{"id":415,"date":"2018-02-27T20:18:44","date_gmt":"2018-02-27T20:18:44","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/writehere\/?post_type=chapter&p=415"},"modified":"2018-07-11T19:55:48","modified_gmt":"2018-07-11T19:55:48","slug":"returning-to-the-text","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/writehere\/chapter\/returning-to-the-text\/","title":{"raw":"Returning to the text","rendered":"Returning to the text"},"content":{"raw":"Re-read the essay \u201cThe Plot to Privatize Common Knowledge\u201d<\/a> to see how your thesis tracks through the essay as a whole. Re-evaluate evidence and see if your first choices are still the best choices. Think of your thesis as a proposal for the analysis you will conduct in the rest of your essay; when you re-read the original text, how well does your proposal stand up?\r\n\r\nAs an example, here is a two-storey thesis, based on our observational paragraph from Chapter 1 on \u201cThe Plot to Privatize Common Knowledge\u201d:\r\n\r\nIn \u201cThe Plot to Privatize Common Knowledge\u201d David Bollier writes to an audience of adult readers interested in the applications of copyright law. He examines the perceived threat to \u201cfundamental knowledge\u201d and the \u201ccommon good\u201d posed by contemporary corporations who are converting property rights and patenting claims into \u201ccrude, anti-social instruments of control and avarice.\u201d He uses this examination as a warning to his readers that such \u201cover-patenting,\u201d if continued unchecked, will result in much of what has been previously considered the shared and accumulated wisdom of humanity becoming \u201coff limits\u201d to the average citizen.\r\n\r\nWatch Video 3.3: Three-Storey Thesis for <\/strong>\u201cThe Plot to Privatize Common Knowledge\u201d to review the process of constructing a full three-storey thesis in response to \u00a0David Bollier\u2019s essay. Don't worry if the content of this thesis differs from yours--recall that everyone's thesis will be different because they select different pieces of evidence and make different interpretations. What's important here is to note the level of complexity and depth required of a university-level close reading.\r\n\r\nhttps:\/\/youtu.be\/Ch6GrNvPa2A","rendered":"

Re-read the essay \u201cThe Plot to Privatize Common Knowledge\u201d<\/a> to see how your thesis tracks through the essay as a whole. Re-evaluate evidence and see if your first choices are still the best choices. Think of your thesis as a proposal for the analysis you will conduct in the rest of your essay; when you re-read the original text, how well does your proposal stand up?<\/p>\n

As an example, here is a two-storey thesis, based on our observational paragraph from Chapter 1 on \u201cThe Plot to Privatize Common Knowledge\u201d:<\/p>\n

In \u201cThe Plot to Privatize Common Knowledge\u201d David Bollier writes to an audience of adult readers interested in the applications of copyright law. He examines the perceived threat to \u201cfundamental knowledge\u201d and the \u201ccommon good\u201d posed by contemporary corporations who are converting property rights and patenting claims into \u201ccrude, anti-social instruments of control and avarice.\u201d He uses this examination as a warning to his readers that such \u201cover-patenting,\u201d if continued unchecked, will result in much of what has been previously considered the shared and accumulated wisdom of humanity becoming \u201coff limits\u201d to the average citizen.<\/p>\n

Watch Video 3.3: Three-Storey Thesis for <\/strong>\u201cThe Plot to Privatize Common Knowledge\u201d to review the process of constructing a full three-storey thesis in response to \u00a0David Bollier\u2019s essay. Don’t worry if the content of this thesis differs from yours–recall that everyone’s thesis will be different because they select different pieces of evidence and make different interpretations. What’s important here is to note the level of complexity and depth required of a university-level close reading.<\/p>\n