The first element I decided to focus on was developing an effective thesis statement. What was clear in my mind was apparently not as clear to my readers (thanks, Jared). I went back to the Bedford text (p. 158-161), the Paradigm site (http://www.powa.org/content/view/262/156/), and two additional web pages that explain thesis statements: http://grammar.ccc.commnet.edu/grammar/composition/thesis.htm# and http://www.indiana.edu/%7Ewts/pamphlets/thesis_statement.shtml. The Indiana University site has a section titled: "How to Tell a Strong Thesis Sentence from a Weak One.” This has some of the best explanations of thesis statements that I have seen. Next, I reviewed my research question, and drafted some alternates. My focus question has changed over the course of the semester.
Question: Are current laws effectively protecting children who use the Internet in public and school libraries?
Original thesis statement: To better protect our children, the law should be changed to include all public and school libraries, with minimum standards outlined for identifying content that should be blocked.
Revised thesis: Federal laws governing Internet access for children in public and school libraries should be changed.
Using this statement, I drafted a "Skeleton Essay" (example on Paradigm http://www.powa.org/content/view/263/110/1/1/) composed of my reasons and evidence to see if I had included all of the relevant points for both sides of the argument. It took quite a bit of time, but really did help me see the paper from the point of view of the intended reader. It looks like I will be making lots of changes before the Wednesday deadline.
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