The sentence above is an , an argumentative figure of speech consisting of three parts: a conclusion (also known as the ), an explicitly stated reason for believing that conclusion (the or ), and an implied claim that must be reconstructed (the ). The thesis of the sentence above is that I can�t write an enthymeme. The minor premise--the reason offered in support of the thesis--is that I have never written an enthymeme. The entire sentence is persuasive only if one accepts the unstated major premise: that what one has never written, one cannot write.
I can write the above enthymeme about enthymemes as a syllogism and label each of its three claims and three terms. Once again, note that the verbs are treated as part of the second and third terms, and the first term is the subject of the sentence and the because clause.
After you come up a question from the article of this essay. You will need to think about a thesis around the question. Then write an enthymeme. The from of the
So, I know what you're thinking: "Hey, this enthymeme stuff is way complicated and confusing. Why do I have to learn it when what I really need to do is write the darn paper, which I'm not real eager to write in the first place?" Well, let me put it this way. Learning how to construct an enthymeme in your paper's intent statement lets you check, before you even start the paper, whether it's worth spending who-knows-how-many hours writing the paper itself. It lets you check to see if your audience accepts the major premise that your paper relies on. It lets you identify the tasks that your paper has to perform in proving the minor premise. It reassures you that, if your paper proves that minor premise, the audience will automatically accept your paper's thesis. And once you get the hang of enthymemes, they become kind of automatic, and you can use them in real life, not just for some paper in a class: you can use them when you have to persuade someone to let you have a day off or give you a loan or hire you for a job. Or, in enthymeme form: