be exempt from
freshman composition, most entering students need help in
attaining college writing skills.
Step 5: Reverse and Test
a. Traditional grading procedures may offend educational
pursuits, but public school systems require pragmatic
approaches to evaluation.
b. Although introductory composition may have remedial value
for some students, most high school graduates possess writing
skills sufficient for success in college courses.
The Sheridan Baker Thesis Machine
Step 1: Topic _______________
Step 2: Issue_________________________________________
Step 3: Position + Rationale ( because-clause)
________________________________________________________________________
________________________________________________________________________
Step 4: Polish and Qualify ( although-clause)
________________________________________________________________________
________________________________________________________________________
Step 5: Reverse and Test
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________