Thesis language style

Use of the passive voice tends to conceal who is doing the action. There is a common misunderstanding that sentences using the passive voice are more “objective”, because the author avoids saying “I” or “we”. It is sensible to vary your writing style as appropriate. Overuse of the passive voice makes your text heavy to read, and gives a woolly, bureaucratic and “mystifying” sound . Do not feel that you have to avoid it altogether, however, as overuse of the active voice also becomes tiring for your reader. We do not always need to be reminded of the person of the researcher through the use of “I” and “we”.

Standards in this strand: -- -- -- -- -- -- Conventions of Standard English: --
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. --
Use parallel structure.* --
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. --
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. --
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. --
Use a colon to introduce a list or quotation. --
Spell correctly. Knowledge of Language: --
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. --
Write and edit work so that it conforms to the guidelines in a style manual (., MLA Handbook , Turabian's Manual for Writers ) appropriate for the discipline and writing type. Vocabulary Acquisition and Use: --
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content , choosing flexibly from a range of strategies. --
Use context (., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. --
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (., analyze, analysis, analytical; advocate, advocacy ). --
Consult general and specialized reference materials (., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. --
Verify the preliminary determination of the meaning of a word or phrase (., by checking the inferred meaning in context or in a dictionary). --
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. --
Interpret figures of speech (., euphemism, oxymoron) in context and analyze their role in the text. --
Analyze nuances in the meaning of words with similar denotations. --
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Here’s a working thesis with potential: you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal. Your reader is intrigued but is still thinking, “So what? What’s the point of this contrast? What does it signify?” Perhaps you are not sure yet, either. That’s fine—begin to work on comparing scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions. Eventually you will be able to clarify for yourself, and then for the reader, why this contrast matters. After examining the evidence and considering your own insights, you write:

Thesis language style

thesis language style

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