Although thesis statements do drive a great amount of writing, “in reality, good argument begins with looking at the data that is likely to become the evidence in an argument and which gives rise to a thesis statement or major claim” (Hillocks, 2011, p. xxi). Students often jump first to a thesis statement and then search a novel or longer work for evidence to support this claim, since it is often more time-consuming for them to look for evidence first. This can be remedied by having students annotate throughout the duration of reading, searching for quotes either focused on a prompt that is given ahead of time, or simply quotes that students think are important in a more general way.
Activity #1: Evidence Before Claims Source: My Brain Students will be asked to consider the evidence first, before they try to make claims. Using the example of Joseph Conrad's Heart of Darkness, the teacher can ask students to read through a particular passage or chapter and simply highlight quotes they think are important in any way. Ask them to consider what stood out to them and why. One they have collected their information, then give them a prompt. For example, "Does Marlow know the dangers of his journey before he leaves, or is he ignorant of what awaits him?" The students will then consider all quotes that they have found and draw conclusions in pairs. This activity works best when teachers choose a situation that is more outwardly ambiguous, where students will not all choose the same side.
In this case, students could argue that the doctor's warning words go over Marlow's head, or that he does realize the dangers but attempts to stifle those thoughts anyway. While students will be able to refer back to the text if needed, they should be encouraged to draw from what they already noticed - chances are they will already have what they need. Having the students consider the evidence first, before they even know their question, allows them to consider all sides right away. Too often, students tend to "cherry-pick" evidence, especially from a novel. They receive a prompt for their essay, and then proceed to search for quotes that back up a claim that they have already decided they want to defend, rather than letting their opinions form as they consider everything in the text.
Once the students decide with a partner which side they agree with and have their evidence, the class will have a discussion about what everyone chose. In a perfect world, each side will have a relatively equal amount of supporters, but in reality that may not always be the case. Either way, students can have a discussion regarding why they chose the side they did. Those who are in the minority should be given priority, to ensure that they feel their voices are heard and important. Allowing students to talk about both sides before doing any kind of writing also helps them address counterarguments from the beginning.