DEVELOPING A WORKING THESIS FOUR MODELSWhat are some ways to de

DEVELOPING A WORKING THESIS: FOUR MODELS
What are some ways to develop a working thesis? We suggest
four models that may help you organize the information you
gather in response to the question guiding your inquiry.
◼ The Correcting-Misinterpretations Model
This model is used to correct writers whose arguments you
believe have misconstrued one or more important aspects of an
issue. The thesis typically takes the form of a factual claim.
Consider this example and the words we have underlined:
Although scholars have addressed curriculum to explain low
achievement in schools, they have failed to fully appreciate the
impact of limited resources to fund up-to-date textbooks,
quality teachers, and computers. Therefore, reform in schools
must focus on economic need as well as curriculum.
The clause beginning with “Although” lays out the assumption
that many scholars make, that curriculum explains low
educational achievement; the clause beginning with “they have
failed” identifies the error those scholars have made by ignoring
the economic reasons for low achievement in schools. Notice
that the structure of the sentence reinforces the author’s
position. He explains what he sees as the faulty assumption in a
subordinate clause and reserves the main clause for his own
position. The two clauses indicate that different authors hold
conflicting opinions. Note that the writer could have used a
phrase such as “they [scholars] have understated the impact of
limited resources” as a way to reframe the problem in his thesis.
In crafting your thesis, choose words that signal to readers that
you are correcting others’ ideas, or even misinterpretations,
without being dismissive. One more thing: Although it is a
common myth that a thesis can be phrased in a single sentence
(a legacy of the five-paragraph theme, we suspect), this example
shows that a thesis can be written in two (or more) sentences.
◼ The Filling-the-Gap Model
The gap model points to what other writers may have

overlooked or ignored in discussing a given issue. The gap
model typically makes a claim of value. Consider this student’s
argument that discussions of cultural diversity in the United
States are often framed in terms of black and white. Our
underlining indicates the gap the writer has identified:
If America is truly a “melting pot” of cultures, as it is often
called, then why is it that stories and events seem only to be in
black and white? Why is it that when history courses are taught
about the period of the civil rights movement, only the memoirs
of African Americans are read, like those of Melba Pattillo
Beals and Ida Mae Holland? Where are the works of Maxine
Hong Kingston, who tells the story of alienation and
segregation in schools through the eyes of a Chinese child?
African Americans were denied the right to vote, and many
other citizenship rights; but Chinese Americans were denied
even the opportunity to become citizens. I am not diminishing
the issue of discrimination against African Americans, or
belittling the struggles they went through. I simply want to call
attention to discrimination against other minority groups and
their often-overlooked struggles to achieve equality.
In the student’s thesis, the gap in people’s knowledge stems
from their limited understanding of history. They need to
understand that many minority groups were denied their rights.
A variation on the gap model also occurs when a writer suggests
that although something might appear to be the case, a closer
look reveals something different. For example: “Although it
would appear that women have achieved equality in the
workplace, their paychecks suggest that this is not true.”
One of our students examined two poems by the same author
that appeared to contradict each other. She noticed a gap others
had not seen:
In both “The Albatross” and “Beauty,” Charles Baudelaire
chooses to explore the plight of the poet. Interestingly, despite
their common author, the two poems’ portrayals of the poet’s
struggles appear contradictory. “The Albatross” seems to give a
somewhat sympathetic glimpse into the exile of the poet — the

“winged voyager” so awkward in the ordinary world. “Beauty”
takes what appears to be a less forgiving stance: The poet here
is docile, simply a mirror. Although both pieces depict the
poet’s struggles, a closer examination demonstrates how the
portrayals differ.
In stating her thesis, the student indicates that although readers
might expect Baudelaire’s images of poets to be similar, a
closer examination of his words would prove them wrong.
◼ The Modifying-What-Others-Have-Said Model
The modification model of thesis writing assumes that mutual
understanding is possible. For example, in proposing a change
in policy, one student asserts:
Although scholars have claimed that the only sure way to
reverse the cycle of homelessness in America is to provide an
adequate education, we need to build on this work, providing
school-to-work programs that ensure graduates have access to
employment.
Here the writer seeks to modify other writers’ claims,
suggesting that education alone does not solve the problem of
homelessness. The challenge he sets for himself is to understand
the complexity of the problem by building on and extending the
ideas of others. In effect, he is in a constructive conversation
with those whose work he wants to build on, helping readers see
that he shares common ground with the other writers and that he
hopes to find a mutually acceptable solution to the agreed-on
problem.
◼ The Hypothesis-Testing Model
The hypothesis-testing model begins with the assumption that
writers may have good reasons for supporting their arguments,
but that there are also a number of legitimate reasons that
explain why something is, or is not, the case. The questions
motivating your research will often lead you to a number of
possible answers, but none are necessarily more correct than
others. That is, the evidence is based on a hypothesis that
researchers will continue to test by examining individual cases
through an inductive method until the evidence refutes that

hypothesis.
For example, over the last decade, researchers have generated a
number of hypotheses to explain the causes of climate change.
Some have argued that climate change, or global warming, can
be explained by natural causes, that change is a cyclical
process. Those who adopt such a view might use evidence to
demonstrate that oceans produce heat and that change can be
attributed to a steady increase in heat production over time.
Others have persuasively shown that humans have caused global
warming by burning fossil fuels that increase the amount of
carbon in the air, which creates what scientists call the
“greenhouse effect.” Each assertion is based on a set of
inferences from observation and the data available to test each
hypothesis. Moreover, the truth value of any assertion is based
on the probability that global warming can be attributed to any
one cause or explanation.
The hypothesis-testing model assumes that the questions you
raise will likely lead you to multiple answers that compete for
your attention. The following is one way to formulate such an
argument in which you examine rival hypotheses before coming
to a conclusion.
Some people explain this by suggesting that, but a close
analysis of the problem reveals several compelling, but
competing explanations.
You may not find a definitive explanation, so you will need to
sort through the evidence you find, develop an argument, and
acknowledge the reasonable counterarguments that critical
readers will raise. In the end, you are not really proving that
something is the case, such as the causes of global warming, but
you are helping readers understand what you see as the best
case given the available evidence.
Steps to Formulating a Working Thesis: Four Models
1. Misinterpretations model: “Although many scholars have
argued about A and B, a careful examination suggests C.”
2. Gap model: “Although scholars have noted A and B, they
have missed the importance of C.”

3. Modification model: “Although I agree with the A and B
ideas of other writers, it is important to extend/refine/limit their
ideas with C.”
4. Hypothesis-testing model: “Some people explain A by
suggesting B, but a close analysis of the problem reveals the
possibility of several competing/complementary explanations
such as C, D, and E.”
A Practice Sequence: Identifying Types of Theses
Below is a series of working theses. Read each one and then
identify the model — misinterpretations, gap, modification, or
hypothesis-testing — that it represents.
1. A number of studies indicate that violence on television has a
detrimental effect on adolescent behavior. However, few
researchers have examined key environmental factors like
peer pressure, music, and home life. In fact, I would argue that
many researchers have oversimplified the problem.
2. Although research indicates that an increasing number of
African American and Hispanic students are dropping out of
high school, researchers have failed to fully grasp the reasons
why this has occurred.
3. I want to argue that studies supporting single-sex education
are relatively sound. However, we don’t really know the long-
term effects of single-sex education, particularly on young
women’s career paths.
4. Although recent studies of voting patterns in the United
States indicate that young people between the ages of 18 and 24
are apathetic, I want to suggest that not all of the reasons these
studies provide are valid.
5. Indeed, it’s not surprising that students are majoring in fields
that will enable them to get a job after graduation. But students
may not be as pragmatic as we think. Many students choose
majors because they feel that learning is an important end in
itself.
6. Some reformers have assumed that increasing competition
will force public schools to improve the quality of education,
but it seems that a number of recent initiatives can be used to

explain why students have begun to flourish in math and
reading, particularly in the primary grades.
7. It is clear that cities need to clean up the dilapidated housing
projects that were built over half a century ago; but few, if any,
studies have examined the effects of doing so on the life
chances of those people who are being displaced.
8. In addition to its efforts to advance the cause of social justice
in the new global economy, the university must make a
commitment to ending poverty on the edge of campus.
9. Although the writer offers evidence to explain the sources of
illiteracy in America, he overstates his case when he ignores
other factors, among them history, culture, and economic well -
being. Therefore, I will argue that we place the discussion in a
broader context.
10. More and more policymakers argue that English should be
the national language in the United States. Although I agree that
English is important, we should not limit people’s right to
maintain their own linguistic and cultural identity.
STABLISHING A CONTEXT FOR A THESIS
In addition to defining the purpose and focus of an essay, a
thesis must set up a context for the writer’s claim. The process
of establishing a background for understanding an issue
typically involves four steps:
1. Establish that the topic of conversation, the issue, is current
and relevant — that it is on people’s minds or should be.
2. Briefly summarize what others have said to show that you are
familiar with the topic or issue.
3. Explain what you see as the problem — a misinterpretation, a
gap, or a modification that needs to be made in how others have
addressed the topic or issue — perhaps by raising the questions
you believe need to be answered.
4. State your thesis, suggesting that your view on the issue may
present readers with something new to think about as it builds
on and extends what others have argued.
You need not follow these steps in this order as long as your
readers come away from the first part of your essay knowing

why you are discussing a given issue and what your argument
is.
CSCI 428 – Fall 2021
Final Project
100 points + 10 bonus points
Note: This is an individual assignment. Each student MUST
complete the work on his/her own.
Any code sharing/plagiarism is not tolerated.
Overview
This project consists of two tasks. The goal is to explore how to
design various class through encap-
sulation, inheritance, composition, and polymorphism, to
examine how to create GUI applications
using JavaFX. Glance at “What to Submit” when you start
working on a task so that you know
what information to provide from each task.
Submission Example
CSCI428-project-XX
CSCI428-project-XX.doc
Task1
Account.java
SavingAccount.java

CheckingAccount.java
Task1XX.java
Task2
task2aXX.java
task2bXX.java
task2cXX.java
ClockPaneXX.java
README.txt
What to Submit
1. One doc file “CSCI428-project-XX.doc” including the text
source code and screenshots of the
outputs of all programs. Please replace XX with your first name
and last name. You can
copy/paste the text source code from Eclipse, IntelliJIDEA, or
other IDEs into the doc file.
Hopefully, based on the screen snapshots of the output, you can
show that your programs
passed tests and were well.
2. Java class files for all programs. In well-defined programs,
proper comments are required. For
programs without comments, they will be deducted greatly in
grade.
– For task 1, there are 4 java files (including Account.java,
SavingaAccount.java, CheckingAc-

count.java, and Task1XX.java).
– For task 2, there is just 4 java files including task2a-cXX.java
and ClockPane.java.
3. Note that if any program or code does not work, you can
explain the status of the program or
code and then attach your explanation and description in a file
“README.txt”.
4. Optional. Anything you want to attract the attention of
instructor in grading.
Task 1 (50 points): (Bank Account Application) Using classes,
design an account list to keep track
of different kinds of accounts with the data fields like id,
balance, interest rate, and dateCreated.
Your program should create a list using ArrayList and maintain
the elements in the list.
(a) Design a class named class Account that contains the private
data fields id, balance, an-
nualInterestRate, and dateCreated that stores the date when the
account was created. It also
need to contain a default constructor that creates a default
account, a constructor that creates
an account with the specified id and initial balance, the accessor
and mutator methods for
id, balance, and annualInterestRate, the accessor method for
dateCreated, a method named
getMonthlyInterestRate() that returns the monthly interest rate,
a method named getMonth-
lyInterest() that returns the monthly interest, a method named
withdraw that withdraws a

specified amount from the account, and a method named deposit
that deposits a specified
amount to the account.
(b) Create two subclasses for CheckingAccount and
SavingAccount accounts. The checking
account has no interest, a small number of free transactions per
month, and additional trans-
actions would be changed a small fee. The saving account
should have an annual interest rate
5%. A Checking account has an overdraft limit, but a Savings
account cannot be overdrawn.
(c) Write a test program Task1XX.java that creates an Account
object with an account ID of
5589, a balance of $35,000, and an annual interest rate of 3.5%.
Use the withdraw method to
withdraw $3,700, use the deposit method to deposit $6,000, and
print the balance, the monthly
interest, and the date when this account was created. In this test
program, create two more
objects of savingsAccount, and checkingAccount with their
toString() methods that describe
all instance fields. XX should be replaced with your first name
and last name. Note the class
Task1XX is not finished in a good shape and you are suggested
to add more statements if
needed.
(d) In the test program, create a ArrayList, add all objects to the
list, and use a loop to display
all the instance fields in the list by invoking the object’s
toString() method.
Grading Rubric

– 5 points for each class (e.g. Account, CheckingAccount, and
SavingAccount) with the
function toString().
– 5 points for using the Keyword super in the classes Checking
and Saving in order to access
superclass members in the class Account.
– 5 points for meeting all requirements.
– 10 points for the test program.
Task 2 (50 points): Write three GUI programs using JavaFX to
finish the following sub-tasks:
(a) Write a JavaFX program Task2aXX.java that generates three
random points on a circle
centered at (0, 0) with radius 40 and display three angles in
triangle formed by these three
points, as shown in Figure 1(a) and (b). (Hint: Generate a
random angle α in radians between
0 and 2π, as shown in Figure 1 and the point determined by this
angle is (r∗ cos(α),r∗ sin(α)).)
(b) Draw a detailed clock: Modify the ClockPane class provided
to draw the clock with more
details on the hours and minutes, as shown in Figure 2. Save the
java file as Task2bXX.java.
(c) Displays two clocks. The hour, minute, and second values
are 10, 30, 55 for the first clock
and 13, 23, 56 for the second clock. One example is as shown in
Figure 2. Save the java file as
Task2cXX.java.

Figure 1: (a) A triangle is formed from three random points on
the circle. (b)A random point on
the circle can be generated using a random angle α.
Figure 2: A detailed clock Figure 3: Two clocks
The figures below show example GUI of this program for
subtasks 1-3.
If time allows, you can also create animation for a runni ng
clock for 10 bonus points.
Grading Rubric
– (10 points) for classes with necessary functions and key
details
– (10 points) for the workable classes and functions without any
syntax or runtime errors.
– (10 points) for appropriate comments
Challenges in This Project
1. For 10% extra credit, you are welcome to explore the design
of each task. Note: You still have
to finish all tasks required by this project.
2. You should install the IntelliJIDEA to facilitate the
development of Task 2.
—————x———— Good Luck ————x————–
IDENTIFYING ISSUES
In this section we present several steps to identifying an issue.

You don’t have to follow them in this particular order, and you
may find yourself going back and forth among them as you try
to bring an issue into focus.
Keep in mind that issues do not simply exist in the world well
formed. Instead, writers construct what they see as issues from
the situations they observe. For example, consider legislation to
limit downloads from the Internet. If such legislation conflicts
with your own practices and sense of freedom, you may have
begun to identify an issue: the clash of values over what
constitutes fair use and what does not. Be aware that others may
not understand your issue and that in your writing you will have
to explain carefully what is at stake.
◼ Draw on Your Personal Experience
You may have been taught that formal writing is objective, that
you must keep a dispassionate distance from your subject, and
that you should not use I in a college-level paper. The fact is,
however, that our personal experiences influence how we read,
what we pay attention to, and what inferences we draw. It
makes sense, then, to begin with you — where you are and what
you think and believe.
We all use personal experience to make arguments in our
everyday lives. In an academic context, the challenge is to use
personal experience to argue a point, to illustrate something, or
to illuminate a connection between theories and the sense we
make of our daily experience. You don’t want simply to tell
your story. You want your story to strengthen your argument.
For example, in Cultural Literacy, E. D. Hirsch personalizes his
interest in reversing the cycle of illiteracy in America’s cities.
To establish the nature of the problem in the situation he
describes, he cites research showing that student performance
on standardized tests in the United States is falling. But he also
reflects on his own teaching in the 1970s, when he first
perceived “the widening knowledge gap [that] caused me to
recognize the connection between specific background
knowledge and mature literacy.” And he injects anecdotal
evidence from conversations with his son, a teacher. Those

stories heighten readers’ awareness that school-aged children do
not know much about literature, history, or government. (For
example, his son mentions a student who challenged his claim
that Latin is a “dead language” by demanding, “What do they
speak in Latin America?”)
Hirsch’s use of his son’s testimony makes him vulnerable to
criticism, as readers might question whether Hirsch can
legitimately use his son’s experience to make generalizations
about education. But in fact, Hirsch is using personal testimony
— his own and his son’s — to augment and put a human face on
the research he cites. He presents his issue, that schools must
teach cultural literacy, both as something personal and as
something with which we should all be concerned. The personal
note helps readers see Hirsch as someone who has long been
concerned with education and who has even raised a son who is
an educator.
◼ Identify What Is Open to Dispute
An issue is something that is open to dispute. Sometimes the
way to clarify an issue is to think of it as a fundamental
tension between two or more conflicting points of view. If you
can identify conflicting points of view, an issue may become
clear.
Consider E. D. Hirsch, who believes that the best approach to
educational reform is to change the curriculum in schools. His
position: A curriculum based on cultural literacy is the one sure
way to reverse the cycle of poverty and illiteracy in urban areas.
What is the issue? Hirsch’s issue emerges in the presence of an
alternative position. Jonathan Kozol, a social activist who has
written extensively about educational reform, believes that
policymakers need to address reform by providing the necessary
resources that all students need to learn. Kozol points out that
students in many inner-city schools are reading outdated
textbooks and that the dilapidated conditions in these schools —
windows that won’t close, for example — make it impossible
for students to learn.
In tension are two different views of the reform that can reverse

illiteracy: Hirsch’s view that educational reform should occur
through curricular changes, and Kozol’s view that educational
reform demands socioeconomic resources.
◼ Resist Binary Thinking
As you begin to define what is at issue, try to tease out
complexities that may not be immediately apparent. That is, try
to resist the either/or mindset that signals binary thinking.
If you considered only what Hirsch and Kozol have to say, it
would be easy to characterize the problems facing our schools
as either curricular or socioeconomic. But it may be that the
real issue combines these arguments with a third or even a
fourth, that neither curricular nor socioeconomic changes by
themselves can resolve the problems with American schools.
After reading essays by both Hirsch and Kozol, one of our
students pointed out that both Hirsch’s focus on curriculum and
Kozol’s socioeconomic focus ignore another concern. She went
on to describe her school experience in racial terms. In the
excerpt below, notice how this writer uses personal experience
(in a new school, she is not treated as she had expected to be
treated) to formulate an issue.
Moving from Colorado Springs to Tallahassee, I was
immediately struck by the differences apparent in local home
life, school life, and community unity, or lack thereof. Ripped
from my sheltered world at a small Catholic school
characterized by racial harmony, I was thrown into a large
public school where outward prejudice from classmates and
teachers and “race wars” were common and tolerated. . . .
In a school where students and teachers had free rein to abuse
anyone different from them, I was constantly abused. As the
only black student in English honors, I was commonly belittled
in front of my “peers” by my teacher. If I developed courage
enough to ask a question, I was always answered with the use of
improper grammar and such words as “ain’t” as my teacher
attempted to simplify the material to “my level” and to give me
what he called “a little learning.” After discussing
several subjects, he often turned to me, singling me out of a sea

of white faces, and asked, “Do you understand, Mila?” When
asking my opinion of a subject, he frequently questioned, “What
do your people think about this?” Although he insisted on
including such readings as Martin Luther King’s “I Have a
Dream” speech in the curriculum, the speech’s themes of
tolerance and equity did not accompany his lesson.
Through her reading, this student discovered that few prominent
scholars have confronted the issue of racism in schools directly.
Although she grants that curricular reform and increased
funding may be necessary to improve education, she argues that
scholars also need to address race in their studies of teaching
and learning.
Our point is that issues may be more complex than you first
think they are. For this student, the issue wasn’t one of two
positions — reform the curriculum or provide more funding.
Instead, it combined a number of different positions, including
race (“prejudice” and “race wars”) and the relationship between
student and teacher (“Do you understand, Mila?”) in a
classroom.
In this passage, the writer uses her experience to challenge
binary thinking. Like the student writer, you should examine
issues from different perspectives, avoiding either/or
propositions that oversimplify the world.
◼ Build on and Extend the Ideas of Others
Academic writing builds on and extends the ideas of others. As
an academic writer, you will find that by extending other
people’s ideas, you will extend your own. You may begin in a
familiar place, but as you read more and pursue connections to
other readings, you may well end up at an unexpected
destination.
For example, one of our students was troubled when he read
Melissa Stormont-Spurgin’s description of homeless children.
The student uses details from her work (giving credit, of course)
in his own:
The children . . . went to school after less than three hours of
sleep. They wore the same wrinkled clothes that they had worn

the day before. What will their teachers think when they fall
asleep in class? How will they get food for lunch? What will
their peers think? What could these homeless children talk
about with their peers? They have had to grow up too fast. Their
worries are not the same as other children’s worries. They are
worried about their next meal and where they will seek shelter.
Their needs, however, are the same. They need a home and all
of the securities that come with it. They also need an education
(Stormont-Spurgin 156).
Initially the student was troubled by his own access to quality
schools, and the contrast between his life and the lives of the
children Stormont-Spurgin describes. Initially, then, his issue
was the fundamental tension between his own privileged status,
something he had taken for granted, and the struggle that
homeless children face every day.
However, as he read further and grew to understand
homelessness as a concern in a number of studies, he connected
his personal response to a larger conversation about democracy,
fairness, and education:
Melissa Stormont-Spurgin, an author of several articles on
educational studies, addresses a very real and important, yet
avoided issue in education today. Statistics show that a very
high percentage of children who are born into homeless families
will remain homeless, or in poverty, for the rest of their lives.
How can this be, if everyone actually does have the same
educational opportunities? There must be significant
educational disadvantages for children without homes. In a
democratic society, I feel that we must pay close attention to
these disadvantages and do everything in our power to replace
them with equality.
Ultimately, the student refined his sense of what was at
issue: Although all people should have access to public
education in a democratic society, not everyone has the
opportunity to attend quality schools in order to achieve
personal success. In turn, his definition of the issue began to
shape his argument:

Parents, teachers, homeless shelters, and the citizens of the
United States who fund [homeless] shelters must address the
educational needs of homeless children, while steering them
away from any more financial or psychological struggles.
Without this emphasis on education, the current trend upward in
the number of homeless families will inevitably continue in the
future of American society.
The student shifted away from a personal issue — the difference
between his status and that of homeless children — to an issue
of clashing values: the principle of egalitarian democracy on the
one hand and the reality of citizens in a democracy living in
abject poverty on the other. When he started to read about
homeless children, he could not have made the claim he ends up
making, that policymakers must make education a basic human
right.
This student offers us an important lesson about the role of
inquiry and the value of resisting easy answers. He has built on
and extended his own ideas — and the ideas of others — after
repeating the process of reading, raising questions, writing, and
seeing problems a number of times.
◼ Read to Discover a Writer’s Frame
A more specialized strategy of building on and extending the
ideas of others involves reading to discover a writer’s frame,
the perspective through which a writer presents his or her
arguments. Writers want us to see the world a certain way, so
they frame their arguments much the same way photographers
and artists frame their pictures.
For example, if you were to take a picture of friends in front of
the football stadium on campus, you would focus on what you
would most like to remember — your friends’ faces — blurring
the images of the people walking behind your friends. Setting
up the picture, or framing it, might require using light and
shade to make some details stand out more than others. Writers
do the same with language.
E. D. Hirsch uses the concept of cultural literacy to frame his
argument for curricular reform. For Hirsch, the term is a

benchmark, a standard: People who are culturally literate are
familiar with the body of information that every educated
citizen should know. Hirsch’s implication, of course, is that
people who are not culturally literate are not well educated. But
that is not necessarily true. In fact, a number of educators insist
that literacy is simply a means to an end — reading to complete
an assignment, for example, or to understand the ramifications
of a decision — not an end in itself. By defining and
using cultural literacy as the goal of education, Hirsch is
framing his argument; he is bringing his ideas into focus.
When writers use framing strategies, they also call attention to
the specific conversations that set up the situation for their
arguments. Framing often entails quoting specific theories and
ideas from other authors and then using those quotations as a
perspective, or lens, through which to examine other material.
In his memoir Hunger of Memory: The Education of Richard
Rodriguez (1982), Richard Rodriguez uses this method to
examine his situation as a nonnative speaker of English
desperate to enter the mainstream culture, even if it means
sacrificing his identity as the son of Mexican immigrants.
Reflecting on his life as a student, Rodriguez comes across
Richard Hoggart’s book The Uses of Literacy (1957). Hoggart’s
description of “the scholarship boy” presents a lens through
which Rodriguez can see his own experience. Hoggart writes:
With his family, the boy has the intense pleasure of intimacy,
the family’s consolation in feeling public alienation. Lavish
emotions texture home life. Then, at school, the instruction bids
him to trust lonely reason primarily. Immediate needs set the
pace of his parents’ lives. From his mother and father the boy
learns to trust spontaneity and nonrational ways of
knowing. Then, at school, there is mental calm. Teachers
emphasize the value of a reflectiveness that opens a space
between thinking and immediate action.
Years of schooling must pass before the boy will be able to
sketch the cultural differences in his day as abstractly as this.
But he senses those differences early. Perhaps as early as the

night he brings home an assignment from school and finds the
house too noisy for study. He has to be more and more alone, if
he is going to “get on.” He will have, probably unconsciously,
to oppose the ethos of the hearth, the intense gregariousness of
the working-class family group. . . . The boy has to cut himself
off mentally, so as to do his homework, as well as he can.
Here is Rodriguez’s response to Hoggart’s description of the
scholarship boy:
For weeks I read, speed-read, books by modern educational
theorists, only to find infrequent and slight mention of students
like me. . . . Then one day, leafing through Richard
Hoggart’s The Uses of Literacy, I found, in his description of
the scholarship boy, myself. For the first time I realized
that there were other students like me, and so I was able to
frame the meaning of my academic success, its consequent price
— the loss.
Notice how Rodriguez introduces ideas from Hoggart “to frame”
his own ideas: “I found, in his description of the scholarship
boy, myself. For the first time I realized that there were other
students like me, and so I was able to frame the meaning of my
academic success, its consequent price — the loss.” Hoggart’s
scholarship boy enables Rodriguez to revisit his own experience
with a new perspective. Hoggart’s words and idea advance
Rodriguez’s understanding of the problem he identifies in his
life: his inability to find solace at home and within his working-
class roots. Hoggart’s description of the scholarship boy’s
moving between cultural extremes — spontaneity at home and
reflection at school — helps Rodriguez bring his own youthful
discontent into focus.
Rodriguez’s response to Hoggart’s text shows how another
writer’s lens can help frame an issue. If you were using
Hoggart’s term scholarship boy as a lens through which to
clarify an issue in education, you might ask how the term
illuminates new aspects of another writer’s examples or your
own. And then you might ask, “To what extent does Hirsch’s
cultural literacy throw a more positive light on what Rodriguez

and Hoggart describe?” or “How do my experiences challenge,
extend, or complicate the scholarship-boy concept?”
◼ Consider the Constraints of the Situation
In identifying an issue, you have to understand the situation that
gives rise to the issue, including the contexts in which it is
raised and debated. One of the contexts is the audience. In
thinking about your issue, you must consider the extent to
which your potential readers are involved in the dialogue you
want to enter, and what they know and need to know. In a sense,
audience functions as both context and constraint, a factor that
narrows the choices you can make in responding to an issue. An
understanding of your potential readers will help you choose the
depth of your discussion; it will also determine the kind of
evidence you can present and the language you can use.
Another constraint on your response to an issue is the form that
response takes. For example, if you decide to make an issue of
government-imposed limits on what you can download from the
Internet, your response in writing might take the form of an
editorial or a letter to a legislator. In this situation, length is an
obvious constraint: Newspapers limit the word count of
editorials, and the best letters to legislators tend to be brief and
very selective about the evidence they cite. A few personal
examples and a few statistics may be all you can include to
support your claim about the issue. By contrast, if you were
making your case in an academic journal, a very different set of
constraints would apply. You would have more space for
illustrations and support, for example.
Finally, the situation itself can function as a major constraint.
For instance, suppose your topic is the decline of educational
standards. It’s difficult to imagine any writer making the case
for accelerating that decline, or any audience being receptive to
the idea that a decline in standards is a good thing.
Steps to Identifying Issues
1. Draw on your personal experience. Start with your own sense
of what’s important, what puzzles you, or what you are curious
about. Then build your argument by moving on to other sources

to support your point of view.
2. Identify what is open to dispute. Identify a phenomenon or
some idea in a written argument that challenges what you think
or believe.
3. Resist binary thinking. Think about the issue from multiple
perspectives.
4. Build on and extend the ideas of others. As you read, be open
to new ways of looking at the issue. The issue you finally write
about may be very different from what you set out to write
about.
5. Read to discover a writer’s frame. What theories or ideas
shape the writer’s focus? How can these theories or ideas help
you frame your argument?
6. Consider the constraints of the situation. Craft your argument
to meet the needs of and constraints imposed by your audience
and form.
IDENTIFYING ISSUES IN AN ESSAY
In the following editorial, published in 2002 in Newsweek,
writer Anna Quindlen addresses her concern that middle-class
parents overschedule their children’s lives. She calls attention
to the ways leisure time helped her develop as a writer and
urges parents to consider the extent to which children’s
creativity depends on having some downtime. They don’t
always have to have their time scheduled. As you read
Quindlen’s “Doing Nothing Is Something,” note what words and
phrases Quindlen uses to identify the situation and to indicate
who her audience is. Identify her main claim as one of fact,
value, or policy. Finally, answer the questions that follow the
selection to see if you can discern how she locates, defines, and
advances her issue.
ANNA QUINDLEN
Doing Nothing Is Something
Anna Quindlen is a best-selling author of novels and children’s
books, but she is perhaps most widely known for her nonfiction
and commentary on current events and contemporary life. She
won a Pulitzer Prize in 1992 for her “Public and Private”

column in the New York Times, and for ten years wrote a
biweekly column for Newsweek. Some of her novels are Object
Lessons (1991), Blessings (2002), and Every Last One (2010).
Her nonfiction works and collections include Living Out
Loud (1988), Thinking Out Loud (1994), Loud and
Clear (2004), and Good Dog. Stay. (2007).
Summer is coming soon. I can feel it in the softening of the air,
but I can see it, too, in the textbooks on my children’s desks.
The number of uncut pages at the back grows smaller and
smaller. The loose-leaf is ragged at the edges, the binder plastic
ripped at the corners. An old remembered glee rises inside me.
Summer is coming. Uniform skirts in mothballs. Pencils with
their points left broken. Open windows. Day trips to the beach.
Pickup games.
Hanging out. How boring it was.
Of course, it was the making of me, as a human being and a
writer. Downtime is where we become ourselves, looking into
the middle distance, kicking at the curb, lying on the grass, or
sitting on the stoop and staring at the tedious blue of the
summer sky. I don’t believe you can write poetry, or compose
music, or become an actor without downtime, and plenty of it, a
hiatus that passes for boredom but is really the quiet moving of
the wheels inside that fuel creativity.
And that, to me, is one of the saddest things about the lives of
American children today. Soccer leagues, acting classes, tutors
— the calendar of the average middle-class kid is so over the
top that soon Palm handhelds will be sold in Toys “R” Us. Our
children are as overscheduled as we are, and that is saying
something.
This has become so bad that parents have arranged to schedule
times for unscheduled time. Earlier this year the privileged
suburb of Ridgewood, New Jersey, announc ed a Family Night,
when there would be no homework, no athletic practices, and no
after-school events. This was terribly exciting until I realized
that this was not one night a week, but one single night. There
is even a free-time movement, and Web site: familylife1st.org.

Among the frequently asked questions provided online: “What
would families do with family time if they took it back?”
Let me make a suggestion for the kids involved: How about
nothing? It is not simply that it is pathetic to consider the lives
of children who don’t have a moment between piano and dance
and homework to talk about their day or just search for split
ends, an enormously satisfying leisure-time activity of my
youth. There is also ample psychological research suggesting
that what we might call “doing nothing” is when human beings
actually do their best thinking, and when creativity comes to
call. Perhaps we are creating an entire generation of people
whose ability to think outside the box, as the current parlance of
business has it, is being systematically stunted by scheduling.
A study by the University of Michigan quantified the downtime
deficit; in the last twenty years American kids have lost about
four unstructured hours a week. There has even arisen a global
Right to Play movement: in the Third World it is often about
child labor, but in the United States it is about the sheer labor
of being a perpetually busy child. In Omaha, Nebraska, a group
of parents recently lobbied for additional recess. Hooray, and
yikes.
How did this happen? Adults did it. There is a culture of adult
distrust that suggests that a kid who is not playing softball or
attending science-enrichment programs — or both — is huffing
or boosting cars: If kids are left alone, they will not stare into
the middle distance and consider the meaning of life and how
come your nose in pictures never looks the way you think it
should, but instead will get into trouble. There is also the
culture of cutthroat and unquestioning competition that leads
even the parents of preschoolers to gab about prestigious
colleges without a trace of irony: This suggests that any class in
which you do not enroll your first grader will put him at a
disadvantage in, say, law school.
Finally, there is a culture of workplace presence (as opposed to
productivity). Try as we might to suggest that all these
enrichment activities are for the good of the kid, there is ample

evidence that they are really for the convenience of parents with
way too little leisure time of their own. Stories about the
resignation of presidential aide Karen Hughes unfailingly
reported her dedication to family time by noting that she
arranged to get home at 5:30 one night a week to have dinner
with her son. If one weekday dinner out of five is considered
laudable, what does that say about what’s become
commonplace?
Summer is coming. It used to be a time apart for kids, a respite
from the clock and the copybook, the organized day. Every once
in a while, either guilty or overwhelmed or tired of listening to
me keen about my monumental boredom, my mother would send
me to some rinky-dink park program that consisted almost
entirely of three-legged races and making things out of Popsicle
sticks. Now, instead, there are music camps, sports camps, fat
camps, probably thin camps. I mourn hanging out in the
backyard. I mourn playing Wiffle ball in the street without a
sponsor and matching shirts. I mourn drawing in the dirt with a
stick.
Maybe that kind of summer is gone for good. Maybe this is the
leading edge of a new way of living that not only has no room
for contemplation but is contemptuous of it. But if downtime
cannot be squeezed during the school year into the life of
frantic and often joyless activity with which our children are
saddled while their parents pursue frantic and often joyless
activity of their own, what about summer? Do most adults really
want to stand in line for Space Mountain or sit in traffic to get
to a shore house that doesn’t have enough saucepans? Might it
be even more enriching for their children to stay at home and do
nothing? For those who say they will only watch TV or play on
the computer, a piece of technical advice: The cable box can be
unhooked, the modem removed. Perhaps it is not too late for
American kids to be given the gift of enforced boredom for at
least a week or two, staring into space, bored out of their
gourds, exploring the inside of their own heads. “To
contemplate is to toil, to think is to do,” said Victor Hugo. “Go

outside and play,” said Prudence Quindlen. Both of them were
right.
Reading as a Writer
1. What evidence of Quindlen’s personal responses and
experiences can you identify?
2. What phenomenon has prompted her to reflect on what she
thinks and believes? How has she made it into an issue?
3. Where does she indicate that she has considered the issue
from multiple perspectives and is placing her ideas in
conversation with those of others?
4. What sort of lens does she seem to be using to frame her
argument?
5. What constraints (such as the format of an editorial) seem to
be in play in the essay?
A Practice Sequence: Identifying Issues
This sequence of activities will give you practice in identifying
and clarifying issues based on your own choice of reading and
collaboration with your classmates.
1. Draw on your personal experience. Reflect on your own
responses to what you have been reading in this class or in other
classes, or issues that writers have posed in the media. What
concerns you most? Choose a story that supports or challenges
the claims people are making in what you have read or listened
to. What questions do you have? Make some notes in response
to these questions, explaining your personal stake in the issues
and questions you formulate.
2. Identify what is open to dispute. Take what you have written
and formulate your ideas as an issue, using the structure we
used in our example of Hirsch’s and Kozol’s competing
arguments:
· Part 1: Your view of a given topic
· Part 2: At least one view that is in tension with your own
If you need to, read further to understand what others have to
say about this issue.
3. Resist binary thinking. Share your statement of the issue with
one or more peers and ask them if they see other ways to

formulate the issue that you may not have thought about. What
objections, if any, do they make to your statement in part 1?
Write these objections down in part 2 so that you begin to look
at the issue from multiple perspectives.
4. Build on and extend the ideas of others. Now that you have
formulated an issue from different perspectives, explaining your
personal stake in the issue, connect what you think to a broader
conversation in what you are reading. Then try making a claim
using this structure: “Although some people would argue _____,
I think that _____.”
5. Read to discover a writer’s frame. As an experiment in trying
out multiple perspectives, revise the claim you make in exercise
4 by introducing the frame, or lens, through which you want
readers to understand your argument. You can employ the same
sentence structure. For example, here is a claim framed in terms
of race: “Although people should have access to public
education, recent policies have worsened racial inequalities in
public schools.” In contrast, here is a claim that focuses on
economics: “Although people should have access to public
education, the unequal distribution of tax money has created
what some would call an ‘economy of education.’ ” The lens
may come from reading you have done in other courses or from
conversations with your classmates, and you may want to
attribute the lens to a particular author or classmate: “Although
some people would argue_____, I use E. D. Hirsch’s notion of
cultural literacy to show_____.”
6. Consider the constraints of the situation. Building on these
exercises, develop an argument in the form of an editori al for
your local newspaper. This means that you will need to limit
your argument to about 250 words. You also will need to
consider the extent to which your potential readers are involved
in the conversation. What do they know? What do they need to
know? What kind of evidence do you need to use to persuade
readers?
FORMULATING ISSUE-BASED QUESTIONS
As we have said, when you identify an issue, you need to

understand it in the context of its situation. Ideally, the
situation and the issue will be both relevant and recent, making
the task of connecting to your audience that much easier when
you write about the issue. For example, the student writer who
was concerned about long-standing issues of homelessness and
lack of educational opportunity connected to his readers by
citing recent statistics and giving the problem of homelessness a
face: “The children . . . went to school after less than three
hours of sleep. They wore the same wrinkled clothes that they
had worn the day before.” If your issue does not immediately
fulfill the criteria of relevance and timeliness, you need to take
that into consideration as you continue your reading and
research on the issue. Ask yourself, “What is on people’s minds
these days?” “What do they need to know about?” Think about
why the issue matters to you, and imagine why it might matter
to others. By the time you write, you should be prepared to
make the issue relevant for your readers.
In addition to understanding the situation and defining the issue
that you feel is most relevant and timely, you can formulate an
issue-based question that can help you think through what you
might be interested in writing about. This question should be
specific enough to guide inquiry into what others have written.
An issue-based question can also help you accomplish the
following:
· clarify what you know about the issue and what you still need
to know;
· guide your inquiry with a clear focus;
· organize your inquiry around a specific issue;
· develop an argument (rather than simply collecting
information) by asking How?, Why?, Should?, or To what
extent is this true (or not true)?;
· consider who your audience is;
· determine what resources you have, so that you can ask a
question that you will be able to answer with the resources
available to you.
A good question develops out of an issue, some fundamental

tension that you identify within a conversation. In “Doing
Nothing Is Something,” Anna Quindlen identifies a problem that
middle-class parents need to know about: that overscheduling
their children’s lives may limit their children’s potential for
developing their creativity. As she explores the reasons why
children do not have sufficient downtime, she raises a question
that encourages parents to consider what would happen if they
gave their children time to do nothing: “Might it be even more
enriching for their children to stay at home and do nothing?”
(para. 11). Through identifying what is at issue, you should
begin to understand for whom it is an issue — for whom you are
answering the question. In turn, the answer to your question
will help you craft your thesis.
In the following section, we trace the steps one of our students
took to formulate an issue-based question on the broad topic of
language diversity. Although we present the steps in sequence,
be aware that they are guidelines only: The steps often overlap,
and there is a good deal of room for rethinking and refining
along the way.
◼ Refine Your Topic
Generally speaking, a topic is the subject you want to write
about. For example, homelessness, tests, and violence are all
topics. So are urban homelessness, standardized tests, and video
game violence. And so are homelessness in New York City,
aptitude tests versus achievement tests, and mayhem in the
video game Grand Theft Auto. As our list suggests, even a
specific topic needs refining into an issue before it can be
explored effectively in writing.
The topic our student wanted to focus on was language
diversity, a subject her linguistics class had been discussing.
She was fascinated by the extraordinary range of languages
spoken in the United States, not just by immigrant groups but
by native speakers whose dialects and varieties of English are
considered nonstandard. She herself had relatives for whom
English was not a first language. She began refining her topic
by putting her thoughts into words:

I want to describe the experience of being raised in a home
where non–Standard English is spoken.
I’d like to know the benefits and liabilities of growing up
bilingual.
I am curious to know what it’s like to live in a community of
nonnative speakers of English while trying to make a living in a
country where the dominant language is English.
Although she had yet to identify an issue, her attempts to
articulate what interested her about the topic were moving her
toward the situation of people in the United States who don’t
speak Standard English or don’t have English as their first
language.
◼ Explain Your Interest in the Topic
At this point, the student encountered E. D. Hirsch’s Cultural
Literacy in her reading, which had both a provocative and a
clarifying effect on her thinking. She began to build on and
extend Hirsch’s ideas. Reacting to Hirsch’s assumption that
students should acquire the same base of knowledge and write
in Standard Written English, her first, somewhat mischievous
thought was, “I wonder what Hirsch would think about cultural
literacy being taught in a bilingual classroom?” But then her
thinking took another turn, and she began to contemplate the
effect of Hirsch’s cultural-literacy agenda on speakers whose
English is not standard or for whom English is not a first
language. She used a demographic fact that she had learned in
her linguistics class in her explanation of her interest in the
topic: “I’m curious about the consequences of limiting language
diversity when the presence of ethnic minorities in our
educational system is growing.”
◼ Identify an Issue
The more she thought about Hirsch’s ideas, and the more she
read about language diversity, the more concerned our student
grew. It seemed to her that Hirsch’s interest in producing
students who all share the same base of knowledge and all write
in Standard Written English was in tension with her sense that
this kind of approach places a burden on people whose first

language is not English. That tension clarified the issue for her.
In identifying the issue, she wrote:
Hirsch’s book actually sets some priorities, most notably
through his list of words and phrases that form the foundations
of what it means to be “American.” However, this list certainly
overlooks several crucial influences in American culture. Most
oversights generally come at the expense of the minority
populations.
These two concerns — with inclusion and with exclusion —
helped focus the student’s inquiry.
◼ Formulate Your Topic as a Question
To further define her inquiry, the student formulated her topic
as a question that pointed toward an argument: “To what extent
can E. D. Hirsch’s notion of ‘cultural literacy’ coexist with our
country’s principles of democracy and inclusion?” Notice that
her choice of the phrase To what extent implies that both goals
do not go hand in hand. If she had asked, “Can common culture
coexist with pluralism?” her phrasing would imply that a yes or
no answer would suffice, possibly foreclosing avenues of
inquiry and certainly ignoring the complexity of the issue.
Instead, despite her misgivings about the implications of
Hirsch’s agenda, the student suspended judgment, opening the
way to genuine inquiry. She acknowledged the usefulness and
value of sharing a common language and conceded that Hirsch’s
points were well taken. She wrote:
Some sort of unification is necessary. Language, . . . on the
most fundamental level of human interaction, demands some
compromise and chosen guidelines. . . . How can we learn from
one another if we cannot even say hello to each other?
Suspending judgment led her to recognize the complexity of the
issue, and her willingness to examine the issue from different
perspectives indicated the empathy that is a central component
of developing a conversational argument.
◼ Acknowledge Your Audience
This student’s question (“To what extent can E. D. Hirsch’s
notion of ‘cultural literacy’ coexist with our country’s

principles of democracy and inclusion?”) also acknowledged a n
audience. By invoking cultural literacy, she assumed an
audience of readers who are familiar with Hirsch’s ideas,
probably including policymakers and educational
administrators. In gesturing toward democracy, she cast her net
very wide: Most Americans probably admire the “principles of
democracy.” But in specifying inclusion as a democratic
principle, she wisely linked all Americans who believe in
democratic principles, including the parents of schoolchildren,
with all people who have reason to feel excluded by Hirsch’s
ideas, especially nonnative speakers of English, among them
immigrants from Mexico and speakers of African American
Vernacular English. Thus, this student was acknowledging an
audience of policymakers, administrators, parents (both
mainstream and marginalized), and those who knew about and
perhaps supported cultural literacy.
Steps to Formulating an Issue-Based Question
1. Refine your topic. Examine your topic from different
perspectives. For example, what are the causes of
homelessness? What are its consequences?
2. Explain your interest in the topic. Explore the source of your
interest in this topic and what you want to learn.
3. Identify an issue. Determine what is open to dispute.
4. Formulate your topic as a question. Use your question to
focus your inquiry.
5. Acknowledge your audience. Reflect on what readers may
know about the issue, why they may be interested, and what you
would like to teach them.
A Practice Sequence: Formulating an Issue-Based Question
As you start developing your own issue-based question, it might
be useful to practice a five-step process that begins with a topic,
a word or phrase that describes the focus of your interests.
Here, apply the process to the one-word topic homelessness.
1. Expand your topic into a phrase. “I am interested in
the consequences of homelessness,” “I want to describe what it
means to be homeless,” or “I am interested in discussing

the cause of homelessness.”
2. Explain your interest in this topic. “I am interested in the
consequences of homelessness because homelessness challenges
democratic principles of fairness.”
3. Identify an issue. “The persistence of homelessness
contradicts my belief in social justice.”
4. Formulate your topic as a question. “To what extent can we
allow homelessness to persist in a democratic nation that prides
itself on providing equal opportunity to all?”
5. Acknowledge your audience. “I am interested in the
consequences of homelessness because I want people who
believe in democracy to understand that we need to work harder
to make sure that everyone has access to food, shelter, and
employment.”
The answer to the question you formulate in step 4 should lead
to an assertion, your main claim, or thesis. For example, you
could state your main claim this way: “Although homelessness
persists as a widespread problem in our nation, we must develop
policies that eliminate homelessness, ensuring that everyone has
access to food, shelter, and employment. This is especially
important in a democracy that embraces social justice and
equality.”
The thesis introduces a problem and makes an assertion that you
will need to support: “We must develop policies that eliminate
homelessness, ensuring that everyone has access to food,
shelter, and employment.” What is at issue? Not everyone
would agree that policies must be implemented to solve the
problem. In fact, many would argue that homelessness is an
individual problem, that individuals must take responsibility for
lifting themselves out of poverty, homelessness, and
unemployment. Of course, you would need to read quite a bit to
reach this final stage of formulating your thesis.
Try using the five-step process we describe above to formulate
your own topic as a question, or try formulating the following
topics as questions:
· violence in video games

· recycling
· the popularity of a cultural phenomenon (a book, a film, a
performer, an icon)
· standardized tests
· professional sports injuries
· town-gown relationships
· media representation and gender
· government and religion
· vegetarianism
AN ACADEMIC ESSAY FOR ANALYSIS
The following essay by William Deresiewicz provides an
intriguing academic extension of the topic that Anna Quindlen
writes about (p. 123): the need for the young to have solitary,
unscheduled time. His essay illustrates many of the strategies
we have discussed thus far: raising questions, stating a thesis by
placing an argument in the stream of a broader conversation,
using evidence to support his claims. As you read Deresiewicz’s
essay, you might use the following questions as a guide:
· What is Deresiewicz’s thesis? Would you characterize his
claim as one of fact? Value?
· What types of evidence does he use to support his claim?
· What do Deresiewicz’s vocabulary and citations indicate about
his target audience?
· What does Deresiewicz want his readers to do or think about?
WILLIAM DERESIEWICZ
The End of Solitude
William Deresiewicz taught English at Yale University from
1998 to 2008. He is now a contributing writer at TheNation and
was nominated for a 2009 National Magazine Award for his
reviews and criticism. His essay “The End of Solitude”
appeared in The Chronicle of Higher Education in January 2009
and represents one of many debates about literacy that scholars
have waged concerning the benefits and limits of new
technologies. Deresiewicz observes that technology fulfills a
human impulse to be known, to be connected with others.
Posting on social media enables us to be visible and helps

validate who we are as individuals. However, he worries that
this instinct to be connected also has an adverse effect: We lose
a sense of solitude and the space he believes we all need to have
in order to understand who we are, what we believe, and what
we value. He worries, too, that a new generation does not see
the point of solitude because so many young people equate
solitude with loneliness.
What does the contemporary self want? The camera has created
a culture of celebrity; the computer is creating a culture of
connectivity. As the two technologies converge — broadband
tipping the Web from text to image, social-networking sites
spreading the mesh of interconnection ever wider — the two
cultures betray a common impulse. Celebrity and connectivity
are both ways of becoming known. This is what the
contemporary self wants. It wants to be recognized, wants to be
connected: It wants to be visible. If not to the millions,
on Survivor or Oprah, then to the hundreds, on Twitter or
Facebook. This is the quality that validates us, this is how we
become real to ourselves — by being seen by others. The great
contemporary terror is anonymity. If Lionel Trilling was right,
if the property that grounded the self, in Romanticism, was
sincerity, and in modernism it was authenticity, then in
postmodernism it is visibility.
So we live exclusively in relation to others, and what disappears
from our lives is solitude. Technology is taking away our
privacy and our concentration, but it is also taking away our
ability to be alone. Though I shouldn’t say taking away. We are
doing this to ourselves; we are discarding these riches as fast as
we can. I was told by one of her older relatives that a teenager I
know had sent 3,000 text messages one recent month. That’s
100 a day, or about one every 10 waking minutes, morning,
noon, and night, weekdays and weekends, class time, lunch
time, homework time, and toothbrushing time. So on average,
she’s never alone for more than 10 minutes at once. Which
means, she’s never alone.
I once asked my students about the place that solitude has in

their lives. One of them admitted that she finds the prospect of
being alone so unsettling that she’ll sit with a friend even when
she has a paper to write. Another said, why would anyone want
to be alone?
To that remarkable question, history offers a number of
answers. Man may be a social animal, but solitude has
traditionally been a societal value. In particular, the act of being
alone has been understood as an essential dimension of religious
experience, albeit one restricted to a self-selected few. Through
the solitude of rare spirits, the collective renews its relationship
with divinity. The prophet and the hermit, the sadhu and the
yogi, pursue their vision quests, invite their trances, in desert or
forest or cave. For the still, small voice speaks only in silence.
Social life is a bustle of petty concerns, a jostle of quotidian
interests, and religious institutions are no exception. You
cannot hear God when people are chattering at you, and the
divine word, their pretensions notwithstanding, demurs at
descending on the monarch and the priest. Communal
experience is the human norm, but the solitary encounter with
God is the egregious act that refreshes that norm. (Egregious,
for no man is a prophet in his own land. Tiresias was reviled
before he was vindicated, Teresa interrogated before she was
canonized.) Religious solitude is a kind of self-correcting social
mechanism, a way of burning out the underbrush of moral habit
and spiritual custom. The seer returns with new tablets or new
dances, his face bright with the old truth.
Like other religious values, solitude was democratized by the
Reformation and secularized by Romanticism. In Marilynne
Robinson’s interpretation, Calvinism created the modern self by
focusing the soul inward, leaving it to encounter God, like a
prophet of old, in “profound isolation.” To her enumeration of
Calvin, Marguerite de Navarre, and Milton as pioneering early-
modern selves we can add Montaigne, Hamlet, and even Don
Quixote. The last figure alerts us to reading’s essential role in
this transformation, the printing press serving an analogous
function in the sixteenth and subsequent centuries to that of

television and the Internet in our own. Reading, as Robinson
puts it, “is an act of great inwardness and subjectivity.” “The
soul encountered itself in response to a text, first Genesis or
Matthew and then Paradise Lost or Leaves of Grass.” With
Protestantism and printing, the quest for the divine voice
became available to, even incumbent upon, everyone.
But it is with Romanticism that solitude achieved its greatest
cultural salience, becoming both literal and literary. Protestant
solitude is still only figurative. Rousseau and Wordsworth made
it physical. The self was now encountered not in God but in
Nature, and to encounter Nature one had to go to it. And go to it
with a special sensibility: The poet displaced the saint as social
seer and cultural model. But because Romanticism also
inherited the eighteenth-century idea of social sympathy,
Romantic solitude existed in a dialectical relationship with
sociability — if less for Rousseau and still less for Thoreau, the
most famous solitary of all, then certainly for Wordsworth,
Melville, Whitman, and many others. For Emerson, “the soul
environs itself with friends, that it may enter into a grander
self-acquaintance or solitude; and it goes alone, for a season,
that it may exalt its conversation or society.” The Romantic
practice of solitude is neatly captured by Trilling’s “sincerity”:
the belief that the self is validated by a congruity of public
appearance and private essence, one that stabilizes its
relationship with both itself and others. Especially, as Emerson
suggests, one beloved other. Hence the famous Romantic
friendship pairs: Goethe and Schiller, Wordsworth and
Coleridge, Hawthorne and Melville.
Modernism decoupled this dialectic. Its notion of solitude was
harsher, more adversarial, more isolating. As a model of the self
and its interactions, Hume’s social sympathy gave way to
Pater’s thick wall of personality and Freud’s narcissism — the
sense that the soul, self-enclosed and inaccessible to others,
can’t choose but be alone. With exceptions, like Woolf, the
modernists fought shy of friendship. Joyce and Proust
disparaged it; D. H. Lawrence was wary of it; the modernist

friendship pairs — Conrad and Ford, Eliot and Pound,
Hemingway and Fitzgerald — were altogether cooler than their
Romantic counterparts. The world was now understood as an
assault on the self, and with good reason.
The Romantic ideal of solitude developed in part as a reaction
to the emergence of the modern city. In modernism, the city is
not only more menacing than ever, it has become inescapable, a
labyrinth: Eliot’s London, Joyce’s Dublin. The mob, the human
mass, presses in. Hell is other people. The soul is forced back
into itself — hence the development of a more austere, more
embattled form of self-validation, Trilling’s “authenticity,”
where the essential relationship is only with oneself. (Just as
there are few good friendships in modernism, so are there few
good marriages.) Solitude becomes, more than ever, the arena of
heroic self-discovery, a voyage through interior realms made
vast and terrifying by Nietzschean and Freudian insights. To
achieve authenticity is to look upon these visions without
flinching; Trilling’s exemplar here is Kurtz. Protestant self-
examination becomes Freudian analysis, and the culture hero,
once a prophet of God and then a poet of Nature, is now a
novelist of self — a Dostoyevsky, a Joyce, a Proust.
But we no longer live in the modernist city, and our great fear is
not submersion by the mass but isolation from the herd.
Urbanization gave way to suburbanization, and with it the
universal threat of loneliness. What technologies of
transportation exacerbated — we could live farther and farther
apart — technologies of communication redressed — we could
bring ourselves closer and closer together. Or at least, so we
have imagined. The first of these technologies, the first
simulacrum of proximity, was the telephone. “Reach out and
touch someone.” But through the 1970s and 1980s, our isolation
grew. Suburbs, sprawling ever farther, became exurbs. Families
grew smaller or splintered apart, mothers left the home to work.
The electronic hearth became the television in every room. Even
in childhood, certainly in adolescence, we were each trapped
inside our own cocoon. Soaring crime rates, and even more

sharply escalating rates of moral panic, pulled children off the
streets. The idea that you could go outside and run around the
neighborhood with your friends, once unquestionable, has now
become unthinkable. The child who grew up between the world
wars as part of an extended family within a tight-knit urban
community became the grandparent of a kid who sat alone in
front of a big television, in a big house, on a big lot. We were
lost in space.
Under those circumstances, the Internet arrived as an
incalculable blessing. We should never forget that. It has
allowed isolated people to communicate with one another and
marginalized people to find one another. The busy parent can
stay in touch with far-flung friends. The gay teenager no longer
has to feel like a freak. But as the Internet’s dimensionality has
grown, it has quickly become too much of a good thing. Ten
years ago we were writing e-mail messages on desktop
computers and transmitting them over dial-up connections. Now
we are sending text messages on our cell phones, posting
pictures on our Facebook pages, and following complete
strangers on Twitter. A constant stream of mediated contact,
virtual, notional, or simulated, keeps us wired in to the
electronic hive — though contact, or at least two-way contact,
seems increasingly beside the point. The goal now, it seems, is
simply to become known, to turn oneself into a sort of miniature
celebrity. How many friends do I have on Facebook? How many
people are reading my blog? How many Google hits does my
name generate? Visibility secures our self-esteem, becoming a
substitute, twice removed, for genuine connection. Not long
ago, it was easy to feel lonely. Now, it is impossible to be
alone.
As a result, we are losing both sides of the Romantic dialectic.
What does friendship mean when you have 532 “friends”? How
does it enhance my sense of closeness when my Facebook News
Feed tells me that Sally Smith (whom I haven’t seen since high
school, and wasn’t all that friendly with even then) “is making
coffee and staring off into space”? My students told me they

have little time for intimacy. And of course, they have no time
at all for solitude.
But at least friendship, if not intimacy, is still something they
want. As jarring as the new dispensation may be for people in
their 30s and 40s, the real problem is that it has become
completely natural for people in their teens and 20s. Young
people today seem to have no desire for solitude, have never
heard of it, can’t imagine why it would be worth having. In fact,
their use of technology — or to be fair, our use of technology
— seems to involve a constant effort to stave off the possibility
of solitude, a continuous attempt, as we sit alone at our
computers, to maintain the imaginative presence of others. As
long ago as 1952, Trilling wrote about “the modern fear of
being cut off from the social group even for a moment.” Now
we have equipped ourselves with the means to prevent that fear
from ever being realized. Which does not mean that we have put
it to rest. Quite the contrary. Remember my student, who
couldn’t even write a paper by herself. The more we keep
aloneness at bay, the less are we able to deal with it and the
more terrifying it gets.
There is an analogy, it seems to me, with the previous
generation’s experience of boredom. The two emotions,
loneliness and boredom, are closely allied. They are also both
characteristically modern. The Oxford English Dictionary’s
earliest citations of either word, at least in the contemporary
sense, date from the nineteenth century. Suburbanization, by
eliminating the stimulation as well as the sociability of urban or
traditional village life, exacerbated the tendency to both. But
the great age of boredom, I believe, came in with television,
precisely because television was designed to palliate that
feeling. Boredom is not a necessary consequence of having
nothing to do, it is only the negative experience of that state.
Television, by obviating the need to learn how to make use of
one’s lack of occupation, precludes one from ever discovering
how to enjoy it. In fact, it renders that condition fearsome, its
prospect intolerable. You are terrified of being bored — so you

turn on the television.
I speak from experience. I grew up in the 1960s and 1970s, the
age of television. I was trained to be bored; boredom was
cultivated within me like a precious crop. (It has been said that
consumer society wants to condition us to feel bored, since
boredom creates a market for stimulation.) It took me years to
discover — and my nervous system will never fully adjust to
this idea; I still have to fight against boredom, am permanently
damaged in this respect — that having nothing to do doesn’t
have to be a bad thing. The alternative to boredom is what
Whitman called idleness: a passive receptivity to the world.
So it is with the current generation’s experience of being alone.
That is precisely the recognition implicit in the idea of solitude,
which is to loneliness what idleness is to boredom. Loneliness
is not the absence of company, it is grief over that absence. The
lost sheep is lonely; the shepherd is not lonely. But the Internet
is as powerful a machine for the production of loneliness as
television is for the manufacture of boredom. If six hours of
television a day creates the aptitude for boredom, the inability
to sit still, a hundred text messages a day creates the aptitude
for loneliness, the inability to be by yourself. Some degree of
boredom and loneliness is to be expected, especially among
young people, given the way our human environment has been
attenuated. But technology amplifies those tendencies. You
could call your schoolmates when I was a teenager, but you
couldn’t call them 100 times a day. You could get together wi th
your friends when I was in college, but you couldn’t always get
together with them when you wanted to, for the simple reason
that you couldn’t always find them. If boredom is the great
emotion of the TV generation, loneliness is the great emotion of
the Web generation. We lost the ability to be still, our capacity
for idleness. They have lost the ability to be alone, their
capacity for solitude.
And losing solitude, what have they lost? First, the propensity
for introspection, that examination of the self that the Puritans,
and the Romantics, and the modernists (and Socrates, for that

matter) placed at the center of spiritual life — of wisdom, of
conduct. Thoreau called it fishing “in the Walden Pond of [our]
own natures,” “ bait[ing our] hooks with darkness.” Lost, too, is
the related propensity for sustained reading. The Internet
brought text back into a televisual world, but it brought it back
on terms dictated by that world — that is, by its remapping of
our attention spans. Reading now means skipping and
skimming; five minutes on the same Web page is considered an
eternity. This is not reading as Marilynne Robinson described
it: the encounter with a second self in the silence of mental
solitude.
But we no longer believe in the solitary mind. If the Romantics
had Hume and the modernists had Freud, the current
psychological model — and this should come as no surprise —
is that of the networked or social mind. Evolutionary
psychology tells us that our brains developed to interpret
complex social signals. According to David Brooks, that
reliable index of the social-scientific zeitgeist, cognitive
scientists tell us that “our decision-making is powerfully
influenced by social context”; neuroscientists, that we have
“permeable minds” that function in part through a process of
“deep imitation”; psychologists, that “we are organized by our
attachments”; sociologists, that our behavior is affected by “the
power of social networks.” The ultimate implication is that
there is no mental space that is not social (contemporary social
science dovetailing here with postmodern critical theory). One
of the most striking things about the way young people relate to
one another today is that they no longer seem to believe in the
existence of Thoreau’s “darkness.”
The MySpace page, with its shrieking typography and
clamorous imagery, has replaced the journal and the letter as a
way of creating and communicating one’s sense of self. The
suggestion is not only that such communication is to be made to
the world at large rather than to oneself or one’s intimates, or
graphically rather than verbally, or performatively rather than
narratively or analytically, but also that it can be made

completely. Today’s young people seem to feel that they can
make themselves fully known to one another. They seem to lack
a sense of their own depths, and of the value of keeping them
hidden.
If they didn’t, they would understand that solitude enables us to
secure the integrity of the self as well as to explore it. Few have
shown this more beautifully than Woolf. In the middle of Mrs.
Dalloway, between her navigation of the streets and her
orchestration of the party, between the urban jostle and the
social bustle, Clarissa goes up, “like a nun withdrawing,” to her
attic room. Like a nun: She returns to a state that she herself
thinks of as a kind of virginity. This does not mean she’s a
prude. Virginity is classically the outward sign of spiritual
inviolability, of a self untouched by the world, a soul that has
preserved its integrity by refusing to descend into the chaos and
self-division of sexual and social relations. It is the mark of the
saint and the monk, of Hippolytus and Antigone and Joan of
Arc. Solitude is both the social image of that state and the
means by which we can approximate it. And the supreme image
in Mrs. Dalloway of the dignity of solitude itself is the old
woman whom Clarissa catches sight of through her window.
“Here was one room,” she thinks, “there another.” We are not
merely social beings. We are each also separate, each solitary,
each alone in our own room, each miraculously our unique
selves and mysteriously enclosed in that selfhood.
To remember this, to hold oneself apart from society, is to begin
to think one’s way beyond it. Solitude, Emerson said, “is to
genius the stern friend.” “He who should inspire and lead his
race must be defended from traveling with the souls of other
men, from living, breathing, reading, and writing in the daily,
time-worn yoke of their opinions.” One must protect oneself
from the momentum of intellectual and moral consensus —
especially, Emerson added, during youth. “God is alone,”
Thoreau said, “but the Devil, he is far from being alone; he sees
a great deal of company; he is legion.” The university was to be
praised, Emerson believed, if only because it provided its

charges with “a separate chamber and fire” — the physical
space of solitude. Today, of course, universities do everything
they can to keep their students from being alone, lest they
perpetrate self-destructive acts, and also, perhaps,
unfashionable thoughts. But no real excellence, personal or
social, artistic, philosophical, scientific, or moral, can arise
without solitude. “The saint and poet seek privacy,” Emerson
said, “to ends the most public and universal.” We are back to
the seer, seeking signposts for the future in splendid isolation.
Solitude isn’t easy, and isn’t for everyone. It has undoubtedly
never been the province of more than a few. “I believe,”
Thoreau said, “that men are generally still a little afraid of the
dark.” Teresa and Tiresias will always be the exceptions, or to
speak in more relevant terms, the young people — and they still
exist — who prefer to loaf and invite their soul, who step to the
beat of a different drummer. But if solitude disappears as a
social value and social idea, will even the exceptions remain
possible? Still, one is powerless to reverse the drift of the
culture. One can only save oneself — and whatever else
happens, one can still always do that. But it takes a willingness
to be unpopular.
The last thing to say about solitude is that it isn’t very polite.
Thoreau knew that the “doubleness” that solitude cultivates, the
ability to stand back and observe life dispassionately, is apt to
make us a little unpleasant to our fellows, to say nothing of the
offense implicit in avoiding their company. But then, he didn’t
worry overmuch about being genial. He didn’t even like having
to talk to people three times a day, at meals; one can only
imagine what he would have made of text-messaging. We,
however, have made of geniality — the weak smile, the polite
interest, the fake invitation — a cardinal virtue. Friendship may
be slipping from our grasp, but our friendliness is universal.
Not for nothing does “gregarious” mean “part of the herd.” But
Thoreau understood that securing one’s self-possession was
worth a few wounded feelings. He may have put his neighbors
off, but at least he was sure of himself. Those who would find

solitude must not be afraid to stand alone.
Writing as a Reader
1. Recast Deresiewicz’s essay as Anna Quindlen might in
her Newsweek column. Obviously, her Newsweek column is
much shorter (an important constraint). She also writes for a
more general audience than Deresiewicz, and her tone is quite
different. To strengthen your sense of her approach, you may
want to browse some of Quindlen’s other essays in editions
of Newsweek or in some of her essay collections listed in the
headnote on page 123.
2. Recast Deresiewicz’s essay in terms of a writer you read
regularly — for example, a columnist in your local newspaper
or a blogger in some online venue. Use your imagination. What
is the audience, and how will you have to present the issue to
engage and persuade them?6From Formulating to Developing a
Thesis
Academic writing explores complex issues that grow out of
relevant, timely conversations in which something is at stake.
An academic writer reads as a writer to understand the issues,
situations, and questions that lead other writers to make claims.
Readers expect academic writers to take a clear, specific,
logical stand on an issue, and they evaluate how writers support
their claims and anticipate counterarguments. The logical stand
is the thesis, an assertion that academic writers make at the
beginning of what they write and then support with evidence
throughout their essay. The illustrations and examples that a
writer includes must relate to and support the thesis. Thus, a
thesis encompasses all of the information writers use to further
their arguments; it is not simply a single assertion at the
beginning of an essay.
One of our students aptly described the thesis using the
metaphor of a shish kebab: The thesis runs through every
paragraph, holding the paragraphs together, just as a skewer
runs through and holds the ingredients of a shish kebab
together. Moreover, the thesis serves as a signpost throughout
an essay, reminding readers what the argument is and why the

writer has included evidence — examples, illustrations,
quotations — relevant to that argument.
An academic thesis
· makes an assertion that is clearly defined, focused, and
supported.
· reflects an awareness of the conversation from which the
writer has taken up the issue.
· is placed at the beginning of the essay.
· runs through every paragraph like the skewer in a shish kebab.
· acknowledges points of view that differ from the writer’s own,
reflecting the complexity of the issue.
· demonstrates an awareness of the readers’ assumptions and
anticipates possible counterarguments.
· conveys a significant fresh perspective.
It is a myth that writers first come up with a thesis and then
write their essays. The reality is that writers use issue-based
questions to read, learn, and develop a thesis throughout the
process of writing. Through revising and discussing their ideas,
writers hone their thesis, making sure that it threads through
every paragraph of the final draft. The position writers
ultimately take in writing — their thesis — comes at the end of
the writing process, after not one draft but many.
WORKING VERSUS DEFINITIVE THESES
Writers are continually challenged by the need to establish their
purpose and to make a clear and specific assertion of it. To
reach that assertion, you must first engage in a prolonged
process of inquiry, aided by a well-formulated question. The
question serves as a tool for inquiry that will help you
formulate your working thesis, your first attempt at an assertion
of your position. A working thesis is valuable in the early
stages of writing because it helps you read selectively, in the
same way that your issue-based question guides your inquiry.
Reading raises questions, helping you see what you know and
need to know, and challenging you to read on.
Never accept your working thesis as your final position.

Instead, continue testing your assertion as you read and w rite,
and modify your working thesis as necessary. A more definitive
thesis will come once you are satisfied that you have examined
the issue from multiple perspectives.
For example, one of our students wanted to study
representations of femininity in the media. In particular, she
focused on why the Barbie doll has become an icon of
femininity despite what many cultural critics consider Barbie’s
“outrageous and ultimately unattainable physical
characteristics.” Our student’s working thesis suggested she
would develop an argument about the need for change:
The harmful implications of ongoing exposure to these
unattainable ideals, such as low self-esteem, eating disorders,
unhealthy body image, and acceptance of violence, make urgent
the need for change.
The student assumed that her research would lead her to argue
that Barbie’s unattainable proportions have a damaging effect
on women’s self-image and that something needs to be done
about it. However, as she read scholarly research to support her
tentative thesis, she realized that a more compelling project
would be less Barbie-centric. Instead, she chose to examine the
broader phenomenon of how the idea of femininity is created
and reinforced by society. That is, her personal interest in
Barbie was supplanted by her discoveries about cultural norms
of beauty and the power they have to influence self-perception
and behavior. In her final draft, this was her definitive thesis:
Although evidence may be provided to argue that gender is an
innate characteristic, I will show that it is actually the result of
one’s actions, which are then
labeled masculine or feminine according to society’s definitions
of ideal gender. Furthermore, I will discuss the communication
of such definitions through the media, specifically in music
videos, on TV, and in magazines, and the harmful implications
of being exposed to these ideals.
Instead of arguing for change, the student chose to show her
readers how they were being manipulated, leaving it to them to

decide what actions they might want to take.
DEVELOPING A WORKING THESIS: FOUR MODELS
What are some ways to develop a working thesis? We suggest
four models that may help you organize the information you
gather in response to the question guiding your inquiry.
◼ The Correcting-Misinterpretations Model
This model is used to correct writers whose arguments you
believe have misconstrued one or more important aspects of an
issue. The thesis typically takes the form of a factual claim.
Consider this example and the words we have underlined:
Although scholars have addressed curriculum to explain low
achievement in schools, they have failed to fully appreciate the
impact of limited resources to fund up-to-date textbooks,
quality teachers, and computers. Therefore, reform in schools
must focus on economic need as well as curriculum.
The clause beginning with “Although” lays out the assumption
that many scholars make, that curriculum explains low
educational achievement; the clause beginning with “they have
failed” identifies the error those scholars have made by ignoring
the economic reasons for low achievement in schools. Notice
that the structure of the sentence reinforces the author’s
position. He explains what he sees as the faulty assumption in a
subordinate clause and reserves the main clause for his own
position. The two clauses indicate that different authors hold
conflicting opinions. Note that the writer could have used a
phrase such as “they [scholars] have understated the impact of
limited resources” as a way to reframe the problem in his thesis.
In crafting your thesis, choose words that signal to readers that
you are correcting others’ ideas, or even misinterpretations,
without being dismissive. One more thing: Although it is a
common myth that a thesis can be phrased in a single sentence
(a legacy of the five-paragraph theme, we suspect), this example
shows that a thesis can be written in two (or more) sentences.
◼ The Filling-the-Gap Model
The gap model points to what other writers may have
overlooked or ignored in discussing a given issue. The gap

model typically makes a claim of value. Consider this student’s
argument that discussions of cultural diversity in the United
States are often framed in terms of black and white. Our
underlining indicates the gap the writer has identified:
If America is truly a “melting pot” of cultures, as it is often
called, then why is it that stories and events seem only to be in
black and white? Why is it that when history courses are taught
about the period of the civil rights movement, only the memoirs
of African Americans are read, like those of Melba Pattillo
Beals and Ida Mae Holland? Where are the works of Maxine
Hong Kingston, who tells the story of alienation and
segregation in schools through the eyes of a Chinese child?
African Americans were denied the right to vote, and many
other citizenship rights; but Chinese Americans were denied
even the opportunity to become citizens. I am not diminishing
the issue of discrimination against African Americans, or
belittling the struggles they went through. I simply want to call
attention to discrimination against other minority groups and
their often-overlooked struggles to achieve equality.
In the student’s thesis, the gap in people’s knowledge stems
from their limited understanding of history. They need to
understand that many minority groups were denied their rights.
A variation on the gap model also occurs when a writer suggests
that although something might appear to be the case, a closer
look reveals something different. For example: “Although it
would appear that women have achieved equality in the
workplace, their paychecks suggest that this is not true.”
One of our students examined two poems by the same author
that appeared to contradict each other. She noticed a gap others
had not seen:
In both “The Albatross” and “Beauty,” Charles Baudelaire
chooses to explore the plight of the poet. Interestingly, despite
their common author, the two poems’ portrayals of the poet’s
struggles appear contradictory. “The Albatross” seems to give a
somewhat sympathetic glimpse into the exile of the poet — the
“winged voyager” so awkward in the ordinary world. “Beauty”

takes what appears to be a less forgiving stance: The poet here
is docile, simply a mirror. Although both pieces depict the
poet’s struggles, a closer examination demonstrates how the
portrayals differ.
In stating her thesis, the student indicates that although readers
might expect Baudelaire’s images of poets to be similar, a
closer examination of his words would prove them wrong.
◼ The Modifying-What-Others-Have-Said Model
The modification model of thesis writing assumes that mutual
understanding is possible. For example, in proposing a change
in policy, one student asserts:
Although scholars have claimed that the only sure way to
reverse the cycle of homelessness in America is to provide an
adequate education, we need to build on this work, providing
school-to-work programs that ensure graduates have access to
employment.
Here the writer seeks to modify other writers’ claims,
suggesting that education alone does not solve the problem of
homelessness. The challenge he sets for himself is to understand
the complexity of the problem by building on and extending the
ideas of others. In effect, he is in a constructive conversation
with those whose work he wants to build on, helping readers see
that he shares common ground with the other writers and that he
hopes to find a mutually acceptable solution to the agreed-on
problem.
◼ The Hypothesis-Testing Model
The hypothesis-testing model begins with the assumption that
writers may have good reasons for supporting their arguments,
but that there are also a number of legitimate reasons that
explain why something is, or is not, the case. The questions
motivating your research will often lead you to a number of
possible answers, but none are necessarily more correct than
others. That is, the evidence is based on a hypothesis that
researchers will continue to test by examining individual cases
through an inductive method until the evidence refutes that
hypothesis.

For example, over the last decade, researchers have generated a
number of hypotheses to explain the causes of climate change.
Some have argued that climate change, or global warming, can
be explained by natural causes, that change is a cyclical
process. Those who adopt such a view might use evidence to
demonstrate that oceans produce heat and that change can be
attributed to a steady increase in heat production over time.
Others have persuasively shown that humans have caused global
warming by burning fossil fuels that increase the amount of
carbon in the air, which creates what scientists call the
“greenhouse effect.” Each assertion is based on a set of
inferences from observation and the data available to test each
hypothesis. Moreover, the truth value of any assertion is based
on the probability that global warming can be attributed to any
one cause or explanation.
The hypothesis-testing model assumes that the questions you
raise will likely lead you to multiple answers that compete for
your attention. The following is one way to formulate such an
argument in which you examine rival hypotheses before coming
to a conclusion.
Some people explain this by suggesting that, but a close
analysis of the problem reveals several compelling, but
competing explanations.
You may not find a definitive explanation, so you will need to
sort through the evidence you find, develop an argument, and
acknowledge the reasonable counterarguments that critical
readers will raise. In the end, you are not really proving that
something is the case, such as the causes of global warming, but
you are helping readers understand what you see as the best
case given the available evidence.
Steps to Formulating a Working Thesis: Four Models
1. Misinterpretations model: “Although many scholars have
2. Gap model: “Although scholars have noted A and B, they
have missed the importance of C.”
3. Modification model: “Although I agree with the A and B

ideas of other writers, it is important to extend/refine/limit their
ideas with C.”
4. Hypothesis-testing model: “Some people explain A by
A Practice Sequence: Identifying Types of Theses
Below is a series of working theses. Read each one and then
identify the model — misinterpretations, gap, modification, or
hypothesis-testing — that it represents.
1. A number of studies indicate that violence on television has a
detrimental effect on adolescent behavior. However, few
researchers have examined key environmental factors like
peer pressure, music, and home life. In fact, I would argue that
many researchers have oversimplified the problem.
2. Although research indicates that an increasing number of
African American and Hispanic students are dropping out of
high school, researchers have failed to fully grasp the reasons
why this has occurred.
3. I want to argue that studies supporting single-sex education
are relatively sound. However, we don’t really know the long-
term effects of single-sex education, particularly on young
women’s career paths.
4. Although recent studies of voting patterns in the United
States indicate that young people between the ages of 18 and 24
are apathetic, I want to suggest that not all of the reasons these
studies provide are valid.
5. Indeed, it’s not surprising that students are majoring in fields
that will enable them to get a job after graduation. But students
may not be as pragmatic as we think. Many students choose
majors because they feel that learning is an important end in
itself.
6. Some reformers have assumed that increasing competition
will force public schools to improve the quality of education,
but it seems that a number of recent initiatives can be used to
explain why students have begun to flourish in math and

reading, particularly in the primary grades.
7. It is clear that cities need to clean up the dilapidated housing
projects that were built over half a century ago; but few, if any,
studies have examined the effects of doing so on the life
chances of those people who are being displaced.
8. In addition to its efforts to advance the cause of social justice
in the new global economy, the university must make a
commitment to ending poverty on the edge of campus.
9. Although the writer offers evidence to explain the sources of
illiteracy in America, he overstates his case when he ignores
other factors, among them history, culture, and economic well -
being. Therefore, I will argue that we place the discussion in a
broader context.
10. More and more policymakers argue that English should be
the national language in the United States. Although I agree that
English is important, we should not limit people’s right to
maintain their own linguistic and cultural identity.
ESTABLISHING A CONTEXT FOR A THESIS
In addition to defining the purpose and focus of an essay, a
thesis must set up a context for the writer’s claim. The process
of establishing a background for understanding an issue
typically involves four steps:
1. Establish that the topic of conversation, the issue, is current
and relevant — that it is on people’s minds or should be.
2. Briefly summarize what others have said to show that you are
familiar with the topic or issue.
3. Explain what you see as the problem — a misinterpretation, a
gap, or a modification that needs to be made in how others have
addressed the topic or issue — perhaps by raising the questions
you believe need to be answered.
4. State your thesis, suggesting that your view on the issue may
present readers with something new to think about as it builds
on and extends what others have argued.
You need not follow these steps in this order as long as your
readers come away from the first part of your essay knowing
why you are discussing a given issue and what your argument

is.
AN ANNOTATED STUDENT INTRODUCTION: PROVIDING
A CONTEXT FOR A THESIS
We trace these four steps below in our analysis of the opening
paragraphs of a student’s essay. Motivating his argument is his
sense that contemporary writers and educators may not fully
grasp the issues that limit the opportunities for low -income
youth to attend college. His own family struggled financially,
and he argues that a fuller appreciation of the problem can help
educators partner with families to advise youth in more
informed ways.
The thesis reads, “Colin O’Neill, O’Neill 1
Money Matters:
Framing the College Access Debate
College is expensive. And with prices continuing to rise each
year, there are those who are beginning to question whether or
not college is a worthy investment. In a recent Newsweek
article, journalist Megan McArdle (2012) asserts that the
process of obtaining a college degree has morphed into a
“national neurosis”
An annotation for this thesis reads, “The student establishes the
timeliness and relevance of an issue that challenges widely held
assumptions about the value of attending college.”
The first paragraph reads, “…and calls upon Americans to
question whether college is necessary for lifelong success.
McArdle joins a chorus of voices calling upon a reevaluation of
the current educational pipeline at a time when the number of
American students who are ill-prepared to face the rigors of a
college curriculum has increased. Some writers suggest that a
renaissance of vocational education may, in fact, begin to
compensate for the disparate nature of American education.
Based on research conducted by Bozick and DeLuca (2011), it
is clear that these opinions are grounded in reality.”

The annotation for this paragraph reads, “He begins to
summarize what others have said to demonstrate his familiarity
with the conversation in popular media and scholarship.”
The second paragraph reads, “Of nearly 3,000 surveyed “college
non-enrollees,” roughly 50 percent attributed their withdrawal
from the education system to either the high cost of college
education or the desire to look for work and embark along their
chosen career path. However, for those like me, who believe
strongly that higher education is a right that ought to be
available to all students, McArdle’s and others’ assertions add
to the list of physical and social barriers that keep students of
poorer backgrounds from pursuing their educational aspirations.
The ability to pay for college may not be the only consideration
keeping students from exploring higher education. Instead,
researchers have overlooked the extent to which knowledge (or
the lack of it) of college costs and awareness of different
financing options (such as grants, scholarships, and loans) may
preemptively alter the way in which children envision
themselves within the college experience.”
The annotation for this paragraph reads, “The student identifies
what he sees as a problem signaled by words like “however,”
“overlooked,” and “instead” and begins to formulate his own
argument.”
Another annotation for the sentence “Instead, researchers have
overlooked the extent to which knowledge (or the lack of it) of
college costs and awareness of different financing options (such
as grants, scholarships, and loans) may preemptively alter the
way in which children envision themselves within the college
experience” reads, “He points out a misconception that he wants
to correct.”
The third sentence reads, “In many cities where the median
household income often hovers slightly above $30,000, college
is, according to some educators, a pipedream to which nearly
every family aspires, but most are not convinced this goal will
ever become a reality (United States Census Bureau). Indeed,
with the average cost of a college education rising to upwards

of $20,000, it is unclear whether this dream will, in fact, come
true. Although parents have a strong desire to send their kids to
college, the financial numbers do not seem to add up. While
educators have tended to leave parents responsible for educating
their children on the financial realities of higher education,
researchers such as Elliot, Sherraden, Johnson, and Guo (2010)
make the case that awareness of college costs makes its way
into the worldview of students as young as second grade. In
light of this work, it becomes important to note that the large
price tag of a college”
The annotation for the sentences “In many cities where the
median household income often hovers slightly above $30,000,
college is, according to some educators, a pipedream to which
nearly every family aspires, but most are not convinced this
goal will ever become a reality (United States Census Bureau).
Indeed, with the average cost of a college education rising to
upwards of $20,000, it is unclear whether this dream will, in
fact, come true. Although parents have a strong desire to send
their kids to college, the financial numbers do not seem to add
up” reads, “The student cites 3 research to further define the
problem and show that he is aware of the very real barriers that
affect college access for low-income youth.”
The first sentence reads, “…degree may have implications that
spread far beyond a particular family’s capacity to fund their
children’s education. As the recent research of Bozick and
DeLuca (2011) suggests, the cost of college is changing and
challenging the way students begin to examine the purpose and
necessity of college education. College costs are diminishing
one’s access to college in more ways than restricting their
ability to foot the bill. For low-income students and their
families, for whom every day is filled with financial burdens of
all sorts, high college costs are changing the way they perceive
college as an institution.”
The annotation for the sentences “As the recent research of
Bozick and DeLuca (2011) suggests, the cost of college is

changing and challenging the way students begin to examine the
purpose and necessity of college education. College costs are
diminishing one’s access to college in more ways than
restricting their ability to foot the bill. For low-income students
and their families, for whom every day is filled with financial
burdens of all sorts, high college costs are changing the way
they perceive college as an institution” reads, “He uses research
to understand further a problem that others may have
overlooked or ignored.”
The second paragraph reads, “The correlation between the
college choice process and students’ perceptions of the cost of
higher education is not an unexamined phenomenon. Many
researchers have looked at the ways in which the cost of a
college education affects the ways low-income students begin to
foster a relationship with the college system. The existing body
of research, however, has tended to focus solely on high school
students, students who are mere months away from beginning
the college search process. According to Cabrera and La Nasa
(2000), the college choice process actually begins much earlier,
commencing between the time a child enters middle school and
embarks upon his or her high school journey. It is this process
that ultimately dictates the level of college access a particular
student does or does not have. Therefore, my study will focus
primarily on what Cabrera and La Nasa (2000) termed the
“predisposition” stage. Between grades seven and nine,
predisposition draws upon parental encouragement,
socioeconomic status, and “information about college.” Along
the trajectory set in place by Cabrera and La Nasa (2000), these
factors have a profound influence on the search and choice
stages of the college-access process. Recognizing the
interrelational nature of these different stages, that is, both how
they are different and how each one builds upon the other, is
key to navigating the ill-defined nature of the pre-collegiate
experience.”
The annotation for the sentences “Many researchers have looked
at the ways in which the cost of a college education affects the

ways low-income students begin to foster a relationship with the
college system. The existing body of research, however, has
tended to focus solely on high school students, students who are
mere months away from beginning the college search process
reads “He adopts a frame through which to think about the issue
and narrow his focus.”
Another annotation for the sentence “Recognizing the
interrelational nature of these different stages, that is, both how
they are different and how each one builds upon the other, is
key to navigating the ill-defined nature of the pre-collegiate
experience.”
The third paragraph reads “Given the findings of prior research,
it is important to push back the discussion about college
affordability and college access to examine how the notion of
cost impacts the fragile, emerging relationship that middle
school students are just beginning to develop. To recognize how
students begin to understand college.”
The paragraph reads “and develop college aspirations, then, I
conducted interviews with middle school children to assess how
early awareness of college costs plays a role in shaping
families’ decisions about the need, desire for, and accessibility
of higher education. By doing so,
I have tried to fill gap left behind by previous research and add
to the wider discussion of college affordability and its overall
impact on college access amongst students of all ages. Although
educators may argue that American education ought to revert to
an old, draconian system of vocational education, preparing
low-income students to enter technical fields, I argue that it is
important to create programs that encourage parents, teachers,
and students to think early about the costs of college and the
possibilities that exist to help children pursue a college degree.”
The annotation for the sentences, “…and develop college
aspirations, then, I conducted interviews with middle school
children to assess how early awareness of college costs plays a
role in shaping families’ decisions about the need, desire for,

and accessibility of higher education. By doing so, I have tried
to fill gap left behind by previous research and add to the wider
discussion of college affordability and its overall impact on
college access amongst students of all ages” reads, “The student
explains that the purpose of his research is to fill the gap he
identifies above and correct a misunderstanding.”
The annotations for the sentence, “Although educators may
argue that American education ought to revert to an old,
draconian system of vocational education, preparing low -
income students to enter technical fields, I argue that it is
important to create programs that encourage parents, teachers,
and students to think early about the costs of college and the
possibilities that exist to help children pursue a college degree”
reads, “Here he makes a policy-related claim that challenges a
conflicting point of view.”◼ Establish That the Issue Is Current
and Relevant
Ideally, you should convey to readers that the issue you are
discussing is both current (what’s on people’s minds) and
relevant (of sufficient importance to have generated some
discussion and written conversation). In the first two sentences
of the first paragraph, O’Neill explains that the increase in
college costs has not only become a focus of national attention,
evidenced in the Newsweek article he cites, but has motivated
writers to question whether the cost to low-income families is a
worthwhile investment. In the next sentence, he explains that
the author of this article, Megan McArdle, is not alone in
challenging some widely held assumptions about the value of
attending college. In fact, O’Neill indicates that McArdle “joins
a chorus of voices calling upon a reevaluation of the current
educational pipeline at a time when the number of American
students who are ill-prepared to face the rigors of a college
curriculum has increased.” Thus, O’Neill demonstrates that the
issue he focuses on is part of a lively conversation and debate
that has captured the imagination of many writers at the time he
was writing about college access.◼ Briefly Present What Others
Have Said

It is important to introduce who has said what in the
conversation you are entering. After all, you are joining that
conversation to make your contribution, and those who are in
that conversation expect you to have done your homework and
acknowledge those who have already made important
contributions.
In the first few sentences of his introduction, O’Neill sets the
stage for his review of research by citing
McArdle’s Newsweek article. Although he takes issue with
McArdle, he is careful to explain her argument. In addition, he
refers to research in the final sentence of the first paragraph to
suggest the extent to which her argument may be “grounded in
reality.” Indeed, in the second paragraph, he cites a study that
reports on the significant number of students surveyed who
dropped out of college, nearly half attributing their decision to
the high costs of pursuing a college degree. However, O’Neill,
who makes clear that he believes everyone has a “right” to an
education, uses his review to reframe the issue, calling attention
to the way McArdle and others have “overlooked the extent to
which knowledge (or the lack of it) of college costs and
awareness of different financing options (such as grants,
scholarships, and loans) may preemptively alter the way in
which children envision themselves within the college
experience.” In turn, O’Neill highlights research that focuses on
parents’ and children’s perceptions of college access as a way
to challenge those writers who call for a “reevaluation of the
current educational pipeline.”
By pointing out what journalists and researchers may have
overlooked in discussing the college-going prospects of low-
income youth, O’Neill is doing more than listing the sources he
has read. He is establishing that a problem, or issue, exists.
Moreover, his review gives readers intellectual touchstones, the
scholars (e.g., Cabrera and La Nasa [2000]) who need to be
cited in any academic conversation about college access. A
review is not a catchall for anyone writing on a topic. Instead it
should represent a writer’s choice of the most relevant

participants in the conversation. O’Neill’s choice of sources and
his presentation of them convey that he is knowledgeable about
his subject. (Of course, it is his readers’ responsibility to read
further to determine whether he has reviewed the most relevant
work and has presented the ideas of others accurately. If he has,
readers will trust him, whether or not they end up agreeing with
him on the issue.)◼ Explain What You See as the Problem
If a review indicates a problem, as O’Neill’s review does, the
problem can often be couched in terms of the models we
discussed earlier: misinterpretations, gaps, modification, or
hypothesis testing. In paragraph 4, O’Neill identifies what he
sees as a gap in how journalists and researchers approach the
cost of attending college and the question of “whether college is
necessary to lifelong success.” He suggests that such a view is
the consequence of a gap in knowledge (notice our underlining):
The existing body of research, however, has tended to focus
solely on high school students, students who are mere months
away from beginning the college search process. According to
Cabrera and La Nasa (2000), the college choice process actually
begins much earlier, commencing between the time a child
enters middle school and embarks upon his or her high school
journey.
While O’Neill acknowledges the value of others’ writing, his
review of research culminates with his assertion that it is
important to understand the problem of college costs with
greater depth and precision. After all, researchers and
journalists have overlooked or ignored important sources of
information. At stake for O’Neill is that limiting low -income
youth’s access to higher education challenges a more equitable
view that all children deserve a chance to have a successful life.
Moreover, at the end of paragraph 3, he shifts the burden from
parents, alone, to educators who clearly influence the “way
students begin to examine the purpose and necessity of college
education.”◼ State Your Thesis
An effective thesis statement helps readers see the reasoning
behind a writer’s claim; it also signals what readers should look

for in the remainder of the essay. O’Neill closes paragraph
5 with a statement that speaks to both the purpose and the
substance of what he writes:
Although educators may argue that American education ought to
revert to an old, draconian system of vocational education,
preparing low-income students to enter technical fields, I argue
that it is important to create programs that encourage parents,
teachers, and students to think early about the costs of college
and the possibilities that exist to help children pursue a college
degree.
In your own writing, you can make use of the strategies that
O’Neill uses in his essay. Words like although, however, but,
instead, and yet can set up the problem you identify. Here is a
variation on what O’Neill writes: “One might argue that
vocational programs may provide a reasonable alternative to
meeting the needs of low-income students for whom college
seems unaffordable and out of reach; however [but, yet], such
an approach ignores the range of possibilities that exist for
changing policies to ensure that all children have access to a
college education.”Steps to Establishing a Context for a Thesis
1. Establish that the issue is current and relevant. Point out the
extent to which others have recognized the problem, issue, or
question that you are writing about.
2. Briefly present what others have said. Explain how others
have addressed the problem, issue, or question you are focusing
on.
3. Explain what you see as the problem. Identify what is open to
dispute.
4. State your thesis. Help readers see your purpose and how you
intend to achieve it — by correcting a misconception, filling a
gap, modifying a claim others have accepted, or stating an
hypothesis.◼ Analyze the Context of a Thesis
In “Teaching Toward Possibility,” educator Kris Gutiérrez
argues that teaching should focus on student learning and
provide students with multiple tools from different disciplines
to ensure that students engage in what she describes as “deep

learning.” She also explains that culture plays a key role in
learning, particularly for students from nondominant groups.
However, she reframes the notion of culture as a set of
practices, as a verb, which she distinguishes from inert
conceptions of culture based on individuals’ membership in a
particular ethnic community. Her essay, published in 2011, is
addressed to educators, teachers, and policy makers. As you
read the following excerpt, you may feel puzzled by some of
Gutiérrez’s vocabulary and perhaps even excluded from the
conversation at times. Our purpose in reprinting this excerpt is
to show through our annotations how Gutiérrez has applied the
strategies we have been discussing in this chapter. As you read,
make your own annotations, and then try to answer the
questions — which may involve careful rereading — that we
pose after the selection. In particular, watch for signpost words
or phrases that signal the ideas the writer is challenging.
The thesis reads “KRIS GUTIÉRREZ, From “Teaching Toward
Possibility: Building
Cultural Supports for Robust Learning”
The paragraph reads “Consider the potential learning power of a
unit on environmental inequities or environment racism for
middle or high school students in which students are provided
the opportunity to examine the issue deeply and broadly. We did
just this over a number of years in rigorous summer programs
for high school students from migrant farm worker
backgrounds. Students learned environmental science, learned
traditional information about the environment, learned about the
history of the area of study, as well as the history of
environmental issues in their local and immediate communities.
This way of learning required interdisciplinary reading,
including reading across genres, points of view, and across
historical time and space. These learning practices enticed
students to want to learn more, to research, and to make
connections across relevant ideas and their varied meanings
within and across academic and”

The annotation for the sentence “We did just this over a number
of years in rigorous summer programs for high school students
from migrant farm worker backgrounds” reads “The author
Establishes the relevance and timeliness of the issue.”
Another annotation for the sentence “The author establishes the
relevance and timeliness of the issue” reads “This is particularly
relevant for an audience of teachers who want to know how to
motivate students whose backgrounds they may unfamiliar
with.”
The first paragraph reads “home communities. In short,
instruction was coherent, historicized, textured, layered, and
deeply supported in ways that allowed students to access and
engage with rigorous texts and high status knowledge, as well
as work in and through the contradictions and tensions inherent
in knowledge production and authentic science/ learning
issues.”
The second paragraph reads “In the following section, I draw on
the case of teaching science to migrant students mentioned
above to elaborate a challenge to reductive approaches to
teaching and learning that offer the “quick-fix” and provide “off
the shelf” solutions to education; that is, those relying on silver
bullet solutions to solve complex educational problems or using
theory and research uncritically or without sufficient
understanding because it is fashionable to do so. One such
quick-fix approach is found in learning styles approaches to
learning, particularly cultural learning styles conceptions in
which regularities in cultural communities are characterized as
static and unchanging and general traits of individuals are
attributable categorically to ethnic group membership.”
The annotation for this sentence “The second paragraph reads
“In the following section, I draw on the case of teaching science
to migrant students mentioned above to elaborate a challenge to
reductive approaches to teaching and learning that offer the
“quick-fix” and provide “off the shelf” solutions to education;
that is, those relying on silver bullet solutions to solve complex

educational problems or using theory and research uncritically
or without sufficient understanding because it is fashionable to
do so” reads “Gutiérrez further establishes the relevance of
teaching non-dominant students and seeks to correct a
misconception about the nature of teaching, learning, and
culture.”
The third sentence reads “In my work (Gutiérrez, 2002;
Gutiérrez & Rogoff, 2003), I have argued the importance of
moving beyond such narrow assumptions of cultural
communities by focusing both on regularity and variance in a
community’s practices (as well as those of individuals).
Employing a cultural-historical-activity theoretical approach to
learning and development (Cole & Engeström, 2003; Engeström,
1987; Leontiev, 1981) is one productive means toward
challenging static and a historical understandings of cultural
communities and their practices, as this view focuses attention
on variations in individual and group histories of engagement in
cultural practices. Variations, then, are best understood as
proclivities of people who have particular histories of
engagement with specific cultural activities, not as traits of
individuals or collections of individuals. In other words,
individual and group experience in activities-not their
traitsbecome the focus.”
The annotation for the sentence “The third sentence reads “In
my work (Gutiérrez, 2002; Gutiérrez & Rogoff, 2003), I have
argued the importance of moving beyond such narrow
assumptions of cultural communities by focusing both on
regularity and variance in a community’s practices (as well as
those of individuals).” reads “She cites her own work to support
her argument and then reviews relevant studies to challenge
approaches to teaching and learning that fail to conceptualize
the notion of culture adequately.”
The annotation for the sentence, “Employing a cultural-
historical-activity theoretical approach to learning and
development (Cole & Engeström, 2003; Engeström, 1987;
Leontiev, 1981) is one productive means toward challenging

static and a historical understandings of cultural communities
and their practices, as this view focuses attention on variations
in individual and group histories of engagement in cultural
practices” reads, “Gutiérrez reframes the way educators should
view culture and this new frame is the lens through which she
develops her argument.”
The first sentence reads “Within this view, it becomes easier to
understand the limitations of learning styles approaches in
which individuals from one group might be characterized as
“holistic learners” — where individuals from another group may
be characterized as learning analytically or individuals may be
divided into cooperative versus individualist learners on the
basis of membership in a particular cultural group. Such
methods ignore or minimize variation and focus on perceived or
over-generalized regularities. Further, learning styles
pedagogical practices have been used to distinguish the learning
styles of “minority” group members and to explain “minority”
student failure (see Foley, 1997; Kavale & Forness, 1987; Irvine
& York, 1995 for reviews). Of consequence, addressing learning
styles as traits linked to membership in cultural communities
also seems to be a common way to prepare teachers about
diversity (Guild, 1994; Matthews, 1991). Understandably,
teaching to a difference that can be labeled (e.g., learning
modalities) may be appealing to teachers who have limited
resources, support, or training to meet the challenges of new
student populations. However, attribution of learning style or
difference based on group membership can serve to buttress
persistent deficit model orientations to teaching students from
nondominant communities; without acknowledging both the
regularity and variance makes it harder to understand the
relation of individual learning and the practices of cultural
communities, which in turn can hinder effective assistance to
student learning (Gutiérrez & Rogoff, 2003).
The annotation for the sentences “The first sentence reads
“Within this view, it becomes easier to understand the

limitations of learning styles approaches in which individuals
from one group might be characterized as “holistic learners” —
where individuals from another group may be characterized as
learning analytically or individuals may be divided into
cooperative versus individualist learners on the basis of
membership in a particular cultural group. Such methods ignore
or minimize variation and focus on perceived or over-
generalized regularities. Further, learning styles pedagogical
practices have been used to distinguish the learning styles of
“minority” group members and to explain “minority” student
failure (see Foley, 1997; Kavale & Forness, 1987; Irvine &
York, 1995 for reviews). Of consequence, addressing learning
styles as traits linked to membership in cultural communities
also seems to be a common way to prepare teachers about
diversity (Guild, 1994; Matthews, 1991).” Reads “Through this
new conception of culture, Gutiérrez defines what she sees is a
gap in what educators know and need to know. She attributes
this gap to what educators have ignored and cites additional
research to make her point.”
The annotation for the sentence “However, attribution of
learning style or difference based on group membership can
serve to buttress persistent deficit model orientations to
teaching students from nondominant communities; without
acknowledging both the regularity and variance makes it harder
to understand the relation of individual learning and the
practices of cultural communities, which in turn can hinder
effective assistance to student learning (Gutiérrez & Rogoff,
2003)” reads “Her use of “however” distinguishes what she sees
as a prevailing school of thought and what she believes should
be the case.
Educators’ misconceptions about culture are the source of the
problem she identifies.”
The third paragraph reads “The key issue here is that learning
styles approaches are grounded in reductive notions of culture
that conflate race/ethnicity with culture — a practice that often
leads to one-size-fits-all approaches and understandings of the

learning process of students from non-dominant communities.
Consider familiar statements such as “My Latino students learn
this way” or “I need to teach to the cultural background of my
African American students” and even, “Asian students”
The annotation for the sentence “The third paragraph reads “The
key issue here is that learning styles approaches are grounded in
reductive notions of culture that conflate race/ethnicity with
culture — a practice that often leads to one-size-fits-all
approaches and understandings of the learning process of
students from non-dominant communities” reads “Gutiérrez
reaffirms the issue between two competing ideas.”
The first paragraph reads “are good at math.” Such
generalizations are based on the assumption that people hold
uniform cultural practices based on their membership in a
particular community. Culture from this perspective is
something you can observe from people’s phenotype, physical
characteristics, national origin, or language. Culture, then, is
best considered a verb or said differently, culture is better
understood as people’s practices or how people live culturally
(Moll, 1998). This more dynamic and instrumental role of
culture should help us avoid the tendency to conflate culture
with race and ethnicity and assumptions about people’s cultural
practices.”
The annotation for the sentences “Culture from this perspective
is something you can observe from people’s phenotype, physical
characteristics, national origin, or language. Culture, then, is
best considered a verb or said differently, culture is better
understood as people’s practices or how people live culturally
(Moll, 1998). This more dynamic and instrumental role of
culture should help us avoid the tendency to conflate culture
with race and ethnicity and assumptions about people’s cultural
practices” reads “The lens of culture that she has adopted helps
us understand the nature of the misconception that she identifies
and solve a problem in educating students from nondominant
groups. This last sentence is her main claim.”

The second paragraph reads “To avoid conflating race/ethnicity
with culture, I often remind researchers and educators to invoke
the “100-percent Piñata rule” — that is, 100-percent of
Mexicans do not hit piñatas 100-percent of the time. While
piñatas may in fact be a prevalent cultural artifact in many
Mexican and Mexican-descent communities (and now across
many household and communities in the Southwest), we would
not make generalizations about their use and would expect
variation in piñata practices, their meaning, value, and use.
Thus, while cultural artifacts mediate human activity, they have
varying functions in use and in practice, just as there is
regularity and variance in any cultural community and its
practices.”
The annotations for the sentences “While piñatas may in fact be
a prevalent cultural artifact in many Mexican and Mexican-
descent communities (and now across many household and
communities in the Southwest), we would not make
generalizations about their use and would expect variation in
piñata practices, their meaning, value, and use. Thus, while
cultural artifacts mediate human activity, they have varying
functions in use and in practice, just as there is regularity and
variance in any cultural community and its practices” reads
“She restates her claim about culture.”Reading as a Writer
1. What specific places can you point to in the selection that
illustrate what is at issue for Gutiérrez?
2. How does she use her review to set up her argument?
3. What specific words and phrases does she use to establish
what she sees as the problem? Is she correcting
misinterpretations, filling a gap, or modifying what others have
said?
4. What would you say is Gutiérrez’s thesis? What specifics can
you point to in the text to support your answer?
5. What would you say are the arguments Gutiérrez wants you
to avoid? Again, what specific details can you point to in the
text to support your answer?a practice sequence: building a
thesis

We would like you to practice some of the strategies we have
covered in this chapter. If you have already started working on
an essay, exercises 1 through 4 present an opportunity to take
stock of your progress, a chance to sort through what you’ve
discovered, identify what you still need to discover, and move
toward refining your thesis. Jot down your answer to each of the
questions below and make lists of what you know and what you
need to learn.
1. Have you established that your issue is current and relevant,
that it is or should be on people’s minds? What information
would you need to do so?
2. Can you summarize briefly what others have said in the past
to show that you are familiar with how others have addressed
the issue? List some of the key texts you have read and the key
points they make.
3. Have you identified any misunderstandings or gaps in how
others have addressed the issue? Describe them. Do you have
any ideas or information that would address these
misunderstandings or help fill these gaps? Where might you
find the information you need? Can you think of any sources
you should reread to learn more? (For example, have you looked
at the works cited or bibliographies in the texts you’ve already
read?)
4. At this point, what is your take on the issue? Try drafting a
working thesis statement that will present readers with
something new to think about, building on and extending what
others have argued. In drafting your thesis statement, try out the
models discussed in this chapter and see if one is an especially
good fit:
· Misinterpretations model: “Although many scholars have
· Gap model: “Although scholars have noted A and B, they have
missed the importance of C.”
· Modification model: “Although I agree with A and B ideas of
other writers, it is important to extend/refine/limit their ideas
with C.”

· Hypothesis-testing model: “Some people explain A by
5. If you haven’t chosen a topic yet, try a group exercise. Sit
down with a few of your classmates and choose one of the
following topics to brainstorm about as a group. Choose a topic
that everyone in the group finds interesting, and work through
exercises 1 through 4 in this practice sequence. Here are some
suggestions:
· the moral obligation to vote
· the causes or consequences of poverty
· the limits of academic freedom
· equity in education
· the popularity of _______
· gender stereotypes in the media
· linguistic diversity
· the uses of a liberal education
· journalism and truth
· government access to personal information
AN ANNOTATED STUDENT ESSAY: STATING AND
SUPPORTING A THESIS
We have annotated the following student essay to illustrate the
strategies we have discussed in this chapter for stating a thesis
that responds to a relevant, timely problem in a given context.
The assignment was to write an argument focusing on literacy,
based on research. Veronica Stafford chose to write about her
peers’ habit of texting and the ways in which this type of social
interaction affects their intellectual development. Stafford
develops a thesis that provides a corrective to a misconception
that she sees in the ongoing conversations about texting. Her
approach is a variation on the strategy in which writers correct a
misinterpretation. In turn, you will see that she makes claims of
fact and evaluation in making an argument for changing her
peers’ penchant for texting.

As you read the essay, reflect on your own experiences: Do you
think the issue she raises is both timely and relevant? How well
do you think she places her ideas in conversation with others?
How would you respond to her various claims? Which do you
agree with and disagree with, and why? What evidence would
you present to support or counter her claims? Do you think she
offers a reasonable corrective to what she believes is a
misconception about texting?
The essay reads as follows:
Stafford 1, Veronica Stafford, Professor Wilson, English 1102,
April 20 —
Texting and Literacy”
The first paragraph reads “As students walk to class each day,
most do not notice the other people around them. Rather than
talking with others, they are texting their friends in the next
building, in their dorm, or back home. Although social
networking is the most common use for text messages, they are
not used solely for socializing. While texting is a quick and
easy way to keep up with friends, it threatens other aspects of
our lives. When students spend time texting rather than focusing
on those other important aspects, texting becomes detrimental.
Students’ enjoyment of reading, their schoolwork, and their
relationships with others are all negatively affected by text
messaging.”
The annotation for the sentences “When students spend time
texting rather than focusing on those other important aspects,
texting becomes detrimental. Students’ enjoyment of reading,
their schoolwork, and their relationships with others are all
negatively affected by text messaging” reads “The student
identifies an issue, or problem, and states her thesis as an
evaluative claim that attempts to correct a misconception.”
The second paragraph reads “Due to the mass appeal of text
messaging, students pass their free time chatting through their
cell phones rather than enjoying a great book. Texting is so
widespread because 25 percent of students under age eight, 89

percent of students ages eleven to thirteen, and over 95 percent
of students over age fifteen have a cell phone (“Mobile
Phones”). On average, 75.6 million text messages are sent in a
day, with 54 percent of the population texting more than five
times per day (“Mobile Phones”). In contrast to the time they
spend texting, fifteen- to twenty-four-year-olds read a mere
seven minutes per day for fun and only 1.25 hours a week (NEA
10), which is less than half the time that seventh-grade students
spend texting: 2.82 hours a week (Bryant et al.). While more
than half of the population texts every day, almost as many (43
percent) have not read a single book in the past year (NEA 7). It
seems there is a direct correlation between reading and texting
because, as text messaging increases in popularity, reading
decreases. The National Endowment for the Arts surveyed
eighteen- to twenty-four-year-olds and discovered that the
enjoyment of reading in this age group is declining the fastest.
Inversely, it is the group that sends the most text messages: 142
billion a year (NEA 10). From 1992 to 2002, 2.1 million
potential readers, aged eighteen to twenty-four years old, were
lost (NEA 27). As proved by the direct correlation, reading does
not have”
The annotation for the sentences “Texting is so widespread
because 25 percent of students under age eight, 89 percent of
students ages eleven to thirteen, and over 95 percent of students
over age fifteen have a cell phone (“Mobile Phones”). On
average, 75.6 million text messages are sent in a day, with 54
percent of the population texting more than five times per day
(“Mobile Phones”). In contrast to the time they spend texting,
fifteen- to twenty-four-year-olds read a mere seven minutes per
day for fun and only 1.25 hours a week (NEA 10), which is less
than half the time that seventh-grade students spend texting:
2.82 hours a week (Bryant et al.). While more than half of the
population texts every day, almost as many (43 percent) have
not read a single book in the past year (NEA 7)” reads “She
summarizes research, placing the conversation in a larger
context. Her citations also indicate that the problem she

identifies is relevant and timely.”
Another annotation for the sentences “It seems there is a direct
correlation between reading and texting because, as text
messaging increases in popularity, reading decreases. The
National Endowment for the Arts surveyed eighteen- to twenty-
four-year-olds and discovered that the enjoyment of reading in
this age group is declining the fastest. Inversely, it is the group
that sends the most text messages: 142 billion a year (NEA 10).
From 1992 to 2002, 2.1 million potential readers, aged eighteen
to twenty-four years old, were lost (NEA 27). As proved by the
direct correlation, reading does not have” reads “She uses
evidence to support her thesis — that we take for granted a
mode of communication that actually threatens the development
of literacy.”
The first paragraph reads “the same appeal because of texting.
Students prefer to spend time in the technological world rather
than sitting with a book.”
The second paragraph reads, “However, reading well is essential
to being successful academically. Although some argue that text
messages force students to think quickly and allow them to
formulate brief responses to questions, their habit is actually
stifling creativity.
When a group of twenty students was given a chance to write
responses to open-ended questions, the students who owned cell
phones with text messaging wrote much less. They also had
more grammatical errors, such as leaving apostrophes out of
contractions and substituting the letter “r” for the word “are”
(Ward). Because of text messages, students perceive writing as
a fun way to communicate with friends and not as a way to
strongly voice an opinion. Students no longer think of writing
as academic, but rather they consider it social. For instance, in
Scotland, a thirteen-year-old student wrote this in a school
essay about her summer vacation: “My smmr hols wr CWOT.
B4 we used 2 go to NY 2C my bro, & 3 kids FTF ILNY, its gr8 .
. .” (Ward). She used writing that would appear in a text

message for a friend rather than in a report for school.
Furthermore, students who text become so accustomed to
reading this type of shorthand lingo that they often overlook it
in their own writing (O’Connor). This means that teachers have
to spend even longer correcting these bad habits. Regardless,
Lily Huang, a writer for Newsweek, believes that text messages
increase literacy because a student must first know how to spell
a word to abbreviate it in texting. However, texting affects not
only the way that students write, but also the way in which they
think about language. As a critic of Huang’s article writes,
“Habitual use of shorthand isn’t just about choppy English, but
choppy thinking” (Muffie). Writers who text will have trouble
thinking creatively, and will especially have trouble composing
intricate works like poetry because of the abridged way of
thinking to which they are accustomed.”
The annotation marking the sentences, “However, reading well
is essential to being successful academically. Although some
argue that text messages force students to think quickly and
allow them to formulate brief responses to questions, their habit
is actually stifling creativity” reads “She refines her thesis, first
stating what people assume is true and then offering a
corrective in the second part of her thesis.”
The annotation marking the sentences, “Because of text
messages, students perceive writing as a fun way to
communicate with friends and not as a way to strongly voice an
opinion. Students no longer think of writing as academic, but
rather they consider it social” reads “She also makes a
secondary claim related to her thesis.”
The annotation marking the sentence, “Furthermore, students
who text become so accustomed to reading this type of
shorthand lingo that they often overlook it in their own writing
(O’Connor)” reads “And she elaborates on this claim to point
out one of the detrimental effects of texting.”
The annotation marking the sentences “Regardless, Lily Huang,
a writer for Newsweek, believes that text messages increase
literacy because a student must first know how to spell a word

to abbreviate it in texting. However, texting affects not only the
way that students write, but also the way in which they think
about language” and “Writers who text will have trouble
thinking creatively, and will especially have trouble composing
intricate works like poetry because of the abridged way of
thinking to which they are accustomed” reads, “The student
presents a possible counterargument from a published writer and
then restates her thesis in an effort to correct a misconception.”
The first paragraph reads “a friend when bored, or invite friends
to a party (“Technology Has Tremendous Impact”). Eight out of
ten teens would rather text than call (“Mobile Phones”).
Although it is true that text messaging has made conversations
much simpler and faster, it has not improved communication.
Texting may make it more convenient to stay in contact with
friends, but it does not ensure that the contact is as beneficial as
talking in person. Text messages do not incorporate all of the
body language and vocal inflections that a face-to-face
conversation does. These nonverbal cues are essential to fully
comprehending what is being communicated. Only 7 percent of
a message is verbal. When the message is not communicated
face-to-face, 93 percent of that message is lost (“Importance of
Nonverbal”), and this nonverbal message is crucial to
maintaining close relationships. According to Don McKay, a
contributor to healthinfosource.com, the most important aspect
of lasting friendships is effective communication. Friends must
be able to convey emotions and empathize with others (McKay).
However, friends who communicate solely through text
messages will miss out on any truly personal interaction
because they can never see the other person’s posture, body
language, or gestures.”
The annotation marking the sentences, “Although it is true that
text messaging has made conversations much simpler and faster,
it has not improved communication. Texting may make it more
convenient to stay in contact with friends, but it does not ensure
that the contact is as beneficial as talking in person” reads “She

restates an evaluative claim that runs through the essay like the
skewer we discussed earlier.”
The annotation marking the sentences, “Only 7 percent of a
message is verbal. When the message is not communicated face-
to-face, 93 percent of that message is lost (“Importance of
Nonverbal”), and this nonverbal message is crucial to
maintaining close relationships. According to Don McKay, a
contributor to healthinfosource.com, the most important aspect
of lasting friendships is effective communication. Friends must
be able to convey emotions and empathize with others (McKay).
However, friends who communicate solely through text
messages will miss out on any truly personal interaction
because they can never see the other person’s posture, body
language, or gestures” reads “She provides current research to
support her thesis.”
The second paragraph reads “All of the negative effects of text
messaging additionally deteriorate literacy. The enjoyment of
reading leads to avid readers who eagerly absorb written words.
A devotion to schoolwork encourages students to read so that
they may be informed about important topics. Through book
clubs and conversations about great literature, even
relationships can foster a love for reading. However, text
messaging is detracting from all three. In today’s society,
literacy is important. Schools focus on teaching English at an
early age because of the active role that it forces students to
take (Le Guin). While students can passively text message their
friends, they need to focus on reading to enjoy it. In order to
really immerse themselves in the story, they need to use a
higher level of thinking than that of texting. This learning is
what causes avid readers to become so successful. Those who
read for fun when they are young score better on standardized
tests, are admitted to more selective universities, and are able to
secure the most competitive jobs (NEA 69). The decline in
literacy caused by”
The annotations marking the sentences, “All of the negative
effects of text messaging additionally deteriorate literacy. The

enjoyment of reading leads to avid readers who eagerly absorb
written words. A devotion to schoolwork encourages students to
read so that they may be informed about important topics.
Through book clubs and conversations about great literature,
even relationships can foster a love for reading. However, text
messaging is detracting from all three” reads “She concludes by
restating her premise about the value of reading and her
evaluation of texting as a form of communication that erodes
what she considers the very definition of literacy.”
The annotation marking the sentences, “Schools focus on
teaching English at an early age because of the active role that
it forces students to take (Le Guin). While students can
passively text message their friends, they need to focus on
reading to enjoy it. In order to really immerse themselves in the
story, they need to use a higher level of thinking than that of
texting” reads, “She also concludes with a claim in which she
proposes that students need to elevate the way they read and
write”
RCH 7302, Doctoral Writing and Inquiry Into Research 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Analyze the text of an academic document using a variety of
methods.
2.1 Identify issues described in academic articles.

2.2 Ascertain the thesis in academic articles.
6. Develop a working thesis based on issues identified in
academic literature.
6.1 Identify a preliminary thesis statement for a chosen topical
area.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 5
Chapter 6
Unit III Scholarly Activity
2.2
Unit Lesson
Chapter 5
Chapter 6
6.1
Unit Lesson
Chapter 5
Required Unit Resources

Chapter 5: From Identifying Issues to Forming Questions
Chapter 6: From Formulating to Developing a Thesis
Unit Lesson
Working Thesis and Model
The focus of this unit’s lesson is forming researchable questions
from issues found in academic bodies of
work and developing a thesis from those questions.
Identifying Issues to Forming Questions
When reading academic literature, one should be reading from
the view of a writer, a writer who could
incorporate content of the document being read into their own
writing. To do this, Greene and Lidinsky (2018)
offer three suggestions:
respond in writing.
in your response.
When identifying issues, it is natural to navigate towards a
topic that one feels passionate about. Passion
could come from connecting with a person’s worldview.

Alternately, passion could emanate from connecting
with another person’s experience. Regardless, as a novice
researcher, you should be dispassionate in your
UNIT III STUDY GUIDE
Working Thesis and Model
UNIT x STUDY GUIDE
Title
evaluation of issues. An objective approach will allow you to
not rely on the experience of others but to use
these experiences to strengthen your argument (Greene &
Lidinsky, 2018).
Another approach in examining issues is to identify differences,
conflicts, or disputes in viewpoints. Greene
and Lidinsky (2018) describe this as identifying the
fundamental tension between two points of view. A novice
researcher can start by examining the literature review of an
article to view how the author(s) have compared
prior research. Another way to deduce a conflict is by reviewing
and comparing results of research. It might
be possible to identify differences in replication (quantitative)
or interpretation (qualitative) through this
process. However, identifying differences may not be clear. For

example, in a quantitative study, an effect
size, such as Pearson’s r, will be reported along with confidence
intervals (a range on either side of the
effect). Comparing two studies using the same effect size, a
difference (e.g., 0.20 vs. 0.30) may appear and
maybe a conclusion that there is a significant difference
between the numbers. However, the difference may
be more complex than what it appears. When looking at the
confidence intervals (0.10–0.30 vs. 0.20–0.40), it
is plausible that the effect sizes are similar. This is an example
of moving from binary thinking to complex
thinking.
Extending or building on the ideas of others, is yet another way
to identify issues (Greene & Lidinsky, 2018).
Extending prior academic research by using creative thinking
can not only add to a domain’s body of
knowledge but also extend the thinking on a subject. Another
method, often found in qualitative research, is
discovering the writer’s perspective, voice, and persona (Barnet
et al., 2020, p. 229–232; Greene & Lidinsky,
2018, p. 119; MacGregor, 2018, p. 358–360). Much of
qualitative research is based on the lens of the
researcher. Thus, if a second researcher were reviewing the
same material as the first research, but through
a different (theoretical, in most cases) lens, the interpretation of
events or descriptions could be different,
although qualitative researchers often strive for inter -rater
reliability depending on the design of the study
(Saldaña, 2009, p. 27; Saldaña & Omasta, 2018, p. 6).
Finally, situational constraints could be used to identify issues.
While Greene and Lidinsky (2018) provide a
few examples on p. 121, more common examples are (a) sample
size limitations, (b) disproportionate
demographical characteristics of a sample (e.g., gender, age,

ethnicity), and (c) research bias (e.g., being too
close to the subject and injecting bias).
Developing a Thesis
Readers of academic work expect writers to be clear, specific,
and demonstrate an understanding of issues
and situations. The first step a reader takes is to evaluate the
writer’s thesis. Greene and Lidinsky (2018)
describe a thesis as an assertion made at the beginning of a
written document, and support is provided with
additional documentation (p. 141). However, a thesis evolves
over time. Thus, a novice researcher should
start with a working thesis. A working thesis helps select
articles to read and tests a premise. Greene and
Lidinsky (2018) suggest four models to guide thesis
development:
ting-misinterpreting model,
-the-gap model,
-what-others-have-said model, and
-testing model.
The correcting-misinterpreting model can be used to correct
prior research arguments or results. Gelman and
Loken (2014) pointed out errors or misinterpretations about the
use of statistical significance in evolutionary
psychology research performed by Petersen et al. (2013), and
Beall and Tracy (2013), argue that the results
of these studies should be ignored. Beall and Tracy’s study was
extended and replicated by Hone and

McCullough (2020), where the results were refuted.
The filling-the-gap model is often used by novice researchers as
they try to identify a gap in knowledge. For
example, a novice researcher exploring the relationship between
servant leadership and job satisfaction may
take a position that the interaction of age and education
moderates the relationship (Figure 1).
UNIT x STUDY GUIDE
Title
Figure 1
Conceptual Framework of Interaction of Age and Education as a
Moderator Between Servant Leadership and
Organizational Culture
The modifying-what-others-have-said model involves
identifying the similarities and differences in prior
research and using an academic article to have a constructive
conversation about an issue or problem.
Finally, the hypothesis-testing model begins with an assumptive

statement, and the researcher explores
evidence via testing until evidence is found that refutes the
hypothesis. In a sense, Hone and McCullough
(2020) did that by refuting the results of Beall and Tracy
(2013).
Summary
Prior to this unit, the emphasis was on how to move from
reading as a writer to writing as a reader, how to
summarize and paraphrase, and how to identify claims and
analyze argument. This unit focused on reading
and thinking about how to develop a thesis and working model
for proposed research. Next is an exploration
of the differences between academic and non-academic
literature, which helps frame your proposed
research.
References
Barnet, S., Bedau, H., & O'Hara, J. (2020). From critical
thinking to argument: A portable guide (6th ed.).
Bedford/St. Martin’s.
Beall, A. T., & Tracy, J. L. (2013). Women are more likely to
wear red or pink at peak fertility. Psychological
Science, 24(9), 1837–1841.
https://doi.org/10.1177/0956797613476045
Gelman, A., & Loken, E. (2014). The statistical crises in
science. American Scientist, 102(6), 460–465.

https://doi.org/10.1511/2014.111.460
Greene, S., & Lidinsky, A. (2018). From inquiry to academic
writing: A practical guide (4th ed.). Bedford/St.
Martin’s.
https://online.vitalsource.com/#/books/9781319071677
Hone, L. S. E., & McCullough, M. E. (2020). Women are more
likely to wear red or pink at peak fertility? What
about on cold days? Conceptual, close, and extended
replications with novel clothing colour
measures. British Journal of Social Psychology. Advance online
publication.
https://doi.org/10.1111/bjso.12371
McGregor, S. L. T. (2018). Understanding and evaluating
research: A critical guide. SAGE.
UNIT x STUDY GUIDE
Title
Petersen, M. B., Sznycer, D., Sell, A., Cosmides, L., & Tooby,

J. (2013). The ancestral logic of politics: Upper-
body strength regulates men's assertion of self-interest over
economic redistribution. Psychological
Science, 24(7), 1098–1103.
https://doi.org/10.1177/0956797612466415
Saldaña, J. (2009). The coding manual for qualitative
researchers. SAGE.
Saldaña, J., & Omasta, M. (2018). Qualitative research:
Analyzing life. SAGE.
Suggested Unit Resources
In order to access the video below, utilize the CSU Online
Library.
To help identify gaps in a research area, review the following
video segment.
Hein, W. (2020). How to identify gaps in your research
(Segment 2 of 4) [Video]. In Top tips for conducting
qualitative research. SAGE Research Methods. https://methods-
sagepub-
com.libraryresources.columbiasouthern.edu/video/top-tips-for-
conducting-qualitative-research
The transcript for the video is available to the right of the video
under the Transcript tab.

Course Learning Outcomes for Unit IIIRequired Unit
ResourcesUnit LessonWorking Thesis and ModelIdentifying
Issues to Forming QuestionsDeveloping a ThesisFigure
1SummaryReferencesSuggested Unit Resources

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