Foundations 111 Fall 2013 Thesis-Driven Essay Two Context We continue to explore a wide variety of arguments in FDN111—about, for instance, how and how not to govern (Antigone, Machiavelli, Hobbes), how to achieve self-knowledge (Plato, Augustine, Wordsworth), what it means to be a Christian (Paul, Augustine, Luther) or a hero (Homer, Chretien de Troyes), how humans behave with no laws (Hobbes), and about how to achieve greater equality between the sexes (Wollstonecraft). Understanding the arguments we read about, and the arguments we encounter every day, is key to engaging with the world around us. It is also fundamental to your college and post-college education and career, in whatever field you choose to pursue. Goals  To practice defending a claim  To practice reading a text closely for full comprehension  To practice using examples and evidence to support assertions  To build critical thinking and writing skills through the exploring, outlining, drafting, revising process  To practice editing and proofreading Assignment TDE 2A: Exploratory writing The second thesis driven essay (TDE 2) will raise the expectations a little higher in two ways: (1) you will be expected to defend a thesis comparing two of the selections in the Fdn 111 reader, and (2) you will be expected to explore this topic at a little greater length (1500 words minimum vs. 1200 for TDE 1). One problem that students often encounter in writing longer papers is that they find it difficult to write at greater length without repeating themselves or having to bring in evidence and arguments that are weak or marginally relevant (if not completely irrelevant). Hopefully from this course you have learned several strategies that you can use both to make a more persuasive argument and to write papers that are longer because they investigate the topic in greater depth. These strategies include:  Finding and summarizing specific evidence from the texts you are discussing (or other types of evidence depending on the subject matter), and being sure not just to paraphrase or quote the text but also to explain how this evidence relates to your thesis.  Including material that establishes ethos and pathos, in addition to the logos (i.e. logic) you use to support your thesis with specific evidence. (As we have seen in the readings, these are often a focus of the introduction and conclusion. In these sections you should think about not just relating your specific thesis to a broader context, but also think about how you can do this in a way that will make your readers more willing to be persuaded by the logic of your argument.)  Carefully describing and explaining counter evidence that appears to contradict your thesis, and then explaining how you can reconcile this evidence with the thesis.  Carefully describing alternative theses, describing and explaining evidence that could support these alternatives, and then evaluat.

1. Foundations 111 Fall 2013
Thesis-Driven Essay Two
Context
We continue to explore a wide variety of arguments in
FDN111—about, for instance, how and how not to govern
(Antigone,
Machiavelli, Hobbes), how to achieve self-knowledge (Plato,
Augustine, Wordsworth), what it means to be a Christian (Paul,
Augustine, Luther) or a hero (Homer, Chretien de Troyes), how
humans behave with no laws (Hobbes), and about how to
achieve
greater equality between the sexes (Wollstonecraft).
Understanding the arguments we read about, and the arguments
we
encounter every day, is key to engaging with the world around
us. It is also fundamental to your college and post-college
education and career, in whatever field you choose to pursue.
Goals
assertions
skills through the
exploring, outlining, drafting, revising process

2. Assignment TDE 2A: Exploratory writing
The second thesis driven essay (TDE 2) will raise the
expectations a little higher in two ways: (1) you will be
expected to defend a
thesis comparing two of the selections in the Fdn 111 reader,
and (2) you will be expected to explore this topic at a little
greater
length (1500 words minimum vs. 1200 for TDE 1).
One problem that students often encounter in writing longer
papers is that they find it difficult to write at greater length
without
repeating themselves or having to bring in evidence and
arguments that are weak or marginally relevant (if not
completely
irrelevant). Hopefully from this course you have learned
several strategies that you can use both to make a more
persuasive
argument and to write papers that are longer because they
investigate the topic in greater depth. These strategies include:
ence from the texts
you are discussing (or other types of evidence depending on
the subject matter), and being sure not just to paraphrase or
quote the text but also to explain how this evidence relates
to your thesis.
shes ethos and pathos, in
addition to the logos (i.e. logic) you use to support your thesis
with specific evidence. (As we have seen in the readings, these
are often a focus of the introduction and conclusion. In
these sections you should think about not just relating your
specific thesis to a broader context, but also think about how
you can do this in a way that will make your readers more

3. willing to be persuaded by the logic of your argument.)
that
appears to contradict your thesis, and then explaining how you
can reconcile this evidence with the thesis.
explaining evidence that could support these alternatives, and
then
evaluating such counter arguments with the argument you give
in favor of your thesis.
Another obstacle to writing papers that are longer because they
explore a topic in greater depth can be a reluctance to "think on
paper". It is good practice to always make copious annotations
as you read, and to write down your thoughts on subjects as you
would lecture notes in a class. This not only helps you to
remember you own ideas, but also to see connections between
ideas
you have had in your conscious awareness at different times.
(As someone who teaches neurobiology, I can tell you that the
amount of information we can hold in our conscious awareness
at one time is surprisingly small, which greatly limits our
ability to
compare different ideas if we try to do it entirely in our heads.)
"Thinking on paper" also has the very useful consequence of
generating large amounts of material that is already written,
which you can then reorganize and edit as you shape your
thoughts
into an essay. If you think on paper as you read the sources you
will use for a paper, you will never be confronted with a blank
page when you start the actual writing.
So...
For this assignment you are to:

4. below.
ew both readings (along with annotations and notes
from class) to refresh your memory about the overall
arguments they make.
-read each of the readings closely (as we've done
with readings such as Wollstonecraft, Darwin and Marx in
class), and "blog" as you read. Write down all the ideas you
have about how this reading compares with the other that
might turn out to be useful or relevant to the topic, and any
specific evidence that you could use to illustrate the author's
position on the topic or how their position differs from the other
author. These don't all have to be good ideas. At this
point, your goal is to go for volume of material.
The more potentially relevant material you write at this stage,
the more text you will be able to sift through and
reorganize to find your best material. Then the writing of the
essay will largely be a matter of editing down to your best
writing instead of trying to come up with enough writing to
reach the minimum length. Experienced writers almost
always have the problem of editing their papers down to fit
within the maximum length of an assignment than the
problem of coming up with enough material to reach the
minimum length.
you have written, and make a list of what you think is your
best material on the topic. Aim for about 1 page of your best
material, in list format.

5. For Wednesday, November 13 you are to turn in:
1. Your "blogs" for both readings. Aim for at least two pages
for each, but the more you can write at this stage the better.
As much as possible, write out your ideas so you already have
text to work with as you write your essay draft.
2. A one page summary of the best ideas on the topic from your
"blogs". This can just be in list format.
3. A thesis about the topic that you can support using the
evidence you've accumulated in your "blogs". (You can also
suggest more than one thesis, if you'd like advice on which to
use for the essay.)
------------------------------------
Topics: Choose one of the pairs of readings and general topics
listed below.
sides. For this essay, it is best to choose a topic that interests
you, but for which you don't have a strong preconceived opinion
one way or the other. That will help you to be open to
seeing evidence from all sides sides, and to create strong and
serious objections that you must respond to effectively.
he issue or problem, exploring
diverse perspectives and resisting quick and simple answers.
Allow
your thinking to evolve and your own stance on the issue to
grow out of your exploration.

6. each side are sufficient to persuade you of which side is
correct, and or why they fail to persuade you. If you have
really done this, then it should be relatively easy to write an
outline and paper draft (assignment B & C) in which you walk
the reader the through the same reasoning that persuaded
you that your thesis statement is true.
see the "doubting and believing game," explained on 186-
187 of the Skills Handbook.
1. Augustine vs. Hobbes on salvation (Would Augustine have
agreed with Luther's claim that "absolutely none among outward
things ... has any weight in producing a state of justification"?)
2. Hobbes vs. Marx on conflict within society (What causes
people to come into conflict, and what is the solution?)
3. Chretien de Troyes (Perceval) vs. Luther on the ideal of a
Christian "hero" (What are one's obligations to God, to other
people, and to oneself in order to live a good life.)
4. Machiavelli vs. Hobbes on the responsibility of a government
to its subjects
5. Augustine vs. Hobbes on human nature (Is it possible to
reconcile Hobbes' account of human emotions, conflict, and
society with Augustine's account of man as having "two wills"?)
6. Wollstonecraft vs. Wordsworth on the value of reason vs.
sensibility
7. Machiavelli vs. Luther on the relationship of body and spirit

7. (Can a good Christian be an effective ruler, and vice-versa?)
8. Newton (from DeWitt ch. 18-20) vs. Augustine (or Luther, or
both if you're really ambitious) on the relationship between
God and man. Is the Newtonian view of God as "watchmaker"
compatible with Augustine's (or Luther's) account of human
nature and the relationship between God and man.
Brain Structures and Functions Worksheet
PSY/340 Version 3
1
University of Phoenix Material
Brain Structures and Functions Worksheet
Provide a brief description for each of the following functions:
1. Basal ganglia
2. Corpus collosum
3. Temporal lobe

8. 4. Occipital lobe
5. Frontal lobe
6. Cerebrum
7. Spinal cord
8. Cerebellum
9. Medulla
10. Pons
11. Hippocampus
12. Amygdala
13. Pituitary gland
14. Hypothalamus

9. 15. Thalamus
Brain Structures and Functions Worksheet
PSY/340 Version 3
2
On the following diagram, label each of the brain regions:
psy340_r3_brain_structures_functions_worksheet.pdfpsy340_r3
_brain_structures_functions_worksheet2
Text1: Text2: Text3: Text4: Text5: Text6: Text7: Text8: Text9:
Text10: Text11: Text12: Text13: Text14: Text15: Text16:
HippocampusText17: Corpus CollosumText18:
ThalamusText19: Text20: Pituitary GlandText21:
AmygdalaText22: HypothalamusText23: PonsText24:
MedullaText25: CerebellemText26: Spinal CordText27:
Cerebral CortexText28: Frontal LobeText29: Temporal
LobeText30: Parietal LobeText31: Occipital Lobe