Why did I make you read about metaphors before going into thesis statements?
I wanted to demonstrate to you how the process of ascribing meaning is a matter of linguistic choice. Though it is a tendency for humans to engage in symbolic communication, it is another matter entirely to be able to parse out the meaning of these symbols.
The thesis statement, that is, the argument of a research based non-fiction next, demonstrates our ability to identify and label (the so what question).
This logical exercise can be found in metaphor. Looking back to Hamlet: Without the vehicle "daggers," he will speak. So what? With the vehicle is his claim that out of consideration (of what?) he will avoid physically hurting his mother, but instead subject her to verbal abuse.
Our ability to ascribe judgement based on evidence and to articulate this judgement may seem difficult, but it's quite empowering. For example, calling a person "mean" vs. calling someone "unfair." Calling someone "unfair" vs. calling them "biased." Calling the price of something "expensive" vs. "prohibitive." Moving past immediate reactionary language to label the thing as it is- no easy feat. But it is possible, with practice. Necessary, even.
To make it simple- one person may look at a ride at an amusement park and call it "scary." As the listeners, we are invited to try to understand what they mean, and why this matters. Is the ride too fast? Too high? Are they not going to go on the ride? Do they lack courage? How do you defend the claim that the ride is scary? What it comes down to is the key word -> dangerous. Dangerous is provable.
Of course, you are not going to write a paper about how an amusement ride is dangerous (For this class, anyway. Maybe.) These examples are meant to illustrate the limitations you may find yourself in without a vehicle or a destination. You may have a tenor (a topic), but what are you doing with it?
A thesis you will be expected to write this semester will articulate how the life and times of the author shaped their work. You may find yourself writing "The life and times of the author shaped their work." But that's not very interesting, is it? Sure, we have a topic, but we are missing the SO WHAT.
I'll be updating this page with more resources on thesis statements as we get further into the course. Just know that topic sentences will operate similarly. I will commonly remind students that topic sentences are not a summary, quote, or fact- why? Because they must accomplish a piece of the thesis in the same way.
For example, let's say this is my thesis (subject to be revealed later)
The type of possibilities and realities presented to people over time, as a result of the specific environments they inhabit and inherit, can either help or hinder their abilities to harness time and make meaningful decisions about their own lives.
Yes, it's a bit wordy. But look at my topic sentences:
While time cannot be directly controlled as an event is happening, a person may be able to manipulate and reclaim time, depending on their position.
One’s relationship to time can also be typified by one’s ability to consider the future, both the short term and long term.