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The "thesis statement" comes from the concept of a thesis (θέσῐς, thésis) as it was articulated by Aristotle in Topica. Aristotle's definition of a thesis is "a conception which is contrary to accepted opinion." He also notes that this contrary view must come from an informed position; not every contrary view is a thesis. [3]
According to Thomas E. Nunnally [1] and Kimberly Wesley, [2] most teachers and professors consider the five-paragraph form ultimately restricting for fully developing an idea. Wesley argues that the form is never appropriate. Nunnally states that the form can be good for developing analytical skills that should then be expanded.
Basically, having good analytic reasoning is the ability to recognize trends and patterns after considering data. As a result, some universities use the terms "analytical reasoning" and "analytical thinking" to market themselves. [5] [6] One such university defines it as "A person who can use logic and critical thinking to analyze a situation."
For example, the problem of free will in philosophy involves various key concepts, including the concepts of freedom, moral responsibility, determinism, ability, etc. The method of conceptual analysis tends to approach such a problem by breaking down the key concepts pertaining to the problem and seeing how they interact.
Freud wrote several important essays on literature, which he used to explore the psyche of authors and characters, to explain narrative mysteries, and to develop new concepts in psychoanalysis (for instance, Delusion and Dream in Jensen's Gradiva and his influential readings of the Oedipus myth and Shakespeare's Hamlet in The Interpretation of Dreams).
Deming summarized the distinction between enumerative and analytic studies as follows: [2] Enumerative study: A statistical study in which action will be taken on the material in the frame being studied. Analytic study: A statistical study in which action will be taken on the process or cause-system that produced the frame being studied.
In its review, the Library Journal said the work by Heins reflected a thorough investigation of the subject matter and presented a good overview of the chronology of censorship. [24] The review concluded the author's thesis that censorship under the guise of helping children caused more harm than good was a sound one. [24]
A review by Carolyn Noah presents a somewhat negative take, calling the book “disturbing” and “viscerally troubling.” The book addresses anti-peer pressure, but also juggles dark humor. The review states that the book’s “grotesque,” “eye-popping,” and “oppressive” images will haunt the children reading. [17]