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1、ConstructinganArguableThesisTheArgumentWhenyouwritealiteraryessay,youaremakinganargument/aninterpretation.Youwillarguethatyourperspective–aninterpretation,anevaluativejudgment,oracriticalevaluation–isavalidone.Considerthefollowing…3ComponentsofDevelopinganArguableThesi
2、sWHAT–plotsummaryorobservationaboutthetext.HOW–theliterarydevices,concepts,themes,patternsthatyouchoosetoproveyourclaim.WHY(a.k.a.Sowhat?Whatisatstake?)–thesignificanceofyourideaintermsofunderstandingthetextasawhole.Thisisthearguablepartofananalyticalpaper.LevelsofComm
3、itmentThisyearyourgoalistoconstructthesisstatementsandtointerprettextsonananalyticallevel(toreachlevel3).LevelofWritingQuestion(s)posedGradeRangeLevel1:Basic(Plotsummary,personalimpressions,reactionstotext)What?(Plotandtextualevidence)Unlesslinkedtoanalysis,thislevelis
4、inadequateforIB.(“D”-”F”)Level2:Analysis(Useofdetailstoengagewiththetextandtotracepatterns)How?Ifthewritingisongradelevel,thenthestudentwillearna“B”or“C.”Level3:Interpretive(Placesanalysisandtextualpatternsinalargercontextandtheme)Why?Sowhat?Whatisatstake?Ifthewritingi
5、sstrongandsupportedwithevidenceandcommentary,thenthestudentearnsan“A”(“B”ifinsufficient)Levels2and3Themaindistinctionbetweenlevels2and3isthatlevel2askshowpartsofatext(language,imagery,metaphor,etc.)worktogethertoformapattern.Forexample:Onecouldtracetheuseofmetaphorical
6、languageinAQWF(i.e.leadersbeingdescribedasanimals)bythesoldiersduringtimesofresentment.It’snotenoughtosaymetaphoricallanguageofanimalsisfoundthroughoutthenovel(thisislevelone).[Thepatterninvolvessoldiersfeelingresentmenttowardtheirsuperiors;thus,theyusedehumanizinglang
7、uagetolashoutontheseleaders].Level3askswhy?Whatisatstakeinnotingtheabove?Effectiveessayscombinebothlevelstwoandthree.Forexample:Thesoldiers,particularlyPaul,describestheirsuperiorsusinganimalmetaphorsasatechniquetohelpthemcopewiththeirsituationassubordinates[ortolessen
8、theirfearsonthefrontline].AnArguableThesisStatementLikeanyargumentpaperyouhaveeverwritten,youmusthaveaspecific,detail
