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		An Analysis of Simultaneous Self-evaluation

			of a Thesis by example.
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One of the more difficult things for students to do in their last
semester of college is to prepare a written thesis. Such theses need
ideas which can come without too much consideration, but which need
compilation into a presentable form. Therein lies the difficulty of
writing a thesis. The writer must present his or her ideas by forming
them in his or her mind, revising them and self-evaluating them, and
then putting them on paper. It is this constant self-evaluation which
makes thesis writing a hated activity.	

As an example, the last paragraph was written in a fairly poor
style.  Although it conveyed the basic ideas of the self-evaluating
thesis, it did not do so in a constructive manner. In two of the
sentences the same concept is stated: why a thesis is difficult. The
third sentence asserts that the compilation is ``what it is'' that
makes a thesis difficult, and the fourth says it is rather constant
self-evaluation. Clearly the writer has an idea what he is writing
about, but the ideas become confused when put on paper.

In the second paragraph of this thesis, the writer leaves his topic
of the troubles of theses and presents an example of self-evaluation.
There seems to be a discontinuity as in one place the author is
building a case for self-evaluation as the difficult part of thesis
writing and then switches to an example of such self-evaluation
without attempting to tie it in to the relevant subject. He needs to
make a statement of how the example proves his argument. Fortunately
he does so in the third paragraph by saying ``This is an example of
self-evaluation. Clearly it is confusing, and therefore a real mental
challenge when the thesis is being written.'' This is an example of
self-evaluation. Clearly it is confusing, and therefore a real mental
challenge when the thesis is being written.

The author goes on to discuss his thesis in general. He states that
although a thesis must be of a certain quality, the student may choose
to simply write without quality, and then later revise the script.
Self-evaluation need not be simultaneous. In saying this, the author
takes a most roundabout manner. He uses such words as ``roundabout'' and
``liveliness'' to give his sentences liveliness, words which are
inappropriate in a formal thesis. For instance, in the last paragraph
the author uses the trite clause ``putting his foot in his mouth'', and
in his analysis of that statement mistakenly describes it as a
``clause''. Towards the end of his analysis he fails to comment on the
concluding paragraph, merely tossing it off as ``straightforward''. The
entire thesis seems to be written on a downhill slope: the author
begins by analyzing sentence by sentence, then continues analyzing the
thesis paragraph by paragraph, and at one point even simply
generalizing the entire thesis as ``written on a downhill slope''.
There are even some times when the author seems to make references to
sections of the thesis without stating where those places are. These
mistakes are an intentional attempt to show how simultaneous
self-evaluation is worth the confusion it causes. True, a student can
evade the hardship of thesis writing by first making a rough draft of
low quality, and then later evaluating and finishing it, but in the
second pass over the student may not spot a mistake. Simultaneous
self-evaluation guarantees good quality because the author's mind is
currently engaged in creation - a later reading may not put the writer
in the proper state of mind to find flaws, for instance the words
``criticizing'' and ``misspelled'' are spelled incorrectly, the quote
``clearly it is confusing'' is used three times, and at two points the
author avoids saying a certain word, using instead ``spelled
incorrectly'' and ``a certain word'' because he is too lazy to look
missspelled up.

This sentence, for instance, despite its being intentional, makes
absolutely no sense at all. The author for unknown reasons has chosen
to begin one of his paragraphs with a meaningless sentence, and then
attempt to extract significance. He uses a quote from an earlier
section of the work which was quoted as being in ``fairly poor style'',
and then for unknown reasons admits his ignorance of the motivating
forces behind the new topic. Not being satisfied with his choice of
words, the author then simply gives up and quotes himself (in better
words than I could use) ``clearly it is confusing''. Note that as some
sort of afterthought the author asks the reader to pay attention to
some insignificant trifle.

The beginning of the thesis seems to be a list of examples that the
author makes as a base to work with to form his speculations. In fact,
he states this in the middle of the thesis as he is about to move on,
and then suddenly decides that the portions of the thesis not yet
reviewed.  are irrelevant, and begins his conclusion. The closing of
the thesis is straightforward and not particularly related to the
subject matter, so it will not be discussed here.

In all, the process of self-evaluation, though producing the higher
quality work, has significant drawbacks. At times it can be so
confusing as to scare the writer off, which is something I won't get
into now. For instance, in this work the author has become so confused
that at the end the conclusion, as he himself admits, is ``not
particularly related to the subject matter.''  He seems to feel that
the process of self-evaluation, while it has allowed him to complete
an otherwise poorer thesis in good form, has destroyed his paths of
thought such that he merely ends the thesis in completely unacceptable
style, saying ``Not that I would ever do this. The End.'' By doing this
he shows that what he originally thought was a good idea may have
turned out to instead be something he finds himself criticizing, and
towards the end he seems to come to a decision that he is simply
putting his foot in his mouth and had better stop. Not that I would
ever do this. The End.

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