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ExamplesofThesisSentences1.docx

Examples of Thesis Sentences

These thesis sentences include a roadmap to the reader so they know precisely what they will learn from reading your paper. Of equal importance, they help you as the writer not to wander, but instead to have a focus as you write. Lastly, they provide focal points for your reader to grasp the important issues about your topic.

In the examples below you will see three focal points (a roadmap). A thesis sentence does not have to have three focal points. It can be written with two, three, or more. It can also be written with only one overall point, or with two points as the problem and a solution. However, as you are learning to write a research paper, selecting a number of points, namely three, and making these points prominent in your thesis will aid your learning process.

1 FENTANYL

The fentanyl crisis represents a complex and multifaceted public health emergency characterized by the widespread availability and use of a highly potent synthetic opioid, posing a grave threat to individuals and communities, and demanding comprehensive strategies for prevention, harm reduction, and treatment.

2 GERRYMANDERING

Gerrymandering, the deliberate manipulation of electoral district boundaries for political advantage, profoundly influences the democratic process by distorting representation, contributing to political polarization, and undermining the principles of fair elections and equal representation.

3 CULTURAL APPROPRIATION

Cultural appropriation, a complex and controversial phenomenon, manifests itself through the appropriation of elements from one culture by members of another culture, often raising significant concerns related to power dynamics, respect for cultural identity, and the commodification of cultural heritage.

4 UNIVERSAL BASIC INCOME

Universal Basic Income (UBI) is a transformative economic policy with the potential to address contemporary socio-economic challenges by providing all citizens with a guaranteed income, leading to poverty reduction, enhanced economic stability, and greater individual freedom.

Other Examples

"Universal Basic Income (UBI) presents a transformative approach to addressing socio-economic challenges through a guaranteed income to all citizens, offering potential benefits for poverty reduction, economic stability, and individual freedom by providing financial security, streamlining welfare systems, and promoting equitable wealth redistribution.

"Universal Basic Income (UBI) is a transformative social policy that offers the potential to address socio-economic challenges through poverty reduction, enhanced economic stability, and increased individual freedom, but its implementation requires careful consideration of funding mechanisms, potential impacts on work incentives, and adaptation to the specific needs of diverse populations."

CompareandContrastTealrdsample.docx

1

Sample Student

Instructor Jones

English 101-107

22 March 2022

TEAL Rough Draft

ESSAY WORKSHEET

THESIS: While Rogers and King both use pathos exceedingly well, the reasons behind their arguments are so divergent from each other.

TEAL

Topic Sentence: Topic Sentence: Topic Sentence:

Evidence

Analysis

Link

E

A

L

E

A

L

Compare

Body # 1

T: Rogers and King both play to the pathos of their audience in a way that is hard to ignore.

E: Rogers reads a song that had its beginning with a simple question from a child dealing with big emotions, “When the whole wide world seems oh so wrong, and nothing you do seems right” (Rogers). Playing to the emotions of the men in the room who possibly have children is key to his success in getting the budget he needs. King’s use of pathos is similarly used with the question of a child dealing with something beyond his control, “Daddy, why do white people treat colored people so mean?” (King). He too is playing to the emotions of parents reading his letter and how scary it could be to not have answers for your child.

A: The use of these questions helps paint the picture of a small child feeling unsure and scared. There was no way that any man could ignore the image even if they felt that Rogers and Kind were both undeserving of what they were asking for.

L: Both men are using pathos in a way that many people can relate to.

Contrast

Body #2

T: Although they both use pathos effectively, Rogers’s speech to the Senate is to get more money for children’s educational tv budget which at a time of war seemed unreasonable.

E: Rogers knows that there is a chance that he may not get the money due to war and because of the amount he is asking for, “It may sound like quite a difference, but $6000 pays for less than two minutes of cartoons” (Rogers).

A: Rogers’s reasoning behind his speech is not a life and death situation. It’s about helping children learn to cope with everyday situations. Cartoons during this time showed an unhealthy view in dealing with anger and showed the use of violent actions as a form of dealing with their issues. Rogers knew how harmful this could be to children’s development and his love for children simply did not allow him to sit by idly watching.

L: He wants children to have a healthy view of dealing with emotions and not the “Two minutes of animated, what I sometimes say, bombardment” (Rogers). It is clear that he cares deeply and wants those listening to him to understand his deep commitment to children’s education and mental health.

Contrast

Body #3

T: On the other hand Kings letter, is about something a bit more complex, it is about the basic human rights of the African American population.

E: During his incarceration King received many letters and responses to his protest and he brings up one letter in particular, “I received a letter this morning from a white brother in Texas which says, ‘All Christians know that colored people will receive equal rights eventually but is it possible that you are in too great of a religious hurry’” (King).

A: After years of fighting for equal rights many African American are tired of the waiting game. King knew that in the eyes of the Lord they were equal to their white counterparts, but still religious leaders say hold on.

L: King shows his frustration with the religious leaders who know what is right and what is wrong and yet they still do not do anything to help bring about equality. He knew they would continue to hid behind the premise of following the law because it benefitted them and their own congregation.

Thesis Restatement

Repeat, using new wording, the most important ideas: the ideas that you really want your reader to remember.

Both Rogers and King play to the pathos of a hostile audience who don’t believe they deserve what they are asking for however, the reasoning behind their respective responses are very distinct from one another.

Works Cited

King, Martin L. "letter from a Birmingham Jail.". Atlanta, Ga.: Martin Luther King Jr. Center for Nonviolent Social Change, 1968.

Rogers, Fred. “Senate Statement on PBS Funding”. American Rhetoric.com, 1 May 1969, U.S. Capitol Building, Washington D.C.

FredRogers-TestimonytoCongressonPBSFunding-21.pdf

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Property of AmericanRhetoric.com Page 1

Mr. Fred Rogers

Senate Statement on PBS Funding

delivered 1 May 1969

[AUTHENTICITY CERTIFIED: Text version below transcribed directly from audio]

Senator Pastore: Alright Rogers, you've got the floor.

Mr. Rogers: Senator Pastore, this is a philosophical statement and would take about ten

minutes to read, so I'll not do that. One of the first things that a child learns in a healthy

family is trust, and I trust what you have said that you will read this. It's very important to

me. I care deeply about children.

Senator Pastore: Will it make you happy if you read it?

Mr. Rogers: I'd just like to talk about it, if it's alright. My first children's program was on

WQED fifteen years ago, and its budget was $30. Now, with the help of the Sears-Roebuck

Foundation and National Educational Television, as well as all of the affiliated stations -- each

station pays to show our program. It's a unique kind of funding in educational television. With

this help, now our program has a budget of $6000. It may sound like quite a difference, but

$6000 pays for less than two minutes of cartoons.

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Property of AmericanRhetoric.com Page 2

Two minutes of animated, what I sometimes say, bombardment. I'm very much concerned, as

I know you are, about what's being delivered to our children in this country. And I've worked

in the field of child development for six years now, trying to understand the inner needs of

children. We deal with such things as -- as the inner drama of childhood. We don't have to

bop somebody over the head to...make drama on the screen. We deal with such things as

getting a haircut, or the feelings about brothers and sisters, and the kind of anger that arises

in simple family situations. And we speak to it constructively.

Senator Pastore: How long of a program is it?

Mr. Rogers: It's a half hour every day. Most channels schedule it in the noontime as well as

in the evening. WETA here has scheduled it in the late afternoon.

Senator Pastore: Could we get a copy of this so that we can see it? Maybe not today, but I'd

like to see the program.

Mr. Rogers: I'd like very much for you to see it.

Senator Pastore: I'd like to see the program itself, or any one of them.

Mr. Rogers: We made a hundred programs for EEN, the Eastern Educational Network, and

then when the money ran out, people in Boston and Pittsburgh and Chicago all came to the

fore and said we've got to have more of this neighborhood expression of care. And this is what

-- This is what I give. I give an expression of care every day to each child, to help him realize

that he is unique. I end the program by saying, "You've made this day a special day, by just

your being you. There's no person in the whole world like you, and I like you, just the way

you are." And I feel that if we in public television can only make it clear that feelings are

mentionable and manageable, we will have done a great service for mental health. I think that

it's much more dramatic that two men could be working out their feelings of anger -- much

more dramatic than showing something of gunfire. I'm constantly concerned about what our

children are seeing, and for 15 years I have tried in this country and Canada, to present what

I feel is a meaningful expression of care.

Senator Pastore: Do you narrate it?

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Mr. Rogers: I'm the host, yes. And I do all the puppets and I write all the music, and I write

all the scripts --

Senator Pastore: Well, I'm supposed to be a pretty tough guy, and this is the first time I've

had goose bumps for the last two days.

Mr. Rogers: Well, I'm grateful, not only for your goose bumps, but for your interest in -- in

our kind of communication. Could I tell you the words of one of the songs, which I feel is very

important?

Senator Pastore: Yes.

Mr. Rogers: This has to do with that good feeling of control which I feel that children need to

know is there. And it starts out, "What do you do with the mad that you feel?" And that first

line came straight from a child. I work with children doing puppets in -- in very personal

communication with small groups:

What do you do with the mad that you feel? When you feel so mad you could bite.

When the whole wide world seems oh so wrong, and nothing you do seems very right.

What do you do? Do you punch a bag? Do you pound some clay or some dough? Do

you round up friends for a game of tag or see how fast you go? It's great to be able to

stop when you've planned a thing that's wrong. And be able to do something else

instead, and think this song --

'I can stop when I want to. Can stop when I wish. Can stop, stop, stop

anytime....And what a good feeling to feel like this! And know that the feeling is

really mine. Know that there's something deep inside that helps us become

what we can. For a girl can be someday a lady, and a boy can be someday a

man.'

Senator Pastore: I think it's wonderful. I think it's wonderful. Looks like you just earned the

20 million dollars.