ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

I. UNIT NO. & TITLE: Unit 1: Reading Academic Texts

II. LESSON NO. & TITLE: Lesson 3: Thesis Statement of an Academic Text
III. WEEK NUMBER: Week 3 (September 14-18, 2020)
IV. MODULE NUMBER: Module 3
V. OBJECTIVES:
At the end of the lesson, students must be able to:
 States the Thesis Statement of an Academic Text
VI. ACTIVITY:
Directions: Write true if the statement supports the principle of thesis statement; write false if otherwise.

1. Thesis Statement is the first sentence at the beginning of each paragraph.

2. It makes a claim that other people may dispute, challenge, or oppose.
3. It is a question in response to the writing assignment.
4. It is a road map for a paper; it tells the reader what the paper will focus on.
5. It is a simple statement of fact.

VII. DISCUSSION:
What is Thesis Statement?
• It is a statement that summarizes your topic and declares your position on it.
• Tells the reader how you will interpret the significance of the subject matter under discussion.
• Is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• It is the central idea of a multiple-paragraph composition. It is one sentence summary that guides, controls and
unifies ideas when writing a paper. In simple terms, all the other ideas present in an easy revolve around the thesis
statement.
• It focuses your ideas into one or two sentences. It should present the topic of your paper and also make a comment
about your position in relation to the topic. Your thesis statement should tell your reader what the paper is about and
also help guide your writing and keep your argument focused.

Locating Explicit and Implicit Thesis Statements

• In academic writing, the thesis is often explicit: it is included as a sentence as part of the text.
It might be near the beginning of the work, but not always–some types of academic writing leave the thesis until the
conclusion.
• Journalism and reporting also rely on explicit thesis statements that appear very early in the piece–the first
paragraph or even the first sentence.
• Works of literature, on the other hand, usually do not contain a specific sentence that sums up the core concept of
the writing. However, readers should finish the piece with a good understanding of what the work was trying to
convey. This is what’s called an implicit thesis statement: the primary point of the reading is conveyed indirectly, in
multiple locations throughout the work. (In literature, this is also referred to as the theme of the work.)
• However, academic writing sometimes relies on implicit thesis statements, as well.

To know more about locating thesis statement, click this link below.
https://human.libretexts.org/Bookshelves/Composition/Book
%3A_Basic_Reading_and_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_Statements
Four Questions to Ask When Formulating Thesis Statement
1. Where is your thesis statement?
You should provide a thesis early in your essay -- in the introduction, or in longer essays in the second paragraph --
in order to establish your position and give your reader a sense of direction.

Tips on how to write a successful thesis statement

 Avoid burying a great thesis statement in the middle of a paragraph or late in the paper.
 Be as clear and as specific as possible; avoid vague words.
 Indicate the point of your paper but avoid sentence structures like, “The point of my paper is…”

2. Is your thesis statement specific?

 Your thesis statement should be as clear and specific as possible. Normally you will continue to refine your thesis as
you revise your argument(s), so your thesis will evolve and gain definition as you obtain a better sense of where your
argument is taking you.

Tips on how to formulate specific thesis statement

 Are there two large statements connected loosely by a coordinating conjunction (i.e. "and," "but," "or," "for,"
"nor," "so," "yet")?
 Would a subordinating conjunction help (i.e. "through," "although," "because," "since") to signal a
relationship between the two sentences?
 Or do the two statements imply a fuzzy unfocused thesis?
 If so, settle on one single focus and then proceed with further development.
3. Is your thesis statement too general?
Your thesis should be limited to what can be accomplished in the specified number of pages. Shape your topic so that
you can get straight to the "meat" of it. Being specific in your paper will be much more successful than writing about
general things that do not say much. Don't settle for three pages of just skimming the surface.
The opposite of a focused, narrow, crisp thesis is a broad, sprawling, superficial thesis. Compare this original thesis
(too general) with three possible revisions (more focused, each presenting a different approach to the same topic):

Original thesis:
There are serious objections to today's horror movies.

Revised thesis:
Because modern cinematic techniques have allowed filmmakers to get more graphic, horror flicks have desensitized
young American viewers to violence.
The pornographic violence in "bloodbath" slasher movies degrades both men and women.
Today's slasher movies fail to deliver the emotional catharsis that 1930s horror films did.

4. Is your thesis statement clear?

Your thesis statement is no exception to your writing: it needs to be as clear as possible. By being as clear as possible
in your thesis statement, you will make sure that your reader understands exactly what you mean.

Tips on how to write clear thesis statement

Unless you're writing a technical report, avoid technical language. Always avoid jargon, unless you are confident your
audience will be familiar with it.
 Avoid vague words such as "interesting,” "negative," "exciting,” "unusual," and "difficult."
 Avoid abstract words such as "society," “values,” or “culture.”

These words tell the reader next to nothing if you do not carefully explain what you mean by them. Never assume that
the meaning of a sentence is obvious. Check to see if you need to define your terms (” socialism," "conventional,"
"commercialism," "society"), and then decide on the most appropriate place to do so. Do not assume, for example,
that you have the same understanding of what “society” means as your reader. To avoid misunderstandings, be as
specific as possible.

Compare the original thesis (not specific and clear enough) with the revised version (much more specific and clearer):
Original thesis: Although the timber wolf is a timid and gentle animal, it is being systematically exterminated. [if it's so
timid and gentle -- why is it being exterminated?]
Revised thesis: Although the timber wolf is actually a timid and gentle animal, it is being systematically exterminated
because people wrongfully believe it to be a fierce and cold-blooded killer.
Original: "is, are, was, to be" or "to do, to make"
Revised: any great action verb you can concoct: "to generate," "to demolish," "to batter," "to revolt," "to discover," "to
flip," "to signify," "to endure..."
Use your own words in thesis statements; avoid quoting. Crafting an original, insightful, and memorable thesis makes
a distinct impression on a reader. You will lose credibility as a writer if you become only a mouthpiece or a copyist; you
will gain credibility by grabbing the reader with your own ideas and words.
A well-crafted thesis statement reflects well-crafted ideas. It signals a writer who has intelligence, commitment, and
enthusiasm.

VIII. PRACTICE/APPLICATION/SYNTHESIS: See activity no. 1 and answer worksheet no. 3

IX. ASSESSMENT: See activity no. 2 and answer worksheet no. 3
X. REFLECTION: See activity no. 3 and answer worksheet no. 3
 XI. FEEDBACK: Teacher’s comments or reactions after submission and checking.
Worksheet No. 3
Name: Date:
Year & Section: Teacher:

Activity 1: Read the following statements very carefully. Select only one more effective thesis in the introductory paragraph of a short
essay. Keep in mind that an effective thesis statement should be sharply focused and specific, not just a general statement of fact.
Write the letter of your answer on the answer sheet provided.

1. A. The Hunger Games is a science fiction adventure film based on the novel of the same name by Suzanne Collins.
B. The Hunger Games is a morality tale about the dangers of a political system that is dominated by the wealthy.

2. A. There is no question that cell phones have changed our lives in a very big way.
B. While cell phones provide freedom and mobility, they can also become a leash, compelling users to answer them anywhere
and at any time.

3. A. Finding a job is never easy, but it can be especially hard when the economy is still feeling the effects of a recession and
employers are reluctant to hire new workers.
B. College students looking for part-time work should begin their search by taking advantage of job-finding resources on campus.

4. A. For the past three decades, coconut oil has been unjustly criticized as an artery-clogging saturated fat.
B. Cooking oil is plant, animal, or synthetic fat that is used in frying, baking, and other types of cooking.

5. A. There have been over 200 movies about Count Dracula, most of them only very loosely based on the novel published by Bram
Stoker in 1897.
B. Despite its title, Bram Stoker's Dracula, a film directed by Francis Ford Coppola, takes considerable liberties with Stoker's
novel.
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Activity 2: Create a thesis statement based on the following information.
Topic 1: Education is important to have.

Supports:
1. It could enable one to get a better paying job.
2. It makes a person a more interesting individual.
3. It makes a person a more informed citizen.
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Topic 2: Bowling is a sport for everyone.

Supports:

1. It is not limited to any age group.

2. It can be played at any time.
3. It does not require any expensive equipment.

Thesis Statement:
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Activity 3: Complete the paragraph with the necessary words or sentences that best describe what you have learned from the
discussion. Follow the format below.

I have learned that thesis statement…..…..

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