Topic: Preparing a Thesis Proposal
Objective:
Through this assignment, the student will learn how to: i) develop a thesis, and ii) write an introduction to an essay.
Method of Instruction and Evaluation:
Students will write an introduction to their proposed ISP essay and then read their introduction to the class. (Naturally, the introduction will include the thesis.)
The introduction must accomplish the following four tasks:
i) get the reader's attention,
ii) outline the issue,
iii) present the thesis statement (i.e. a position on the issue), and
iv) outline the supporting arguments.
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Students must bring one printed copy of their introduction to class and then exchange their introductions with another student. Students will use an "Introductory Paragraph Assessment sheet to assess each other's paragraphs for all of the four required elelements. |
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After receiving feedback from each other, students will then have an opportunity to revise their introductory paragraphs before submitting them for evaluation. |
For a complete analysis of the 'thesis statement' and the
'introduction,' please see Mr. Lightstone's
Art of Argument resource. It is also advisable that students complete the
associated Art of Argument
mastery quiz before completing this assignment.
Bear in mind that, at its maximum length allowed, the final essay is only about three pages long. Thus, the introductory paragraph should be no longer than a half page at font size 12,
double-spaced. Reading the paragraph to class should take no longer than one minute.
Students are not expected to memorize all of the details related to their thesis. It is expected that students
will bring notes, articles, books, etc. which they can refer to while defending their thesis. (Naturally, all materials should
be tabbed, etc. for quick reference.)
Presenting one's thesis using overheads or within a PowerPoint presentation is
acceptable, but is certainly not required.
Advice:
The best pointer I can give you is to make your overall argument a
simple one, but be sure that you are able to prove every point upon which your argument is based. (A personal opinion is not considered
to be support for an argument.)
Assume that you will be speaking to a hostile audience that is motivated
to find a weakness in your thesis. A good thesis should be like an
iceberg (only 1/8th of an iceberg sticks out of the water), with a very
small argument positioned at the top of a great deal of supporting
evidence.
Contrary to popular belief, the objective of a thesis is not to share your
perspective regarding a certain topic with an audience. Rather, your objective
is to convince the audience to share your perspective. In the end, you cannot simply ask the audience to accept your argument.
You must prove your argument!
If you feel that circumstances beyond your ability to control, or to prepare for, will prevent you from completing
this assignment by the specified due date, then you are invited to complete and submit an
extension application for approval by the course instructor. Completing and submitting this application is the only accepted
means of obtaining an extension in this course.
Expectations Addressed: The "Methods of Legal Inquiry and Communication" strand of the CLN4U Ministry of Education Curriculum
Guidelines outlines all of the following specific expectations. By the end of
this class, the student will be able to address those specific expectations that
have been highlighted below. Research:
formulate questions that lead to
a deeper understanding of a legal issue;
conduct research on legal
topics, using traditional and non-traditional sources of information
(e.g., law-related websites, primary and secondary source documents,
legal professionals);
evaluate the credibility of
sources and information by checking for logical errors, accuracy, and
underlying assumptions, including prejudices, biases, stereotyping, or a
lack of substantiation for statements, arguments, and opinions;
classify and clarify information
using organizers, graphs, charts, and diagrams;
compile summary notes in a
variety of forms and for a variety of purposes (e.g., research and
preparation for debates, oral presentations, mock trials, tests,
examinations); identify various career
opportunities in the legal field (e.g., paralegal, community legal
worker, criminologist). Interpretation and Analysis:
distinguish among opinions,
facts, and arguments in sources;
draw conclusions based on
analysis of information gathered through research and awareness of
diverse legal interpretations (e.g., case studies);
apply an analytical/inquiry
method to legal issues (e.g., choose a subject, formulate a question,
develop a research plan, gather information, distinguish between
opinions and facts, decide on an interpretation, write and present their
analysis). Communication:
express opinions, ideas,
arguments, and conclusions, as appropriate for different audiences and
purposes, using a variety of styles and forms (e.g., mock trials, case
studies, interviews, debates, reports, papers, seminars), as well as
visual supports (e.g., graphs, charts, organizers, illustrations); use an accepted form of
documentation (e.g., footnotes, endnotes, or author-date citations;
bibliographies or reference lists) to document all information sources,
including electronic sources;
use correct legal terminology to
communicate legal concepts, opinions, and arguments. Resources:
The Art of Argument
Due Date:
Please refer to the date indicated on the terms
Evaluation Summary.
Due Date
Marking Rubric
Feedback Sheet
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