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Workouts and the Lexicon

In my eternal attempt to get in shape, I recently started attending a group fitness class at Dillon Gym called BODYPUMP.  Written by the fitness company Les Mills, BODYPUMP is a strength-training class in which you use a barbell and plates to tone specific muscle groups.  The workout is choreographed to upbeat music, where each song is paired with a major muscle group in the body.  During one track, we might do different kinds of squats to target our glutes, and in another we might do chest presses and push-ups to work our chest muscles.  We do hundreds of reps, until our entire bodies are sore and shaky, but stronger.

While doing all those reps, I started thinking about workout classes like BODYPUMP and how they relate to the Lexicon.  They are choreographed just like essays are written, so we can analyze them with the same concepts.  They have, for example, theses and motives.  BODYPUMP’s mission or thesis is to build strength and tone muscles so that attendees become healthier.  Workouts can have structure built around the muscles in the body, like BODYPUMP does, or on skills or techniques that are being used, such as karate or boxing.  One might think of individual moves—squats, chest presses, push-ups, etc.—as evidence, since these are what must be manipulated for the workout to achieve its goal (or support its thesis).  Our reps of these moves are like our analysis, since they are how we enact our moves (or interpret our evidence).  Lastly, specific kinds of reps are the key terms of workouts.  For example, in BODYPUMP we have a rep which consists of a move done quickly twice in a row followed by the same move done slowly with pulses.  We perform this kind of rep with all our moves—squats, deadlifts and rows, chest presses, etc.—and it marks our maximum effort level for each muscle group.  Like key terms, it is versatile, gives each of our tracks a focus, and helps the workout feel cohesive.

Next time you are at the gym, think about how you structure your workout to achieve your health goals.  Maybe you’ll find that your “evidence” is not varied enough, or that you aren’t doing enough “analysis.”  And if you don’t even know where to start, try out a class like BODYPUMP and let them structure your workout for you.  I hope to see you there!

— Leina Thurn, ’20

News

Tortoise Tuesday: Ms. Magenta-Vest and How to Make a Good Argument in a Pinch

It takes a certain amount of panache to walk up to an airline counter and request a ticket for a flight departing in less than twenty minutes; probably more than most of us possess. The girl I saw make such a request had panache to spare, supplemented in no small part by a magnificently fluffy magenta vest and a silver and red pom-pom hat that would have made an alpaca jealous. It didn’t hurt that she used her full business voice and seemed to know exactly what she wanted. In fact, though judging by her clothes and the stickers on her roller-bag, Ms. Magenta-Vest was probably no more than nineteen, she accomplished her considerable feat by affecting the composure and unflinching politeness of a much older woman. She made her request clearly and using few words; while she was extremely specific about which flight she wanted and what she was going to do with her bags, she seemed deliberately vague about other things, for instance where she wanted to sit on the plane. 

I don’t think the man behind the counter really intended to give Ms. Magenta-Vest the ticket at first, no matter how much she was willing to pay for it. But she kept asking for nearly three minutes, rephrasing her request first one way, then another, varying its words without changing its sentiment or her clear, polite tone. I can’t imagine it must have been easy for her to remain so calm even as she watched the minutes tick by before her flight took off. Indeed, as soon as she had her ticket in hand and had seen her roller-bag safely tagged and sent away, she turned tail and ran headlong down the concourse towards the TSA checkpoint, her quilted paisley handbag bouncing along at her side. And yet, so long as she was engaged in her game of bargaining, she retained her air of unflappable calm. 

There is perhaps a lesson to be taken from how Ms. Magenta-Vest argued her case, one which can be applied to arguments of any kind, on paper as much as in person. First, remember who you are talking to and what tone will best convince them of your point. If Ms. Magenta-Vest had spoken like an average nineteen year-old, whether blustering at the airline agent or acting as anxious as she quite possibly was, the agent would probably have denied her request without a second thought. It was by assuming an air of respectability and composure that she brought the agent to her side from the very first. Likewise, when we write, we frame our argument in terms that other scholars are familiar with in order to signal to them that we are capable of engaging with them on their own terms. We thus earn their respect before we even properly begin our argument. We use the language of scholarship to buy credibility that we might never have if we wrote as informally as we speak.

It is equally important to take care in defining the scope of one’s argument. If Ms. Magenta-Vest had been as specific about where she wanted to sit as she was about where she was about the flight she wanted, it is likely that the agent would have denied her request altogether, arguing (probably quite rightly) that what she was asking was impossible. But by choosing her battles with care, and being very clear from the first about what she was not asking for, she headed off most of the agent’s objections before they arose. Similarly, if we try to argue everything at once in an essay, we are sure to fail, and our argument will invariably be dismissed without further thought. But if we are willing to argue only a well-delineated point, one within the scope of our own capabilities, we are far more likely to succeed. This is not to say we cannot make piercing insights in our writing, occasionally asking the audience to accept the nearly impossible as possible, just as Ms. Magenta-Vest did to such great effect. Only, such requests had best be occasional, ideally a single part in a well-worked-out argument, introduced with suitable formality, or else it is likely they will fail to achieve the desired effect.

And of course, it helps to have a certain amount of panache. I don’t know if Ms. Magenta-Vest made her flight, but I suspect she did. If she could talk her way to a ticket with less than half an hour to spare, I have full confidence that, with her neon-and-paisley ensemble to buoy her confidence, she could talk her way to the front of a TSA line in no time. While in any argument it’s important to know who you’re talking to and know your scope, it never hurts to pack a little something extra, preferably in bright colors, just to seal the deal.

–Isabella Khan ’21

Key Terms, Spring 2019

Improving BAHAMAS: Reducing Selection Effects Bias in Bayesian Hierarchical Supernova Cosmological Inference

In a Tortoiseshell: In this excerpt from his Junior Paper on supernova detection, T. Lukas Mäkinen uses key terms to effectively scaffold his discussion of a new technique for minimizing biases in samples of detected supernovae. By maintaining a clear focus and providing a sequence of consistent and well-defined key terms, Lukas provides the reader with a framework through which to understand the technical contents of his paper, allowing even a lay reader to finish the paper with a strong impression of Lukas’s work and its significance.

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Spring 2019

Motive

Motive begins with a question or a problem. This can be in the form of a gap in the evidence, a puzzling passage, or a new phenomenon. Thus, motive is the driving force behind an essay’s line of inquiry or argument. It is the question to which the author hopes to provide an answer.

Without a strong motive, it is difficult for readers to grasp the reason for a certain paper’s existence. Even the most brilliant points can seem meaningless without an understanding of the posed question. Even then, motive must extend beyond just this initial question. The motive of a paper has to be compelling enough to imbue readers with a sense of that paper’s significance. It ultimately helps answer the question, “Why does it all matter?” It helps readers understand not only why a paper was written but also why they should care that the paper was written at all.

Spring 2019

Source Use

Evidence, or data, is the universe of interpreted primary sources, empirical observations, or factual information relevant to a paper’s argument. Analysis is the interpretation of sources. Source use, then, is these two things taken together.

However fascinating an essay’s thesis or compelling its motive, the reader is unlikely to be swayed without valid evidence, proof for the author’s claims, which can come in a variety of forms according to source use, such as in the form of experimental data or quotations gathered from a primary source. Of course, this does not mean that a convincing essay can merely be a collection of claims and supporting evidence. The author must also provide analysis to help the reader interpret the evidence. Ultimately, this analysis links the selected evidence to the author’s claims and then weaves these claims together to support the author’s broader thesis.

In the following excerpts, we see how evidence and analysis must work together to help the author first convince the reader that the individual claims in the essay are valid, and then show the reader that these claims can be brought together to justify the argument as a whole.

Spring 2019

Thesis

The eternal refrain goes like this: “What’s the thesis?”  It’s as ubiquitous as “Where’s the beef?” But a thesis is not a call to action for a mundane fast-food restaurant. It’s much more important than that. It’s the argument. Or more eloquently, the Writing Lexicon defines the thesis as “an arguable claim—i.e., an assertion someone could reasonably argue against; as such, it provides unexpected insight, goes beyond superficial interpretations, or challenges, corrects, or extends other arguments.”

There’s a reason why a great deal of high school English teachers place an emphasis on the thesis. It functions as the raison d’etre. It lays out the terms of the argument—what the essay is analyzing, with what it is analyzing, and what it all means. Strong theses go above and beyond this, however, by explaining why all of that stuff is important.

The essay excerpts in this section were chosen for their strong theses, though they accomplish these arguments in different ways.

The thesis is tough. There are different kinds—some are tricky, and some are examples of how to make a simple framework sing. And don’t write more than one thesis in an eight-page paper. Read on, true believer—“What’s the thesis?”

For more details, refer to the Thesis Preface from our 2014 issue, available here

Spring 2019, Thesis

Japanese Citizens Becoming Masked Heroes to Serve Society

In a Tortoiseshell: In her R3, Nanako Shirai argues that surgical masks in Japan have transformed from individually-oriented devices meant to protect against the spread of the H1N1 virus into symbols of Japanese collective identity and social duty.  Her thesis extends from a clear research question and motive, as well as from a strong set of evidence, which help make it feel new and interesting.

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Spring 2019, Thesis

The Cyborg Aesthetic of Dress: Examining Reactions to the Corporeal Evolution of the Cyborg from 1960 to 2018

In a Tortoiseshell: In her paper, Sarah Perkins contrasts two fashion designers who have incorporated cyborg aesthetics in their designs. Comparing both their fashion and its reception, Sarah examines the interaction between the cyborg and the human in both designers’ work. In this excerpt, her succinct introduction of the artists and the defining features of their work paves the way for a clear and well-supported thesis.

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Orienting, Spring 2019

Cryptocurrency: Past Fraud, Present State, Future Game Theory Model

In a Tortoiseshell: In the introduction to his interdisciplinary senior thesis merging Game Theory and Latin American Studies, José L. Pabón effectively orients his readers to the structure and motive of his paper. By first providing a succinct outline, which he expands on in the following paragraphs, he prepares the reader for the content of his thesis. Then, he pivots smoothly into a discussion of his underlying motive in writing this thesis, introducing the reader to the perspective he will adopt in his argument, and deftly presenting the material in such a way as to capture the reader’s attention and make him or her immediately sympathetic to the arguments and analysis presented in the rest of the essay.

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Source Use, Spring 2019

East German Perspectives: The Berlin Wall and its Evolution as Cultural Heritage

In a Tortoiseshell: In her paper examining changing perceptions of the Berlin Wall in the aftermath of the Cold War, Annabelle Mauri mines an extensive field of primary and secondary sources, including archives, statistics, and existing scholarly discussions. Annabelle skillfully weaves these sources together to build her own argument, which highlights the strategic political erasure of East German perspectives on the Wall in the process of reunification, and how that erasure contributed to the West German-led redefinition of the Berlin Wall as a symbol of unity and peace. In doing so, she boldly establishes her unique voice in a conversation about an oft-studied historical monument.

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