Philosophy has always been concerned with human emotions and f.docx

Philosophy has always been concerned with human emotions
and feelings. In recent years the psychologist and science
journalist Daniel
Goleman has researched and popularized the concept of
“emotional intelligence.” For this assignment you will write a
research-based
essay that explores this question:
What role does philosophy have to play in cultivating
“emotional intelligence” in people?
Your essay should reflect clear understanding of how
philosophy has understood emotions, the concept of emotional
intelligence, and
the role philosophy might play today in cultivating emotional
intelligence.
Your essay should be a minimum of 1250 words and include
reference to your text and at least five scholarly sources.
Scholarly sources
like books and journal articles are identifiable by their authors
(who hold graduate-level academic credentials and are often
based at
educational and/or research institutions) and the publishers of

their work (academic journals or institutional websites).
Wikipedia and
other online encyclopedias are not scholarly sources. All
sources used, including videos, should be cited using the MLA
or APA format.
For example, the following article is an acceptable academic
source retrieved online:
http://www.viterbo.edu/analytic/Vol%2021%20no.%202/emotio
nal%20intelligence.pdf
Videos that feature Daniel Goleman addressing emotional
intelligence are acceptable sources for developing an
understanding of this
concept. Here are two helpful examples:
http://on.aol.com/video/learn-about-emotional-intelligence-
290923139
http://www.youtube.com/watch?v=NeJ3FF1yFyc
Videos on the Daniel Goleman website are also good sources:
http://danielgoleman.info/video/
The following criteria will be used to grade your essay:
Composition - 6 points
Understanding - 6 points

Thinking - 6 points
Personal Relevance, Self-Awareness, and Application - 6 points
Use of Scholarly Sources - 6 points
http://www.google.com/url?q=http%3A%2F%2Fwww.viterbo.ed
u%2Fanalytic%2FVol%252021%2520no.%25202%2Femotional
%2520intelligence.pdf&sa=D&sntz=1&usg=AFQjCNEdooWj_w
mC5Twi0mjGR8ANvPoZsQ
http://www.google.com/url?q=http%3A%2F%2Fon.aol.com%2F
video%2Flearn-about-emotional-intelligence-
290923139&sa=D&sntz=1&usg=AFQjCNFUxAJTtppub83uHQc
Jw0Xvi03B8A
http://www.youtube.com/watch?v=NeJ3FF1yFyc
http://www.google.com/url?q=http%3A%2F%2Fdanielgoleman.i
nfo%2Fvideo%2F&sa=D&sntz=1&usg=AFQjCNE0dRgjDDhJLe
qUDVKAkJ_dm2ZB3A
tHIS IS THE REQUIRED:
MY TOPIC IS SMOKING
THE RESEARCH INFORMATION
Essay 3: Argumentative Research Paper (7-10 pages)
In your research paper, you will put forward a clear position
(claim) on a subject on which people actively disagree. You
will present a series of arguments to prove your position and
support those arguments with a combination of evidence
consisting of facts and statistics, expert opinions, examples and
other source material as well as your own argument, analysis
and commentary. You will use a work cited page and in-text
citations to properly identify the sources from which you use

quotation, paraphrase or summary. You will need a minimum of
five soruces, four from books, magazines, journals or
newspapers. This will be the major project of the course worth
thirty percent of your course grade.
·
Sample Argument for Final Research Paper
Argument Example: (Opening, Source Paragraphs and Closing
Statement)
Source paragraphs combine your comments, analysis and
evaluation with paraphrases, summaries or quotations from your
sources to provide evidence that supports your arguments
(reasons). Below I have provided the argument (reason) written
by the author (you), the source paragraphs providing the
evidence supporting that argument and the closing statement
ending this argument. I’ve included the thesis so you can
understand the argument better, and I’ve put the source
information in bold just so you can see the amount of material
from sources and the amount from the author (you).
Thesis: The war in Iraq was unjustified because there were no
weapons of mass destruction, Saddam Hussein was not involved
in the 9/11 attacks and sanctions were not given time to work.
One reason why the U.S. attack on Iraq was unjustified and
improper is that the claims that the United States made as
reasons for going to war were proven to be false and based on
poor information. The chief reason offered for going to war
was that Saddam Hussein’s government was developing
weapons of mass destruction that would be threat to the United
States, the Middle East, including Israel and the world. The
primary weapon that was claimed to be in Saddam’s possession
was a nuclear weapons program. Once the war began, a hunt for
“WMDs” was started, but none were ever found. Without
WMDs, the primary reason offered by the Bush administration

for the war on Iraq, the war was unjustified and wrong.
(There would be a couple more paragraphs here establishing the
claim of weapons of mass destruction)
After the 2003 invasion of Iraq, an extensive search was begun
for weapons of mass destruction throughout Iraq, but to the
Bush administration's growing embarrassment, none could be
found. According to the Associated Press, Charles Duelfer, head
of the Iraq Survey Group, produced a CIA final 92 page report
in April 2005 that concluded that after eighteen months of
debriefing WMD detainees in Iraq and an extensive
investigation that occupied over 1,000 military and civilian
translators, weapons specialists and other experts there had been
no discovery of any weapons of mass destruction and that the
CIA had exhausted every possible avenue for further
investigation. According to the CIA, there simply were no
weapons of mass destruction in Iraq ("CIA's Final Report").
With the presence of weapons of mass destruction proven
conclusively to be false, all eyes turned to those who had
guaranteed the United States government that the weapons were
there.
The United States based its information on WMDs on
questionable sources who lied and who were
unreliable. Douglas Stanglin in USA TODAYreported that
Rafid Ahmed Alwan al-Janabi, code-named “Curveball”
admitted “that he made up the stories of mobile bio-weapons
trucks and clandestine factories in an effort to bring down the
Saddam Hussein regime” (A1). In the article, Stanglin quotes
al-Janabi as saying, “They gave me this chance. I had the
chance to fabricate something to topple the regime. I and my
sons are proud of that, and we are proud that we were the reason
to give Iraq the margin of democracy” (A2). Clearly, the Bush
administration based its decision to go to war with Iraq on false
information given to them by a politically-motivated and biased

source of information. Many lives, American and Iraqi, have
been lost or destroyed based on nothing more than lies and
deception.
President Bush was later forced to admit that there had been
no WMDs in Iraq. In a speech from the Oval Office on
December 18, 2005, Bush stated, “It is true that Saddam
Hussein had a history of pursuing and using weapons of mass
destruction. It is true that he systematically concealed those
programs, and blocked the work of U.N. weapons inspectors. It
is true that many nations believed that Saddam had weapons of
mass destruction. But much of the intelligence turned out to be
wrong. And as your president, I am responsible for the decision
to go into Iraq” (“Bush View” ). With this admission, even
Bush’s most passionate supporters would have to accept that
WMDs were not found and were not present when the decision
for war was made. The centerpiece of the President’s
justification for war with Iraq was unfounded.
Clearly the evidence shows that the prime justification the
United States gave for the attack on Iraq simply did not exist.
The war was not justified and should never have happened.
IF YOU NEED THE SYLLBUS THIS IS THE SYLLABUS:
Subject:ENG105
English 105 Spring 2014 Syllabus
FOUNDATIONAL STUDIES REQUIREMENTS
English 105: Freshman Writing II. This course addresses all
seven criteria of the composition requirement as defined in
Foundational Studies. It is part of a sequence with English 101.
Together the two courses cover all criteria.
1. Demonstrate fluency in the writing process: planning,
drafting, revising, editing, and preparing final papers. This
course continues to focus on process as it integrates research
into the writing process. Thus, much additional emphasis is

placed on planning. Other elements of process are addressed in
the context of research.
2. Demonstrate competence in the varied elements of
writing: thesis, stance, content, organization, sentences, diction,
and technical matters: These aspects of writing are essential to
writing research papers and continue to get attention. Students
also get much practice in the technical matters of citation and
documentation.
3. Demonstrate awareness of rhetorical strategies in various
forms of writing, with particular attention to audience: All
essays in this course ask students to draw upon strategies
practiced in 101, but in 105 students must begin to develop
strategies of organization that emerge from their research. They
are also instructed in the expectations of a scholarly audience.
4. Assess the usefulness and reliability of sources, including
Internet sources: Research writing is the purview of English
105, and instruction gives much attention to source evaluation
so that students can discern reliable scholarly sources from
sources addressed to a wider audience, whether in print or
electronic form. They also learn how and when each type is
appropriate depending on the audience and purpose of the paper.
In addition to class discussion, the textbook is heavily focused
on these matters.
5. Synthesize and critique material from a variety of sources
with an emphasis on scholarly and professional publications;
incorporate sources; document sources properly: All papers
require students to examine and incorporate sources with
correct documentation forms. Both the textbook and class
discussion directly address these matters.
6. Exhibit critical thinking as readers and as writers: Critical
thinking is modeled and practiced both in the evaluation and use

of sources and in the writing of the papers.
7. Understand the relevance of writing to real-world
situations: Upon completion of this course students will have a
strong understanding of how research writing functions in the
university and the world.
MAIN SYLLABUS
As the second half of the freshman sequence in foundational
studies, English 105 is designed to continue to build upon the
basic writing skills you developed in English 101. You will
continue to practice writing as a process to formulate effective
theses and develop clear, smooth, and correct expression of
your ideas (FS criteria 1,2,3). However, unlike English 101 and
its emphasis on expository writing from personal experience and
observation, 105 requires you to do academic writing based on
research (FS criteria 1-7). Research is a means to gather useful
ideas, information, and experience and to synthesize these into a
thoughtful essay addressing a mature topic. You will write a
number of smaller essays, and three main essays, including a
Source Evaluation and a longer multiple- source research paper
that culminates the course. The course will emphasize research,
writing, and documentation; thus it will include instruction in
finding, evaluating, and integrating sources, whether from the
library or the Internet. You will be free to choose a topic for
your final research paper pending my approval (FS criteria, 1-
7).
Mission of the Foundational Studies Program
Indiana State University is committed to providing students
with a broad, high quality education that will develop their
intellectual abilities while providing them with the skills and
knowledge base they will need to successfully navigate the
complexities of the Twenty-First Century.
A high quality and robust Foundational Studies curriculum is
the cornerstone of this goal. While your major prepares you to

meet specific professional goals, the Foundational Studies
curriculum prepares you to be an effective communicator,
critical thinker, and an informed decision maker; abilities that
are important in your life roles as a professional, consumer, and
citizen. Foundational Studies also exposes you to a diverse
range of subjects that will help you to develop an appreciation
of the fine and performing arts, enrich your life, and cultivate
an awareness of historical and contemporary social, economic,
and political realities.
REQUIRED TEXTS
Handbook For College Research 4rd Edition. Robert Perrin.
Houghton Mifflin, 2010.
SUPPLIES
At least one folder for work in progress (all major assignments
must be in a folder when handed in).
This course is designed to help students become better readers,
writers, and thinkers by providing them the opportunity to
become better evaluators of their own reading, writing and
thinking habits. Consequently, students will perform a variety
of tasks over the course of the semester.
Short Writing/Group Work: I will assign a variety of short
papers and in-class group work projects that will include
responses to articles, MLA work and even a final class debate.
These writings will be important and valuable exercises in your
development as a writer.
Essays: You will compose three main essays. Each of these
will go through one substantial revision.
Essay 1: Personal Experience Essay (3-5+ pages)
The Personal Experience Essay will be a narrative essay
aimed at using a personal experience you lived through to

educate others. The aim of this paper is to relate an experience
in which you learned something important through either a
positive or negative experience you lived through, and using a
detailed and involving narrative of that experience to illustrate
to the reader what you learned and, finally, what they can take
from your experience to either improve their lives. This essay
will require excellent descriptive and narrative skills, including
the possible use of dialogue, to convey your true story as
powerfully as possible to hold the reader’s interest.
Essay 2: Source Evaluation (3-4+ pages)
The Source Evaluation will require you to take one (1)
PRINT source you are considering using in your final research
paper and evaluate it through a series of tests as outlined in
Chapter 8, Section b of Handbook for College Research. You
will evaluate the quality of your source through each of the tests
I explain in class, and offer an opinion at the end whether the
source passes and can be used of fails and will not be used in
your final research paper.
Essay 3: Argumentative Research Paper (7-10 pages)
In your research paper, you will put forward a clear position
(claim) on a subject on which people actively disagree. You
will present a series of arguments to prove your position and
support those arguments with a combination of evidence
consisting of facts and statistics, expert opinions, examples and
other source material as well as your own argument, analysis
and commentary. You will use a work cited page and in-text
citations to properly identify the sources from which you use
quotation, paraphrase or summary. You will need a minimum of
five soruces, four from books, magazines, journals or
newspapers. This will be the major project of the course worth
thirty percent of your course grade.
Final: At the end of the semester you will be given a short
answer/mulitple-choice test that will demonstrate your

understanding of Logical Fallacies, Ethos, Pathos and Logos
and other material covered in Handbook for College Research.
General Writing Guidelines
1. Papers will be graded according to both technical matters
and content or style. Each paper will have specific requirements
which will be discussed prior to each assignment’s due date.
Rough drafts are an essential part of the writing process, and
will be peer reviewed with corrections and comments. While
rough drafts do not receive a letter grade, they are not optional.
Students who do not bring a rough draft at least half the length
of the final draft will not be counted present on Peer Editing
days.. Rough drafts will be submitted with your final drafts, as
the degree and quality of your revision will be taken into
account in assigning your final grade for that paper.
2. All papers must be typed and citations of quoted and
paraphrased material must be formatted in the MLA style (see
handbook). Essays must also be thoroughly edited and spell-
checked.
3. All written work must meet the minimum page length. Page
length should not be increased by altering the paper format or
type size. Font sizes from 11 to 14 are acceptable, but
increasing font size beyond that or using various formatting
tricks can be viewed as “padding” the page length.
4. All papers must be stapled and include the page number on
all pages with your last name as MLA format dictates. You are
responsible for stapling your own papers. It is not my
responsibility to provide you with a stapler when you turn
essays in. All main essays must be submitted in a folder with
rough drafts included. Final essays will not be accepted without
a two pocket portfolio folder.

5. Unless otherwise arranged with the professor, minor papers
turned in two class sessions late will not be accepted. Main
essays must be submitted on the day they are due, unless
otherwise arranged in advance. Papers must be submitted to
Turnitin on the same schedule. If you do not submit the paper
BOTH in class and to Turnitin by the deadline, the paper will be
considered past due and the paper will fail.
6. When attending conferences, all papers must be neatly and
properly prepared and organized, ready for review by the
professor. The student should always be prepared with specific
questions or concerns on which they want me to focus.
These course ingredients will determine your course grade.
Each ingredient will carry the following values:
Short Writings/Group Work 20%
Essay 1 10%
Essay 2 20%
Essay 3 30%
Final 10%
Attendance/Participation 10%
Other Course Requirements:
Attendance: Because most of what we do in this class depends
upon your active participation in class discussion (sharing and
building better understandings of the texts we will be reading
and the texts you will be writing), your punctual attendance is
vital to your success in developing your abilities in reading,
writing, reflection and discussion. For that reason, 10 percent
of your grade is devoted to attendance. If absent, be sure to
find out what was missed and make up any work. Consistent
attendance will be rewarded as follows:

0 –3 total absences: A
4-5 total absences: B
6-7 total absences: C
8 total absences: D
9 total absences: F
10+ total absences: F for the course
It is important that you contact me in advance if you know you
will be absent. Please discuss with me any special problems
you are having that might cause you to miss class excessively.
There are no “excused”absences of any kind. With the possible
exception of verifiable severe emergency or illness, if you miss
a total of ten classes in the course of the semester, you will
automatically fail this course regardless of your average grade
in the course.
Chronic lateness to class is unprofessional and disruptive.
While circumstances may occasionally cause you to be running
late, consistent late arrival and disruption of the class will
result in you not being counted present for days you come in
substantially late. If there is an unavoidable reason you are late,
discuss it with me immediately, and we will attempt to resolve
the problem.
Class Participation: You should expect to contribute to two
other kinds of activities not usually associated with writing
classes: speaking and listening. In this class, you will be
expected to listen and to attend to what others say. During any
small group or whole class discussion, you should be prepared
to contribute to the discussion and to record what you are
hearing with careful notes. If you are in class, then you should
be listening when I’m talking. Interference in other student’s
learning by talking, text messaging repeatedly, taking cell
phone calls or being disruptive in class will not be tolerated.
This is a university, and you will be expected to behave in a
professional and respectful manner in the classroom. No

electronic equipment, including laptops, cell phones or other
electronic devices, may be used during a lecture, class
discussion, or group work unless I give permission. If it is
important that you not be out of touch because of your children
or an ongoing situation in your family, cell phones should be
put on vibrate, and you can quietly leave the room to take a
call. Students are expected to be professional in all
communication with the professor. All email communication
should be in complete sentences, without using text messaging
abbreviations, and be written in a formal and professional
manner. Use the subject heading to identify what you are
writing about. If you send me an attached file, write me to
explain what you have sent. Don’t just send a blank e-mail and
expect me to open the attachment. It is your responsibility to
ask questions about assignments and find out what is going on
in classes you have missed. You should contact fellow
classmates to get notes, as I will not be repeating entire lectures
for you. If you do not know someone in class you can ask,
arrange to exchange information with someone so you can get
the information you need.
Office Hours: I have scheduled regular office hours for your
convenience. I would like to encourage you to take advantage
of my help at any time. If you would like to talk to me about
any facet of this class, please come see me. If you can't make it
during these hours, I will be happy to make other arrangements
with you.
Conferences: A number of times during the term, I will set
aside our regularly scheduled class times to meet with you
individually in conference so that we might discuss your
progress in the course or on a particular writing project. Your
attendance at these conferences is required. Because I am
setting aside class periods for each conference, a missed
appointment will count as at least one absence.

Academic Dishonesty: All work submitted for this course must
be your own and written exclusively for this course. The
student handbook states, "Cheating on exams, quizzes, or other
course work, the submission of another's work as your own, and
plagiarism, are some of the activities strictly forbidden by the
University. Aside from the very real possibility of suspension,
students also receive a failing grade in the class and may be
banned from courses in their major when found in violation of
this regulation" (Section 3.01). If you have any questions, ask
me. The most common problem in recent years has been the use
of internet material passed off as the student’s own writing.
Let me be very clear. When I ask you to write a paper, I do not
want another person’s work or an assembly of many other
people’s work turned in as your own. Any ideas or language
that appears in your own work that comes from someone other
than yourself that is not cited is considered plagiarism. Even if
vaguely cited, work that is primarily the intellectual property of
sources and is being passed off as your own ideas and views,
will be considered plagiarism. Rough Drafts that are turned in
which have been plagiarized will also be considered
plagiarism. You also can not submit work you did for other
classes at ISU or anywhere else. All work you do for this
course must be original and new. Since you have been warned
of this here, there will be no excuse for you claiming ignorance
of this later on. My policy on Plagiarism is that the paper
automatically fails and no rewrites will be allowed. You will
lose the points for that paper without question. If you
plagiarize a second time, you will fail the course entirely. Most
of your essays will be submitted to Turnitin through
Blackboard. This will check your essay for all content taken
from books, magazines, journals, newspapers, internet sites and
even student papers submitted to ISU or any other university or
high school using Turnitin. If you are caught Plagiarizing,
Indiana State now requires that it be reported to Student
Judicial, and you will be frozen into the class, unable to just
drop it. You do not want to end your academic and future

professional career by risking plagiarism in this course.
Submitting all assignments (including exercises, required rough
drafts, and in-class writing) is a minimum requirement, but not
a guarantee, for passing the course.

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