Theories are formulated to explain, predict, and understand phenomena and, in many cases, to challenge and extend existing knowledge within the limits of critical bounding assumptions.
The theoretical framework is the structure that can hold or support a theory of a research study.
From the University of Southern California Libraries Research Guides
Swanson, Richard A. Theory Building in Applied Disciplines. San Francisco, CA: Berrett-Koehler Publishers 2013.
An author’s claims are never simply facts, and some claims are more objective than others.
Thesis claims will always be based on factual information but remain as interpretations of evidence derived from inferences.
Thus, the author (and therefore, the reader) will examine evidence and draw objective conclusions. Remember, a claim of fact is very different from a claim of value, which presents an objective judgment.
The theoretical framework is the structure that can hold or support a theory of a research study.
From the University of Southern California Libraries Research Guides
Swanson, Richard A. Theory Building in Applied Disciplines. San Francisco, CA: Berrett-Koehler Publishers 2013.
An author’s claims are never simply facts, and some claims are more objective than others.
Thesis claims will always be based on factual information but remain as interpretations of evidence derived from inferences.
Thus, the author (and therefore, the reader) will examine evidence and draw objective conclusions. Remember, a claim of fact is very different from a claim of value, which presents an objective judgment.
A claim is an assertion of fact or belief that needs to be supported by evidence.
A main claim or thesis, summarizes the writer’s position on a situation and answers the questions the writer is addressing.
Claims are assertions that authors must justify and support with evidence and good reasons.
The thesis is the controlling idea that crystallizes a writer’s main point, helping readers track the idea as it develops throughout the essay.
A main claim or thesis, summarizes the writer’s position on a situation and answers the questions the writer is addressing.
Claims are assertions that authors must justify and support with evidence and good reasons.
The thesis is the controlling idea that crystallizes a writer’s main point, helping readers track the idea as it develops throughout the essay.
The writer’s purpose clearly influences the way s/he crafts the main claim of an argument, the way s/he presents all assertions and evidence.
From, Greene, Stuart. From Inquiry to Academic Writing; a practical guide. 2nd Edition. Boston, MA: Bedford/St. Martin’s, 2012. Print
From, Greene, Stuart. From Inquiry to Academic Writing; a practical guide. 2nd Edition. Boston, MA: Bedford/St. Martin’s, 2012. Print
Continue to ask these points of your work:
- Is the capstone anatomy being followed correctly?
- Ask yourself ‘what does the writer (you) want the reader to think about?’
- Is the working thesis a statement that can be supported by the gathered evidence?
- Has historical information been introduced sufficiently to set a convincing foundation from where the author will assert and prove their claims?
- Is there enough evidence planted in the thesis to convince the reader of the author’s claims?
- Would visual figures (charts, graphs, images, etc.) assist in identifying the author’s claims as additional evidence?
- Are main claims and values clearly introduced? What minor claims is the writer also making?
- Does the organization of the paper guide the reader to understand the thesis concepts as it is being revealed throughout the essay?
- Would a narrower approach of evidence help convince the reader of what the writer is conveying?
- Based on the evidence found in the Body of Research, how can the working thesis be improved?
- What additional evidence would assist the author to convince the reader of their position?
- Should the thesis be re-organized to make the questions + concerns more evident?
- Where should the author go from here?
I want you to read 4 Studio Art and Photography capstones from previous years and write a page synopsis on each.
The following are the questions I want you to think about.
1a. Was the thesis question presented by the student, truly a thesis question?
1b. Was it too narrow in its focus or too large in scope to be tackled with specific information?
1c. What would be the rewrite of it that you would suggest?
2a. Did the student provide appropriate evidence to support the thesis question?
2b. As a reader, did you understand why the supportive information they provided appropriate to the capstone scope?
2c. Were visual illustrations used effectively to prove a point?
3a. Writing mechanics :
Were transitions from one idea to the next made smoothly?
Why or why not?
3b. Grammar and spelling --- accuracy? Thus providing a smooth, uninterrupted read?
NEW updated changes to the MLA citation style as of APR 2016 -- go to Updated MLA citation style . APR 2016
