PROJECT PROPOSAL

Asking an Analytical Question* An important step in writing academic essays is to ask a good analytical question, one that poses a challenging way to address the central text(s) you will write about. Establishing that question won’t be your first step—you’ll need to do some observing and annotating, and even some interpreting, as a way of developing the question itself. But focusing on what that question might be early in your analysis helps you approach your essay with something to explore, an idea to discover (that will inform your thesis) for both you and your readers. Think of the question as something you’re truly interested in exploring as you read, an exploration you want to guide your reader through, since not everyone reading the text will come away with the same impressions and interpretations you do. A good analytical question:

(1) speaks to a genuine dilemma in the text. In other words, the question focuses on a real confusion, ambiguity or grey area of the text, about which readers will conceivably have different reactions, opinions, or interpretations. (2) yields an answer that is not obvious. In a question such as “Why did Hamlet leave Denmark?” there’s nothing to explore; it’s too specific and can be answered too easily. In other words, avoid questions that have an easy one-dimensional answer. (3) suggests an answer complex enough to require a whole essay’s worth of argument. If the question is too vague, it won’t suggest a line of argument (e.g., “Why are there so many references to acting in the play?”). The question should elicit analysis and argument rather than summary or description. (4) can be answered by the text, rather than by generalizations or by copious external research

Tips to keep in mind: • “How” and “why” questions generally require more analysis than “who/ what/when/where.” • Good analytical questions can highlight patterns/connections, or contradictions/dilemmas/

problems. • Good analytical questions can also ask about some implications or consequences of your

analysis. Thus the question should be answerable, given the available evidence, but not immediately, and not in the same way by all readers. Your thesis should give at least a provisional answer to the question, an answer that needs to be defended and developed. Your goal is to help readers

understand why this question is worth answering, why this feature of the text is problematic, and to send them back to the text with a new perspective or a different focus. *Adapted from a handout by Dr. Kerry Walk <[email protected]>

Attributes of a good thesis:

 It should be contestable, proposing an arguable point with which people could reasonably disagree. A strong thesis is provocative; it takes a stand and justifies the discussion you will present.

 It tackles a subject that could be adequately covered in the format of the project assigned.  It is specific and focused. For example, instead of music, think "American jazz in the

1930s" and your argument about it.  It clearly asserts your own conclusion based on evidence. Note: Be flexible. The

evidence may lead you to a conclusion you didn't think you'd reach. It is perfectly okay to change your thesis!

 It provides the reader with a map to guide him/her through your work.  It anticipates and refutes the counter-arguments  It avoids vague language (like "it seems").  It avoids phrases such as "I believe," "I think,” “In my opinion.”  It should pass the So what? or Who cares? test (Would your most honest friend ask why

he should care or respond with "but everyone knows that"?) For instance, "people should avoid driving under the influence of alcohol," would be unlikely to evoke any opposition.

How do you know if you've got a solid tentative thesis?

Try these five tests:

 Does the thesis inspire a reasonable reader to ask, "How?" or Why?"  Would a reasonable reader NOT respond with "Duh!" or "So what?" or "No kidding!" or

"Who cares?"  Does the thesis avoid general phrasing and/or sweeping words such as "all" or "none" or

"every"?  Does the thesis lead the reader toward the topic sentences (the subtopics needed to prove

the thesis)?  Can the thesis be adequately developed in the required length of the paper or project?