Thesis Writing Quotes

One of the goals of philosophy is wage theoretical battle. That is why we can say that every thesis is always, by its very nature, an antithesis. A thesis is only ever put forward in opposition to another thesis, or in defence of a new one.

There are many things that I do not know because I photocopied a text and then relaxed as if I had read it.

I narrowed my eyes at him. "Stuff that. I'll write a doctoral thesis. Then I can go do what most of the other people with doctoral degrees in anthropology do." "What's that?" asked Calvin. "You don't need to encourage her," said Adam seriously, but his eyes laughed at me. "The same thing that people with degrees in history do," I said. "Fix cars or serve frnech fries and bad hamburgers.

...if I were to ever have enough material or the philosophical mind to write a book about what a good life ought to be, my thesis would be simply this: A good life is one that has managed to turn anxiety into hope, and fear into success. And that is what I call total virtue.

The “thesis neurosis” has begun: the student abandons the thesis, returns to it, feels unfulfilled, loses focus, and uses his thesis as an alibi to avoid other challenges in his life that he is too cowardly to address. This student will never graduate.

I didn’t have the vaguest idea of what to do – I couldn’t keep staring at the wall forever, I told myself. But even that admonition didn’t work. A faculty advisor reviewing a graduation thesis would have had the perfect comment: you write well, you argue clearly, but you don’t have anything to say.

An emulation operating at a speed of ten thousand times that of a biological brain would be able to read a book in a few seconds and write a PhD thesis in an afternoon.

Oh, so suddenly you’re an expert in crazy?” “After meeting you, I feel I could write a thesis on the subject,

A long pause. Long pauses are never good. One day, I would write a thesis on the history of long pauses, and the hurt feelings that followed them 200 percent of the time. This was just like the time in tenth grade, when I shaved one side of my head and asked Ryan how it looked at school the next day. Except this long pause was lasting longer, and oh God, this was going to really stab, wasn’t it? Fuck long pauses. Motion to ban them from social interactions, please.

He held up his hands in surrender. “I’m not here to start trouble. I am just doing some research for my thesis.” “If you don’t get out of this bar, you are going to be writing your thesis via Ouija board.

Outlines can help, but not if you begin with them. If you begin, instead, by writing down everything, by spewing out your ideas as fast as you can type, you will discover the answer to the first question: the fragments you have to work with are the various things you have just written.

There was probably a psychology student out there who could write their entire thesis studying my horny brain.

If a student works rigorously, no topic is truly foolish, and the student can draw useful conclusions even from a remote or peripheral topic.

writing a thesis is like writing a book, working incrementally with the professor is a communication exercise that assumes the existence of an audience,

Rather, they prove that students can make something out of their education.

If creative fiction writing is a process of translating an abstraction into the concrete, there are three possible grades of such writing: translating an old (known) abstraction (theme or thesis) through the medium of old fiction means (that is, characters, events or situations used before for that same purpose, that same translation) -- this is most of the popular trash; translating an old abstraction through new, original fiction means -- this is most of the good literature; creating a new, original abstraction and translating it through new, original means. This, as far as I know, is only me -- my kind of fiction writing.

I know you're competent and your thesis advisor knows you're competent. The question in our minds is are you really serious about what you're doing?" This was said to a young woman who had already spent five years and over $10,000 getting to that point in her Ph.D. program.

I decided I would put off the novel until I had gone to Europe and had a lover, and that I would never learn a word of shorthand. If I never learned shorthand I would never have to use it. I thought I would spend the summer reading "Finnegan's Wake" and writing my thesis. Then I would be way ahead when college started at the end of September, and able to enjoy my last year instead of swotting away with no make up and stringy hair, on a diet of Benzedrine, the way most of the seniors taking honors did, until they finished their thesis. Then I thought I might put off college for a year and apprentice myself to a pottery maker. Or work my way to Germany and be a waitress, until I was bilingual. Then plan after plan started leaping through my head, like a family of scatty rabbits. I saw the years of my life spaced along a road in the form of telephone poles, threaded together by the wires. I counted one, two, three.... nineteen telephone poles dangled in space, and try as I would, I couldn't see a single pole beyond the nineteenth.

It’s more common for the students I’ve worked with to read too much than to read too little. They use reading as a distraction, or as a way to avoid having to think their own thoughts, or as a magic charm: “If I read everything in the field, then I’ll be able to write and be sure I haven’t missed anything.

None of these classy locutions mean anything different from the simpler ones they replace. They work ceremonially, not semantically. Writing in a classy way to sound smart means writing to sound like, maybe even be, a certain kind of person. Sociologists, and other scholars, do that because they think (or hope) that being the right kind of person will persuade others to accept what they say as a persuasive social science argument.

You are not Proust. Do not write long sentences. If they come into your head, write them, but then break them down. Do not be afraid to repeat the subject twice, and stay away from too many pronouns and subordinate clauses.

write whatever comes into your head, as fast as you can type, without reference to outlines, notes, data, books or any other aids. The object is to find out what you would like to say, what all your earlier work on the topic or project has already led you to believe.

Artoo, I'm switching back to regular handwriting. Calligraphy is hard, and I didn't bring my good pens. Or I need more practice. Right now you're sitting across from me, probably writing HAGS 30 times in a row. I know a little bit of a lot of languages, but even so, I struggle to put this into words. Okay. I'm just going to do it. First of all, I need you to know I'm not putting this out there with any hope of reciprocation. This is something I have to get off my chest (cliché, sorry) before we go our separate ways (cliché). It's the last day of school, and therefore my last chance. "Crush" is too weak a word to describe how I feel. It doesn't do you justice, but maybe it works for me. I am the one who is crushed. I'm crushed that we have only ever regarded each other as enemies. I'm crushed when the day ends and I haven't said anything to you that isn't coated in five layers of sarcasm. I'm crushed, concluding this year without having known that you like melancholy music or eat cream cheese straight from the tub in the middle of the night or play with your bangs when you're nervous, as though you're worried they look bad. (They never do.) You're ambitious, clever, interesting, and beautiful. I put "beautiful" last because for some reason, I have a feeling you'd roll your eyes if I wrote it first. But you are. You're beautiful and adorable and so fucking charming. And you have this energy that radiates off you, a shimmering optimism I wish I could borrow for myself sometimes. You're looking at me like you can't believe I'm not done yet, so let me wrap this up before I turn it into a five-paragraph essay. But if this were an essay, here's the thesis statement: I'm in love with you, Rowan Roth. Please don't make too much fun of me at graduation? Yours, Neil P. McNair

MOMA's values were blown through the American education system, from high school upwards-and downwards, too, greatly raising the status of "creativity" and "self-expression" in kindergarten. By the 1970s, the historical study of modern art had expanded to the point where students were scratching for unexploited thesis subjects. By the mid-eighties, twenty-one-year-old art-history majors would be writing papers on the twenty-six-year-old graffitists.

Naomi Wolfe, journalist and author of The Beauty Myth, writes, “A culture fixated on female thinness is not an obsession about female beauty but an obsession about female obedience. Dieting is the most potent political sedative in history. A quietly mad population is a tractable one.”31 Wolfe strategically illustrates how body-shame social messaging is used as a means of controlling and centralizing political power. We need look no further than the 2016 U.S. presidential election to see Wolfe’s thesis in action. Candidate Hillary Clinton was exhaustingly scrutinized about her aesthetic presentation. Outfits, makeup, hairstyles were all fodder for the twenty-four-hour news cycle. Even the pro-Hillary, hundred-thousand-plus-member Facebook group Pantsuit Nation chose her penchant for eschewing skirts and dresses as the name of their collective, inadvertently directing public focus to her physical appearance rather than her decades of political experience.

The function of my comedy is not to provide answers, but to postulate questions, impertinent questions and therefore finally, pertinent questions. Not to open doors, merely to unlock them. To not invade the boundaries of probability but stabd a cool guard this side of the boundaries. Somewhere between there's a thesis. To pump up the muscle of dialectic (or in my case Di-Eclectic!) against the brawn of surrealistic solution. I play not Hamlet, but the second gravedigger, not Lear but the fool.

I thought I would spend the summer reading Finnegans Wake and writing my thesis.

You respect books by using them, not leaving them alone.

Writing is refined thinking. If your master’s thesis is no more organized than a high school essay titled ‘Why Shania Twain Turns Me On,’ you’re in big trouble.

The thesis of A Room Of One’s Own—women must have money and privacy in order to write—is inevitably connected to questions of class.

Even teaching them to write an essay turned out to be dangerous, since the idea of coming up with your own thesis and making an argument based on evidence doesn’t exist in North Korea.

When I sat down with one of my senior professors in Durban, South Africa to talk about my Master’s thesis, he asked me why I wanted to write about women resistance fighters. “Because women made up twenty percent of the ANC’s militant wing!” I gushed. “Twenty percent! When I found that out I couldn’t believe it. And you know – women have never been part of fighting forces –” The Huntress The Huntress, art by S. Ross Browne He interrupted me. “Women have always fought,” he said. “What?” I said. “Women have always fought,” he said. “Shaka Zulu had an all-female force of fighters. Women have been part of every resistance movement. Women dressed as men and went to war, went to sea, and participated actively in combat for as long as there have been people.

You must consider that the librarian (if not overworked or neurotic) is happy when he can demonstrate two things: the quality of his memory and erudition and the richness of his library, especially if it is small. The more isolated and disregarded the library, the more the librarian is consumed with sorrow for its underestimation. A person who asks for help makes the librarian happy.

Dad stepped forward. "Mr. Zelden, I'm Patrick Silver." Zelden Frowned. “It’s Doctor Zelden, if you don’t mind. I do hold a doctorate in theology, you know.” Dad gave him a stiff smile. “Of course.” Both my parents held doctorates in psychology, but they never referred to themselves as doctors. They said that title should be reserved for people who could actually save lives, not just write a thesis.

A personal essay is probably the most malleable form of writing style, because it enables a writer to engage in a felicitous conversation with oneself. The more formal rules that govern academic writing are largely inapplicable to personal essay writing. Personal essays are free from the forbidding cadence and rigid structure of thesis writing. A personal essay’s lilt reflects the movement of the writer’s mind.

The Nihilist intelligentzia had sustained the thesis that writing was merely a pastime like any other, an empty amusement of the writer like sports or liquor or whoring or what you will. I had never accepted that view.

The thesis of the book,” he writes in response, “when correctly interpreted, is essentially trivial. . . . To ‘prove’ such a mathematical result by a costly and prolonged numerical study of many kinds of business profit and expense ratios is analogous to proving the multiplication table by arranging elephants in rows and columns, and then doing the same for numerous other kinds of animals. The performance, though perhaps entertaining, and having a certain pedagogical value, is not an important contribution either to zoölogy or mathematics.

Artoo, I'm switching back to regular handwriting. Calligraphy is hard, and I didn't bring my good pens. Or I need more practice. Right now you're sitting across from me, probably writing HAGS 30 times in a row. I know a little bit of a lot of languages, but even so, I struggle to put this into words. Okay. I'm just going to do it. First of all, I need you to know I'm not putting this out there with any hope of reciprocation. This is something I have to get off my chest (cliché, sorry) before we go our separate ways (cliché). It's the last day of school, and therefore my last chance. "Crush" is too weak a word to describe how I feel. It doesn't do you justice, but maybe it works for me. I am the one who is crushed. I'm crushed that we have only ever regarded each other as enemies. I"m crushed when the day ends and I haven't said anything to you that isn't cloaked in five layers of sarcasm. I'm crushed, concluding this year without having known that you like melancholy music or eat cream cheese straight from the tub in the middle of the night or play with your bangs when you're nervous, as though you're worried they look bad. (They never do.) You're ambitious, clever, interesting, and beautiful. I put "beautiful" last because for some reason, I have a feeling you'd roll your eyes if I wrote it first. But you are. You're beautiful and adorable and so fucking charming. And you have this energy that radiates off you, a shimmering optimism I wish I could borrow for myself sometimes. You're looking at me like you can't believe I'm not done yet, so let me wrap this up before I turn it into a five-paragraph essay. But if it were an essay, here's the thesis statement. I am in love with you, Rowan Roth Please don't make too much fun of me at graduation? Yours, Neil P. McNair

Me: Perhaps you should spend an equal amount of time on proper punctuation and capitalization. I’ve heard they’re necessary skills for writers… Isabella: … Isabella: how dare you Isabella: im texting you not writing a college thesis Isabella: and yes i removed all the punctuation on purpose Isabella: i hope it triggers you :)

Can writing ever be taught? The best answer to that was given obliquely by the rock musician David Lee Roth. When asked if money could buy happiness he said, no, but with money you could buy the big boat and go right up to where the people were happy. With a teacher you can go right up to where the writing is done; the leap is made alone with vision, subject, passion, and instinct. So a writer comes to the page with vision in her heart and craft in her hands and a sense of what a story might be in her head. How do the three come together? My thesis is the old one: they merge in the physical writing—inside the act of writing, not from the outside. The process is the teacher.

If the book is yours and it does not have antiquarian value, do not hesitate to annotate it. Do not trust those who say that you must respect books. You respect books by using them, not leaving them alone. Even if the book is unmarked, you won’t make much money reselling it to a bookseller, so you may as well leave traces of your ownership.

Vallet wrote of something else. Stimulated in some mysterious way by what he was saying, I made that connection myself and, and as I identified the idea with the text I was underlining, I attributed it to Vallet. And for more than twenty years I had been grateful to the old abbot for something he had never given me. I had produced the magic key on my own.

Studying for the GRE®? Essay-Girls provides students with sample essay responses for the Analytical Writing section of the exam.   Presented herein are 15 sample essays to aid in study for GRE®. As the essay prompts are property of ETS, they can be found on the ETS website yet are not presented herein. However, each sample essay’s thesis statement is in bold.   Now, get studying!

A thesis should take no more than three years because, if the student has failed to delimit his topic and find the necessary sources after this period, he has one of the following problems: 1. The student has chosen an overwhelming topic that is beyond his skill level. 2. The student is one of those insatiable persons who would like to write about everything, and who will continue to work on his thesis for 20 years. (A clever scholar will instead set limits, however modest, and produce something definitive within those limits.) 3. The “thesis neurosis” has begun: the student abandons the thesis, returns to it, feels unfulfilled, loses focus, and uses his thesis as an alibi to avoid other challenges in his life that he is too cowardly to address. This student will never graduate.

For the mind of man (and here at last is the great thesis of Kant) is not passive wax upon which experience and sensation write their absolute and yet whimsical will; nor is it a mere abstract name for the series or group of mental states; it is an active organ which moulds and coördinates sensations into ideas, an organ which transforms the chaotic multiplicity of experience into the ordered unity of thought.

Accordingly, the choice between a literature review and a research thesis is linked to the student’s ability and maturity. And regrettably, it is often linked to financial factors, because a working student certainly has less time and energy to dedicate to long hours of research and trips to foreign research institutes or libraries, and often lacks money for the purchase of rare and expensive books and other resources.

An essayist’s tone can be grim or playful, somber or teasing, and critical or uplifting. Unlike a thesis that a writer drafts to establish, verify, and support a proposition, a person primarily writes a personal essay to please oneself by questioning, probing, and investigating the mysterious, anomalous, and the unknowable wreckage of our humanity. A writer frequently initiates a personal essay by simply clearing their throat.

86. [Our aim is] neither to achieve the impossible, even by force, nor to maintain a theory which is in all respects similar either to our discussions on the ways of life or to our clarifications of other questions in physics, such as the thesis that the totality [of things] consists of bodies and intangible nature, and that the elements are atomic, and all such things as are consistent with the phenomena in only one way. This

RON: I just gotta finish my thesis. MUTHA WIT: What's a thesis? RON: It's a long paper I gotta write. MUTHA WIT: Then what you do after you don write it? RON: Then I gotta show it to a bunch of white folks. MUTHA WIT: Then what? RON: Hopefully I can get paid like one of them white folks. MUTHA WIT: Then what? RON: Then nutin. What you mean then what? Then I'm done. I git a job. I live, become fabulously rich and mildly famous. MUTHA WIT: Then what? RON: Then I drop dead I guess I don't know.

Written culture itself, up to its recently implemented universal literacy, has had sharply selective effects. It has riven its host societies and formed a divide between literate and illiterate human beings, whose unbridgeability almost attained the firmness of a species differentiation. If one wished, despite Heidegger’s dissuasions, to speak anthropologically again, then the human beings of historical times could be defined as the animals of whom some can read and write while the others cannot. From here it is only a single step, if a demanding one, to the thesis that human beings are the animals of whom some breed those like them, while the others are bred—a thought that belongs to the pastoral folklore of Europeans since the time of Plato’s reflections on education and the state. Something of this is still heard in Nietzsche’s statement that few of the human beings in the small houses will, but most are willed. But to be only willed means to exist merely as an object, not as a subject, of selection.

Only years later—as an investigative journalist writing about poor scientific research—did I realize that I had committed statistical malpractice in one section of the thesis that earned me a master’s degree from Columbia University. Like many a grad student, I had a big database and hit a computer button to run a common statistical analysis, never having been taught to think deeply (or at all) about how that statistical analysis even worked. The stat program spit out a number summarily deemed “statistically significant.” Unfortunately, it was almost certainly a false positive, because I did not understand the limitations of the statistical test in the context in which I applied it. Nor did the scientists who reviewed the work. As statistician Doug Altman put it, “Everyone is so busy doing research they don’t have time to stop and think about the way they’re doing it.” I rushed into extremely specialized scientific research without having learned scientific reasoning. (And then I was rewarded for it, with a master’s degree, which made for a very wicked learning environment.) As backward as it sounds, I only began to think broadly about how science should work years after I left it.

It’s Tom’s thesis,’ said Deirdre in a reverent tone. ‘He’s just given me a copy to read. Look,’ she unwrapped the paper, ‘four hundred and ninety seven pages. How does he do it?’ ‘Well,’ said Catherine, ‘writers of fiction would tell you that one just goes on and on until one reaches page four hundred and ninety seven, but of course we don’t have to write at such prodigious length and might well find it a bit of an endurance test. A thesis must be long. The object, you see, is to bore and stupefy the examiners to such an extent that they will have to accept it—only if a thesis is short enough to be read all through word for word is there any danger of failure.

One of our Church educators published what he purports to be a history of the Church's stand on the question of organic evolution. His thesis challenges the integrity of a prophet of God. He suggests that Joseph Fielding Smith published his work, Man: His Origin and Destiny, against the counsel of the First Presidency and his own Brethren. This writer's interpretation is not only inaccurate, but it also runs counter to the testimony of Elder Mark E. Petersen, who wrote this foreword to Elder Smith's book, a book I would encourage all to read. Elder Petersen said: Some of us [members of the Council of the Twelve] urged [Elder Joseph Fielding Smith] to write a book on the creation of the world and the origin of man.... The present volume is the result. It is a most remarkable presentation of material from both sources [science and religion] under discussion. It will fill a great need in the Church and will be particularly invaluable to students who have become confused by the misapplication of information derived from scientific experimentation. When one understands that the author to whom I alluded is an exponent of the theory of organic evolution, his motive in disparaging President Joseph Fielding Smith becomes apparent. To hold to a private opinion on such matters is one thing, but when one undertakes to publish his views to discredit the work of a prophet, it is a very serious matter. It is also apparent to all who have the Spirit of God in them that Joseph Fielding Smith's writings will stand the test of time.

What led you to write a graduate thesis on the subject of the imagination? SARTRE: I suppose that at that period of my life I had some ideas about the image I refer to the time when I was at L'Ecole normale—and later I had the feeling that that was the first thing I ought to do. The idea that sensation was not identical to the image, that the image was not sensation renewed. That was something I felt in myself. It is bound up with the freedom of consciousness since, when the conscious mind imagines, it disengages itself from what is real in order to look for something that isn't there or that doesn't exist. And it was this passage into the imaginary that helped me understand what freedom is. For instance, if one person asks another: "Where is your friend Pierre?" and it turns out that he's in Berlin, for example, that person will picture where his friend Pierre is. There is a disconnection of thought that cannot be explained by determinism. Determinism cannot move to the plane of the imaginary. If it's a fact, it will create a fact.

Torn The internet’s all show, no actual cunnilingus has transpired between us. This has been smoke signals from eye to eye. And just like the telegraph, the telephone gave us a means to the ends of staying ever closer to home, ever farther from the ear we’d dot-dash or whisper into, what a sad story for flesh, marooned. First by the womb, then the word traveled fast and free of lips, now your hips can thrive in my brain without entering my life. I might as well be on the moon. The evolution of communication’s to mythologize togetherness as we drift entropically apart. That’s what the kids call a thesis statement. But god you’re hot, and your crescendo of breath so fully apes the real deal, is it possible we can be islanded and still come to prefer absence to presence, the digital to the palpable? I fear the question answers itself by nodding to the fact that I can write a poem and you read it with no hand having touched metal or paper or words that don’t dissolve as soon as a switch is thrown. Half of my soul says, Get used to it. The other million percent begs, Don’t.

Everett thought that measurement, as presented in von Neumann’s textbook, was “a ‘magic’ process in which something quite drastic [occurs] (collapse of the wave function), while in all other times systems [are] assumed to obey perfectly natural continuous laws.” Measurement shouldn’t be fundamentally different from other physical processes. And even worse, according to Everett, von Neumann’s approach doesn’t even tell you what measurements are. If a measurement only happens when someone looks at a system, who, in particular, has to look? Everett argued that this line of reasoning leads inevitably to solipsism—the idea that you are the only being in the universe, and everyone else is somehow illusory or secondary, existing in states of indeterminate reality until you, the High Arbiter of Wave Function Collapse, deign to observe them. In his thesis, Everett admitted that this is an internally consistent view, but that “one must feel uneasy when, for example, writing textbooks on quantum mechanics, describing [wave function collapse], for the consumption of other persons to whom it does not apply.

I consumed books about social policy and the working poor. One book in particular, a study by eminent sociologist William Julius Wilson called The Truly Disadvantaged, struck a nerve. I was sixteen the first time I read it, and though I didn’t fully understand it all, I grasped the core thesis. As millions migrated north to factory jobs, the communities that sprouted up around those factories were vibrant but fragile: When the factories shut their doors, the people left behind were trapped in towns and cities that could no longer support such large populations with high-quality work. Those who could—generally the well educated, wealthy, or well connected—left, leaving behind communities of poor people. These remaining folks were the “truly disadvantaged”—unable to find good jobs on their own and surrounded by communities that offered little in the way of connections or social support. Wilson’s book spoke to me. I wanted to write him a letter and tell him that he had described my home perfectly. That it resonated so personally is odd, however, because he wasn’t writing about the hillbilly transplants from Appalachia—he was writing about black people in the inner cities.

We can start with approximately nine traditional authors of the New Testament. If we consider the critical thesis that other authors wrote the pastoral letters and such letters as Ephesians and 2 Thessalonians, we'd have an even larger number. Another twenty early Christian authors20 and four heretical writings mention Jesus within 150 years of his death on the cross.21 Moreover, nine secular, non-Christian sources mention Jesus within the 150 years: Josephus, the Jewish historian; Tacitus, the Roman historian; Pliny the Younger, a politician of Rome; Phlegon, a freed slave who wrote histories; Lucian, the Greek satirist; Celsus, a Roman philosopher; and probably the historians Suetonius and Thallus, as well as the prisoner Mara Bar-Serapion.22 In all, at least forty-two authors, nine of them secular, mention Jesus within 150 years of his death. In comparison, let's take a look at Julius Caesar, one of Rome's most prominent figures. Caesar is well known for his military conquests. After his Gallic Wars, he made the famous statement, "I came, I saw, I conquered." Only five sources report his military conquests: writings by Caesar himself, Cicero, Livy, the Salona Decree, and Appian.23 If Julius Caesar really made a profound impact on Roman society, why didn't more writers of antiquity mention his great military accomplishments? No one questions whether Julius did make a tremendous impact on the Roman Empire. It is evident that he did. Yet in those 150 years after his death, more non-Christian authors alone comment on Jesus than all of the sources who mentioned Julius Caesar's great military conquests within 150 years of his death. Let's look at an even better example, a contemporary of Jesus. Tiberius Caesar was the Roman emperor at the time of Jesus' ministry and execution. Tiberius is mentioned by ten sources within 150 years of his death: Tacitus, Suetonius, Velleius Paterculus, Plutarch, Pliny the Elder, Strabo, Seneca, Valerius Maximus, Josephus, and Luke.24 Compare that to Jesus' forty-two total sources in the same length of time. That's more than four times the number of total sources who mention the Roman emperor during roughly the same period. If we only considered the number of secular non-Christian sources who mention Jesus and Tiberius within 150 years of their lives, we arrive at a tie of nine each.25

Our patients predict the culture by living out consciously what the masses of people are able to keep unconscious for the time being. The neurotic is cast by destiny into a Cassandra role. In vain does Cassandra, sitting on the steps of the palace at Mycenae when Agamemnon brings her back from Troy, cry, “Oh for the nightingale’s pure song and a fate like hers!” She knows, in her ill-starred life, that “the pain flooding the song of sorrow is [hers] alone,” and that she must predict the doom she sees will occur there. The Mycenaeans speak of her as mad, but they also believe she does speak the truth, and that she has a special power to anticipate events. Today, the person with psychological problems bears the burdens of the conflicts of the times in his blood, and is fated to predict in his actions and struggles the issues which will later erupt on all sides in the society. The first and clearest demonstration of this thesis is seen in the sexual problems which Freud found in his Victorian patients in the two decades before World War I. These sexual topics‒even down to the words‒were entirely denied and repressed by the accepted society at the time. But the problems burst violently forth into endemic form two decades later after World War II. In the 1920's, everybody was preoccupied with sex and its functions. Not by the furthest stretch of the imagination can anyone argue that Freud "caused" this emergence. He rather reflected and interpreted, through the data revealed by his patients, the underlying conflicts of the society, which the “normal” members could and did succeed in repressing for the time being. Neurotic problems are the language of the unconscious emerging into social awareness. A second, more minor example is seen in the great amount of hostility which was found in patients in the 1930's. This was written about by Horney, among others, and it emerged more broadly and openly as a conscious phenomenon in our society a decade later. A third major example may be seen in the problem of anxiety. In the late 1930's and early 1940's, some therapists, including myself, were impressed by the fact that in many of our patients anxiety was appearing not merely as a symptom of repression or pathology, but as a generalized character state. My research on anxiety, and that of Hobart Mowrer and others, began in the early 1940's. In those days very little concern had been shown in this country for anxiety other than as a symptom of pathology. I recall arguing in the late 1940's, in my doctoral orals, for the concept of normal anxiety, and my professors heard me with respectful silence but with considerable frowning. Predictive as the artists are, the poet W. H. Auden published his Age of Anxiety in 1947, and just after that Bernstein wrote his symphony on that theme. Camus was then writing (1947) about this “century of fear,” and Kafka already had created powerful vignettes of the coming age of anxiety in his novels, most of them as yet untranslated. The formulations of the scientific establishment, as is normal, lagged behind what our patients were trying to tell us. Thus, at the annual convention of the American Psychopathological Association in 1949 on the theme “Anxiety,” the concept of normal anxiety, presented in a paper by me, was still denied by most of the psychiatrists and psychologists present. But in the 1950's a radical change became evident; everyone was talking about anxiety and there were conferences on the problem on every hand. Now the concept of "normal" anxiety gradually became accepted in the psychiatric literature. Everybody, normal as well as neurotic, seemed aware that he was living in the “age of anxiety.” What had been presented by the artists and had appeared in our patients in the late 30's and 40's was now endemic in the land.

Writing a dissertation is very much like being in a long-term relationship: there are likely to be some very good times and some perfectly dreadful ones, and it’s a big help if you like what you’ve chosen.

There are monochronic people and polychronic people. The monochronic succeed only if they work on one endeavor at a time. They cannot read while listening to music; they cannot interrupt a novel to begin another without losing the thread; at their worst, they are unable to have a conversation while they shave or put on their makeup. The polychronic are the exact opposite. They succeed only if they cultivate many interests simultaneously; if they dedicate themselves to only one venture, they fall prey to boredom. The monochronic are more methodical but often have little imagination. The polychronic seem more creative, but they are often messy and fickle. In the end, if you explore the biographies of great thinkers and writers, you will find that there were both polychronic and monochronic among them.

A thesis may have as its “public” title “Radio Commentary and the Attempted Murder of Palmiro Togliatti,” but its subtitle (and its true topic) will be “Radio Commentators’ Use of Gino Bartali’s Tour de France Victory to Distract the Public from the Attempted Murder of Palmiro Togliatti.

The third phase of the work plan is to draft the introduction. The draft should consist of an analytical commentary related to the table of contents: “With this work we propose to demonstrate this thesis. The previous research has left many questions unanswered, and the data gathered is still insufficient. In the first chapter, we will attempt to establish this point; in the second chapter we will tackle this other point. In conclusion, we will attempt to demonstrate a, b, and c. We have set these specific limits for the work. Within these limits, we will use the following method.

the best ideas may not come from the major authors.

Begin new paragraphs often. Do so when logically necessary, and when the pace of the text requires it, but the more you do it, the better. Write everything that comes into your head, but only in the first draft.

Muazzam başeserler yazmaya mı çalışmalıyız; yoksa söylenmesi gereken şeyi ikna edici bir şekilde söyle- yen, eli yüzü düzgün, açık ve anlaşılır bir üslubu hedeflesek mi daha iyi olur? Bilimin, üslup konusunda iddialı olan başeserle- re ihtiyacı var midır? Biraz daha yakından bakarsak bu hevesin gösteriş merakından başka bir şey olmadığını görürüz. - s170

A thesis studies an object by making use of specific instruments. Often the object is a book and the instruments are other books.

Finally, remember this fundamental principle: the more you narrow the field, the better and more safely you will work. Always prefer a monograph to a survey. It is better for your thesis to resemble an essay than a complete history or an encyclopedia.

A classic, Italo Calvino wrote, is a work which relegates the noise of the present to a background hum - but without rendering that hum inaudible.

Moving one's library to a new place always involves questions about one's future priorities …

Teaching academic writing to Bachelor of Science in Nursing (BSN) students is crucial early in their academic journey and should continue throughout their program. Here's a breakdown: Foundation Level (First Year): Introducing basic academic writing skills at the onset helps students develop a strong foundation. This includes understanding essay structure, proper citation methods (APA, MLA), and critical reading and writing skills NURS FPX 4010 Assessment 2. Core Nursing Courses: As students progress into core nursing courses, integrating academic writing into these subjects is beneficial. Assignments related to evidence-based practice, research papers, case studies, and reflective writing can aid in linking theoretical knowledge to practical application through writing.NURS FPX 4010 Assessment 3 Clinical Practice Integration: Incorporating writing assignments that reflect on clinical experiences or patient interactions helps students articulate their observations, reflections, and professional development, enhancing their communication skills.online class help services Advanced Nursing Courses: In advanced years, focus on more complex academic writing, such as scholarly articles, thesis or capstone projects, and literature reviews. This phase aligns with deeper research and specialization within nursing fields. Continuous Improvement: Encourage ongoing improvement by providing resources, workshops, and feedback on writing. Additionally, revisiting and reinforcing academic writing skills periodically ensures students maintain and enhance these crucial abilities.nursfpx.com By introducing and reinforcing academic writing skills across various stages of the BSN program, students develop proficiency in communicating their ideas effectively, a skill essential for their future practice, research endeavors, and professional growth.

The thesis that we need to address the dangerous implications of the UFO and alien abduction phenomenon as a “psychic and symbolic reality,” as well as a “control system which acts on humans and uses humans,” contradicts certain trends in contemporary spiritual and New Age thought. These days, we find a strong tendency in many spiritual communities to focus single-mindedly on the power of positivity and affirmations of the light, based on ideas such as “The Law of Manifestation” or “The Secret.” The underlying belief is that each of us creates our own reality through our thoughts and intentions. Therefore, if we simply avoid anything dark or malevolent, nothing negative will be able to enter our field. But unfortunately, reality is not that simple, and this approach is a blatant form of spiritual bypassing. Paul Levy explores the idea that modern Anglo-European culture is infected by what the Algonquins call “wetiko,” a cannibalistic spirit driven by greed, excess, and selfish consumption. “Spiritual/New Age practitioners who endlessly affirm the light while ignoring the shadow” fall “under the spell of wetiko,” he writes. By seeking to turn away from and hide their darkness, these practitioners unwittingly reinforce “the very evil from which they are fleeing. Looking away from darkness, thus keeping it unconscious, is what evil depends upon for its existence. If we unconsciously react … to evil by turning a blind eye toward it – “seeing no evil” – we are investing the darkness with power over us.” The alternative is to permeate evil with awareness, “stalking” the shadow so we can catch and assimilate it. Carl Jung wrote, “One does not become enlightened by imagining figures of light, but by making the darkness conscious.” If the thesis developed in this essay has validity, then New Age spiritual practitioners will have to overcome their bypassing and confront the dark side of the psyche, reckoning with the occult control system. At the same time, political and ecological activists will need to interrogate their inveterate bias toward a purely materialist analysis, to acknowledge the existence of occult, hyper-dimensional, forces at work behind the scenes, influencing the course of events. And conspiracy theorists who believe in an incredibly evil, highly organized and intelligent cabal of human controllers working to bring about a New World Order surveillance society of enslavement will have to recognize that the controllers operating behind the scenes are not humans at all. Here and there, the Bible gets this right - as in Ephesians: “For we wrestle not against flesh and blood, but against principalities, against powers, against the rulers of the darkness of this world, against spiritual wickedness in high places.” If we aren’t aiming at the proper targets, we will never hit the mark.

Please allow this book to offer one piece of serious advice (don't worry, this is the only one): Take control. Decide that enough is enough. Stop waiting for your advisor to guide your work - write a paper using your own brain and slap it down on his or her desk. Study - really, actually study - what it is you're studying. Realize that you can't include everything in your thesis, and drop your lofty and unrealistic plan to transform the field. You won't. Plan what you need to do to graduate, write it down, sit with the person whose approval you need, and work up a timeline. Seek out interesting conferences, and if your department won't pay for you to attend them, search for outside sponsorship. (You have the freaking internet, for crying out loud.) Actively pursue your goals, because - and it's so easy to forget this - that's why you're here. Can't find the motivation to work today? Tough shit. It's like a snow day: Every day off you give yourself makes you feel good that day, but it's one more day you'll have to make up in June when you really want to be out of school. It's possible that many graduate programs want you to get depressed, say "Fuck it" and take charge of your own destiny. They may consider this part of your necessary struggle. Well, so be it. Wait no longer. Take charge now. And get on with your stupid, stupid career.

It must have been deeply confusing to approach his writing on Juche like an essay. In his country there was no proof, no checks and balances—unless, of course, they wanted to prove that the Great Leader had single-handedly written hundreds of operas and thousands of books and saved the nation and done a miraculous number of things. Their entire system was designed not to be questioned, and to squash critical thinking. So the form of an essay, in which a thesis had to be proven, was antithetical to their entire system. The writer of an essay acknowledges the arguments opposing his thesis and refutes them. Here, opposition was not an option.

One could write a PhD thesis in psychology analyzing the many reasons why Partners at law firms use a friendly tone even when delivering unfriendly messages, but be warned, it makes the messages dig into your brain in a most unpleasant and confusing way.

This is useful as a research tool and for diligent scholars of philosophy who are serious about studying Žižek’s theory of freedom. I try to condense difficult material and zero in on key passages in Žižek’s writing in order to distill a functional, serviceable philosophy of power and ideology and how it relates to freedom. Tis also means that there is no way to reify a concept such as “freedom” (because doing so would negate that which is free by trapping it in some kind of form); and also because Žižek’s work has taken so many twists and turns that it is impossible to encapsulate every single thesis he makes in the space of a single book. It would be absurd to think that I can encapsulate a thinker as wide-ranging as Žižek. A thinker and activist-philosopher, who calls himself a madman, who is not trying to be domesticated or grounded, and yet claims that he grounds his thought in “Hegel” and “Lacan.” People miss the mark as to why he does this, mistaking that there is some affinity towards the personage of a once-living corporeal being called “Hegel” or “Lacan”—rather, these are interesting historical figures because they were unique inventors of radically new methodologies. Hegel as forwarding the methodology of the dialectical process. Lacan as utilizing psychoanalysis to reveal the process of the shifting tides of desire as the ungrounded ground of truth rather than forwarding any kind of “truth” that can be stabilized in the form of propositional logic. Even these two points of reference are not enough, as most people approach Žižek’s work through these two entryways—whereas what I want to do is to show that there is something radically undomesticated about this work. When forwarding a criticism of “ground rent,” for example, he does so as a communist who totally understands that ground rent is a delusion of capitalist ideology, rather than as some so-called “Marxist”- infected economists who study ground rent try to understand it through their own reified consciousness as an actual “thing,” rather than as the force of law imposing a “stratigraphic superimposition”33 (an ideological superstructure) atop of the commons as the a priori condition of land as a thing-in-itself.

a step forward is the realization that the problem must be posed differently in order to be resolved. Students writing their doctoral dissertations under my supervision are often surprised that after three years of work, the content of their thesis is not the solution to the problem posed at the outset. If the problem had been well posed, it wouldn’t have taken three years to solve it.

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In 1931, Césaire left for Paris to attend the Lycée Louis-le-Grand, a highly selective public school founded by Jesuits in the sixteenth century, in the heart of the Latin Quarter. One of the first people he met was a young African man standing in a student dorm in a gray jacket with a string belt holding up his trousers. Léopold Sédar Senghor, a student at the Sorbonne from a wealthy Catholic family in Senegal, seven years Césaire’s senior, was writing a thesis about “exotic” motifs in Baudelaire’s poetry.

God, the fact that this turned me on as much as it shamed me was so confusing. There was probably a psychology student out there who could write their entire thesis studying my horny brain.

Artoo, I’m switching back to regular handwriting. Calligraphy is hard, and I didn’t bring my good pens. Or I need more practice. Right now you’re sitting across from me, probably writing HAGS 30 times in a row. I know a little bit of a lot of languages, but even so, I struggle to put this into words. Okay. I’m just going to do it. First of all, I need you to know I’m not putting this out there with any hope of reciprocation. This is something I have to get off my chest (cliché, sorry) before we go our separate ways (cliché). It’s the last day of school, and therefore my last chance. “Crush” is too weak a word to describe how I feel. It doesn’t do you justice, but maybe it works for me. I am the one who is crushed. I’m crushed that we have only ever regarded each other as enemies. I’m crushed when the day ends and I haven’t said anything to you that isn’t cloaked in five layers of sarcasm. I’m crushed, concluding this year without having known that you like melancholy music or eat cream cheese straight from the tub in the middle of the night or play with your bangs when you’re nervous, as though you’re worried they look bad. (They never do.) You’re ambitious, clever, interesting, and beautiful. I put “beautiful” last because for some reason, I have a feeling you’d roll your eyes if I wrote it first. But you are. You’re beautiful and adorable and so fucking charming. And you have this energy that radiates off you, a shimmering optimism I wish I could borrow for myself sometimes. You’re looking at me like you can’t believe I’m not done yet, so let me wrap this up before I turn it into a five-paragraph essay. But if it were an essay, here’s the thesis statement: I am in love with you, Rowan Roth. Please don’t make too much fun of me at graduation? Yours, Neil P. McNair

Grad school was a surprise. I had no idea I'd be given a week to read four books at a time. No one warned me that I would be required to write 10- to 25-page papers plus a two-page paper for each class while simultaneously working on my master's thesis. For nearly two years. I saw my wife and son mostly on weekends.

Your thesis is the main thought, expressed in a single statement, that contains the essence of your message. Every time you intend to communicate through speaking or writing, you should identify your thesis. The hardest people to follow are communicators who are searching for their core idea as they deliver their message.

So, if you take a look at, say, the work of Rousseau that I quoted, which is the 'Second Discourse on Inequality,' that's his most libertarian writing. He begins with a pretty strictly Cartesian view of animals as being machines, just reflexive machines, compelled to do what they do by internal and external circumstances, without the creative character of human thought and behavior. He then says, again in roughly Cartesian terms, that what is unique and distinctive about humans is this internal creative capacity. That's what makes humans different from the rest of the natural world. Then comes a thesis which is not proved, but it, I think, is plausible. Namely, any social arrangements that inhibit or constrain that free creative capacity are fundamentally illegitimate unless they can justify themselves. That means any structure of authority, domination, hierarchy - whether it's in a patriarchal family, or in international affairs, or anything in between - should be subject to challenge. It's not self-justifying. And I mean, you could see the chain of thinking. Notice, it's not a proof, but beginning with the observation that inherent to human nature, what's special about us, is this creative character. The free need to inquire, to create, to act, to choose what you do, how you speak, how you interact and so on. There's kind of a chain of thinking from that to the conclusion that the social structures which inhibit that are illegitimate unless proved otherwise. Like, sometimes you can give an argument in favor of authority. So, if I'm walking down the street with, say, my three-year-old granddaughter, and she runs into the street, and I grab her arm and pull her back, I think I can give a justification for that. But the point is that any form of authority and domination requires justification. And usually, you can't justify it, in which case you have to dismantle it and replace it by something more free and just.

Just the other day I looked up the Greek philosopher Empedocles and I was amazed to see that UBIK in many ways expresses his world-view. It is a view generally discarded these days. In May of this year a guy from France doing his doctoral thesis on UBIK flew here and asked me, 'You know Empedocles?' to which I had to admit no, I didn't even know the name. The French guy got very angry, as if he believed I was lying, and walked out. Now I can see why. It is impossible to believe that anyone could write UBIK without having gotten the concepts from Empedocles. By the way—Empedocles, I read, believed that he would be reincarnated and return some day. I'm not kidding. He expected to come back—but I bet he didn't anticipate finding himself in Fullerton. I guess the part where they're all dead is because ol' E. has been dead these many centuries and knows a lot about how it feels (I wish I was kidding when I say all this, but I'm not; I mean, I really sort of believe this).

Colonial governance is a problem of interpretation, then, I intend to argue. The past is read so as to be annihilated. That is my thesis statement. For whom is violence sad, and for whom is it a brutal inheritance? I write.

Being open to conversion is much like writing a book. We start with a goal and a thesis we want to develop. There is much tedious work in the details, and the daily pages may wear down our spirits. The sheer length of it overwhelms us. It tempts us to goof off at times, knowing that the deadline is very distant. But our spiritual conversion is the book of a lifetime! It has our sweat and blood in it. How can we settle for something second rate? The days and weeks and months go by, and the distractions keep coming. We need passion and intensity to resist them. A great book, like a truly spiritual life, does not come about without constant and diligent effort.

Never claim credit for work that is not yours, and always give full credit

Vorsicht: Fotokopien können zum Alibi werden! Fotokopien sind ein unerläßliches Hilfsmittel, sei es, um einen in der Bibliothek schon gelesenen Text zur Verfügung zu haben, sei es, um einen noch nicht gelesenen Text mit nach Hause zu nehmen. Aber oft werden Fotokopien als Alibi verwendet. Man trägt hunderte von Fotokopien nach Hause, man hat ein Buch zur Hand gehabt und mit ihm etwas unternommen und glaubt darum, es gelesen zu haben. Der Besitz der Fotokopien erspart die Lektüre. Das passiert vielen. Eine Art Sammel-Rausch, ein Neo-Kapitalismus der Information. Setzt euch gegen die Fotokopie zur Wehr. Habt ihr sie, so lest sie sofort und verseht sie mit Anmerkungen. Seid ihr nicht unter Zeitdruck, dann fotokopiert nichts Neues, ohne euch die vorherige Fotokopie angeeignet zu haben (und das heißt: gelesen und mit vielen Anmerkungen versehen.) Es gibt vieles, was man gerade deshalb nicht weiß, weil man einen bestimmten Text fotokopiert hat; so hat man sich der Illusion hingegeben, man hätte ihn gelesen.

Wenn ein Buch euch gehört und keinen antiquarischen Wert hat, dann unterstreicht es ruhig. Glaubt denen nicht, die behaupten, man müsse die Bücher respektieren. Bücher respektiert man dadurch, daß man sie benutzt, nicht dadurch, daß man sie nicht anrührt. Auch wenn ihr sie antiquarisch verkauft, bekommt ihr nur einen Pappenstiel - da könnt ihr ruhig die Spuren eures Besitzes in ihnen hinterlassen.

These important national institutions continue to suffer from the bane of feudal and imperial curses. Moreover, the so-called institutions of the iron frame, the entire length of the spinal cord of Indian administration, from Panchayat (rural self-government) to national level, has been mutilated and subjugated in the name of suborning them to the ‘rule of the people, for the people and by the people’. Several institutions of the country, including the judiciary, have been distorted and subverted to suit the political class. It is not my intention to write another sterile thesis on the state of Indian administration and judiciary. Such thesis are propounded at regular intervals, several commissions are instituted routinely to examine the system breakdown and several such reports, including reports on police and intelligence reform have been gathering dust if not already eaten up by ants and termites of the system.

Next came the thesis by Hillman’s late friend, Evangelos Christou. In his introduction to Logos of the Soul, Hillman would write about how psychotherapy’s legitimacy was “based on the soul” and the failure to make this clear “has resulted in psychologies which are bastard sciences and degenerate philosophies.” Christou’s was “a document humain attesting to the mystery of the soul.

Prof. Gerd Gleixner said “ Lailah recommend that you work every morning on the dissertation in order to meet the deadline. There are only 4 weeks .

Prof. Emi Ito said “Lailah, if you can’t explain the scientific observations in a simple sentence, it means you do not know enough.

Any [YOUR AUDIENCE] can [SOLVE THEIR PROBLEM] by using [YOUR PRODUCT], because [HOW IT SOLVES THE PROBLEM]. Examples of a strongly-constructed Copy Thesis: • Any PARENT can IMPROVE THEIR CHILD’S BEHAVIOR by using YOUR BEST KID NOW, because IT MAKES GOOD BEHAVIOR AUTOMATIC. • Any BABY BOOMER can BUILD A BUSINESS FROM HOME by using THE PROFIT FROM WHAT YOU ALREADY KNOW COURSE, because it SHOWS YOU HOW TO TURN YOUR KNOWLEDGE INTO PROFITS. •

Mormon Thought, the first appearing in 1969 and the second in 1973. In his 1969 essay “A Commentary on Steven G. Taggart’s Mormonism’s Negro Policy: Social and Historical Origins,” Bush excoriated Taggart for his limited, incomplete research.7 Bush systematically dismantled Taggart’s central thesis that Joseph Smith initiated black priesthood denial in response to Latter-day Saint difficulties in Missouri. Bush supported his refutation with extensive documentation.8 Bush further developed his arguments in a second in-depth Dialogue article entitled “Mormonism’s Negro Doctrine: An Historical Overview” published in 1973. His fifty-seven page essay containing some 219 footnotes constituted by far the most comprehensive examination of Mormon racial policy up to that time.9 Bush’s essay drew heavily from a four-hundred-page compendium of primary and secondary documents compiled over some ten years. Covering the period from the 1830s to the 1970s, Bush’s “Compilation on the Negro in Mormonism” contains First Presidency minutes, Quorum of the Twelve meeting minutes, and other General Authority interviews and writings.10 Bush’s carefully written text found minimal evidence to support the LDS Church’s official position that the priesthood ban resulted from divine revelation—thus contradicting a major justification for its existence. Seeking to undermine its legitimacy and thus prod the Church toward change, Bush summarily dismissed the ban as the unfortunate product of socio-historical forces present in the larger nineteenth century American society. The scholarly studies of Stephen Taggart and especially Lester E. Bush Jr. greatly influenced my own work, which commenced as

a PhD dissertation at the University of California, Davis.11 After carefully weighing the contrasting arguments of Taggart and Bush, I determined that Bush made by far the more convincing case—specifically his central thesis that the priesthood ban resulted from socio-economic prejudices endemic in American society at large. Such anti-black attitudes as embraced by Brigham Young were incorporated as policy, which evolved into doctrine—all of which occurred following the death of Joseph Smith.12 Striking was the breadth of Bush’s historical narrative tracing the evolution of Mormon anti-black attitudes and related practices from the 1830s to the 1970s. Impressive was the array of primary documents Bush marshaled in support of his arguments. By contrast, Taggart’s relatively limited work proved wanting in its overly simplistic “Missouri Thesis” that Joseph Smith had impulsively implemented the priesthood ban in a futile effort to alleviate Mormon difficulties in that slave state. The thoroughness of Bush’s findings notwithstanding, I determined that Bush had not adequately dealt with the origins of the ban as it involved Joseph Smith. Specifically, I became convinced that Smith himself held certain racist, anti-black attitudes which, in turn, were given scriptural legitimacy through his canonical writings, specifically the Book of Mormon and the Pearl of Great Price. Bush, moreover, failed to acknowledge the crucial role played by the emergence of Mormon ethnic whiteness affirming the Saints’ self-perceived status as a divinely favored race. Conversely, Mormons viewed blacks as a marginalized race, the accursed descendants of Cain, Ham, and Caanan. Further validating African-American’s accursed status was their dark skin.

That is when Thaler intervened by offering David the following deal. David would write Thaler a series of checks for $100, payable on the first day of each of the next few months. Thaler would cash each check if David did not put a copy of a new chapter of the thesis under his door by midnight of the corresponding month. Furthermore, Thaler promised to use the money to have a party to which David would not be invited. David completed his thesis on schedule four months later, never having missed a deadline (though most chapters were completed within mere minutes of being due). It is instructive that this incentive scheme worked even though David’s monetary incentive from the university was greater than $100 a month, just from the retirement contribution alone. The scheme worked because the pain of having Thaler cash the check and consume some good wine without him was more salient than the rather abstract and pallid forgone contribution to his retirement savings plan.

By concentrating almost exclusively on thesis-support exposition in college composition classes, we are implicitly teaching that the ability to support an assertion is more important than the ability to examine an issue.

According to Paul Kahle's well-known thesis, the Masoretic, especially the Tiberian, system of punctuation is not simply a representation of how Hebrew was actually pronounced in the sixth to eighth centuries; it also bears witness to the active intervention of the Masoretes, who deliberately introduced various corrections or reconstructions intended to guarantee that Hebrew woud be 'pronounced as it should be', and not as it actually had been during the previous centuries influenced by Aramaic ... However, it is possible, independently of Kahle's thesis, to accept that there might be important differences between Masoretic Hebrew and the language of the pre-exilic writings.