I'll put some input here
In order to make thesis statements for discovery, you should be looking at the discovery rubric and breaking it up into pieces.
The ways in which the concept of discovery is REPRESENTED in and through texts. HOW
The experience of discovering something for the first time or rediscovering something that has been lost, forgotten or concealed. WHAT
Discoveries can be sudden and unexpected, or they can emerge from a process of deliberate and careful planning evoked by curiosity, necessity or wonder HOW
Discoveries can be fresh and intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual. WHAT AND WHY
They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about future possibilities. WHY
Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others. WHY
An individual’s discoveries and their process of discovering can vary according to personal, cultural, historical and social contexts and values WHEN AND WHERE
The impact of these discoveries can be far-reaching and transformative for the individual and for broader society. WHY
Discoveries may be questioned or challenged when viewed from different perspectives and their worth may be reassessed over time. HOW
The ramifications of particular discoveries may differ for individuals and their worlds. WHY
By exploring the concept of discovery, students can understand how texts have the potential to affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of human experience and the world. WHY
Through composing and responding to a wide range of texts, students may make discoveries about people, relationships, societies, places and events and generate new ideas HOW
By synthesising perspectives, students may deepen their understanding of the concept of discovery. HOW AND WHY
Students consider the ways composers may invite them to experience discovery through their texts and explore how the process of discovering is represented using a variety of language modes, forms and features. HOW
So basically think of who, what, when, why, where and how and do this for each sentence of the rubric. When doing so you can start to come up with ideas easily for discovery
We can also think of it like this: Impetus (what initiates the discovery)-->process (how does the discovery take place)-->Impact (what is the outcome and effect of the discovery)
Some words you can associate with discovery are: curiosity, self, competition, knowledge, challenge, scientific, historical, etc
Exploring discovery
Discovery is a concept that can be found in many disciplines
Students should explore the ways these disciplines define discovery
Look at the following extracts from other disciplines and consider how they related to the rubric and extend the notion of discovery
Perhaps they provide insight into a thesis?
Discovery in science
Discovery places a value on students' contacts with the world around them and how they interact with it. It relies on students' natural curiosity about the world and utilizes their ability to make sense of the things they touch, taste, or smell. It implies direct contacts with the world, a way of manipulating those contacts to form recognizable patterns, and developing structures for making sense of newly discovered information.
Discovery in research
A dynamic of consciousness, "discovery" is one of the essential driving forces of living entities. Even basic primate behaviors such as the drive for food, sex, social interplay can be said to be based in the act of "discovery". So, what is the nature of this drive? Could a machine be instilled with this? Is it simple matter of novelty, or is it a factor of "learning"? It seems to be a blend of feeling and logic resulting in development of conceptualization, often leading to further investigation or parsing of root cause (reflection)..
Discovery in literature
A narrative pattern common in novels for children is a sequence of events involving a buried or concealed object whose discovery triggers a search for origins. Generally such narratives construct protagonists as young detectives, tracking when, by whom, and how these objects were hidden or buried. …Moreover, the discovery of buried items (weapons, personal effects, human remains) functions in narrative terms as a catalyst for personal growth on the part of protagonists, resulting in enhanced understanding of national and local histories and an appreciation of the meanings of the past for the present.
Relating discoveries in texts:
Rainbow’s End: Identity and self discovery through cultural and historical events
Away: self discovery (anagnorisis); National identity
Go Back to where you came from: humanity; cultural discovery; geographical and social discovery
Motorcycle Diaries : Intellectual, social, historical, and geographical discovery: self discovery
Life of Pi: self discovery
Awakening: self discovery; social and gendered discovery
Hurley: historical and cultural discoveries. New ways of seeing through the camera.
Bryson: the wonder of discovery; unplanned and planned discovery- the nature of discovery
Swallow the Air: cultural discovery; identity; spiritual
Tempest: a physical discovery of a new island leads to new ways of seeing the world. Written at a time of discovery when the New World was framed by assumptions about superiority. Shakespeare raises questions about the way we perceive the new. Exploitation becomes linked with discovery
Frost – discovering the spiritual in the natural; understanding of self; asking the big questions
Dobson – female ways of seeing the world through relationships and contact
with the bigger events of the world – discoveries are framed by who we are and when we live
Gray – Discovering the beauty of the visual.
Thinking about this:
What are some of the positive and negative aspects of discovery?
How do we regard the discoverer in society?
What constitutes a discovery?
What do we expect comes from discoveries?
What does this mean about what we value?
Some 'positive' discovery connotations
Revelation of something new
New pathways
Progress
Understanding
Enquiry
Ever-changing
Some negative discovery connotations
Assumption of being the first
Rejection of established ways
Dissatisfaction
Sense of Superiority
Constant uncertainty
Unstable
When presenting texts:
Keep practising close readings with extracts from a range of discovery texts
Be explicit about the reason why these texts are being read: this extends understanding of discovery as a concept gives more ideas for a thesis statement, gives practice for section 1 but also can be a source for related texts
Discovery is about questions and answers but it's also about what we value
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Topic: Thesis statement feedback and discussion thread (Read 134343 times)