This document provides instructions for writing academic papers, including sections on content, format, style, grammar, references, and qualities of a good research paper. It discusses organizing a paper into clear sections with headings, double spacing text, using 12pt font, numbering pages, writing in third person, avoiding cliches and informal language, explaining equations, carefully editing for spelling and grammar, citing references, and supporting a clear thesis with evidence from sources. A good research paper argues a position, shows wide reading on the topic, acknowledges opposing views, and follows standard writing conventions.
How To Write A Good Research PaperResearch paper presents meagantobias
How To Write A Good Research Paper
Research paper presents and argues a thesis
,
the writer's proposition or opinion.
It is an analytical or persuasive essay that evaluates a position. As such, a
research paper tries to convince readers that the writer's argument is valid or at least deserves serious consideration
.
As a result,
a research paper requires the writer to be creative in using facts, details, examples, and opinions to support a point
.
The writer has to be original and inventive
in deciding which facts best support the thesis and which ones are superfluous.
When you write a research paper, you have to read what authorities have written about the topic and then write an essay in which you draw your own conclusions about the topic
.
Since your thesis is fresh and original,
you can't merely summarize what someone else has written
. Instead,
you have to synthesize information from many different sources to create something that is your own
.
A term paper
, in contrast, is a collection of facts. It does not argue a point;
it does not try to persuade readers to think or act a certain way. Since a term paper is a summary of information from one or more sources, you are merely reporting what others have said. This is not to say that a term paper doesn't have many valid uses. For example, it is very helpful for people who need a great deal of data in a condensed, easy to read form. Government workers are often asked to prepare term papers with information on weather, transportation, economics, and so forth.
What Are the Qualities of a Good Research Paper?
No matter what its topic or length, an effective research paper meets the following ten criteria
:
1. The paper has a
clear thesis
.
2. The writer shows a
strong understanding of the topic and source material used.
3. There is
evidence
that the writer has read widely on the topic, including the recognized authorities in the field.
4.
The paper acknowledges the opposition but shows why the point being argued is more valid
.
5. The
points are organized in a clear and logical way
.
6.
Each point is supported by solid, persuasive facts and examples
.
7.
Every outside source is carefully documented.
8.
All supporting material can be verified.
9. The paper follows the standard conventions of the genre, including the use of correct documentation and a
Works Cited page
.
10. The paper uses
standard written English
. This is the level of diction and usage expected of educated people in high schools, colleges, universities, and work setting.
APA (American Psychological Assoc.)
Rozakis, L. (1999). Schaum's Quick Guide to Writing Great Research Papers. New York: McGraw-Hill Professional.
MLA (Modern Language Assoc.)
Rozakis, Laurie. Schaum's Quick Guide to Writing Great Research Papers. McGraw-Hill Professional, 1999. Schaum's Quick Guide Series. EBSCOhost.
Content
Organize your paper into sections with headings. For a term paper the ...
Essay Topic:
Name(s):
Category
5
4
3
2
1
Your score
Supporting Evidence
Student(s) provide a very wide range of materials to support their claims and statements (articles, cases, legislations, etc.)
Student(s) provide strong supporting evidence to back their claims
Student(s) provide adequate evidence to support claims
Student(s) provide weak evidence.
Student(s) provide no supporting evidence.
Structure and effectiveness
Essay is excellently structured with an introduction, body and conclusion. Essay maintains a clear thesis, and clear focus.
Essay is well structured with a good thesis and effective structure.
Essay is adequately structured and presented.
Essay is poorly structured and not well presented.
Essay has no structure and is ineffective in explaining the concepts.
Use of Sources
Essay contains a wide variety of sources and the student makes excellent use of referencing throughout the essay.
Essay contains a decent number of sources and student makes strong use of reference throughout.
Essay contains an adequate amount of sources and student makes adequate use of references throughout.
Essay contains a weak variety of sources and little referencing is made throughout essay.
Essay contains no references and a weak/non-existent bibliography
Critical Thinking
Essay contains insightful analysis with unique presentation clear connections made to real life.
Essay contains strong indications of critical thinking.
Essay contains average indications of critical thinking
Essay contains very little critical thinking.
Essay contains no critical thinking and weak analysis.
Comments
TOTAL
/20
Your assignment is to write a research project that includes a review of the current understanding of the topic, a clearly stated hypothesis, a description of the experimental or observational methods you would use to test your hypothesis, and a discussion of how your research will contribute to the field of this Course. Before you begin writing your proposal, you must conduct considerable research to determine what studies have been done and what questions remain unanswered. This library research should continue as you write to help you dig deeper into the topic, formulate your ideas, and devise your methods. Be prepared to make room for this back and forth between research and writing as you consider and reconsider your project ideas and begin drafting your proposal. You are free to select a topic you feel comfortable with.
The length of paper should contain no more than 1500 words.
I. Organisation
1. Abstract
The objective of this very short statement is to tell the reader something about the purpose of the course work and its content. You should explain what you intend to do and why. Then you should tell the reader what you did and what you would recommend.
The Abstract should be written at the end, when you have finished your work and the structure is complete. It may du.
Classic Model for an Argument No one structure fits all wrVinaOconner450
Classic Model for an Argument
No one structure fits all written arguments. Below is a basic outline for an argumentative or
persuasive essay. The major sections can be reversed, starting with refuting opposition and
ending with reasons for your position. Let your topic help guide you.
This is only one possible outline or organization. Remember that an emphatic structure works
for many arguments, although a chronological or cumulative approach could also work.
I. Introduction
o Your introductory paragraph sets the stage or the context for the position you are arguing for.
Consider the techniques we covered in class: anecdote, quotation, dramatic fact, etc.
o This introduction should include the thesis statement that provides the claim (what you are
arguing for).
A. Your thesis:
1. states what your position on an issue is-NO FIRST PERSON-NO ANNOUNCEMENTS
2. usually appears within the introduction
3. should be a declarative sentence and often contains emphatic language (should, ought,
must)
B. Sample Argumentative Thesis
1. The production, sale, and possession of assault weapons for private citizens should be
banned in the U.S.
II. Background Information
A. This section of your paper gives the reader the basic information he or she needs to
understand your position, including important theories or terms.
B. This could be part of the introduction, but may work as its own section or be
incorporated within the essay as needed.
III. Your Position
o All evidence you present in this section should support your position. This is the heart of
your essay. Each supporting paragraph should have a topic sentence that clearly relates to the
thesis. Remember to balance “telling” (explanation of your point) and “showing” (evidence for
that point). Remember the three primary appeals: ethos, pathos, and logos.
o Types of evidence include:
· primary sources – interview with someone who works or studies in the field, original
documents such as laws, census data etc., and surveys.
· Opinions/observations from recognized authorities
· Statistics, studies, published research
A. Keeping assault weapons out of private citizens’ hands can lower the increasing
occurrences of barbaric public slayings
1. Newtown Elementary mass shooting
2. Columbine School Shooting
3. Virginia Tech shooting
4. How did these individuals gain access to weapons?
B. The ban on assault weapons is backed heavily by public opinion, major organizations,
and even law enforcement.
1. 12% favor ban (Much 92 Timetable News)
2. Organizational endorsements
3. Nat'l Sherriff's Assoc./lntn'l Assoc. of Police Chiefs
C. The monetary and human costs incurred by crimes committed with assault weapons
are too great to ignore.
1. 10,561 murders in 1990 by handguns
2. Study of 131 injured patients’ medical expenses paid by public funds
IV. Addressing the Opposite Side
o Any well-written argument must anticipate and addre ...
the bulding I choose Houses of Parliament, LondonPAPER .docxhe45mcurnow
the bulding I choose :
Houses of Parliament, London
PAPER ASSIGNMENT
Format
The term paper for this class will be a thesis-guided argumentative academic paper that is to be at least 2000 words long. It must contain a thesis statement that states your paper’s main scholarly idea. This thesis should be explained and supported by sufficient analysis and interpretation. The paper should adhere to college level grammar and syntax. Be aware that every architectural part has its proper name or term. Using the right terminology makes the reader more confident about your knowledge of the subject you are writing about. There should be at least one illustration as well as correctly formatted foot- or endnotes.
Most of the formulations and statements in your paper will be arguments. These are usually presented in individual paragraphs, which should be organized in an easily recognizable narrative sequence that presents and argues your topic in the most convincing manner. In general, use language that connects you to the reader of your paper. Inform the reader of your position towards the paper topic and the thesis you are making. Use a formal academic tone and complex sentence structure for the arguments you make, but also introduce a rhythm with more personal comments about the information you provide.
Close your paper with a conclusion, in which you tie your solution back to the initial question and thesis of the paper. Since your reader knows now more than before reading your paper, it might be interesting for him/her to learn the larger context of your topic. Through this, your reader may remember your paper more vividly.
Revise your paper until you have reached a simple and direct way to present your thesis and arguments.
Topic
The paper topic is described earlier in this syllabus. The paper should present “productive” knowledge. This type of knowledge is different from “acquisitive” one that you simply copy from existing publications. The paper must answer questions of “why,” not just of “what.” It should contain propositional thoughts about architecture, e.g., how it fits into the everyday life of a place and its people, or how it evolved over time, or how the problems it faces today have developed through its history. To accomplish this task, you should formulate a speculative idea, which you then explain with, and analyze against, the existing body of knowledge about architecture. Beginning the paper with a question about this idea will be the best approach to finishing this assignment.
To a large part, analyzing means collecting (believable and convincing) evidence that support your paper’s topic. For this paper, most evidence will come from established and accepted research texts on the topic you have chosen. You must explain objectively how the evidence you picked supports your thesis. It is this connection that is most important to the reader of your paper. To complete this successfully, you must take good notes from your research.
I have term paper the descreption is down. the bulding I choose H.docxtroutmanboris
I have term paper the descreption is down. the bulding I choose :
Houses of Parliament, London
PAPER ASSIGNMENT
Format
The term paper for this class will be a thesis-guided argumentative academic paper that is to be at least 2000 words long. It must contain a thesis statement that states your paper’s main scholarly idea. This thesis should be explained and supported by sufficient analysis and interpretation. The paper should adhere to college level grammar and syntax. Be aware that every architectural part has its proper name or term. Using the right terminology makes the reader more confident about your knowledge of the subject you are writing about. There should be at least one illustration as well as correctly formatted foot- or endnotes.
Most of the formulations and statements in your paper will be arguments. These are usually presented in individual paragraphs, which should be organized in an easily recognizable narrative sequence that presents and argues your topic in the most convincing manner. In general, use language that connects you to the reader of your paper. Inform the reader of your position towards the paper topic and the thesis you are making. Use a formal academic tone and complex sentence structure for the arguments you make, but also introduce a rhythm with more personal comments about the information you provide.
Close your paper with a conclusion, in which you tie your solution back to the initial question and thesis of the paper. Since your reader knows now more than before reading your paper, it might be interesting for him/her to learn the larger context of your topic. Through this, your reader may remember your paper more vividly.
Revise your paper until you have reached a simple and direct way to present your thesis and arguments.
Topic
The paper topic is described earlier in this syllabus. The paper should present “productive” knowledge. This type of knowledge is different from “acquisitive” one that you simply copy from existing publications. The paper must answer questions of “why,” not just of “what.” It should contain propositional thoughts about architecture, e.g., how it fits into the everyday life of a place and its people, or how it evolved over time, or how the problems it faces today have developed through its history. To accomplish this task, you should formulate a speculative idea, which you then explain with, and analyze against, the existing body of knowledge about architecture. Beginning the paper with a question about this idea will be the best approach to finishing this assignment.
To a large part, analyzing means collecting (believable and convincing) evidence that support your paper’s topic. For this paper, most evidence will come from established and accepted research texts on the topic you have chosen. You must explain objectively how the evidence you picked supports your thesis. It is this connection that is most important to the reader of your paper. To complete this successfully, you mus.
My proposal is a little around the Business Model and what I need .docxgilpinleeanna
My proposal is a little around the Business Model and what I need is the topic of Business Model to be more in the center stage. So, highlight more what actually the Business Model is, How does the topic of inclusiveness or sustainability come into play with a Business model. Also, you have to find out how does Corporate Social Responsibility CSR, Multinationals enterprises come together under the Business Model.
The best way to combine sustainability and Business Model is (How firms do business “How to create and capture value”):
For example:
the creating value is who is the customer
the capture value is how to make money in our business
Also, I want to include the Activity systems which has two parts Design Elements and Design Themes, what i need is just Design Themes from the Activity systems. Because of the sustainability maybe comes from one of the Design Themes, but not yet identified in any literature that why I would like to include it and do more investigation.
the Theory
Disruption theory, I want it to be my theoretical lens because the research will be in the Bottom of Pyramids BoP.
Note :
2 points about the problem need to be describe.
2 research questions that match the literature.
The introduction and conclusion should meet the literature and context.
the project not about product innovation.
the project is about Business Model Innovation.
I posted 2 articles about Business Model and Activity systems to use it as start point.
Advice for Research Paper
.
· Advice for Research Paper
Before I receive questions regarding the research paper, I wish to address potential questions in this brief announcement. First you should have already picked your topic from the list provided at the bottom of this page. Second, when you pick a topic make sure you narrow it down significantly. For example instead of writing a paper about Andrew Jackson’s entire life, you should look at the particular contributions he made towards the development of the United States and explain their importance. Third, make sure you include a clear introduction with a thesis statement. The thesis statement gives your paper a specific direction and an argument. History is much more that the description of a person or event but the importance of the topic. Fourth, make sure to follow the instructions listed in the “Paper & Journals”” link and provide citations throughout your paper, especially quotations. You may use any format you are familiar with, but they need to be accurate and provide page numbers. Additionally, avoid using websites. Instead use all the sources available to you through the CTC Online Library. Lastly, and most importantly, make sure to put everything in your own words to avoid plagiarism. I wish everyone the best of luck for their papers. The more effort and analysis you provide in your paper the better the score. Follow the advice in this message and your score will be better. Best of luck and as always feel free ...
How To Write A Good Research PaperResearch paper presents meagantobias
How To Write A Good Research Paper
Research paper presents and argues a thesis
,
the writer's proposition or opinion.
It is an analytical or persuasive essay that evaluates a position. As such, a
research paper tries to convince readers that the writer's argument is valid or at least deserves serious consideration
.
As a result,
a research paper requires the writer to be creative in using facts, details, examples, and opinions to support a point
.
The writer has to be original and inventive
in deciding which facts best support the thesis and which ones are superfluous.
When you write a research paper, you have to read what authorities have written about the topic and then write an essay in which you draw your own conclusions about the topic
.
Since your thesis is fresh and original,
you can't merely summarize what someone else has written
. Instead,
you have to synthesize information from many different sources to create something that is your own
.
A term paper
, in contrast, is a collection of facts. It does not argue a point;
it does not try to persuade readers to think or act a certain way. Since a term paper is a summary of information from one or more sources, you are merely reporting what others have said. This is not to say that a term paper doesn't have many valid uses. For example, it is very helpful for people who need a great deal of data in a condensed, easy to read form. Government workers are often asked to prepare term papers with information on weather, transportation, economics, and so forth.
What Are the Qualities of a Good Research Paper?
No matter what its topic or length, an effective research paper meets the following ten criteria
:
1. The paper has a
clear thesis
.
2. The writer shows a
strong understanding of the topic and source material used.
3. There is
evidence
that the writer has read widely on the topic, including the recognized authorities in the field.
4.
The paper acknowledges the opposition but shows why the point being argued is more valid
.
5. The
points are organized in a clear and logical way
.
6.
Each point is supported by solid, persuasive facts and examples
.
7.
Every outside source is carefully documented.
8.
All supporting material can be verified.
9. The paper follows the standard conventions of the genre, including the use of correct documentation and a
Works Cited page
.
10. The paper uses
standard written English
. This is the level of diction and usage expected of educated people in high schools, colleges, universities, and work setting.
APA (American Psychological Assoc.)
Rozakis, L. (1999). Schaum's Quick Guide to Writing Great Research Papers. New York: McGraw-Hill Professional.
MLA (Modern Language Assoc.)
Rozakis, Laurie. Schaum's Quick Guide to Writing Great Research Papers. McGraw-Hill Professional, 1999. Schaum's Quick Guide Series. EBSCOhost.
Content
Organize your paper into sections with headings. For a term paper the ...
Essay Topic:
Name(s):
Category
5
4
3
2
1
Your score
Supporting Evidence
Student(s) provide a very wide range of materials to support their claims and statements (articles, cases, legislations, etc.)
Student(s) provide strong supporting evidence to back their claims
Student(s) provide adequate evidence to support claims
Student(s) provide weak evidence.
Student(s) provide no supporting evidence.
Structure and effectiveness
Essay is excellently structured with an introduction, body and conclusion. Essay maintains a clear thesis, and clear focus.
Essay is well structured with a good thesis and effective structure.
Essay is adequately structured and presented.
Essay is poorly structured and not well presented.
Essay has no structure and is ineffective in explaining the concepts.
Use of Sources
Essay contains a wide variety of sources and the student makes excellent use of referencing throughout the essay.
Essay contains a decent number of sources and student makes strong use of reference throughout.
Essay contains an adequate amount of sources and student makes adequate use of references throughout.
Essay contains a weak variety of sources and little referencing is made throughout essay.
Essay contains no references and a weak/non-existent bibliography
Critical Thinking
Essay contains insightful analysis with unique presentation clear connections made to real life.
Essay contains strong indications of critical thinking.
Essay contains average indications of critical thinking
Essay contains very little critical thinking.
Essay contains no critical thinking and weak analysis.
Comments
TOTAL
/20
Your assignment is to write a research project that includes a review of the current understanding of the topic, a clearly stated hypothesis, a description of the experimental or observational methods you would use to test your hypothesis, and a discussion of how your research will contribute to the field of this Course. Before you begin writing your proposal, you must conduct considerable research to determine what studies have been done and what questions remain unanswered. This library research should continue as you write to help you dig deeper into the topic, formulate your ideas, and devise your methods. Be prepared to make room for this back and forth between research and writing as you consider and reconsider your project ideas and begin drafting your proposal. You are free to select a topic you feel comfortable with.
The length of paper should contain no more than 1500 words.
I. Organisation
1. Abstract
The objective of this very short statement is to tell the reader something about the purpose of the course work and its content. You should explain what you intend to do and why. Then you should tell the reader what you did and what you would recommend.
The Abstract should be written at the end, when you have finished your work and the structure is complete. It may du.
Classic Model for an Argument No one structure fits all wrVinaOconner450
Classic Model for an Argument
No one structure fits all written arguments. Below is a basic outline for an argumentative or
persuasive essay. The major sections can be reversed, starting with refuting opposition and
ending with reasons for your position. Let your topic help guide you.
This is only one possible outline or organization. Remember that an emphatic structure works
for many arguments, although a chronological or cumulative approach could also work.
I. Introduction
o Your introductory paragraph sets the stage or the context for the position you are arguing for.
Consider the techniques we covered in class: anecdote, quotation, dramatic fact, etc.
o This introduction should include the thesis statement that provides the claim (what you are
arguing for).
A. Your thesis:
1. states what your position on an issue is-NO FIRST PERSON-NO ANNOUNCEMENTS
2. usually appears within the introduction
3. should be a declarative sentence and often contains emphatic language (should, ought,
must)
B. Sample Argumentative Thesis
1. The production, sale, and possession of assault weapons for private citizens should be
banned in the U.S.
II. Background Information
A. This section of your paper gives the reader the basic information he or she needs to
understand your position, including important theories or terms.
B. This could be part of the introduction, but may work as its own section or be
incorporated within the essay as needed.
III. Your Position
o All evidence you present in this section should support your position. This is the heart of
your essay. Each supporting paragraph should have a topic sentence that clearly relates to the
thesis. Remember to balance “telling” (explanation of your point) and “showing” (evidence for
that point). Remember the three primary appeals: ethos, pathos, and logos.
o Types of evidence include:
· primary sources – interview with someone who works or studies in the field, original
documents such as laws, census data etc., and surveys.
· Opinions/observations from recognized authorities
· Statistics, studies, published research
A. Keeping assault weapons out of private citizens’ hands can lower the increasing
occurrences of barbaric public slayings
1. Newtown Elementary mass shooting
2. Columbine School Shooting
3. Virginia Tech shooting
4. How did these individuals gain access to weapons?
B. The ban on assault weapons is backed heavily by public opinion, major organizations,
and even law enforcement.
1. 12% favor ban (Much 92 Timetable News)
2. Organizational endorsements
3. Nat'l Sherriff's Assoc./lntn'l Assoc. of Police Chiefs
C. The monetary and human costs incurred by crimes committed with assault weapons
are too great to ignore.
1. 10,561 murders in 1990 by handguns
2. Study of 131 injured patients’ medical expenses paid by public funds
IV. Addressing the Opposite Side
o Any well-written argument must anticipate and addre ...
the bulding I choose Houses of Parliament, LondonPAPER .docxhe45mcurnow
the bulding I choose :
Houses of Parliament, London
PAPER ASSIGNMENT
Format
The term paper for this class will be a thesis-guided argumentative academic paper that is to be at least 2000 words long. It must contain a thesis statement that states your paper’s main scholarly idea. This thesis should be explained and supported by sufficient analysis and interpretation. The paper should adhere to college level grammar and syntax. Be aware that every architectural part has its proper name or term. Using the right terminology makes the reader more confident about your knowledge of the subject you are writing about. There should be at least one illustration as well as correctly formatted foot- or endnotes.
Most of the formulations and statements in your paper will be arguments. These are usually presented in individual paragraphs, which should be organized in an easily recognizable narrative sequence that presents and argues your topic in the most convincing manner. In general, use language that connects you to the reader of your paper. Inform the reader of your position towards the paper topic and the thesis you are making. Use a formal academic tone and complex sentence structure for the arguments you make, but also introduce a rhythm with more personal comments about the information you provide.
Close your paper with a conclusion, in which you tie your solution back to the initial question and thesis of the paper. Since your reader knows now more than before reading your paper, it might be interesting for him/her to learn the larger context of your topic. Through this, your reader may remember your paper more vividly.
Revise your paper until you have reached a simple and direct way to present your thesis and arguments.
Topic
The paper topic is described earlier in this syllabus. The paper should present “productive” knowledge. This type of knowledge is different from “acquisitive” one that you simply copy from existing publications. The paper must answer questions of “why,” not just of “what.” It should contain propositional thoughts about architecture, e.g., how it fits into the everyday life of a place and its people, or how it evolved over time, or how the problems it faces today have developed through its history. To accomplish this task, you should formulate a speculative idea, which you then explain with, and analyze against, the existing body of knowledge about architecture. Beginning the paper with a question about this idea will be the best approach to finishing this assignment.
To a large part, analyzing means collecting (believable and convincing) evidence that support your paper’s topic. For this paper, most evidence will come from established and accepted research texts on the topic you have chosen. You must explain objectively how the evidence you picked supports your thesis. It is this connection that is most important to the reader of your paper. To complete this successfully, you must take good notes from your research.
I have term paper the descreption is down. the bulding I choose H.docxtroutmanboris
I have term paper the descreption is down. the bulding I choose :
Houses of Parliament, London
PAPER ASSIGNMENT
Format
The term paper for this class will be a thesis-guided argumentative academic paper that is to be at least 2000 words long. It must contain a thesis statement that states your paper’s main scholarly idea. This thesis should be explained and supported by sufficient analysis and interpretation. The paper should adhere to college level grammar and syntax. Be aware that every architectural part has its proper name or term. Using the right terminology makes the reader more confident about your knowledge of the subject you are writing about. There should be at least one illustration as well as correctly formatted foot- or endnotes.
Most of the formulations and statements in your paper will be arguments. These are usually presented in individual paragraphs, which should be organized in an easily recognizable narrative sequence that presents and argues your topic in the most convincing manner. In general, use language that connects you to the reader of your paper. Inform the reader of your position towards the paper topic and the thesis you are making. Use a formal academic tone and complex sentence structure for the arguments you make, but also introduce a rhythm with more personal comments about the information you provide.
Close your paper with a conclusion, in which you tie your solution back to the initial question and thesis of the paper. Since your reader knows now more than before reading your paper, it might be interesting for him/her to learn the larger context of your topic. Through this, your reader may remember your paper more vividly.
Revise your paper until you have reached a simple and direct way to present your thesis and arguments.
Topic
The paper topic is described earlier in this syllabus. The paper should present “productive” knowledge. This type of knowledge is different from “acquisitive” one that you simply copy from existing publications. The paper must answer questions of “why,” not just of “what.” It should contain propositional thoughts about architecture, e.g., how it fits into the everyday life of a place and its people, or how it evolved over time, or how the problems it faces today have developed through its history. To accomplish this task, you should formulate a speculative idea, which you then explain with, and analyze against, the existing body of knowledge about architecture. Beginning the paper with a question about this idea will be the best approach to finishing this assignment.
To a large part, analyzing means collecting (believable and convincing) evidence that support your paper’s topic. For this paper, most evidence will come from established and accepted research texts on the topic you have chosen. You must explain objectively how the evidence you picked supports your thesis. It is this connection that is most important to the reader of your paper. To complete this successfully, you mus.
My proposal is a little around the Business Model and what I need .docxgilpinleeanna
My proposal is a little around the Business Model and what I need is the topic of Business Model to be more in the center stage. So, highlight more what actually the Business Model is, How does the topic of inclusiveness or sustainability come into play with a Business model. Also, you have to find out how does Corporate Social Responsibility CSR, Multinationals enterprises come together under the Business Model.
The best way to combine sustainability and Business Model is (How firms do business “How to create and capture value”):
For example:
the creating value is who is the customer
the capture value is how to make money in our business
Also, I want to include the Activity systems which has two parts Design Elements and Design Themes, what i need is just Design Themes from the Activity systems. Because of the sustainability maybe comes from one of the Design Themes, but not yet identified in any literature that why I would like to include it and do more investigation.
the Theory
Disruption theory, I want it to be my theoretical lens because the research will be in the Bottom of Pyramids BoP.
Note :
2 points about the problem need to be describe.
2 research questions that match the literature.
The introduction and conclusion should meet the literature and context.
the project not about product innovation.
the project is about Business Model Innovation.
I posted 2 articles about Business Model and Activity systems to use it as start point.
Advice for Research Paper
.
· Advice for Research Paper
Before I receive questions regarding the research paper, I wish to address potential questions in this brief announcement. First you should have already picked your topic from the list provided at the bottom of this page. Second, when you pick a topic make sure you narrow it down significantly. For example instead of writing a paper about Andrew Jackson’s entire life, you should look at the particular contributions he made towards the development of the United States and explain their importance. Third, make sure you include a clear introduction with a thesis statement. The thesis statement gives your paper a specific direction and an argument. History is much more that the description of a person or event but the importance of the topic. Fourth, make sure to follow the instructions listed in the “Paper & Journals”” link and provide citations throughout your paper, especially quotations. You may use any format you are familiar with, but they need to be accurate and provide page numbers. Additionally, avoid using websites. Instead use all the sources available to you through the CTC Online Library. Lastly, and most importantly, make sure to put everything in your own words to avoid plagiarism. I wish everyone the best of luck for their papers. The more effort and analysis you provide in your paper the better the score. Follow the advice in this message and your score will be better. Best of luck and as always feel free ...
Issue Analysis EssayWorkshop on Draft IIIntroDo you ha.docxvrickens
Issue Analysis Essay
Workshop on Draft II
Intro
Do you have an attention getter to lead into your topic/issue?
Provide relevant background information.
Intro should end in a nuanced thesis that sums up the results of the analysis.
Development
There should be 4-6 body paragraphs.
Paragraphs should be 100-150 words.
Each paragraph should develop one aspect of the issue.
Good paragraph development means moving from a general idea to specific details.
Required research: 2 secondary sources + 1 interview
Organization
Paragraphs should be connected.
The beginning of a paragraph should relate to the idea of the previous paragraph to establish coherence.
Apply the advice from the module “Writing Process: Revising.” Consider doing the Post-Draft Outline.
Presentation
MLA format (header, pagination, spacing)
In-text citations:
author/source is cited in the sentence (According to Paul Jones, . . .) or
in a parenthetical note at the end of the sentence: (Jones)
Make sure you paraphrase sources primarily and quote only when needed.
When quoting, avoid “quote bombs.” Remember the three-part process . . .
Works Cited needs to follow MLA 8.
Style
Avoid all first (I, we) and second (you, your) person point of you.
Strive for polished word choices and sentence style.
Grammar / Mechanics
Focus on grammar, spelling, mechanics on your third draft, after you are finished revising the content.
Apply the advice from the module “Writing Process: Proofreading.”
Research Paper
. The Sun Also Rises
Ernest Hemingway
Begin your research using the FIT Library and its on-line sources.
1. Start with biographical information on your author. Find at least one good biographical source and use this information for the first part of your paper.
2. Choose one literary source, preferably a scholarly (peer reviewed) or critical article published in a university press journal. Use this source as the second part of your paper.
3. Choose another source of the same quality as your first source and make this source the third part of your paper.
4. Choose a third source of the same quality as your first two sources and make this source the fourth part of your paper.
5. The fifth and last part of your paper is a conclusion in which you will comment on what you have learned about your author from your research.
General Guidelines:
Use MLA Guidelines from your Bedford Handbook pp. 569-674.
Length: 1,000 – 1,500 Words.
Do not use Wikipedia.
Sources: lib.fit.edu. JSTOR/LRC/Summon.
Research Paper
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Exceptions to the Exclusionary RuleFollowing the presentation to.docxSANSKAR20
Exceptions to the Exclusionary Rule
Following the presentation to the 16 new investigators in your squad a question and answer period sparks personal viewpoints on the Exclusionary Rule Exceptions. The new investigators discuss with you their viewpoints and ask for your opinion. You provide them with cited reasons for your opinion.
Please include answers in your main posting for the following questions. Support your answers with your research. You must provide meaningful feedback to the main postings of at least two of your classmates.
· Explain why you believe or don’t believe that exceptions to the Exclusionary Rule should be made.
· Select three exceptions to the Exclusionary Rule and cite your reasons for their validity and any reason why the exceptions may be in error if you believe any of them are in error.
· Explain the conditions in which you would allow your investigators to lie to a suspect during an investigation and why it would be alright to do so. Use a short scenario to demonstrate your intended meaning to your investigators.
Deliverable Length: 5–6 paragraphs
Annotated Bibliography
College of liberal arts & sciences, (2014). Writing a Thesis and making an Argument. The University of Lowa. 280 Schaeffer Hall.
This is a peer reviewed article that gives a research on writing skills when it comes to writing a paper in English as a subject. The writer tries to distinguish between an argument and a thesis by describing what the two subjects are. The article goes ahead to give a detailed approach on how a paper should be written and the way a writer needs to take a position in a particular topic subject.
A thesis has been described by the author as the blue print of a paper which is a statement that determines the focus of a paper. According to the author it is a hook on which the main structure of the paper will take. This article gives a full detail on the tips that one can utilize in coming up with a good argumentative paper that fulfills the required steps in writing a thesis and argument.
George Hillocks, Jr, (2011). Teaching Argument Writing: Supporting Claims with Relevant Evidence and Clear Reasoning. Heinemann.
In the book, George has published the book by trying to influence powerful teaching abilities in academic writing. The author gives various models that can be embraced in making sure that papers are written in accordance to what academic writing dictates. The author focusses majorly on teaching the basic knowledge on argumentative writing and also teaching students to write more complex arguments.
The write offers advice on solving writing mysteries by giving an outline on simple facts and arguments in learning. He touches on what makes a good writer and the way to differentiate the best writers from other general writing. He goes ahead in the book by teaching students on making literary judgment by developing and supporting a criteria for arguments and hence answer difficult questions in writing.
...
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.
John Q. StudentProfessor StalbirdEnglish 1201.xxx27 February.docxvrickens
John Q. Student
Professor Stalbird
English 1201.xxx
27 February 2020
Annotated Bibliography
Author’s Last Name, First Name. “Name of Article in Quotation Marks.” Name of Source/Publication in Italics. Publication Date/Info. Name of Database in Italics. Url. Date Accessed.
This article discusses (give the thesis of the article). In the next 2-4 sentences, give the main points of the article. Tell what the article said.
The purpose of this article is ______. The intended audience seems to be _______. Address the credibility of the source and the author. For example, for a database article you could write: The source came from the Sinclair database and the article came from a scholarly peer-reviewed journal. The author seems credible because she has written many other articles on the subject. The article was written in 2020.
I can use this source for ______. I plan to use the following quote: “______.”
Next Citation. Note there are no extra lines of white space anywhere. Double-space throughout.
Writing the Annotated Bibliography
From the Working Bibliography that you created, you will choose 10 sources that best answer the questions you posed in your Research Proposal. Those sources will form the basis for the Annotated Bibliography. You will need a minimum of five sources from Sinclair databases and at least three of those sources should be "scholarly."
Briefly, the annotated bibliography includes notes and analysis on sources that will be quoted and paraphrased in the final essay. You have already had practice with the skills that are required, but the assignments do require that you set aside several hours for reading and analysis.
If you've taken ENG 1101 at Sinclair recently, you may have already had some experience with the annotated bibliography.
Annotated Bibliography
To begin to put the Annotated Bibliography together, review the sources you listed on your Working Bibliography. Choose 10 that look like they come the closest to answering the research questions you posted in your Research Proposal. If, after reading and researching further into your topic, you realize that you do NOT have 10 that address the issue you are writing about, go back to the library databases and find more sources. Keep searching until you have ten.
Choosing the 10 sources for the Annotated Bibliography is important because you are going to spend considerable time reading, summarizing, and critiquing these sources. Make sure you take as much time as necessary to read and choose sources that answer the questions you posed in your research proposal. The work that you do for the annotated bibliography will form the basis for your research paper. The time you put into this assignment will pay off when you go to write the paper because what you create for the annotated bibliography will go directly into your paper to support the ideas that you are sharing with your readers. This assignment is one of the most important steps in writing the paper. ...
ENC 1101 Definition-Concept Essay The purpose of this essay .docxgidmanmary
ENC 1101 Definition-Concept Essay
The purpose of this essay is to give you the opportunity to develop a viewpoint on a word and its representation within a particular context or situation. First, you will closely observe different representations of the word and consider several viewpoints and perspectives. After considering those various perspectives, you will develop and articulate your own unique interpretation and definition of a word, and then support your definition with explanation, description, and research.
Characteristics of the Definition Essay
A successful essay
provides an engaging introduction of the example to prepare the context for the word itself with respect to your audience
narrows the definition of the word by providing a specific thesis at the end of your introduction
makes use of description and examples through close observation in supporting paragraphs to support the thesis
includes specific details and evidence from secondary sources
creates an objective stance by the use of third-person voice
integrates quotations from secondary sources
conforms to MLA guidelines for source documentation and format.
Topic: Please define one of the below terms:
Beauty
Courage
Femininity
Friendship
Greed
Happiness
Leadership
Love
Masculinity
Patriotic
Smart
Successful
As you define your selected term, consider the following questions:
What is an appropriate definition of the term?
What are characteristics society often associates with the term?
Is there a characteristic you think should not be associated with the term?
How does the media (e.g., television, movies, news, social media, etc.) often portray the “term”?
Are there positive connotations of the term?
Are there any negative connotations of the term?
Is the term defined differently in other cultures?
Should society rethink the use of the term?
Is the term overused?
Are there instances in which another term should be used to articulate a point?
As you write your essay, do not try to answer all of the questions in your essay. I suggest that you consider these questions as you define your term (concept).
Length of Paper: at least 3 pages
Important Reminders
Do not write a personal narrative about yourself or someone you know. The focus of this essay should be on the term, concepts, and characteristics.
Reference and cite at least three secondary sources in your essay. One of your sources should come from the TCC database. You may reference and cite a dictionary, but you should count a dictionary as a fourth source. Also, do not cite Wikipedia as a source.
Do not write in second person (e.g., you, your, yourself, or imperative sentence).
MAKE SURE YOUR PAPER HAS A TITLE. YOUR TITLE IS NOT THE REWORDING OF THE PROMPT. YOUR TITLE SHOULD REFLECT YOUR THESIS, OR THE PREMISE OF YOUR ESSAY!!!!!!!
Submission:
Please do not email your final papers!
Please remember to attach all rough drafts with your submissions.
Please remember to save an electronic version of t ...
Review Instructions for Essay 4--The Research Paper The ins.docxmichael591
Review Instructions for Essay 4--The Research Paper
The instructions and guides for the research paper are linked below.
In this class you have a rare opportunity to develop, revise/edit, and resubmit your work. Your revised exploratory paper (Essay 2) will become the introduction to your research paper. The revised position paper (Essay 3) will become the body. In addition, you will create a conclusion or "solutions" section for the final project. Note, however, that significant revisions are expected, so you should carefully review the edited draft and rubric evaluations for both essays 2/3 before you begin your final essay.
The final research papers must meet ALL of the minimum criteria for the assignment (in terms of structure, development, documentation style, quality and number of research sources, and writing skills) to be eligible for a score. In other words, you must receive a mark of "competent" in all of these areas to receive a grade for this assignment.
English 103: Essay 4—Research Paper
In the Research Paper, you will further develop, revise, and build upon the single perspective argument you have been developing all semester. Your final assignment should demonstrate your ability to apply the principles of argument discussed in the class throughout the semester and it should demonstrate your ability to use critical thinking when discussing a controversial issue.
Directions:
Prepare an 8-10 page research essay that builds upon the single perspective argument paper. The purpose of this assignment is to build upon what you have already created in the course. Therefore, the introduction of your research paper should be drawn from your Exploratory Paper, laying the foundation for the reader by presenting all sides of the issue, the exigence, etc. The body should be drawn from the Position Paper, which incorporates research to support your claim and sub-claims. Obviously, you cannot include the entire portion of each of the previous papers, and your final research paper should show that you’ve developed areas requiring development and made significant revisions to those sections of your papers requiring revision. The idea is to pull sections and points from previous essays. Use comments from me to revise those papers as you incorporate portions of them into this final project.
In addition to revising/developing the exploratory and position papers to serve as the introduction and body of the research paper, you will write an extended conclusion in which you focus on a viable solution and/or conclusion to the issue. For the conclusion, provide a means of solving the problem indicated by your topic. Consider the audience, establish common ground, and provide details for how to implement the solution. For example, if the position paper argued that bilingual education is necessary in California schools, the solution would discuss how to implement bilingual education programs in our California schools. You.
Name Date1984 Research EssayAssessment OF Learning.docxmayank272369
Name: Date:
1984 Research Essay
Assessment OF Learning:
The Task: You will write a multi-source essay based on the novel 1984 by George Orwell.
Pick one of the topics explored in 1984 and comment on whether or not these issues are still relevant today or were an issue in the past.
Topics:
1. The dangers of totalitarian governments.
2. The consequences of controlling information and history.
3. The ethics of psychological manipulation.
4. The ethics of manipulation through violence.
5. The ethics of language as a form of mind control.
6. The struggle of classes and their lack of mobility.
7. The ethics of alienating citizens through the control of love.
8. The use of surveillance to control citizens.
Sample thesis:
The United States NSA and Big Brother both use surveillance technology unethically by gathering private information to suppress freedom of speech and thought.
Your essay...
· Must be at least 4 pages long (this does not include your works cited page).
· Include 1 introduction, 1 conclusion and 3 body paragraphs with 4 quotations/pieces of evidence per body paragraph.
· Written in Times New Roman, size 12 font, double spaced.
· Use at least 3 other sources besides the novel.
· Must use MLA formatting throughout your essay and include a Works Cited page.
PLAGIARISM
If any plagiarism is detected in your work, a mark of zero will be issued.
Research ESSAY RUBRIC
Assessment OF Learning
Knowledge
R(0-49%)
Level 1(50-59%)
Level 2(60-69%)
Level 3(70-79%)
Level 4(80-100%)
Total
-Is the description of the novel complete and correct?
-Is the research complete and correct?
Little to no information is given about the novel.
Little to no information is given about the real-world connection.
Limited understanding of novel. Little information is accurate.
Limited understanding of real-world connection. Little information is accurate.
Some understanding of novel. Some information is accurate.
Some understanding of real-world connection. Some information is accurate.
Good understanding of novel. Most information is accurate.
Good understanding of real-world connection. Most information is accurate.
Excellent understanding of novel. All information is accurate.
Excellent understanding of real-world connection. All information is accurate.
/10
/10
Thinking/Inquiry
-Do your explanations prove the thesis?
-Are the examples relevant and helpful in supporting your thesis?
Examples are not analyzed.
Little to no examples provided.
Examples are analyzed with limited effectiveness.
Few quotations selected effectively support the argument.
Examples are analyzed with some effectiveness.
Some quotations selected effectively support the argument.
Examples are analyzed with moderate effectiveness.
Most quotations selected effectively support the argument.
Examples are analyzed with a high degree of effectiveness.
All quotations selected effectively support the argument.
/10
/10
Communication
-Does the student use formal language? Ex: do t.
Research Paper Instructions and RubricResearch Paper – 150 point.docxaudeleypearl
Research Paper Instructions and Rubric
Research Paper – 150 points
Your final essay in English is a research paper that provides an opportunity to delve fully into a topic of your interest. Writing a research paper—while a challenge—offers a reason to read, research, reflect, think deeply, then address and formally answer in writing a question worth exploring. See the bottom of this document for possible topics.
This assignment is designed to utilize all the skills we have learned this semester, including in-text MLA citation techniques and documentation of sources we have learned in our lab sessions.
The length of the essay should be a minimum of four pages, but no longer than seven pages.
RESEARCH PAPER TIMELINE AND ASSIGNMENTS:
Select a controversial topic - My choice of topic is HUMAN CLONING
Minimum of 4 pages and no more than 7 pages.
A controversial topic is one that reasonable individuals can argue over and that has at least two sides. Gun control and abortion are two classic topics that are controversial; the life of your favorite actor or the history of baroque music are not controversial.
Once you select your prompt, begin researching reliable sources and compiling them into an annotated bibliography. This is a good time to visit our Library and the library’s website and database of academic articles.
List of sources, a working thesis, and first pages of rough draft - 20 points
When this step in the process is due, you will need to have compiled an annotated bibliography (a list of sources with brief descriptions of the source) from your research on your topic. As you encounter sources that relate to your topic, be sure to paraphrase key ideas, record word-for-word quotations you may want to use, and note page numbers from the sources that you can easily reference once you begin to write the paper.
As a research paper, this assignment requires research, which means you need to reference at least three outside sources:
· An article or essay from a reliable, trustworthy source. You should try to include an article from one of the library online databases, if possible.
· One book on the topic, if available; otherwise, you may use another trustworthy source.
· One other source (i.e. another essay from the library database, a website, video, DVD, interview with someone knowledgeable about the topic, etc);
· Note: Please do not cite Wikipedia for this research paper
Turn in your annotated bibliography along with the first pages of your rough draft. By this due date you will need to identify a working thesis statement. (A “working thesis” refers to the idea that because your research will eventually lead to what position you take on your topic, the final thesis will begin to take shape as you read and think about your topic.)
Your thesis statement—which in its final version will answer the question you have identified to research—is a one-sentence (or occasionally two-sentence) statement of your central idea.
You’re encouraged to co ...
Mapping the IssueFor your Issue Proposal, you organized yourVannaSchrader3
Mapping the Issue
For your Issue Proposal, you organized your preexisting knowledge on your issue and sketched a plan for research. You then compiled several sources and summarized their contents for your Annotated Bibliography. For this paper, you will map the controversy surrounding your issue by describing its history and summarizing at least three different positions on the issue — all from a completely neutral point of view. Your audience will be UTA students, faculty, and staff who read a (fictitious) UTA periodical that offers analysis and commentary about politics, news, and culture.
Before people can make an informed decision on a controversial issue, they must know the history of the controversy and the range of positions available. Major news organizations often in form their readers of public controversies by providing a neutral, unbiased description of an issue’s history and the main arguments made on all sides, and academic organizations often map field - specific controversies in order to provide researchers with a n overview of unsettled questions and unsolved problems.
Invention
In rhetorical studies, invention refers to the systematic search for ideas that can be shaped into an effective composition. (The term “prewriting” is sometimes used to refer to the concept of invention.) This section of the assignment, then, is designed to help you generate the required content for your Mapping paper.
Please note that the following steps are not intended to serve as an outline for your paper.
Rather, these steps will help you produce the “raw materials” that you will then refine into a well - organized paper, and these steps are likely to produce more material than you can actually use in the draft you submit to readers.
1.
Readers will need to have some background information on your issue in order to understand how the controversy reaches its current state. Draft answers to the following questions:
• What caused the issue?
• What prompted past and present interest in it?
• Who is interested in the issue and why?
2.
Readers w ill also want to know the current, major positions on the issue, so reflect on the titles in your Annotated Bibliography, draft descriptions of 3 - 5 different positions, and identify which articles in your bibliography advocate the positions you’ve described.
3.
Now that you’ve drafted descriptions of the background and major positions on your issue, draft a more detailed description of one position:
• What are the main claims of those who advocate this position?
• What reasons do they provide for those claims ?
• What evidence do they use to support their reasons?
• What assumptions underlie their arguments?
4.
Once you have described the position’s argumentative structure, summarize at least one source from your Annotated Bibliography that advocates this position.
5.
Repeat inventional steps three and four with a second position. Additionally, draft a ...
What is an Exploratory PaperExploratory Argument In explorat.docxalanfhall8953
What is an Exploratory Paper?
Exploratory Argument:
In exploratory essays, the writer (you) explores three sources that take a position on a controversial issue. All three sources can take the same side of the issue or two can take the same side and one can be on the other side of the issue. For example, take this issue: “Should there be stricter copyright penalties on the Internet? For instance, all three sources explored may argue that once a person uploads a photograph on, for example, flickr.com, it becomes public domain and no copyright laws should apply. The sources explored will argue on the same side of the issue, they all answer the issue question: yes. Yet, they will present evidence that will align with their different perspectives. For example, one source may take a legal perspective and the evidence will come from legal sources; another source may take a psychological perspective and their evidence to support their position will come from psychological studies, etc. In addition, the sources must come from a variety of secondary sources: scholarly journals, magazines, and/or newspapers, and the sources cannot be all Websites.
The Purpose
In the exploratory paper, the writer identifies three sources that take the same side of the issue; this means, for each source, their thesis statements/claims are the same. In order to help the reader (students, instructor) understand each source’s argument, the writer, (you) will include a brief 2-3 sentence summary for each source that includes the writer’s thesis/claim and the reasons provided to support his or her perspective. Also, this will include an analysis of how well the reasons and evidence support their position and their perspective. This requires specific references from the work in the form of direct quotations. This last part is important. Your own opinions are not expressed at all. This is not an argument paper.
Advantages to Writing an Exploratory Paper
Exploratory papers have a number of advantages. When you view an issue from many perspectives, you gain a greater depth of understanding of it and the various views taken. Also, exploratory papers provide mutual understanding and common ground for you next stage in argument: writing your own argument paper. These sources can be used to support your side to an issue or they may be used as an opposing view to your own position. After exploring sources on an issue, you learn about the other positions on this controversial issue.
How to Write the Exploratory Paper
The exploratory framework appears on eCompanion in the folder marked: “Exploratory Paper Assignment.” This handout basically lays out the format for each body paragraph. Also, there is a student sample essay that explores the issue: Should biotechnology be banned in U.S. sports? All three sources in this paper take the same side of this issue and argue that biotechnology basically destroys honest competition, but they approach and support thei.
AP Lang – Argumentative Research Project – 2018 Objective.docxfestockton
AP Lang – Argumentative Research Project – 2018
Objectives
● Conduct in-depth research on a problem facing a community
● Use several sources to support an argument in a way that is relevant, logical, and effective
● Create and sustain a logical argument based on extensive research and reading
Project Overview
• Phase 1: Read widely; learn all you can about a variety of topics that interest you.
• Phase 2: Narrow your research to a specific unsolved problem facing a specific community.
• Phase 3: Conduct in-depth research on your question.
• Phase 4: Defend a claim of policy in a well written, thoroughly researched essay that proposes
a solution to the unsolved problem.
Essay requirements
• Argumentative
• 1200 – 2000 words (4 – 7 pages)
• Introduction with clear, well-worded thesis statement that argues a claim of policy
• Several body paragraphs with support from a minimum of five sources
• Conclusion
• MLA format (8th Ed) – in-text citations and works cited page
(typed, 1 inch margins, 12 pt font, Times New Roman)
• Appropriate and creative title
• Original work – take strict precautions to avoid plagiarism
Annotated Bibliography requirements
• 10 sources, minimum of 1 source in each of the five categories:
o Print – academic, peer reviewed, journal
o Print – popular (magazine, newspaper, etc.)
o Web
o Video
o Audio (radio program, podcast, etc.)
• Only 5 formal annotations are required – one in each category. Additional sources in the
category should be cited but a written annotation isn’t necessary.
Assignments & due dates:
• Annotated bibliography draft [one source]……...............March 15
o Check for appropriate style/organization on a single source.
• Annotated bibliography & Research conference.........April 9 – 12
o Formal conference one-on-one with your annotated
bibliography – walk through the development of your topic, the
research that contributed to your research question, the
sources you have gathered, and the plan to locate any
remaining sources. Any time before spring break.
• First draft of essay..........................................................April 16 – May 4
o Conference one-on-one over first draft and writing progress in
general. Students will sign up for a specific day after
concluding the research conference.
• Final Draft......................................................................May 21
Detailed overview of research project:
You will research an unsolved problem facing a community, and write an argumentative essay that
proposes a solution.
Phase 1: Read widely; learn all you can about a variety of topics that interest you. Keep an
eye out for unsolved problems facing specific communities. The terms “problem” and “community”
can be defined broadly, but ensure that a particular problem and/or community is worthy of your time
and research. Solving a particular problem for a particular community s ...
Term Research PaperOne of the primary goals of this course is to.docxmehek4
Term Research Paper
One of the primary goals of this course is to give students a broad understanding of the different components and the current state of the criminal justice system. Given however the number of components and the complexity of topics in the criminal justice field, another aim of this course is to guide students into becoming experts in one or more very specific areas.
*You are expected to work independently on this paper throughout the duration of the course (this paper should be a work in progress throughout the term, if left until the end, it will conflict with your other exams/assignments). For this paper, each student is required to identify one specific topic of their interest and write a term paper. THE TOPIC FOR YOUR TERM PAPER CAN EITHER FOCUS ON AN ISSUE (e.g. the low ratio of women to men as state police officers, the use of bail as a proxy for discrimination based on race and poverty), OR SIMPLY DESCRIBE THE HISTORY/CURRENT STATE OF A CERTAIN AREA OF A COMPONENT OF THE SYSTEM (e.g. the police’s use of recording devices, riots in prisons, work programs in prison, increased militarization of the police). BE SURE TO SPECIFY IN YOUR PAPER, WHICH OF THESE TWO GOALS YOU ARE TRYING TO ACCOMPLISH. Finding a topic that is narrow is crucial (e.g. officers accepting small gratuities, media coverage of mass murders). A large and vague topic is likely to produce a vague and low quality paper (e.g. discrimination in the CJ system is a large an vague topic). YOU MUST, PERSONALLY, OR THROUGH EMAIL, CONFIRM YOUR TOPIC WITH ME BY THE END OF THE THIRD WEEK OF THE COURSE.
First, introduce this topic (i.e., introduce the topic to a casual reader), being sure to present evidence (from the literature) that supports your conclusion that the problem is worthy of concern (How serious is the problem? How common is the problem? And so on). This section should be about a page. Then summarize the available literature on the topic. It is wise to organize this review with appropriate subheadings to help you organize this information (e.g. historical overview, the role of certain key issues such as race or gender, as they relate to your topic, the role of policy, or whatever subheadings best fit your topic). Your review of the literature should constitute at least 5-6 pages of your paper. The last section of your paper—the discussion, should summarize the findings in your literature review and should include your own conclusion regarding your topic. This section gives you the opportunity to add your own opinion, based of course on what you have found in the literature.
Your paper should have at least 8 scholarly sources (most of which will be journal articles or books) cited throughout the paper, and contain a bibliography at the end.
As we review each week's chapters, I highly suggest being on the lookout for possible topics for your paper. As soon as you have one, email me so that I can approve it. Note: You may also identify topics from f ...
Page 1 of 4 Controversial Issues in American Culture Rese.docxaryan532920
Page 1 of 4
Controversial Issues in American Culture Research Paper
Assignment:
Living in a diverse society, we are often trying to balance our personal experience and opinions agai nst a
backdrop of the large communal experience. What we think, feel, and believe can be in sharp contrast
with the people and the society around us. Thus, students need to learn how to research, structure, and
advance their opinions by providing evidence to support them. This assignment will help students
formulate their opinions on a controversial topic in an argumentative essay using evidence from primary
and secondary sources. Though nearly any topic will suffice for the purpose of this paper, all topics must
be open to dispute. Students will need to formulate their opinions on the topic but also concede and
refute the oppositional opinions through counte rarguments. We will use class time to discuss research
methods but the rest of your research will be your responsibility.
Decide On a Topic:
Deciding on a topic that is not too broad, nor too narrow will take some effort . In order to present a
convincing argument, consider the following:
1. Draw on the student’s personal experience. It is important to spend time and energy on a topic
that means something to you. Think about topics they may come up in your chosen career field,
in everyday life, or things that you think should be changed in society , but that there is no easy
answer or resolution.
2. Be sure to “resist binary thinking” (Greene and Lidinsky 88). Make sure that the topic chosen can
support several, if not many, different viewpoints.
3. Synthesize others’ views and find new ways to look at the issues.
4. When researching, read to “discover a writer’s frame” to see how his/her ideas and theories can
benefit your own, or if they can be used in counterarguments.
5. Decide whether the issue an issue of fact, value, or policy? Is it a combination of two or more?
Topics should present a position that has varying perspectives.
General Topics include:
Addiction/Alcohol/ Drugs
Bilingual Education
Birth Control
Body Image
Censorship
Eating Disorders
Ethnic Stereotypes
Family Values
Gay Rights
Gender Discrimination
Gun Control
Health
Homosexuality/
Sexual Orientation
Immigration
Interracial
Relationships
Legalized Gambling
Politics
Music/Art
Education
Religion
Role Models
Sexual Assaults
Sexual Relationships
Single Parents
Sports Industry
Stereotypes
Terrorism
Tobacco
Video Games
Violence
War
**For more topics, check out the folder in the Research Project folder
Students should come up with an issue-based question about their topic:
Think and try on different perspectives about the issue
Page 2 of 4
Discuss why the issue is important to the student, and then why this issue may be important to
other people.
Determine what is up for ...
Assist with first annotated bibliography. Assist with f.docxnormanibarber20063
Assist with first
annotated bibliography
.
Assist with first
annotated bibliography
.
(Thesis topic: Psychotherapy)
. Each submission must also include a brief critique of the source (e.g., how could the study be improved, criticism of the author(s) assertions, ideas for future studies, etc.).
summary of the article, including the purpose/hypothesis of the study, a statement about the participants and methods utilized in the study, results and implications for future research, as well as the methodological limitations/critique of the study.
.
Assistance needed with SQL commandsI need assistance with the quer.docxnormanibarber20063
Assistance needed with SQL commands
I need assistance with the query commands assigned to an assignment. I have the databases properly created and do not need assistance with the commands associated with creating the databases. Here is the complete assignment. I have attached the database information.
The structure of the movies database is as follows:
Director (
DIRNUB
, DIRNAME, DIRBORN, YR-DIRDIED)
STAR (
STARNUB
, STARNAME, BIRTHPLACE, STARBORN, YR-STARDIED)
MOVIE (
MVNUB
, MVTITLE, YRMDE, MVTYPE, CRIT, MPAA, NOMINATIONS, AWRD,
DIRNUB
)
MOVSTAR (
MVNUB
,
STARNUB
, AMTPAID)
MEMBER (
MMBNUB
, MMBNAME, MMBADD, MMBCITY, MMBST, NUMRENT, BONUS, JOINDATE)
TAPE (
TAPENUM,
MVNUB, PURDATE, TMSRNT,
MMBNUB
)
Create Video Store database as discussed in the class. Make sure to correct column widths/types before creating tables. Use SQL to form queries to produce the following reports
:
** List the names and numbers of directors whose names begin with the alphabet ‘K’.
List the tape no, movie title, and the membership number and name of members, who are currently borrowing tapes numbered below 20. Arrange the report in descending order by tape number.
List the names and respective numbers of stars and directors who have worked together.
** List the tape numbers for movies of movie type: ‘HORROR’.
List the name of the director who has received the maximum number of total awards considering all his/her movies: AWRD.
** List the names of all members who have not borrowed any movie currently.
List the movie type and number of tapes for each type in the database.
** For each movie list total how many times it has been rented: TMSRNT.
Report the total times rented (TMSRNT) for each movie type.
The database administrator discovers that the name of director whose number is 7 in the database should be spelt as ‘JOHNNY FORD’. Make corrections to the data.
Delete the movie number 14 and all its tapes. Print both tables to verify.
List all tape numbers and their movie titles, and indicate the member number and member name if the tape is currently rented out.
13. List all tape numbers, and also indicate the member’s city if a tape is currently rented out by a member.
14. Who is the youngest director?
How many movies did he/she direct?
15. Grant access to me (joshi) to your movstar table for select and update.
16. Create a unique index on movstar table.
17. For each movie type list the average age of movies given the current year is 2011.
18. ** Create a view MEMB_TAPES that includes the currently rented movies and the members who are renting them, include movie type.
19. ** Use the view MEMB_TAPES to find all currently rented “COMEDY” type movies and members who are renting them.
20. ** List all tape numbers, along with movie name and member name if rented out (leave member name blank if not rented out).
.
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Similar to Instructions for writing a paper Content Organize .docx
Issue Analysis EssayWorkshop on Draft IIIntroDo you ha.docxvrickens
Issue Analysis Essay
Workshop on Draft II
Intro
Do you have an attention getter to lead into your topic/issue?
Provide relevant background information.
Intro should end in a nuanced thesis that sums up the results of the analysis.
Development
There should be 4-6 body paragraphs.
Paragraphs should be 100-150 words.
Each paragraph should develop one aspect of the issue.
Good paragraph development means moving from a general idea to specific details.
Required research: 2 secondary sources + 1 interview
Organization
Paragraphs should be connected.
The beginning of a paragraph should relate to the idea of the previous paragraph to establish coherence.
Apply the advice from the module “Writing Process: Revising.” Consider doing the Post-Draft Outline.
Presentation
MLA format (header, pagination, spacing)
In-text citations:
author/source is cited in the sentence (According to Paul Jones, . . .) or
in a parenthetical note at the end of the sentence: (Jones)
Make sure you paraphrase sources primarily and quote only when needed.
When quoting, avoid “quote bombs.” Remember the three-part process . . .
Works Cited needs to follow MLA 8.
Style
Avoid all first (I, we) and second (you, your) person point of you.
Strive for polished word choices and sentence style.
Grammar / Mechanics
Focus on grammar, spelling, mechanics on your third draft, after you are finished revising the content.
Apply the advice from the module “Writing Process: Proofreading.”
Research Paper
. The Sun Also Rises
Ernest Hemingway
Begin your research using the FIT Library and its on-line sources.
1. Start with biographical information on your author. Find at least one good biographical source and use this information for the first part of your paper.
2. Choose one literary source, preferably a scholarly (peer reviewed) or critical article published in a university press journal. Use this source as the second part of your paper.
3. Choose another source of the same quality as your first source and make this source the third part of your paper.
4. Choose a third source of the same quality as your first two sources and make this source the fourth part of your paper.
5. The fifth and last part of your paper is a conclusion in which you will comment on what you have learned about your author from your research.
General Guidelines:
Use MLA Guidelines from your Bedford Handbook pp. 569-674.
Length: 1,000 – 1,500 Words.
Do not use Wikipedia.
Sources: lib.fit.edu. JSTOR/LRC/Summon.
Research Paper
.
The Sun Also Rises
Ernest Hemingway
B
egin your research using the FIT Library and its on
-
line sources
.
1.
Start with biographical information on your author.
Find
at least one
good biographical source and use th
is
information for the first part of
your paper.
2.
Choose one literary source, preferably a scholarly
(
p
eer
r
eviewed)
or
critical article published in a university press journal. Use this source
as the second part of your paper. ...
Exceptions to the Exclusionary RuleFollowing the presentation to.docxSANSKAR20
Exceptions to the Exclusionary Rule
Following the presentation to the 16 new investigators in your squad a question and answer period sparks personal viewpoints on the Exclusionary Rule Exceptions. The new investigators discuss with you their viewpoints and ask for your opinion. You provide them with cited reasons for your opinion.
Please include answers in your main posting for the following questions. Support your answers with your research. You must provide meaningful feedback to the main postings of at least two of your classmates.
· Explain why you believe or don’t believe that exceptions to the Exclusionary Rule should be made.
· Select three exceptions to the Exclusionary Rule and cite your reasons for their validity and any reason why the exceptions may be in error if you believe any of them are in error.
· Explain the conditions in which you would allow your investigators to lie to a suspect during an investigation and why it would be alright to do so. Use a short scenario to demonstrate your intended meaning to your investigators.
Deliverable Length: 5–6 paragraphs
Annotated Bibliography
College of liberal arts & sciences, (2014). Writing a Thesis and making an Argument. The University of Lowa. 280 Schaeffer Hall.
This is a peer reviewed article that gives a research on writing skills when it comes to writing a paper in English as a subject. The writer tries to distinguish between an argument and a thesis by describing what the two subjects are. The article goes ahead to give a detailed approach on how a paper should be written and the way a writer needs to take a position in a particular topic subject.
A thesis has been described by the author as the blue print of a paper which is a statement that determines the focus of a paper. According to the author it is a hook on which the main structure of the paper will take. This article gives a full detail on the tips that one can utilize in coming up with a good argumentative paper that fulfills the required steps in writing a thesis and argument.
George Hillocks, Jr, (2011). Teaching Argument Writing: Supporting Claims with Relevant Evidence and Clear Reasoning. Heinemann.
In the book, George has published the book by trying to influence powerful teaching abilities in academic writing. The author gives various models that can be embraced in making sure that papers are written in accordance to what academic writing dictates. The author focusses majorly on teaching the basic knowledge on argumentative writing and also teaching students to write more complex arguments.
The write offers advice on solving writing mysteries by giving an outline on simple facts and arguments in learning. He touches on what makes a good writer and the way to differentiate the best writers from other general writing. He goes ahead in the book by teaching students on making literary judgment by developing and supporting a criteria for arguments and hence answer difficult questions in writing.
...
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.
John Q. StudentProfessor StalbirdEnglish 1201.xxx27 February.docxvrickens
John Q. Student
Professor Stalbird
English 1201.xxx
27 February 2020
Annotated Bibliography
Author’s Last Name, First Name. “Name of Article in Quotation Marks.” Name of Source/Publication in Italics. Publication Date/Info. Name of Database in Italics. Url. Date Accessed.
This article discusses (give the thesis of the article). In the next 2-4 sentences, give the main points of the article. Tell what the article said.
The purpose of this article is ______. The intended audience seems to be _______. Address the credibility of the source and the author. For example, for a database article you could write: The source came from the Sinclair database and the article came from a scholarly peer-reviewed journal. The author seems credible because she has written many other articles on the subject. The article was written in 2020.
I can use this source for ______. I plan to use the following quote: “______.”
Next Citation. Note there are no extra lines of white space anywhere. Double-space throughout.
Writing the Annotated Bibliography
From the Working Bibliography that you created, you will choose 10 sources that best answer the questions you posed in your Research Proposal. Those sources will form the basis for the Annotated Bibliography. You will need a minimum of five sources from Sinclair databases and at least three of those sources should be "scholarly."
Briefly, the annotated bibliography includes notes and analysis on sources that will be quoted and paraphrased in the final essay. You have already had practice with the skills that are required, but the assignments do require that you set aside several hours for reading and analysis.
If you've taken ENG 1101 at Sinclair recently, you may have already had some experience with the annotated bibliography.
Annotated Bibliography
To begin to put the Annotated Bibliography together, review the sources you listed on your Working Bibliography. Choose 10 that look like they come the closest to answering the research questions you posted in your Research Proposal. If, after reading and researching further into your topic, you realize that you do NOT have 10 that address the issue you are writing about, go back to the library databases and find more sources. Keep searching until you have ten.
Choosing the 10 sources for the Annotated Bibliography is important because you are going to spend considerable time reading, summarizing, and critiquing these sources. Make sure you take as much time as necessary to read and choose sources that answer the questions you posed in your research proposal. The work that you do for the annotated bibliography will form the basis for your research paper. The time you put into this assignment will pay off when you go to write the paper because what you create for the annotated bibliography will go directly into your paper to support the ideas that you are sharing with your readers. This assignment is one of the most important steps in writing the paper. ...
ENC 1101 Definition-Concept Essay The purpose of this essay .docxgidmanmary
ENC 1101 Definition-Concept Essay
The purpose of this essay is to give you the opportunity to develop a viewpoint on a word and its representation within a particular context or situation. First, you will closely observe different representations of the word and consider several viewpoints and perspectives. After considering those various perspectives, you will develop and articulate your own unique interpretation and definition of a word, and then support your definition with explanation, description, and research.
Characteristics of the Definition Essay
A successful essay
provides an engaging introduction of the example to prepare the context for the word itself with respect to your audience
narrows the definition of the word by providing a specific thesis at the end of your introduction
makes use of description and examples through close observation in supporting paragraphs to support the thesis
includes specific details and evidence from secondary sources
creates an objective stance by the use of third-person voice
integrates quotations from secondary sources
conforms to MLA guidelines for source documentation and format.
Topic: Please define one of the below terms:
Beauty
Courage
Femininity
Friendship
Greed
Happiness
Leadership
Love
Masculinity
Patriotic
Smart
Successful
As you define your selected term, consider the following questions:
What is an appropriate definition of the term?
What are characteristics society often associates with the term?
Is there a characteristic you think should not be associated with the term?
How does the media (e.g., television, movies, news, social media, etc.) often portray the “term”?
Are there positive connotations of the term?
Are there any negative connotations of the term?
Is the term defined differently in other cultures?
Should society rethink the use of the term?
Is the term overused?
Are there instances in which another term should be used to articulate a point?
As you write your essay, do not try to answer all of the questions in your essay. I suggest that you consider these questions as you define your term (concept).
Length of Paper: at least 3 pages
Important Reminders
Do not write a personal narrative about yourself or someone you know. The focus of this essay should be on the term, concepts, and characteristics.
Reference and cite at least three secondary sources in your essay. One of your sources should come from the TCC database. You may reference and cite a dictionary, but you should count a dictionary as a fourth source. Also, do not cite Wikipedia as a source.
Do not write in second person (e.g., you, your, yourself, or imperative sentence).
MAKE SURE YOUR PAPER HAS A TITLE. YOUR TITLE IS NOT THE REWORDING OF THE PROMPT. YOUR TITLE SHOULD REFLECT YOUR THESIS, OR THE PREMISE OF YOUR ESSAY!!!!!!!
Submission:
Please do not email your final papers!
Please remember to attach all rough drafts with your submissions.
Please remember to save an electronic version of t ...
Review Instructions for Essay 4--The Research Paper The ins.docxmichael591
Review Instructions for Essay 4--The Research Paper
The instructions and guides for the research paper are linked below.
In this class you have a rare opportunity to develop, revise/edit, and resubmit your work. Your revised exploratory paper (Essay 2) will become the introduction to your research paper. The revised position paper (Essay 3) will become the body. In addition, you will create a conclusion or "solutions" section for the final project. Note, however, that significant revisions are expected, so you should carefully review the edited draft and rubric evaluations for both essays 2/3 before you begin your final essay.
The final research papers must meet ALL of the minimum criteria for the assignment (in terms of structure, development, documentation style, quality and number of research sources, and writing skills) to be eligible for a score. In other words, you must receive a mark of "competent" in all of these areas to receive a grade for this assignment.
English 103: Essay 4—Research Paper
In the Research Paper, you will further develop, revise, and build upon the single perspective argument you have been developing all semester. Your final assignment should demonstrate your ability to apply the principles of argument discussed in the class throughout the semester and it should demonstrate your ability to use critical thinking when discussing a controversial issue.
Directions:
Prepare an 8-10 page research essay that builds upon the single perspective argument paper. The purpose of this assignment is to build upon what you have already created in the course. Therefore, the introduction of your research paper should be drawn from your Exploratory Paper, laying the foundation for the reader by presenting all sides of the issue, the exigence, etc. The body should be drawn from the Position Paper, which incorporates research to support your claim and sub-claims. Obviously, you cannot include the entire portion of each of the previous papers, and your final research paper should show that you’ve developed areas requiring development and made significant revisions to those sections of your papers requiring revision. The idea is to pull sections and points from previous essays. Use comments from me to revise those papers as you incorporate portions of them into this final project.
In addition to revising/developing the exploratory and position papers to serve as the introduction and body of the research paper, you will write an extended conclusion in which you focus on a viable solution and/or conclusion to the issue. For the conclusion, provide a means of solving the problem indicated by your topic. Consider the audience, establish common ground, and provide details for how to implement the solution. For example, if the position paper argued that bilingual education is necessary in California schools, the solution would discuss how to implement bilingual education programs in our California schools. You.
Name Date1984 Research EssayAssessment OF Learning.docxmayank272369
Name: Date:
1984 Research Essay
Assessment OF Learning:
The Task: You will write a multi-source essay based on the novel 1984 by George Orwell.
Pick one of the topics explored in 1984 and comment on whether or not these issues are still relevant today or were an issue in the past.
Topics:
1. The dangers of totalitarian governments.
2. The consequences of controlling information and history.
3. The ethics of psychological manipulation.
4. The ethics of manipulation through violence.
5. The ethics of language as a form of mind control.
6. The struggle of classes and their lack of mobility.
7. The ethics of alienating citizens through the control of love.
8. The use of surveillance to control citizens.
Sample thesis:
The United States NSA and Big Brother both use surveillance technology unethically by gathering private information to suppress freedom of speech and thought.
Your essay...
· Must be at least 4 pages long (this does not include your works cited page).
· Include 1 introduction, 1 conclusion and 3 body paragraphs with 4 quotations/pieces of evidence per body paragraph.
· Written in Times New Roman, size 12 font, double spaced.
· Use at least 3 other sources besides the novel.
· Must use MLA formatting throughout your essay and include a Works Cited page.
PLAGIARISM
If any plagiarism is detected in your work, a mark of zero will be issued.
Research ESSAY RUBRIC
Assessment OF Learning
Knowledge
R(0-49%)
Level 1(50-59%)
Level 2(60-69%)
Level 3(70-79%)
Level 4(80-100%)
Total
-Is the description of the novel complete and correct?
-Is the research complete and correct?
Little to no information is given about the novel.
Little to no information is given about the real-world connection.
Limited understanding of novel. Little information is accurate.
Limited understanding of real-world connection. Little information is accurate.
Some understanding of novel. Some information is accurate.
Some understanding of real-world connection. Some information is accurate.
Good understanding of novel. Most information is accurate.
Good understanding of real-world connection. Most information is accurate.
Excellent understanding of novel. All information is accurate.
Excellent understanding of real-world connection. All information is accurate.
/10
/10
Thinking/Inquiry
-Do your explanations prove the thesis?
-Are the examples relevant and helpful in supporting your thesis?
Examples are not analyzed.
Little to no examples provided.
Examples are analyzed with limited effectiveness.
Few quotations selected effectively support the argument.
Examples are analyzed with some effectiveness.
Some quotations selected effectively support the argument.
Examples are analyzed with moderate effectiveness.
Most quotations selected effectively support the argument.
Examples are analyzed with a high degree of effectiveness.
All quotations selected effectively support the argument.
/10
/10
Communication
-Does the student use formal language? Ex: do t.
Research Paper Instructions and RubricResearch Paper – 150 point.docxaudeleypearl
Research Paper Instructions and Rubric
Research Paper – 150 points
Your final essay in English is a research paper that provides an opportunity to delve fully into a topic of your interest. Writing a research paper—while a challenge—offers a reason to read, research, reflect, think deeply, then address and formally answer in writing a question worth exploring. See the bottom of this document for possible topics.
This assignment is designed to utilize all the skills we have learned this semester, including in-text MLA citation techniques and documentation of sources we have learned in our lab sessions.
The length of the essay should be a minimum of four pages, but no longer than seven pages.
RESEARCH PAPER TIMELINE AND ASSIGNMENTS:
Select a controversial topic - My choice of topic is HUMAN CLONING
Minimum of 4 pages and no more than 7 pages.
A controversial topic is one that reasonable individuals can argue over and that has at least two sides. Gun control and abortion are two classic topics that are controversial; the life of your favorite actor or the history of baroque music are not controversial.
Once you select your prompt, begin researching reliable sources and compiling them into an annotated bibliography. This is a good time to visit our Library and the library’s website and database of academic articles.
List of sources, a working thesis, and first pages of rough draft - 20 points
When this step in the process is due, you will need to have compiled an annotated bibliography (a list of sources with brief descriptions of the source) from your research on your topic. As you encounter sources that relate to your topic, be sure to paraphrase key ideas, record word-for-word quotations you may want to use, and note page numbers from the sources that you can easily reference once you begin to write the paper.
As a research paper, this assignment requires research, which means you need to reference at least three outside sources:
· An article or essay from a reliable, trustworthy source. You should try to include an article from one of the library online databases, if possible.
· One book on the topic, if available; otherwise, you may use another trustworthy source.
· One other source (i.e. another essay from the library database, a website, video, DVD, interview with someone knowledgeable about the topic, etc);
· Note: Please do not cite Wikipedia for this research paper
Turn in your annotated bibliography along with the first pages of your rough draft. By this due date you will need to identify a working thesis statement. (A “working thesis” refers to the idea that because your research will eventually lead to what position you take on your topic, the final thesis will begin to take shape as you read and think about your topic.)
Your thesis statement—which in its final version will answer the question you have identified to research—is a one-sentence (or occasionally two-sentence) statement of your central idea.
You’re encouraged to co ...
Mapping the IssueFor your Issue Proposal, you organized yourVannaSchrader3
Mapping the Issue
For your Issue Proposal, you organized your preexisting knowledge on your issue and sketched a plan for research. You then compiled several sources and summarized their contents for your Annotated Bibliography. For this paper, you will map the controversy surrounding your issue by describing its history and summarizing at least three different positions on the issue — all from a completely neutral point of view. Your audience will be UTA students, faculty, and staff who read a (fictitious) UTA periodical that offers analysis and commentary about politics, news, and culture.
Before people can make an informed decision on a controversial issue, they must know the history of the controversy and the range of positions available. Major news organizations often in form their readers of public controversies by providing a neutral, unbiased description of an issue’s history and the main arguments made on all sides, and academic organizations often map field - specific controversies in order to provide researchers with a n overview of unsettled questions and unsolved problems.
Invention
In rhetorical studies, invention refers to the systematic search for ideas that can be shaped into an effective composition. (The term “prewriting” is sometimes used to refer to the concept of invention.) This section of the assignment, then, is designed to help you generate the required content for your Mapping paper.
Please note that the following steps are not intended to serve as an outline for your paper.
Rather, these steps will help you produce the “raw materials” that you will then refine into a well - organized paper, and these steps are likely to produce more material than you can actually use in the draft you submit to readers.
1.
Readers will need to have some background information on your issue in order to understand how the controversy reaches its current state. Draft answers to the following questions:
• What caused the issue?
• What prompted past and present interest in it?
• Who is interested in the issue and why?
2.
Readers w ill also want to know the current, major positions on the issue, so reflect on the titles in your Annotated Bibliography, draft descriptions of 3 - 5 different positions, and identify which articles in your bibliography advocate the positions you’ve described.
3.
Now that you’ve drafted descriptions of the background and major positions on your issue, draft a more detailed description of one position:
• What are the main claims of those who advocate this position?
• What reasons do they provide for those claims ?
• What evidence do they use to support their reasons?
• What assumptions underlie their arguments?
4.
Once you have described the position’s argumentative structure, summarize at least one source from your Annotated Bibliography that advocates this position.
5.
Repeat inventional steps three and four with a second position. Additionally, draft a ...
What is an Exploratory PaperExploratory Argument In explorat.docxalanfhall8953
What is an Exploratory Paper?
Exploratory Argument:
In exploratory essays, the writer (you) explores three sources that take a position on a controversial issue. All three sources can take the same side of the issue or two can take the same side and one can be on the other side of the issue. For example, take this issue: “Should there be stricter copyright penalties on the Internet? For instance, all three sources explored may argue that once a person uploads a photograph on, for example, flickr.com, it becomes public domain and no copyright laws should apply. The sources explored will argue on the same side of the issue, they all answer the issue question: yes. Yet, they will present evidence that will align with their different perspectives. For example, one source may take a legal perspective and the evidence will come from legal sources; another source may take a psychological perspective and their evidence to support their position will come from psychological studies, etc. In addition, the sources must come from a variety of secondary sources: scholarly journals, magazines, and/or newspapers, and the sources cannot be all Websites.
The Purpose
In the exploratory paper, the writer identifies three sources that take the same side of the issue; this means, for each source, their thesis statements/claims are the same. In order to help the reader (students, instructor) understand each source’s argument, the writer, (you) will include a brief 2-3 sentence summary for each source that includes the writer’s thesis/claim and the reasons provided to support his or her perspective. Also, this will include an analysis of how well the reasons and evidence support their position and their perspective. This requires specific references from the work in the form of direct quotations. This last part is important. Your own opinions are not expressed at all. This is not an argument paper.
Advantages to Writing an Exploratory Paper
Exploratory papers have a number of advantages. When you view an issue from many perspectives, you gain a greater depth of understanding of it and the various views taken. Also, exploratory papers provide mutual understanding and common ground for you next stage in argument: writing your own argument paper. These sources can be used to support your side to an issue or they may be used as an opposing view to your own position. After exploring sources on an issue, you learn about the other positions on this controversial issue.
How to Write the Exploratory Paper
The exploratory framework appears on eCompanion in the folder marked: “Exploratory Paper Assignment.” This handout basically lays out the format for each body paragraph. Also, there is a student sample essay that explores the issue: Should biotechnology be banned in U.S. sports? All three sources in this paper take the same side of this issue and argue that biotechnology basically destroys honest competition, but they approach and support thei.
AP Lang – Argumentative Research Project – 2018 Objective.docxfestockton
AP Lang – Argumentative Research Project – 2018
Objectives
● Conduct in-depth research on a problem facing a community
● Use several sources to support an argument in a way that is relevant, logical, and effective
● Create and sustain a logical argument based on extensive research and reading
Project Overview
• Phase 1: Read widely; learn all you can about a variety of topics that interest you.
• Phase 2: Narrow your research to a specific unsolved problem facing a specific community.
• Phase 3: Conduct in-depth research on your question.
• Phase 4: Defend a claim of policy in a well written, thoroughly researched essay that proposes
a solution to the unsolved problem.
Essay requirements
• Argumentative
• 1200 – 2000 words (4 – 7 pages)
• Introduction with clear, well-worded thesis statement that argues a claim of policy
• Several body paragraphs with support from a minimum of five sources
• Conclusion
• MLA format (8th Ed) – in-text citations and works cited page
(typed, 1 inch margins, 12 pt font, Times New Roman)
• Appropriate and creative title
• Original work – take strict precautions to avoid plagiarism
Annotated Bibliography requirements
• 10 sources, minimum of 1 source in each of the five categories:
o Print – academic, peer reviewed, journal
o Print – popular (magazine, newspaper, etc.)
o Web
o Video
o Audio (radio program, podcast, etc.)
• Only 5 formal annotations are required – one in each category. Additional sources in the
category should be cited but a written annotation isn’t necessary.
Assignments & due dates:
• Annotated bibliography draft [one source]……...............March 15
o Check for appropriate style/organization on a single source.
• Annotated bibliography & Research conference.........April 9 – 12
o Formal conference one-on-one with your annotated
bibliography – walk through the development of your topic, the
research that contributed to your research question, the
sources you have gathered, and the plan to locate any
remaining sources. Any time before spring break.
• First draft of essay..........................................................April 16 – May 4
o Conference one-on-one over first draft and writing progress in
general. Students will sign up for a specific day after
concluding the research conference.
• Final Draft......................................................................May 21
Detailed overview of research project:
You will research an unsolved problem facing a community, and write an argumentative essay that
proposes a solution.
Phase 1: Read widely; learn all you can about a variety of topics that interest you. Keep an
eye out for unsolved problems facing specific communities. The terms “problem” and “community”
can be defined broadly, but ensure that a particular problem and/or community is worthy of your time
and research. Solving a particular problem for a particular community s ...
Term Research PaperOne of the primary goals of this course is to.docxmehek4
Term Research Paper
One of the primary goals of this course is to give students a broad understanding of the different components and the current state of the criminal justice system. Given however the number of components and the complexity of topics in the criminal justice field, another aim of this course is to guide students into becoming experts in one or more very specific areas.
*You are expected to work independently on this paper throughout the duration of the course (this paper should be a work in progress throughout the term, if left until the end, it will conflict with your other exams/assignments). For this paper, each student is required to identify one specific topic of their interest and write a term paper. THE TOPIC FOR YOUR TERM PAPER CAN EITHER FOCUS ON AN ISSUE (e.g. the low ratio of women to men as state police officers, the use of bail as a proxy for discrimination based on race and poverty), OR SIMPLY DESCRIBE THE HISTORY/CURRENT STATE OF A CERTAIN AREA OF A COMPONENT OF THE SYSTEM (e.g. the police’s use of recording devices, riots in prisons, work programs in prison, increased militarization of the police). BE SURE TO SPECIFY IN YOUR PAPER, WHICH OF THESE TWO GOALS YOU ARE TRYING TO ACCOMPLISH. Finding a topic that is narrow is crucial (e.g. officers accepting small gratuities, media coverage of mass murders). A large and vague topic is likely to produce a vague and low quality paper (e.g. discrimination in the CJ system is a large an vague topic). YOU MUST, PERSONALLY, OR THROUGH EMAIL, CONFIRM YOUR TOPIC WITH ME BY THE END OF THE THIRD WEEK OF THE COURSE.
First, introduce this topic (i.e., introduce the topic to a casual reader), being sure to present evidence (from the literature) that supports your conclusion that the problem is worthy of concern (How serious is the problem? How common is the problem? And so on). This section should be about a page. Then summarize the available literature on the topic. It is wise to organize this review with appropriate subheadings to help you organize this information (e.g. historical overview, the role of certain key issues such as race or gender, as they relate to your topic, the role of policy, or whatever subheadings best fit your topic). Your review of the literature should constitute at least 5-6 pages of your paper. The last section of your paper—the discussion, should summarize the findings in your literature review and should include your own conclusion regarding your topic. This section gives you the opportunity to add your own opinion, based of course on what you have found in the literature.
Your paper should have at least 8 scholarly sources (most of which will be journal articles or books) cited throughout the paper, and contain a bibliography at the end.
As we review each week's chapters, I highly suggest being on the lookout for possible topics for your paper. As soon as you have one, email me so that I can approve it. Note: You may also identify topics from f ...
Page 1 of 4 Controversial Issues in American Culture Rese.docxaryan532920
Page 1 of 4
Controversial Issues in American Culture Research Paper
Assignment:
Living in a diverse society, we are often trying to balance our personal experience and opinions agai nst a
backdrop of the large communal experience. What we think, feel, and believe can be in sharp contrast
with the people and the society around us. Thus, students need to learn how to research, structure, and
advance their opinions by providing evidence to support them. This assignment will help students
formulate their opinions on a controversial topic in an argumentative essay using evidence from primary
and secondary sources. Though nearly any topic will suffice for the purpose of this paper, all topics must
be open to dispute. Students will need to formulate their opinions on the topic but also concede and
refute the oppositional opinions through counte rarguments. We will use class time to discuss research
methods but the rest of your research will be your responsibility.
Decide On a Topic:
Deciding on a topic that is not too broad, nor too narrow will take some effort . In order to present a
convincing argument, consider the following:
1. Draw on the student’s personal experience. It is important to spend time and energy on a topic
that means something to you. Think about topics they may come up in your chosen career field,
in everyday life, or things that you think should be changed in society , but that there is no easy
answer or resolution.
2. Be sure to “resist binary thinking” (Greene and Lidinsky 88). Make sure that the topic chosen can
support several, if not many, different viewpoints.
3. Synthesize others’ views and find new ways to look at the issues.
4. When researching, read to “discover a writer’s frame” to see how his/her ideas and theories can
benefit your own, or if they can be used in counterarguments.
5. Decide whether the issue an issue of fact, value, or policy? Is it a combination of two or more?
Topics should present a position that has varying perspectives.
General Topics include:
Addiction/Alcohol/ Drugs
Bilingual Education
Birth Control
Body Image
Censorship
Eating Disorders
Ethnic Stereotypes
Family Values
Gay Rights
Gender Discrimination
Gun Control
Health
Homosexuality/
Sexual Orientation
Immigration
Interracial
Relationships
Legalized Gambling
Politics
Music/Art
Education
Religion
Role Models
Sexual Assaults
Sexual Relationships
Single Parents
Sports Industry
Stereotypes
Terrorism
Tobacco
Video Games
Violence
War
**For more topics, check out the folder in the Research Project folder
Students should come up with an issue-based question about their topic:
Think and try on different perspectives about the issue
Page 2 of 4
Discuss why the issue is important to the student, and then why this issue may be important to
other people.
Determine what is up for ...
Similar to Instructions for writing a paper Content Organize .docx (20)
Assist with first annotated bibliography. Assist with f.docxnormanibarber20063
Assist with first
annotated bibliography
.
Assist with first
annotated bibliography
.
(Thesis topic: Psychotherapy)
. Each submission must also include a brief critique of the source (e.g., how could the study be improved, criticism of the author(s) assertions, ideas for future studies, etc.).
summary of the article, including the purpose/hypothesis of the study, a statement about the participants and methods utilized in the study, results and implications for future research, as well as the methodological limitations/critique of the study.
.
Assistance needed with SQL commandsI need assistance with the quer.docxnormanibarber20063
Assistance needed with SQL commands
I need assistance with the query commands assigned to an assignment. I have the databases properly created and do not need assistance with the commands associated with creating the databases. Here is the complete assignment. I have attached the database information.
The structure of the movies database is as follows:
Director (
DIRNUB
, DIRNAME, DIRBORN, YR-DIRDIED)
STAR (
STARNUB
, STARNAME, BIRTHPLACE, STARBORN, YR-STARDIED)
MOVIE (
MVNUB
, MVTITLE, YRMDE, MVTYPE, CRIT, MPAA, NOMINATIONS, AWRD,
DIRNUB
)
MOVSTAR (
MVNUB
,
STARNUB
, AMTPAID)
MEMBER (
MMBNUB
, MMBNAME, MMBADD, MMBCITY, MMBST, NUMRENT, BONUS, JOINDATE)
TAPE (
TAPENUM,
MVNUB, PURDATE, TMSRNT,
MMBNUB
)
Create Video Store database as discussed in the class. Make sure to correct column widths/types before creating tables. Use SQL to form queries to produce the following reports
:
** List the names and numbers of directors whose names begin with the alphabet ‘K’.
List the tape no, movie title, and the membership number and name of members, who are currently borrowing tapes numbered below 20. Arrange the report in descending order by tape number.
List the names and respective numbers of stars and directors who have worked together.
** List the tape numbers for movies of movie type: ‘HORROR’.
List the name of the director who has received the maximum number of total awards considering all his/her movies: AWRD.
** List the names of all members who have not borrowed any movie currently.
List the movie type and number of tapes for each type in the database.
** For each movie list total how many times it has been rented: TMSRNT.
Report the total times rented (TMSRNT) for each movie type.
The database administrator discovers that the name of director whose number is 7 in the database should be spelt as ‘JOHNNY FORD’. Make corrections to the data.
Delete the movie number 14 and all its tapes. Print both tables to verify.
List all tape numbers and their movie titles, and indicate the member number and member name if the tape is currently rented out.
13. List all tape numbers, and also indicate the member’s city if a tape is currently rented out by a member.
14. Who is the youngest director?
How many movies did he/she direct?
15. Grant access to me (joshi) to your movstar table for select and update.
16. Create a unique index on movstar table.
17. For each movie type list the average age of movies given the current year is 2011.
18. ** Create a view MEMB_TAPES that includes the currently rented movies and the members who are renting them, include movie type.
19. ** Use the view MEMB_TAPES to find all currently rented “COMEDY” type movies and members who are renting them.
20. ** List all tape numbers, along with movie name and member name if rented out (leave member name blank if not rented out).
.
assingment Assignment Agenda Comparison Grid and Fact Sheet or .docxnormanibarber20063
assingment
Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief
It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.
Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.
As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.
In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.
To Prepare:
Review the agenda priorities of the
current/sitting U.S. president and the two previous presidential administrations.
Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.
Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.
Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.
The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)
Part 1: Agenda Comparison Grid
Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:
Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.
Describe the administrative agenda focus related to the issue you selected.
Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
Explain how each of the presidential administrations approached the issue.
Part 2: Agenda Comparison Grid Analysis
Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:
Which administrative agency would most likely be respons.
Assimilate the lessons learned from the dream sequences in Defense o.docxnormanibarber20063
Assimilate the lessons learned from the dream sequences in Defense of Duffer's Drift.
The Lieutenant's dream sequences help him understand his tactical problem and make decisions when faced with a new problem. The Lieutenant had virtually no knowledge of the terrain, the weather, civilians, enemy, etc. If an intelligence section had been made available to the Lieutenant, how might have he used such a staff to help him avoid the painful (and deadly) consequences of poor decision making in his dream sequences?
.
Assignmnt-500 words with 2 referencesRecognizing the fa.docxnormanibarber20063
Assignmnt:-
500 words with 2 references
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
500 words with 2 references
Discussion:-
Discussion
Effective and efficient use of biometric technology will play a key role in automating method of identifying living persons based on individual physiological and behavioral characteristics.
Provide the comprehensive narratives on the advantages and disadvantages of a physical biometric system?
.
Assignmnt-700 words with 3 referencesToday, there is a crisi.docxnormanibarber20063
Assignmnt-700 words with 3 references
Today, there is a crisis about organizations’ inability to resolve the age-old problem of how to control the abuse of trust and confidence given to authorized officials to freely logon onto the organization’s system, Many such officials , turn around to betray the organization by committing cybercrimes. Vulnerability stems from interactions and communications among several system components and categorized as deficiency, weakness and security cavity on
network data center.
To what extent do internal threats constitute a key factor against any organization’s ability to battle insider threats caused by people who abuse assigned privilege?
What is the most effective mechanism for organizations to combat internal threats?
Why should disgruntled employees must be trained on the danger of throwing wastepaper and electronic media in a bin within and outside the facility?
Discussion:
400 words with 2 references
Per Fennelly (2017-182), “Why do Employees steal?” employee stealing is a multiple part operation.
Most organizations are often intolerant and impatient to verify employee’s identity and background and establish trust due to the time-consuming nature of daily assignments.
Most organizations often ignore to establish and adopt on-board ecological waste management action plans to deal with discarded materials, shredded left-over documents and magnetic media and placing fragments in isolated location.
Nonetheless, organizations must learn to support and train employers who are assigned to work and protect the organization data center, facilities and resources. Large segments of any organizations’ facility managers are often none-aggressive and choose short cuts in discharging assigned services by posting passwords on the screen and leaving confidential documents lying out on the table and uploading same document to associates, husbands, loved ones and competitors. Most authorized users within the organization are often the puniest linkage in any security operation.
Per Fennelly (2017-182), “Why do Employees steal?”
employee stealing is a multiple part operation.
Disgruntled employees can install sniffers on organizations’ data file server via polite phone calls
They can gain required user identification and password to access the organization’s secured data center.
Most organization retain an employee on the same salary for twenty years and they pay new a newly hired employee the salary of the actively existing employee.
Most organizations often ignore to establish and adopt on-board ecological waste management action plans to deal with discarded materials, shredded left-over documents and magnetic media and placing fragments in isolated location.
.
Assignment For Paper #2, you will pick two poems on a similar th.docxnormanibarber20063
Assignment:
For Paper #2, you will pick two poems on a similar theme to
compare and contrast
. Your paper will explain how the poems use some of the poetic devices we’ve been discussing to express distinct attitudes towards their common subject. It will point out the
similarities and differences
in the ways the two poems do
this
. Therefore, you will need to compare and contrast the general tones of the poems as well as how they use poetic devices to create those tones. Poetic devices you might want to consider include diction, imagery, figurative language, sound (including rhyme, alliteration, assonance, rhythm, and meter), and form.
Your
audience
for this paper is other students in the class who have read these poems. You can assume that your reader has the poems in front of him or her, so you don’t need to quote the whole poem, though a brief paraphrase might be useful. You will need to quote specific lines, phrases, or words in order to point out specific features of the poems. Your
purpose
is to help your reader see the
differences and similarities
in the two poems and, consequently, to better understand how each one works to create its particular effects or meanings.
Your paper should be
800 – 1000 words long, typed and double-spaced, with 1” margins all around
.
Use of secondary sources (other than our own textbook) is not allowed
for this assignment. If you have questions about the poem, ask other students or the instructor.
Here are some
suggested topics
:
1. Compare and contrast the ways Whitman’s “To a Locomotive in
Winter
” (p. 504) and Dickinson’s “I like to see it lap the Miles” (p. 504-05) represent their common subject: a locomotive. What claims does each poem make about the locomotive? What tone or attitude is taken towards the locomotive? How does each poem use specific poetic devices to create its tone?
2. Compare and contrast the ways Lovelace’s “To
Lucasta
” (p. 521) and Owens’ “
Dulce
et
Decorum
Est
” (p. 521-22) represent their common subject: war. What claims does each poem make about war? What tone or attitude is taken towards war? How does each poem use specific poetic devices to create its tone?
3. Compare and contrast the ways
any two
love poems in our reading represent their common subject. What claims does each poem make about love? What tone or attitude is taken towards love? How does each poem use specific poetic devices to create its tone? (Please check the two poems you pick with the instructor before proceeding.)
4. Compare and contrast the ways
any two
of the following poems represent God:
·
Donne’s “Batter my Heart, Three-
Personed
God” (p. 531),
·
Hopkins’ “God’s Grandeur” (p. 624),
·
Herbert’s “Easter Wings” (p. 676),
·
Blake’s “The
Tyger
” (p. 824-25).
What claims does each poem make about God? What tone or attitude is taken towards God? How does each poem use specific poetic devices to create its tone?
5. Compare and contrast the ways.
Assignment Write an essay comparingcontrasting two thingspeople.docxnormanibarber20063
Assignment:
Write an essay comparing/contrasting two things/people/places/ideas, etc. This should not simply be a list of their similarities and differences, but a cohesive essay written in paragraph form with a thesis, introduction, body, and conclusion.
Remember, a compare/contrast thesis can be formulated in one of the following ways:
1) One thing is better than another
2) Two things that seem to be similar are actually different
3) Two things that seem different are actually similar
Parameters:
*Typed
*Double-Spaced
*Times New Roman
*12 Point Font
*1 Inch Margin
*3 pages (not even a word shorter)
*2 outside sources
.
Assignment Travel Journal to Points of Interest from the Early Midd.docxnormanibarber20063
Assignment :Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel was one of the social characteristics that helped shape the Early Middle Ages and the Romanesque period—either to the Middle East to fight in the Crusades or throughout Europe as part of extensive pilgrimages.
For this assignment, put yourself in the place of a person living during this time who traveled extensively throughout Europe by selecting six pieces of art or architecture that you found personally to be the most interesting and important examples that date from this period in history. You should have 2 examples from each of the time periods specific to the Middle Ages: two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art.
Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods.
You are going to create a travel journal and itinerary for other students who will travel with you to your points of interest. Create a PowerPoint presentation of seven slides, including an introduction, your five destinations, and a conclusion. On each slide, include the image of the artwork or architecture, and the following information about the image:
Its location
Its name
The period of time it was created
Three interesting points about the artwork/building
What people viewing the image could learn about the Early Middle Ages, the Romanesque period, or Gothic art and architecture.
Why you selected this image
THIS MUST BE FOLLOWED
Assignment 2 Grading Criteria
Maximum Points
Selected two images representative of the early Middle Ages style, from between 400 CE and 1000 CE.
10
Provided location, name, and period of time created for the early Middle Ages images.
12
Explained why you selected each early Middle Ages image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Romanesque style, from between 1000 CE and 1100 CE.
10
Provided location, name, and period of time created for the Romanesque style images.
12
Explained why you selected each Romanesque style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Gothic style, from between 1100 CE and 1300 CE.
10
Provided location, name, and period of time created for the Gothic style images.
12
Explained why you selected each Gothic style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
The PowerPoint presentation meets length requirements and contains correct spelling and grammar.
.
Assignment What are the factors that influence the selection of .docxnormanibarber20063
Assignment
What are the factors that influence the selection of access control software and/ or hardware? Discuss all aspects of access control systems.
DQ requirement:
initial posting to be between 200-to-300 words.
All initial posts must contain a properly formatted in-text citation and scholarly reference.
Reply post 100-to-150 words.
No plagarism
.
Assignment Write a research paper that contains the following.docxnormanibarber20063
Assignment:
Write a research paper that contains the following:
Discuss the visual assets such as charts, interactive controls, and annotations that will occupy space in your work.
Discuss the best way to use space in terms of position, size, and shape of every visible property.
Data representation techniques that display overlapping connections also introduce the need to contemplate value sorting in the z-dimension, discuss which connections will be above and which will be below and why. Show example using any chart or diagram of your choice.
Your research paper should be at least 3 pages (800 words) excluding cover page and reference page. It should be double-spaced, have at least 2 APA references, and typed in Times New Roman 12 font. Include a cover page and a table of content.
.
Assignment Talk to friends, family, potential beneficiaries abou.docxnormanibarber20063
Assignment
Talk to friends, family, potential beneficiaries about your idea. Do they agree that you deeply understand what the proposed beneficiaries are doing currently to manage/endure their problem? Explain. What are your proposed beneficiaries doing currently to manage/endure their problem? How would you get buy-in from others to sign on to your proposed Beneficiary Experience table (reference Chapter 4)? Include research to support your social entrepreneurship idea.
Minimum 2 pages
Minimum 2 scholarly sources
APA formatted
.
Assignment The objective of assignment is to provide a Power .docxnormanibarber20063
Assignment:
The objective of assignment is to provide a
Power Point Presentation
about
all vaccines including the Flu vaccine in the pediatric population
. Your primary goal as a
Family Nurse Practitioner
is to educate parents about the importance of vaccination and understanding their beliefs and preference by being cultural sensitive in regards this controversial topic. This is an individual presentation and must include
a minimum of 8 slides with a maximum of 10 slides
.
This presentation must include a “Voice Presentation”. Please, this part includes
as a note in each slide
, so I can read it. Thank you.
and the following headings:
*Voice attached in all slides. Please use notes, so I can read it.
ALL REFERENCES FROM USA and within 5 years.
1.
Introduction
(Clearly identifies the topic and Establishes goals and objectives of presentation)
2.
Clinical Guidelines Evidence Based Practice per CDC
– (Presents an insightful and through analysis of the issue (s) identified. Excellent Clinical guidelines)
3.
Population and Risk Factors
(The population is identified and addressed as well the topic(s) and issue(s)
4.
Body and Content
: (Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied. Very creative and Supports the information with strong arguments and evidence.
5.
Education
– (Presents detailed, realistic, and appropriate recommendations and education including parents/patients)
6.
Conclusion
. Excellent Conclusion clearly supported by the information presented
.
Assignment During the on-ground, residency portion of Skill.docxnormanibarber20063
Assignment:
During the on-ground, residency portion of Skills Lab II, you will have attended sessions covering topics relevant to advanced clinical social work practice. During Skills Lab II, you join with a group of three to four students to present a clinical case. You will create your own case—this case will be a situation you have faced in practice or one you create. During the presentation, you and each group member are expected to demonstrate knowledge, awareness, and skills appropriate to a concentration-year master’s student.
The presentation should include the following:
· The identification of the individual/family or group with background information including:
o Presenting problem or concern
o History of the presenting problem
o Social history
o Family history
o Previous interventions
· Your assessment of the client/family/group
· Your engagement of the client/family/group
o Specify the specific social work practice skills that were or would be used in your engagement.
This is the right up about this project
Tiffany, a 17-year-old African American female resides in Huston Texas with her mother (48 years old) and 2 brothers (20 years old and 10 years old). Tiffany was raised by her mother. Her father went to prison for selling drugs when Tiffany was 5 years old. Tiffany has been having trouble sleeping, her grades have dropped, she is no longer interested in sports or her after school club activities. Tiffany is also afraid to go outside and she does not want to leave her mother’s side. Tiffany reports she gets nervous and has heart palpitations when she sees a police car or hears police sirens. Tiffany’s mother is concerned about the sudden change of behavior in her daughter and thus, took her in to see a therapist.
Tiffany was very active in school. She had good grades, active in sports and after school clubs. The teachers spoke very highly of Tiffany, however, expressed concerns to her mother when they noticed a change in her grades. Additionally, the school staff noticed Tiffany withdrawing from her friends appeared to be isolating herself from others. Tiffany and her family were active within their church community. Tiffany and her family live in a low-income community. Tiffany’s mother does work full time, however, she still receives SNAP and Medicaid services. They also live in Section 8 housing. Tiffany lives in a community with a high crime rate. She often witnesses and hears stories of police brutality. Tiffany’s mother had to explain to her children how to respond to a police officer with they are ever stopped. Tiffany’s other brother has a history of police involvement.
.
Assignment PurposeThe first part of this assignment will assist.docxnormanibarber20063
Assignment Purpose:
The first part of this assignment will assist you in identifying a topic which you will work with for subsequent activities in the course. The second part of the assignment helps you articulate what constitutes plagiarism.
Part 1:
In this course you will be using a variety of resources and research tools. This activity will guide you in formulating a topic to use for later assignments in this course.
1. What is something you are curious about? What is something you see out in the world that you want to know more about? Perhaps think of health, business, or socio-cultural issues. Write it here:
_______________________________________________________________________
(Need help selecting a topic? Review the Research Topic Starting Points for EN 104, EN 106, EN 111, and EN 116 guide from the Herzing University Library. Browse some of the resources linked there for generating topic ideas. http://herzing.libguides.com/research_topic_starting_points)
2. Create a Mind Map for your topic in the Credo Reference Database available through the Herzing University Library. You can access the link to that database and view a brief tutorial in the Research Topics Starting Points guide at http://herzing.libguides.com/research_topic_starting_pointsIf you need assistance using this tool, contact the Herzing University Librarians using the contact information in that guide. You might need to play around with how you word your topic.
Did the Mind Map help you narrow your topic? Describe your experience with the Mind Map feature and indicate your narrowed topic:
3. Write at least three research questions related to your topic and circle or somehow indicate the one you are most interested in answering:
4. Create a thesis statement for your research project. Be sure it meets the characteristics of a “strong” thesis statement as described in the reading for this unit.
Characteristics of a Strong Thesis Statement
· Answers the research question and is adequate for the assignment.
· Takes a position – doesn’t just state facts.
· It is specific and provable.
· It passes the “so what?” test.
Include your thesis statement here:
Part 2:
The following paragraph is from this source:Spiranec, S., &Mihaela, B. Z. (2010). Information literacy 2.0: Hype or discourse refinement? Journal of Documentation, 66(1), 140-153. doi:http://dx.doi.org.prx-herzing.lirn.net/10.1108/00220411011016407
Web 2.0 is currently changing what it means to be an information literate person or community…. The erosion did not begin with Web 2.0 but had started considerably earlier and became evident with the first web document without an identifiable author or indication of origin. Generally, this erosion comes naturally with the advancement towards electronic environments. In the era of print culture the information context was based on textual permanence, unity and identifiable authorship, and was therefore stable. The appearance of Web 1.0 has already undermined .
Assignment PowerPoint Based on what you have learned so .docxnormanibarber20063
Assignment:
PowerPoint:
Based on what you have learned so far in this course, create a PowerPoint presentation that addresses each of the following points. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least four (4) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements.
Title Slide (1 slide)
At each stage of development, culture can have a distinct impact on basic aspects of life. Based on your reading thus far, describe how cultural influences impact development throughout the lifespan. Include the following aspects of life:
Cognition (2-3 slides)
Acceptance of cultural traditions (2-3 slides)
Biological health (2-3 slides)
Personality(2-3 slides)
Relationships (2-3 slides)
References (1 slide)
Each slide should have a graphic and very few words. In a separate Word file, create a script to use when giving this presentation (about 50 words per content slide - 500 words total). Submit both files to the dropbox.
.
Assignment In essay format, please answer the following quest.docxnormanibarber20063
Assignment: In essay format, please answer the following questions:
On your second In-Class Assignment, which was on John Stuart Mill's freedom of thought and discussion, you were asked to provide your own opinion on any moral issue.
1) Your task is to write an essay
DEFENDING
the
the OPPOSITE opinion.
2) Please structure your essay in the following format: (SEE ATTACHED FILE FOR MORE DETAILS ON WHAT EACH OF THESE MEAN)
I. Introduction/Thesis Statement
II. Body - Include at least two reasons why one would support this position
III. Counter-Argument - What is the argument against that position?
IV. Reply to Counter-Argument - Why could the counter-argument be wrong?
V. Conclusion
.
Assignment Name:
Unit 2 Discussion Board
Deliverable Length:
150-500 words (not including references) 2 Peer Responses
Details:
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
A. Questions for weekly discussions and conversations (not part of the required Discussion Board assignment)
These questions can serve as the starting point for your discussions during the week. They are “thought starters,” so that you can explore some ideas associated with the discussion board and unit topics. Answers are not required, and should not be submitted with your required assignment. Answers are not graded.
1. What images do we use today that originated from creations by early civilizations for religious ceremonies?
2. What historical art images do we use today, from creations by early civilizations, for cultural celebrations?
B. Required Discussion Board assignment.
From the list below, choose one Greek work of art and one Roman work of art and
compare and contrast
them according to the criteria listed:
Greek Art
Roman Art
The
Doryphoros
(Polykleitos, 450 BCE)
Augustus of Primaporta
(c. 20 BCE)
The Laocoon Group
(1
st
Century, CE)
Marcus Agrippa with Imperial Family
(South frieze from the Ara Pacis, 13-9 CE)
Nike of Samothrace
(c. 190 BCE)
She-Wolf
(c. 500 BCE)
The Temple of Athena
(427–424 BCE)
The Colosseum
(72–80 CE)
The Parthenon
(447–438 BCE)
The Arch of Constantine
(313 CE)
Answer the following list of questions in a comparative essay to evaluate your choices. Be sure to introduce the works you have chosen.
What is the FORM of the work?
Is it a two-dimensional or three-dimensional work of art?
What materials are us.
Assignment In essay format, please answer the following questions.docxnormanibarber20063
Assignment: In essay format, please answer the following questions:
1) Briefly summarize Stirner's Egoism.
2) Look at some contemporary moral issues in the news, either current or past, and apply his Egoist theory to the issue. How would he view the issue?
3) Do you agree with the way Stirner would view the issue? Why or why not?
All together, the answers must total up to about 500-700 words. Assignments
MUST
have the following format: Name, Class, and Essay Subject & Date in the upper left hand corner.
Double Spaced
, 12pt Times New Roman or Arial font. If you use outside sources, it must include a works cited page.
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for writing a paper Content Organize .docx
1. Instructions for writing a paper
Content
Organize your paper into sections with headings. For a term
paper the sections might be:
Topic
Introduction
Main point #1
Main point #2
Main point #3
Summary
References
(Figures – if not embedded in text)
· Length (7-8 pages).
· Make sure that when you turn in your paper, you have read
through it in its final form. This may prove difficult to do after
the many editing sessions that you have already enjoyed with
it. It is often very helpful to have a friend read it through as
well as this lends a fresh perspective.
Format
· Please double-space all your text. That way it is much easier
for the instructor to annotate your work.
· Use 1” margins all round. Use 12 pt font. (or 14 font with 1.5
space).Number your pages.
· The final copy should be clean and neat.
Style
· Try to write in the third person whenever possible. For the
most part you will be presenting facts. Although, for debate
papers you will be arguing a certain point of view and it may
therefore be appropriate to use “I” now and then, avoid repeated
use of the first person.
2. · Avoid clichés. (“the bottom line”, “at the end of the day”, “all
in all” etc.)
· Avoid slang and informal terms of expression. (“Well, …”,
“It was like, we went…”)
· Avoid rhetoric. (“How should I interpret these results?”, “I
asked myself - What do people think about global warming?”)
· When you use equations in your paper, make sure that every
symbol in the equation is explained. Number equations
sequentially for easy referencing.
Grammar and spelling
· Don’t rely on the spelling checker to find all your spelling
errors. You must also read through you document to check that
“their”, “there” and “they’re”, for example, are correctly used.
· Read and re-read your manuscript. Edit it more than once or
twice. Avoid the repetitious use of the same word in a sentence
or a paragraph. Edit away all redundancies. I do not want to
read the same information over and over again, simply
expressed in a slightly different way each time. Remove
unnecessary words. Be clear and succinct.
References
· Cite articles by author(s) and year within your text. If there is
a single author, the last name and year will suffice – e.g.
(Hutchinson, 1995). If there are two authors, include both
names and the year of the publication – e.g. (Hutchinson and
Osborne, 1978). For more than two authors, use the first author
with et al. – e.g. (Hutchinson et al., 1984).
· Include the list of references at the end of your paper. Do not
include references you have read but not cited. List the
references alphabetically by the first author’s last name.
Apply Semiotics (class terms):
The Saussurean model
- Signifier
- Signified concept
- The relational system
3. The Peircean model
- symbolic mode
- iconic mode
- indexical mode
- denotation and connotation
-intertextuality – intratextuality
(The book “The Basic Semiotics” .
Apply Ethical Theories: ( 3 main theories and 3-4 Subtheories
out of 12. The book “Controversies in Media Ethics, Chapter 1.
Deontological
Teleological
Personalist
Subtheories:
Machiavellian
Cultural Relativism
Utilitarian
Religious and etc.
4. How to Write a Good Research Paper
Research paper presents and argues a thesis, the writer's
proposition or opinion.
It is an analytical or persuasive essay that evaluates a position.
As such, a research paper tries to convince readers that the
writer's argument is valid or at least deserves serious
consideration.
As a result, a research paper requires the writer to be creative in
using facts, details, examples, and opinions to support a point.
The writer has to be original and inventive in deciding which
facts best support the thesis and which ones are superfluous.
When you write a research paper, you have to read what
authorities have written about the topic and then write an essay
in which you draw your own conclusions about the topic.
Since your thesis is fresh and original, you can't merely
summarize what someone else has written. Instead, you have to
synthesize information from many different sources to create
something that is your own.
A term paper, in contrast, is a collection of facts. It does not
argue a point;
it does not try to persuade readers to think or act a certain way.
Since a term paper is a summary of information from one or
5. more sources, you are merely reporting what others have said.
This is not to say that a term paper doesn't have many valid
uses. For example, it is very helpful for people who need a great
deal of data in a condensed, easy to read form. Government
workers are often asked to prepare term papers with information
on weather, transportation, economics, and so forth.
Research PaperTerm Paper
Argues a point
Present data
Formulates a thesis
Reports what others said
Is Argumentative/Persuasive
Descriptive
Evaluates
Summarizes
What Are the Qualities of a Good Research Paper?
No matter what its topic or length, an effective research paper
meets the following ten criteria:
1. The paper has a clear thesis.
2. The writer shows a strong understanding of the topic and
source material used.
3. There is evidence that the writer has read widely on the topic,
including the recognized authorities in the field.
4. The paper acknowledges the opposition but shows why the
point being argued is more valid.
6. 5. The points are organized in a clear and logical way.
6. Each point is supported by solid, persuasive facts and
examples.
7. Every outside source is carefully documented.
8. All supporting material can be verified.
9. The paper follows the standard conventions of the genre,
including the use of correct documentation and a Works Cited
page.
10. The paper uses standard written English. This is the level of
diction and usage expected of educated people in high schools,
colleges, universities, and work setting.
APA (American Psychological Assoc.)
Rozakis, L. (1999). Schaum's Quick Guide to Writing Great
Research Papers. New York: McGraw-Hill Professional.
MLA (Modern Language Assoc.)
Rozakis, Laurie. Schaum's Quick Guide to Writing Great
Research Papers. McGraw-Hill Professional, 1999. Schaum's
Quick Guide Series. EBSCOhost.
Controversies in Media Ethics
Third Edition
Controversies in Media Ethics offers students, instructors and
professionals multiple
7. perspectives on media ethics issues presenting vast “gray areas”
and few, if any, easy
answers. This third edition includes a wide range of subjects,
and demonstrates a willingness
to tackle the problems raised by new technologies, new media,
new politics and new
economics. The core of the text is formed by 14 chapters, each
of which deals with a
particular problem or likelihood of ethical dilemma, presented
as different points of view
on the topic in question, as argued by two or more contributing
authors. Chapter 15 is a
collection of “mini-chapters,” allowing students to discern first-
hand how to deal with
ethical problems.
This edition has been thoroughly updated to provide:
• Discussions of issues reflecting the breadth and depth of the
media spectrum
• Numerous real-world examples
• Broad discussion of confidentiality and other timely topics
• A companion Web site supplies additional resources for both
students and instructors.
Developed for use in media ethics courses, Controversies in
Media Ethics provides up-to-
date discussions and analysis of ethical situations across a
variety of media, including issues
dealing with the Internet and new media. It provides a unique
consideration of ethical
concerns, and serves as provocative reading for all media
students.
A. David Gordon retired from the University of Wisconsin-Eau
Claire in 2002, where he
8. taught mass media ethics and law as well as journalism and
media/society courses.
John Michael Kittross is editor of Media Ethics magazine. He
retired from Emerson
College, where he served as provost and vice president for
academic affairs. He is managing
director of KEG Associates, an academic consulting group.
John C. Merrill is professor emeritus of journalism at the
University of Missouri.
William A. Babcock is senior ethics professor at Southern
Illinois University, Carbondale.
Michael Dorsher teaches mass media ethics at the University of
Wisconsin-Eau Claire.
Third Edition
Controversies
in Media
Ethics
A. David Gordon
John Michael Kittross
John C. Merrill
William A. Babcock
Michael Dorsher
with contributions by
John A. Armstrong
Peter J. Gade
Julianne H. Newton
Kim Sheehan
Jane B. Singer
10. trademarks, and are used only for identification and explanation
without intent
to infringe.
Library of Congress Cataloging in Publication Data
Controversies in media ethics / A. David Gordon ... [et al.]. —
3rd ed.
p. cm.
1. Mass media—Moral and ethical aspects. I. Gordon, David,
1935–
P94.C585 2011
175—dc22 2010050712
ISBN 13: 978–0–415–99247–3 (hbk)
ISBN 13: 978–0–415–96332–9 (pbk)
ISBN 13: 978–0–203–82991–2 (ebk)
Typeset in Times New Roman and Futura
by Keystroke, Station Road, Codsall, Wolverhampton
Printed and bound in the United States of America on acid-free
paper
by Edwards Brothers, Inc
Contents in Brief
Preface xiii
Acknowledgements xix
About the Authors xxiii
Part 1 THE BASICS 1
Overview: Theoretical Foundations for Media Ethics 3
11. 1 Ethics and Freedom: Mass Media Accountability 33
2 Individual Values, Social Pressures, and Conflicting Loyalties
59
Reflections: Taking Aristotle to Work—Practical and Moral
Values 86
Part 2 ROLES AND PRESSURES 91
3 Gatekeepers and Manipulators: Truth, Fairness, and Accuracy
93
4 The Ethics of “Correctness” and “Inclusiveness” 130
5 Codes of Ethics 166
Tools for Ethical Decision-Making 189
Part 3 OVERARCHING PROBLEMS 211
6 New Technologies and Techniques: New Ethics? 213
7 Digitally Manipulated Content 237
8 Media Ethics and the Economic Marketplace 256
9 Access to Media: Equity in Receiving and Disseminating
Information 306
Part 4 HOT TOPICS IN MEDIA ETHICS 331
10 Private Lives, Public Interests in a Digital World 333
11 The Ethics of Persuasive Communication 383
12 The Ethics of New Advertising Technologies and Techniques
12. 410
13 Infotainment, Sensationalism, and “Reality” 432
14 Violence and Sexuality 461
15 More Topics in the Ethical Debate 489
Postscript: Some Questions without Answers and Answers
without
Questions 532
Glossary 536
Bibliography 555
Index 564
vi Contents in Brief
Contents
Preface xiii
Acknowledgements xix
About the Authors xxiii
Part 1 THE BASICS 1
Overview: Theoretical Foundations for Media Ethics
(John C. Merrill ) 3
1 Ethics and Freedom: Mass Media Accountability 33
A. Freedom of expression in news, entertainment or persuasive
communication must be zealously defended regardless of
whether
13. it is exercised ethically. (A. David Gordon) 34
B. Freedom of expression cannot be allowed to become an
excuse for
irresponsible media conduct—in news, entertainment, public
relations
or advertising. (Julianne H. Newton) 44
Commentary (Merrill ) 55
2 Individual Values, Social Pressures, and Conflicting Loyalties
59
A. Stick to your personal values in making ethical decisions,
despite the
various pressures that you encounter in the workplace, such as
those from
media owners, government or advertisers. (John Michael
Kittross) 60
B. Sticking to your personal values is a worthy but unattainable
ideal, in
view of the social, economic, and political forces that often run
counter to
individuals’ ethics. (Gordon) 73
Commentary (Merrill ) 81
Reflections: Taking Aristotle to Work—Practical and Moral
Values (John A. Armstrong) 86
Part 2 ROLES AND PRESSURES 91
3 Gatekeepers and Manipulators: Truth, Fairness, and Accuracy
93
14. A. Mass media are inevitable targets for those seeking to
manipulate
how content is presented, but truth and the need for exposure to
new
ideas remain as key principles. (Gordon) 94
B. Social values of mass communication require practices
reflecting
ethical considerations extending beyond truth to include both
fairness
and accuracy. (Kittross) 109
Commentary (Merrill ) 124
4 The Ethics of “Correctness” and “Inclusiveness” 130
A. Mass media must make special efforts to deal with race,
gender,
culture, and ethnicity in their personnel, news, advertising, and
entertainment functions. (Gordon) 131
B. No special efforts are required on the part of the mass media
to deal
“correctly” with race, gender, sexual orientation, culture,
religion, age,
and ethnicity. (Kittross) 145
Commentary (Merrill ) 160
5 Codes of Ethics 166
A. Codes of ethics are useful and necessary, both for the news
media
and in public relations and advertising, because these codes
benefit
15. society. (Gordon) 167
B. Ethics codes are too general to apply to many real situations,
too
black-and-white, and too idealistic in the cases of public
relations and
advertising. (Michael Dorsher) 179
Commentary (Merrill ) 185
Tools for Ethical Decision-Making (William A. Babcock,
Gordon, and Kittross) 189
Part 3 OVERARCHING PROBLEMS 211
6 New Technologies and Techniques: New Ethics? 213
A. An interactive network, to which anyone can contribute and
in which
information is exchanged rather than simply delivered, creates
ethical
viii Contents
issues that go beyond those faced by professionals working in
traditional media environments. (Jane B. Singer) 216
B. Ethics transcends media technologies and methods, so
developments
such as convergence journalism, citizen journalism, blogs, and
multimedia
mobile phones require little if any rethinking of long-standing
ethical
principles or guidelines. (Dorsher) 227
16. Commentary (Merrill ) 233
7 Digitally Manipulated Content 237
A. There is no ethical mandate to authenticate digital material,
especially
in the persuasive and entertainment realms, and news operations
can
rely on corrections if they find they have disseminated
erroneous material.
(Babcock and Gordon) 238
B. The ability to “doctor” visual images and audio content
digitally and
undetectably will not go away so we must live with it, and
newsrooms
should verify digital materials even at the risk of not being
“first.”
(Kittross) 245
Commentary (Merrill ) 252
8 Media Ethics and the Economic Marketplace 256
A. The economic marketplace is at best irrelevant, and at worst
counterproductive ethics and the marketplace of ideas.
(Kittross) 257
B. The evolving economic marketplace can still help to hold the
media
responsible for their actions, with help from nonprofit
organizations,
knowledgeable media consumers, and farsighted privately
owned
media companies. (Gordon) 280
17. Commentary (Merrill ) 299
9 Access to Media: Equity in Receiving and Disseminating
Information 306
A. Mass media must guard against practices that isolate some
groups
in society from access to information they need. (Gordon) 308
B. Market forces are sufficient safeguards against any groups in
society
being deprived of access to necessary information, or of
expressing
themselves. (Babcock) 318
Commentary (Merrill ) 325
ixContents
Part 4 HOT TOPICS IN MEDIA ETHICS 331
10 Private Lives, Public Interests in a Digital World 333
A. News and entertainment media cannot be the sole judges of
the
privacy boundary between appropriate and excessive coverage,
even
for public figures. (Gordon) 336
B. News and entertainment media should be the sole judges of
how
their activities impinge on individuals’ privacy rights.
Furthermore, the
mass media need not be concerned about using personal
information
18. from private or government databases, but we all should be
concerned
about its collection and use by others. (Kittross) 346
C. News, entertainment, and persuasion media, as well as other
businesses
and the government, must respect privacy concerns in collecting
and
using personal information in their databases. (Newton) 365
Commentary (Merrill ) 376
11 The Ethics of Persuasive Communication 383
A. Advertising and public relations, no less than news, should
be held to
standards of truthfulness, which is to say they should not be
intentionally
deceitful. (Peter J. Gade) 384
B. Because the function of persuasive communication is to sell
products,
services, and ideas, there is no need for persuaders always to
adhere to
absolute standards of truth—but transparency is needed.
(Gordon) 394
Commentary (Merrill ) 405
12 The Ethics of New Advertising Technologies and Techniques
410
A. Product placement, spam, “pop-ups,” and similar techniques
are
ethical tools for advertisers and their clients to use, as long as
they are
19. legal and can sell a product. (Kim Sheehan) 412
B. The “anything goes” philosophy regarding the use of new
advertising
techniques is not only unethical but also counterproductive, and
will
destroy the credibility of the advertising industry. (Dorsher)
422
Commentary (Merrill ) 429
13 Infotainment, Sensationalism, and “Reality” 432
A. News and entertainment content are both valid avenues for
delivering
useful information and ideas to citizens of a democracy, thus
helping
them make informed choices. (Gordon) 435
x Contents
B. Tabloid news publications and programs, “reality” and talk
shows,
and other forms of infotainment confuse the public and offer
“fluff” at
the expense of more important content. (Babcock) 447
Commentary (Merrill ) 455
14 Violence and Sexuality 461
A. Violence and pornography in the media, however regrettable,
are merely reflections of the world, and government or group
measures
20. to control them would create a “cure” that is worse than the
disease.
(Kittross) 462
B. There is far more violence in today’s mass media than is
good for
society, and that violent content must somehow be controlled.
(Gordon) 474
Commentary (Merrill ) 485
15 More Topics in the Ethical Debates 489
15-A Objectivity? 491
15-B Checkbook Journalism: The Final Marketplace 493
15-C Citizen Journalism 497
15-D Source Confidentiality 503
15-E Arrogance 509
15-F Civility, “Dirty” Language, and Religion 512
15-G Honesty in Reporting 518
15-H Pack Journalism 522
15-I Interviews 527
15-J Co-option 529
Postscript: Some Questions without Answers and Answers
without Questions (Merrill ) 532
Glossary (Armstrong) 536
Bibliography 555
Index 564
xiContents
I do not Twitter—yet—because I have never believed that my
21. first thought on a
subject is always my best thought.
—E. J. Dionne, columnist for The Washington Post, at the Ann
Devroy
Memorial Forum, University of Wisconsin-Eau Claire, May 4,
2011
Preface
T H I S book is about questions, which we hope will enable you
to work on the answers with
increasing confidence. What it doesn’t deal with might be easier
to consider than what it
does—or tries—to do.
Media ethics isn’t an oxymoron—a contradiction in terms—nor
is it a fixed set of rules
or laws, as in medicine or theology. Neither is it a clear list of
“do’s and don’ts” or “blacks
and whites.” Instead, we believe that media ethics is an
essential process that evolves with
the world in which media operate, and on which the media
report—a seemingly endless
array of gray areas, where issues and appropriate courses of
action aren’t always obvious.
In other words—and it would be a lot easier not to have to tell
you this—there are no
fixed “right answers” in media ethics. Sometimes it is even hard
to compose the questions!
As philosophers Thomas Cathcart and Daniel Klein (2006) said
in their popular Plato and
a Platypus Walk into a Bar . . . (New York: Abrams Image,
22. 2006, p. 4), “Questions beget
questions, and those questions beget another whole generation
of questions.” And because
ethical decision-making is a process without firm rules, it also
is the subject of continual
discussions—sometimes heated arguments—among media
ethicists and practitioners, and
media users, about what will make media content of all kinds—
information, persuasion or
entertainment—better and more valuable. The purpose of this
book is to help with that
process.
Because there are a wide variety of ethical dilemmas and
conflicts of values, there are
no answers that are consistently correct. Some alternatives,
though, are always better than
others and we can often find them by following principles and
guidelines that have been
developed by media ethicists to assist practitioners (and their
audiences) come to grips with
moral and ethical problems that confront them every day.
Finding the better alternatives,
though, is not an easy process and may become uncomfortable
at times. But as John C.
Merrill writes in his commentary for Chapter 11, “there is
simply no clear and completely
satisfying answer. But there is no reason for us to discontinue
the search” (p. 407).
Even in this free-form environment, and sometimes even
without its inhabitants
knowing, media ethics tends to follow—or can be explained
by—a number of traditional
philosophical concepts: Aristotle’s Golden Mean; Bentham’s
and Mill’s utilitarian principle
23. of the greatest good for the greatest number; Kant’s categorical
imperatives of treating every
moral rule as if it were a universal law, and of treating people
as ends rather than as means
to an end; Rawls’s “veil of ignorance;” and others that you will
encounter in the pages that
follow.
At the same time, the news, entertainment, and persuasive
media operate under time
pressures that are rarely matched—except probably by surgeons
in an operating room. As a
direct consequence of dealing continually with new events,
concepts, technologies and
techniques, conditions, and opinions, the mass media are
continually faced with decisions
that must be made with limited and imperfect data, amid
competing goals and purposes, and
with a societal leaning toward ad hoc situational ethics. It is
little wonder that media ethics
has so many controversies!
And that is another reason for this book. We don’t want to leave
this kind of decision to
the flip of a coin, or an assumption that if we personally benefit
then we can assume that our
audiences and the public at large also will benefit.
But, one may ask—in a newsroom, an integrated marketing
office, an editing suite, and
even a required media ethics course—does anyone pay attention
to ethics guidelines? Do
people—in the media, or in the general population—even care?
24. Isn’t it easier just to go with
the flow, and with what “feels” right or expedient, and let the
chips fall where they may
without regard for the most ethical course of action?
We believe that people do care, both within the various media
industries and among
their actual and potential audiences. As we see it, media ethics
isn’t a meaningless
contradiction but, rather, offers various ways for practitioners
to improve both their media
and their society (not to mention themselves, as moral agents).
To paraphrase slightly a
century-old political commentary:
There is no force so potent . . . as a moral issue. Politicians may
scorn it, ambitious men
[and women] may despise it or fight shy of it, newspapers may
caricature or mis-
represent it; but it has a way of confounding the plans of those
who pride themselves
on their astuteness and rendering powerless the most formidable
[economic, social or
political forces].
(The Nation 86 (2242), June 18, 1908, p. 549)
Our goal is to provide both students and practitioners with a
carefully constructed set of
opposing arguments focusing on more than a dozen major
controversies facing mass media
practitioners today—at all levels. The table of contents shows
that we are dealing with real
and current problems and controversies in media ethics. Several
chapters are new to this
edition, bringing in such varied factors as the economic
25. upheaval which erupted in 2008,
policy changes by a new presidential administration, and the
introduction of several new
technologies for communication between and among groups and
individuals. Virtually every
page that was written for earlier editions of Controversies in
Media Ethics has undergone
major updating or clarification—and, in some instances,
deletion. The additional ethical
dilemmas affecting advertising, public relations, and
entertainment as well as journalism—
stemming from developments that range from digital
manipulation of content to the explosion
of online ethical problems to revolutionary changes in media
industry structures—have been
incorporated into this edition.
xiv Preface
Because we are dealing with still-active controversies, the
reader cannot assume that
either half of a given chapter is automatically the “correct” one.
The ordering of half-
chapters is random, and the various authors are willing to
defend vigorously their positions
in these arguments. Many of the specific cases or situations in
media ethics that you will face
in the future—as either a communicator or member of the
public—will be informed by one
or more of these arguments. Because you will encounter a large
variety of such dilemmas
in the future, we saw no reason to select examples from the past
or invent hypothetical ones,
although we certainly refer frequently to ethical problems
26. current as we were writing this
book, as well as to older cases that remain relevant. We hope
that these illustrations of ethical
dilemmas will stimulate your thinking, so that you will be
prepared when you encounter
similar situations in your own lives and careers. Although
practice in media ethics may not
make perfect, it is certain to be helpful. But we again caution
against using past situations
as inflexible blueprints for resolving current or future ethics
problems.
Each of this book’s 15 chapters deals with a specific
controversy and has at least two
contrasting points of view, written by different authors. These
arguments are accompanied
by a short introduction, John C. Merrill’s brief commentary that
highlights some of the
points in each controversy and provides Merrill’s opinion of the
arguments themselves, and
a number of references. These commentaries, by a scholar and
former newsman who has
produced some three dozen books over a long and distinguished
career, are not summaries
of each issue, but rather an independent view that is intended to
promote additional
discussion with your peers, co-workers and instructors.
Because our purpose is to stimulate thought and discussion, the
authors often have taken
relatively extreme positions in their arguments. This is a
common pedagogical approach:
start at extremes in order to define alternatives clearly, and then
work toward a viable middle
ground, if one can be found. However, we stopped in many
chapters before coming to this
27. “viable middle ground,” in order to leave to you the experience
of defining that ground. We
hope that you will consider, modify, and merge our different
points of view, and apply them
to the media ethics problems that face each of us every day.
Remember: there is rarely a
single clear or easy solution. But you may come closer to one if
you think about these issues
before you have to make a decision in the teeth of deadline
pressures.
We recommend reading each chapter completely before going
back to the individual
positions (or “half-chapters”) for analysis. You will notice that,
contrary to the linear nature
of most books, the authors of the first segment of each chapter
will occasionally refer to
points made in the second half. This occurs because, in writing
the book, we had the
opportunity to exchange our work more than once (in one
instance, more than half-a-dozen
times), allowing us to refine our positions and to comment as
appropriate on the opposite
side of the argument. As mentioned earlier, the selection of
which author’s argument is
presented first is arbitrary. This give-and-take approach, while
potentially confusing, allows
you the opportunity to give each argument equal weight while
reading.
Similarly, you’ll find that a particular author, at times, may
embrace an argument that
runs counter to something that she or he wrote in a different
chapter. That doesn’t indicate
inconsistency or hypocrisy! It simply illustrates that these
complex media ethics questions
28. have many uncertain (or “gray”) areas and usually can be
argued cogently from different
perspectives rather than lending themselves to simple and easy
answers. In some instances,
xvPreface
it reflects the possibility that one author persuaded another of
something. None of the
authors was ever required to take a position that he or she
strongly opposed, but neither was
anyone urged to defend to the death any personal favorites
among the traditional ethical
theories we discussed—and yes, we all have personal favorites
(see the biographies on
pp. xxi–xxiii).
Also, please do not think of these arguments as legal briefs. Our
discussions are very
different from arguments presented during court trials, which
are organized to come to a firm
conclusion and decision. Even though logic, principles and
verifiable data are parts of both
systems, the rapid changes in the nuances of each ethical
dilemma and the lack of agreed-
upon statutes and precedents mandate a different and more
intense approach to ethical
problems. They must be looked at afresh, and with even fuller
consideration of facts, theories
and principles than are found in most law trials.
As you read through the book, keep in mind that law and ethics
are two sides of the same
coin. Proscriptive law, as practiced in the U.S. system, tells us
29. what we are prevented from
doing—in reality, it tells us we can get away with doing
everything else. Ethics, by contrast,
tells us what we should do, sometimes regardless of what the
law says.
Although you’ll notice different writing and reasoning styles, as
well as different levels
of “heat” in our arguments, each of the authors has tried to
present his or her position with
evidence and reason, and with respect for the opposing points of
view. Each of us recognized
that the various sides of each issue have some validity. In
preparing our arguments, we had
the luxury of time—unlike practitioners who are suddenly faced
with ethical problems—to
flesh out fully the various arguments we used, do some research
(we provide full source
citations for the benefit of the reader), consider opposing points
of view and respond to them.
Indeed, one of the major benefits of dealing with topics such as
these in a classroom, rather
than on a professional “firing line” or even sitting at home with
some form of media, is the
opportunity to ponder them, discuss them with fellow students,
instructors or others, and
begin to draw some conclusions about how to “do” media
ethics—a skill that will serve you
well throughout life.
As mentioned earlier, although we each have a favorite ethical
theory (or theories), and
methods of analyzing problems, none of us takes a particular
philosophical position and runs
its logic out to the end in any given chapter. Instead, after the
problem or controversy has
30. been spelled out, we have tried out a number of ethical
principles and theories in a variety
of ways. So, while Controversies in Media Ethics is not “case
study oriented,” we do treat
each major ethical controversy that we deal with as something
unique and worthy of
considering as a fresh problem rather than as an opportunity to
demonstrate blind adherence
to a particular ethical theory.
Controversies in Media Ethics also aims to arm today’s media
practitioners with
different points of view. In a time when many media and
associated industries (such as
marketing) are reducing staff and expenses, those working in
such organizations may be
called upon to become “one-man (or woman) gangs,” doing
several tasks at once, unlike the
situation in yesterday’s more specialized organizations. If one is
called upon in this manner,
one needs to understand the ethics and purposes of this new job,
as well as its techniques and
procedures. We hope that this book will help practitioners to
optimize the very limited time
available for discussing ethical problems (and their possible
solutions) with professional
xvi Preface
colleagues and help everyone make good decisions—even while
a deadline is looming.
These opportunities can be expanded if top management brings
in an “ethics coach” to lead
periodic discussions on issues that raise ethics concerns.
31. Another approach is to remember
that everyone is part of a team of some sort, and—regardless of
individual ambitions—
people must work together in order to preserve the organization
that provides their pay-
checks. Accordingly, it would be worthwhile to use every
opportunity—driving to location,
having a meal together, interacting socially, coffee breaks—to
discuss these concerns and
“what if ” scenarios before deadlines loom—as well as
conducting a post mortem on what
was done, after the crisis ends and before the next one starts.
We hope that the issues presented and argued here, and the
various ways we have
analyzed and individually resolved them, will produce spirited
discussion—and further
arguments—among our readers. Like defensive driving practice,
it is important to become
familiar with what one might do in a given situation now,
without the need for snap judg-
ments. This will help you make appropriately ethical decisions
when snap judgments are
required . . . and consequences are real. And, as we say
throughout this book, we are
convinced that media ethics is indispensable for the media to
serve appropriately the society,
culture, and body politic of which they are an essential part.
It is impossible in a single book to cover every current media
ethics issue, let alone
predict—from economics, technology and sociology—what will
face us in the future. The
world—and the media—are constantly evolving, as are the
relationships between law and
ethics. We have tried in this volume to focus on larger issues
32. that, so far as we can tell, most
people interested in the mass media, particularly American mass
media, consider important.
But we are sure that there are other—and very different—ethics
issues that we could have
used as the basis of chapters. Some might be obvious or subject
to a published rule or code,
such as how one relates to whistleblowers and their needs for
confidentiality. But others
might have more subtle nuances, such as how a foreign
correspondent should balance the
behavior expected of a visitor and the responsibility to his or
her audience at home.
The 14 main chapters, each devoted to a single controversy, are
not the entire book.
Chapter 15 consists of a number of topics that are less
thoroughly discussed here (and may
be expanded on this book’s Web site), sometimes from only a
single point of view, leaving
it up to the reader to think of a contrasting position.
In this edition, there are three broad essays. John C. Merrill’s
“Theoretical Foundations
for Media Ethics” has been joined by John Armstrong’s “Taking
Aristotle to Work—
Practical and Moral Values” and a three-author treatise on
“Tools for Ethical Decision-
Making.” Merrill’s commentaries for each chapter and his
Postscript on “Some Questions
without Answers and Answers without Questions” are integral
sections of the book. The
reader will also have available a glossary (compiled by John
Armstrong), a bibliography and
an index, as well as the many tools presented by Michael
Dorsher on the Routledge
33. Controversies in Media Ethics webpage
(www.routledge.com/textbooks/9780415963329).
So, we urge the reader not to consider these sections and
chapters as absolutes,
traditions, or isolated concepts. We have tried to provide some
theoretical frameworks that
can be applied to analyze one’s own positions both with regard
to the issues presented in
this book and others that will unfold for you. We have at times
deliberately avoided providing
the reasons why we selected a particular ethical or philosophical
theory in a given situation
xviiPreface
http://www.routledge.com/textbooks/9780415963329
or controversy—and hope that you enjoy selecting your own
theory and making your own
decisions. After all, the entire field of ethics and altruism is
now burgeoning, and is on
occasion incorporating social science research in psychology
and even animal biology in
ways that are shedding light on theology and philosophy. It is
quite possible to do “good”
things for “bad” reasons and “bad” things for “good” reasons,
and we want to give our
readers ample opportunity to think this conundrum through for
themselves.
We want to repeat: there are no “always correct” answers to
many of the questions or
problems presented in Controversies in Media Ethics. Issues
that do have simple answers—
34. for instance, the wrongness of Jayson Blair’s fabrications in
“reporting” the news—don’t
merit space in a discussion of multi-sided issues. We do,
however, believe that there are
correct methods of analyzing problems and making ethical
decisions, using the facts of each
case and knowledge of past (and present) philosophical
thinking. Why and how you reach a
particular conclusion is probably much more important to your
ethical development than
exactly what that conclusion is. Reaching ethical decisions is
your job, now and in the
future—and you have to live with the consequences of what you
decide. We hope that this
book will help you while you reach those decisions—and avoid
unfortunate consequences.
A. David Gordon
John Michael Kittross
John C. Merrill
William A. Babcock
Michael Dorsher
xviii Preface
Acknowledgements
“AC K N O W L E D G E M E N T S ” published in any book
usually are positive expressions of gratitude
directed to those who have helped with a project, and this
section is no exception—even in
a book about controversies.
35. A great many individuals have helped us in the evolution of this
book, directly and
indirectly, recently or in the past. Some have mentored us over
the years (formally, inform-
ally and sometimes unwittingly) about the principles, standards
and methodologies of ethics
and different ways of “doing ethics.” Some have been
colleagues and exemplars in ethics and
in life, in the classroom as well as in our various and varied
stints working in the mass media.
Some have played direct roles in making sure that this book
evolved from a very different
edition a dozen years ago to a much more thorough look at what
has become a complex and
ever more important tangle of media ethics problems and (at
least partial) answers—or
ways of pursuing answers.
Any listing such as this one will inevitably omit some names
that belong there and, to
those people, we say only that you know who you are and how
much in your debt we (as
individuals and, in some cases, collectively) remain.
But this particular list of those to whom we are indebted has an
unusual aspect—the
author of the commentaries in this volume also is one of the
giants in our field, and the other
four of us join in thanking John C. Merrill for his guidance, his
example, his innumerable
contributions to the media ethics field, and his friendship over
many years. Merrill has never
forgotten that journalism is a field with responsibilities as well
as privileges, and that the
effects of this synergy are global.
36. There also are other colleagues, teachers and exemplars who
have helped shape the
media ethics landscape—and our own thinking—over several
decades. In no particular
order, we would like to mention five whose influence still helps
guide the field, recognizing
that they represent a much larger group whose contributions
have been and remain valuable
both to us and to media ethics more generally:
Clifford Christians, prolific scholar, creative and deep thinker
and one of the key people
in creating wide awareness that media ethics is an area very
much worthy of academic
attention and effort. Cliff has always been willing to share his
approaches to all aspects
of this field, to philosophy in general, and—at the same time—
to the nitty-gritty details of
ethical decision-making.
Donald M. Gillmor, founding director of the Silha Center for
the Study of Media Ethics
and Law at the University of Minnesota and an eminent First
Amendment scholar, produced
ground-breaking work examining the intersection of media
ethics and law. Never too busy
to offer support to colleagues in need of it, Don taught
generations of students that the law
can be a moral agent.
Jay Black, not only the founding editor (with Ralph Barney) of
the Journal of Mass
Media Ethics, but also an original and seminal contributor to the
37. fabric of media ethics. To
realize the scope of Jay’s thought, one need look only at two of
his (many) ideas that are
discussed in the pages that follow—his 1994 thoughts about
cyberspace ethics which came
well before most people were aware there was such a topic; and
his 2011 model for “doing
ethics” which—typically—he was more than willing to share
with us and the readers of this
book.
Edmund Lambeth, who more than two decades ago began a
series of annual seminars
on the teaching of ethics in journalism and mass communication
that helped to shape the
way this subject matter has been transmitted ever since. Ed’s
vision greatly expanded the
rigor of and expertise in the media ethics field, and those
seminars were highly useful to
at least two of this book’s authors—and, in one case, gave that
author both the knowledge
and the confidence to get involved in media ethics in the first
place.
Louis Hodges, Knight professor emeritus at Washington and
Lee University, who has
focused much of his interest and energy on the study of ethics
across the professions. An
ordained minister, Lou has always maintained that ethics trumps
law. His understanding
of the broad concept of “profession” informs his own
impressive, yet thoroughly grounded,
research and writing.
We, as authors and you, as readers of this book also are
indebted to Carol Reuss,
38. professor emerita at the University of North Carolina, whose
major contributions to the first
edition of this book extended into the 2nd edition. In some
cases her ideas withstood the
test of time so well that they are found in this 3rd edition.
We are also indebted to Ralph B. Potter, Jr., whose “Potter
Box” model has contributed
to many college and university ethics courses, and which we
have gratefully adopted and
included in this book. That inclusion owes much to material
drawn from a videotaped lecture
by Clifford Christians, explaining some important aspects and
implications of Potter’s graphic
model, which was graciously—and typically—made available
when David Gordon requested
it a decade ago. We also appreciate greatly that Mitchell Land
and William Hornaday gave
us permission to reproduce their “Point of Decision” model,
which we see as building on and
complementing the Potter Box approach to doing ethics. Our
thanks go also their graphic
artist, Nola Kemp, whose illustration of that model provides the
basis for ours.
We are all indebted to Sharon S. Kessler, who compiled most of
the Index for this
edition in addition to inspiring Michael Dorsher daily with her
professional journalistic
ethics and matrimonial compassion. Michael notes that he also
owes other unpayable debts
to his first ethics professor, the late Rev. James Whalen of the
University of St. Thomas; his
mentors at the University of Maryland, Katherine C. McAdams,
Maurine H. Beasley, and
Douglas Gomary; his Fulbright hosts at the McGill Institute for
39. the Study of Canada; and
those he calls his “guiding lights” at the University of
Wisconsin-Eau Claire, David Gordon
and James Oberly.
xx Acknowledgements
Dorothy Merrill, John’s wife, gave her husband both support
and a wonderful line to use
when he was pushing us repeatedly to finish the work and get
the book published. She
wondered aloud whether John (the most senior of those working
on this volume) would still
be around when the book (finally) came out. Merrill also wishes
to thank Sue Schuermann,
associate librarian at the Missouri Journalism School Library,
for her tireless and courageous
aid in his computer-related “incessant technology problems”—
assistance that others of us
would also have found quite helpful.
William Babcock wishes to thank Carol Perruso, the journalism
reference librarian at
California State University, Long Beach, and Delwar
Mohammad Hossain, his graduate
research assistant at Southern Illinois University-Carbondale,
for their help in unearthing
materials he needed. Bill also thanks his wife Kathryn and his
daughter Lillian for their
support even when he abandoned them to hunker over his
laptop.
Sally Kittross, unfortunately, became lost to us—except in
memory—in 2002, although
40. as Mike’s severest critic, she was instrumental in setting high
standards for the 2nd edition
which, together with much of her sage advice, carried over to
the 3rd. Sue Gordon provided
her usual encouragement and support, as well as sustenance and
conversation about some-
thing other than “the book” during a pair of joint working
sessions in Wisconsin.
We are fortunate to have contributors such as John A.
Armstrong, Peter J. Gade,
Julianne H. Newton, Kim Sheehan and Jane B. Singer. Each of
them did everything we
requested, quickly and with care, and the book is greatly
strengthened by their efforts.
Armstrong’s work on the Glossary went well beyond the call of
duty, and merits a special
“thanks.”
We also want to thank students in several of Mike Dorsher’s
mass media ethics classes
at the University of Wisconsin-Eau Claire for the feedback they
provided on various parts
of the manuscript as the 3rd edition took shape, including their
suggestion that we add the
“Key Points” at the end of each half-chapter. Several of David
Gordon’s UW-EC classes
provided useful feedback on the 2nd edition as the 3rd was
being planned, and one of
William Babcock’s ethics classes at California State University,
Long Beach also helped
with reactions to parts of the 3rd edition. One UW-EC student
merits special mention here:
research assistant Olivia Jeske, who drafted several of the case
studies that you’ll find on this
book’s Web site.
41. We doubt that we would have completed this project without the
help and encourage-
ment of the almost-always patient Linda Bathgate, originally
with Lawrence Erlbaum
Associates and now Publisher, Communication and Media
Studies, at Routledge. Mhairi
Bennett, Deputy Production Editorial Manager for Routledge,
has refused to allow the
eight time zones difference between the western United States
and her base in the United
Kingdom to interfere with her gentleness and efficiency. Also in
the UK, Maggie Lindsey-
Jones and the team at Keystroke, as well as copyeditor Christine
Firth and proofreader Rictor
Norton caught everything from major errors to minor
inconsistencies and made the copy and
resulting production process flow more smoothly than otherwise
might have been the case.
Gareth Toye created the book’s cover.
Working with Linda in New York were Katherine Ghezzi who,
before she left
Routledge, spent a great deal of time and energy on details—
notably the cover. Marketing
assistance was provided by Joon Won Moon and Julia
Sammartino in Routledge’s U.S.
xxiAcknowledgements
operation, and by Carla Hepburn and Christine Stead in the UK.
We appreciate all of their
efforts.
42. Reviewers often add much to a final product, and we had three
who reviewed our
manuscript with great care, and in the process improved it
markedly: Andrew Cline of
Missouri State University, Randy Covington of the University
of South Carolina and,
especially Fred Vultee of Wayne State University. We also
received guidance from Chris
Hanson at the University of Maryland, and from a fifth person
who wished to remain
anonymous.
The people listed previously are, of course, not responsible for
any errors that have
slipped through the lengthy production and editing process.
That responsibility rests with us.
This book wasn’t written in a vacuum. We believed that a third
edition of Controversies
in Media Ethics was needed not only because the media
landscape has changed so greatly
since 1999, but also because fallible human beings keep finding
new ways (or repeating old
ways) to ignore ethical standards . . . or, in some cases, to reject
such standards deliberately
in a Machiavellian effort to achieve their goals by any means
possible. We won’t name
names here, but you’ll find some of them in the succeeding
chapters. So, to some degree,
we must also acknowledge those whose poor ethical decision-
making has affected their
readers, listeners and viewers and made this book necessary.
A. David Gordon
John Michael Kittross
43. John C. Merrill
William A. Babcock
Michael Dorsher
xxii Acknowledgements
About the Authors
A. David Gordon taught mass media ethics and law and a varied
menu of other journalism
and media/society courses during his 34-year academic career.
He retired from the University
of Wisconsin-Eau Claire (UW-EC) in 2002, having also taught
at Northwestern University, the
University of Miami, Emerson College and Northeastern
University. He chaired departments
at Miami, Emerson and UW-EC, was acting dean at Miami and
master of a residential college
at Northwestern. Before entering academia, he was a newspaper
reporter and mayor’s admini-
strative assistant. He is the author of Problems in Law of Mass
Communication (1978) and
articles on media law and ethics. His approach to media ethics
is usually from a utilitarian
perspective, with touches of Rawls’s and the feminist “ethics of
care.”
John Michael Kittross is editor of Media Ethics magazine and
edited the Journal of
Broadcasting for a dozen years. He is co-author of Stay Tuned:
A History of American
Broadcasting (1978, 1990, Routledge: 2002), and has written,
co-authored, or edited
44. approximately a dozen other volumes and a variety of scholarly
and professional articles. He
has taught at the University of Southern California, Temple
University, and Emerson
College, where he also served as provost and vice president for
academic affairs. He has had
professional experience at several radio and television stations,
in both on-air and non-air
capacities. He is managing director of KEG Associates, an
academic consulting group, and
now lives in Seattle. As a media ethicist, he says he is a
“conservative anarchist”—toward
the left side of the libertarian spectrum.
John C. Merrill is professor emeritus of journalism at the
University of Missouri, and now
lives in Birmingham, Alabama. He has half a century of
journalism and journalism teaching
behind him. He has been a prolific writer, having written at
least 33 books and more than
200 journal articles. His main scholarly interests are in
international communication and
journalism ethics. His first book was A Handbook of the
Foreign Press (1955) and his most
recent were A Call to Order: Plato’s Legacy of Social Control
(2009) and Viva Journalism!
The Triumph of Print in the Media Revolution (co-authored,
2010). He is a World War II
veteran, having served in both the Atlantic and Pacific. Merrill
has earned degrees in English
and history, journalism, philosophy, and mass communication.
He has traveled widely,
having lectured and taught in some 75 countries. Married, with
15 descendants in three
generations, he calls himself a libertarian and a conservative in
politics.
45. William A. Babcock is senior ethics professor at Southern
Illinois University, Carbondale.
In past years he chaired the Department of Journalism at
California State University, Long
Beach, directed the University of Minnesota’s Silha Center for
the Study of Media Ethics
and Law, and served on the Newhouse School’s faculty at
Syracuse University. He has
worked at The Christian Science Monitor as senior international
news editor and was found-
ing chairman of the Association for Education in Journalism and
Mass Communication’s
(AEJMC) Media Ethics Division. He directs AEJMC’s annual
media ethics teaching
workshop. He has degrees from Principia College, American
University, and Southern
Illinois University. When pressed, he admits to being a
Kantian—with an American Indian
“walk a mile in another person’s moccasins” twist.
Michael Dorsher teaches mass media ethics—online and in the
classroom—along with
several journalism courses at the University of Wisconsin-Eau
Claire. He was a 2008–09
Fulbright Scholar in Media at McGill University in Montreal,
and he taught in 2008 at
Harlaxton College in England. He capped a 20-year journalism
career as one of the founding
editors of washingtonpost.com from 1996 to 2000. He is the
author of several entries in The
Encyclopedia of Journalism and many conference papers on new
media. He sees himself
as a Rawlsian ethicist, intent on improving society by protecting
46. its most vulnerable
members.
John A. Armstrong teaches courses in mass communication,
media law, and broadcast
journalism at Furman University. He is a former television news
producer and executive
producer. He has worked at CNN in Atlanta and at network
affiliates in Denver and Salt Lake
City. Much of his research focuses on the historical impact of
law and regulation on the
television industry. He takes a communitarian approach to
media ethics and believes that it
is the responsibility of journalists to nurture social and political
communities.
Peter J. Gade is the journalism area head and a Gaylord Family
Endowed Professor at the
University of Oklahoma. He worked for newspapers in New
York state as a bureau chief,
assignment editor and reporter. He is co-author of Twilight of
Press Freedom (2001), and is
co-editor of Changing the News (2011), exploring the
confluence of technical, social and
economic forces impacting journalism norms and practices. His
research has appeared
in Journalism and Communication Monographs, Journalism and
Mass Communication
Quarterly, Journal of Media Business Studies and Newspaper
Research Journal. Gade
believes ethical development is nurtured by freedom,
intellectual curiosity, rationalism and
individual accountability.
Julianne H. Newton is associate dean for undergraduate affairs
and professor of visual
47. communication, University of Oregon School of Journalism and
Communication. She is
author of The Burden of Visual Truth: The Role of
Photojournalism in Mediating Reality
(2001) and co-author of Visual Communication: Integrating
Media, Art and Science (2007).
Her publications span scholarly, professional, and public
forums, and her documentary
photographs have been exhibited internationally. She has
worked as a reporter, editor,
photographer, and designer for news and public affairs media.
She is a “pragmatic idealist”
who believes combining intuitive reflection with rational
processes can foster ethical balance
among the diverse “selves” and “others” of a global society.
xxiv About the Authors
http://www.washingtonpost.com
Kim Sheehan is a professor of advertising and Director of the
Strategic Communication
Master’s program at the School of Journalism and
Communication at the University of
Oregon. She is the author or co-author of several books that
focus on ethics and digital
technology, including Using Qualitative Research in
Advertising: Strategies, Techniques,
and Applications (2002) and Controversies in Contemporary
Advertising (2003). Sheehan
has published articles on new technology, ethics and public
policy in the Journal of
Advertising, the Journal of Public Policy and Marketing, The
Information Society, and First
Monday.
48. Jane B. Singer is an associate professor in the University of
Iowa School of Journalism and
Mass Communication. From 2007 through 2009, she was the
Johnston Press Chair in Digital
Journalism at the University of Central Lancashire (England).
Her research explores digital
journalism, including changing roles, perceptions, and
practices. Before earning her Ph.D.
from the University of Missouri, she was the first news manager
of Prodigy Interactive
Services, as well as a newspaper reporter and editor. She is a
past president of Kappa
Tau Alpha, the national journalism honor society. She is
especially fond of existentialist
philosophy, with its dual emphasis on individual freedom and
responsibility.
xxvAbout the Authors
Part One The Basics
Overview
Theoretical Foundations for Media Ethics
John C. Merrill
M E D I A ethics concerns right and wrong, good and bad,
better and worse actions taken by
people working in the field of journalism and mass
communication. Media themselves, of
course, cannot be ethical or unethical—only workers in the
49. media can. When we deal with
media ethics, we are really concerned with standards media
people have and the kinds of
actions they take.
Because this book is designed largely as a textbook for students
considering the com-
plexities of media ethics as well as for those who want an
introductory view of the moral
problems and dilemmas of mass communication, it is well that
we use this rather long
introduction to build a framework or a foundation from which to
attack the specific ethical
controversies that we discuss later on. Ethics is a nebulous
subject. All a person has to do is
to pick up almost any book or article on ethics to see that
disagreements and contradictions
arise almost at once. The great moral philosophers of history
have not agreed on many
aspects of ethics or on its main theories and subtheories.
One thing we do know: ethics is the study of what we ought to
do. Some of us (followers
of Immanuel Kant) try to follow predetermined rules and treat
others as ends and not means.
The intuitivists get help from some kind of instinctive,
metaphysical or mystical sense. The
egoists think of self first and the transvaluation of the person.
The altruists put self last and
the community first in making ethical decisions. The
existentialists are devoted to freedom,
courage, action, and personal responsibility. The
communitarians seek group conversation,
harmony, social stability and security. The utilitarians want to
maximize happiness and
goodness. The Machiavellians desire pragmatic success in
50. achieving desired ends, by any
means necessary.
Ethics has to do with duty—duty to self and duty to others. It is
private and personal,
although it is related to obligations and duties to others. The
quality of human life relates to
both solitude and sociability. We do right or wrong by ourselves
in the private or inward part
of our lives where we are acting and reacting in a context of
others. This duality of individual
and social morality is implicit in the very concept of ethics, and
the reader of this book will
notice how these two aspects affect core arguments on each side
of various issues.
For example, a journalist (or for that matter, a person who
writes a television drama) is
not simply writing for the consumption of others. He or she is
writing as self-expression and
self-gratification, and the self is developed by the very act of
expression. The processes of
deciding to do a story, selecting what will be used, and
expressing this material all impinge
on ethics and affect the moral character of the media person.
What all media people com-
municate is, in a very real sense, what they are. They please or
displease themselves, not just
those for whom they are writing. What they do to live up to
their personal standards affects
not only the beliefs and activities of others but also, in a very
real sense, the very essence
of their own lives. Through their actions, they existentially
51. make their ethical selves.
ETHICAL CONCERN: STARTING POINT
A concern for being ethical is the starting point. If media people
do not care whether what
they do is good or bad, then they will have little or no interest
in, or consideration of, ethics.
For the average person working in the communications media,
however, ethics is an impor-
tant concern that permeates the entire professional activity. A
sense of right conduct does
not come naturally; it must be developed, thought about,
reasoned through, cared deeply
about. In short, it must be nurtured. Unless journalists, for
example, see themselves as
blotters, soaking up news-reality, how they collect this news
and what they do with it is the
essence of their professional life.
In recent years, an interest in making ethics relevant to the
professions has become
firmly entrenched. Books, articles, seminars, conferences, and
workshops have stressed the
need for practical ethics. Professional ethics courses have
developed in many areas, espe-
cially in business, law, medicine, and journalism. Books for
such courses have followed; a
good example of an ethics book encompassing several
professions is Serafini’s (1989) Ethics
and Social Concern. Journalism and mass communications
academics and practitioners
have written a great number of ethics books in the last several
decades. Media organizations,
subject to increasing criticism from the public, have encouraged
their staff members to
52. become more concerned with moral issues.
Mass communicators are right in the middle of all sorts of
ethical problems in the daily
work environment. Such people must decide what is the right
(or at least the best) thing to
do at every turn. At the core of media ethics are certain key
questions: What should I con-
sider worth publishing, broadcasting, or disseminating in the
first place? How much should
I publish? Which parts should I omit? These and other questions
spin out of a decision to
bring a story, program, or advertisement to the public’s
attention. The media person works
in the realm of ethics, whether or not he or she gives any
thought to it as ethics.
Ethical concern is important, for it forces the media person to
make commitments and
thoughtful decisions among alternatives. Ethical concern leads
the media person to seek the
summum bonum, the highest good in professional practice,
thereby heightening self-respect
and public credibility and respect. The reader who expects this
book to answer every
question about what to do (prescriptive ethics) or not to do
(proscriptive ethics) will be
4 Part 1: The Basics
disappointed. In fact, as the very nature of the book attests,
ethical determinations are debat-
able. What we hope to do is to serve as ethical thought-
provokers and moral consciousness-
53. raisers, and to raise significant ethical controversies in various
media contexts with which
readers can grapple. The purpose of this book is not to answer
once and for all the basic
questions of media morality, but to raise significant questions
worthy of continuing
concern.
Although concern with media ethics may be growing, it is still
underdeveloped. Marvin
Kalb, former NBC reporter who went on to Harvard’s Kennedy
School of Government,
maintains that American journalism is “mean-spirited,” having a
“desire to tear down rather
than build up” (Budiansky, 1995, p. 46). In the same article by
Budiansky in U.S. News &
World Report, Kathleen Hall Jamieson of the University of
Pennsylvania says of today’s
journalists that “everyone operates out of cynical self-interest”
(p. 46). Newton N. Minow,
who called television “a vast wasteland” in 1961, reappraised
the medium in 1995 and found
it still lacking in quality. He writes that TV has had a
“distorting influence” (Minow, 1995,
p. 6) and has failed to serve four main needs: properly
supporting education, meeting the
needs of children, adequately providing serious public
programming, and supporting the
political system during campaigns. Minow maintains that
television has not “fulfilled our
needs and will not do so in the next 30 years” (Minow, 1995, p.
6). There seems to be no
doubt that ethical awareness among media people is not what it
ought to be.
Two Main Ethical Emphases
54. Ethical concern can manifest itself in two main emphases: (1)
the mass communicator can
be concerned mainly with taking ethical cues from the society,
from colleagues, and from
the community, or (2) he or she can emphasize personal ethical
development and put
community priorities second. The first emphasis is today called
social or communitarian
ethics, the second is called personal or individual ethics. In both
cases, the media person is
concerned with ethics and wants to do the right or best thing. It
is simply a matter of
emphasis—one relying on group-driven ethics, the other on
personally determined ethics.
One stresses other-directed ethical action, the other inner-
directed ethical action.
Actually, these two emphases are not mutually exclusive,
although the proponents of
each often seem hostile to one another. The communitarian does
not ignore individuality;
the individualist does not disdain cooperative or social
concerns. It is simply a matter
of emphasis. A good book that gives the communitarian
perspective is Good News, by
Clifford Christians et al. (1993), which proposes that journalists
forget the Enlightenment
concepts of individualism and libertarianism touted by such
liberal thinkers throughout
history as Locke, Voltaire, Constant, Adam Smith, James Mill,
John Stuart Mill, and Kant.
Communitarians see individual or liberal ethics as dysfunctional
to the community and
generally based on personal quirks rather than on group-
determined standards.
55. Today, communitarian ethicists such as Amitai Etzioni, Alasdair
MacIntyre, Christopher
Lasch, Joseph de Maistre, and Michael Sandel would have
journalists publish things that
would bring people together, not fractionalize them. Christians
et al. (1993) ask for a
universal ethics, saying that journalists should realize that
“universal solidarity is the nor-
mative core of the social and moral order” and that journalists
should throw out the old
5Theoretical Foundations
Ethical concern
is important,
for it forces the
media person
to make
commitments
and thoughtful
decisions
among
alternatives.
concepts of journalistic autonomy, individualism, and negative
freedom (Christians et al.,
1993, pp. 14 and 42–44).
The other emphasis or ethical orientation is the liberal or
libertarian one, which asks
for maximum personal autonomy in ethical decision-making. It
does indeed stress the values
of the European Enlightenment thinkers and puts the individual
56. at the center of the ethical
system. One of the best books upholding the liberal or
individualistic emphasis and crit-
icizing the communitarian perspective is Stephen Holmes’s
(1993) book The Anatomy of
Antiliberalism. This University of Chicago political theorist
explains both communitari-
anism and libertarianism, but mainly provides a critique of what
he calls antiliberalism
(communitarianism).
6 Part 1: The Basics
FIGURE 0.1 Two ethical mega-emphases
Another defender of individualism and critic of egalitarianism
and other forms of
communitarianism is Time magazine’s former media critic,
William A. Henry III. In his book
In Defense of Elitism, Henry (1994) describes the growth of the
“community” emphasis,
which leads to a deprecation of the individual, and of “elitism”
or meritocracy—the idea that
some people are smarter than others, that some ideas are better
than others. Explaining the
kind of elitism he supports, Henry (1994) writes:
The kind of elitists I admire are those who ruthlessly seek out
and encourage intel-
ligence and who believe that competition—and, inevitably,
some measure of failure—
will do more for character than coddling ever can. My kind of
elitist does not grade on
a curve and is willing to flunk the whole class. My kind of
57. elitist detests the policy of
social promotion that has rendered a high school diploma
meaningless and a college
degree nearly so. . . . My kind of elitist hates tenure, seniority,
and the whole union ethos
that contends that workers are interchangeable and their
performances essentially
equivalent.
(Henry, 1994, p. 19)
To Henry, the contemporary emphasis on community desires is
taking precedence over
individual preferences to the degree that the marketplace of
ideas is being threatened. Even
in education, which Henry believes should foster individualism,
there is an “academic echo
of Marxism [as] administrators join activists in celebrating the
importance of ‘community’
over the importance of individual thought and exploration”
(Henry, 1994, p. 108).
Another book, George Morgan’s (1968) The Human
Predicament, is also anticom-
munitarian in its thrust; it extols the individual person and
bemoans the drift toward
standardization of social activities. In a chapter called
“Dissolution of the Person,” Morgan
warns that increasingly one’s everyday activity is modeled after
the machine: standardized,
automatic, and repeatable. “In all departments of life,” he
writes, “unceasing efforts are
made to avoid, or render unnecessary, the judgments, decisions,
and even the presence of the
individual man” (Morgan, 1968, p. 61). He continues:
58. This situation is so taken for granted that few are aware of it or
can see its true nature.
Once recognized, however, its manifestations are found
everywhere. Let it be epito-
mized here by a development that reaches into the core of the
person: the ever-spreading
assumption that a person’s life need not be shaped through his
own search, under-
standing, and decision—aided by the experience and wisdom of
others.
(Morgan, 1968, p. 62)
We can see that these two emphases are important: the
libertarian holds fast to indi-
vidualistic ethical development and the communitarian seeks to
enhance the community
and take ethical nourishment from the group. The first would
improve society by stressing
self-improvement and individual decision-making; the second
would improve society by
sublimating personal concerns to community wishes and
cooperatively making decisions
that are designed to eliminate friction.
7Theoretical Foundations
THE IMPORTANCE OF FREEDOM IN DISCUSSIONS OF
ETHICS
It is good that we think seriously about press freedom and its
relationship to media ethics.
Freedom, or a large amount of it, is necessary even to consider
ethical action. Positive
59. freedom (freedom from outside control) must be present for the
actor to be able to decide
between or among alternative actions. If there is no freedom,
then the ethical debate is
moot—the media person is acting in accordance with a
controlling agent and cannot really
be making an individual ethical decision.
In the United States and throughout Western society,
journalists—and people gen-
erally—put their trust in the owners and managers of their
media. And, therefore, this loyalty
affects their concept of ethics. But in many non-Western
countries—e.g. Singapore, Saudi
Arabia, and Iran—the main loyalty is to a political or religious
authority. Social order there
is often more important than individual pluralism or a private
media system. Many in the
world feel that Western journalism is irresponsible, biased,
greedy, imperialistic, and harm-
ful to nation-building. Therefore, it is natural that they see
Western media morality as
intrinsically bad.
So, in discussing media ethics there are really two main
paradigms of the press in
the world—(1) the Western freedom-centered one that has
grown out of the European
Enlightenment and (2) the non-Western authority-centered one
that prevails in most of the
world. The first type of press system is designed for maximum
freedom and consequently
permits excesses in journalistic activity, while the second type
is designed to bring about
an increasing degree of social order.
60. In the social-order (authoritarian) countries the media system is
not much concerned
with ethics per se, but with guiding principles and controls
placed on the press by the
political authority. Journalists in these countries have their
guidelines and rules; what is the
proper thing to do is determined for them a priori, so there is no
real need for any serious
consideration of ethical behavior. So it should be remembered
that when we talk about
countries having less and less press freedom, we are at the same
time decreasingly concerned
with ethics. Yet there are exceptions, for example Venezuela in
mid-2007, when the
opposition television channel was ordered off the air by the
government. It moved its content
to the Web and defied government efforts to silence its point of
view (James, 2007).
Since the controversies in this book mainly relate to ethics in
the United States, it is
helpful to assume that those making the ethical decisions are
virtually free. Of course, we
know that there are freedom-limiting factors such as political
correctness, editors and
publishers, news directors, advertisers and others that impinge
on complete freedom. But by
and large, U.S. journalists are free and cannot really escape
their freedom (and necessity)
to make ethical decisions.
It is paradoxical to some degree that a growing concern for
ethics can diminish press
freedom. Being ethical in journalism often results in
compromise, pulling punches, circum-
locutions, self-censorship, biasing stories for “ethical reasons,”
61. being “fair,” or trying to
bring about “good” consequences.
So freedom and ethics are closely connected, and this
connection can be seen as
basically good by some and basically bad by others. It is little
wonder that the controversies
presented in this book provide a problematic view of media
ethics in the U.S. context. And
8 Part 1: The Basics
often what is at issue in these controversies is the importance
the different commentators
give to freedom as compared to order and a concern for
“responsibility.”
INTRODUCING THE FIELD OF ETHICS
Before getting to the controversial issues in the succeeding
chapters, it is well to provide an
introduction to the field of ethics, to talk about ethics—the need
for ethics and some of the
theories and subtheories of ethics. Actually, this discussion
deals with what moral philo-
sophers call theoretical normative ethics—the theories
philosophers have developed to
explain moral behavior. The rest of the book considers what is
called normative ethics (what
ought to be done in specific situations and cases). This
introductory part, along with the pro
and con arguments (and the commentaries) throughout the rest
of the book, provide a rather
broad perspective on ethics as it relates to the problems of
62. media people as they face real
decision-making.
Media ethics is a branch of philosophy seeking to help
journalists and other media
people determine how to behave in their work. In its practical
application, it is very much a
normative science of conduct, with conduct considered
primarily self-determined, rational,
and voluntary. It must be remembered that without freedom and
sanity, ethics is meaningless
to a person and impossible to take seriously as a subject of
discourse. To have the option of
being ethical, I must know what I am doing and I must have the
freedom to decide among
alternatives of action.
Many workers in the media might say that they have very little
freedom because they
are employees—that they must follow orders, not make their
own ethical decisions. They
point to the fact that jobs are scarce and that they must make a
living. Indeed, there is much
pressure on media employees to conform, to give up their
freedom and their integrity; to be
sure, there are authoritarian bosses who give little or no leeway
to the individual worker.
But media people cannot adopt the defense used by the Nazis at
the Nuremberg war crimes
trials, and disclaim their responsibility for the actions they take.
Although journalists and
other media people in the United States may not have all the
freedom they might want, they
have a great deal—enough at least to have the force of ethical
sanctions fall on them.
63. A media person concerned with ethics, like anyone else, goes
through a process of
moral development. It is generally thought there are three main
levels in such a moral
progress, each one more sophisticated than the last. The first
level is based on instinct, in
which right conduct is determined by the person’s fundamental
needs and instincts. On this
primitive level, ethics comes from innate tendencies. The
second level is based on custom—
what seems right to the person is conduct that is in accordance
with the customs of the
various groups to which he or she belongs. The third and
highest general level of morality
is based on conscience. Here, conduct that appears right is that
which is approved by the
agent’s own personally developed judgment of what is right or
wrong. The conscience is
developed by the person’s own reasoning, building on custom
and instinct.
Regardless of the particular theory or subtheory of ethics used,
the third level of moral
development is the media person’s goal. Here, moral standards
are actively chosen by
the individual after deliberation; they are no longer accepted
passively as a natural part of
9Theoretical Foundations
group-assigned conduct, although they may rely to some extent
on social expectations. The
person at this level senses a new personal interest in morality,
recognizing that at the level
64. of conscience to be good is essentially an individual matter. At
this third level of moral
development, which William Lillie (1961, pp. 51 ff.) calls “pure
morality,” the agent leaves
a level of ethics based on institutional or group-approved
actions and enters a level where
right and wrong become a matter of individual determination.
James Q. Wilson (1993), in
The Moral Sense, deals at length with this more personal kind
of ethics, and his approach
will be discussed later.
It is probably true that most media morality today is largely
stuck at the level of custom.
But there are those in the media who reflect on moral matters
and, guided by conscience,
refuse to follow the customs of their particular media institution
or professional society. It
is undoubtedly beneficial to the group or society that most
people accept the group standards
without question; if all journalists constantly asked questions
about the rightness and
wrongness of the rules of their newspaper, there would be a
breakdown of stability and
traditional principles would not be passed on.
It should be noted that many of the ethical principles found at
the custom level actually
began with the thoughts of some person in the past. How else
could a custom get its start?
So it is not true that all custom-based ethical principles are
wrong. Generally, however, the
level of custom in ethics is more non-rational and inflexible
than the level of conscience. It
is more ritualistic and conformist, making morality less likely
to progress, develop, and
65. adapt to the special needs of the individual or the particular
situation. Being a group-
determined morality, it is more absolutist and often insensitive
to the thoughtful individual
who finds a need for exceptions to rules. Such a thinking
individual is often considered, on
the level of customary ethics, to be a danger to social stability
and harmony. (Lillie (1961)
discusses this in Chapter 3, “Development of Morality,” of An
Introduction to Ethics.)
Later we shall consider various theories of ethics that fall in all
three of these levels of
moral development—instinct, custom, and conscience. We shall
see that the custom level
(including various versions of social or communitarian ethics)
and the conscience level
(including the more individualistic, egocentric, and existential
ethical inclinations) seem to
manifest themselves as moral adversaries. It might be said that
the two strands of moral
emphasis have their genesis in the moral thinking of Plato
(more aligned to communitarian,
social ethics) and Aristotle (more aligned to individualistic
ethics), although the ideas of
both philosophers were quite complex and there are bits of both
strands in each of them. At
any rate, it will be interesting to keep these levels of ethical
development in mind as we
consider broad and narrow theories of ethics.
THREE CLASSES OF ETHICAL THEORIES
Theories of ethics abound, but we shall try to keep our
explanations here as simple as
possible and focus primarily on two main or mega-theories of
66. ethics: deontological, those
that base ethical actions on a priori principles or maxims that
are accepted as guides for such
actions, and teleological, those that base ethical actions on a
consideration of their con-
sequences. Here we shall expand this binary typology, placing
several subconcepts under a
10 Part 1: The Basics
third heading, which we shall call personalist or subjective
theories, which provide more
instinctive guidance theories.
The following sections offer brief descriptions of these three
main classes or types
of ethical theory: absolutist/legalistic theories, which are
deontological (including
Aristotelianism, Confucianism, Kantianism, and the divine
command theory); consequence
theories, which are teleological (including utilitarianism,
altruism, egoism, the social
contract theory, and the pragmatic or Machiavellian); and
personalist theories, which are
predominantly subjective and individualistic (including the
instinctual, emotive, antinomian,
and existential).
Deontological Ethical Theory
The first of the mega-theories, the deontological, has to do with
duty, with following
formalistic rules, principles, or maxims. If you follow them
(e.g., always give sources of
67. quotes in a news story), you are ethical; if you don’t, you are
unethical. In this sense, it is
clear-cut and simple. And it has a great appeal for many people
in the media. Just tell the
truth. Be consistent. Have no double standards. Be forthright
and full in your reporting. Let
the chips fall where they will. Don’t worry about consequences;
just do what you are
supposed to do.
Probably history’s leading deontologist in ethics was Immanuel
Kant (1724–1804), a
German philosopher who provided the fullest arguments for a
duty-bound system of ethical
behavior. He believed that only an action taken out of self-
imposed duty could be ethical,
and he formulated what he called the categorical imperative,
which said that what was
ethical for a person to do was what that person would will that
everyone should do. Another
version of the famous imperative (a kind of supermaxim from
which ethical principles can
be formulated) was that no person should be treated as a means
to an end, but only as an end.
Together, these two formulations make up the core of Kant’s
duty-to-principle ethics—
guidelines a person can have ahead of time to guide ethical
decisions.
Teleological Ethical Theory
The teleological or consequence-related mega-theory says that
the person trying to decide
what to do attempts to predict what the consequences will be if
A is done instead of B. The
object is to choose the action that will bring the most good to
68. the party the actor deems most
important. The altruist thinks of good to others; the egoist
considers good to the self, with
perhaps some benefits spinning off to others.
At any rate, the teleological approach to ethics is a popular one
and will recur in most
of the arguments found in the controversy discussions in later
chapters of this book. The
theorist most commonly associated with this thinking is John
Stuart Mill, the 19th-century
British philosopher who formulated the theory of
utilitarianism—whose aim it was to bring
the greatest happiness (or pleasure) to the greatest number (see
Merrill’s (1994) Legacy of
Wisdom, profile 16). Many versions of teleological ethics, other
than the altruistic one just
mentioned, were propounded by such thinkers as Mill, Bentham,
and Hume. For example,
there are egoistic teleologists who consider consequences
mainly to one’s self, rather than
11Theoretical Foundations
to others. Twentieth-century writer Ayn Rand (see Merrill,
1994, profile 22) is a good
example of an egoistic teleologist.
Personalist or Subjective Theory
The personalist or subjective mega-theory subsumes many
subtheories lending themselves
to intuitive, emotive, spiritual, and other highly personal moral
factors. Unlike the deonto-
69. logical and teleological theories, this personal-subjective theory
is non-rational. It is more
spontaneous, motivated by instinct or a spiritually motivated
will. The person has a kind of
moral sense that nudges him or her toward right action—call it
conscience, instinct, or
spiritual guidance. For the Christian moralist, this ethical sense
may be directed by a deep-
rooted concern often called agape (God-centered love). Such
spiritual-religious overtones
are exemplified by the religious or faith level—the highest level
of Kierkegaard’s moral
progression. It is also related to Joseph Fletcher’s (1966)
situation ethics, where one’s actions
in any situation are directed by a love (deep concern) that flows
constantly through the agent
and is projected to others. Agape ethics serves as a kind of
underpinning for such a social
ethical stance, in one of the domains of communitarian ethics.
Personalist or subjective
ethics does not have to be God-centered, however; ethical
direction can also be found
through various forms of meditation, mystical experiences, and
existentialism.
One type of the personalist or subjective mega-theory we should
mention is what
C. S. Lewis in Mere Christianity (1952, esp. Book III, ch. 3)
and others call conscience and
James Q. Wilson (1993) calls the moral sense—something
genetic or biological, something,
as Wilson (1993, p. xii) says, that is “intuitive or directly felt . .
. about how one ought to
act when one is free to act voluntarily.” Wilson says that it is
impossible to define such a
subjective concept any more clearly than that, and he mentions
70. British philosopher Henry
Sidgwick’s (1956) struggle with the concept of “ought” through
six editions of his great
ethics treatise; Wilson (1993, p. 30) concludes that the concept
“is too elementary to admit
of any formal definition.”
It seems that gender may have something to do with the moral
sense Wilson talks about.
Harvard’s Carol Gilligan (1982) has concluded that childhood
experiences coupled with
innate or genetic differences may lead to the existence and
development of a moral sense.
She also believes that much of it is gender based. For example,
her research indicates that
men are more prone to stress such concepts as fairness, justice,
and duty, whereas women
stress such moral attributes as assistance, care, and sympathy. It
should be noted that these
gender-based inclinations are based on what people say they are
concerned about, not what
they do in a real situation.
Because this third cluster of theories is personal and subjective,
it is hard to make
generalizations beyond the kind made by Gilligan which are
applicable to the mass com-
municator.
At this point we shall leave this subjective macro-theory and
briefly consider two
perspectives that can be considered professional indicators of a
journalist’s basic allegiance:
to norms or rules, on the one hand, and to consequences on the
other. For the journalist, these
legalistic and consequence theories often collide.
71. 12 Part 1: The Basics
For example, does the journalist who claims to have some
predetermined deontological
principle (for example, to be truthful and full in the report) on
occasion break with these
beliefs when consequences seem to warrant it? The answer
usually is yes. For instance, many
rule-based journalists would omit the name of a rape victim
from a story, even though it
would be required for a full account. Thus, deontology and
teleology intermingle in the
decisions and actions of most media practitioners.
13Theoretical Foundations
FIGURE 0.2 Three classes of ethical theory
THE PROFESSIONAL AND HUMANISTIC STANCES
We are faced with a real conundrum in ethics—two perspectives
that might be called the
professional stance and the humanistic stance. The professional
stance, for example, is that
of reporters who are dedicated to “the people’s right to know,”
who feel an ethical obligation
to let them know. They might do so without worrying about
consequences and, perhaps,
without considering as important the means of getting the story.
The driving principle would
be providing a truthful and full account. Neither the means of
72. achieving this end nor the
consequences would be important. For example, a reporter who
publishes the name of a rape
victim, believing this to be good, full, accurate, and truthful
reporting, could be described
as taking the “professional” stance (Merrill, 1985). The
corresponding Machiavellian
principle would be that the information needed to make a full
and accurate story may be
obtained by any means necessary (Merrill, 1998).
The humanistic stance, on the other hand, is more relativistic
and more teleological or
consequence motivated. It is not tied to any one professional
objective, however important
it might be. Of course, a person taking this stance would make
exceptions to general
principles, consider consequences to people involved in the
situation, use ethical means to
achieve desired ends, and put human sensitivities and
humanistic concerns above the job of
simply providing a full and truthful account or meeting some
other goal.
A BRIEF LOOK AT SUBTHEORIES
There are many ways to look at ethics and its many theories and
subtheories. The main three
have been presented as teleological, deontological, and
personalist. We now proceed to some
of the more restricted or specific ways philosophers have
classified conceptions of ethics.
This is not an exhaustive list, and some concepts do not fit
neatly into only one of the three
basic theoretical types. We can certainly see in each of the
following the genesis of many
73. interesting controversies, some of which manifest themselves
throughout the rest of this
book.
Acquired-Virtue Ethics
Many ethicists actually consider virtue ethics one of the macro-
theories, not a subtheory.
At any rate, Aristotle (384–322 B.C.) can probably be called the
father (or at least one of the
fathers, along with Confucius) of this kind of ethical theory,
which is elaborated on in his
Nicomachean Ethics. Such an ethics is built mainly on the
concept of virtue and on the
habitual practice of actions that foster harmonious relations
among people. Aristotle saw
ethics tied to character, principles, and good will (see Merrill,
1994, profile 5). Self-esteem
was important to Aristotle and the practice of virtue was the key
to self-development. He
would have people concentrate on character building and the
formation of intellectually
sound habits, for he believed that moral virtues arise within us
as a result of habits. We are
not born with them. In fact, the Greek word ethos (habit) is
similar to ethike, from which
we get our word “ethics.”
14 Part 1: The Basics
For Aristotle, virtue is a state of character concerned with
choices of a moderate nature,
a kind of balance determined by a rational person possessing
practical wisdom. This Golden
74. Mean is the midpoint between two vices, one excessive (too
much) and the other defective
(too little). Avoid extremes in action, he seems to say; seek a
moderate and rational position
in ethical decision-making.
In journalism, Merrill (1989) has related Aristotle’s Golden
Mean to Hegel’s synthesis
of the dialectic and has proposed this middle-way ethical stance
as a worthy one for media
people. Personal needs clash with societal needs; the resulting
synthesis is moderated action.
James Wilson (1993, p. 93) says that, according to Aristotle,
most people become temperate
as they begin to value “deferred pleasures” such as friendship,
respect, and lasting happiness
that come as they “subordinate their immoderate passions to
moderate habits.”
Many journalists feel that seeking some kind of Aristotelian
mean is not very useful in
journalism. Some issues, such as freedom of expression, do not
lend themselves to a Golden
Mean position; a journalist, they say, cannot be a “little free.”
However, compromise in
ethics is indeed possible, and the fact that one does not have
complete freedom does not keep
that person from having a great degree of freedom. It seems that
one can indeed be a “little
free.” Some media people—and entire media systems—can be
freer than others.
As Anthony Serafini (1989) points out, Aristotle’s approach to
ethics is empirical,
similar to the approach taken later on by the utilitarians and by
their 20th-century followers
75. who have modified and adapted their ideas. A person, in
acquiring virtues and making them
habitual in practice, brings happiness to others—and to oneself
at the same time. Through
reason, and through following the practices of respected people
deemed virtuous in their
society, one develops good habits and a moral character. That
person’s morality can be
observed by others in everyday activities; ethics, for the person
who enthrones the
development of character, is not a matter of simple belief, but a
matter of empirical reality
where the virtuous person habituates actions on the basis of
thinking, has good motives, and
does nothing in excess.
Another ancient sage who proposed a variant of acquired-virtue
ethics is Confucius
(Kung Fu-tzu, 551–470 B.C.). This Chinese thinker was, in
many ways, similar in his ethical
outlook to Aristotle. When we think of Confucian ethics (see his
Analects, many editions), we
are mainly considering ceremonial activities, manners, and the
like. In short, in Confucius we
see a stress on Aristotelian habitual virtuous actions (see
Merrill, 1994, profile 1).
In the ethics of Confucius, manners are extremely important; in
fact, they play a key
role. Life would be brutish and graceless, Confucius believed,
without human ceremony.
Ceremony, he said, can transform a person’s life (Dawson,
1932). It can check depravity
before it develops, and cause the individual to move toward
what is good, keeping him or her
from wrongdoing without consciously realizing it. This kind of
76. ceremonial ethics is largely
culture bound. Moral habits come, in large degree, from
community expectations and are
“habits of the heart” (a term coined by Alexis de Tocqueville
and discussed at length by
Bellah et al., 1985).
Virtues can be learned and developed. They then become part of
the person, and come
into play automatically when they are needed to keep the person
on the moral road. The
virtues of work and courage and the graces of courtesy, civility,
consideration, and empathy
are all central to Confucian ethics. Henry Hazlitt (1972, pp. 76–
77) has called this kind of
15Theoretical Foundations
ethics “major ethics,” in the sense that it is an ethics of
everyday life. Codes of manners,
according to Hazlitt, set up an unwritten order of priorities such
as the young yielding to
the old, the able-bodied to those who are ill or have a disability,
the gentleman to the lady,
the host to the guest. How we act toward one another was very
important to Confucius. He
even proposed (four centuries before Christ) what is called the
Negative Golden Rule: do not
do unto others what you would not wish others to do unto you.
Confucius believed that an
internalized code of ethics is the foundation of morality and
tends to reduce or eliminate
life’s irritations and traumas.
77. Confucius recognized the importance of such an everyday
morality and gave less
attention to what might be called “crisis” morality and its focus
on big issues. For this
Chinese thinker, what was important was having good manners,
being polite, being
considerate of others in all the details of everyday life. The big
crisis issues would tend to
disappear in the presence of the continuous practice of the
“little virtues.”
By and large, Confucian ethicists believe that the person who is
considerate and
thoughtful in little things will also be so in big things. Of
course, rational morality (with the
possible exception of Kant’s) concedes that there are exceptions
to any ethical path. For
example, a person can evidence perfect manners and outward
manifestations of concern for
others while also being cunning, devious, and scornful of
others. But generally, according to
Confucian thought, this is not the case; the habit of good
manners and consideration casts
the person in an ethical mode from which he or she seldom
deviates. In a sense, we have here
a kind of morality where actions (manners and ceremonial
actions) destine a person to be
ethical. It is the ethics of acquired virtues, habitually put into
action. It is the ethics of
habitual virtue, the concept of “do and you will be”—a trait of
cultural morality often found
in Eastern cultures.
For Confucius, the whole social order is preserved by customs
(li, which can be defined
as imperatives of conduct). Karl Jaspers (1957) summarizes the
78. importance that Confucius
gave to li:
Confucius drew no distinction between custom, morality, and
justice. . . . His vision
embraced the whole world of Chinese customs: the right way of
walking, greeting,
behaving in company, always in accordance with the particular
situation; the rites of
marriage, birth, death, and burial; the rules of administration;
the customs governing
work, war, the family, the priesthood, the court; the order of the
days and seasons, the
stages of life.
(Jaspers, 1957, p. 45)
Cultural Relativism
Many thinkers believe that different cultures have different
moral codes, thus generating a
system of cultural relativism. A good example of such theories
can be found in anthro-
pologist Ruth Benedict’s (1934) popular book Patterns of
Culture. What one believes and
does depends simply on where you are, according to Benedict.
For example, in Mexico a
journalist may well moonlight for a politician in the evenings,
and there is nothing unethical
about it, whereas in the United States such a practice would be
considered unethical. The
16 Part 1: The Basics
Confucian
ethicists