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NEED TO COME UP WTH TITLE

1. Structural Enthymeme

   • are everywhere that we are unable to see them because they are subtle
   • provides a writer with basic structural units for the argument
     • logical necessity throughout the discourse
   • need not to be stated explicitly in the writing

2. Enthymeme in Prose

   • controlling enthymeme is always present
   • underlying enthymeme is the one that is either stated or not
   • Enthymemes in prose provide the writer with a sense of logical necessity throughout the entire discourse

3. Simple Argument

   • the writers main point is the conclusion of the enthymeme and the rhetorical strategy
   • The rhetorical Strategy is where the writer adopts and leads to the conclusion
     • The minor Presmise
     • The 'because clause'
   • The second and implicit premise is the major premise of the enthymeme
   • Senator John Calhoun: "northern opposition to slevery will lead to disunion because it destroys the mutual institutions which are the basis for union."
     • the "because clause" was a strategy to support his thesis
     • His MAJOR PREMISE: - never stated but always present ---"anything which destroys the mutual institutions which are the basis for union will lead to disunion."
   • If the discourse proves effective in argumentation, it is usually because the writer has taken one topic onto another to lead the reader to the conclusion.

4. Rhetorical Syllogism

   • rely on verbs and how they effect structural relations
   • students can be taught enthymematic patterns - which will aid to their understanding of their own structural process
   • common questions and frustrations can occur but the teacher can help because they can forsee potential issues that will occur with the students writing

5. Structure of Composition - Parts of an enthymeme

   • 1. the assertion represents the intended thesis of the paper
   • 2. The "because clause" represents the intended means of argument within the thesis
   • 3. Second Premise - represents the common understanding that is avaliable to the writer and reader without argument
   • Based on how well students can control the making of the enthymeme, the student will be able to determent any one part of the argument and how it develops to the next

6. 4 relative levels of enythmeme

   • 1. Policy Value - marked by verbs of obligation and necessity
   • 2. Value Level - marked by verbs which evaluate, or by a copula and a value term
   • 3. Consequential Level - marked by verbs of causation or verbs of influence
   • 4. Definition Level - marked by words of explicit or implicit equivalence
   • Each of these predications can govern the structure of an entire paper

7. Policy Level

   • The policy level is the most common level at which we usually wish to conduct arguments
     • provides the strongest illusion of it's immediate impact on the world.
   • EXAMPLES
     • A) Women who want abortions SHOULD HAVE the B)right to obtain abortions BECAUSE A) women SHOULD BE ABLE B) to control their own bodies
     • A) Women who want abortions SHOULD NOT HAVE B) the right to obtain abortions BECAUSE A) no one HAS B) has the right to take another humans life.
   • In both cases the "because clause," or MINOR PREMISE, would fail the tests of rigorous logical analysis
     • each statement attempts to defend itself by referring to more generalized version of itself.
     • There is no real "because clause" withing either of these statements.
   • Policy statements immediately divide the audience either in terms of believers or non believers of a particular problem.
   • Papers based on policy normally start with a general statement, then a narrowing of the focus, and then either the stated enythmeme or implied enthymeme
     • Those who force themselves through the required page count will find themselves will find themselves lost in a "tape worm" situation where the paper leads in no particular direction.
   • A common variation of policy enthymemes are that they sometimes mix the levels of predication in the thesis and minor premise
     • "Intelligent people should not be persuaded by arguments against abortion, because those argumennts are based on half-truths."
       • moving from "is" to "ought"
       • There is no real supporting details, and "SHOULD" should not be used
       • In this statement the writer is caught in a hopless circle of half truths, and no particular point