|
For Z, X is Y because {a, b, c}.
where
-
X = essay subject
narrowed to a length suitable for assignment
-
Y = writer’s
attitude about subject or what he/she is going to tell us about the subject
-
{a, b, c} = reasons
to support X/Y statement, formulated as topic sentences in the body section
of the essay (# of reasons vary per paper)
-
Z =
limiting/focusing factors, such as audience and context of essay
Note: a thesis
statement does not always include Z and {a, b, c}, but it should always have an
X and Y. However, your essay must always make clear what the Z and {a, b, c} are
to the reader. Z begins in the introduction and continues throughout the essay
in the choice of reasons to suit the audience and context as well as the tone
and diction levels. {a, b, c} come directly from the X/Y statement and the Z
because they are reasons that logically support the essay’s thesis and also will
appeal to the essay reader.
Example: Students
should not complain about tuition hikes at Seminole State College because the
money provides many useful services to them in computer labs, the library, and
in classrooms.
|
X
|
= |
SSC tuition hikes |
|
Y |
= |
students should not
complain |
|
{a, b, c} |
= |
money provides
services in computer labs, the library, and in classrooms |
|
Z
|
= |
the limiting factors
are: students (the audience and complainers) and SSC (where the
tuition hikes are occurring) |
Thesis statements are not:
1.
Statements of fact:
SSC raised tuition this year.
2. Statements
of the obvious: Students don’t like paying
tuition.
3. Announcements
of intent: This essay will explain how SSC uses
tuition money in ways beneficial to students.
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