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Overview
Using at least two of the texts we’ve read in class this quarter, develop a working
hypothesis (also called a working thesis) of your own. This should be a new idea not
already stated in the texts that comes from your own insight. Use quotes, examples, and
ideas from the texts and your own personal experience to “test out” and revise your
hypothesis. Show the process of your initial ideas, how they are challenged, and how you
came to a new version of your thesis/hypothesis. In other words, take your readers on a
thinking process where you show them your initial ideas, how you’ve chosen to test them
out, and finally, what firmer conclusions you can arrive at in the end of your process.
Requirements Write at least 1500-2000 words
Develop an insight/ discovery of your own
Organize your writing around the process of your thinking and testing out of
your idea.
Introduce and summarize key ideas from texts to create context for your
readers
Demonstrate your ability to evolve a thesis
Use MLA formatting and citation Directions: Breaking it Down into Steps This essay is interested in both the process you go through to write and the
product it creates in the end.
Write using a “working thesis.” This might be a question, a working
hypothesis that you are testing out—but the important part is that your,
points, conclusions and ideas are tentative until you test them out.
Introduce a working thesis statement early in your essay. Show that your
ideas are tentative by using hedging/ qualifying words. It might sound
something like this:
o X and Y may indicate that _____. One possible answer is
________. It could be that_________. although most readers of _______ have argued that
_______, closer examination seems to show that
_______. _______ uses _______ and _____ to could prove
that ________. phenomenon X might be a result of _______.
Predict a possible outcome. What is likely to be true about your hypothesis
and why? The introduction of your essay is a great place to do such
predictions.
Determine how you will test out your hypothesis. In the sciences and social
sciences you might devise a formal experiment in a controlled setting. In the
humanities, like for English class, “testing out” ideas means doing analysis:
o Comparing your idea to others’ ideas to see if they are similar. A
pattern of shared insight can indicate a level of proof.
o Asking questions.
o Answering questions.
o Making the implicit explicit
o Looking at examples that support your hypothesis. Explain how
and why.
o Looking at examples that seem to refute or challenge your
hypothesis. Explain how, and why. If you find an example that challenges your hypothesis, you MUST revise your hypothesis to
account for it.
A key component of this assignment is you showing that you are able to
revise a thesis/ hypothesis in light of the specific evidence you’ve brought to
your essay. This means showing readers where you've changed your
hypothesis. It might look like this
o Showing the limitations of your hypothesis: What we can't know
for sure is ________. That means we can only claim ________.
o Qualifying your claim. It might mean explaining exceptions to the
rule: X does occur, as a I originally though, but only in ________
situations and NOT in _______ situations.
Compare your original predictions with your final conclusions. What changed
and why? What didn't and why? Keep in mind that the goal here isn't to be
right all along, but to really try and come to a deeper understanding of your
hypothesis.
Consider the implications of your revised hypothesis. What difference does it
make to know this idea? What difference does it make to have revised this
idea? Who might care? Why might your idea matter?
What additional testing out, research or information might be needed to gain
an even deeper understanding of your hypothesis/ thesis? Ratings
Criteria This criterion is linked to a
Learning OutcomeFocus
writing on a topic that
contains a tension, or
unresolved question Ratings Pts
15.0
pts Exceeds
Expectations Meets
Expectations 15.0 pts 12.0 pts Attempts Does Not Meet
Expectations 9.0 pts
0.0 pts threshold: 4.0 pts This criterion is linked to a
Learning OutcomeRevise
initial idea in light of new
information, examples,
data. 15.0
pts
Exceeds
Expectations Meets
Expectations 15.0 pts 12.0 pts Attempts Does Not Meet
Expectations 9.0 pts
0.0 pts threshold: 4.0 pts This criterion is linked to a
Learning OutcomeQualifies
Claims
threshold: 4.0 pts 5.0
pts
Exceeds
Expectations Meets
Expectations 5.0 pts 4.0 pts Attempts Does Not Meet
Expectations 3.0 pts
0.0 pts This criterion is linked to a
Learning OutcomeIdentify
areas of further research
threshold: 4.0 pts This criterion is linked to a
Learning OutcomeExplore
the significance and
consequences of ideas.
threshold: 4.0 pts This criterion is linked to a
Learning OutcomeApply at
least 3 analytical moves
threshold: 4.0 pts This criterion is linked to a
Learning OutcomeAdd new
insight beyond what’s in
source material
view longer description 5.0
pts
Exceeds
Expectations Meets
Expectations 5.0 pts 4.0 pts Attempts Does Not Meet
Expectations 3.0 pts
0.0 pts 5.0
pts
Exceeds
Expectations Meets
Expectations 5.0 pts 4.0 pts Attempts Does Not Meet
Expectations 3.0 pts
0.0 pts 5.0
pts
Exceeds
Expectations Meets
Expectations 5.0 pts 4.0 pts Attempts Does Not Meet
Expectations 3.0 pts
0.0 pts 5.0
pts
Exceeds
Expectations Meets
Expectations 5.0 pts 4.0 pts Attempts Does Not Meet
Expectations 3.0 pts
0.0 pts threshold: 4.0 pts This criterion is linked to a
Learning OutcomeExplain
key ideas from source
material for readers
view longer description 5.0
pts
Exceeds
Expectations Meets
Expectations 5.0 pts 4.0 pts Attempts Does Not Meet
Expectations 3.0 pts
0.0 pts threshold: 4.0 pts This criterion is linked to a
Learning OutcomeExplain
how sources develop the
student’s own central idea
view longer description 10.0
pts
Exceeds
Expectations Meets
Expectations 10.0 pts 8.0 pts Attempts Does Not Meet
Expectations 6.0 pts
0.0 pts threshold: 4.0 pts This criterion is linked to a
Learning
OutcomeIntegrate 2 or
more sources
view longer description 5.0
pts
Exceeds
Expectations Meets
Expectations 5.0 pts 4.0 pts Attempts Does Not Meet
Expectations 3.0 pts
0.0 pts threshold: 4.0 pts This criterion is linked to a
Learning OutcomeFormat
essay in MLA style
view longer description 5.0
pts
Exceeds
Expectations Meets
Expectations 5.0 pts 4.0 pts Attempts Does Not Meet
Expectations 3.0 pts
0.0 pts threshold: 4.0 pts This criterion is linked to a
Learning
OutcomeDocument
Sources in MLA format
view longer description 5.0
pts
Exceeds
Expectations Meets
Expectations 5.0 pts 4.0 pts Attempts Does Not Meet
Expectations 3.0 pts
0.0 pts threshold: 4.0 pts This criterion is linked to a
Learning OutcomeWrite at
least 1500-2000 words 15.0
pts
Exceeds:
2000 Words
or more Meets:
1700 words
or more Attempts:
1200 words or
more 15.0 pts 12.0 pts 11.0 pts Does Not
Meet: 1199
words or
less
6.0 pts Total Points: 100.0 Practice Activities:
Questions for Global Revision
Questions for Global Revision Global Revision happens at the idea level= whole-text issues such as ideas or
content, focus, genre, argument, thesis, development, organization, clarity of purpose,
awareness of audience. What idea or truth is the writer exploring?
Does the writer have something worth saying? Is the idea sophisticated
(original, interesting, provocative) for the assignment, the level of the course?
How knowledgeable is the writer about the subject?
o What evidence (textual, data, field observations, lab experiment,
persona experience) does the writer look at?
o Is this enough evidence to make a claim?
o Is there a clear claim that comes out of (and only based on) the
evidence?
o How does the author establish ethos/ credibility?
Does the draft match or fulfill the writer’s intentions? Does the draft do justice
to the writer’s ideas?
Is the draft structured in a way that adds to the main idea? In other words,
does it follow a logical sequence, taking readers through a thinking process?
Are points adequately developed and explained?
How well does the writer consider audience?
Does the draft respond to the assignment?
Does the introduction effectively signal the topic, scope, and transition
readers into the essay? Chop-Chop Revision Strategy Revision Strategy: Chop-Chop
Directions
This strategy is great for hands-on learners, people who use computers all the time--or
for people who find it difficult to read for long periods of time on the computer. This
activity will help with idea development, organization and seeing places where you can
write more on your essay! More than that, just try playing with your writing to see what
happens.
Step 1: Print out a hard-copy of your essay. Make note in the margin each time you see a
new idea--especially if there are more than one per paragraph.
Step 2: Grab the scissors! Cut your paper up by ideas--even if this means breaking up an
existing paragraph.
Step 3: Do any of your paragraphs talk about more than one idea? Could you break this
paragraph into two ot three separate ones?
Step 4: Try putting the paragraphs in a new order. What extra information, transitions
would you need to include for this new ordering to make sense for your readers?
Step 5: Are there any ideas that don't seem to be covered? What more do you need to
say? Where will you say it? Create a "new" section by writing your ideas on a slip of
blank paper.
Step 6: Choose a single paragraph. Cut it it up sentence by sentence and repeat steps 16. Step 7: Reflect. How was this revision strategy useful for this essay? How might this
exercise be useful in your writing process in general? What did you discover? Asking "So What?"
Overview
One way to develop your ideas is to explain for yourself and for your readers why your
ideas might be important or significant. To prepare for this revision workshop, read They
Say/ I Say chapter 7 "So What? Who Cares? Saying Why it Matters." This workshop is
best completed once you have a draft of your essay and are able to name for yourself
what your main idea is--not just the general topic--but what your position/ point is about
that topic. Once you are able to name your main idea, you're ready to answer the "so
what?" question.
Directions
Step 1: Re-read over the draft of your essay. Write the "so what?" question in as many
places as your are able to ask it.
Step 2: If you are having trouble with step 1, or if you'd like to get even more out of your
revision, ask someone else--maybe a friend or family member, a co-worker--to read your
essay and write the "so what?" question in the margin of your essay in as many places
as they can ask it.
Step 3: Answer each "so what?" question--writing as much as you can in response.
Step 4: Add your responses to the body of your essay--trying to keep them close to the
place where the original question was asked.
Step 5: Keep in mind, you don't need to ask the "so what?" quesiton in th body of your
essay, but you can use transitional phrases to alert readers that you are about to tell
them why your ideas are important. Try using a version of these
"____is important because_____"
"What all this means is____"
"This idea is significant because____"
"What's at stake is_____"
Step 6: Repeat steps 1-5 with the "Who cares?" question.
Step 7: What did you notice? What happened to your writing as you worked to answer
the "so what?" and "Who Cares?" questions? Are these questions easy or difficult to
answer? How come? How might answering these be important in our writing? What
function do they serve?