Q: Before you waste time writing your thesis statement and then struggling to fill a paper backing up your point, gather some sources that provide you with enough information to write about.  If you decide to argue that seatbelts should be worn in the back seat, find sources that give you crash and safety statistics. Look for articles and facts that argue both sides of the argument. If you’re writing about the themes of consumerism and pride depicted in The Great Gatsby serving as a roadmap to the Great Depression, research causes of the Great Depression. Do further research to see if other people have a similar argument to yours. See how other similar topics and articles go about relating the actual story in The Great Gatsby to the Great Depression. Make sure it's a complete sentence with a subject and verb. It cannot be a question, or an announcement of your purpose ("In this essay, I'm going to...").  With enough information to back up your thesis, it’s time to go back to what you have written already and see what you may need to change about it. Perhaps your research gave you a new angle to include. While you previously had “Backseat passengers should be required to wear seatbelts at all times,” you realize that this doesn’t fulfill all of the requirements of your thesis. Though you have a solid argument, you haven’t fully answered your question. The question: “What are the benefits of buckling your seatbelt?” still needs to be addressed. Look through your research to find some specific stats to back up your statement. ” test. It cannot be solely a statement of fact, but must include evidence that backs up your opinion. If someone read your sentence, you want it to elicit a response.   While “Backseat passengers should be required to wear seatbelts at all times,” expresses your opinion, it doesn’t provide an argument yet that someone can really contest. Get specific with the “why’s” or “what’s”. “Due to X percent of unbelted backseat passengers being ejected and fatally wounded in car accidents, backseat passengers should be required to buckle up at all times.” is a more structured thesis that provides a “why”. The same applies to your potential book report. “The monetary pride and dichotomy of old and new money depicted in The Great Gatsby led to the Great Depression.” doesn’t exactly offer a specific interpretation of the literary work. Consider, “The fear of muddled class systems and the pursuit of the American Dream depicted in The Great Gatsby led to an age of consumerism and excess, which triggered The Great Depression.” This sentence more clearly defines your stance. It also passes the “So what?” test because you have outlined a controversial point of view which presents an interpretation of the literature. Make sure your sentence includes words that state the topic, your opinion, and that it doesn’t wander.  Getting more specific in your thesis is good, but it can sometimes cause you to wander as you try to incorporate everything you want to say. Remember, your thesis is a one-sentence introduction that gives an outline for the body of your paper. You don’t have to include every little detail you will touch on in your thesis. It should provide a well-structured overview. If your original question is “What are the safety benefits of buckling your seatbelt?” read over your current thesis and see if it still answers that question. “Due to X percent of unbelted backseat passengers being ejected and fatally wounded in car accidents, backseat passengers should be required to buckle up at all times.” Your current thesis doesn’t exactly answer this question, so it’s time to revise it again. “What are the real world ramifications of the themes presented in The Great Gatsby?” is answered in our current statement: “The fear of muddled class systems and the pursuit of the American Dream depicted in The Great Gatsby led to an age of consumerism and excess, which triggered The Great Depression.” However, we can still revise and tighten our statement.
A: Compile a few sources to back up your argument. Write a "scratch" sentence. Make sure your sentence beats the “So what? Read over your sentence one more time and see if it answers your question.

Q: Then scrub the mugs with the sponge in a circular motion. Scrub the mugs until dirt, grime, and dust are completely gone. You may use cold or warm water to rinse the mugs. Rinse until all the soap and residue are gone. Thoroughly hand-dry each mug with a cotton cloth. Pay attention to small corners and crevices when drying. Use a new cloth to dry the mugs a second time. Drying the mugs a second time will ensure that all the water is gone. Make sure to remove all drops of water since any remaining water can cause oxidation and tarnish.
A: Apply mild dish soap with a sponge. Rinse with water. Dry them off with a cotton cloth. Dry again.

Q: Guide paper is paper that has two horizontal, parallel, solid lines running from one side of the paper to the other, with a dotted line that is in the middle of the two lines. This paper will help the student focus on making the letters the correct sizes. Large letters should reach from the top solid line to the bottom solid line, and lower-case letters should reach from the dotted line to the lower solid line. You can typically purchase this paper at teacher supply stores, or you can download templates online (search for "handwriting guide paper," and you will find multiple templates). In a pinch, you can also make the paper yourself. However, if you do this, you should make sure that all guidelines are uniform in size and length so that the students can practice with consistency. It is important that students also learn to pay attention to the spacing between each letter and each word, and to try and be consistent with the spacing.  Students can use their pinky fingers or a popsicle stick to help them learn how much space should be between each word. The spacing between letters is a bit more tricky to measure, but the letters should be far enough apart so that they do not touch or run into each other. At first, students will have a hard time focusing on this, but as their motor skills develop, they should practice keeping all letters slanted at a uniform angle.  One way to help the students check whether the slant is uniform is to draw a vertical line through the center of each letter. When you (or the student) finish drawing these lines, you should be able to see that the lines are all parallel to each other. If the student is still learning how to make the slant uniform, some lines will be parallel, while some may slant in opposite directions. If the student is struggling, don’t lose your patience. Simply explain to them how the lines should look, and demonstrate it yourself. Then, let them practice again.
A:
Use guide paper. Practice letter and word spacing. Observe the slant of the letters.