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Chapter 34. THESIS PAPER Advanced Methods of Arguing a Thesis --- Other Processes Additional Types of Papers     Rhetorical Modes Writing Theory for Students --- 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.                       Other Processes in an Xxx    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.          Additional Types of Xxxxxxxxx Papers      For additional types of argument papers, see "Tests and Other Types of Arguments."     --- Return to top.            Rhetorical Modes    Also see the Rhetorical Modes page in the "Starting" section. 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.