Chapter 34. THESIS PAPER
Advanced Methods of
Arguing a Thesis ---
---
Introduction
These advanced ideas and/or applications can help
you understand and use this paper's type of thinking better. For
additional information, check the chapter's
Grammar Book
Links
in the right column.
Making A Thesis Synopsis
One method of demonstrating you have written an appropriate thesis essay is to
write a synopsis, summary, or précis of your paper. Sometimes instructors
ask for such a synopsis. Your instructor may specify exactly what length
and contents he or she wants. However, if she does not, then here is a
system for developing a synopsis. A synopsis like this is required in many
kinds of writing, both academic and professional. Usually you should limit
its length to roughly 50-200 words. See also the "Summary of a
Reading" chapter in the "Responding to
Expository Readings" section.
Here is a way to develop your thesis synopsis:
-
Title
-
Your Name
-
Thesis sentence written in introductory way.
-
Sentence summarizing 1st division support(s).
-
Optional: sentence summarizing each major example, story, detail, etc. in the
division.
-
Sentence summarizing 2nd division support.
-
Optional: sentence summarizing each major example, story, detail, etc. in the
division.
-
Sentence summarizing 3rd division support(s).
-
Optional: sentence summarizing each major example, story, detail, etc. in the
division.
-
Thesis sentence stated in summarizing way.
---
Return to top.
For additional types of argument papers, see "Tests
and Other Types of Arguments."
---
Return to top.
Argument, Cause/Effect, and
Exemplification
If you are working with the rhetorical modes, a
thesis essay uses several of them. A thesis essay especially uses the mode of
argument. It also uses cause/effect and exemplification.
Each of these modes has
been defined and explained in the "Starting" section's "Rhetorical
Modes" chapter. To review briefly, an
"argument" simply is an opinion or position and the supporting reasons for it.
"Cause/effect" simply means that the reasons for something and/or its results
are presented. "Exemplification" in its specific sense means to give a concrete,
detailed, one-person/one-place/one-time example; in its general meaning it suggests being
giving concrete details about everything being discussed.
Each of these modes is vital in writing a thesis
essay. Argument--also sometimes called "argumentation"--is the heart and soul of
a thesis essay. Usually when argument is meant as a rhetorical form, it refers
specifically to the first and more traditional form of thesis writing referred
to in this chapter: a thesis sentence and its supports. However, the second and
less traditional form of thesis writing in this chapter--the debate form with
thesis, antithesis, and final choice--also uses a thesis sentence and its
supports within each division. Therefore, thesis essay writing, whether by
traditional or nontraditional form, requires the rhetorical mode of
argumentation.
Cause/effect also is required in thesis essay
writing. The reason for this is that cause/effect shows a logical chain of cause
and effect, and so does thesis writing. The logical chain in thesis writing is
the relationship between the thesis (and antithesis) and each support. The
thesis is "true" because it either is caused by its supporting reason, or it is
the effect or result of its reason. For example, using the "Santa Claus" thesis
in the "Basics" section of this chapter, Santa Claus's existence arguably is
real in some way because of (or as caused by) the existence of the spirit of St.
Nicolas: Santa Claus's existence is the result of the existence of St. Nicolas.
Therefore, cause and effect are established, and this is the nature of the
logical relationship between thesis and support.
Exemplification also is required in thesis essays.
In its specific meaning, exemplification must be used in some essays which
depend upon example and story to help detail or prove their supports. In
addition, all thesis essays need close, careful attention to detailed proofs,
and in the sense that exemplification means giving lots of detail, all thesis
essays use exemplification.
---
Return to top.
|
Writing Theory
for Students: Writing an Xxxxxx |
This part briefly discusses the theories that
instructors use to teach and assign this kind of paper.
Thesis writing is, historically, a relatively recent immigrant into our American
schools. Hundreds of years ago, students were taught simply to transcribe
information or, at most, to write reports of facts.
It is only in the twentieth century that all
colleges and universities began to accept and then actively encourage students
to write an argument well. Some high schools still do not teach such
writing, except perhaps as just a brief lesson in writing among many others in
an English class: in such introductory high school lessons, thesis writing
sometimes is referred to as the "five-star" or five-paragraph essay:
introduction, first supporting reason and supports, second supporting reason and
supports, third supporting reason an supports, and conclusion. However, many
high schools and even some junior highs and elementary schools have in recent
decades began teaching thesis writing more often and in more complex ways.
In high schools and in introductory college writing,
the basic "research report"--a sometimes long but otherwise simply organized
report of facts in several sections--is gradually giving way across the nation
to the expectation that students should learn not just to report facts, but also
to organize facts into a thesis argument. And every college instructor
expects that his or her students know how to write a thesis paper (which is one
good reason why everyone should take a composition course as soon as possible in
college, as almost all composition courses teach thesis writing).
However, there is one major problem with thesis
writing. Such writing encourages students to express only one side of an
argument. Increasingly, composition instructors across the country are
working on finding ways of encouraging students to work with opposing points of
view--opposing arguments. One way is to encourage students to write thesis
papers that disagree with readings, short or long, or to otherwise negatively
analyze or criticize (at least in part) readings that are assigned in the
course. Another way is to teach thesis argument formats that include,
within them, a recognition of what the opposition argues (and why the opposition
is wrong). A third way is to teach or allow a "dialogic" form of argument:
one in which more than one side is represented. This kind of writing
becomes, in a way, a new type of research report: it "reports" on two, three, or
even more opposing arguments surrounding a single issue.
Sometimes this kind of writing is referred to as
dialogic writing, sometimes as opposing-viewpoints writing, and sometimes as
dialectical or dialectic writing. All three phrases have approximately the same
meaning in general use. The "Advanced--Theory"
part of the "Dialogic/Dialectic" chapter discusses dialogic/dialectic writing in
some detail.
---
Return to top. |