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6 th Grade Research Paper

6 th Grade Research Paper. The Thesis Statement.

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6 th Grade Research Paper

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  1. 6th Grade Research Paper

  2. The Thesis Statement A thesis statement is vital to the organization of the paper. It tells the reader three things. First, it identifies the subject of the paper. Next, it indicates the direction of the paper will go. Then, it gives reasons why (we’ll use three) the discussion should go in that direction. An easy way to remember the three parts of a thesis sentence is this formula, ( S + D + 3R) which stands for:

  3. Thesis Statement Formula: SUBJECT + DIRECTION + THREE REASONS

  4. Below are examples of a thesis statement: Writing is an important skill because it helps exchange thoughts, it is necessary in a high-tech society, and it increases mental strength in the writer. Swimmingis a demanding sport because it requires proper breathing techniques, proper strokes, and proper body conditioning.

  5. Try this one… • The Lego company is one of the most successful inventions of the last century due to their ability to overcome challenges, come up with innovative technology for creating their designs, and inspire youthful minds in creative play.

  6. S + D + 3R Breakdown As you can see, the first word in each sentence is the subject (S) of the thesis sentence. The second part of the thesis sentence narrows the subject to become the direction (D) of thought in the paper. So, suppose you choose money as the subject of your paper. Then you must choose a direction of thought, such as the history of money, or various kinds of money, or the creation of money.

  7. 3R’s: The third part of the thesis sentence gives reasons in support of the topic. The three reasons in our model sentence are, for now, arbitrary. *You may elect to have two reasons or four reasons or more reasons, depending on the complexity of the topic.

  8. 3 R’s cont.: The three reasons supporting the topic should make sense to the reader. Furthermore, the reasons should be placed in order of increasing importance. In other words, reason three should be the best and most important reason in the thesis sentence because it has the last chance to make an impact on the reader. In the writing assignments we do the sentence should be the last sentence in the introductory paragraph, where it is easy to read and easy to understand.

  9. Back to that Legos Example… How do we do this: First choose a subject. -Legos Now, what is our direction? -One of the best inventions of the last century Now we need reasons to support our direction: -Overcame many challenges, innovative technology, inspired youth’s creativity

  10. So where does it go? It becomes the last sentence of your introductory paragraph.

  11. Formal Outline Noticings: • Get out of the “things” trap! • Passive voice galore and excess “fluff” making your writing muddled • “Back then, the Chinese people used to write on bamboo” • “When Adidas equipment began to be used in the Olympic Games, the company, since then, has had many Olympic medals won by athletes using their equipment.”  overly word-y

  12. Formal Outline Noticings: • Don’t Do not use contractions. Period. • 1st sentence of Conclusion: use synonyms so you’re not repeating your thesis from the intro paragraph word for word (verbatim) • Zingers need work in conclusions • Lack of direct quotes from your sources • Refer to inventor by last name after giving full name once

  13. Formal Outline Noticings: • LACK OF SOURCE CITATIONS ON FORMAL OUTLINES • Take out parentheses and replace with commas • Specifics (supporting details) coming too early (in your intro paragraph or sometimes in your body paragraph topic sentences)

  14. Getting out of the “things” trap!Ask yourself: What things? • Weak: Our teacher put two things on the board to help with math. • Better: Our teacher hung two charts on the board that show how to read and answer a math word problem. • Weak: The article in the news magazine explained two things about how astronauts are trained. • Better: The article in the news magazine described the skills that astronauts learn in their training.

  15. Getting out of the “things” trap! • Abilities, actions, advances, advantages, adventures, agreements, attributes, behaviors, benefits, characteristics, choices, concerns, conflicts, contributions, corrections, details, difficulties, effects, events, experiences, facts, features, feelings, frustrations, ideas, impressions, improvements, incidents, items, matters, movements, occasions, occurrences, parts, performances, periods, places, points, powers, problems, projects, promises, qualities, reasons, remedies, resources, responses, rules, sections, situations, skills, successes, surprises, talents, themes, thoughts, troubles, types, variations, weaknesses

  16. Works Cited Page • Alphabetical by last name

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