Before completing this assignment, review the Identifying Your Thesis Statement Rubric PDF document.
Main Claim Key Points The article’s main claim of ____ is ____ because ____, ____, and ____.
ENG 122 Identifying Your Thesis Statement Guidelines and Rubric
Overview: Let’s work on identifying the thesis statement in your work. In Summative Assessment Part Two Milestone One, you created a first draft of your critical analysis essay by answering a series of questions in a Microsoft Word document. At this point, your preliminary thesis may not be at the end of the introductory paragraph, or it may not be as concise as it will be in the final draft. In this “hide-and-seek” exercise, you will find your hidden thesis statement. And when you are finished, you will have a workable thesis that will help you complete the reverse outline later in this module.
Prompt: Review the first draft of your critical analysis essay and identify your main claim. The main claim should summarize your reaction to your selected reading and your supporting points. Remember that a strong thesis statement should contain a main claim and three supporting points to back up the main claim. (Feel free to return to the 6-1 reading to review the material on thesis statements.) Use the framework below for help constructing your thesis statement.
Guidelines for Submission: Save your work in a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Then, check your writing for errors. Once you have proofread your document, submit it via the Assignment: Identify Your Thesis Statement link in Brightspace.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Main Claim Identifies claim that relates to
selected work Identifies claim, but relation to selected work is vague
Does not identify claim 40
Supporting Key Points Identifies three relevant key points in support of claim
Identifies three key points, but they do not support the claim
Does not identify three key points
Articulation of Response
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
Feedback and Revision Reflection
Based on the instructor’s feedback on my writing plan, the best strategy for writing my critical analysis essay include reading thoroughly and carefully, being able to choose a thesis statement, writing a good introductory paragraph, organizing my essay body carefully, coming up with clear sentences, having popular evidence in the essay and summarizing my work with a good conclusion paragraph (Buckingham & Aktuğ-Ekinci, 2017). In this case, I would say that the best revision approaches that have worked best for me include letting someone else read my work for me and reading it aloud. These have enabled me to understand the mistakes in my work hence making it for me to revise. The best revision strategies that have worked for me include study groups, recording notes, and reflecting on the whole course. The feedback by my instructor has helped me to get the areas that require improvement and how best I can make such improvements. Since I have the outside feedback, I will be able to improve my writing skills as well as how I put my ideas together.
The audience that might benefit from reading my essay is my classmates as they will get more ideas from my work and make changes in theirs if they find my work to be better to some extent. However, for better understanding, the audience ought to turn distractions off, ask questions in areas where they do not understand, take notes, show their engagement by using non-verbal clues, and be able to make a connection with what is being read. The challenges I might have connected with the audience include some of them failing to understand my work easily and thus requiring further clarification and some of my audience failing to pay attention. The choices that I can make to connect with this particular will involve creating a connection between ourselves, constructing a persona, and being informative.
Buckingham, L., & Aktuğ-Ekinci, D. (2017). Interpreting coded feedback on writing: Turkish EFL students’ approaches to revision. Journal of English for Academic Purposes, 26, 1-16.
Sotáková, I., Ganajová, M., & Babincakova, M. (2020). Inquiry-Based Science Education as a Revision Strategy. Journal of Baltic Science Education, 19(3), 499-513.