Critical Thinking
Fall 2016
Essay Assignment
Argue one of the following:
1. Drug legalization is morally acceptable.
2. Drug legalization is not morally acceptable.
3. Prostitution is morally acceptable.
4. Prostitution is not morally acceptable.
5. Abortion is morally acceptable.
6. Abortion is not morally acceptable.
7. Euthanasia is morally acceptable.
8. Euthanasia is not morally acceptable.
9. Capital punishment is morally acceptable.
10. Capital punishment is not morally acceptable.
11. Corporate social responsibility is a moral obligation.
12. Corporate social responsibility is not a moral obligation.
13. We are obligated to protect animal welfare.
14. We are not obligated to protect animal welfare.
15. Affirmative action is a moral obligation.
16. Affirmative action is not a moral obligation.
In making your argument, you are required to:
A. Include the following:
I. An introduction that includes your thesis statement
a. for example, say I’m writing an essay on the value of reading books and my thesis statement is about the value of reading books over watching movies. My introduction could simply be “In this essay, I argue that it is better to read a book than to watch a movie.”
II. Reason(s) that support your thesis statement (In other words, what are the reasons why should we agree with your thesis statement?)
a. for example: “Reading books gives the reader an advantage of having more detail in exposition that simply watching a movie cannot. For example, a five-second pan of the camera in a movie scene loses all of the important detail—even occasionally the narrator’s inner monologue—that can be expounded on for several pages in a novel. All of this information can make a difference in both one’s understanding and one’s appreciation of the story being told. Movies all too often are incapable of capturing fully that information the way the artfully-crafted written word can.”
NOTE: The above is simply a brief example of what supporting reasons for a thesis might look like. This is not, however, an example of an appropriate or recommended length for this particular section of your essay. You want your essay to be as strong as possible—after all, you are trying to convince us of your position, right? Therefore, you should spend an ample amount of room explaining exactly why it is we should agree with you.
III. A strong objection to your thesis
a. for example: “Some may argue that watching a movie is better than reading a book because movies can present a story in around two hours, while reading a book usually takes much more time.”
IV. A response to that objection
a. For example: “Especially when so many of us have busy lives and are pressed for time, the idea of watching a two-hour movie may seem more appealing than taking the time to read a 450-page book. However, I will argue that the benefits of taking the time to read a book far outweigh any benefit gained from lazily watching a two-hour flick. For example, .
Writing the Rough DraftThe purpose of this assignment is three-f.docxambersalomon88660
Writing the Rough Draft
The purpose of this assignment is three-fold.
1. First, almost every piece of writing that you complete at the college level will involve arguing for a specific viewpoint. Even essays that simply are informative are trying to convince the reader of the validity of the information. This essay will allow you to demonstrate that you understand how to compose an effective piece of persuasive writing.
2. Second, you will be required to write many research papers as you complete your academic career. This essay allows you to demonstrate that you understand how to effectively cite the information you gather from completing the research assignments that led up to writing this essay.
3. Finally, this essay gives you the chance to discuss something you feel is important, either for your own information or for the general population, and you get a guaranteed audience.
General Guidelines for Writing the Essay & Tips for Putting it Together
· Write a 6-8 page essay that discusses your research topic. Begin with a catchy first sentence and interesting first paragraph that explains why you chose this topic and why someone should read about this topic. If you wrote a good story for your Research Proposal, that story can become the introduction for your research essay.
· The first paragraph or two should discuss the issue, problem, or topic that you researched. It should provide any background information that is necessary for the reader to understand the essay, and it should define any unfamiliar terms. Once you introduce the topic and provide background information, then you should state your thesis and the main reasons for your thesis. You will continually refer back to the thesis statement throughout the paper, AND everything in the paper will be connected to the thesis statement. This will help you keep your focus and go deep rather than broad into the information you gathered.
· After you have introduced your topic and stated the thesis, explain your first sub-claim (a sub-claim is a claim that supports the main idea or thesis). Remember this is an essay so you should have one main point that you are trying to communicate. You may have found out many, many things that you cannot include. What is the most important information? What's the best way to get that across to your readers?
· Each paragraph is also like a mini-essay. Each paragraph will have one main point or idea that you are developing. Then you will explain the main idea and give examples.
· Use transitions between paragraphs and ideas so that the essay flows.
· Be sure to introduce your quotes and paraphrased ideas. You might want to review the lesson from the Summary folder that discusses paraphrasing, summarizing, and quoting. Do NOT just drop a quote into your paper without an introduction and discussion.
· Be sure to use ethos, pathos, and logos to strengthen your argument and appeal to your audience. Follow this link for a discussion of the rhetorical appeals an.
1 How to Write a Analytical Essay Writing an analyti.docxhoney725342
1
How to Write a Analytical Essay
Writing an analytical essay can seem daunting, especially if you've never done it before. Don't
worry! Take a deep breath, buy yourself a caffeinated beverage, and follow these steps to create
a well-crafted analytical essay.
What do you want to analyze?
Your analysis must have the following four sections:
Introduction
Summary
Analysis
Conclusion (optional)
Part 1: Prewriting your essay
1. Understand the objective of an analytical essay. An analytical essay means you will
need to present some type of argument, or claim, about what you are analyzing. Most
often you will have to analyze another piece of writing or a film, but you could also be
asked to analyze an issue, or an idea. To do this, you must break the topic down into parts
and provide evidence, either from the text/film or from your own research, that supports
your claim.
For example, "Stanley Kubrick's The Shining uses a repeating motif of Native American
culture and art to comment on America's history of colonizing Native Americans' lands" is an
analytical thesis. It is analyzing a particular text and setting forth an argument about it in the
form of a thesis statement.
2. Decide what to write about. If you are writing this for a class, your teacher will
generally assign you a topic (or topics) to write about. Read the prompt carefully. What is
the prompt asking you to do? However, sometimes you will have to come up with your
own topic.
If you're writing an analytical essay about a work of fiction, you could focus your
argument on what motivates a specific character or group of characters. Or, you could
argue why a certain line or paragraph is central to the work as a whole. For example:
Explore the concept of vengeance in the epic poem Beowulf.
If you're writing about a historical event, try focusing on the forces that contributed to
what happened.
If you're writing about scientific research or findings, analyze your results.
2
3. Brainstorm. You may not immediately know what your thesis statement should be, even
once you've chosen your topic. That's okay! Doing some brainstorming can help you
discover what you think about your topic. Consider it from as many angles as you can.
[2]
Look for repeated imagery, metaphors, phrases, or ideas. Things that repeat are often
important. See if you can decipher why these things are so crucial. Do they repeat in the
same way each time, or differently?
How does the text work? If you're writing a rhetorical analysis, for example, you might
analyze how the author uses logical appeals to support her argument and decide whether
you think the argument is effective. If you're analyzing a creative work, consider things
like imagery, visuals in a film, etc. If you're analyzing research, you may want to
consider the methods and results and analyze whether the experiment is a good design.
A mind map can be hel ...
The document provides guidance on writing a persuasive essay. It explains that a persuasive essay takes a position for or against an issue to convince the reader. It should use sound reasoning and evidence from credible sources. When planning a persuasive essay, the writer should choose a position, analyze the audience, research the topic, and structure the essay. The introduction should grab the reader's attention and state the thesis. The body paragraphs should each present a reason to support the thesis and consider opposing viewpoints. The conclusion should restate the thesis and main points and call the reader to action.
The document outlines the agenda and materials for Class 13 of the EWRT 1B course. The agenda includes a presentation on terms, a discussion of Essay #3, an in-class writing assignment on Essay #3 involving a directed summary, counterargument, and conclusion, and an author lecture. The terms list defines terms related to gender and sexuality. Guidance is provided on writing a directed summary, counterargument, and conclusion for Essay #3.
How to Write a Philosophy PaperShelly KaganDepartment of.docxpooleavelina
How to Write a Philosophy Paper
Shelly Kagan
Department of Philosophy
1. Every paper you write for me will be based on the same basic assignment: state a thesis
and defend it. That is, you must stake out a position that you take to be correct, and then you must
offer arguments for that view, consider objections, and reply to those objections. Put another way:
you must give reasons to believe the central thesis of the paper.
Some of you may have never written a paper like this before. So let me contrast it with two
other kinds of papers you probably have written. First, I am not looking for "book reports": I
don't want summaries of one or more of the readings, and I don't want you to "compare and
contrast" what different authors say, or what different moral theories might say, about the given
topic. Rather, I want you to "stick your neck out"--tell me what you believe to be the truth about
the relevant issue. And then I want you to defend that position. Of course, it might well be
relevant, or helpful (or perhaps even part of the specific assignment) to discuss some particular
author or view. But even here the emphasis should be on evaluating that author or view. Book
reports, no matter how superb, simply don't meet the assignment.
Second, I am not looking for "thoughts on topic X", or "meditations on X", or "remarks on
X". It just won't do to simply string together various reflections you may have on the given topic,
even if in the course of doing this you embrace various claims, and offer some reasons for your
views, before moving on to the next reflection. The paper should instead have a single, central
thesis. The point of the paper is to state and defend that thesis. The various contents of the paper
should be selected and organized so as best to defend that central claim. (Stream of consciousness,
for example, is a poor way to organize material, and is likely to include much that is irrelevant to
anything like a main thesis.) No matter how brilliant, mere reflections simply don't meet the
assignment.
2. So the paper should state a central thesis, and defend it. More specifically, it should do the
following things:
A) It should start with a clear statement of the thesis. This need not be the very first
sentence, but it should almost always come in the first paragraph or two. Many papers never give
a clear, official, precise statement of the thesis at all. They leave the reader guessing what the
author's precise position is. Don't do this. It may seem obvious to you what your position is; it
won't be obvious to me.
Other papers do give a clear statement of the thesis--but not until the last paragraph of the
paper. ("Oh! Is that what the author was driving at!") This may be a dramatic way to structure a
short story; but it is a very poor way to structure a philosophy paper. I shouldn't have to spend my
time reading the paper trying to figure out what your view is; I should be abl ...
Writing the Persuasive Essay What is a persuasiveargum.docxambersalomon88660
Writing the Persuasive Essay
What is a persuasive/argument essay?
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to
convince the reader to believe or do something
Persuasive writing, also known as the argument essay, utilizes logic and reason to show that
one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a
certain point of view or to take a particular action. The argument must always use sound
reasoning and solid evidence by stating facts, giving logical reasons, using examples, and
quoting experts.
When planning a persuasive essay, follow these steps
1. Choose your position. Which side of the issue or problem are you going to write about,
and what solution will you offer? Know the purpose of your essay.
2. Analyze your audience. Decide if your audience agrees with you, is neutral, or
disagrees with your position.
3. Research your topic. A persuasive essay must provide specific and convincing
evidence. Often it is necessary to go beyond your own knowledge and experience. You
might need to go to the library or interview people who are experts on your topic.
4. Structure your essay. Figure out what evidence you will include and in what order you
will present the evidence. Remember to consider your purpose, your audience, and
your topic.
The following criteria are essential to produce an effective argument
• Be well informed about your topic. To add to your knowledge of a topic, read
thoroughly about it, using legitimate sources. Take notes.
• Test your thesis. Your thesis, i.e., argument, must have two sides. It must be
debatable. If you can write down a thesis statement directly opposing your own, you
will ensure that your own argument is debatable.
• Disprove the opposing argument. Understand the opposite viewpoint of your position
and then counter it by providing contrasting evidence or by finding mistakes and
inconsistencies in the logic of the opposing argument.
• Support your position with evidence. Remember that your evidence must appeal to
reason.
Parts of the Persuasive Essay
1. The Introduction
The introduction has a "hook or grabber" to catch the reader's attention. Some
"grabbers" include:
1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as
a great place to be a reptile. Actually, it has the largest seasonal congregation of garter
snakes in the world!)
2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in
Canada!)
3. Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.")
4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting
opening if it is short and to the point.
5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest
to your topic. It may be wise to include the item's .
This document discusses how to write an effective thesis statement and outline an essay. It defines a thesis statement as a central idea that controls the essay by determining what ideas to include. A good thesis statement is debatable, focuses on a specific issue, and previews the essay. The document also provides guidelines for characteristics of a strong thesis and things to avoid. It then defines outlining as a way to reveal an essay's coherence and complexity like an architect's blueprint. The document walks through steps for outlining an essay, including identifying the main idea and grouping topic sentences. An example outline for an essay on Antigone is also provided.
Length No fewer than 6 pages or 2100 words (whichever is more.docxsmile790243
Length: No fewer than 6 pages or 2100 words (whichever is more); no more than 8 pages or
2800 words (whichever is less). The paper should be double spaced with 11-pt or 12-pt font and
1-inch margins. Font should be Times or Palatino only. Do not include a title page.
Other requirements: Paper must be carefully edited using grammar/spell-check, and also
proofread by a human brain other than your own. Your submission should be written in a formal
tone, without making use of conversational or colloquial English. This paper satisfies part of the
disciplinary communication (DC) requirement, so it must be written with serious care. It needs a
clear introduction with thesis statement, logically developed body paragraphs, and a conclusion.
No citations or direct quotes are necessary, although you are welcome to include a quote from the
original theory if it was one of the ones that we read. If you do use any direct quotes, please
include a “Works Cited” list at the end of your paper. This page is not part of your page or word
count.
TOPIC DESCRIPTION
At the beginning of the quarter, I introduced the idea of a metaphorical “dinner party with social
theorists.” In this paper, you will demonstrate your ability to apply concepts from classical social
theory to the contemporary social world by putting several different theories into conversation
with one another. Your goal is to show how classical theory helps to explain and/or fails to
explain the origin/operation of your social problem or feature of the social world (as you
understand it). Here’s how to proceed:
1. Choose either (A) a social problem that you feel passionate about or (B) a feature of the
social world that you find fascinating. Examples of social problems could include things
like racial tracking in education or the conservative attack on labor unions; examples of
features of the social world could include behavior like internet trolling or trends in
romantic relationships among college-age people. The possibilities are quite endless. The
easiest topic to work with will be specific and narrow, and also something that you are
personally invested in (we will take Weber’s advice about value-relevance here ☺ ).
2. Analyze your topic through the lens of three different theorists that we have covered this
quarter. Most of you will find it easiest to use Marx/Weber/Durkheim, but you are
welcome to use others we have covered as well if you feel inclined to do so.
HOW TO ORGANIZE YOUR THOUGHTS BEFORE WRITING
1. Once you’ve chosen your area of focus, write down some general ideas for yourself about
how you understand it. For example, if you’ve picked the school-to-prison pipeline, you
can sketch out a general statement of what you already know about it, where you learned
what you know, and what questions you still have.
2. Pick which three theorists you are going to use.
3. From each theorist, choose three concepts, terms, or theories. Since we talked about ...
Writing the Rough DraftThe purpose of this assignment is three-f.docxambersalomon88660
Writing the Rough Draft
The purpose of this assignment is three-fold.
1. First, almost every piece of writing that you complete at the college level will involve arguing for a specific viewpoint. Even essays that simply are informative are trying to convince the reader of the validity of the information. This essay will allow you to demonstrate that you understand how to compose an effective piece of persuasive writing.
2. Second, you will be required to write many research papers as you complete your academic career. This essay allows you to demonstrate that you understand how to effectively cite the information you gather from completing the research assignments that led up to writing this essay.
3. Finally, this essay gives you the chance to discuss something you feel is important, either for your own information or for the general population, and you get a guaranteed audience.
General Guidelines for Writing the Essay & Tips for Putting it Together
· Write a 6-8 page essay that discusses your research topic. Begin with a catchy first sentence and interesting first paragraph that explains why you chose this topic and why someone should read about this topic. If you wrote a good story for your Research Proposal, that story can become the introduction for your research essay.
· The first paragraph or two should discuss the issue, problem, or topic that you researched. It should provide any background information that is necessary for the reader to understand the essay, and it should define any unfamiliar terms. Once you introduce the topic and provide background information, then you should state your thesis and the main reasons for your thesis. You will continually refer back to the thesis statement throughout the paper, AND everything in the paper will be connected to the thesis statement. This will help you keep your focus and go deep rather than broad into the information you gathered.
· After you have introduced your topic and stated the thesis, explain your first sub-claim (a sub-claim is a claim that supports the main idea or thesis). Remember this is an essay so you should have one main point that you are trying to communicate. You may have found out many, many things that you cannot include. What is the most important information? What's the best way to get that across to your readers?
· Each paragraph is also like a mini-essay. Each paragraph will have one main point or idea that you are developing. Then you will explain the main idea and give examples.
· Use transitions between paragraphs and ideas so that the essay flows.
· Be sure to introduce your quotes and paraphrased ideas. You might want to review the lesson from the Summary folder that discusses paraphrasing, summarizing, and quoting. Do NOT just drop a quote into your paper without an introduction and discussion.
· Be sure to use ethos, pathos, and logos to strengthen your argument and appeal to your audience. Follow this link for a discussion of the rhetorical appeals an.
1 How to Write a Analytical Essay Writing an analyti.docxhoney725342
1
How to Write a Analytical Essay
Writing an analytical essay can seem daunting, especially if you've never done it before. Don't
worry! Take a deep breath, buy yourself a caffeinated beverage, and follow these steps to create
a well-crafted analytical essay.
What do you want to analyze?
Your analysis must have the following four sections:
Introduction
Summary
Analysis
Conclusion (optional)
Part 1: Prewriting your essay
1. Understand the objective of an analytical essay. An analytical essay means you will
need to present some type of argument, or claim, about what you are analyzing. Most
often you will have to analyze another piece of writing or a film, but you could also be
asked to analyze an issue, or an idea. To do this, you must break the topic down into parts
and provide evidence, either from the text/film or from your own research, that supports
your claim.
For example, "Stanley Kubrick's The Shining uses a repeating motif of Native American
culture and art to comment on America's history of colonizing Native Americans' lands" is an
analytical thesis. It is analyzing a particular text and setting forth an argument about it in the
form of a thesis statement.
2. Decide what to write about. If you are writing this for a class, your teacher will
generally assign you a topic (or topics) to write about. Read the prompt carefully. What is
the prompt asking you to do? However, sometimes you will have to come up with your
own topic.
If you're writing an analytical essay about a work of fiction, you could focus your
argument on what motivates a specific character or group of characters. Or, you could
argue why a certain line or paragraph is central to the work as a whole. For example:
Explore the concept of vengeance in the epic poem Beowulf.
If you're writing about a historical event, try focusing on the forces that contributed to
what happened.
If you're writing about scientific research or findings, analyze your results.
2
3. Brainstorm. You may not immediately know what your thesis statement should be, even
once you've chosen your topic. That's okay! Doing some brainstorming can help you
discover what you think about your topic. Consider it from as many angles as you can.
[2]
Look for repeated imagery, metaphors, phrases, or ideas. Things that repeat are often
important. See if you can decipher why these things are so crucial. Do they repeat in the
same way each time, or differently?
How does the text work? If you're writing a rhetorical analysis, for example, you might
analyze how the author uses logical appeals to support her argument and decide whether
you think the argument is effective. If you're analyzing a creative work, consider things
like imagery, visuals in a film, etc. If you're analyzing research, you may want to
consider the methods and results and analyze whether the experiment is a good design.
A mind map can be hel ...
The document provides guidance on writing a persuasive essay. It explains that a persuasive essay takes a position for or against an issue to convince the reader. It should use sound reasoning and evidence from credible sources. When planning a persuasive essay, the writer should choose a position, analyze the audience, research the topic, and structure the essay. The introduction should grab the reader's attention and state the thesis. The body paragraphs should each present a reason to support the thesis and consider opposing viewpoints. The conclusion should restate the thesis and main points and call the reader to action.
The document outlines the agenda and materials for Class 13 of the EWRT 1B course. The agenda includes a presentation on terms, a discussion of Essay #3, an in-class writing assignment on Essay #3 involving a directed summary, counterargument, and conclusion, and an author lecture. The terms list defines terms related to gender and sexuality. Guidance is provided on writing a directed summary, counterargument, and conclusion for Essay #3.
How to Write a Philosophy PaperShelly KaganDepartment of.docxpooleavelina
How to Write a Philosophy Paper
Shelly Kagan
Department of Philosophy
1. Every paper you write for me will be based on the same basic assignment: state a thesis
and defend it. That is, you must stake out a position that you take to be correct, and then you must
offer arguments for that view, consider objections, and reply to those objections. Put another way:
you must give reasons to believe the central thesis of the paper.
Some of you may have never written a paper like this before. So let me contrast it with two
other kinds of papers you probably have written. First, I am not looking for "book reports": I
don't want summaries of one or more of the readings, and I don't want you to "compare and
contrast" what different authors say, or what different moral theories might say, about the given
topic. Rather, I want you to "stick your neck out"--tell me what you believe to be the truth about
the relevant issue. And then I want you to defend that position. Of course, it might well be
relevant, or helpful (or perhaps even part of the specific assignment) to discuss some particular
author or view. But even here the emphasis should be on evaluating that author or view. Book
reports, no matter how superb, simply don't meet the assignment.
Second, I am not looking for "thoughts on topic X", or "meditations on X", or "remarks on
X". It just won't do to simply string together various reflections you may have on the given topic,
even if in the course of doing this you embrace various claims, and offer some reasons for your
views, before moving on to the next reflection. The paper should instead have a single, central
thesis. The point of the paper is to state and defend that thesis. The various contents of the paper
should be selected and organized so as best to defend that central claim. (Stream of consciousness,
for example, is a poor way to organize material, and is likely to include much that is irrelevant to
anything like a main thesis.) No matter how brilliant, mere reflections simply don't meet the
assignment.
2. So the paper should state a central thesis, and defend it. More specifically, it should do the
following things:
A) It should start with a clear statement of the thesis. This need not be the very first
sentence, but it should almost always come in the first paragraph or two. Many papers never give
a clear, official, precise statement of the thesis at all. They leave the reader guessing what the
author's precise position is. Don't do this. It may seem obvious to you what your position is; it
won't be obvious to me.
Other papers do give a clear statement of the thesis--but not until the last paragraph of the
paper. ("Oh! Is that what the author was driving at!") This may be a dramatic way to structure a
short story; but it is a very poor way to structure a philosophy paper. I shouldn't have to spend my
time reading the paper trying to figure out what your view is; I should be abl ...
Writing the Persuasive Essay What is a persuasiveargum.docxambersalomon88660
Writing the Persuasive Essay
What is a persuasive/argument essay?
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to
convince the reader to believe or do something
Persuasive writing, also known as the argument essay, utilizes logic and reason to show that
one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a
certain point of view or to take a particular action. The argument must always use sound
reasoning and solid evidence by stating facts, giving logical reasons, using examples, and
quoting experts.
When planning a persuasive essay, follow these steps
1. Choose your position. Which side of the issue or problem are you going to write about,
and what solution will you offer? Know the purpose of your essay.
2. Analyze your audience. Decide if your audience agrees with you, is neutral, or
disagrees with your position.
3. Research your topic. A persuasive essay must provide specific and convincing
evidence. Often it is necessary to go beyond your own knowledge and experience. You
might need to go to the library or interview people who are experts on your topic.
4. Structure your essay. Figure out what evidence you will include and in what order you
will present the evidence. Remember to consider your purpose, your audience, and
your topic.
The following criteria are essential to produce an effective argument
• Be well informed about your topic. To add to your knowledge of a topic, read
thoroughly about it, using legitimate sources. Take notes.
• Test your thesis. Your thesis, i.e., argument, must have two sides. It must be
debatable. If you can write down a thesis statement directly opposing your own, you
will ensure that your own argument is debatable.
• Disprove the opposing argument. Understand the opposite viewpoint of your position
and then counter it by providing contrasting evidence or by finding mistakes and
inconsistencies in the logic of the opposing argument.
• Support your position with evidence. Remember that your evidence must appeal to
reason.
Parts of the Persuasive Essay
1. The Introduction
The introduction has a "hook or grabber" to catch the reader's attention. Some
"grabbers" include:
1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as
a great place to be a reptile. Actually, it has the largest seasonal congregation of garter
snakes in the world!)
2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in
Canada!)
3. Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.")
4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting
opening if it is short and to the point.
5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest
to your topic. It may be wise to include the item's .
This document discusses how to write an effective thesis statement and outline an essay. It defines a thesis statement as a central idea that controls the essay by determining what ideas to include. A good thesis statement is debatable, focuses on a specific issue, and previews the essay. The document also provides guidelines for characteristics of a strong thesis and things to avoid. It then defines outlining as a way to reveal an essay's coherence and complexity like an architect's blueprint. The document walks through steps for outlining an essay, including identifying the main idea and grouping topic sentences. An example outline for an essay on Antigone is also provided.
Length No fewer than 6 pages or 2100 words (whichever is more.docxsmile790243
Length: No fewer than 6 pages or 2100 words (whichever is more); no more than 8 pages or
2800 words (whichever is less). The paper should be double spaced with 11-pt or 12-pt font and
1-inch margins. Font should be Times or Palatino only. Do not include a title page.
Other requirements: Paper must be carefully edited using grammar/spell-check, and also
proofread by a human brain other than your own. Your submission should be written in a formal
tone, without making use of conversational or colloquial English. This paper satisfies part of the
disciplinary communication (DC) requirement, so it must be written with serious care. It needs a
clear introduction with thesis statement, logically developed body paragraphs, and a conclusion.
No citations or direct quotes are necessary, although you are welcome to include a quote from the
original theory if it was one of the ones that we read. If you do use any direct quotes, please
include a “Works Cited” list at the end of your paper. This page is not part of your page or word
count.
TOPIC DESCRIPTION
At the beginning of the quarter, I introduced the idea of a metaphorical “dinner party with social
theorists.” In this paper, you will demonstrate your ability to apply concepts from classical social
theory to the contemporary social world by putting several different theories into conversation
with one another. Your goal is to show how classical theory helps to explain and/or fails to
explain the origin/operation of your social problem or feature of the social world (as you
understand it). Here’s how to proceed:
1. Choose either (A) a social problem that you feel passionate about or (B) a feature of the
social world that you find fascinating. Examples of social problems could include things
like racial tracking in education or the conservative attack on labor unions; examples of
features of the social world could include behavior like internet trolling or trends in
romantic relationships among college-age people. The possibilities are quite endless. The
easiest topic to work with will be specific and narrow, and also something that you are
personally invested in (we will take Weber’s advice about value-relevance here ☺ ).
2. Analyze your topic through the lens of three different theorists that we have covered this
quarter. Most of you will find it easiest to use Marx/Weber/Durkheim, but you are
welcome to use others we have covered as well if you feel inclined to do so.
HOW TO ORGANIZE YOUR THOUGHTS BEFORE WRITING
1. Once you’ve chosen your area of focus, write down some general ideas for yourself about
how you understand it. For example, if you’ve picked the school-to-prison pipeline, you
can sketch out a general statement of what you already know about it, where you learned
what you know, and what questions you still have.
2. Pick which three theorists you are going to use.
3. From each theorist, choose three concepts, terms, or theories. Since we talked about ...
Module 7 Discussion Board Algebra1. What does it mean when s.docxmoirarandell
This document provides instructions for students to write a classical argument paper on an approved topic. It outlines the key elements of a classical argument, including: introducing the issue and opposing positions, presenting reasons and evidence to support the student's position, anticipating and refuting counterarguments, and concluding by emphasizing the importance of the issue. Students must write a minimum 1,200-1,500 word paper using at least 5 credible sources to both support their argument and refute opposing positions. The paper should follow standard argumentative structure and formatting guidelines provided.
Notes for Claim Writing Success1. Comments on Titles Sample #.docxcherishwinsland
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
The document provides guidance on writing argumentative essays. It discusses choosing a debatable topic, developing a clear thesis statement, addressing counterarguments, and organizing the essay. The key points are:
- Choose a topic that allows for reasonable arguments on both sides rather than being a statement of fact. A good thesis directly answers the assignment question with a clear position and forecast of evidence.
- Anticipate opposing views and address them in the essay to demonstrate a well-rounded understanding and weaken those counterarguments.
- The essay should be organized logically, either by refuting counterarguments before stating the thesis, or presenting the thesis and evidence first before addressing objections.
Writing a Persuasive Paragraph or Essay Choose a deba.docxbillylewis37150
Writing a Persuasive Paragraph or Essay
Choose a debatable topic
A debatable topic has two valid arguments. Your topic should be one about which you know something. The more
evidence you can provide, the more likely you are to sway your audience. You must plan on doing research and your
essay must be documented properly.
Formulate an argumentative thesis
Some topics have been discussed so often they are tired, uninteresting and not worthy of discussion. Choose a
current topic. Because the purpose of a persuasive essay is to convince readers to accept your position, your thesis
must take a stand. One way to make sure that your thesis actually does take a stand is to formulate an antithesis, a
statement that takes an arguable position opposite from yours.
Define your terms
You must make clear the terms you use in your argument. Be careful to use precise language in your thesis, avoiding
vague words such as wrong, bad, right and immoral, which convey different meaning to different people.
Accommodate your audience
Who are your readers? Are they unbiased observers or people deeply concerned about the issue you are discussing?
Are they skeptical, hostile, emotional or unconcerned? How will you convince each type?
Consider opposing arguments
You must know how to refute opposing arguments. Do this by showing that opposing views are untrue, unfair,
illogical, unimportant or irrelevant. Discuss the limitations of the opposing view. When you acknowledge an
opposing view, do not distort it or present it as ridiculously weak. This tactic, called creating a straw man, could
seriously undermine your credibility.
Gather evidence
Build your argument on assertions, claims you make about a debatable topic backed by evidence which is
supporting information in the form of examples, statistics or expert opinion. Document your evidence carefully.
Establish your credibility
Establish your credibility by finding common ground, demonstrating knowledge, and maintaining a reasonable tone.
Demonstrate knowledge about your subject by personal experiences and research. Make certain that you document
source material very carefully. For your instructor, an undocumented quotation or even an incorrect date can call an
entire paper into question. Use reasonable language, not emotionally charged language that will turn away the
reader.
Present your points fairly
Avoid distorting evidence and quoting out of context. In other words, be honest.
Don’t Apologize
Never suggest that you don't know what you're talking about or that you're not enough of an expert in this subject
that your opinion would matter. Avoid phrases like, "In my humble opinion....I'm not sure, but....." Make a BOLD
statement and proceed with confidence!
Don’t Refer to Yourself
Do not announce what you are about to do in the essay. "In this paper, I will.......... The purpose of this essay is
to......." JUST DO IT! Do not.
The word journal comes from the French word jour and from the Latin word diurnalis meaning daily. Thus, a journal is some form of notebook in which daily writing (or at least regular writing) is recorded. Journals help people clarify their thoughts. Jotting down feelings, responses, and insights into daily events gives writers an opportunity to discover what they think and how they feel about different topics.
This document provides guidance on how to write a philosophy essay. It discusses establishing a position or thesis in relation to the essay question, developing an argument to support that thesis over the body of the essay using evidence from philosophers, and restating the main argument in the conclusion. Key tips include carefully selecting supporting arguments, using signposts to guide the reader, and evaluating arguments based on their clarity, consistency, coherence and comprehensiveness. The document also provides an example introduction and recommends committing introductory statements to memory.
This document provides an agenda and terms list for Class 14 of an EWRT 1B course. The agenda includes a presentation on terms list 3, discussion of essay #3, and in-class writing on essay #3, including a directed summary, counter argument, and conclusion. It then defines terms from list 3, such as androgyny, anti-Semitism, assigned (biological) sex, bisexual, cross-dresser, cultural humility, and FtM/MtF. Finally, it provides guidance on writing a directed summary, counterargument, and conclusion for essay #3.
The document outlines the agenda for Class 14 of an EWRT 1B course. It includes a presentation on a terms list, discussion of Essay #3, in-class writing time to work on Essay #3, and a lecture on author David Henry Hwang. The in-class writing will focus on writing a directed summary, developing a thesis statement, writing body paragraphs in three sections, adding a counterargument, and concluding the essay. Guidelines are provided for each part, including how to write an effective directed summary that orients the reader, develops a clear thesis, and incorporates a thoughtful counterargument and conclusion.
Standard Form ArgumentsDiscussion TitleThe central tool of.docxwhitneyleman54422
Standard Form Arguments
Discussion Title
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good reasoning on both sides of an issue.
The requirement for this discussion is a minimum of four posts on four separate days, including at least two substantive responses to peers. The total combined word count for all of your posts for this discussion, counted together, should be at least 400 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly. In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by responding substantively to the replies that others make to you as well. Keep the discussion on target, and analyze things in as much detail as you can.
Prepare: To prepare for this discussion, make sure to read the assigned chapters of the primary text and to review the required resources, including the videos about arguments (in the “Lectures” link on the left). Before responding to the prompt, make sure as well to participate in the interactive scenario at the top of this page titledThe Raise to gain more appreciation of the importance of constructing good arguments in life.
Reflect: Choose a topic from thePHI103 Final Paper Options list. It should be a topic that you find interesting, but also for which you will be able defend a position with careful logical reasoning. Construct the strongest argument that you can on each side of the issue. Strengthen your arguments by contemplating possible objections to each argument, and revise your arguments in light of the objections. Continue this process until you feel that your arguments for each side are as convincing as you can possibly make them.
Write: Present your two arguments (one on each side of the issue) in standard form (with each premise and conclusion on a separate line) on the topic you selected from thePHI103 Final Paper Options list. The two arguments should defend different positions on the topic. For example, if your topic was the existence of Santa Claus, then you would present one argument for the claim that Santa Claus does exist and another argument that Santa Claus does not exist. The premises of each argument will present reasons for thinking that the conclusion is true.
Here is an example of what an argument in standard form looks like:
Premise 1: If Santa Claus exists, then he lives at the North Pole.
Prem.
Writing Assignment #4
The Multiple-Source Synthesis Essay:
Literature Review
Summary of assignment
• Task: The multiple-source essay asks you to synthesize the arguments of at least 10
sources
• Length: 2000-3000 words
• Format: APA
• Sources: a total of at least 10 sources, all of which should be from scholarly journals or
credible trade journals. You should find your sources through library searches.
o If you cite sources from websites or popular journals, these sources should be in
addition to the 10 sources you have cited from scholarly or trade journals.
• Topic: Please use the same topic that you used for writing assignment #3. It is
recommended that you focus on or expand on the essay that you wrote for writing
assignment #3. You will continue with the topic you have selected and will conduct
additional searches in the library databases, hopefully focus the topic more, and
determine the 10 or more sources to use in this essay.
• Integration of Sources: At least eight sources must be cited in the body of the essay.
You may cite sources in your introduction to help you define terms, and you may cite
sources in your conclusion to help you direct the reader to further inquiry. However, the
body of the essay should synthesize at least eight sources.
Strategies in Developing the Topic for this Essay
Up to this point in the semester, you have completed an annotated bibliography. You have also
incorporated and synthesized four sources into writing assignment #2 and six sources into
writing assignment #3. The work you have completed for these assignments provides a solid
foundation for writing assignment #4. In this assignment you will synthesize the ideas of at least
10 sources in a synthesis essay, or literature review.
For your annotated bibliography, you selected a topic based on your interests and, possibly, your
major. You constructed a list of five references and summarized and critically analyzed them in
150-200 words each. You then completed the four-source essay and the six-source essay.
Through this process, you may have seen patterns in the scholarly literature in the topic on which
you conducted research. For example, consider the following examples:
•You may have researched studies in criminal justice and found that there are varying
opinions on how to respond to criminal behavior among youth.
•You may have researched studies in psychology and found that counseling strategies
for victims of domestic abuse tend to fall into four categories.
•You may have researched articles on gerontology and found studies that answered
three basic questions on how older adults respond to training for physical performance.
•You may have researched articles on environmental management and found studies
on climate change. You noticed that various demographic factors influence whether
individuals believe in climate change and, if so, whether they believe it is caused b.
The document provides guidance on how to write an effective introduction for an essay. It explains that an introduction should indicate the topic, describe the structure of the essay, and state the thesis. The document compares two sample introductions, noting how the second introduction is more effective because it does not use phrases like "the topic of this essay" and expresses the writer's position confidently rather than timidly. Frequently asked questions about introductions are also addressed.
This document provides guidance on how to write an effective introduction. An introduction should indicate the topic, explain the overall point or thesis, and outline the structure of the essay. It should prepare the reader for the body without being too long or overly detailed. The introduction frames the key elements - topic, thesis, and structure - in a clear and concise manner to properly set up the essay.
This document provides guidance on writing an effective argumentative essay. It explains that the purpose is to convince the reader of a particular point of view by using facts and examples to back up opinions. It recommends introducing the topic in an attention-grabbing way like with a shocking statement, quotation, or statistic. The body should make arguments to support the position and address alternative viewpoints. Each paragraph requires examples or research to elaborate the argument. The conclusion restates the key points and opinion, and can ask a question or recommend actions for the reader.
This document provides guidance on how to write an effective essay introduction. It discusses that an introduction should indicate the topic, describe how the body is organized, and explain the thesis.
The document then provides two example introductions for an essay on banning body-checking in junior hockey. The first introduction states the topic, outlines a two-part structure, and gives the thesis. However, it is noted this could be improved.
The second example improves on the first by using more engaging language to discuss the current issue and perspectives without directly stating the structure or thesis. It is explained that this gives a better impression that the writer is knowledgeable and has an informed position.
This document provides guidance on writing an effective argumentative essay. It explains that the purpose is to convince the reader of a particular point of view by using facts and examples to back up an opinion. It recommends introducing the topic in an attention-grabbing way, such as with a shocking statement, quotation, or statistic. The body should make arguments to support the opinion while also addressing alternative viewpoints. Evidence such as examples, statistics and scenarios should be used to elaborate the arguments. The conclusion should restate the opinion, summarize the main points, and encourage the reader to take a particular action.
The document provides guidance on writing an argumentative essay. It begins by defining an argument and argumentative essay. It then outlines the typical parts of an argumentative essay including an introduction with a hook and thesis, body paragraphs with claims and evidence, consideration of opposing arguments, and a conclusion. As an example, it provides an argumentative essay addressing the topic of school uniforms, outlining the introduction, three body paragraphs supporting mandatory uniforms, addressing counterarguments, and conclusion. The document aims to teach students how to effectively structure and write an argumentative essay.
Argument Essay AssignmentAssignment DescriptionFor this .docxjewisonantone
Argument Essay Assignment
Assignment Description
For this essay, you should choose a topic from the Gale resource on Opposing Viewpoints (see below) and write a 4-5 page essay that argues a clearly defined position about that topic. The essay should have an introduction that has a clear thesis statement and demonstrates the relevance of your topic, several body paragraphs that each make focused claims, and a conclusion.
In upper level courses, you will often be asked to demonstrate your ability to converse with other scholars in your field. Your job is to change the reader’s mind about a particular subject and persuade the reader into believing your argument. Your paper must be written so that it is accessible to readers from a different perspective. In other words, be fair and unbiased when acknowledging what others say about your topic, but then prove why they are wrong using logical reasons and credible evidence. In this essay, you must synthesize various sources while persuading the reader to accept your viewpoint. You do not want to simply report what others are saying, but engage in a dialogue with them.
Purpose and Learning Objectives
The purpose of this assignment is to practice persuasive writing and synthesis of sources. You will increase your critical thinking skills by analyzing yours and others’ assumptions, evaluating multiple perspectives, and developing a clear position. Writing, research, and eloquent written expression are vital for a successful future. You will express all of these skills in this assignment. This essay will be used as the English department assessment for the Texas Higher Education Coordinating Board’s mandated core curriculum assessment of Student Learning Outcomes (SLO). This essay will address the SLO objectives of critical thinking and written communication.
Your research paper should demonstrate the following learning objectives:
Awareness of the audience to whom you are speaking
Awareness of the purpose of your argument
Ability to enter into a scholarly conversation
Ability to write a qualified and narrow argumentative thesis statement
Ability to synthesize information from various sources
Ability to craft an argument with different types of relevant, credible, and detailed support
Ability to research and identify academic sources
Ability to summarize, paraphrase, and quote while citing correctly in MLA to avoid plagiarism
Ability to converse in standard, academic English
Minimum Requirements
1,200-1,500 word essay (4-5 pages)
An interesting and informative title
A clearly stated thesis in the introduction that articulates your position and what you want to argue in your paper.
Logical and clear reasons supporting your argument
A document formatted in correct MLA format
5 sources (peer-reviewed journals, books, and reliable web sources)
One of your sources must disagree with your argument and be used to create a counterargument. A counterargument occurs when you show wh.
Argumentativeessaywritingteacherslidesebraam hanna
This document provides guidance on writing an argumentative essay, including its purpose and format. It explains that an argumentative essay aims to convince readers of a particular point of view by presenting facts and examples to back up the writer's opinion. It outlines the typical sections of an argumentative essay, including an introduction with a "hook" to grab readers' attention followed by the writer's opinion, multiple body paragraphs supporting the argument with evidence, and a conclusion that restates the main points and opinion and calls readers to action. The document provides examples and tips for each section to help writers structure a strong argumentative essay.
Religion has always been a hot topic with my friends and I. I was.docxdebishakespeare
The document discusses the author's views on religion and the LGBTQ community. As a child, the author was not raised religiously but made friends in a small, religious town. Later living in a diverse city, the author befriended people from various backgrounds including the LGBTQ community. During debates on gay marriage, the author's old friends opposed it, making the author angry. However, the author realized their friends were products of their religious upbringing and small town environment rather than animosity towards gay people. This allowed the author to accept their friends' views while still disagreeing, and have respectful conversations on the issue.
Initial Post (250 words)Read and interpret the short story .docxannettsparrow
Initial Post (250 words)
Read and interpret the short story "Damien's Shoes" by Ret'sepile Makamane. What logical inferences can you make based on its details? What can you infer about the narrator in this story, the narrator's son, and the setting of this story? What details suggest this? What other logical inferences can you make about this story? (Length: 250 words)
Two Replies
Respond to the posts of two of your peers by acknowledging their ideas and adding on to them with additional commentary, supporting detail or fact (such as a quote, detail referenced, or scenario from the story), and/or an new or different perspective or logical inference.
Damien’s Shoes
by Ret’sepile Makamane
My son (Links to an external site.)
, Damien, makes fires that flicker throughout rainy June nights. He moves about the shores of Lake Muhazi, lighting a new fire on a new spot every night. People who travel to Kayonza come back to Kigali with stories of having seen him during the rainy season as the smokes of his fires constantly go up to the skies, like a man cast away and looking for rescue. Those who have travelled and visited relatives with houses on the hills around Lake Muhazi in recent years to observe his activities say that my son sails up and down the lake during the day, busy ferrying passengers with completely covered faces to the other side. Others even claim that they have seen him up close, and that unlike other undead dead people he does not run away or conceal his face when you approach him. He has remained ten years old throughout the years, only bits of his hair are beginning to grey now.
When his boat work is done in the evenings, he plays his flute into the night, calming Lake Muhazi into even more stillness. He plays the flute so dedicatedly, earnestly, its melody so piercing, with sorrow so intense – a child blowing all his young soul into a musical instrument just so our land can heal. His flute wakes God from his deep sleep, – since Damien has already given God a few warnings, I hear – saying to God, “Thou Shalt Not Sleep, never. Not here in Rwanda, not anymore! Find yourself another bedroom.” Because God used to sleep here in Rwanda, you know. Lately, God stays awake at night looking intently at the world map, planning to migrate.
I carry with me Damien’s one shoe. He is barefoot, Damien, my boy, that is why he has to make these random fires when it rains in June – to warm his feet. I rescued this shoe from the mouth of a stray dog which made me run and chase it until I was panting like a hound myself. That was back in ninety-four. I was still a young man in those days. Oh, but that dog was not the end of my troubles. I have aged double while walking these hills and valleys with acacia and guava and mango trees, without even seeing their beauty anymore. Walking with a tormented soul, looking for Damien to put on his shoe on the other foot. Blaming myself, sixteen years moiling and roiling through these mangroves and swamp.
initial post one paragraph intext citation and reference Require.docxannettsparrow
This document provides instructions for an assignment on literary movements. Students are asked to choose one literary movement from the week's readings and discuss either:
1) The historical and political influences on the movement and a one paragraph summary of a specific work.
2) How a specific artwork captured the subject or story of a literary work, using examples like paintings influenced by poems or myths.
Students must use at least one additional scholarly source to discuss the influences on the chosen movement.
Initial Post InstructionsTriggers are ethnocentric responses to .docxannettsparrow
Initial Post Instructions
Triggers are ethnocentric responses to differences and defensive reactions to ethnocentrism. Any number of things can serve as triggers, but they generally fall into the following categories: voice, appearance, attitude, and behavior. For example, a person of color may become anxious when driving through a small rural town. They may fear being stopped because of looking out of place. Another example would be to react to the smell of curry and spices when walking into an Indian home. The reaction could be either negative or positive depending on your experiences, but you immediately react to the stimulus.
For the initial post, address the following:
Describe a trigger that you have responded or been a witness to in the past, even if it was only a fleeting mental thought.
What was the result of your/their response?
If you/they had a negative response, how could your/their response to the situation been better or different?
What barriers did you/they need to overcome?
.
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Similar to Critical Thinking Fall 2016 Essay AssignmentArgue one of t.docx
Module 7 Discussion Board Algebra1. What does it mean when s.docxmoirarandell
This document provides instructions for students to write a classical argument paper on an approved topic. It outlines the key elements of a classical argument, including: introducing the issue and opposing positions, presenting reasons and evidence to support the student's position, anticipating and refuting counterarguments, and concluding by emphasizing the importance of the issue. Students must write a minimum 1,200-1,500 word paper using at least 5 credible sources to both support their argument and refute opposing positions. The paper should follow standard argumentative structure and formatting guidelines provided.
Notes for Claim Writing Success1. Comments on Titles Sample #.docxcherishwinsland
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
The document provides guidance on writing argumentative essays. It discusses choosing a debatable topic, developing a clear thesis statement, addressing counterarguments, and organizing the essay. The key points are:
- Choose a topic that allows for reasonable arguments on both sides rather than being a statement of fact. A good thesis directly answers the assignment question with a clear position and forecast of evidence.
- Anticipate opposing views and address them in the essay to demonstrate a well-rounded understanding and weaken those counterarguments.
- The essay should be organized logically, either by refuting counterarguments before stating the thesis, or presenting the thesis and evidence first before addressing objections.
Writing a Persuasive Paragraph or Essay Choose a deba.docxbillylewis37150
Writing a Persuasive Paragraph or Essay
Choose a debatable topic
A debatable topic has two valid arguments. Your topic should be one about which you know something. The more
evidence you can provide, the more likely you are to sway your audience. You must plan on doing research and your
essay must be documented properly.
Formulate an argumentative thesis
Some topics have been discussed so often they are tired, uninteresting and not worthy of discussion. Choose a
current topic. Because the purpose of a persuasive essay is to convince readers to accept your position, your thesis
must take a stand. One way to make sure that your thesis actually does take a stand is to formulate an antithesis, a
statement that takes an arguable position opposite from yours.
Define your terms
You must make clear the terms you use in your argument. Be careful to use precise language in your thesis, avoiding
vague words such as wrong, bad, right and immoral, which convey different meaning to different people.
Accommodate your audience
Who are your readers? Are they unbiased observers or people deeply concerned about the issue you are discussing?
Are they skeptical, hostile, emotional or unconcerned? How will you convince each type?
Consider opposing arguments
You must know how to refute opposing arguments. Do this by showing that opposing views are untrue, unfair,
illogical, unimportant or irrelevant. Discuss the limitations of the opposing view. When you acknowledge an
opposing view, do not distort it or present it as ridiculously weak. This tactic, called creating a straw man, could
seriously undermine your credibility.
Gather evidence
Build your argument on assertions, claims you make about a debatable topic backed by evidence which is
supporting information in the form of examples, statistics or expert opinion. Document your evidence carefully.
Establish your credibility
Establish your credibility by finding common ground, demonstrating knowledge, and maintaining a reasonable tone.
Demonstrate knowledge about your subject by personal experiences and research. Make certain that you document
source material very carefully. For your instructor, an undocumented quotation or even an incorrect date can call an
entire paper into question. Use reasonable language, not emotionally charged language that will turn away the
reader.
Present your points fairly
Avoid distorting evidence and quoting out of context. In other words, be honest.
Don’t Apologize
Never suggest that you don't know what you're talking about or that you're not enough of an expert in this subject
that your opinion would matter. Avoid phrases like, "In my humble opinion....I'm not sure, but....." Make a BOLD
statement and proceed with confidence!
Don’t Refer to Yourself
Do not announce what you are about to do in the essay. "In this paper, I will.......... The purpose of this essay is
to......." JUST DO IT! Do not.
The word journal comes from the French word jour and from the Latin word diurnalis meaning daily. Thus, a journal is some form of notebook in which daily writing (or at least regular writing) is recorded. Journals help people clarify their thoughts. Jotting down feelings, responses, and insights into daily events gives writers an opportunity to discover what they think and how they feel about different topics.
This document provides guidance on how to write a philosophy essay. It discusses establishing a position or thesis in relation to the essay question, developing an argument to support that thesis over the body of the essay using evidence from philosophers, and restating the main argument in the conclusion. Key tips include carefully selecting supporting arguments, using signposts to guide the reader, and evaluating arguments based on their clarity, consistency, coherence and comprehensiveness. The document also provides an example introduction and recommends committing introductory statements to memory.
This document provides an agenda and terms list for Class 14 of an EWRT 1B course. The agenda includes a presentation on terms list 3, discussion of essay #3, and in-class writing on essay #3, including a directed summary, counter argument, and conclusion. It then defines terms from list 3, such as androgyny, anti-Semitism, assigned (biological) sex, bisexual, cross-dresser, cultural humility, and FtM/MtF. Finally, it provides guidance on writing a directed summary, counterargument, and conclusion for essay #3.
The document outlines the agenda for Class 14 of an EWRT 1B course. It includes a presentation on a terms list, discussion of Essay #3, in-class writing time to work on Essay #3, and a lecture on author David Henry Hwang. The in-class writing will focus on writing a directed summary, developing a thesis statement, writing body paragraphs in three sections, adding a counterargument, and concluding the essay. Guidelines are provided for each part, including how to write an effective directed summary that orients the reader, develops a clear thesis, and incorporates a thoughtful counterargument and conclusion.
Standard Form ArgumentsDiscussion TitleThe central tool of.docxwhitneyleman54422
Standard Form Arguments
Discussion Title
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good reasoning on both sides of an issue.
The requirement for this discussion is a minimum of four posts on four separate days, including at least two substantive responses to peers. The total combined word count for all of your posts for this discussion, counted together, should be at least 400 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly. In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by responding substantively to the replies that others make to you as well. Keep the discussion on target, and analyze things in as much detail as you can.
Prepare: To prepare for this discussion, make sure to read the assigned chapters of the primary text and to review the required resources, including the videos about arguments (in the “Lectures” link on the left). Before responding to the prompt, make sure as well to participate in the interactive scenario at the top of this page titledThe Raise to gain more appreciation of the importance of constructing good arguments in life.
Reflect: Choose a topic from thePHI103 Final Paper Options list. It should be a topic that you find interesting, but also for which you will be able defend a position with careful logical reasoning. Construct the strongest argument that you can on each side of the issue. Strengthen your arguments by contemplating possible objections to each argument, and revise your arguments in light of the objections. Continue this process until you feel that your arguments for each side are as convincing as you can possibly make them.
Write: Present your two arguments (one on each side of the issue) in standard form (with each premise and conclusion on a separate line) on the topic you selected from thePHI103 Final Paper Options list. The two arguments should defend different positions on the topic. For example, if your topic was the existence of Santa Claus, then you would present one argument for the claim that Santa Claus does exist and another argument that Santa Claus does not exist. The premises of each argument will present reasons for thinking that the conclusion is true.
Here is an example of what an argument in standard form looks like:
Premise 1: If Santa Claus exists, then he lives at the North Pole.
Prem.
Writing Assignment #4
The Multiple-Source Synthesis Essay:
Literature Review
Summary of assignment
• Task: The multiple-source essay asks you to synthesize the arguments of at least 10
sources
• Length: 2000-3000 words
• Format: APA
• Sources: a total of at least 10 sources, all of which should be from scholarly journals or
credible trade journals. You should find your sources through library searches.
o If you cite sources from websites or popular journals, these sources should be in
addition to the 10 sources you have cited from scholarly or trade journals.
• Topic: Please use the same topic that you used for writing assignment #3. It is
recommended that you focus on or expand on the essay that you wrote for writing
assignment #3. You will continue with the topic you have selected and will conduct
additional searches in the library databases, hopefully focus the topic more, and
determine the 10 or more sources to use in this essay.
• Integration of Sources: At least eight sources must be cited in the body of the essay.
You may cite sources in your introduction to help you define terms, and you may cite
sources in your conclusion to help you direct the reader to further inquiry. However, the
body of the essay should synthesize at least eight sources.
Strategies in Developing the Topic for this Essay
Up to this point in the semester, you have completed an annotated bibliography. You have also
incorporated and synthesized four sources into writing assignment #2 and six sources into
writing assignment #3. The work you have completed for these assignments provides a solid
foundation for writing assignment #4. In this assignment you will synthesize the ideas of at least
10 sources in a synthesis essay, or literature review.
For your annotated bibliography, you selected a topic based on your interests and, possibly, your
major. You constructed a list of five references and summarized and critically analyzed them in
150-200 words each. You then completed the four-source essay and the six-source essay.
Through this process, you may have seen patterns in the scholarly literature in the topic on which
you conducted research. For example, consider the following examples:
•You may have researched studies in criminal justice and found that there are varying
opinions on how to respond to criminal behavior among youth.
•You may have researched studies in psychology and found that counseling strategies
for victims of domestic abuse tend to fall into four categories.
•You may have researched articles on gerontology and found studies that answered
three basic questions on how older adults respond to training for physical performance.
•You may have researched articles on environmental management and found studies
on climate change. You noticed that various demographic factors influence whether
individuals believe in climate change and, if so, whether they believe it is caused b.
The document provides guidance on how to write an effective introduction for an essay. It explains that an introduction should indicate the topic, describe the structure of the essay, and state the thesis. The document compares two sample introductions, noting how the second introduction is more effective because it does not use phrases like "the topic of this essay" and expresses the writer's position confidently rather than timidly. Frequently asked questions about introductions are also addressed.
This document provides guidance on how to write an effective introduction. An introduction should indicate the topic, explain the overall point or thesis, and outline the structure of the essay. It should prepare the reader for the body without being too long or overly detailed. The introduction frames the key elements - topic, thesis, and structure - in a clear and concise manner to properly set up the essay.
This document provides guidance on writing an effective argumentative essay. It explains that the purpose is to convince the reader of a particular point of view by using facts and examples to back up opinions. It recommends introducing the topic in an attention-grabbing way like with a shocking statement, quotation, or statistic. The body should make arguments to support the position and address alternative viewpoints. Each paragraph requires examples or research to elaborate the argument. The conclusion restates the key points and opinion, and can ask a question or recommend actions for the reader.
This document provides guidance on how to write an effective essay introduction. It discusses that an introduction should indicate the topic, describe how the body is organized, and explain the thesis.
The document then provides two example introductions for an essay on banning body-checking in junior hockey. The first introduction states the topic, outlines a two-part structure, and gives the thesis. However, it is noted this could be improved.
The second example improves on the first by using more engaging language to discuss the current issue and perspectives without directly stating the structure or thesis. It is explained that this gives a better impression that the writer is knowledgeable and has an informed position.
This document provides guidance on writing an effective argumentative essay. It explains that the purpose is to convince the reader of a particular point of view by using facts and examples to back up an opinion. It recommends introducing the topic in an attention-grabbing way, such as with a shocking statement, quotation, or statistic. The body should make arguments to support the opinion while also addressing alternative viewpoints. Evidence such as examples, statistics and scenarios should be used to elaborate the arguments. The conclusion should restate the opinion, summarize the main points, and encourage the reader to take a particular action.
The document provides guidance on writing an argumentative essay. It begins by defining an argument and argumentative essay. It then outlines the typical parts of an argumentative essay including an introduction with a hook and thesis, body paragraphs with claims and evidence, consideration of opposing arguments, and a conclusion. As an example, it provides an argumentative essay addressing the topic of school uniforms, outlining the introduction, three body paragraphs supporting mandatory uniforms, addressing counterarguments, and conclusion. The document aims to teach students how to effectively structure and write an argumentative essay.
Argument Essay AssignmentAssignment DescriptionFor this .docxjewisonantone
Argument Essay Assignment
Assignment Description
For this essay, you should choose a topic from the Gale resource on Opposing Viewpoints (see below) and write a 4-5 page essay that argues a clearly defined position about that topic. The essay should have an introduction that has a clear thesis statement and demonstrates the relevance of your topic, several body paragraphs that each make focused claims, and a conclusion.
In upper level courses, you will often be asked to demonstrate your ability to converse with other scholars in your field. Your job is to change the reader’s mind about a particular subject and persuade the reader into believing your argument. Your paper must be written so that it is accessible to readers from a different perspective. In other words, be fair and unbiased when acknowledging what others say about your topic, but then prove why they are wrong using logical reasons and credible evidence. In this essay, you must synthesize various sources while persuading the reader to accept your viewpoint. You do not want to simply report what others are saying, but engage in a dialogue with them.
Purpose and Learning Objectives
The purpose of this assignment is to practice persuasive writing and synthesis of sources. You will increase your critical thinking skills by analyzing yours and others’ assumptions, evaluating multiple perspectives, and developing a clear position. Writing, research, and eloquent written expression are vital for a successful future. You will express all of these skills in this assignment. This essay will be used as the English department assessment for the Texas Higher Education Coordinating Board’s mandated core curriculum assessment of Student Learning Outcomes (SLO). This essay will address the SLO objectives of critical thinking and written communication.
Your research paper should demonstrate the following learning objectives:
Awareness of the audience to whom you are speaking
Awareness of the purpose of your argument
Ability to enter into a scholarly conversation
Ability to write a qualified and narrow argumentative thesis statement
Ability to synthesize information from various sources
Ability to craft an argument with different types of relevant, credible, and detailed support
Ability to research and identify academic sources
Ability to summarize, paraphrase, and quote while citing correctly in MLA to avoid plagiarism
Ability to converse in standard, academic English
Minimum Requirements
1,200-1,500 word essay (4-5 pages)
An interesting and informative title
A clearly stated thesis in the introduction that articulates your position and what you want to argue in your paper.
Logical and clear reasons supporting your argument
A document formatted in correct MLA format
5 sources (peer-reviewed journals, books, and reliable web sources)
One of your sources must disagree with your argument and be used to create a counterargument. A counterargument occurs when you show wh.
Argumentativeessaywritingteacherslidesebraam hanna
This document provides guidance on writing an argumentative essay, including its purpose and format. It explains that an argumentative essay aims to convince readers of a particular point of view by presenting facts and examples to back up the writer's opinion. It outlines the typical sections of an argumentative essay, including an introduction with a "hook" to grab readers' attention followed by the writer's opinion, multiple body paragraphs supporting the argument with evidence, and a conclusion that restates the main points and opinion and calls readers to action. The document provides examples and tips for each section to help writers structure a strong argumentative essay.
Religion has always been a hot topic with my friends and I. I was.docxdebishakespeare
The document discusses the author's views on religion and the LGBTQ community. As a child, the author was not raised religiously but made friends in a small, religious town. Later living in a diverse city, the author befriended people from various backgrounds including the LGBTQ community. During debates on gay marriage, the author's old friends opposed it, making the author angry. However, the author realized their friends were products of their religious upbringing and small town environment rather than animosity towards gay people. This allowed the author to accept their friends' views while still disagreeing, and have respectful conversations on the issue.
Similar to Critical Thinking Fall 2016 Essay AssignmentArgue one of t.docx (19)
Initial Post (250 words)Read and interpret the short story .docxannettsparrow
Initial Post (250 words)
Read and interpret the short story "Damien's Shoes" by Ret'sepile Makamane. What logical inferences can you make based on its details? What can you infer about the narrator in this story, the narrator's son, and the setting of this story? What details suggest this? What other logical inferences can you make about this story? (Length: 250 words)
Two Replies
Respond to the posts of two of your peers by acknowledging their ideas and adding on to them with additional commentary, supporting detail or fact (such as a quote, detail referenced, or scenario from the story), and/or an new or different perspective or logical inference.
Damien’s Shoes
by Ret’sepile Makamane
My son (Links to an external site.)
, Damien, makes fires that flicker throughout rainy June nights. He moves about the shores of Lake Muhazi, lighting a new fire on a new spot every night. People who travel to Kayonza come back to Kigali with stories of having seen him during the rainy season as the smokes of his fires constantly go up to the skies, like a man cast away and looking for rescue. Those who have travelled and visited relatives with houses on the hills around Lake Muhazi in recent years to observe his activities say that my son sails up and down the lake during the day, busy ferrying passengers with completely covered faces to the other side. Others even claim that they have seen him up close, and that unlike other undead dead people he does not run away or conceal his face when you approach him. He has remained ten years old throughout the years, only bits of his hair are beginning to grey now.
When his boat work is done in the evenings, he plays his flute into the night, calming Lake Muhazi into even more stillness. He plays the flute so dedicatedly, earnestly, its melody so piercing, with sorrow so intense – a child blowing all his young soul into a musical instrument just so our land can heal. His flute wakes God from his deep sleep, – since Damien has already given God a few warnings, I hear – saying to God, “Thou Shalt Not Sleep, never. Not here in Rwanda, not anymore! Find yourself another bedroom.” Because God used to sleep here in Rwanda, you know. Lately, God stays awake at night looking intently at the world map, planning to migrate.
I carry with me Damien’s one shoe. He is barefoot, Damien, my boy, that is why he has to make these random fires when it rains in June – to warm his feet. I rescued this shoe from the mouth of a stray dog which made me run and chase it until I was panting like a hound myself. That was back in ninety-four. I was still a young man in those days. Oh, but that dog was not the end of my troubles. I have aged double while walking these hills and valleys with acacia and guava and mango trees, without even seeing their beauty anymore. Walking with a tormented soul, looking for Damien to put on his shoe on the other foot. Blaming myself, sixteen years moiling and roiling through these mangroves and swamp.
initial post one paragraph intext citation and reference Require.docxannettsparrow
This document provides instructions for an assignment on literary movements. Students are asked to choose one literary movement from the week's readings and discuss either:
1) The historical and political influences on the movement and a one paragraph summary of a specific work.
2) How a specific artwork captured the subject or story of a literary work, using examples like paintings influenced by poems or myths.
Students must use at least one additional scholarly source to discuss the influences on the chosen movement.
Initial Post InstructionsTriggers are ethnocentric responses to .docxannettsparrow
Initial Post Instructions
Triggers are ethnocentric responses to differences and defensive reactions to ethnocentrism. Any number of things can serve as triggers, but they generally fall into the following categories: voice, appearance, attitude, and behavior. For example, a person of color may become anxious when driving through a small rural town. They may fear being stopped because of looking out of place. Another example would be to react to the smell of curry and spices when walking into an Indian home. The reaction could be either negative or positive depending on your experiences, but you immediately react to the stimulus.
For the initial post, address the following:
Describe a trigger that you have responded or been a witness to in the past, even if it was only a fleeting mental thought.
What was the result of your/their response?
If you/they had a negative response, how could your/their response to the situation been better or different?
What barriers did you/they need to overcome?
.
Initial Post InstructionsFor the initial post,consider thr.docxannettsparrow
Initial Post Instructions
For the initial post,
consider three (3)
of the following events: Treaty of Versailles
Rise of fascism, militarism and imperialism
Failure of the League of Nations Based on your three selections,
choose two (2)
of the following and craft a response for your selections:
Assess if the United States foreign policy during the 1930s helped to promote World War II. Could the United States have prevented the outbreak of World War II? If so, how? If not, why not?
Explain if the United States, despite neutrality, aided the Allies against the Axis powers.
.
Initial Post InstructionsFor the initial post, choose and ad.docxannettsparrow
Initial Post Instructions
For the initial post, choose and address one of the following options:
Option 1:
In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world.
Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
Option 2:
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain.
Include a statement from a current photographer or critic to support your points
.
Writing Requirements
Minimum of 1 page
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
.
Initial Post InstructionsDiscuss the differences and similaritie.docxannettsparrow
Initial Post Instructions
Discuss the differences and similarities between the presidential and parliamentary systems, including the executive and legislative branches. Which system do you feel serves its citizen better? Why? Use evidence (cite sources) to support your response from assigned readings or online lessons,
and
at least one outside scholarly source.
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and clarification. Minimum of 1 scholarly source which can include your textbook or assigned readings or may be from your additional scholarly research.
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text cita
.
Initial Post InstructionsAs we jump into the world of Alge.docxannettsparrow
Initial Post Instructions
As we jump into the world of Algebra, it is important to discuss how math, specifically Algebra, is used in the real-world.
Search for videos from Ted Ed showing the real-world value of mathematics. Choose a video to watch and then provide a one-paragraph summary (3-4 sentences) of the video in your own words. Be sure to discuss the math concept used.
Follow-Up Post Instructions
Respond to at least two peers in a substantive, content-specific way. Further the dialogue by providing more information and clarification.
Writing Requirements
Minimum of 3 posts (1 initial & 2 follow-up) with first post by Wednesday
APA format for in-text citations and list of references
.
Initial Post InstructionsFor the initial post, respond to one .docxannettsparrow
Initial Post Instructions
For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:
Option 1:
List the ways in which contemporary presidential campaigns have used social media as a campaign tool. Do you consider social media as a successful tool? Explain your answer. Do you see social media as an unsuccessful tool? Explain your answer and provide examples.
Option 2
: There are numerous discussions involving the Electoral College. There are some people that want to abolish the electoral college while others want to keep it. What do you think? Keep the electoral college or abolish it? Explain the reasons for your choice.
Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
.
Initial Post InstructionsAgenda setting can be a difficult t.docxannettsparrow
Initial Post Instructions
Agenda setting can be a difficult task in government. Why? Who do you consider an important agenda setter in government? How does this participant help set the agenda? Give an example of an attempt at agenda setting in government. Was it successful? Why or why not? Consider how factors such as culture, political positions, etc. might impact your own, or the agenda setters' priorities.
Use evidence (cite sources) to support your response from assigned readings or online lessons, and at least one outside scholarly source.
.
Initial Post Identify all the components of a cell. Describe the fu.docxannettsparrow
Initial Post: Identify all the components of a cell. Describe the function of each of these components.
Response #1: Add to your own initial post: Describe cellular metabolism membrane transport and cellular reproduction
Response #2: Add to your own initial post and response #1: Describe the aging process. Identify the pathophysiologic process for 3 underlying principles of aging. Example: oxidative process.
please use APA format
.
Initial Discussion Board Post Compare and contrast life for col.docxannettsparrow
Colonial women in Virginia and Massachusetts colonies faced different expectations and opportunities based on class and status. Women in Virginia had more defined social roles and less opportunities compared to Massachusetts where women could own property. Margaret Brent was unique as she purchased land directly from Native Americans in Plymouth as a wealthy woman, showing how status could provide more freedom, though women overall had limited rights in both colonies.
Inital post please respond for the above post question one page with.docxannettsparrow
Inital post please respond for the above post question one page with intext citation and reference.
Required Resources
Read/review the following resources for this activity:
Minimum of 1 primary or scholarly source (from photographer or critic – either will count as your scholarly source requirement for discussions)
Initial Post Instructions
For the initial post, address one of the following options:
Option 1:
In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world.
Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
Option 2:
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain.
Include a statement from a current photographer or critic to support your points.
.
Infornnation Technology
in Hunnan Resource
:An
Empirical Assessnnent
By Alok Mishra, PhD, and Ibrahim Akman, PhD
The present paper begins by introducing a number of observations on tiie
appiications ot information teciinoiogy (iT) in tiie field of human resource
management (HRM) in gênerai. Tiiis is due to tiie fact that iT and its wide range of
appiications have already made their presence feit in this area. This wiii be
foliowed by a report on the findings of a survey on the present trends in
organizations with in the different sectors in Turkey. Aithough the impact of iT on
IHRM has iong been attracting the interest of academics, no empiricai research has
ever been reaiized in this fieid in Turiiey, and few studies have been reported
eisewhere. The survey was conducted among the 106 iT managers and
professionais from various sectors, based on whose resuits, the data shows that iT
is used extensiveiy in the organizations to perform IHRM functions in Turicey's
dynamic economy. The results aiso indicated that, while IT has an impact on aii
sectors in terms of IHRM to certain extent, the types of iT used vary significantiy
between recruitment, maintenance, and deveiopment tasi(s. However, the empiricai
resuits here reveai that these organizations are not appiying these technoiogies
systematicaiiy and maturely in the performance of HRM functions.
Key words: human resource management (HRM), human resource management
system (HRMS), human resource (HR), information technoiogy (iT), ANOVAtest,
chi-square test
T
he HRM function in organizations has gained increasing strategic emphasis, and
the importance of its alignment HRM and business strategies is well-acknowl-
edged.^ In fact, effective HRM is vital in order to be able to meet the market
demands with well-qualified employees at all times.^
Technology and HRM have a broad range of influences upon each other, and HR
professionals should be able to adopt technologies that allow the reengineering of the
HR function, be prepared to support organizational and work-design changes caused
by technology, and be able to support a proper managerial climate for innovative and
knowledge-based organizarions.^ These technological advances are being driven
primarily by strong demands from human resource professionals for enhancement in
speed, effectiveness, and cost containment."*
Public Personnel Management Volume 39 No. 3 Fall 2010 271
Snell, Stueber, and Lepak^ observe that HRMSs can meet the challenge of
simultaneously becoming more strategic, flexible, cost-efficient, and customer-oriented
by leveraging information technology Many experts forecast that the PC will become
the central tool for all HR professionals.^ Virtual HR is emerging due to the growing
sophistication of IT and increased external structural options.^ IT is beginning to
enable organizations to deliver state-of-the-art HR services, and reduced costs have
enabled companies, regardless of the firm size-to purchase HR technologies.^.
INFORMED CONSENT LETTER Page 1 of 2 SELF CONSENT .docxannettsparrow
INFORMED CONSENT LETTER
Page 1 of 2
SELF CONSENT
I have been invited to take part in a research study titled:
This investigation is spearheaded by Yulak Landa: whose contact information includes:
[email protected] and (305)833-0053
I understand that my participation is voluntary and that I can refuse to participate or stop taking
part any time without giving any reason and without facing any penalty. Additionally, I have the
right to request the return, removal, or destruction of any information relating to me or my
participation.
I am aware that the participation in this research study is on a voluntary basis, and I am free to
object the invitation as well as to withdraw my involvement as I would deem fit without offering any
reason, getting victimized, or facing any legal suit or conviction. It is also my right to ask for the
withdrawal, return, or discarding of any of the information shared or collected following my
participation in the study.
PURPOSE OF STUDY
I understand that the purpose of the study is to:
Determining how efficient are both the respiratory mask as well as standard mask in preventing
healthcare providers from getting exposed to corona virus in the course of their work. Can they all
be relied to offer the same protection?
PROCEDURES
I understand that if I volunteer to take part in this study, I will be asked to:
Declare information related to chronic illness or preexisting conditions as well as my age. I will as
well be required to fully adhere to the recommended hygiene standards as well as to be fully
dressed with protective gears which include the designated face mask, prior to getting exposed to
SARS- COV – 2 viruses. Also, I will have to undertake a 14 day or more in quarantine as well as
undertake the COVID 19 test. I shall also be required to undertake necessary treatments in the event
I am exposed to the virus.
BENEFITS
I understand that the benefits I may gain from participation include:
I will get a chance to enhance the safety of healthcare providers' who continue to dedicate their
efforts to the treatment and care of COVID_19 patients and relies on face masks as one of their PPE.
For Official Use Only
Received on:
Reviewed on:
End date:
File Number:
mailto:[email protected]
INFORMED CONSENT LETTER
Page 2 of 2
I will assist them in understanding if they would still use the standard face masks, taking into
consideration the general shortage of respiratory masks. All the instruments to be used and
expenses incurred will be covered by the researcher together with any counseling and treatments in
case I am exposed to the virus.
RISKS
I understand that the risks, discomforts, or stresses I may face during participation include:
I understand that I may get exposed to the virus, become sick, or even die from the COVID 19
disease. Due to the gravity of the illness, I may also be psychologically affected..
This document outlines the structure for an informative presentation, including an introduction with an attention getter and establishing credibility, a body with three main points and supporting evidence, and a conclusion summarizing the three points. Transitions are used to connect each section. References from credible sources are required to be cited in APA style.
Informed Consent FormBy the due date assigned, submit the Inform.docxannettsparrow
Informed Consent Form
By the due date assigned, submit the Informed Consent Letter to the
Submissions Area
(please note that this is only an example and no data may be collected).
Informed Consent Letter
Procedure section is clear, described in detail, specific, and all inclusive. Written in lay language (as documented by reading level score). Includes risks and benefits relevant to study. Address assent (if applicable).
Informed Consent Letter Example
IRB Application
.
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING FOR MICRO WORK.docxannettsparrow
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING
FOR MICRO WORK
There are various formats for completing a process recording. The following is an outline that covers the major areas we want included within a process recording. Please utilize the template that follows for completing a process recording with an individual, couple or family client(s).
1. Description/Identifying Information: The social work student’s name, date of the interview and the date of submission to the field instructor should always be included. Identify the client, always remembering to disguise client name to protect confidentiality. Include the number of times this client has been seen (i.e., "Fourth contact with Mrs. S."). On a first contact include name and ages of the client(s) you have written about. If client is seen in location other then the agency say where client was seen.
2. Purpose and Goalfor the Interview. Briefly state the purpose of the interaction and if there are any specific goals to be achieved, the nature of the presenting issues and/or referral.
3. Verbatim Dialogue (in the table below). A word-for-word description of what happened, as well as the student can recall, should be completed. This section does not have to include a full session of dialogue but should include a portion of dialogue. The field instructor and student should discuss what portions should be included in the verbatim dialogue.
4. Assessment of the Patient/Client/Consumer. This requires the student to describe the clients’ verbal and nonverbal reactions throughout the session. Consider everything that is occurring such as body language, facial expression, verbal outburst, etc.
5. The Student's Feelings and Reactions to the Client System and to the Interview (in the table below). This requires the student to put into writing unspoken thoughts and reactions s/he had during the interview e.g. "I was feeling angry at what the client was saying, not sure why I was reacting this way…”. “ I wonder what would happen if I said such-and-such.”
6. Identify Skills and/or Theory/ Conceptual Frameworks used (in the table below). The student should be able to identify what skills they used in an interaction, and/or what theoretical framework came to mind as they dialogued e.g. “I used the strengths perspective “ “I used the skill of partializing”
7. Supervisor/field instructor comments (in the table below) This requires the field instructor to provide review and critique of the student’s dialogue with the client system, skill identification, and interpretation of the client interview.
8. A summary assessment/analysis of the student's impressions. This is a summary of the student's analytical thinking about the entire interview and/or any specific interaction the student is unsure about. Include any client action or non-verbal activity that the student may want to discuss. (See Guided Questions at the end of the template for this section A-M)
9. Future plans. The .
Information Technology Capstone ProjectIn this course, learners .docxannettsparrow
Information Technology Capstone Project
In this course, learners apply knowledge and skills from other courses as they develop a project that benefits an organization, community, or industry. Learners prepare a proposal that includes a project description, deliverables, completion dates, and associated learning. Upon approval from the instructor, learners execute the proposal, record their progress weekly using a project tracking website, and produce a final project report.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Critical Thinking Fall 2016 Essay AssignmentArgue one of t.docx
1. Critical Thinking
Fall 2016
Essay Assignment
Argue one of the following:
1. Drug legalization is morally acceptable.
2. Drug legalization is not morally acceptable.
3. Prostitution is morally acceptable.
4. Prostitution is not morally acceptable.
5. Abortion is morally acceptable.
6. Abortion is not morally acceptable.
7. Euthanasia is morally acceptable.
8. Euthanasia is not morally acceptable.
9. Capital punishment is morally acceptable.
10. Capital punishment is not morally acceptable.
11. Corporate social responsibility is a moral obligation.
12. Corporate social responsibility is not a moral obligation.
13. We are obligated to protect animal welfare.
14. We are not obligated to protect animal welfare.
15. Affirmative action is a moral obligation.
16. Affirmative action is not a moral obligation.
In making your argument, you are required to:
A. Include the following:
I. An introduction that includes your thesis statement
2. a. for example, say I’m writing an essay on the value of reading
books and my thesis statement is about the value of reading
books over watching movies. My introduction could simply be
“In this essay, I argue that it is better to read a book than to
watch a movie.”
II. Reason(s) that support your thesis statement (In other words,
what are the reasons why should we agree with your thesis
statement?)
a. for example: “Reading books gives the reader an advantage
of having more detail in exposition that simply watching a
movie cannot. For example, a five-second pan of the camera in
a movie scene loses all of the important detail—even
occasionally the narrator’s inner monologue—that can be
expounded on for several pages in a novel. All of this
information can make a difference in both one’s understanding
and one’s appreciation of the story being told. Movies all too
often are incapable of capturing fully that information the way
the artfully-crafted written word can.”
NOTE: The above is simply a brief example of what supporting
reasons for a thesis might look like. This is not, however, an
example of an appropriate or recommended length for this
particular section of your essay. You want your essay to be as
strong as possible—after all, you are trying to convince us of
your position, right? Therefore, you should spend an ample
amount of room explaining exactly why it is we should agree
with you.
III. A strong objection to your thesis
a. for example: “Some may argue that watching a movie is
better than reading a book because movies can present a story in
around two hours, while reading a book usually takes much
more time.”
IV. A response to that objection
3. a. For example: “Especially when so many of us have busy lives
and are pressed for time, the idea of watching a two-hour movie
may seem more appealing than taking the time to read a 450-
page book. However, I will argue that the benefits of taking the
time to read a book far outweigh any benefit gained from lazily
watching a two-hour flick. For example, reading a book is
active and a good way to exercise the mind. When reading a
book, one gets to use and creatively engage his imagination
rather than have some silly movie director dictate and spoon-
feed what images he sees.” Etc., etc., etc…
AGAIN NOTE: The above is simply a brief example of what
responses to an objection might look like. This is not, however,
an example of the recommended length for this particular
section of your essay. Remember: the more you explain your
reasons, the stronger your essay will be.
V. Conclusion (This should be a brief restatement of what you
argued. Do not present any new information in the conclusion.)
B. Argue for your position using one of the following: A
deontological moral theory, a utilitarian moral theory, Mill’s
Harm Principle, Rawls’ Original Position
C. Format at follows:
I. Times New Roman 12 font
II. Double-space
III. 1” margins
IV. 2-3 pages long
A. You can go slightly over 3 pages, but you may not go under
2. (Your “Works Cited” page is not included in your total page
count.)
4. V. MLA style
A. EVERYTHING that is not your original thought MUST be
cited or you WILL receive a zero (0) on this assignment for
plagiarism. If you have any questions about the University code
on academic honesty, look it up.
D. Meet the due date:
Your essay is due on December 14th. You are required to
submit your essay electronically to SafeAssign via Blackboard.
I must have the electronic copy of your essay via SafeAssign no
later than 11:59 p.m. on Wednesday, December 14th. Your
essay will not be counted as being handed in until I receive the
SafeAssign upload. Any SafeAssign upload after 11:59 p.m. on
the due date will be counted as late. Late assignments will not
be accepted. This means there will be no excusing internet
errors, mishaps, etc., with regard to the online submission.
Since those sorts of obstacles are always possible, you are
expected to plan accordingly and allow plenty of time to
complete your essay and upload it to SafeAssign in order to
meet the deadline.
Guidelines to remember
As an argumentative essay, you are not giving your opinion
about a topic. You are picking a topic, choosing a side to argue,
and presenting that argument. A good philosopher should be
able to argue for or against any topic, regardless of what
personal opinions the philosopher may hold.
*Begin your essay with an introductory paragraph. This entire
introduction should only be a few sentences long. The key to
this paragraph is your thesis statement; the thesis statement tells
the reader exactly what you are seeking to prove and, concisely,
how you are going to prove it.
*The main body of the essay should build a case that your thesis
is correct and stronger than alternatives that other intelligent
5. people might believe. Consequently, you will make arguments
in support of your thesis while also addressing one or more of
the texts that we’ve read in addition to considering other
objections to the thesis.
*The concluding paragraph should be no longer than a few
sentences. It should summarize your main arguments, briefly
restate what your thesis is, and show how you supported the
thesis.
Writing a Philosophy Paper
1. Philosophy is About Arguments.
You are expected to use and discuss arguments. An argument is
a number of statements expressing ideas which fit together to
establish the truth of some main idea, the latter being known as
the conclusion. Almost always, the question you are going to
answer will involve some issue which can be debated from at
least two points of view. One of the key things to do will be to
look at that question from these different points of view and
present the arguments offered by each side. Even if the issue is
one that you have very strong opinions about, you will be
expected to examine the issue from other perspectives in at least
as much detail as you present the one you agree with and to
attempt to show why the arguments for one side are stronger
than those for the other.
2. Include a thesis statement in your introductory section.
A thesis statement is a sentence which clearly says what
conclusion you are going to be arguing for in your paper. If
you were going to argue that capital punishment is immoral, you
would write (1) “I will argue that capital punishment is
immoral,” and then (2) Briefly explain why it is immoral and
how you’re going to prove this.
3. Justify Using Reasoned Arguments
You should use reasoned arguments to support the thesis that
6. you are trying to establish.
4. Write Simply and Clearly
People often use long words when they write philosophical
papers, but it is much better to try to put ideas as simply as
possible. Try to write in a way that any college-educated person
with no knowledge of philosophy could understand.
5. Explain Key Terms
Pretend that your reader is someone other than your professor
and does not know what key philosophical terms are. For
instance, if you say you are going to examine a question from a
utilitarian point of view, to begin with, write a sentence stating
what utilitarianism is.
6. Be Creative!
Philosophy need not be dry and humorless. In fact, the best
philosophers are often quite witty, so feel free to exercise your
sense of humor to make it fun to read (and write). This often
involves using fascinating (but relevant!) examples.
7. Proper English
Correct grammar, spelling and punctuation are very important.
Points will be deducted for poor writing.
8. Phrases to avoid: (Yes, please oh please avoid using anything
like these examples!)
Rhetorical opening sentences like: “Since the beginning of time,
philosophers have pondered the question of …” It’s better to
just jump right into the topic.
Vague, wishy-washy conclusions like: “What is the right
answer? We may never know, but I for one have enjoyed this
7. opportunity to explore it.” Pick a side and try to defend it.
Have fun!
Must be in excel
In integrative problem 86 in Chapter 4, you were asked to
calculate Carmin’s gross income for 2013. This is the second
phase, which provides the additional information necessary for
you to calculate her taxable income, income tax liability, and
additional tax (or refund due). NOTE: The gross income items
from problem 86 still apply. However, some additional items
might affect the amount of gross income that Carmin must
report. That is, several items included in the gross income from
integrative problem 86 are either not reported as gross income
or need to be combined with the additional information in this
problem to determine the correct treatment. Therefore, you
should make the appropriate adjustments to gross income in
integrative problem 86, and begin your tax calculation under the
heading of Gross Income from Problem 86, As Adjusted. From
this point on, any items of gross income from the information in
this problem should be listed to determine gross income for tax
purposes. You do not need to list all the individual gross
income items from integrative problem 86 in your solution.
However, you should explain the adjustments made to the phase
1 gross income figure as part of your discussion of the solution.
Carmin has the following amounts withheld from her paycheck
for the payment of state income taxes, federal taxes, and Social
Security taxes:
State income taxes $4,768
Federal income taxes 9,723
Social Security taxes 6,120
In addition, Carmin makes timely federal estimated tax
payments of $400 per quarter and estimated state tax payments
of $150 per quarter. To minimize her tax liability, she makes
8. her last estimated state tax payment on December 31, 2013.
Because of her busy work schedule, Carmin is unable to give
her accountant the tax documents necessary for filing her 2012
state and federal income tax return by the due date (April 15,
2013). In filing her extension on April 15, 2013, she makes a
state tax payment of $245 and a federal tax payment of $750.
Her return is eventually filed on June 25, 2013. In August 2013,
she receives a federal refund of $180 and a state tax refund of
$60. Carmin pays $1,980 in real estate taxes on her principal
residence. The real estate tax is used to pay for town schools
and other municipal services. The town also has 5 fire districts,
which levy a separate tax (i.e., fire tax) to fund each district’s
fire department. The fire tax is based on the assessed value of
the taxpayer’s home. Carmin pays $170 in fire tax during the
year. Carmin drives a 2012 Tarago 919 Wagon. Her car
registration costs $50 and covers the period 1/1/13 through
12/31/13. In addition, she pays $280 in property tax to the town,
based on the book value of the car. In addition to the medical
costs presented in problem 85 in Chapter 4, Carmin incurs the
following unreimbursed medical costs:
Dentist $310
Doctor 390
Prescription drugs 215
Over-the-counter drugs 140
Optometrist 125
Emergency room charges 440
Chiropractor 265
On March 1, Carmin takes advantage of low interest rates and
refinances her $75,000 home mortgage. The new home loan is
for 15 years. Carmin and her ex-husband paid $90,000 for the
house in 2002. The house is worth $155,000. She pays $215 in
closing costs and $1,800 in points to obtain the loan. As part of
the refinancing arrangement, she also obtains a $10,000 home
9. equity loan. She uses the proceeds from the home equity loan to
remodel the kitchen and bathroom and to reduce the balances on
her credit cards. Her home mortgage interest for the year is
$6,500, and her home equity loan interest is $850. She incurs
interest on her Chargit credit card of $410 and $88 on her
Myers Department Store card. The interest on her car loan from
Tarago Financing Corporation is $350. Carmin receives the
following information on her investment in Grubstake Mining
and Development:
Ordinary income $7,400
Short-term capital gain 300
Long-term capital loss 5,200
Charitable contribution 500
In May 2013, she contributes clothing to the Salvation Army.
The original cost of the clothing was $740. She receives a
statement from the Salvation Army valuing the donation at
$360. In addition, she makes the following cash contributions:
Larkin College $850
United Way 125
First Methodist Church 790
Amos House (homeless shelter) 200
Kappa Delta Delta Sorority 150
Local Chamber of Commerce 100
Carmin sells real estate in the evenings and on weekends. She
runs the business from a 600-square-foot office in her basement.
She has been operating in a businesslike way since April 2004
and has always shown a profit. She has the following income
and expenses from her business:
Commissions $24,230
Advertising 4,300
10. Telephone 550
Real estate license 160
Carmin has a separate telephone line to her office. The $550
telephone cost includes a $30 monthly fee and $190 in long-
distance calls related to her business. Carmin uses her car in her
business and properly documents 8,000 business related miles.
The business and personal use of her car during the year total
20,000 miles. In 2012, Carmin elected to use the standard
mileage method to calculate her car expenses. She spends $85
on tolls and $225 on parking related to her real estate business.
Carmin incurs the following expenses in operating her home:
Water $ 205
Electricity 980
Gas 630
Insurance 1,470
The living area of Carmin’s house (not including the basement)
measures 2,400 square feet. When she started her business in
April 2005, the fair market value of the house was $100,000.
Approximately 10% of the purchase price is attributable to the
land. Depreciation on the house (unallocated) for 2013 would be
$2,077. In April, Carmin’s house is robbed. She apparently
interrupted the burglar because all that’s missing is an antique
brooch she inherited from her grandmother and $300 in cash.
Unfortunately, she didn’t have a separate rider on her insurance
policy covering the jewelry. Therefore, the insurance company
reimburses her only $500 for the brooch. When her grandmother
died in 2010, the fair market value of the pin was $6,000. The
fair market value of the pin at the date of the theft is $7,500.
Her insurance policy also limits to $100 the amount of cash that
can be claimed in a theft.
Carmin’s company has an accountable employee expense
reimbursement plan from which Carmin receives $10,800 for
the following expenses:
11. Airfare $4,700
Hotels 3,400
Meals 2,000
Car rentals 600
Entertainment 900
Incidentals 400
During the year, she also pays $295 for business publications
and $775 for a local accountant to prepare her 2012 tax return.
The bill from the accountant indicated that preparation of the
business portion of Carmin’s return cost $550. In 2011, Carmin
loaned $10,000 to her ex-husband Ray so he could start a new
business. Their loan agreement requires Ray to pay Carmin 8%
interest on the unpaid balance of the loan on December 31 of
each year and to begin repaying the loan in $2,500 annual
installments on July 1, 2013. Carmin receives the interest on the
loan during 2011 and 2012. In March 2013, she receives a letter
informing her that Ray has filed for bankruptcy. On February
22, 2014, the bankruptcy court awards all creditors 40% of their
claims on Ray’s assets. Calculate Carmin’s taxable income,
income tax liability, and tax (or refund) due on her 2013 tax
return. Then do one or both of the following, according to your
professor’s instructions:
a. Include a brief explanation of how you determined each
deduction and any item you did not treat as a deduction. Your
solution to the problem should contain a list of each deduction
and its amount, with the explanations attached.
b. Write a letter to Carmin explaining how you determined each
deduction and any items you did not treat as a deduction. You
12. should include a list of each deduction and its amount.
1
Ten Reasons for Not Legalizing Prostitution
And a Legal Response to the Demand for Prostitution
Janice G. Raymond
(Published in simultaneously in hard copy in Journal of Trauma
Practice, 2, 2003:
pp. 315-332; and in Prostitution, Trafficking and Traumatic
Stress. Melissa Farley
(Ed.). Binghamton: Haworth Press, 2003.
Summary
Since the mid-1980s, the debate about how to address
prostitution legally has
become a subject of legislative action Some countries in
Europe, most notably
the Netherlands and Germany among others, have legalized
and/or
decriminalized systems of prostitution, which includes
decriminalizing pimps,
brothels and buyers, also known as “customers or johns.” Other
governments,
such as Thailand, legally prohibit prostitution activities and
13. enterprises but in
reality tolerate brothels and the buying of women for
commercial sexual
exploitation, especially in its sex tourism industry. Sweden, has
taken a different
legal approach --penalizing the buyers while at the same time
decriminalizing the
women in prostitution.
This article offers ten arguments for not legalizing prostitution.
These arguments
apply to all state-sponsored forms of prostitution, including but
not limited to full-
scale legalization of brothels and pimping, decriminalization of
the sex industry,
regulating prostitution by laws such as registering or mandating
health checks for
women in prostitution, or any system in which prostitution is
recognized as “sex
work” or advocated as an employment choice. This essay
reviews the ways in
which legitimating prostitution as work makes the harm of
prostitution to women
invisible, expands the sex industry, and does not empower the
women in
prostitution.
What happens when prostitution is treated as “sex work” rather
than when it is
treated as sexual exploitation and violence against women?
What happens
when a country such as Sweden rejects legalization and
addresses the demand
for prostitution?
14. 1. Legalization/decriminalization of prostitution is a gift to
pimps,
traffickers and the sex industry.
2. Legalization/decriminalization of prostitution and the sex
industry
promotes sex trafficking.
3. Legalization/decriminalization of prostitution does not
control the sex
industry. It expands it.
2
4. Legalization/decriminalization of prostitution increases
clandestine,
hidden, illegal and street prostitution.
5. Legalization of prostitution and decriminalization of the sex
industry
increases child prostitution.
6. Legalization/decriminalization of prostitution does not
protect the
women in prostitution.
15. 7. Legalization/decriminalization of prostitution increases the
demand for
prostitution. It boosts the motivation of men to buy women for
sex in a
much wider and more permissible range of socially acceptable
settings.
8. Legalization/decriminalization of prostitution does not
promote women's
health.
9. Legalization/decriminalization of prostitution does not
enhance women's
choice.
10. Women in systems of prostitution do not want the sex
industry legalized
or decriminalized.
Arguments:
1. Legalization/decriminalization of prostitution is a gift to
pimps,
traffickers and the sex industry.
What does legalization of prostitution or decriminalization of
the sex industry
mean? In the Netherlands, legalization amounts to sanctioning
16. all aspects of the
sex industry: the women themselves, the buyers, and the pimps
who, under the
regime of legalization, are transformed into third party
businessmen and
legitimate sexual entrepreneurs. Legalization/decriminalization
of the sex
industry also converts brothels, sex clubs, massage parlors and
other sites of
prostitution activities into legitimate venues where commercial
sexual acts are
allowed to flourish legally with few restraints.
Some people believe that, in calling for legalization or
decriminalization of
prostitution, they dignify and professionalize the women in
prostitution. But
dignifying prostitution as work doesn’t dignify the women, it
simply dignifies the
sex industry. People often don’t realize that decriminalization
means
decriminalization of the whole sex industry, not just the women
in it. And they
haven’t thought through the consequences of legalizing pimps
as legitimate sex
entrepreneurs or third party businessmen, or the fact that men
who buy women
for sexual activity are now accepted as legitimate consumers of
sex.
3
In countries where women are criminalized for prostitution
17. activities, it is crucial
to advocate for the decriminalization of the women in
prostitution. No woman
should be punished for her own exploitation. But States should
never
decriminalize pimps, buyers, procurers, brothels or other sex
establishments.
2. Legalization/decriminalization of prostitution and the sex
industry
promotes sex trafficking.
Legalized or decriminalized prostitution industries are one of
the root causes of
sex trafficking. One argument for legalizing prostitution in the
Netherlands was
that legalization would help to end the exploitation of desperate
immigrant
women who had been trafficked there for prostitution. However,
one report found
that 80% of women in the brothels of the Netherlands were
trafficked from other
countries (Budapest Group, 1999)(1). In 1994, the International
Organization of
Migration (IOM) stated that in the Netherlands alone, “nearly
70 % of trafficked
women were from CEEC [Central and Eastern European
Countries]” (IOM, 1995,
p. 4).
The government of the Netherlands presents itself as a
champion of anti-
trafficking policies and programs, yet it has removed every
legal impediment to
18. pimping, procuring and brothels. In the year 2000, the Dutch
Ministry of Justice
argued in favor of a legal quota of foreign “sex workers,”
because the Dutch
prostitution market demanded a variety of “bodies” (Dutting,
2001, p. 16). Also in
2000, the Dutch government sought and received a judgment
from the European
Court recognizing prostitution as an economic activity, thereby
enabling women
from the European Union and former Soviet bloc countries to
obtain working
permits as “sex workers” in the Dutch sex industry if they could
prove that they
are self employed. Non-governmental organizations (NGOs) in
Europe report
that traffickers use the work permits to bring foreign women
into the Dutch
prostitution industry, masking the fact that women have been
trafficked, by
coaching them to describe themselves as independent “migrant
sex workers”
(Personal Communication, Representative of the International
Human Rights
Network, 1999).
In the year since lifting the ban on brothels in the Netherlands,
eight Dutch victim
support organizations reported an increase in the number of
victims of trafficking,
and twelve victim support organization reported that the number
of victims from
other countries has not diminished (Bureau NRM, 2002, p. 75).
Forty-three of
the 348 municipalities (12%) in the Netherlands choose to
follow a no-brothel
19. policy, but the Minister of Justice has indicated that the
complete banning of
prostitution within any municipality could conflict with the
federally guaranteed
“right to free choice of work” (Bureau NRM, 2002, p.19).
The first steps toward legalization of prostitution in Germany
occurred in the
1980s. By 1993, it was widely recognized that 75% of the
women in Germany’s
prostitution industry were foreigners from Uruguay, Argentina,
Paraguay and
4
other countries in South America (Altink, 1993, p. 33). After
the fall of the Berlin
wall, 80% of the estimated 10,000 women trafficked into
Germany were from
Central and Eastern Europe and CIS countries (IOM. 1998a , p.
17). In 2002,
prostitution in Germany was established as a legitimate job after
years of being
legalized in tolerance zones. Promotion of prostitution,
pimping and brothels are
now legal in Germany.
The sheer volume of foreign women in the German prostitution
industry suggests
that these women were trafficked into Germany, a process
euphemistically
described as facilitated migration. It is almost impossible for
poor women to
facilitate their own migration, underwrite the costs of travel and
20. travel documents,
and set themselves up in “business” without intervention.
In 1984, a Labor government in the Australian State of Victoria
introduced
legislation to legalize prostitution in brothels. Subsequent
Australian
governments expanded legalization culminating in the
Prostitution Control Act of
1994. Noting the link between legalization of prostitution and
trafficking in
Australia, the US Department of State observed: “Trafficking in
East Asian
women for the sex trade is a growing problem…lax laws –
including legalized
prostitution in parts of the country – make [anti-trafficking]
enforcement difficult at
the working level” (U.S. Department of State, 2000, p. 6F).
3. Legalization/decriminalization of prostitution does not
control the sex
industry. It expands it.
Contrary to claims that legalization and decriminalization would
control the
expansion of the sex industry, prostitution now accounts for 5%
of the
Netherlands economy (Daley, 2001, p. 4). Over the last decade,
as pimping was
legalized, and brothels decriminalized in the year 2000, the sex
industry
increased by 25% in the Netherlands (Daley, 2001, p.4). At any
hour of the day,
women of all ages and races, dressed in hardly anything, are put
on display in
21. the notorious windows of Dutch brothels and sex clubs and
offered for sale.
Most of them are women from other countries who were
probably trafficked into
the Netherlands (Daley, 2001, p. 4).
In addition to governmental endorsement of prostitution in the
Netherlands,
prostitution is also promoted by associations of sex businesses
and
organizations comprised of prostitution buyers who consult and
collaborate with
the government to further their interests. These include the
“Association of
Operators of Relaxation Businesses,” the “Cooperating
Consultation of Operators
of Window Prostitution,” and the “Man/Woman and Prostitution
Foundation,” a
group of men who regularly use women in prostitution, and
whose specific aims
include “to make prostitution and the use of services of
prostitutes more accepted
and openly discussible,” and “to protect the interests of clients”
(Bureau NRM,
2002, pp.115-16).
5
Faced with a dwindling number of Dutch women who engage in
prostitution
activities and the expanding demand for more female bodies and
more exotic
women to service the prostitution market, the Dutch National
22. Rapporteur on
Trafficking has stated that in the future, a solution may be to
“offer [to the market]
prostitutes from non EU/EEA[European Union/European
Economic Area]
countries, who voluntarily choose to work in prostitution…”
These women would
be given “legal and controlled access to the Dutch market”
(Bureau NRM, 2002,
p. 140). As prostitution has been transformed into “sex work,”
and pimps into
entrepreneurs, so too this recommendation transforms
trafficking into “voluntary
migration for sex work.” Looking to the future, the Netherlands
is targeting poor
women for the international sex trade to remedy the
inadequacies of the free
market of “sexual services.” Prostitution is thus normalized as
an “option for the
poor.”
Legalization of prostitution in the State of Victoria, Australia,
resulted in massive
expansion of the sex industry. Along with legalization of
prostitution, other forms
of sexual exploitation, such as tabletop dancing, bondage and
discipline centers,
peep shows, phone sex, and pornography, have all developed in
much more
profitable ways than before legalization (Sullivan & Jeffreys,
2001). Prostitution
has become an integral part of the tourism and casino boom in
Victoria with
government-sponsored casinos authorizing the redeeming of
casino chips at
local brothels (Sullivan & Jeffreys, 2001).
23. A range of state-sponsored prostitution systems exist in Austria,
Denmark,
Germany, the Netherlands and Switzerland. It seems likely that
European state-
sponsored prostitution countries serve as magnets and,
ultimately, as conduits
through which significant numbers of women are trafficked to
other European
nations. Europe has a high density of women trafficked per
square mile
compared to North America, for example. Given the porousness
of national
borders facilitated by the Schengen agreement (2), it is not
surprising that high
numbers of trafficked women are also present in other European
countries that
do not have legalized or decriminalized systems of prostitution.
Although
accurate numbers of women trafficked are difficult to obtain,
the International
Organization of Migration (IOM) has estimated that 500,000
women and children
are trafficked in Europe annually (IOM, 1998). In contrast, it
has been estimated
that 45,000-50,000 women and children are trafficked annually
into the United
States (Richard, 1999, p.3).
4. Legalization/decriminalizaton of prostitution increases
clandestine,
illegal and street prostitution.
One goals of legalized prostitution was to move prostituted
women indoors into
brothels and clubs where they would be allegedly less
24. vulnerable than in street
prostitution. However, many women are in street prostitution
because they want
to avoid being controlled and exploited by pimps (transformed
in legalized
systems into sex businessmen). Other women do not want to
register or submit
6
to health checks, as required by law in some countries where
prostitution is
legalized (Schelzig, 2002). Thus, legalization may actually
drive some women
into street prostitution. Arguing against an Italian proposal for
legalized
prostitution, Esohe Aghatise has suggested that brothels
actually deprive women
of what little protection they may have on the street, confining
women to closed
spaces where they have little chance of meeting outreach
workers or others
who might help them exit prostitution (Aghatise, in press).
In the Netherlands, women in prostitution point out that
legalization or
decriminalization of the sex industry does not erase the stigma
of prostitution.
Because they must register and lose their anonymity, women are
more
vulnerable to being stigmatized as “whores,” and this identity
follows them
everyplace. Thus, the majority of women in prostitution still
operate illegally and
25. underground. Some members of Parliament who originally
supported the
legalization of brothels on the grounds that this would liberate
women are now
seeing that legalization actually reinforces the oppression of
women (Daley,
2001, p. A1).
Chief Inspector Nancy Pollock, one of Scotland’s highest-
ranking female police
officers, established Glasgow’s street liaison team for women in
prostitution in
1998. Pollock stated that legalization or decriminalization of
prostitution is
“…simply to abandon women to what has to be the most
demeaning job in the
world” (Martin, 2002, p. A5). Countering the argument that
legalized prostitution
provides safer venues for women, Pollock noted that women in
sauna
prostitution, for example, “have even less control over what
services they will
perform. On the street, very few women will do anal sex and
few do sex without a
condom. But in the saunas, the owners, who obviously don’t
want their punters
going away disappointed, decide what the women will do, and
very often that is
anal sex and sex – oral and vaginal – without a condom”
(Martin, 2002, p. A5).
The argument that legalization was supposed to take the
criminal elements out of
sex businesses by strict regulation of the industry has failed.
The real growth in
prostitution in Australia since legalization took effect has been
26. in the illegal
sector. Over a period of 12 months from 1998-1999, unlicensed
brothels in
Victoria tripled in number and still operate with impunity
(Sullivan & Jeffreys,
2001). In New South Wales where brothels were decriminalized
in 1995, the
number of brothels in Sydney had tripled to 400-500 by 1999,
with the vast
majority having no license to advertise or operate. In response
to widespread
police corruption, control of illegal prostitution was removed
from police
jurisdiction and placed under the control of local councils and
planning
regulators. However, the local councils do not have the
resources to investigate
illegal brothel operators (Sullivan & Jeffreys, 2001).
5. Legalization of prostitution and decriminalization of the sex
industry
increases child prostitution.
7
Another argument for legalizing prostitution in the Netherlands
was that it would
help end child prostitution. Yet child prostitution in the
Netherlands has
increased dramatically during the 1990s. The Amsterdam-based
ChildRight
organization estimates that the number of children in
27. prostitution has increased
by more than 300% between 1996 –2001, going from 4,000
children in 1996 to
15,000 in 2001. ChildRight estimates that at least 5,000 of these
children in
Dutch prostitution are trafficked from other countries, with a
large segment being
Nigerian girls (Tiggeloven, 2001).
Child prostitution has increased dramatically in the state of
Victoria compared to
other Australian states where prostitution has not been
legalized. Of all the
states and territories in Australia, the highest number of
reported incidences of
child prostitution came from Victoria. In a 1998 study
undertaken by ECPAT
(End Child Prostitution and Trafficking) who conducted
research for the
Australian National Inquiry on Child Prostitution, there was
increased evidence of
organized commercial exploitation of children (ECPAT
Australia, 1998).
6. Legalization/decriminalization of prostitution does not
protect the
women in prostitution.
In two studies in which 186 victims of commercial sexual
exploitation were
interviewed, women consistently indicated that prostitution
establishments did
little to protect them, regardless of whether the establishments
were legal or
illegal. One woman said, “The only time they protect anyone is
to protect the
28. customers” (Raymond, Hughes & Gomez, 2001; Raymond,
d’Cunha, Ruhaini
Dzuhayatin, Hynes & Santos, 2002).
One of these studies interviewed 146 victims of trafficking in 5
countries. Eighty
percent of the women interviewed had suffered physical
violence from pimps and
buyers and endured similar and multiple health effects from the
violence and
sexual exploitation, regardless of whether the women were
trafficked
internationally or were in local prostitution (Raymond et al,
2002, p. 62).
A second study of women trafficked for prostitution in the
United States yielded
the following statements. Women who reported that sex
businesses gave them
some protection qualified it by pointing out that no “protector”
was ever in the
room with them. One woman who was in out-call prostitution
stated: “The driver
functioned as a bodyguard. You’re supposed to call when you
get in, to
ascertain that everything was OK. But they are not standing
outside the door
while you’re in there, so anything could happen” (Raymond et
al, 2001, p. 74).
In brothels that have surveillance cameras, the function of
cameras was to
protect the buyer and the brothel rather than the women, with
one brothel putting
in cameras after a buyer died (Raymond et al, 2001, p. 74).
Protection of the
29. women from abuse was of secondary or no importance.
8
7. Legalization/decriminalization of prostitution increases the
demand for
prostitution. It encourages men to buy women for sex in a
wider and
more permissible range of socially acceptable settings.
With the advent of legalization in countries that have
decriminalized the sex
industry, many men who previously would not have risked
buying women for sex
now see prostitution as acceptable. When legal barriers
disappear, so too do the
social and ethical barriers to treating women as sexual
merchandise. Legalization
of prostitution sends the message to new generations of men and
boys that
women are sexual commodities and that prostitution is harmless
fun (Leidholdt,
2000).
As men have a plethora of “sexual services” offered to them in
prostitution,
women must compete by engaging in anal sex, sex without
condoms, bondage
and domination and other acts demanded by buyers. Once
prostitution is
legalized, for example, women’s reproductive capacities are
sellable products.
30. Some buyers find pregnancy a turn-on and demand breast milk
in their sexual
encounters with pregnant women (Sullivan & Jeffreys, 2001, p.
10).
In the State of Victoria in Australia, specialty brothels are
provided for disabled
men. State-employed caretakers (who are mostly women) must
take these men
to the brothels if they wish to go and literally facilitate their
physical sexual acts
(Sullivan & Jeffreys, 2001). Advertisements line the highways
of Victoria offering
women as objects for sexual use. Businessmen are encouraged
to hold their
corporate meetings in clubs where owners supply naked women
on the table at
tea breaks and lunchtime. A Melbourne brothel owner stated
that the client base
was “well educated professional men, who visit during the day
and then go home
to their families “(Sullivan & Jeffreys, 2001). Women in
relationships with men
find that often the men in their lives are visiting the brothels
and sex clubs.
8. Legalization/decriminalization of prostitution does not
promote women’s
health.
A legalized system of prostitution often mandates health checks
and certification,
but only for women and not for male buyers. Health
examinations or tests for
women but not men make no public health sense because
monitoring prostituted
31. women does not protect them from HIV/AIDS or STDs. This is
not to advocate
that both women in prostitution and male buyers should be
checked. It is simply to
point out the duplicity of a policy that implies, “We’ll have
safer sex and HIV/AIDS
control if we examine the women under a regulated or
decriminalized system of
prostitution.” Male buyers can and do originally transmit
disease to the women
they purchase.
It has been argued that legalized brothels or other “controlled”
prostitution
establishments protect women through enforceable condom
policies. In one
study, 47% of women in U.S. prostitution stated that men
expected sex without a
9
condom; 73% reported that men offered to pay more for sex
without a condom;
and 45% of women said that men became abusive if they
insisted that men use
condoms (Raymond et al, 2001, p. 72). Although certain sex
businesses had
rules that required men to wear condoms, men nonetheless
attempted to have
sex without condoms. One woman stated: “It’s ‘regulation’ to
wear a condom at
the sauna, but negotiable between parties on the side. Most
guys expected blow
jobs without a condom (Raymond et al, 2001, p. 72).”
32. In reality, the enforcement of condom policy was left to the
individual women in
prostitution, and the offer of extra money was an insistent
pressure. One woman
stated: “I’d be one of those liars if I said ‘Oh I always used a
condom.’ If there
was extra money coming in, then the condom would be out the
window. I was
looking for the extra money (Raymond et al., 2001, p. 73).”
Many factors militate
against condom use: the need of women to make money; older
women’s decline
in attractiveness to men; competition from places that do not
require condoms;
pimp pressure on women to have sex with no condom for more
money; money
needed for a drug habit or to pay off the pimp; and the general
lack of control that
prostituted women have over their bodies in prostitution venues.
"Safety policies" in brothels did not protect women from harm.
Where brothels
allegedly monitored the buyers and employed "bouncers,"
women stated that
they were injured by buyers and, at times, by brothel owners
and their friends.
Even when someone intervened to momentarily control buyers'
abuse, women
lived in a climate of fear. Although 60% of women reported that
buyers had
sometimes been prevented from abusing them, half of those
same women
answered that, nonetheless, they thought that they might be
killed by one of
their buyers (Raymond et al., 2002).
33. 9. Legalization/decriminalization of prostitution does not
enhance women’s
choice.
Most women in prostitution did not make a rational choice to
enter prostitution
from among a range of other options. They did not sit down one
day and decide
that they wanted to be prostitutes. They did not have other real
options such as
medicine, law, nursing or politics. Instead, their “options” were
more in the realm
of how to feed themselves and their children. Such choices are
better termed
survival strategies.
Rather than consenting to prostitution, a prostituted woman
more accurately
complies with the extremely limited options available to her.
Her compliance is
required by the fact of having to adapt to conditions of
inequality that are set by
the customer who pays her to do what he wants her to do.
Most of the women interviewed in the studies authored by
Raymond et al.
reported that choice in entering the sex industry could only be
discussed in the
context of a lack of other options. Many described prostitution
as their last
10
34. choice, or as an involuntary way of making ends meet
(Raymond et al., 2001;
Raymond et al., 2002). In one study, 67% of a group of law
enforcement officials
expressed the opinion that women did not enter prostitution
voluntarily. Similarly,
72% of social service providers did not think that women
voluntarily choose to
enter the sex industry (Raymond et al 2001, p. 91).
The distinction between forced and voluntary prostitution is
precisely what the
sex industry is promoting because it will give the industry more
legal security and
market stability if this distinction can be utilized to legalize
prostitution, pimping
and brothels. Women who consider bringing charges against
pimps and
perpetrators will bear the burden of proving that they were
“forced.” How will
marginalized women ever be able to prove coercion? If
prostituted women must
prove that force was used in recruitment or in their “working
conditions,” very few
women in prostitution will have legal recourse, and very few
offenders will be
prosecuted.
Women in prostitution must continually lie about their lives,
their bodies, and their
sexual responses. Lying is part of the job definition when the
customer asks, “did
you enjoy it?” The very edifice of prostitution is built on the
lie that “women like
it.” Some prostitution survivors have stated that it took them
years after leaving
35. prostitution to acknowledge that prostitution wasn’t a free
choice because to deny
their own capacity to choose was to deny themselves.
There is no doubt that a small number of women say they
choose to be in
prostitution, especially in public contexts orchestrated by the
sex industry. In the
same way, some people choose to take dangerous drugs such as
amphetamine.
However, even when some people consent to use dangerous
drugs, we still
recognize that is harmful to them, and most people do not seek
to legalize
amphetamine. In this situation, it is harm to the person, not the
consent of the
person that is the governing standard.
A 1998 International Labor Organization (United Nations ILO)
report suggested
that the sex industry be treated as a legitimate economic sector,
but still found
that
…prostitution is one of the most alienated forms of labour; the
surveys [in 4 countries] show that women worked ‘with a
heavy heart,’ ‘felt forced,’ or were ‘conscience-stricken’ and
had negative self-identities. . A significant proportion claimed
they wanted to leave sex work [sic] if they could (Lim, 1998,
p. 213).
When a woman remains in an abusive relationship with a
partner who batters
her, or even when she defends his actions, concerned people
now understand
36. that she is not there voluntarily. They recognize the complexity
of her
compliance. Like battered women, women in prostitution may
deny their abuse if
they are not provided with meaningful alternatives.
11
10. Women in systems of prostitution do not want the sex
industry
legalized or decriminalized.
In a 5-country study on sex trafficking, most of the trafficked
and prostituted
women interviewed in the Philippines, Venezuela and the
United States (3)
strongly stated their opinion that prostitution should not be
legalized and
considered legitimate work, warning that legalization would
create more risks and
harm for women from already violent customer and pimps
(Raymond et al, 2002).
One woman said, “No way. It’s not a profession. It is
humiliating, and violence
from the men’s side.” Not one woman we interviewed wanted
her children, family
or friends to have to earn money by entering the sex industry.
Another woman
stated: “Prostitution stripped me of my life, my health,
everything” (Raymond et
al., 2002).
An Alternative Legal Route: Penalizing the Demand
There is no evidence that legalization of prostitution makes
37. things better for
women in prostitution. It certainly makes things better for
governments who
legalize prostitution and of course, for the sex industry, both of
which enjoy
increased revenues. The popular fiction that all will be well in
the world of
prostitution once the sex industry is legalized or decriminalized,
is repudiated by
evidence that the degradation and exploitation of women, as
well as the harm,
abuse, and violence to women still remain in state-sponsored
prostitution. State-
sponsored prostitution sanitizes the reality of prostitution.
Suddenly, dirty money
becomes clean. Illegal acts become legal. Overnight, pimps are
transformed into
legitimate businessmen and ordinary entrepreneurs, and men
who would not
formerly consider buying a woman in prostitution think, “Well,
if it’s legal, if it’s
decriminalised, now it must be O.K.”
Governments that legalize prostitution as “sex work” will have
a huge economic
stake in the sex industry. Consequently, this will foster their
increased
dependence on the sex sector. If women in prostitution are
counted as workers,
then governments can abdicate responsibility for making decent
and sustainable
employment available to women.
Instead of abandoning women in the sex industry to state-
sponsored prostitution,
laws should address the predation of men who buy women for
38. the sex of
prostitution. Men who use women in prostitution have long
been invisible.
Legislators often leap onto the legalization bandwagon because
they think
nothing else is successful. But there is a legal alternative.
Rather than
sanctioning prostitution, states could address the demand by
penalizing the men
who buy women for the sex of prostitution.
Sweden has drafted legislation recognizing that without male
demand, there
would be no female supply. Thinking outside the repressive box
of legalization,
Sweden has acknowledged that prostitution is a form of male
violence against
women and children, and the purchase of sexual services is
criminalized. The
12
inseparability of prostitution and trafficking is recognized by
the Swedish law:
“Prostitution and trafficking in women are seen as harmful
practices that cannot,
and should not be separated; in order to effectively eliminate
trafficking in
women, concrete measures against prostitution must be put in
place” (Ekberg,
2003, p. 69).
Sweden’s Violence Against Women Government Bill
(1997/98:55 (4), prohibits
39. and penalizes the purchase of “sexual services” (Swedish
Government Offices,
1998). This approach targets the male demand for prostitution:
“By prohibiting
the purchase of sexual services, prostitution and its damaging
effects can be
counteracted more effectively than hitherto” (Swedish
Government Offices, 1998,
p.2). The Swedish legislation criminalizing the buyers is based
on the policy that
“Prostitution is not a desirable social phenomenon” and is “an
obstacle to the
ongoing development towards equality between women and men
(Swedish
Government Offices, 1998, p.2).” Furthermore, the law against
purchasing sexual
services is part of a wider Violence Against Women Bill that
allocates resources
to support the development of alternatives for women in
prostitution
Results of the Swedish legislation thus far have been promising.
The prohibition
against men buying prostituted women has received strong
social support.
Several polls, conducted in 2000 and 2001, show that
approximately 80% of the
Swedish population support the law. Of those who want to
repeal the law, the
majority are men, with only 7% of women in support of repeal
(Jacobson, 2002,
p.24). Most importantly, women who are attempting to leave
prostitution support
the law (Ekberg, 2001). Swedish NGOs that work with women
in prostitution also
support the law and maintain that since passage of the law,
40. increased numbers
of women contact them for assistance. The very existence of
the law, and the
fact that people know it will be enforced, they say, serve as an
aid to young
women who are vulnerable to pimps and procurers (Ekberg,
2001).
Street prostitution has declined in the three years since the law
was passed. The
number of prostituted women has decreased by 50%, and 70-
80% of the buyers
have left public places. Furthermore, a police representative
maintained that
there is no indication that prostitution has gone underground, or
that prostitution
in sex clubs, escort agencies and brothels has increased
(Björling, 2001). Police
have also stated that the Swedish law prohibiting the purchase
of sexual services
has had a chilling effect on trafficking (5). According to police,
were it not for the
law, Sweden, like Norway and Finland, would experience major
trafficking of
Russian women across the border. In the northern regions of
both Norway and
Finland, trafficked Russian women are made to service
Scandinavian men in
prostitution camps (Bystrom, 2001).
Women’s and human rights groups should be advocating for
study and
replication of the Swedish law. Instead of giving carte blanche
to profoundly
abusive sex industries, governments should respond to the male
violence and
41. 13
sexual exploitation of women in prostitution by legally
addressing the demand for
prostitution.
Sweden has also focused on preventing the demand for
prostitution by initiating
a national campaign against prostitution and trafficking. One of
the innovative
aspects of this effort has been to take the campaign to the
racetrack. In May
2002, the Swedish campaign against prostitution and trafficking
was launched at
the Solvalla Racetrack in Stockholm. Racing fans often
celebrate their winnings
at a brothel or by paying for sex acts with women in street
prostitution. At
Solvalla, pimps commonly hustle buyers at the racetracks or
give them a ride to
sex clubs after the races end (Ekberg, 2003, p. 72).The Solvalla
racetrack
dedicated its first race of the evening to the campaign against
prostitution and
trafficking, advertising the campaign in its racing program.
After the first race,
Swedish Vice-Prime Minister and Minister for Gender Equality
Margareta
Winberg spoke to the 5000 persons in attendance about the
campaign and about
its focus on the buyers of women and children in prostitution
(Ekberg, 2003, p.
71). Opening a national campaign against trafficking and
42. prostitution at a
racetrack must rank as one of the most inventive “best
practices” to prevent
sexual exploitation, targeting a large population of men who
actually and
potentially buy women for sex acts.
Sweden also launched a nationwide poster campaign focusing
on the demand
for prostitution. Colorful posters publicizing the Law
Prohibiting the Purchase of
Sexual Services were displayed in bus shelters, subway stations
and on
streetcars throughout Sweden. The posters were designed to
increase public
awareness about prostitution and trafficking in women by
spotlighting the men
who buy women for sex. For example, one poster was a
representation of
Swedish sex tourists who travel to Baltic countries. The poster
featured a well-
dressed man in a suit, wearing a wedding band, with the
caption, “Time to flush
the johns out of the Baltic.” Another poster depicted a young
man surfing for
Internet pornography. The poster reads: “More and more
Swedish men do their
shopping over the Internet (Ekberg, 2003, pp. 75-76).” The
poster campaign
attracted much public attention both within and outside Sweden
(Ekberg, 2003, p.
72).
We hear too little about the role of the sex industry in creating a
global sex
market for women and children. Instead, we hear that
43. prostitution could be made
into a better job for women through regulation and/or
legalization, through unions
of so-called “sex workers,” and through campaigns that provide
condoms to
women but fail to provide them with alternatives to
prostitution. We hear much
about how to keep women in prostitution but very little about
how to help women
get out.
Sadly, in several countries, labor unions have been encouraged
to accept-
prostitution as work (Young, 2002). Rather than affirming
prostitution as work,
labor unions could follow the example of Denmark’s
Confederation of Trade
14
Unions (LO) which, in June, 2003, prohibited its 1.5 million
members (in a
country of 5.4 million) from engaging in prostitution when they
represent the
union on business and travel abroad (Agence France Presse,
2003).
It would be a great leap forward in the campaign against sexual
exploitation for
governments and UN agencies to prohibit their diplomats,
military personnel, UN
police and peacekeepers from engaging in prostitution activities
on or off duty.
Some agencies, such as the UN Inter-Agency Standing
44. Committee (IASC) that
brings together over 15 UN and multilateral agencies, have
devised codes of
conduct for their personnel in humanitarian crisis situations
(Inter-Agency
Standing Committee, 2002). One of the core principles of the
IASC code of
conduct states: “Sexual exploitation and abuse by humanitarian
workers
constitute acts of gross misconduct and are therefore grounds
for termination.”
Another core principle makes clear that “Exchange of money,
employment,
goods, or services for sex, including favours or other forms of
humiliating,
degrading or exploitative behavior is prohibited” (Inter-Agency
Standing
Committee, 2002).
The way in which countries address the legal status of
prostitution will have an
enormous impact on efforts to combat trafficking. Anti-
trafficking advocates and
legislators must address prostitution as a root cause of sex
trafficking, and not be
silenced by those who insist that we must speak only about
trafficking – not
prostitution -- in governmental or non-governmental forums.
Many
governmental and nongovernmental representatives have
capitulated to
censorship at international forums where pressure is exerted not
to mention
prostitution, but only to talk about trafficking -- as if this were
possible.
45. Finally, rather than cashing in on the economic profits of the
sex industry by
taxing it, governments could seize assets of sex businesses and
then use these
funds to provide real alternatives for women in prostitution.
Measures to prevent
trafficking and prostitution, or to prosecute traffickers,
recruiters, pimps and
buyers, will be inadequate unless governments invest in the
futures of prostituted
women by providing economic resources that enable women to
improve their
lives.
Notes:
1) Nearly 40 governments and 10 organizations participate in
the Budapest
process, initiated in 1991. Approximately 50 intergovernmental
meetings at
various levels have been held, including the Prague Ministerial
Conference.
2) Citizens of European Union countries are guaranteed the
right of common
travel, among other measures, under the Schengen agreement.
This means that
trafficked women entering one of the Schengen countries legally
or illegally can
easily be trafficked to another country within the Shengen
territory.
15
46. 3) The 5 countries studied in this report were Indonesia, the
Philippines,
Thailand, the United States and Venezuela. The question about
legalization of
prostitution was not asked in the Indonesian and Thailand
interviews. In the
Philippines country report, 96% of the women interviewed
recommended that
prostitution not be legalized. In the United States country
report, 56% of the
Russian/Newly Independent States (NIS) women interviewed
said that
prostitution should not be legalized, with the remaining 44%
stating that they
were unsure or had no opinion; 85% of the U.S. women in
prostitution who were
interviewed stated that prostitution not be legalized. In the
Venezuelan country
report, 50% stated that prostitution should not be legalized, 29%
stated that
legalization would protect women, and 21% did not respond to
the question.
4) All references to the Swedish Law Prohibiting the Purchase
of Sexual
Services, 1998, quote the English summary of the law from the
Swedish
Government Offices Fact Sheet, 1998, available at
www.kvinnofrid.gov.se. The
actual text of the law states: “A person who obtains casual
sexual relations in
exchange for payment shall be sentenced - unless the act is
punishable under
the Swedish Penal Code - for the purchase of sexual services to
a fine or
47. imprisonment for at the most six months. Attempt to purchase
sexual services is
punishable under Chapter 23 of the Swedish Penal Code”
(Sweden, Law
Prohibiting the Purchase of Sexual Services 1998, p. 408).
5) According to a 2002 report of the National Criminal
Investigation Department
(NCID) of the National Swedish Police, the Swedish National
Rapporteur on
Trafficking has stated:
In recent years there have been obvious indications that the Act
relating to purchase of sexual services have (sic) had a positive
result as regards trafficking in human beings. Several women
have in
interrogations told that pimps and traffickers in human beings
that
they have been in contact with do not consider Sweden a good
market for these activities. The women must be escorted to the
purchasers and then they do not have time with as many
purchasers
as they would have in a brothel or in street prostitution. So
pimps
and traffickers in human beings do not earn money quickly
enough.
Another aspect is that the purchasers in Sweden are very afraid
of
being discovered and they demand that the purchases of sexual
services take place with much discretion. To carry on the
activities
indoors it is necessary to have several apartments or other
premises
available. The necessity of several premises is confirmed in
48. almost
all preliminary investigations that are carried on in 2002. Some
women have also stated that countries like Denmark, Germany,
Holland and Spain have appeared as more attractive for
traffickers in
human being and pimps.
16
Telephone interception has also demonstrated that Sweden does
not
stand out as a good market for selling women…criminals
complain
about the purchasers being afraid and about the fact that the
activities in Sweden must be more organized to be profitable.
On
several occasions also the police from the Baltic States have
informed that criminals in the native countries do not consider
Sweden a good market for trafficking in human beings.
(National
Criminal Police, 2002, pp. 33-34)
In the NCID report, the National Rapporteur does not include
any information
about total numbers of victims trafficked into Sweden. She
states that there is no
available information to indicate “…that trafficking in human
beings to Sweden
has increased. But there is nothing that is indicating that
trafficking in human
beings has decreased” (National Criminal Police, 2002, p.2).
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19
Janice G. Raymond is Professor Emerita of Women’s Studies
and Medical Ethics
at the University of Massachusetts in Amherst. She is also Co-
Executive Director
of the Coalition Against Trafficking in Women, an international
NGO having
Category II Consultative Status with ECOSOC, and with
branches in most world
regions.
Prof. Raymond is the author of five books and multiple articles
including Women
as Wombs: Reproductive Freedom and the Battle Over Women’s
Bodies (1994).
Contact Address: [email protected]