The purpose of the following activities is to teach different types of learners how to compose a thesis statement. They can be applied to all major assignments in ENG 2100 and ENG 2150, especially to critical analysis and research-based argumentative essays. Instructors can use these activities throughout the whole writing process (2-3 weeks). They can also be adapted to other parts of the essay such as the topic sentence, argument, conclusion, quotations/paraphrases, etc. It is up to instructors to decide whether they will connect these activities to one particular text, which the students should discuss in the initial stage of the assignment, or whether they will use other texts to build awareness of a thesis statement as an integral part of an essay.

1.  Visual learners (individual and group work): Students read an introductory paragraph that is missing a thesis statement. The instructor displays four thesis statements on the screen. The students split into groups and decide which thesis statement is the best. Then each group explains the reasons behind their choice.

2.  Auditory learners (individual and group work): Having read an incomplete introductory paragraph, the students listen to three thesis statements and decide which one is the best. They should listen to the recording twice: the first time to get the gist and the second time to choose the right thesis statement. Then each group provides their reasons.

3.  Kinesthetic and tactile learners (individual and pair work): Each student receives a piece of paper with a part of a thesis statement. Their task is to find the second part, which can be the beginning or ending. They mingle in the classroom and talk to different students. When they find their match, the two students sit together. The instructor shows several paragraphs on the screen and each pair decides where their thesis statement fits. 

4.  Follow-up activities: As they learn the importance of an effective thesis statement, the students can produce their own sentences based on their learning types. For instance, the students can answer a series of structured questions about their thesis statement that challenge them to clarify and justify their argument independently (individual learners). The students can record a short audio/video in which they explain the elements of a good thesis statement and provide relevant examples (auditory/visual learners). This can be individual, pair, or group work, depending on the class size and available time. They can also repeatedly verbalize their thesis statement, refining it each time based on feedback from their peers or the instructor, which will help them solidify their argument (auditory learners). Finally, students can write their own thesis statement and rotate it among classmates, refining it with each pass based on their classmates’ suggestions (visual, kinesthetic, and tactile learners).