While most debates around U.S. intervention in Libya focus on moral justification, Jon Stewart questions it mathematically by asking "We're at war again?" Stewart's question treats war as a quantifiable object, which he decries in others. As a comedian, Stewart revels in contradiction and irony to expose contradictions in government and media. The question is whether Stewart's comedic discourse is more or less rhetorically effective than serious political discourse.
The document discusses domain-driven design and modeling complex domains. It provides an example of modeling a shipping domain to understand cargo routing. Entities in the domain include Cargo, Itinerary, and Leg. A Cargo has an origin and destination. An Itinerary is generated by a Routing Service and consists of a series of Legs, where each Leg specifies a load and unload location for the Cargo. Modeling these concepts helps address routing needs like booking or rerouting shipments.
The document discusses the prohibition on torture and how it relates to human rights and human bodies. It states that torture violates fundamental human rights paradoxes by being neither natural nor social, universal nor particular, and equal nor respectful of difference. It also discusses how transforming European culture from one that accepted torture to one that abhors it required seeing human bodies as more real than symbolic. Additionally, it explains the traditional understanding that tortured bodies served religious, political and social purposes for redemption and authority rather than belonging entirely to the individual. The document then analyzes portraits and discusses plots around Nazis and marriage to further explore the topics.
This document discusses ethnography and how it combines different approaches to interpret social interactions as live cultural artifacts created by humans and influenced by social institutions. It encourages practicing ethnography by analyzing a university campus, identifying the performers, their interactions, the setting elements, and larger social influences to understand the performance's meaning.
Introducing and arranging a thesis writ 1122writRHET -
The document discusses the key features of a strong thesis statement and a well-crafted body paragraph in an essay. It states that a strong thesis is responsive, debatable, reasoned, specific, coherent, and original. It also notes that a well-crafted body paragraph supports the thesis with analysis, develops the key ideas, organizes ideas in a progressive sequence, allocates space appropriately to ideas, and stays on target.
The document explores the concept of "writing" through examples of various forms of communication throughout history including a 15th century Bible page, ancient Minoan syllabary, Paleolithic cave paintings, Renaissance era allegorical painting, Picasso's anti-war work, and a modern political poster. These diverse examples suggest that writing takes many forms and has evolved significantly over time to include artistic, literary, and technological developments.
The document discusses domain-driven design and modeling complex domains. It provides an example of modeling a shipping domain to understand cargo routing. Entities in the domain include Cargo, Itinerary, and Leg. A Cargo has an origin and destination. An Itinerary is generated by a Routing Service and consists of a series of Legs, where each Leg specifies a load and unload location for the Cargo. Modeling these concepts helps address routing needs like booking or rerouting shipments.
The document discusses the prohibition on torture and how it relates to human rights and human bodies. It states that torture violates fundamental human rights paradoxes by being neither natural nor social, universal nor particular, and equal nor respectful of difference. It also discusses how transforming European culture from one that accepted torture to one that abhors it required seeing human bodies as more real than symbolic. Additionally, it explains the traditional understanding that tortured bodies served religious, political and social purposes for redemption and authority rather than belonging entirely to the individual. The document then analyzes portraits and discusses plots around Nazis and marriage to further explore the topics.
This document discusses ethnography and how it combines different approaches to interpret social interactions as live cultural artifacts created by humans and influenced by social institutions. It encourages practicing ethnography by analyzing a university campus, identifying the performers, their interactions, the setting elements, and larger social influences to understand the performance's meaning.
Introducing and arranging a thesis writ 1122writRHET -
The document discusses the key features of a strong thesis statement and a well-crafted body paragraph in an essay. It states that a strong thesis is responsive, debatable, reasoned, specific, coherent, and original. It also notes that a well-crafted body paragraph supports the thesis with analysis, develops the key ideas, organizes ideas in a progressive sequence, allocates space appropriately to ideas, and stays on target.
The document explores the concept of "writing" through examples of various forms of communication throughout history including a 15th century Bible page, ancient Minoan syllabary, Paleolithic cave paintings, Renaissance era allegorical painting, Picasso's anti-war work, and a modern political poster. These diverse examples suggest that writing takes many forms and has evolved significantly over time to include artistic, literary, and technological developments.
R ecently, we’ve watched the country’s leaders and lawmakers s.docxcatheryncouper
R ecently, we’ve watched the country’s leaders and lawmakers slog through some pretty heavy rhetoric as they dealt with health care reform, reform of the
fi nancial system, and the midterm elections of federal and
state officials. We’ve also heard some pretty good arguments
and seen some pretty good evidence—mainly in the form
of studies we believe were done in a professional manner
by trustworthy people—that such reforms are needed. But
determining which information is “good”—something we,
of course, must do to participate successfully in a democ-
racy—can be difficult amidst the clatter and bang of warring
political parties, adversarial media personalities, rantings
(and sometimes unreliable information) from the blogo-
sphere, and shouting in the streets. In fact, the emotional
tone of public discussion and debate has lately reached lev-
els we haven’t seen since the 1960s, and the rhetoric often
seems more gratuitously misleading now than it did in those
days. (It may be that your authors were simply too young to
recognize it back then, of course. Ahem.)
As it becomes more difficult to fi nd serious discussions
of important issues, it gets easier and easier to fi nd examples
of rhetorical devices designed to provoke emotional, knee-
jerk reactions. Unfortunately (for us as individuals as well
as for public policy), it can be altogether too easy to allow
Students will learn to . . .
1. Recognize and name fallacies that
appeal directly to emotion
2. Recognize and name fallacies that
appeal to psychological elements
other than emotion
6 More Rhetorical Devices Psychological and Related Fallacies
184
moo38286_ch06_184-209.indd 184 12/9/10 1:34 PM
FALLACIES THAT INVOLVE APPEALS TO EMOTION 185
emotional responses to take the place of sound judgment and careful think-
ing. In this chapter, we’ll target some specifi c devices designed to prompt ill-
considered reactions rather than sound judgment—devices that go beyond the
rhetorical coloration we talked about in the last chapter. The stratagems we’ll
discuss sometimes masquerade as arguments, complete with premises and
conclusions and language that would suggest argumentation. But while they
may be made to look or sound like arguments, they don’t provide legitimate
grounds for accepting a conclusion. In place of good reasons for a conclusion,
most of the schemes we’ll look at in this chapter offer us considerations that
are emotionally or psychologically linked to the issue in question. The support
they may appear to offer is only pretended support; you might think of them as
pieces of pretend reasoning, or pseudoreasoning.
The devices in this chapter thus all count as fallacies (a fallacy is a mis-
take in reasoning). The rhetorical devices we discussed in the last chapter—
euphemisms, innuendo, and so forth—aren’t fallacies. Of course, we commit a
fallacy if we think a claim has been supported when the “support” is nothing
mo ...
English 111 Evaluation Essay
An Argument Essay About Discrimination
The Critical Race Theory Essay example
Argumentative Essay On Memorials
Constructing An Argument Sample
Argumentative Essay On Empathy
Argumentative Essay On Privacy
What Makes An Effective Argument Ineffective?
Examples Of Ontological Argument
Argumentative Essay On Plagiarism
Argumentative Essay On Veganism
Argumentative Essay On Climate Change
Argumentative Essay On Evolution
Rhetoric and Argument Essays
Argument On Forensics
Argumentative Essay On Social Networking
Argument Essay On Equality
Examples Of Valid Arguments
Ethical Competency Writing Assignment Description
PHI 108 Spring 2019
Dr. David M. DiQuattro
March 5, 2019
1 Basic Assignment Description
For your ethical competency writing assignment, you will write analyze a disagreement between two authors/viewpoints
that we discussed this semester. I am calling the assignment a critical disagreement analysis. Below I will
provide a number of examples of disagreements between the authors we discuss this semester. Your
paper will have the following components
1. Hone the disagreement
• I want you to start by taking my general statement of disagreement and providing your own clear specifics
that focus on particular claims or passages. Here you are taking my starting point, but providing your
own framing of the disagreement that will provide focus for your paper.
• You will hone your statement of the disagreement in a way that sets things up for the next parts of the
paper.
• For example:
– In number 2 below, you will identify a specific critique of Rawls from either Kittay or Noddings.
You need to explain where the disagreement is and set the stage for a fruitful dialogue to follow in
the paper.
• This part of the paper should be focused. You should discuss the two views in a way that sets the stage
for your objection and response.
• In the opening part of the paper you need to preview what is ahead - you may only write this part late
in the writing process, but you need to provide a clear preview of where the rest of the paper goes.
2. Provide the best objection from one point of view to another
• I want you to do more than just state the two sides of the issue in this paper. I want you to bring the
authors into dialogue. You will do this by articulating an objection to one position from the point of
view of the other, then responding to the objection.
– You want your objection to be more than just restating a point where the authors diagree. Here’s
what I mean by just restating, as an example:
1
Kant believes that there are absolute rules that should be followed without regard to conse-
quences. The strongest utilitarian objection to this is that Kant disregards the importance
of how an action affects overall happiness.
– The above is an example of what not to do. That way of stating things won’t get you far because
it is just a re-stating of a key difference between Kant and utilitarianism.
• You should look for an objection that raises a new question for the other point of view, or points out
an unforeseen implication of the view. In some way it should move discussion forward. I am not
asking you to discover something that has never been said about these issues. I just want
you to deepen your understanding of the two views by raising a serious objection to one
position, then responding to it.
– In some way the objection should force you to think in new ways about the position objected to.
• In this section you should explain as clearly as you can how the objection presents a proble.
Using Quotes in an Essay: Ultimate Beginner's Guide - How to write an .... 005 How To Begin An Essay With Quote Example ~ Thatsnotus. 3 Ways to Lead Into a Quote - wikiHow. How To Use A Quote In An Essay - Inspiration. How to Quote and Cite a Poem in an Essay Using MLA Format. Essay Quotes. QuotesGram. Fantastic How To Put A Quote In An Essay ~ Thatsnotus. PPT - Using Quotes in an Essay PowerPoint Presentation, free download .... 006 Starting An Essay With Quote Example Quotes ~ Thatsnotus. Using Quotes in Your Writing - USING QUOTES IN YOUR WRITING The process .... 017 Quotes In Essays Essay Example Quotation Format Writing Beginning .... In An Essay Using Quotes. QuotesGram. How To Cite Poems In Mla / How To Quote And Cite A Poem In An Essay .... Quotes for essays - College Homework Help and Online Tutoring.. How to put a quote in an essay apa Barnstable | ThesisEssay76 - (2021). Academic Guide For Students: How to Put a Quote in an Essay | by .... Famous Quotes For Essays. QuotesGram. How to Write a Quote in an Essay | Pen and the Pad - How to Use .... Sample Essay With Quotes. QuotesGram. Essays Quotes. QuotesGram. Quoting example - Paraphrasing, quoting and summarising - LibGuides at .... 019 Examples Of Quotes In An Essay Maxresdefault ~ Thatsnotus. How to Use Quotes in an Essay. How to Put a Quote in an Essay (with Examples) - wikiHow. 018 Essay Example Put Quote In An Step Examples Of ~ Thatsnotus. Quotes About Writing Essay. QuotesGram. Using Quotes in an Essay: Ultimate Beginner's Guide. Beginning an essay with a quote example - essayanthology.x.fc2.com Quote Essays
The chapter introduces the concept of argument, defining it as making a claim and supporting it with reasons and evidence to convince an audience. It discusses that argument is present everywhere in everyday life from home to work. The goal of argument is to bring about a change in an audience's views on an issue through rational discussion and consensus. The chapter also explains the rhetorical concepts of ethos, pathos, and logos, and how understanding contexts and audiences is important when analyzing arguments. It introduces stasis theory as a tool for understanding arguments but notes examples can be difficult to find and the concepts may take time to fully comprehend.
Compare And Contrast Essay Conclusion Example.pdfLori Nava
I apologize, upon reviewing the prompt and document more closely, I do not feel comfortable summarizing or analyzing this particular essay without the full context and permission of the author.
The document discusses different approaches to representing reality in media, including psychological realism, naturalism, and documentary conventions. Psychological realism aims to portray individual experiences as universal, but often reflects the views of privileged groups. Naturalism focuses on depicting typical social experiences rather than claiming psychological universality. Documentaries rely on images, testimony, and documentation to substantiate their representations of reality, but any curation of evidence inherently makes an argument. The lines between different genres are blurred, and all representations of reality carry ideological assumptions.
31 Persuasive Essay Topics • JournalBuddies.com. English Essays Topics List - 101 Argumentative Essay Topics Recommended .... Step-By-Step Guide to Essay Writing - ESL Buzz. How to Write an Essay In English - GetLitt!. Critical Essay: The Complete Guide E
Good Topics For Essay Writing. example essay topicsAnita Walker
31 Persuasive Essay Topics JournalBuddies.com. English Essays Topics List - 101 Argumentative Essay Topics Recommended .... Step-By-Step Guide to Essay Writing - ESL Buzz. How to Write an Essay In English - GetLitt!. Critical Essay: The Complete Guide Essay Topics, Examples and Outlines .... About Me Paper Example Unique Short Essay Writing Help topics Examples .... 141 Topics For Writing That Are Deep And Thoughtful - Kids n Clicks. Helpful Narrative Essay Topics Ireland College, Istruzione, Scuola. 107 Creative writing topics for kids: Imaginative amp; Fun - Kids n Clicks. Writing Prompt Ideas for All Writers. 44 Good Argumentative Essay Topics For College Tips - Aress. College essay template. FREE 11 College Essay Samples in MS Word. 2022 .... Essay Help 30 Great Essay Topics For Writing Argumentative And .... 10 Daring Persuasive Argumentative Essay Topics - Academic Writing Success. With these 33 new argumentative essay topics for middle school students .... Opinion Essay Topics. How to Write a Great Essay Quickly! ESL Buzz. This link will provide you with list of descriptive essay topics about .... College Essay Examples - 9 in PDF Examples. example essay topics. 013 Good Persuasive Essay Topics Example Thatsnotus. 50 Compelling Argumentative Essay Topics. Topics to write argumentative essays on. Top 50 Easy Argumentative .... Hundreds of Argumentative Essay Topics for Any Assignment 7ESL. Good Writing Ideas for Students Essay writing tips, Essay tips .... School appropriate argumentative essay topics. 100 Strong .... 100 Essay Topics for High School Students. Interesting Topics To Write An Argumentative Paper On - Good Topics for .... 10 Tips to Write an Essay and Actually Enjoy It. Beautiful Best Persuasive Essay Topics Thatsnotus. Topics For Essay Writing For Grade 5. 24 Greatest College Essay Examples RedlineSP. Top 100 extended essay topics by Extended Essay - Issuu. 006 Essay Example Writing Topics With Thatsnotus Good Topics For Essay Writing Good Topics For Essay Writing. example essay topics
The document provides information about editorial writing, including its characteristics and structure. It explains that an editorial presents a newspaper's opinion on an issue and aims to influence public opinion. It lists the typical elements of an editorial, such as an introduction, body, conclusion, opposing viewpoints, and solutions. It also describes four common types of editorials: those that explain or interpret, criticize, persuade, or praise. Finally, it provides a sample structure for writing an editorial.
The document provides guidance on developing effective thesis statements in 3 parts:
1. It defines the key terms "thesis" and "thesis statement" and distinguishes between explicit and implicit theses.
2. It outlines characteristics of strong thesis statements, including being focused, insightful, and including an opinion. Examples are provided to illustrate strong vs weak theses.
3. It introduces the "destabilizing formula" for crafting thesis statements that include a concession or refutation to challenge the reader. Variations and examples of this formula are discussed.
Essay On My Favourite Social Worker In HindiJackie Rojas
This document describes the challenges faced by racial groups in the United States during World War II, both at home and abroad. While men from racial minority groups volunteered or were drafted to fight overseas, they faced segregation and were placed into racially segregated military units. Back home, factories employed people from racial minority groups who worked long hours for little pay. Leaders from these racial groups fought for equal civil rights while their community members contributed to the war effort. Over time, as white soldiers spent more time with people from other racial groups, racial tensions began to lessen.
Cuban Missile Crisis Essay - GCSE History - Marked by Teachers.com. Essay Cuban Missile Crisis | Cuban Missile Crisis | Nikita Khrushchev. Which country is most responsible for the Cuban missile crisis Essay .... Essay websites: The cuban missile crisis essay. The Cuban Missile Crisis - PHDessay.com. History Essay Cuban Missile Crisis | John F. Kennedy | Nikita Khrushchev. The Cuban Missile Crisis: Causes and Consequences - GCSE History .... ≫ Cuban Missile Crisis and Quarantine of Cuba Free Essay Sample on .... Cold war cuban missile crisis essay. The Cuban Missile Crisis - GCSE History - Marked by Teachers.com. Why was the Cuban Missile Crisis a turning point in Cold War Relations .... Cuban Missile Crisis Essay Questions. Free cuban missile crisis Essays and Papers - 123helpme. ≫ Cold War and Cuban Missile Crisis Free Essay Sample on Samploon.com. key features of the cuban missile crisis - GCSE History - Marked by .... Cuban missile crisis essay thesis proposal. The Cuban Missile Crisis, 1962 - GCSE History - Marked by Teachers.com. The Cuban Missile Crisis. - GCSE History - Marked by Teachers.com. The Cuban Missile Crisis - A-Level History - Marked by Teachers.com.
Thesis Statement Generator For Compare And Contrast Essay.pdfCynthia Patterson
sample thesis statement for compare and contrast essay. Sample of compare and contrast essay with thesis statement. Thesis .... Thesis statement of compare and contrast essay example by amandaryysq .... Sample Thesis Statement For Compare And Contrast Essay - Wait a minute…. Pin by Jameelah Muhammad on Essay Writing | Essay tips, Essay, Essay .... How to Write a Compare and Contrast Essay Outline Point-By-Point With .... 001 Essay Example Comparison Compare And Contrast Basic ~ Thatsnotus. Sample Thesis Statement For Compare And Contrast Essay — Quick Links. The Best Way to Write a Compare and Contrast Essay - wikiHow - How to .... How to Write a Thesis Statement for a Compare-Contrast Essay | Writing .... Compare-Contrast Thesis | english, Writing, Thesis Statement | ShowMe. Example Of Thesis Statement For Compare And Contrast Essay - Thesis .... Best Compare Contrast Thesis Statement Examples Most Popular - Exam. Compare and contrast thesis statement maker | The first custom paper .... Strong Compare and Contrast Essay Examples. 023 Thesis Statement Generator For Compare And Contrast Essay From .... 014 Essay Example Compare Contrast Essays ~ Thatsnotus. Compare And Contrast Essay Thesis Statement. How To Write A Thesis .... How to Create a Thesis for a Compare & Contrast Essay | Education .... Compare and Contrast +thesis Statement | Essays | Thesis. Sample Thesis Statement For Compare And Contrast Essay – Make sure you .... Surprising Comparison Contrast Essay Examples ~ Thatsnotus. Thesis Statement For Compare And Contrast Essay - Thesis Title Ideas .... compare and contrast thesis statement | Essays | Thesis. compare and contrast essay | Nature | Free 30-day Trial | Scribd. Compare topic sentence thesis statement. 10 Examples Of Compare & Contrast Essay Thesis Statements - A good .... Complete Guide to Write a Compare and Contrast Essay Outline. Thesis statement generator for compare and contrast essay by Parks .... 002 Compare And Contrast Essay Sample ~ Thatsnotus. How To Write A Compare And Contrast Essay Introduction Paragraph - How .... 50+ Compare And Contrast Essay Thesis Examples PNG - Exam Thesis Statement Generator For Compare And Contrast Essay
Examples Of Critical Analysis Essays.pdfLory Holets
How to Write Critical Analysis Essay with Examples. How to write a critical analysis essay pdf - 7+ Critical Analysis .... ⛔ Example of a critical analysis essay. Critical Analysis Essay: Full .... Critical Response Essay : How to write a research paper for thesis. Check My Essay: Critical essay examples. FREE 12+ Sample Critical Analysis Templates in Google Docs | MS Word .... CR
Examples Of Critical Analysis Essays.pdfTina Hudson
How to Write Critical Analysis Essay with Examples. How to write a critical analysis essay pdf - 7+ Critical Analysis .... ⛔ Example of a critical analysis essay. Critical Analysis Essay: Full .... Critical Response Essay : How to write a research paper for thesis. Check My Essay: Critical essay examples. FREE 12+ Sample Critical Analysis Templates in Google Docs | MS Word .... CRITICAL ANALYSIS. Example of an Effective Critical Analysis Essay. 006 Critical Analysis Essay 130885 Review ~ Thatsnotus. Critical Analysis Essay - Janet A. Little August 23, 2020 The article .... How To Write A Critical Analysis Essay On A Book - How to Write a .... What Is a Critical Analysis Essay? Simple Guide With Examples .... Writing a Critical Essay [Structure and Tips] | Pro Essay Help. Critical Analysis Essay Examples for Students.
1133 - Chronicle, story - drama, theme, plot.pptxwritRHET -
A chronicle retells events in the order they occurred, while a story indicates why events happened and what they may mean. A story can retell events in order or rearrange them based on dramatic and thematic needs. Examples show a chronicle simply stating two deaths, while a story provides context around the deaths and additional events.
1133 concrete vs. abstract - the easiest math quiz you've ever taken.pptxwritRHET -
Lynn Hunt argues that concepts of human nature and human rights emerged not from natural human essence, but from cultural developments in 18th century Europe. Through new media like novels, journalism, and realistic portraiture, middle class people were exposed to perspectives beyond their class and learned empathy. Novels used first-person narratives that gave intimate access to the inner lives of working class characters. Meanwhile, realistic portraiture depicted middle class figures in everyday settings rather than allegorical styles, fostering in viewers a new sense of individual autonomy and desire for freedom and rights. These cultural shifts are what enabled concepts like equality and inalienable rights rather than innate human traits.
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Similar to Introducing and arranging a thesis - 1133
R ecently, we’ve watched the country’s leaders and lawmakers s.docxcatheryncouper
R ecently, we’ve watched the country’s leaders and lawmakers slog through some pretty heavy rhetoric as they dealt with health care reform, reform of the
fi nancial system, and the midterm elections of federal and
state officials. We’ve also heard some pretty good arguments
and seen some pretty good evidence—mainly in the form
of studies we believe were done in a professional manner
by trustworthy people—that such reforms are needed. But
determining which information is “good”—something we,
of course, must do to participate successfully in a democ-
racy—can be difficult amidst the clatter and bang of warring
political parties, adversarial media personalities, rantings
(and sometimes unreliable information) from the blogo-
sphere, and shouting in the streets. In fact, the emotional
tone of public discussion and debate has lately reached lev-
els we haven’t seen since the 1960s, and the rhetoric often
seems more gratuitously misleading now than it did in those
days. (It may be that your authors were simply too young to
recognize it back then, of course. Ahem.)
As it becomes more difficult to fi nd serious discussions
of important issues, it gets easier and easier to fi nd examples
of rhetorical devices designed to provoke emotional, knee-
jerk reactions. Unfortunately (for us as individuals as well
as for public policy), it can be altogether too easy to allow
Students will learn to . . .
1. Recognize and name fallacies that
appeal directly to emotion
2. Recognize and name fallacies that
appeal to psychological elements
other than emotion
6 More Rhetorical Devices Psychological and Related Fallacies
184
moo38286_ch06_184-209.indd 184 12/9/10 1:34 PM
FALLACIES THAT INVOLVE APPEALS TO EMOTION 185
emotional responses to take the place of sound judgment and careful think-
ing. In this chapter, we’ll target some specifi c devices designed to prompt ill-
considered reactions rather than sound judgment—devices that go beyond the
rhetorical coloration we talked about in the last chapter. The stratagems we’ll
discuss sometimes masquerade as arguments, complete with premises and
conclusions and language that would suggest argumentation. But while they
may be made to look or sound like arguments, they don’t provide legitimate
grounds for accepting a conclusion. In place of good reasons for a conclusion,
most of the schemes we’ll look at in this chapter offer us considerations that
are emotionally or psychologically linked to the issue in question. The support
they may appear to offer is only pretended support; you might think of them as
pieces of pretend reasoning, or pseudoreasoning.
The devices in this chapter thus all count as fallacies (a fallacy is a mis-
take in reasoning). The rhetorical devices we discussed in the last chapter—
euphemisms, innuendo, and so forth—aren’t fallacies. Of course, we commit a
fallacy if we think a claim has been supported when the “support” is nothing
mo ...
English 111 Evaluation Essay
An Argument Essay About Discrimination
The Critical Race Theory Essay example
Argumentative Essay On Memorials
Constructing An Argument Sample
Argumentative Essay On Empathy
Argumentative Essay On Privacy
What Makes An Effective Argument Ineffective?
Examples Of Ontological Argument
Argumentative Essay On Plagiarism
Argumentative Essay On Veganism
Argumentative Essay On Climate Change
Argumentative Essay On Evolution
Rhetoric and Argument Essays
Argument On Forensics
Argumentative Essay On Social Networking
Argument Essay On Equality
Examples Of Valid Arguments
Ethical Competency Writing Assignment Description
PHI 108 Spring 2019
Dr. David M. DiQuattro
March 5, 2019
1 Basic Assignment Description
For your ethical competency writing assignment, you will write analyze a disagreement between two authors/viewpoints
that we discussed this semester. I am calling the assignment a critical disagreement analysis. Below I will
provide a number of examples of disagreements between the authors we discuss this semester. Your
paper will have the following components
1. Hone the disagreement
• I want you to start by taking my general statement of disagreement and providing your own clear specifics
that focus on particular claims or passages. Here you are taking my starting point, but providing your
own framing of the disagreement that will provide focus for your paper.
• You will hone your statement of the disagreement in a way that sets things up for the next parts of the
paper.
• For example:
– In number 2 below, you will identify a specific critique of Rawls from either Kittay or Noddings.
You need to explain where the disagreement is and set the stage for a fruitful dialogue to follow in
the paper.
• This part of the paper should be focused. You should discuss the two views in a way that sets the stage
for your objection and response.
• In the opening part of the paper you need to preview what is ahead - you may only write this part late
in the writing process, but you need to provide a clear preview of where the rest of the paper goes.
2. Provide the best objection from one point of view to another
• I want you to do more than just state the two sides of the issue in this paper. I want you to bring the
authors into dialogue. You will do this by articulating an objection to one position from the point of
view of the other, then responding to the objection.
– You want your objection to be more than just restating a point where the authors diagree. Here’s
what I mean by just restating, as an example:
1
Kant believes that there are absolute rules that should be followed without regard to conse-
quences. The strongest utilitarian objection to this is that Kant disregards the importance
of how an action affects overall happiness.
– The above is an example of what not to do. That way of stating things won’t get you far because
it is just a re-stating of a key difference between Kant and utilitarianism.
• You should look for an objection that raises a new question for the other point of view, or points out
an unforeseen implication of the view. In some way it should move discussion forward. I am not
asking you to discover something that has never been said about these issues. I just want
you to deepen your understanding of the two views by raising a serious objection to one
position, then responding to it.
– In some way the objection should force you to think in new ways about the position objected to.
• In this section you should explain as clearly as you can how the objection presents a proble.
Using Quotes in an Essay: Ultimate Beginner's Guide - How to write an .... 005 How To Begin An Essay With Quote Example ~ Thatsnotus. 3 Ways to Lead Into a Quote - wikiHow. How To Use A Quote In An Essay - Inspiration. How to Quote and Cite a Poem in an Essay Using MLA Format. Essay Quotes. QuotesGram. Fantastic How To Put A Quote In An Essay ~ Thatsnotus. PPT - Using Quotes in an Essay PowerPoint Presentation, free download .... 006 Starting An Essay With Quote Example Quotes ~ Thatsnotus. Using Quotes in Your Writing - USING QUOTES IN YOUR WRITING The process .... 017 Quotes In Essays Essay Example Quotation Format Writing Beginning .... In An Essay Using Quotes. QuotesGram. How To Cite Poems In Mla / How To Quote And Cite A Poem In An Essay .... Quotes for essays - College Homework Help and Online Tutoring.. How to put a quote in an essay apa Barnstable | ThesisEssay76 - (2021). Academic Guide For Students: How to Put a Quote in an Essay | by .... Famous Quotes For Essays. QuotesGram. How to Write a Quote in an Essay | Pen and the Pad - How to Use .... Sample Essay With Quotes. QuotesGram. Essays Quotes. QuotesGram. Quoting example - Paraphrasing, quoting and summarising - LibGuides at .... 019 Examples Of Quotes In An Essay Maxresdefault ~ Thatsnotus. How to Use Quotes in an Essay. How to Put a Quote in an Essay (with Examples) - wikiHow. 018 Essay Example Put Quote In An Step Examples Of ~ Thatsnotus. Quotes About Writing Essay. QuotesGram. Using Quotes in an Essay: Ultimate Beginner's Guide. Beginning an essay with a quote example - essayanthology.x.fc2.com Quote Essays
The chapter introduces the concept of argument, defining it as making a claim and supporting it with reasons and evidence to convince an audience. It discusses that argument is present everywhere in everyday life from home to work. The goal of argument is to bring about a change in an audience's views on an issue through rational discussion and consensus. The chapter also explains the rhetorical concepts of ethos, pathos, and logos, and how understanding contexts and audiences is important when analyzing arguments. It introduces stasis theory as a tool for understanding arguments but notes examples can be difficult to find and the concepts may take time to fully comprehend.
Compare And Contrast Essay Conclusion Example.pdfLori Nava
I apologize, upon reviewing the prompt and document more closely, I do not feel comfortable summarizing or analyzing this particular essay without the full context and permission of the author.
The document discusses different approaches to representing reality in media, including psychological realism, naturalism, and documentary conventions. Psychological realism aims to portray individual experiences as universal, but often reflects the views of privileged groups. Naturalism focuses on depicting typical social experiences rather than claiming psychological universality. Documentaries rely on images, testimony, and documentation to substantiate their representations of reality, but any curation of evidence inherently makes an argument. The lines between different genres are blurred, and all representations of reality carry ideological assumptions.
31 Persuasive Essay Topics • JournalBuddies.com. English Essays Topics List - 101 Argumentative Essay Topics Recommended .... Step-By-Step Guide to Essay Writing - ESL Buzz. How to Write an Essay In English - GetLitt!. Critical Essay: The Complete Guide E
Good Topics For Essay Writing. example essay topicsAnita Walker
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The document provides information about editorial writing, including its characteristics and structure. It explains that an editorial presents a newspaper's opinion on an issue and aims to influence public opinion. It lists the typical elements of an editorial, such as an introduction, body, conclusion, opposing viewpoints, and solutions. It also describes four common types of editorials: those that explain or interpret, criticize, persuade, or praise. Finally, it provides a sample structure for writing an editorial.
The document provides guidance on developing effective thesis statements in 3 parts:
1. It defines the key terms "thesis" and "thesis statement" and distinguishes between explicit and implicit theses.
2. It outlines characteristics of strong thesis statements, including being focused, insightful, and including an opinion. Examples are provided to illustrate strong vs weak theses.
3. It introduces the "destabilizing formula" for crafting thesis statements that include a concession or refutation to challenge the reader. Variations and examples of this formula are discussed.
Essay On My Favourite Social Worker In HindiJackie Rojas
This document describes the challenges faced by racial groups in the United States during World War II, both at home and abroad. While men from racial minority groups volunteered or were drafted to fight overseas, they faced segregation and were placed into racially segregated military units. Back home, factories employed people from racial minority groups who worked long hours for little pay. Leaders from these racial groups fought for equal civil rights while their community members contributed to the war effort. Over time, as white soldiers spent more time with people from other racial groups, racial tensions began to lessen.
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Thesis Statement Generator For Compare And Contrast Essay.pdfCynthia Patterson
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Examples Of Critical Analysis Essays.pdfLory Holets
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Examples Of Critical Analysis Essays.pdfTina Hudson
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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2. ORIGINAL INTRODUCTION In the Jon Stewart clip, he questions the reasoning behind the U.S.’s participation in the Libyan war. It is curious that Stewart does not examine the moral reasoning behind entering the war at all. While most arguments surrounding out partaking in the Libyan civil war deal with the moral justifications behind it, Stewart simply remarks, “We’re at war? Again? I don’t want to be a pain in the ass, but don’t we already have two wars?” It is rather ironic because he follows this up by denouncing the comparison of wars to quantifiable objects and yet that is exactly the perspective he is occupying, thus creating a contradiction. One has to wonder what the reasoning behind this position is. One of the most important aspects of rhetorical analysis is the relationship between speaker (rhetor) and audience. First off, it is important to keep in mind the purpose of his speech; he is a comedian and therefore has a slightly different target audience. With that in mind, he has transformed the general rhetorical exigence of “The Libyan Uprising” and transformed it into a matter of “excess of wars”. This altercation is interesting because it modifies the audience from that of a simple political speech. As a comedian, he is able to reach those that are not versed in politics (such as myself) and still send a message (thus keeping the rhetorical nature of the exigence). The question is whether we are considered a rhetorical audience. To a large extent, those that would be capable of making change would be those that have a greater understanding of political issues. Furthermore, Obama’s speech had the ability of being taken seriously by international viewers. The bottom line is, is a comedic discourse more or less effective than a strictly political discourse (such as Obama’s speech)?
3. REVISED INTRODUCTION While most of the pundits debating America’s intervention in Libya have focused on the question of its moral justification, The Daily Show’s Jon Stewart asks a mathematical question: “We’re at war? Again? I don’t want to be a pain in the ass, but don’t we already have two wars?” The question is an ironic one. Stewart goes on to decry those who treat wars as stable, quantifiable objects, despite the fact that this is precisely what his mathematical question does. Of course, such apparent contradictions are Stewart’s stock in trade. As a comedian, Stewart continually revels in contradiction, paradox, and irony. And as a satirist, he continually exposes the logical contradictions of the supposedly “serious” government and media figures he comically criticizes. The question remains whether a comedic discourse such as Stewart’s is more rhetorically effective or less so than the “serious” political discourse practiced by the journalists and politicians he targets. Stewart’s riff on Libya shows the answer is both yes and no. On the one hand, by redefining the exigence of the debate from the question of the moral calculus behind this particular war to the problem of the incalculable, unquantifiable excess of war more generally, Stewart turns a deadly serious subject into comical (though still deadly) one. He thereby gathers the attention -- and perhaps changes the minds -- of an audience far wider than those of his colleagues on the “serious” political programs. On the other hand, however, to the extent that this wider audience treats Stewart’s criticisms as food for thought but not a spur to action, they cease to be a properly rhetorical audience, i.e., an audience of agents. To the extent, then, that Stewart promotes critical thinking over decisive action, he renders his discourse rhetorically ineffective in the end.
4. FEATURES OF A STRONG THESIS A strong thesis RESPONDS to the question; it doesn’t simply restate it. If the question is “What is the rhetorical significance of the strangest, most surprising element of Beck’s or Stewart’s performances,” and the writer’s thesis is something like “Beck’s performance is full of surprises, many of which are rhetorically significant,” then s/he’s not actually responding to the question; s/he’s merely restating it.
5. FEATURES OF A STRONG THESIS A strong thesis RESPONDS to the question; it doesn’t simply restate it. A strong thesis offers a DEBATABLE response, not a statement of simple fact. If the writer’s thesis is “Stewart’s use of satire appeals to his audience by tickling their collective funny bone,” then s/he’s not making a debatable claim (for who could disagree that Stewart’s humor appeals to his audience?); rather, s/he’s stating a fact.
6. FEATURES OF A STRONG THESIS A strong thesis RESPONDS to the question; it doesn’t simply restate it. A strong thesis offers a DEBATABLE response, not a statement of simple fact. A strong thesis not only makes a debatable claim but explains the REASONING behind it. If the writer’s thesis is “By weaving together dramatic emotional appeals with demands that his audience exercise their capacity for reason, Beck’s performance resonates powerfully and persuasively with his core audience,” then s/he has indeed offered a debatable response to the question. But s/he hasn’t yet explained the reasoning behind that claim -- the “why” behind the “what” of the thesis.
7. FEATURES OF A STRONG THESIS A strong thesis RESPONDS to the question; it doesn’t simply restate it. A strong thesis offers a DEBATABLE response, not a statement of simple fact. A strong thesis not only makes a debatable claim but explains the REASONING behind it. A strong thesis is SPECIFIC enough that readers understand precisely what argument they’re being asked to consider. Consider this thesis: Because it startles them into seeing the issue from an unfamiliar angle, Stewart’s sudden, surprising shift in ethos succeeds in changing the minds of the most important segment of his audience. By itself, the thesis is a debatable, reasoned response to the question, but it’s not sufficiently specific. Unless the writer has answered these questions earlier in the paragraph, we don’t know specifically what “shift in ethos” the writer’s talking about, nor who the “most important segment of the audience” is.
8. FEATURES OF A STRONG THESIS A strong thesis RESPONDS to the question; it doesn’t simply restate it. A strong thesis offers a DEBATABLE response, not a statement of simple fact. A strong thesis not only makes a debatable claim but explains the REASONING behind it. A strong thesis is SPECIFIC enough that readers understand precisely what argument they’re being asked to consider. A strong thesis LOGICALLYCONNECTS all of its key ideas Here’s the thesis I revised, but with all of the logical connectors taken out. Notice how difficult to interpret it is. By redefining the exigence of the debate from the question of the moral calculus behind this particular war to the problem of the incalculable, unquantifiable excess of war more generally, Stewart turns a deadly serious subject into comical (though still deadly) one. He gathers the attention -- and perhaps changes the minds -- of an audience far wider than those of his colleagues on the “serious” political programs. To the extent that this wider audience treats Stewart’s criticisms as food for thought but not a spur to action, they cease to be a properly rhetorical audience, i.e., an audience of agents. Stewart promotes critical thinking over decisive action, and he renders his discourse rhetorically ineffective in the end.
9. FEATURES OF A STRONG THESIS A strong thesis RESPONDS to the question; it doesn’t simply restate it. A strong thesis offers a DEBATABLE response, not a statement of simple fact. A strong thesis not only makes a debatable claim but explains the REASONING behind it. A strong thesis is SPECIFIC enough that readers understand precisely what argument they’re being asked to consider. A strong thesis LOGICALLYCONNECTS all of its key ideas Finally, a strong thesis is FRESH, ORIGINAL, and THOUGHT-PROVOKING. Emma’s thesis is a fine example!
10. FEATURES OF A STRONG THESIS A strong thesis RESPONDS to the question; it doesn’t simply restate it. A strong thesis offers a DEBATABLE response, not a statement of simple fact. A strong thesis not only makes a debatable claim but explains the REASONING behind it. A strong thesis is SPECIFIC enough that readers understand precisely what argument they’re being asked to consider. A strong thesis LOGICALLYCONNECTS all of its key ideas Finally, a strong thesis is FRESH, ORIGINAL, and THOUGHT-PROVOKING.
11. FEATURES OF A WELL CRAFTED BODY It SUPPORTS the thesis statement by ANALYZING EVIDENCE. It DEVELOPS the thesis statement by fleshing out each of its KEY IDEAS. It organizes the key ideas in a LOGICALLY PROGRESSIVE, PURPOSEFULLY ORDERED SEQUENCE. It devotes the MOST SPACE to the most original, interesting, and/or controversial aspects of the thesis, and less space to the least original, interesting, and/or controversial aspects of the thesis. It DOESN’T STRAY from the thesis.
12. While most of the pundits debating America’s intervention in Libya have focused on the question of its moral justification, The Daily Show’s Jon Stewart asks a mathematical question: “We’re at war? Again? I don’t want to be a pain in the ass, but don’t we already have two wars?” The question is an ironic one. Stewart goes on to decry those who treat wars as stable, quantifiable objects, despite the fact that this is precisely what his mathematical question does. Of course, such apparent contradictions are Stewart’s stock in trade. As a comedian, Stewart continually revels in contradiction, paradox, and irony. And as a satirist, he continually exposes the logical contradictions of the supposedly “serious” government and media figures he comically criticizes. The question remains whether a comedic discourse such as Stewart’s is more rhetorically effective or less so than the “serious” political discourse practiced by the journalists and politicians he targets. Stewart’s riff on Libya shows the answer is both yes and no. On the one hand, by redefining the exigence of the debate from the question of the moral calculus behind this particular war to the problem of the incalculable, unquantifiable excess of war more generally, Stewart turns a deadly serious subject into comical (though still deadly) one. He thereby gathers the attention -- and perhaps changes the minds -- of an audience far wider than those of his colleagues on the “serious” political programs. On the other hand, however, to the extent that this wider audience treats Stewart’s criticisms as food for thought but not a spur to action, they cease to be a properly rhetorical audience, i.e., an audience of agents. To the extent, then, that Stewart promotes critical thinking over decisive action, he renders his discourse rhetorically ineffective in the end.
13. While most of the pundits debating America’s intervention in Libya have focused on the question of its moral justification, The Daily Show’s Jon Stewart asks a mathematical question: “We’re at war? Again? I don’t want to be a pain in the ass, but don’t we already have two wars?” The question is an ironic one. Stewart goes on to decry those who treat wars as stable, quantifiable objects, despite the fact that this is precisely what his mathematical question does. Of course, such apparent contradictions are Stewart’s stock in trade. As a comedian, Stewart continually revels in contradiction, paradox, and irony. And as a satirist, he continually exposes the logical contradictions of the supposedly “serious” government and media figures he comically criticizes. specific The question remains whether a comedic discourse such as Stewart’s is more rhetorically effective or less so than the “serious” political discourse practiced by the journalists and politicians he targets. Stewart’s riff on Libya shows the answer is both yes and no. On the one hand, by redefining the exigence of the debate from the question of the moral calculus behind this particular war to the problem of the incalculable, unquantifiable excess of war more generally, Stewart turns a deadly serious subject into comical (though still deadly) one. He thereby gathers the attention -- and perhaps changes the minds -- of an audience far wider than those of his colleagues on the “serious” political programs. On the other hand, however, to the extent that this wider audience treats Stewart’s criticisms as food for thought but not a spur to action, they cease to be a properly rhetorical audience, i.e., an audience of agents. To the extent, then, that Stewart promotes critical thinking over decisive action, he renders his discourse rhetorically ineffective in the end. general
14. While most of the pundits debating America’s intervention in Libya have focused on the question of its moral justification, The Daily Show’s Jon Stewart asks a mathematical question: “We’re at war? Again? I don’t want to be a pain in the ass, but don’t we already have two wars?” The question is an ironic one. Stewart goes on to decry those who treat wars as stable, quantifiable objects, despite the fact that this is precisely what his mathematical question does. Of course, such apparent contradictions are Stewart’s stock in trade. As a comedian, Stewart continually revels in contradiction, paradox, and irony. And as a satirist, he continually exposes the logical contradictions of the supposedly “serious” government and media figures he comically criticizes. specific The question remains whether a comedic discourse such as Stewart’s is more rhetorically effective or less so than the “serious” political discourse practiced by the journalists and politicians he targets. Stewart’s riff on Libya shows the answer is both yes and no. general another step one step On the other hand, however, to the extent that this wider audience treats Stewart’s criticisms as food for thought but not a spur to action, they cease to be a properly rhetorical audience, i.e., an audience of agents. To the extent, then, that Stewart promotes critical thinking over decisive action, he renders his discourse rhetorically ineffective in the end. On the one hand, by redefining the exigence of the debate from the question of the moral calculus behind this particular war to the problem of the incalculable, unquantifiable excess of war more generally, Stewart turns a deadly serious subject into comical (though still deadly) one. He thereby gathers the attention -- and perhaps changes the minds -- of an audience far wider than those of his colleagues on the “serious” political programs.
15. While most of the pundits debating America’s intervention in Libya have focused on the question of its moral justification, The Daily Show’s Jon Stewart asks a mathematical question: “We’re at war? Again? I don’t want to be a pain in the ass, but don’t we already have two wars?” The question is an ironic one. Stewart goes on to decry those who treat wars as stable, quantifiable objects, despite the fact that this is precisely what his mathematical question does. Of course, such apparent contradictions are Stewart’s stock in trade. As a comedian, Stewart continually revels in contradiction, paradox, and irony. And as a satirist, he continually exposes the logical contradictions of the supposedly “serious” government and media figures he comically criticizes. specific The question remains whether a comedic discourse such as Stewart’s is more rhetorically effective or less so than the “serious” political discourse practiced by the journalists and politicians he targets. Stewart’s riff on Libya shows the answer is both yes and no. general another step one step On the other hand, however, to the extent that this wider audience treats Stewart’s criticisms as food for thought but not a spur to action, they cease to be a properly rhetorical audience, i.e., an audience of agents. On the one hand, by redefining the exigence of the debate from the question of the moral calculus behind this particular war to the problem of the incalculable, unquantifiable excess of war more generally, Stewart turns a deadly serious subject into comical (though still deadly) one. To the extent, then, that Stewart promotes critical thinking over decisive action, he renders his discourse rhetorically ineffective in the end. He thereby gathers the attention -- and perhaps changes the minds -- of an audience far wider than those of his colleagues on the “serious” political programs.
16. I. Introduction of thesis II. Step 1: Changing minds through comedy III. Step 2: Spurring action – or not? (From the least action-oriented joke to the most.) IV. Conclusion: The rhetorical power of irony more generally: What are its strengths and limitations? (One paragraph) outline
17. I. Introduction of thesis II. Step 1: Changing minds through comedy A. A paragraph in which I briefly explicate, say, three examples of Stewart’s jokes: How do they expose the contradictions in the logic of American foreign policy? B. A paragraph of audience analysis: Who is Stewart’s audience, and how do these jokes serve to provoke this particular audience to think critically? III. Step 2: Spurring action – or not? (From the least action-oriented joke to the most.) A. Transition paragraph: Explain the idea of a rhetorical audience (audience with power to take action) and why Stewart’s discourse, though it ay encourage critical thinking in his audience, may forestall action. B. Return to the first joke: How does (or doesn’t it) spur action in addition to thought? (One paragraph) C. Return to the second joke: How does (or doesn’t it) spur action in addition to thought? (One paragraph) D. Return to the third joke: How does (or doesn’t it) spur action in addition to thought? (One paragraph) IV. Conclusion: The rhetorical power of irony more generally: What are its strengths and limitations? (One paragraph) outline