Weak Thesis Statement


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Structure of the class session on this topic: 1) Students share their written statements with members of their 3-person Writing/Discussion Groups and discuss four issues: a) Do the other two members of the group think that the theoretical approach the other student uses is a good explanation of the imaginative component of the poem in question b) Might any of the theoretical insights into poetry and poetic structure that that the student was not able to apply to his or her choice of imaginative poems indeed contribute to a fuller understanding of the poem c) As a result of discussing a and b above, each student should list the gaps they see in their understanding of how aspects of the imagination works in their chosen poem(s).. What more, therefore, needs to be further explained What aspect of their knowledge or understanding is inadequate d) With the help of the other two students in the group, each student should formulate an introductory statement (for an essay) which would state what he or she understands about how and where the imagination is at work in one or another poem they ve chosen and what they think, therefore, a reader might also readily recognize and understand about the poem--but then also specify what further issues or aspects of the imaginative elements of the poem they would wish to know, or wish to be able to explain more fully.. I ask, What do you notice about the structure and order of information How many sentences has the writer kept from the draft I point out that the writer could not have gotten to the clearer articulation of her ideas without having written the draft first ( this comment may not really register with them at this point, but I bring it up again in draft conferences, especially when students are dismayed at having to start over.. I ask them to look at the information they provide in their intros what contextual information is necessary to understand the problem/response and what is extraneous (Here, I might point out that in


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