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Teaching Students how to Write Thesis Statements

A thesis statement is responsible for the direction and organization of any piece of writing. Without a thesis statement, a reader doesn’t have a road map to follow while reading. Teach students how to write thesis statements by using the following steps: Define, Summarize, Test.

Define: Start by having students define the goal or purpose of their writing. By being able to identify what they hope their reader will learn or how their reader will respond, it becomes easier for students to narrow down their ideas to create a functional thesis statement. Use questions such as the ones listed below to help students through this step:

  • What will your reader learn?
  • What action do you hope for your reader to take?
  • What should your reader be able to do after reading your writing?
  • How should your reader respond?

Summarize: A thesis statement is a one-sentence summary of your writing. If the thesis statement was separated from the rest of the paper and given to a reader who did not have prior knowledge of the paper, the reader should be able to accurately, state the main idea and purpose of the writing.

Test: Have your students give their thesis statement to a reader to see if the thesis statement provide enough detail and accurate information that gives the reader a firm understanding of the main idea and purpose. Based on the reader’s response, instruct students to revise their thesis statements by using the feedback that they received.

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Backwards Planning is like Planning a Road Trip

In curriculum design, backwards planning starts by determining what skills and concepts students need to master and how learners will demonstrate mastery. In many ways, backwards planning is the same process as planning a road trip.

When planning a road trip, the first step is to plan the final destination. Will you visit a beach, a theme park, a cruise or a large city? Similarly, start by planning your learning destination. Will your students be able to analyze a text for use of rhetorical devices? Will your students be able to how to find a mead, mode and median?

The next step in planning road trip is planning the route. Will you fly, drive, or take a train? On which airline will you fly? Where will you stop overnight if you drive? As you plan your learning route, determine what exercises and lessons students need to arrive at the ability to master the final learning destination. Do students need to see examples of rhetorical devices before reading the text? Do students need to first practice using the definitions of mead, mode and median?

If backwards planning feels like an overwhelming process, break it down the same way you would when planning a road trip. First determine your ultimate destination and then determine how you will arrive there.