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in what essay type do we use blue printing?
Other writing teachers may have a different name for the overview, road map, list of supporting points, abstract, etc., but I would say any kind of complex persuasive or informative essay would benefit from a blueprint.
this topic is incredibly helpful.
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yes this blue print is not difficult, u can also use in the conclusion the clincher and the reminder of the thesis .
How many more must die? The issue of child abuse is of utmost importance because children cannot speak for themselves. Child abuse is when a parent or guardian causes or allows a child to suffer neglect, physical, sexual and emotional harm.Child abuse creates a sense of hopelessness,high crime rate and a breakdown in society. who is to blame? Parents or the lack of protective laws and legislation.
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1. Determine what kind of paper you are writing:
If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.
2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.
3. The thesis statement usually appears at the end of the first paragraph of a paper.
4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.
Example of an analytical thesis statement:
The paper that follows should:
Example of an expository (explanatory) thesis statement:
Example of an argumentative thesis statement:
by Purdue Global Academic Success Center and Writing Center · Published August 19, 2015 · Updated August 10, 2015
Molly Wright Starkweather, MA, Kaplan University Writing Center Tutor
When teaching thesis statements, the standard advice from teaching guides varies depending on the expertise of the student and the content area and level of study of the course. In the Kaplan Guide to Successful Writing , a thesis statement is considered effective if it sticks to one idea, focuses on a reasonably sized aspect of that idea, takes a clear position on the subject, and uses solid support. These are quality goals for students, but how does a student get in the right frame of mind to begin writing a thesis statement after having conducted all the research? A first term student will likely consider the main points to be included and build a thesis statement from there, which works fairly well in shorter assignments, but it can become an unwieldy proposition when it comes to more complex compositions.
Graduate students might not be expected to write the same sort of thesis statement as first year composition students, but they can benefit from considering a focused central argument in a sentence or two for the sake of those reading their papers. One of the reasons it is important to distinguish the type of central argument graduate students will make in their writing is because it might be easy to confuse a thesis statement with a graduate thesis, which is a specific type of original research report described in our Graduate Thesis resource .
A formula I have developed for thesis statements takes into consideration the notion that a thesis statement is often designed to address a situation in a field of study, typically solving a specific problem by offering a specific solution. The first ingredient in an effective thesis statement, then, is to mention the problem briefly. A template for mentioning the problem might look like one of the phrases below.
Considering the challenge of _________
When addressing the situation of __________
Professionals who face the scenario of __________
Here is how one thesis might begin.
Considering the challenge of keeping infants safe on airplane flights
Next, it is always good communication to have a solution in mind when mentioning a problem. Make sure to mention the specific solution for the specific problem being addressed, and consider one of the phrases below as a template for introducing the solution.
… an effective approach might be _________
… one good solution is _________
… the best response is to _________
Now, the effective thesis started earlier might go on to look like this. Considering the challenge of keeping infants safe on airplane flights, the most effective solution is to have the infant ride in a rear-facing car seat secured to the infant’s own airplane seat.
Finally, effective thesis statements can offer the reader a sense of what to expect in the body paragraphs of the paper. One way to incorporate the main points from the body paragraphs is to consider why the solution being offered in the thesis statement is effective or perhaps even the best solution. Adding “because” after naming the solution in the thesis can pave the way for establishing the main points right there within the same sentence. Here is an example of how all three ingredients—mentioning the challenge at hand, the solution, and the main points supporting the solution—can make for an effective thesis statement.
Considering the challenge of protecting infants on flights, the most effective solution is for the infant to be rear-facing in a car seat, because this solution addresses an infant’s physical development, the latest safety guidelines from experts on child travel safety, and the need for parents to protect themselves in a crash.
This is only one model for an effective thesis statement, so I encourage those reading this blog entry to consider other models for thesis statements as well. No matter what, make sure to phrase the central argument or main point or thesis statement based on the assignment instructions and any other supporting material (like a rubric) provided by the professor.
Tags: academic writing Thesis statements
August 14, 2020
by Purdue Global Academic Success Center and Writing Center · Published August 14, 2020 · Last modified October 14, 2020
November 10, 2023
by Errol Craig Sull · Published November 10, 2023 · Last modified November 9, 2023
April 3, 2014
by Purdue Global Academic Success Center and Writing Center · Published April 3, 2014 · Last modified April 2, 2014
Molly, once again a great piece of work informative, short, sweet, and to the point! Love it. KB
Thank you! It is great when we as professionals find a simple approach that accomplishes our goals.
Molly – I love this approach. I’ve actually done a graphic organizer to help students develop what I call a three prong thesis. I also share with them that when I write an article, I start with one as well. I may not always end with one because professional writing needs more than that, but after so many years of forming the thesis in my mind this way, it is the way my brain works.
Thanks, Teresa! I agree that the three-prong approach might be a good springboard for the varying needs of professional writing. I think we have a potential resource on our hands, eh?
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I'm writing an essay but I struggle with thesis statements and paragraphs. My teacher wants my thesis to be significant, specific, single, and supportable. I often know what I want to write, but struggle with writing about 3 points with 3 different paragraphs. I often see just one point broad point and try to make an essay based off of that. How do I fit one broad point into the structure of three specific points and an overall thesis?
Here's an example of an essay in development that I am trying to fix.
“Remember that…”, a statement when applied to the early years of my life it commences a flood of nostalgic memories about cartoons no longer on T.V., video games 20 years of date, toys long forgotten. These are the type memories we hold close to our hearts since they are from a time we love to reflect on, our childhood. A time in our lives that is so important to us years later, since it represents a time of freedom you`ll never get back again. Freedom is the air our soul inhales. Our childhood was freedom, it was free from the stress that our teenage and adult years would exert on us. This was a time where my day depended on what I wanted to do not what I had to do, which made each day seem like a different adventure. I possed little knowledge of the world, so each day I would aquire new information, rules, etc which made each day unique from the rest. Yet its this image of the adventure which makes me feel many emotions at once, this image which completely encapsulates this time so different from today. What ever this adventure was; playing Nintendo 64 on rainy Saturday afternoons, watching Pokemon in the basement with my older brother, web-surfing the primitive days of google, or what ever the adventure was I`ll never experience it as pure as I did. Time has passed inevitably and with time comes change, and because of it Ill never play Nintendo 64 the same way again, back then the whole experience would consume me, occasionally interrupted by thoughts which may or may not have been related to it, but what was there, was warmth. This warmth was produced by my little body, this warmth made my eyes glued to the screen, this warmth which I simply defined as it made feel good. Good, a word I would only use back then, but now I have aquired so many other advanced adjectives, that good will always be a thing of the past. With other things learnt one would describe playing Nintendo 64 as unhealthy or a waste of time. This time could be used to pursue what ever you think you want to do like reading a book, drawing, etc. Time for me, now needs to be dedicated to a passion to excel in, in order to find a job related to it, with the closeness of adult years I am told many things I should or need to spend time with, such as an activity I learned from the media, school, friends, but not something I learned from myself, like I did in my childhood. These were the days in which what should be done was decided by my random personal whim, these were the days where time was on my side, the days where I explored the world with my quiet young mind, the days that can only be connected now by a statement such as “remember…”. What ever that memory was keep it close to you, since its from your childhood and never agin will things be the same.
Many people struggle to grasp big ideas. In your case, you need to break one main idea down into three. When I write, I like to think of it as explaining it to a child. You are going to sit down and explain your essay to a seven-year old child who fully grasps the English language, but only has the attention span to last about four or five sentences.
Pick out the three main points. If you only had three sentences, what would they be? Then, put each of these ideas into one sentence each, to make a total of three sentences. These are your topic sentences.
To make an thesis statement, combine your topic sentences. I start by stringing them together and making a sort of "list" of what my essay will talk about. This will give you a very boring and dull thesis statement. But it is a thesis nonetheless. Feel free to beef it up and add more interest to it later.
To write the essay, make sure everything you say is important. Be mindful of tangents and off-topic sentences. Think about what you're going to say, say it, and get out as quickly as possible. It's hard, trust me I know, but be brutal when cutting things out.
I wish you well in all of your writing endeavors! If you'd like edits on your essay, I'd be happy to provide them, but I'd need to know how you'd like to receive them.
Ah, I remember the five paragraph essay days. They are as structured as a sonnet and the point of practicing them is to focus your writing. The thesis statement is your entire essay summarized in one sentence. I have an easier time writing it last, but you may have a different experience.
Looking at your essay, I can't tell if you are writing about freedom, nostalgia, or different types of things that trigger memories, or what. There are a lot of themes there that are worth working on. I'm going to pick one of these and show you how I would build your essay from that, but you could choose a different focus and build your essay differently.
Let's say your essay is about how your perception of your own entertainment has changed over time. Looking at the rest of what you've written, here are three examples relating to freedom that you talk about in your essay:
You will use these three examples to illustrate your point (i.e., your thesis statement). When you have more experience, you can be clever about the examples, using them to highlight different aspects of your thesis or to compare and contrast different views of the same issue. I've chosen three that are basically sequential and show progression because I think it is easier to understand the structure that way, and also because you revisit N64 several times to describe how your perspective has changed and I think these examples could work with that.
Take each example and write it into a paragraph that explains it, possibly using one or two sentences to describe an example of what you mean. You can use the same example, like the N64, or different examples, like Pokemon, N64, and lawn darts. When you go back and revise, the artful part is to make the last sentence of your paragraph act as a transition to the next paragraph. There are bunches of techniques, but probably the easiest is some kind of contrast. Here is an example from your own text:
Whatever this adventure was -- playing Nintendo 64 on rainy Saturday afternoons, watching Pokemon in the basement with my older brother, web-surfing the primitive days of google -- I'll never experience it as pure as I did. Time has passed inevitably and with time comes change.
Great. Now you have three paragraphs of examples, so it should be a lot more obvious what your point is. Go back and write your introductory paragraph to tell us what point your examples will illustrate.
Then write the concluding paragraph. Your last paragraph should tell us why the examples should have illuminated your point and invite the reader to reflect on your shared experience. I think this example for your writing is a nice ending for your essay:
Whatever that memory was keep it close to you, since it's from your childhood and never again will things be the same.
Especially if you take the time to point out to the reader your expectation that they have similar experiences to your own.
Ben. Many of us can relate to your struggle. However, your question will likely be flagged as a "can you do my homework for me" question. If you don't mind, I'll respond by helping you answer your question.
Scanning your first draft, I can see your core idea (the thesis). Pick it out. Then pick out the three most powerful thoughts that support your core idea, like three legs on a stool.
Put aside your first draft, don't edit it. Write a second draft of your essay that only contains the core idea and the three supporting thoughts.
You're a creative big-picture thinker, so you have many interesting and related ideas to sort through. It will be challenging, but be ruthless and make choices. Put aside thoughts that don't fit in the structure. Incorporate thoughts that you realize are facets of the "big three."
Put aside your second draft, don't edit it. Write a third draft, fine tune and balance the content. Polish your grammar and style.
I hope you share your work here! Keep on writing!
Hmm, who says that an essay must have three main points?
If this is a school assignment, and the teacher says "you must write an essay with three main points", etc, then if you have an idea for an essay that you just can't hammer into three main points, I'd say use a different idea.
If you're writing an essay because you want to talk about this particular subject, then it doesn't matter how many main points you have, whether it's 3 or 2 or 5. Just make the points you want to make. I've written lots of essays, and I never say, "Oh, blast, I have 4 main points, I've got to figure out which one to leave out." (I may say, "Oh, blast, I have 20 main points, this is way too much for one essay. I need to leave something out.")
If you need to meet an arbitrary standard for a class, I'd say, Just hammer it into the mold. If you are required to have exactly three main points, think through what you're trying to say and see if you cannot extract three main points. Like if you're trying to support a thesis, what are the tree main arguments you can come up with for that thesis? If you have four, then drop one or perhaps combine two into one. If you have only two, then try to think of a third, or break one into two parts.
If I was teaching a class, I might give an assignment like this to force the student to think about what his main points are and to enumerate them. I would not give such an assignment to say that in general, every essay must have exactly three points.
Medical terms in lay language.
Please use these descriptions in place of medical jargon in consent documents, recruitment materials and other study documents. Note: These terms are not the only acceptable plain language alternatives for these vocabulary words.
This glossary of terms is derived from a list copyrighted by the University of Kentucky, Office of Research Integrity (1990).
For clinical research-specific definitions, see also the Clinical Research Glossary developed by the Multi-Regional Clinical Trials (MRCT) Center of Brigham and Women’s Hospital and Harvard and the Clinical Data Interchange Standards Consortium (CDISC) .
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
ABDOMEN/ABDOMINAL body cavity below diaphragm that contains stomach, intestines, liver and other organs ABSORB take up fluids, take in ACIDOSIS condition when blood contains more acid than normal ACUITY clearness, keenness, esp. of vision and airways ACUTE new, recent, sudden, urgent ADENOPATHY swollen lymph nodes (glands) ADJUVANT helpful, assisting, aiding, supportive ADJUVANT TREATMENT added treatment (usually to a standard treatment) ANTIBIOTIC drug that kills bacteria and other germs ANTIMICROBIAL drug that kills bacteria and other germs ANTIRETROVIRAL drug that works against the growth of certain viruses ADVERSE EFFECT side effect, bad reaction, unwanted response ALLERGIC REACTION rash, hives, swelling, trouble breathing AMBULATE/AMBULATION/AMBULATORY walk, able to walk ANAPHYLAXIS serious, potentially life-threatening allergic reaction ANEMIA decreased red blood cells; low red cell blood count ANESTHETIC a drug or agent used to decrease the feeling of pain, or eliminate the feeling of pain by putting you to sleep ANGINA pain resulting from not enough blood flowing to the heart ANGINA PECTORIS pain resulting from not enough blood flowing to the heart ANOREXIA disorder in which person will not eat; lack of appetite ANTECUBITAL related to the inner side of the forearm ANTIBODY protein made in the body in response to foreign substance ANTICONVULSANT drug used to prevent seizures ANTILIPEMIC a drug that lowers fat levels in the blood ANTITUSSIVE a drug used to relieve coughing ARRHYTHMIA abnormal heartbeat; any change from the normal heartbeat ASPIRATION fluid entering the lungs, such as after vomiting ASSAY lab test ASSESS to learn about, measure, evaluate, look at ASTHMA lung disease associated with tightening of air passages, making breathing difficult ASYMPTOMATIC without symptoms AXILLA armpit
BENIGN not malignant, without serious consequences BID twice a day BINDING/BOUND carried by, to make stick together, transported BIOAVAILABILITY the extent to which a drug or other substance becomes available to the body BLOOD PROFILE series of blood tests BOLUS a large amount given all at once BONE MASS the amount of calcium and other minerals in a given amount of bone BRADYARRHYTHMIAS slow, irregular heartbeats BRADYCARDIA slow heartbeat BRONCHOSPASM breathing distress caused by narrowing of the airways
CARCINOGENIC cancer-causing CARCINOMA type of cancer CARDIAC related to the heart CARDIOVERSION return to normal heartbeat by electric shock CATHETER a tube for withdrawing or giving fluids CATHETER a tube placed near the spinal cord and used for anesthesia (indwelling epidural) during surgery CENTRAL NERVOUS SYSTEM (CNS) brain and spinal cord CEREBRAL TRAUMA damage to the brain CESSATION stopping CHD coronary heart disease CHEMOTHERAPY treatment of disease, usually cancer, by chemical agents CHRONIC continuing for a long time, ongoing CLINICAL pertaining to medical care CLINICAL TRIAL an experiment involving human subjects COMA unconscious state COMPLETE RESPONSE total disappearance of disease CONGENITAL present before birth CONJUNCTIVITIS redness and irritation of the thin membrane that covers the eye CONSOLIDATION PHASE treatment phase intended to make a remission permanent (follows induction phase) CONTROLLED TRIAL research study in which the experimental treatment or procedure is compared to a standard (control) treatment or procedure COOPERATIVE GROUP association of multiple institutions to perform clinical trials CORONARY related to the blood vessels that supply the heart, or to the heart itself CT SCAN (CAT) computerized series of x-rays (computerized tomography) CULTURE test for infection, or for organisms that could cause infection CUMULATIVE added together from the beginning CUTANEOUS relating to the skin CVA stroke (cerebrovascular accident)
DERMATOLOGIC pertaining to the skin DIASTOLIC lower number in a blood pressure reading DISTAL toward the end, away from the center of the body DIURETIC "water pill" or drug that causes increase in urination DOPPLER device using sound waves to diagnose or test DOUBLE BLIND study in which neither investigators nor subjects know what drug or treatment the subject is receiving DYSFUNCTION state of improper function DYSPLASIA abnormal cells
ECHOCARDIOGRAM sound wave test of the heart EDEMA excess fluid collecting in tissue EEG electric brain wave tracing (electroencephalogram) EFFICACY effectiveness ELECTROCARDIOGRAM electrical tracing of the heartbeat (ECG or EKG) ELECTROLYTE IMBALANCE an imbalance of minerals in the blood EMESIS vomiting EMPIRIC based on experience ENDOSCOPIC EXAMINATION viewing an internal part of the body with a lighted tube ENTERAL by way of the intestines EPIDURAL outside the spinal cord ERADICATE get rid of (such as disease) Page 2 of 7 EVALUATED, ASSESSED examined for a medical condition EXPEDITED REVIEW rapid review of a protocol by the IRB Chair without full committee approval, permitted with certain low-risk research studies EXTERNAL outside the body EXTRAVASATE to leak outside of a planned area, such as out of a blood vessel
FDA U.S. Food and Drug Administration, the branch of federal government that approves new drugs FIBROUS having many fibers, such as scar tissue FIBRILLATION irregular beat of the heart or other muscle
GENERAL ANESTHESIA pain prevention by giving drugs to cause loss of consciousness, as during surgery GESTATIONAL pertaining to pregnancy
HEMATOCRIT amount of red blood cells in the blood HEMATOMA a bruise, a black and blue mark HEMODYNAMIC MEASURING blood flow HEMOLYSIS breakdown in red blood cells HEPARIN LOCK needle placed in the arm with blood thinner to keep the blood from clotting HEPATOMA cancer or tumor of the liver HERITABLE DISEASE can be transmitted to one’s offspring, resulting in damage to future children HISTOPATHOLOGIC pertaining to the disease status of body tissues or cells HOLTER MONITOR a portable machine for recording heart beats HYPERCALCEMIA high blood calcium level HYPERKALEMIA high blood potassium level HYPERNATREMIA high blood sodium level HYPERTENSION high blood pressure HYPOCALCEMIA low blood calcium level HYPOKALEMIA low blood potassium level HYPONATREMIA low blood sodium level HYPOTENSION low blood pressure HYPOXEMIA a decrease of oxygen in the blood HYPOXIA a decrease of oxygen reaching body tissues HYSTERECTOMY surgical removal of the uterus, ovaries (female sex glands), or both uterus and ovaries
IATROGENIC caused by a physician or by treatment IDE investigational device exemption, the license to test an unapproved new medical device IDIOPATHIC of unknown cause IMMUNITY defense against, protection from IMMUNOGLOBIN a protein that makes antibodies IMMUNOSUPPRESSIVE drug which works against the body's immune (protective) response, often used in transplantation and diseases caused by immune system malfunction IMMUNOTHERAPY giving of drugs to help the body's immune (protective) system; usually used to destroy cancer cells IMPAIRED FUNCTION abnormal function IMPLANTED placed in the body IND investigational new drug, the license to test an unapproved new drug INDUCTION PHASE beginning phase or stage of a treatment INDURATION hardening INDWELLING remaining in a given location, such as a catheter INFARCT death of tissue due to lack of blood supply INFECTIOUS DISEASE transmitted from one person to the next INFLAMMATION swelling that is generally painful, red, and warm INFUSION slow injection of a substance into the body, usually into the blood by means of a catheter INGESTION eating; taking by mouth INTERFERON drug which acts against viruses; antiviral agent INTERMITTENT occurring (regularly or irregularly) between two time points; repeatedly stopping, then starting again INTERNAL within the body INTERIOR inside of the body INTRAMUSCULAR into the muscle; within the muscle INTRAPERITONEAL into the abdominal cavity INTRATHECAL into the spinal fluid INTRAVENOUS (IV) through the vein INTRAVESICAL in the bladder INTUBATE the placement of a tube into the airway INVASIVE PROCEDURE puncturing, opening, or cutting the skin INVESTIGATIONAL NEW DRUG (IND) a new drug that has not been approved by the FDA INVESTIGATIONAL METHOD a treatment method which has not been proven to be beneficial or has not been accepted as standard care ISCHEMIA decreased oxygen in a tissue (usually because of decreased blood flow)
LAPAROTOMY surgical procedure in which an incision is made in the abdominal wall to enable a doctor to look at the organs inside LESION wound or injury; a diseased patch of skin LETHARGY sleepiness, tiredness LEUKOPENIA low white blood cell count LIPID fat LIPID CONTENT fat content in the blood LIPID PROFILE (PANEL) fat and cholesterol levels in the blood LOCAL ANESTHESIA creation of insensitivity to pain in a small, local area of the body, usually by injection of numbing drugs LOCALIZED restricted to one area, limited to one area LUMEN the cavity of an organ or tube (e.g., blood vessel) LYMPHANGIOGRAPHY an x-ray of the lymph nodes or tissues after injecting dye into lymph vessels (e.g., in feet) LYMPHOCYTE a type of white blood cell important in immunity (protection) against infection LYMPHOMA a cancer of the lymph nodes (or tissues)
MALAISE a vague feeling of bodily discomfort, feeling badly MALFUNCTION condition in which something is not functioning properly MALIGNANCY cancer or other progressively enlarging and spreading tumor, usually fatal if not successfully treated MEDULLABLASTOMA a type of brain tumor MEGALOBLASTOSIS change in red blood cells METABOLIZE process of breaking down substances in the cells to obtain energy METASTASIS spread of cancer cells from one part of the body to another METRONIDAZOLE drug used to treat infections caused by parasites (invading organisms that take up living in the body) or other causes of anaerobic infection (not requiring oxygen to survive) MI myocardial infarction, heart attack MINIMAL slight MINIMIZE reduce as much as possible Page 4 of 7 MONITOR check on; keep track of; watch carefully MOBILITY ease of movement MORBIDITY undesired result or complication MORTALITY death MOTILITY the ability to move MRI magnetic resonance imaging, diagnostic pictures of the inside of the body, created using magnetic rather than x-ray energy MUCOSA, MUCOUS MEMBRANE moist lining of digestive, respiratory, reproductive, and urinary tracts MYALGIA muscle aches MYOCARDIAL pertaining to the heart muscle MYOCARDIAL INFARCTION heart attack
NASOGASTRIC TUBE placed in the nose, reaching to the stomach NCI the National Cancer Institute NECROSIS death of tissue NEOPLASIA/NEOPLASM tumor, may be benign or malignant NEUROBLASTOMA a cancer of nerve tissue NEUROLOGICAL pertaining to the nervous system NEUTROPENIA decrease in the main part of the white blood cells NIH the National Institutes of Health NONINVASIVE not breaking, cutting, or entering the skin NOSOCOMIAL acquired in the hospital
OCCLUSION closing; blockage; obstruction ONCOLOGY the study of tumors or cancer OPHTHALMIC pertaining to the eye OPTIMAL best, most favorable or desirable ORAL ADMINISTRATION by mouth ORTHOPEDIC pertaining to the bones OSTEOPETROSIS rare bone disorder characterized by dense bone OSTEOPOROSIS softening of the bones OVARIES female sex glands
PARENTERAL given by injection PATENCY condition of being open PATHOGENESIS development of a disease or unhealthy condition PERCUTANEOUS through the skin PERIPHERAL not central PER OS (PO) by mouth PHARMACOKINETICS the study of the way the body absorbs, distributes, and gets rid of a drug PHASE I first phase of study of a new drug in humans to determine action, safety, and proper dosing PHASE II second phase of study of a new drug in humans, intended to gather information about safety and effectiveness of the drug for certain uses PHASE III large-scale studies to confirm and expand information on safety and effectiveness of new drug for certain uses, and to study common side effects PHASE IV studies done after the drug is approved by the FDA, especially to compare it to standard care or to try it for new uses PHLEBITIS irritation or inflammation of the vein PLACEBO an inactive substance; a pill/liquid that contains no medicine PLACEBO EFFECT improvement seen with giving subjects a placebo, though it contains no active drug/treatment PLATELETS small particles in the blood that help with clotting POTENTIAL possible POTENTIATE increase or multiply the effect of a drug or toxin (poison) by giving another drug or toxin at the same time (sometimes an unintentional result) POTENTIATOR an agent that helps another agent work better PRENATAL before birth PROPHYLAXIS a drug given to prevent disease or infection PER OS (PO) by mouth PRN as needed PROGNOSIS outlook, probable outcomes PRONE lying on the stomach PROSPECTIVE STUDY following patients forward in time PROSTHESIS artificial part, most often limbs, such as arms or legs PROTOCOL plan of study PROXIMAL closer to the center of the body, away from the end PULMONARY pertaining to the lungs
QD every day; daily QID four times a day
RADIATION THERAPY x-ray or cobalt treatment RANDOM by chance (like the flip of a coin) RANDOMIZATION chance selection RBC red blood cell RECOMBINANT formation of new combinations of genes RECONSTITUTION putting back together the original parts or elements RECUR happen again REFRACTORY not responding to treatment REGENERATION re-growth of a structure or of lost tissue REGIMEN pattern of giving treatment RELAPSE the return of a disease REMISSION disappearance of evidence of cancer or other disease RENAL pertaining to the kidneys REPLICABLE possible to duplicate RESECT remove or cut out surgically RETROSPECTIVE STUDY looking back over past experience
SARCOMA a type of cancer SEDATIVE a drug to calm or make less anxious SEMINOMA a type of testicular cancer (found in the male sex glands) SEQUENTIALLY in a row, in order SOMNOLENCE sleepiness SPIROMETER an instrument to measure the amount of air taken into and exhaled from the lungs STAGING an evaluation of the extent of the disease STANDARD OF CARE a treatment plan that the majority of the medical community would accept as appropriate STENOSIS narrowing of a duct, tube, or one of the blood vessels in the heart STOMATITIS mouth sores, inflammation of the mouth STRATIFY arrange in groups for analysis of results (e.g., stratify by age, sex, etc.) STUPOR stunned state in which it is difficult to get a response or the attention of the subject SUBCLAVIAN under the collarbone SUBCUTANEOUS under the skin SUPINE lying on the back SUPPORTIVE CARE general medical care aimed at symptoms, not intended to improve or cure underlying disease SYMPTOMATIC having symptoms SYNDROME a condition characterized by a set of symptoms SYSTOLIC top number in blood pressure; pressure during active contraction of the heart
TERATOGENIC capable of causing malformations in a fetus (developing baby still inside the mother’s body) TESTES/TESTICLES male sex glands THROMBOSIS clotting THROMBUS blood clot TID three times a day TITRATION a method for deciding on the strength of a drug or solution; gradually increasing the dose T-LYMPHOCYTES type of white blood cells TOPICAL on the surface TOPICAL ANESTHETIC applied to a certain area of the skin and reducing pain only in the area to which applied TOXICITY side effects or undesirable effects of a drug or treatment TRANSDERMAL through the skin TRANSIENTLY temporarily TRAUMA injury; wound TREADMILL walking machine used to test heart function
UPTAKE absorbing and taking in of a substance by living tissue
VALVULOPLASTY plastic repair of a valve, especially a heart valve VARICES enlarged veins VASOSPASM narrowing of the blood vessels VECTOR a carrier that can transmit disease-causing microorganisms (germs and viruses) VENIPUNCTURE needle stick, blood draw, entering the skin with a needle VERTICAL TRANSMISSION spread of disease
WBC white blood cell
IMAGES
VIDEO
COMMENTS
Thesis Statement: "The accelerating effects of climate change threaten global biodiversity through temperature shifts, habitat degradation, and altered migration patterns.". In this example, the 3-point thesis statement clearly presents the three main points that will be discussed in the paper: temperature shifts, habitat degradation, and ...
A 3-point thesis statement is a coherent sentence that integrates the three essential components of a standard thesis statement, which include a topic, an assertion, and reasons justifying a specific claim. Basically, any topic should narrowly define its subject. In this case, defending the main claim requires writers to highlight a number of ...
Step 2: Write your initial answer. After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process. The internet has had more of a positive than a negative effect on education.
How to Develop Three Points for a Thesis Statement. A standard thesis statement has three main components: a narrowly defined topic, a claim and reasons that support the claim. If you want a strong thesis statement, you need to make sure that all three of these points are included in it. Step 1
A thesis statement is a sentence in a paper or essay (in the opening paragraph) that introduces the main topic to the reader. As one of the first things your reader sees, your thesis statement is one of the most important sentences in your entire paper—but also one of the hardest to write! In this article, we explain how to write a thesis ...
Step 3: Determine what information you'll use to back up your point. Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the ...
A thesis statement . . . Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic. Makes a promise to the reader about the scope, purpose, and direction of your paper. Is focused and specific enough to be "proven" within the boundaries of your paper. Is generally located near the end ...
The second example is slightly better because it starts to get more specific, but it still essentially summarizes the main point of the play. Its argument is essentially the moral of the story. The third example is finally an arguable thesis: it could be argued against, and it requires careful analysis of evidence in order to prove its point.
A thesis statement: tells the reader how you will interpret the significance of the subject matter under discussion. is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper. directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself.
For a longer essay, you need a thesis statement that is more versatile. Instead of listing two or three distinct points, a thesis can list one overarching point that all body paragraphs tie into. Example: Good vs. evil is the main theme of Lewis's Narnia series, as is made clear through the struggles the main characters face in each book.
The most effective thesis statements do not list your main points but unite your main points into a larger, central idea. The list thesis above looks strong, but notice how the effective thesis connects the three points with the words "abusive" and "discriminatory." Now we know how the three points relate to each other; they are more ...
The thesis statement is essential in any academic essay or research paper for two main reasons: It gives your writing direction and focus. It gives the reader a concise summary of your main point. Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.
main argument and broadcasts the order in which the ideas will be discussed. Thesis statements have three parts: the topic, the claim, and the major points. The claim is your argument, opinion, or stance that will be supported by your evidence and examples. You present the evidence in the list of major points. Examine the thesis statements below.
The thesis statement is the one sentence that encapsulates the result of your thinking, as it offers your main insight or argument in condensed form. A basic thesis statement has two main parts: Topic: What you're writing about. Angle: What your main idea is about that topic.
Ensure your thesis is clear and to the point, presenting your main argument straightforwardly. Address a particular aspect of the topic for a focused and targeted argument. State your thesis as a clear declaration rather than a question to assert a definite position. Keep it brief, capturing the essence of your argument without unnecessary detail.
Thesis. Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore ...
A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay. Steps in Constructing a Thesis. First, analyze your primary sources. Look for tension, interest, ambiguity, controversy, and/or complication.
can be very helpful in constructing an outline for your essay; for each point you make, ask yourself whether it is relevant to the thesis. Steps you can use to create a thesis statement. 1. Start out with the main topic and focus of your essay. youth gangs + prevention and intervention programs. 2. Make a claim or argument in one sentence.
A thesis statement is the main idea that your essay supports. The thesis statement has 3 main parts: the limited subject, the precise opinion, and the blueprint .Hochstein, Jordan, and Jerz. A thesis reminder is a direct echo of the thesis statement. In a short paper, the topic sentence of each paragraph should repeat words or phrases from the ...
An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.; An expository (explanatory) paper explains something to the audience.; An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an ...
Here is an example of how all three ingredients—mentioning the challenge at hand, the solution, and the main points supporting the solution—can make for an effective thesis statement. Considering the challenge of protecting infants on flights, the most effective solution is for the infant to be rear-facing in a car seat, because this ...
I've written lots of essays, and I never say, "Oh, blast, I have 4 main points, I've got to figure out which one to leave out." (I may say, "Oh, blast, I have 20 main points, this is way too much for one essay. I need to leave something out.") If you need to meet an arbitrary standard for a class, I'd say, Just hammer it into the mold. If you ...
Thesis and 3 Main Points - Free download as PDF File (.pdf), Text File (.txt) or read online for free. This document provides guidance on developing a strong thesis statement for academic writing. It discusses three key challenges in thesis writing: conducting research and literature reviews, formulating a clear thesis statement, and structuring the thesis logically.
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The state polls driving our averages. All polls vary. Polling averages help us incorporate polls that point in different directions and let us easily compare trends.