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The deadline for the final paper is Monday May 11th at 11:59pm . We will workshop your topics in class next Friday, and you can submit your outlines for me to review by Tuesday May, 5th. I hope to give you all feedback on your essay by Wednesday May 6th. As before, it may be best for me to call you over phone (if possible), so if you send me your outline, please provide a contact number if you are comfortable. And some additional info about the paper: (gratefully adapted from an email the other TA., Prof, Colebrook, send to students in his recitations) What's the paper about? As Dr. Appiah discussed in class today, for this final paper, you're being given a wide latitude to write an in-depth, argumentative essay on the subject of your choosing. The only limitations are that (1) it must be about gender, human rights, or economic inequality, either in a national or international context, and (2) it must include some of the philosophical thought of at least two of the traditions we've covered (Confucian, Islamic, or "Western"/Liberal). How will I be grading it? I will use the same rubric I used to evaluate the midterm papers for this essay. You can consult your midterm papers for details on this. Where do I start? Here are a few pointers on how to get started. (None of what I say here is necessary for the paper, just suggestions). 1. Start with a specific human right or moral claim. The UDHR is a great place to begin. 2. Pick a human right. For example, the UDHR guarantees the right to freedom of religion. 3. Pick two or three of the traditions we've covered. In my case, I'd compare, say, a liberal perspective on freedom of religion and an Islamic perspective on freedom of religion. 4. Formulate a thesis. For example, "in this paper, I will argue that freedom of religion, conceived of as a human right guaranteed in the UDHR, is both (a) a non-negotiable element of human dignity and (b) incompatible with basic Koranic obligations and the Islamic tradition of commanding and forbidding." This thesis should be argumentative . You ought to take a stand, and argue in favor of one perspective's interpretation or for your own new perspective. Papers that simply list what each tradition would say on an issue would be inadequate. In formulating your thesis, remember that the narrower your thesis, the easier it will be to defend. Narrow theses are the bread and butter of philosophy papers! 5. Assemble the textual support for this thesis. Go through the syllabus and compile each of the articles that we've covered that is relevant to this thesis - both the required and supplemental readings. 6. Reference your notes for broad outlines of arguments that are relevant to your thesis. In this case, I'd want to use at least Kant, Rawls, and Singer to put together an argument for (a) above, and Cook's work to put together the argument for (b) above. 7. As you're putting together these arguments, refer back to the texts we've covered t.
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The annotated bibliography is an assignment to be completed in pre.docx
The annotated bibliography is an assignment to be completed in preparation for Essay 3 - the research paper.
Once you have completed your research proposal and settled on a topic for your research paper, it's time to begin conducting research for your paper.
The annotated bibliography helps you keep track of the material you find. It will also allow your instructor to gauge your progress, assess if your sources are appropriate, and determine if you have a basic understanding of MLA documentation.
For this assignment, you will need to submit information about two (2) of your sources - but it is recommended that, for your own purposes, you keep a record for each source you encounter.
At the top of your page, after your MLA heading, please post your topic and focusing question (refer to Unit 3 content notes as needed). Then proceed with the following information for each entry (2 total):
a bibliographic entry for the source according to MLA format
a brief note about how you located the source: did you find this source in person at the library, electronically, or otherwise? what terms did you use to locate the source, etc.
information about the source's author: who is the author? how is the author credible? You may need to do additional research on the author or organization responsible for the source to find out more about him/her/them/it, their credentials, etc. [This information will prove helpful because in your research paper's text, when introducing a source, it is good form to use a signal phrase that introduces the author to add credibility to your argument (as in, "According to John Doe, who is a professor at Harvard University, ...)]
a brief summary of what the source says (main ideas)
a reflection: how do you think you will use this source? How will this source help you support your own argument? How did it shape your own opinion, if at all? What are the source's strengths and weaknesses?
Here is a sample entry:
"Ten Facts to Know About Torture." Torture Abolition and Survivor Support Coalition. N.p., n.d. Web. 14 June 2013.
This article appears in the tassc.org website. The article can be found under the tab “about torture”. I found the article by using the search engine Google; I typed “torture facts.” After reading several articles from the search, this website seemed perfect for my research.
TASSC, Torture Abolition and Survivor Support Coalition, “was founded in 1998. It is the only organization in the United States founded by and for torture survivors. The mission of TASSC is to end the practice of torture wherever it occurs and to empower survivors, their families and communities wherever they are,” according to the "What Is TASSC"? page on their website. These are survivors who became advocates for the coalition. They work very closely to the UN and human rights groups worldwide. The coalition is “a 501 (c) (3) non-profit organization and operates independently of any ideology, government or economic interest”. I think the r.
How to write a dissertation literature review chapter
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Foundations 111 Fall 2013 Thesis-Driven Essay Two Cont.docx
Foundations 111 Fall 2013
Thesis-Driven Essay Two
Context
We continue to explore a wide variety of arguments in FDN111—about, for instance, how and how not to govern (Antigone,
Machiavelli, Hobbes), how to achieve self-knowledge (Plato, Augustine, Wordsworth), what it means to be a Christian (Paul,
Augustine, Luther) or a hero (Homer, Chretien de Troyes), how humans behave with no laws (Hobbes), and about how to achieve
greater equality between the sexes (Wollstonecraft). Understanding the arguments we read about, and the arguments we
encounter every day, is key to engaging with the world around us. It is also fundamental to your college and post-college
education and career, in whatever field you choose to pursue.
Goals
To practice defending a claim
To practice reading a text closely for full comprehension
To practice using examples and evidence to support assertions
To build critical thinking and writing skills through the exploring, outlining, drafting, revising process
To practice editing and proofreading
Assignment TDE 2A: Exploratory writing
The second thesis driven essay (TDE 2) will raise the expectations a little higher in two ways: (1) you will be expected to defend a
thesis comparing two of the selections in the Fdn 111 reader, and (2) you will be expected to explore this topic at a little greater
length (1500 words minimum vs. 1200 for TDE 1).
One problem that students often encounter in writing longer papers is that they find it difficult to write at greater length without
repeating themselves or having to bring in evidence and arguments that are weak or marginally relevant (if not completely
irrelevant). Hopefully from this course you have learned several strategies that you can use both to make a more persuasive
argument and to write papers that are longer because they investigate the topic in greater depth. These strategies include:
Finding and summarizing specific evidence from the texts you are discussing (or other types of evidence depending on
the subject matter), and being sure not just to paraphrase or quote the text but also to explain how this evidence relates
to your thesis.
Including material that establishes ethos and pathos, in addition to the logos (i.e. logic) you use to support your thesis
with specific evidence. (As we have seen in the readings, these are often a focus of the introduction and conclusion. In
these sections you should think about not just relating your specific thesis to a broader context, but also think about how
you can do this in a way that will make your readers more willing to be persuaded by the logic of your argument.)
Carefully describing and explaining counter evidence that appears to contradict your thesis, and then explaining how you
can reconcile this evidence with the thesis.
Carefully describing alternative theses, describing and explaining evidence that could support these alternatives, and then
evaluat.
Social Justice and Family Policy Dr. Williams Instructi.docx
Social Justice and Family Policy
Dr. Williams
Instructions for the Critical Essay
Utilizing seven to ten outside scholarly sources students are to write critical essays (5-7 pages not
including title and reference pages) documenting an essential issue with regard to the course’s influence
on a policy. Students may also include official and organizational research reports as part of their
allotted references too1. These essays are positional in nature (you’re arguing a stance using scholarly
evidence), and will be written in an academic and scholarly tone. Arguments must be cogent, logical,
and supported by facts (which will come from one’s research). APA citation and reference lists are
required. These essays will be well proof-read before submission. Font: Times New Roman, 12. The
essay should be double-spaced and numbered. Below are instructions regarding the format:
1. The assignment requires a traditional APA title page. Students may assign the essay its own
title, be creative. Again, the title page and references are not counted in the page requirement.
2. The structure of the paper should be sectioned like such:
a. Introduction
b. The Policy (here you will provide an explanation/background of your chosen policy)
c. Corresponding Issue #1
d. Corresponding Issue #2
e. Suggested Policy Change
f. Conclusion
g. References
3. The Introduction should provide a thorough roadmap of where you intend to take the reader;
thus, here you want to establish a clear but brief outline of your policy of choice and the issues
you plan to uncover—leave the rest for folks to see in the essay. This should be no more than a
good thick paragraph.
4. The proceeding pages should be well structured by sections/headings which will correspond to
remaining four points mentioned after the introduction. For example, for a policy one may
choose sentencing, and then his/her two issues may be mass incarceration and reentry (you’d
use those titles as the headings for your sections in the essay, or you can be more creative and
call them something else, but the sections need to be distinct from each other). The
information contained in each respective section will include a meshing together of your
scholarly sources and your understanding of your chosen policy. This part of the essay will
become more refined as one continue to engage in research. Remember, all points/arguments
explained in these pages must be cited and backed by evidence. Your writing should be both
informative and persuasive, which means you should be explaining to your reader the gist of the
1. These are the sources that will give one the statistics he/she would need to describe the scope of the
problem/issue which will be covered in the essay. It is important that the essay has some stats in it to substantiate
all arguments. For instance, for crime stats see .
Writing Assignment Annotated Bibliography (AB)Due Dates (by .docx
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
Writing Assignment Annotated Bibliography (AB)Due Dates (by .docx
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult ...
Running head PUT YOUR TITLE IN ALL CAPS HERE1PUT YOUR TITLE HE.docx
Running head: PUT YOUR TITLE IN ALL CAPS HERE 1
PUT YOUR TITLE HERE IN ALL CAPS 2
Title in Upper and Lower Case
Your Name
Chamberlain Univesrity
Course Number: Course Name
Term Month and Year
Title of your Paper in Upper and Lower Case (Centered, not Bold)
This page begins your Pro-Con position Paper. Begin your introduction here. Be sure to incorporate an attention grabber. You may also provide any necessary contextual or background info here if needed. Do not attempt to prove the thesis statement in these sentences; don’t have obvious ideas. Prove the thesis below it, not above it. If appropriate, provide a bridge from the introductory sentences to the thesis. Remember to employ an objective tone by applying only 3rd person point of view (no 1st: I, me, my, we, our, us, mine) or 2nd: you, your person point of view), unless in direct quote. Then put your thesis statement here; the thesis must be one complete sentence combining your opposition’s argument and your rebuttal.
1st Counter-Argument (your oppositions’ point)
Begin with a topic sentence written in your own words that presents your grounds. Next, apply the evidence/warrant. Signal phrases are highly recommended to introduce new sources (ex: According to Dr. John Smith, head physician at the Mayo Clinic…). Cite your sources in APA format via parenthetical citations. Follow through with a few sentences examining the evidence and connecting it back to your main point. If needed, apply any conciliatory language to connect to the audience and avoid putting them on the defensive. Strive 5-10 developed sentences in a college level paragraph.
****Note: based on which outline approach you chose in Week 5 (divided or alternating) your draft will either continue with 2 other counter-arguments similar to the one above, followed by 3 rebuttal paragraphs – or it will jump straight to the 1st rebuttal as demonstrated below.
1st Rebuttal (your point)
Begin with a topic sentence written in your own words that presents your grounds. Then identify the first point of contention. Discuss this point and why you disagree with it. Point out faults in the argument; explain why the point has little merit. Then argue why your ideas are superior. Then, apply the evidence/warrant. Signal phrases are highly recommended to introduce new sources (ex: According to Dr. John Smith, head physician at the Mayo Clinic…). Cite your sources in APA format via parenthetical citations. Follow through with a few sentences examining the evidence and connecting it back to your main point. No conciliatory verbiage is needed in the rebuttal paragraph, but you should still remain objective and respectful. Strive for a minimum of 5 developed sentences in a college level paragraph.
….From here you will develop your remaining body paragraphs following a similar approach. In the final paper, students should have at least 6 body paragraphs: 3 counterarguments & 3 rebuttals, applying either the alternating or div ...
Recommended
The annotated bibliography is an assignment to be completed in pre.docx
The annotated bibliography is an assignment to be completed in preparation for Essay 3 - the research paper.
Once you have completed your research proposal and settled on a topic for your research paper, it's time to begin conducting research for your paper.
The annotated bibliography helps you keep track of the material you find. It will also allow your instructor to gauge your progress, assess if your sources are appropriate, and determine if you have a basic understanding of MLA documentation.
For this assignment, you will need to submit information about two (2) of your sources - but it is recommended that, for your own purposes, you keep a record for each source you encounter.
At the top of your page, after your MLA heading, please post your topic and focusing question (refer to Unit 3 content notes as needed). Then proceed with the following information for each entry (2 total):
a bibliographic entry for the source according to MLA format
a brief note about how you located the source: did you find this source in person at the library, electronically, or otherwise? what terms did you use to locate the source, etc.
information about the source's author: who is the author? how is the author credible? You may need to do additional research on the author or organization responsible for the source to find out more about him/her/them/it, their credentials, etc. [This information will prove helpful because in your research paper's text, when introducing a source, it is good form to use a signal phrase that introduces the author to add credibility to your argument (as in, "According to John Doe, who is a professor at Harvard University, ...)]
a brief summary of what the source says (main ideas)
a reflection: how do you think you will use this source? How will this source help you support your own argument? How did it shape your own opinion, if at all? What are the source's strengths and weaknesses?
Here is a sample entry:
"Ten Facts to Know About Torture." Torture Abolition and Survivor Support Coalition. N.p., n.d. Web. 14 June 2013.
This article appears in the tassc.org website. The article can be found under the tab “about torture”. I found the article by using the search engine Google; I typed “torture facts.” After reading several articles from the search, this website seemed perfect for my research.
TASSC, Torture Abolition and Survivor Support Coalition, “was founded in 1998. It is the only organization in the United States founded by and for torture survivors. The mission of TASSC is to end the practice of torture wherever it occurs and to empower survivors, their families and communities wherever they are,” according to the "What Is TASSC"? page on their website. These are survivors who became advocates for the coalition. They work very closely to the UN and human rights groups worldwide. The coalition is “a 501 (c) (3) non-profit organization and operates independently of any ideology, government or economic interest”. I think the r.
How to write a dissertation literature review chapter
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Foundations 111 Fall 2013 Thesis-Driven Essay Two Cont.docx
Foundations 111 Fall 2013
Thesis-Driven Essay Two
Context
We continue to explore a wide variety of arguments in FDN111—about, for instance, how and how not to govern (Antigone,
Machiavelli, Hobbes), how to achieve self-knowledge (Plato, Augustine, Wordsworth), what it means to be a Christian (Paul,
Augustine, Luther) or a hero (Homer, Chretien de Troyes), how humans behave with no laws (Hobbes), and about how to achieve
greater equality between the sexes (Wollstonecraft). Understanding the arguments we read about, and the arguments we
encounter every day, is key to engaging with the world around us. It is also fundamental to your college and post-college
education and career, in whatever field you choose to pursue.
Goals
To practice defending a claim
To practice reading a text closely for full comprehension
To practice using examples and evidence to support assertions
To build critical thinking and writing skills through the exploring, outlining, drafting, revising process
To practice editing and proofreading
Assignment TDE 2A: Exploratory writing
The second thesis driven essay (TDE 2) will raise the expectations a little higher in two ways: (1) you will be expected to defend a
thesis comparing two of the selections in the Fdn 111 reader, and (2) you will be expected to explore this topic at a little greater
length (1500 words minimum vs. 1200 for TDE 1).
One problem that students often encounter in writing longer papers is that they find it difficult to write at greater length without
repeating themselves or having to bring in evidence and arguments that are weak or marginally relevant (if not completely
irrelevant). Hopefully from this course you have learned several strategies that you can use both to make a more persuasive
argument and to write papers that are longer because they investigate the topic in greater depth. These strategies include:
Finding and summarizing specific evidence from the texts you are discussing (or other types of evidence depending on
the subject matter), and being sure not just to paraphrase or quote the text but also to explain how this evidence relates
to your thesis.
Including material that establishes ethos and pathos, in addition to the logos (i.e. logic) you use to support your thesis
with specific evidence. (As we have seen in the readings, these are often a focus of the introduction and conclusion. In
these sections you should think about not just relating your specific thesis to a broader context, but also think about how
you can do this in a way that will make your readers more willing to be persuaded by the logic of your argument.)
Carefully describing and explaining counter evidence that appears to contradict your thesis, and then explaining how you
can reconcile this evidence with the thesis.
Carefully describing alternative theses, describing and explaining evidence that could support these alternatives, and then
evaluat.
Social Justice and Family Policy Dr. Williams Instructi.docx
Social Justice and Family Policy
Dr. Williams
Instructions for the Critical Essay
Utilizing seven to ten outside scholarly sources students are to write critical essays (5-7 pages not
including title and reference pages) documenting an essential issue with regard to the course’s influence
on a policy. Students may also include official and organizational research reports as part of their
allotted references too1. These essays are positional in nature (you’re arguing a stance using scholarly
evidence), and will be written in an academic and scholarly tone. Arguments must be cogent, logical,
and supported by facts (which will come from one’s research). APA citation and reference lists are
required. These essays will be well proof-read before submission. Font: Times New Roman, 12. The
essay should be double-spaced and numbered. Below are instructions regarding the format:
1. The assignment requires a traditional APA title page. Students may assign the essay its own
title, be creative. Again, the title page and references are not counted in the page requirement.
2. The structure of the paper should be sectioned like such:
a. Introduction
b. The Policy (here you will provide an explanation/background of your chosen policy)
c. Corresponding Issue #1
d. Corresponding Issue #2
e. Suggested Policy Change
f. Conclusion
g. References
3. The Introduction should provide a thorough roadmap of where you intend to take the reader;
thus, here you want to establish a clear but brief outline of your policy of choice and the issues
you plan to uncover—leave the rest for folks to see in the essay. This should be no more than a
good thick paragraph.
4. The proceeding pages should be well structured by sections/headings which will correspond to
remaining four points mentioned after the introduction. For example, for a policy one may
choose sentencing, and then his/her two issues may be mass incarceration and reentry (you’d
use those titles as the headings for your sections in the essay, or you can be more creative and
call them something else, but the sections need to be distinct from each other). The
information contained in each respective section will include a meshing together of your
scholarly sources and your understanding of your chosen policy. This part of the essay will
become more refined as one continue to engage in research. Remember, all points/arguments
explained in these pages must be cited and backed by evidence. Your writing should be both
informative and persuasive, which means you should be explaining to your reader the gist of the
1. These are the sources that will give one the statistics he/she would need to describe the scope of the
problem/issue which will be covered in the essay. It is important that the essay has some stats in it to substantiate
all arguments. For instance, for crime stats see .
Writing Assignment Annotated Bibliography (AB)Due Dates (by .docx
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult.
Writing Assignment Annotated Bibliography (AB)Due Dates (by .docx
Writing Assignment: Annotated Bibliography (AB)
Due Dates (by 11:59PM):
Rubin AB entry:
1/30
AB Draft
(3 entries):
2/25
OPTIONAL:
AB Final Draft
(5 entries): 3/ 10
AB Revised Draft:
3/17
Mechanics: 6 page minimum (including 5 AB entries and a Literature Review with CRQ), double-spaced, 12 point, 1” margins, MLA (or other) format
Explanation
Annotated Bibliography is a genre of writing in academia that works to show your awareness of what others have written about a topic. The work done in an AB, including introducing the authors with brief intellectual biographies; explicating the main claims and concepts; tracing the argument and its evidence; evaluating the source; and discussing its stakes and implications gives some context to the course reading you choose to research and situates the course reading into a research topic by indicating the intellectual conversations you are entering. The point of this assignment is to practice research skills but also to dig a little deeper into 4 of our readings using research. For this assignment:Writing Task
1. Compile an Annotated Bibliographyof five scholarly sources, including one entry for Gayle Rubin’s “Thinking Sex” and 4 more scholarly sources based on researching sources that are connected to one (the deep dive) or more of our course readings. See the next page for the specific AB entry format.
· Sources
· “Scholarly” means peer-reviewed articles from academic journals or chapters in books written by experts in a field and not wikis, encyclopedias, newspapers, popular magazines/media, blogs, websites, etc. (see the Library Guide on what constitutes a scholarly source).
· “Connected” means that each of your researched, scholarly sources must be connection to a course reading in some way. You can either find a source that engages or discusses the particular critical essay or cultural text from the course calendar or you can do research on a topic or theme that is brought up in or similar to the course reading. Whatever you decide, you’ll explain the connection in your quote analysis.
· “Deep Dive” means you may also include more than one researched source per course text. You can, for instance, research two sources on a critical essay and two on a cultural text or even include 4 sources that are all about one essay or text to give some in-depth engagement with one course reading. Alternatively, you may also include 4 sources on 4 different course texts.
· Focus
· If you’d like, you canfocus your research within a broad topic, on a field of knowledge, or on a really specific object of analysis within that topic. For example, you can produce an AB based on a specific topic (like racialized hypersexuality, the sex/gender/desire matrix, or a particular sexual stereotype) or a specific discipline (for instance, focus on the sociology of sex) or an interdisciplinary one that pursues a critical research question through multiple fields of knowledge (for instance, focused on how sociology, cult ...
Running head PUT YOUR TITLE IN ALL CAPS HERE1PUT YOUR TITLE HE.docx
Running head: PUT YOUR TITLE IN ALL CAPS HERE 1
PUT YOUR TITLE HERE IN ALL CAPS 2
Title in Upper and Lower Case
Your Name
Chamberlain Univesrity
Course Number: Course Name
Term Month and Year
Title of your Paper in Upper and Lower Case (Centered, not Bold)
This page begins your Pro-Con position Paper. Begin your introduction here. Be sure to incorporate an attention grabber. You may also provide any necessary contextual or background info here if needed. Do not attempt to prove the thesis statement in these sentences; don’t have obvious ideas. Prove the thesis below it, not above it. If appropriate, provide a bridge from the introductory sentences to the thesis. Remember to employ an objective tone by applying only 3rd person point of view (no 1st: I, me, my, we, our, us, mine) or 2nd: you, your person point of view), unless in direct quote. Then put your thesis statement here; the thesis must be one complete sentence combining your opposition’s argument and your rebuttal.
1st Counter-Argument (your oppositions’ point)
Begin with a topic sentence written in your own words that presents your grounds. Next, apply the evidence/warrant. Signal phrases are highly recommended to introduce new sources (ex: According to Dr. John Smith, head physician at the Mayo Clinic…). Cite your sources in APA format via parenthetical citations. Follow through with a few sentences examining the evidence and connecting it back to your main point. If needed, apply any conciliatory language to connect to the audience and avoid putting them on the defensive. Strive 5-10 developed sentences in a college level paragraph.
****Note: based on which outline approach you chose in Week 5 (divided or alternating) your draft will either continue with 2 other counter-arguments similar to the one above, followed by 3 rebuttal paragraphs – or it will jump straight to the 1st rebuttal as demonstrated below.
1st Rebuttal (your point)
Begin with a topic sentence written in your own words that presents your grounds. Then identify the first point of contention. Discuss this point and why you disagree with it. Point out faults in the argument; explain why the point has little merit. Then argue why your ideas are superior. Then, apply the evidence/warrant. Signal phrases are highly recommended to introduce new sources (ex: According to Dr. John Smith, head physician at the Mayo Clinic…). Cite your sources in APA format via parenthetical citations. Follow through with a few sentences examining the evidence and connecting it back to your main point. No conciliatory verbiage is needed in the rebuttal paragraph, but you should still remain objective and respectful. Strive for a minimum of 5 developed sentences in a college level paragraph.
….From here you will develop your remaining body paragraphs following a similar approach. In the final paper, students should have at least 6 body paragraphs: 3 counterarguments & 3 rebuttals, applying either the alternating or div ...
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docx
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Critical Thinking Fall 2016 Essay AssignmentArgue one of t.docx
Critical Thinking
Fall 2016
Essay Assignment
Argue one of the following:
1. Drug legalization is morally acceptable.
2. Drug legalization is not morally acceptable.
3. Prostitution is morally acceptable.
4. Prostitution is not morally acceptable.
5. Abortion is morally acceptable.
6. Abortion is not morally acceptable.
7. Euthanasia is morally acceptable.
8. Euthanasia is not morally acceptable.
9. Capital punishment is morally acceptable.
10. Capital punishment is not morally acceptable.
11. Corporate social responsibility is a moral obligation.
12. Corporate social responsibility is not a moral obligation.
13. We are obligated to protect animal welfare.
14. We are not obligated to protect animal welfare.
15. Affirmative action is a moral obligation.
16. Affirmative action is not a moral obligation.
In making your argument, you are required to:
A. Include the following:
I. An introduction that includes your thesis statement
a. for example, say I’m writing an essay on the value of reading books and my thesis statement is about the value of reading books over watching movies. My introduction could simply be “In this essay, I argue that it is better to read a book than to watch a movie.”
II. Reason(s) that support your thesis statement (In other words, what are the reasons why should we agree with your thesis statement?)
a. for example: “Reading books gives the reader an advantage of having more detail in exposition that simply watching a movie cannot. For example, a five-second pan of the camera in a movie scene loses all of the important detail—even occasionally the narrator’s inner monologue—that can be expounded on for several pages in a novel. All of this information can make a difference in both one’s understanding and one’s appreciation of the story being told. Movies all too often are incapable of capturing fully that information the way the artfully-crafted written word can.”
NOTE: The above is simply a brief example of what supporting reasons for a thesis might look like. This is not, however, an example of an appropriate or recommended length for this particular section of your essay. You want your essay to be as strong as possible—after all, you are trying to convince us of your position, right? Therefore, you should spend an ample amount of room explaining exactly why it is we should agree with you.
III. A strong objection to your thesis
a. for example: “Some may argue that watching a movie is better than reading a book because movies can present a story in around two hours, while reading a book usually takes much more time.”
IV. A response to that objection
a. For example: “Especially when so many of us have busy lives and are pressed for time, the idea of watching a two-hour movie may seem more appealing than taking the time to read a 450-page book. However, I will argue that the benefits of taking the time to read a book far outweigh any benefit gained from lazily watching a two-hour flick. For example, .
What is an Exploratory PaperExploratory Argument In explorat.docx
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.
HST 104D World History to 500 CE Historical Argument P.docx
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
1
Background:
In this paper, you will expand your ability “to do history,” by working with multiple primary
sources and secondary sources (scholarly essays) in order to understand a topic across multiple
societies. For this paper, you will be comparing the ideal and practical roles of women in at least
two Ancient and/or Classical Civilizations: Ancient Babylon, Ancient/Classical India, Han
China, Classical Greece, or Rome. For this topic, there is an assigned collection of primary
sources and scholarly essays (listed below and provided as pdfs in Moodle’s Assignments block).
For this paper, you will need to analyze at least 3 of the primary sources in the collection and
draw support for your primary source analysis from at least 2 of the essays in the collection.
Your goal for this paper is to construct an argumentative analysis of the historical topic, guided
by a thesis statement. Support for your interpretation should come from the primary sources
themselves and the secondary sources (scholarly articles) in the collection, supplemented by your
textbook, and class-notes (with limited outside references, if needed).
Primary & Secondary Sources
1
Primary Sources:
R.K. Narayan, ed. “From The Ramayana,” in Worlds of History: A Comparative Reader, ed.
Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 164-167.
Ban Zhao, “Lessons for Women,” trans. Nancy Lee Swann, in Worlds of History: A
Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press,
2009), 169-173.
Aristophanes, “From Lysistrata,” trans. Douglas Parker, in Worlds of History: A Comparative
Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 174-176.
Livy, “Women Demonstrate against Oppian Law,” trans. Mary R. Lefkowitz and Maureen B.
Fant in Worlds of History: A Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston:
Bedford/St. Martin’s Press, 2009), 178-181.
“Code of Manu,” in Encounters in World History: Sources and Themes from the Global Past,
Volume I: To 1500, ed. Thomas Sanders, Samuel N. Nelson, Stephen Morillo, Nancy
Ellenberger (Boston: McGraw Will, 2006), 173-175.
1
Each of the sources listed has been provided in a standardized, Chicago-style, full foot-note citation of the entire
source. This format is appropriate for your first full footnote citation of a particular source. You will need to adapt
the format for the subsequent, shortened-format footnotes. See the PDF on Chicago-Style Footnotes and
Bibliography provided on our course Moodle page or consult Purdue OWL website for more assistance.
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
2
Primary Sources (cont’d):
“Letter ...
AsAm 308 Guidelines for the Final Project Outline 1 P.docx
AsAm 308 Guidelines for the Final Project Outline 1
Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018
Submission due at Titanium Assignments by Friday, April 6, 12pm (noon).
Suggested Length: 1 page, single-spaced
Note: This handout is adapted from one by historian and Harvard professor Jill Lepore.
By your project thinking and writing, you can engage and practice making a contribution toward
our course objectives --
This course takes Asian women living in the US as the focus of analyses of identity,
culture, and political economy. We will examine works by and about Asian American
women from multiple disciplines, in order to elucidate how Asian American women
have been represented and treated as the objects of history and culture, as well as
how Asian American women in turn shape these forces. By exploring the areas of
immigration and settlement, social stereotyping, identity construction, family,
community, labor, organized resistance, and cultural production, we will attempt to
answer questions such as: Who are “Asian American women”? What are the
commonalities and differences of racialization, gender, class, sexuality, language and
culture that delineate this category? How do Asian American women negotiate the
complexities of multiple identities and positions of their lived experiences, both in the
United States and transnational spaces?
Requirement 1: What am I going to argue? This is my THESIS.
An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the
thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is
generally agreed upon or accepted as fact then there is no reason to try to persuade people.
__ In general, your thesis statement should be 1-2 sentences long and should be found at the end
of your first paragraph (or occasionally your second paragraph).
Requirement 2: A Well-Organized Body
The body of the paper is where you flesh out your thesis and present your evidence. Most people
find it helpful to outline before beginning to write. It is important that you move logically from
point to point as you move from paragraph to paragraph.
__ Present each of your paragraphs and its central idea.
This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a
paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This
should produce a coherent paragraph beginning with your thesis statement.
! What sequence of evidence best supports your claims?
! How and where will you engage both with what other scholars have written about your
subject, or broader interpretations about his period in history, or with theories about the
past, or historical forces?
! Are there counter-arguments that you haven’t considered?
* T.
ENGL 102 College Composition IILength 4 – 6 pages +.docx
ENGL 102
College Composition II Length: 4 – 6 pages + work cited list
Essay 3 –
Researched Argument
Description: This essay expands your analytical and writing skills. You will write an essay that expands on an idea suggested by the prompts for reading selection “THE ROAD NOT TAKEN”. Although this analysis is your analysis you will inform is by researching academic secondary sources for deeper connections to lead new insight into the author, setting (both historical and situational), and theme. As your understanding deepens, you will present a thesis that argues your idea and you will support it with details from your own analysis research, and connections.
Robert Frost- Author of the Road Not Taken
Robert Frost (1874–1963) was born in California. After his father’s death in 1885, Frost’s mother took the family to New England, where she taught in high schools in Massachusetts and New Hampshire. Frost studied for part of one term at Dartmouth College in New Hampshire, then did various jobs (including teaching), and from 1897 to 1899 was enrolled as a special student at Harvard. He later farmed in New Hampshire, published a few poems in local newspapers, left the farm and taught again, and in 1912 left for England, where he hoped to achieve more popular success as a writer. By 1915, he had won a considerable reputation, and he returned to the United States, settling on a farm in New Hampshire and cultivating the image of the country-wise farmer-poet. In fact, he was well read in the classics, in the Bible, and in English and American literature. Among Frost’s many comments about literature, here are three: “Writing is unboring to the extent that it is dramatic”; “Every poem is... a figure of the will braving alien entanglements”; and, finally, a poem “begins in delight and ends in wisdom.... It runs a course of lucky events, and ends in a clarification of life—not necessarily a great clarification, such as sects and cults are founded on, but in a momentary stay against confusion.”
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay in leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh somewhere ages and ages hence:
Requirements:
· Four - six pages double-spaced, 12 pt font, excluding work cited list
· Topic is THE ROAD NOT TAKEN
· You will begin your essay with an introductory paragraph that includes the name of the selection and author, your topic, and a thesis statement.
· You should employ principles of argum.
Essay #1Taking a Position on Food Due by 1159pm on Sunday.docx
Essay #1:Taking a Position on Food
Due by 11:59pm on Sunday April 23rd
We manipulate the planet and all of its creatures. We create, we consume, we build, and we
destroy, but how often do we consider the processes and people that provide unceasingly for our
unquenchable appetites? How often do we consider the consequences? This essay asks that you
consider the inner (and outer) workings of the US food system and then take a position on a
narrowed down aspect of it.
During this project we might ask ourselves any combination of the following: where does our food
come from, and at what cost? How have our foods been processed, conceived, even constructed, and then shipped and
stored? How do we treat the animals we eat? How should we treat them? How are they killed? How conscious are
we of the world we are taking from every single day? Where do we fit in? What do we have to say?
To accomplish your task, you will be using pairings of articles I provide in order to take part in
an ongoing conversation about food. These readings will require you to look closely at what we
eat and how our consumption shapes the world, in both positive and negative ways.
You will need to first consider our relationship with food and the consequences of our eating
habits, on individuals, societies, and the planet that we share, then narrow down your focus to an
individual and focused topic/idea, which you will then research independently so that you might
enter into a scholarly conversation. The goal of this essay is to either make your own claim about
your subject, or to support an already established claim with rational and logical reasons and
evidence in order to convince your reader to take up the same position that you hold.
This essay need not be a soapbox for any political agenda; instead, we are looking for a balance
in rhetorical strategies. Using ethos, pathos, and logos effectively means respecting all viewpoints
while backing up your claims with reputable sources and logical insights/analysis.
In the wise words of Christopher Hitchens: “That which can be asserted without
evidence, can be dismissed without evidence.”
While I value each and every one of your opinions, scholarly readers are less forgiving. Imagine
your audience to be educated readers who are familiar with the topic and themes we will be
exploring. These readers will expect you to back up your claims, and to use reputable sources.
See the end of this prompt for paper specifics / requirements.
Reading and Research
I am providing you with a group of food-related readings. Some of the readings will be
mandatory, as in I expect everyone to read them and use them in their papers. The others are
paired options that you will choose from. Each reading will be labeled on the Module I introduce
it as either mandatory or optional. They are also listed at the end of this prompt.
Make sure to take detailed notes of the sources you do read. It is alw ...
Essay Writing Guide INR and PLT – Dr Keating June 2018 .docx
Essay Writing Guide INR and PLT – Dr Keating June 2018 Page | 2
Writing a Research Essay in International Relations and Political Science
This is some basic advice on writing an essay in International Relations. The advice is generic, and obviously particular assignments, topics, questions have their own requirements – but this general advice should apply most of the time.
Be aware of what a criteria grading sheet looks like, as this sets out the way in which the essay will be graded. The standard grading sheet looks like this, and you will notice that there are four separate criteria. We will deal with each in turn.
1. Structure/Organization: Have you answered the question? Do you have a clear argument that you defend throughout? Is it well organized with appropriate use of paragraphs?
2. Research: Are you demonstrating research skills? Have you used a range of sources? Is it thoroughly referenced, using an appropriate system, with a bibliography?
3. Content: Do you set out clear arguments/evidence to support your position? Have you considered counter-arguments/evidence? Is their evidence of critical thinking?
4. Presentation: Is the paper well-written? Is it proof-read for grammar and spelling errors?
1. Structure/Organisation
Essays need a clear and concise introduction, which sets out a position: the thesis or argument that the essay will defend. If a question has been set, the introduction needs to clearly answer this question. It does not provide a broad introduction to the topic (avoid waffle or ‘flowery’ introductions), but rather, specifies the particular position that the essay will pursue. The essay then defends this position clearly throughout! I strongly suggest beginning the essay with the line “This essay argues…”. If you can clearly set out your position at the start, it will solve a lot of the structural problems that many essays have. You can then use the rest of the introduction to expand on your argument, detail the case material you are using to support your position, explain how your position allows you to propose an answer to the question(if one is set), and outline the structure of the essay. When outlining the structure of the essay, using first, second, third can be a clear and informative approach for the reader.
The main body of the essay is organised in short, sharp, concise paragraphs. It is important to consistently link the material, ideas, theories, concepts, debates, arguments, evidence, and case studies that you evaluate in the main body of the essay back to the question, and to your argument. Though different courses and different types of written assignments have different objectives, normally it is a good idea to have a balance between theoretical/conceptual debates and discussion, and empirical evidence. Theory comes first – detail the argument/counter-argument, analyse this material in the context of your argument (as clearly .
Students Attending Baltimore Invent Youself/tutorialoutletdotcom
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Purpose and audience:
Select one of the questions from the list of research questions/ topics (page 5-6). If you choose,
you may develop a question of your own or tweak one of the questions on the list.
When you choose or write a question, you must make sure there are logical arguments for both
sides of the issue
Length No fewer than 6 pages or 2100 words (whichever is more.docx
Length: No fewer than 6 pages or 2100 words (whichever is more); no more than 8 pages or
2800 words (whichever is less). The paper should be double spaced with 11-pt or 12-pt font and
1-inch margins. Font should be Times or Palatino only. Do not include a title page.
Other requirements: Paper must be carefully edited using grammar/spell-check, and also
proofread by a human brain other than your own. Your submission should be written in a formal
tone, without making use of conversational or colloquial English. This paper satisfies part of the
disciplinary communication (DC) requirement, so it must be written with serious care. It needs a
clear introduction with thesis statement, logically developed body paragraphs, and a conclusion.
No citations or direct quotes are necessary, although you are welcome to include a quote from the
original theory if it was one of the ones that we read. If you do use any direct quotes, please
include a “Works Cited” list at the end of your paper. This page is not part of your page or word
count.
TOPIC DESCRIPTION
At the beginning of the quarter, I introduced the idea of a metaphorical “dinner party with social
theorists.” In this paper, you will demonstrate your ability to apply concepts from classical social
theory to the contemporary social world by putting several different theories into conversation
with one another. Your goal is to show how classical theory helps to explain and/or fails to
explain the origin/operation of your social problem or feature of the social world (as you
understand it). Here’s how to proceed:
1. Choose either (A) a social problem that you feel passionate about or (B) a feature of the
social world that you find fascinating. Examples of social problems could include things
like racial tracking in education or the conservative attack on labor unions; examples of
features of the social world could include behavior like internet trolling or trends in
romantic relationships among college-age people. The possibilities are quite endless. The
easiest topic to work with will be specific and narrow, and also something that you are
personally invested in (we will take Weber’s advice about value-relevance here ☺ ).
2. Analyze your topic through the lens of three different theorists that we have covered this
quarter. Most of you will find it easiest to use Marx/Weber/Durkheim, but you are
welcome to use others we have covered as well if you feel inclined to do so.
HOW TO ORGANIZE YOUR THOUGHTS BEFORE WRITING
1. Once you’ve chosen your area of focus, write down some general ideas for yourself about
how you understand it. For example, if you’ve picked the school-to-prison pipeline, you
can sketch out a general statement of what you already know about it, where you learned
what you know, and what questions you still have.
2. Pick which three theorists you are going to use.
3. From each theorist, choose three concepts, terms, or theories. Since we talked about ...
ENGL 101Essay 3 ThesisOutline Instructions and ChecklistCause.docx
ENGL 101
Essay 3 Thesis/Outline Instructions and Checklist
Cause-and-Effect Argument Essay
In preparation for Essay 3 and by completing your textbook readings, you will be equipped to respond by objectively compiling information from a variety of sources to compose an essay that understands and practices reading, writing, and rhetoric within the context of a biblical worldview; applies methods of sound reasoning; produces well-structured essays; integrates sources accurately and effectively; writes with clarity; recognizes standard usage in English grammar, word choice (diction), phraseology, and sentence structure; and applies knowledge of sentence structure to basic sentence editing and revision (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2, 3, 4, 5).
In Module/Week 7, you will write a thesis statement and outline for the cause and effect argument essay that you will write in the next module/week.
Develop an outline for your cause and effect argument essay that includes a clear thesis statement and a plan of support. Be sure to include all parts identified in “Structuring a Cause and Effect Argument” on pages 475–476 in your Practical Argument textbook. In addition, include at least 4 quotations, 1 summary,and 1 paraphrases into your essay from at least 3 outside sources to support your thesis statement and provide opposing argument(s). Be sure to document your sources correctly according to your documentation style (APA, MLA, or Turabian). Your outside sources can include scholarly sources and the Bible. (Note: Wikipedia is NOT an acceptable source for academic writing.)
Cause and Effect Essay Prompt
Write a cause and effect argument in which you answer one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Use academic research to include at least 4 quotations, 1 summary, and 1 paraphrase (at least 6 total) from at least 3 sources. Be sure to document your sources correctly according to your documentation style (current APA, MLA, or Turabian). The Bible can count as one of your sources.
After reading pages 468–481 in your Practical Argument textbook, you will be prepared to plan your own cause and effect argument that addresses one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Begin by reviewing the reading assignment with special attention to page 468—What is a Cause-and-Effect Argument?, page 471—Understanding Cause-and-Effect Relationships, and pages 475–476—Structuring a Cause-and-Effect Argument.
Next, do some preliminary research about your topic utilizing the scho ...
What is a literature review A literature review is NOT.docx
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
Final Research Paper Assignment Detailed GuidelinesYou are
Final Research Paper Assignment: Detailed Guidelines
:
You are asked to write a paper of 1700-words (minimum word count—any paper more than 150 words short of this minimum will not be accepted as a complete paper) to 2000-words (maximum word count—you may exceed this without penalty only if it essential to attaining the purpose of your paper). Your paper must cite the work of at least four philosophers studied during the course; there is no upper limit on the number of sources you may use. You have the option of writing a position paper or a comparison essay, depending on whether your plan is to argue in favor of an original position regarding the work and thought of at least four philosophers covered in the course or to comparatively evaluate the work of four or more philosophers. The topics below may be approached using either strategy; you may find that some will better lend themselves to a position paper (also known as an argumentative essay) and some will work better as a comparison essay. Choose the topic that most interests you and the strategy that works best for you.
Topic Areas
1) Plato, Hume, Kant, and Russell: What is human knowledge?
2) Kant, Mill, Aristotle, and Kierkegaard: What is the ethical life?
3) Sartre, James, Kierkegaard, and Nietzsche: What is an authentic, autonomous individual?
4) Descartes, Hume, Searle, and James: What is consciousness?
5) Plato, Kant, Kierkegaard, and Nietzsche: What is truth?
6) Plato, Descartes, Hume, and Nietzsche: What is the soul or self (conceived as an entity that is purely mental, spiritual, or nonphysical)?
7) Sartre, James, Kierkegaard, and Nietzsche: What is the role and value of religious faith?
8) Descartes, Kant, Sartre, and Nietzsche: What is free will and why does it matter?
9) Socrates/Plato, Russell, Sartre, and Nietzsche: What is the role and value of philosophy?
This assignment is broken into two parts:
Part I includes the following elements
:
- Title of the paper (please do not create a separate title page). Special note: DO NOT title your paper, "Final Paper." Your title is important; it should give the reader an immediate snapshot of what the paper will say and attempt to draw the reader in.
- Introductory paragraph (including your thesis). This is a very important part of the paper--it should not be too short or too long (but probably at least five sentences). Begin by introducing the general topic and providing the reader with some rationale for why this topic, and what you will say about it, is worth thinking and reading about. Good writers usually begin with a "hook" in the first line to draw the reader in. You might pose an interesting or intriguing question, bring in an apposite quote, or make a controversial or surprising claim—even one that seems to go against your thesis. You will soon bring the reader around to what your position is when you state your thesis, which is usually very near the end of the first paragraph. The introductory p ...
Works CitedCraig, William Lane. Reasonable Faith Christian .docx
Works Cited
Craig, William Lane.
Reasonable Faith: Christian Truth and Apologetics,
3
rd
Ed., Wheaton, IL:
Crossway Books, 2008, 71-90.
Evans, C. Stephen., and R. Zachary. Manis.
Philosophy of Religion: Thinking about Faith.
Downers Grove, IL: IVP Academic, 2009.
Print.
Foreman, Mark. “Arguments for God’s Existence.” Liberty University. Video Lecture.
McCloskey, H.J. “On Being an Atheist.” Feb 1968. P64-68
PHIL 201
Response Paper Instructions
Having completed the unit of philosophy of religion, you are now ready to respond to an article written by an actual atheist. This article titled “On Being an Atheist,” was written by H. J. McCloskey in 1968 for the journal Question. McCloskey is an Australian philosopher who wrote a number of atheistic works in the 1960s and 70s including the book God and Evil (Nijhoff, 1974). In this article, McCloskey is both critical of the classical arguments for God’s existence and offers the problem of evil as a reason why one should not believe in God. Please note the following parameters for this paper:
1. Your assignment is to read McCloskey’s short article found in the Reading & Study folder in Module/Week 7 and respond to each of the questions below. Your instructor is looking for a detailed response to each question.
2. The response paper is to be a minimum of 1,500 words (not including quotes) and must be written as a single essay and not just a list of answers to questions.
3. The basis for your answers must primarily come from the resources provided in the lessons covering the philosophy of religion unit of the course (Evans and Manis, Craig, and the presentation) and these sources must be mentioned in your paper. You are not merely to quote these sources as an answer to the question—answer them in your own words.
4. You may use other outside sources as well, as long as you properly document them. However, outside sources are not necessary. Each of the questions can be answered from the sources provided in the lessons.
5. While the use of the Bible is not restricted, its use is not necessary and is discouraged unless you intend to explain the context of the passage and how that context applies to the issue at hand in accordance with the guidelines provided earlier in the course. You are not to merely quote scripture passages as answers to the questions. Remember this is a philosophical essay not a biblical or theological essay.
6. While you may quote from sources, all quotations must be properly cited and quotes from sources will not count towards the 1,500 word count of the paper.
7. You may be critical of McCloskey, but must remain respectful. Any disparaging comment(s) about McCloskey will result in a significant reduction in grade.
8. Please note that this paper will be submitted through SafeAssign, which is a plagiarism detection program. The program is a database of previously submitted papers including copies of papers that have been located on the Internet. Once submitted, your paper will.
COMPOSITION IIAssignment Sheet Research-Based Argument PaperA
COMPOSITION II
Assignment Sheet: Research-Based Argument Paper
Assignment:
In an original paper of at least 3000 words, articulate and support (through reasoning and research) an argument related to your theme. For this paper, your thesis statement should be the argument you are supporting. For example, for a research paper on the death penalty, a thesis statement might look like this:
Capital punishment denies equal treatment under the law and violates the tenets of civil society; it should be abolished in the United States.
Begin by formulating a research question. A research question is the question you plan to answer in your paper. You should make a specific, original argument—ideally, your argument should be a “new” argument. Avoid generic topics like gay marriage, immigration, abortion, capital punishment, etc. The best papers will add something new to scholarly discussion on the topic. See Chapter 3 of the Palmquist book for advice about forming a good research question.You may define “argument” in one of three ways:
1. You may make a philosophical or theoretical argument.
2. You may propose a solution or course of action in response to a problem or opportunity.
3. You may take a position on a controversial issue.
Goals of the assignment:
1. Develop a research question and an argumentative thesis statement.
2. Use well-developed body paragraphs to support the thesis statement. A well-developed body paragraph includes a topic sentence, some of your own analysis and/or explanation, some evidence, and a conclusion sentence. Aim for paragraphs of about 8-10 typed lines in length.
3. Locate, read, and use scholarly research materials effectively and responsibly.
4. Use rhetorical strategies to appeal to readers’ sense of credibility, logic, and emotion.
5. Use grammar, language, and organizational principles in clear, correct, and effective ways.
Your paper should include:
1. An introductory paragraph and thesis statement that introduce the broad topic you are exploring and articulate the argument you plan to support.
2. Body paragraphs that support your thesis statement through facts and examples, research, and reasoning.
3. Topic and transitional sentences within paragraphs. You may use headings to organize different parts of the paper, but headings are not required.
4. A conclusion paragraph and a correctly formatted APA References page.
5. In-text citations that refer to or quote from 11-14 scholarly sources.
6. A correctly formatted abstract and APA title page.
Forming a Research Question:
As you read and summarize sources for the annotated bibliography, several potential research questions should emerge. The issues, questions, and arguments presented in the sources you have located should provide ideas for your own research question. Use the annotated bibliography as a tool as you form a research question and thesis statement.Research:
You must make use of at least eleven scholarly sources. These eleven sources can draw fr ...
The debate on the ratification of the U.S. Constitution was conducte.docx
The debate on the ratification of the U.S. Constitution was conducted between those who favored its passage who were known as “Federalists” and opponents to the ratification known as “Anti-Federalists”.
http://web.archive.org/web/20120312200301/http://www.utulsa.edu/law/classes/rice/constitutional/antifederalist/84.htm
Cite the name of the paper and the Author.
Identify two main points of each commentary.
Cite two or more quotes that are relevant to our modern day and explain how the quotes are relevant.
Visit the Founding Fathers Home Page index of Federalist Papers (
http://www.foundingfathers.info/federalistpapers/fedi.htm
). Choose ANY three of those papers and:
Cite the name of the paper and the Author.
Identify the two main points of each commentary.
Identify two or more quotes from each paper that identify limits on government that are currently being ignored by people in elected office and explain how elected officials are ignoring those limits.
.
The debate over the Constitution is not only crucial to understandin.docx
The debate over the Constitution is not only crucial to understanding politics in American society in this time, but it is also VERY relevant today. What brought about the drive for the Constitution? What were some of the arguments for it? Against it? (Remember to cite specific evidence from the module when talking about this.) Which would you have preferred, the Constitution or the Articles? Why?
.
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Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docx
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Critical Thinking Fall 2016 Essay AssignmentArgue one of t.docx
Critical Thinking
Fall 2016
Essay Assignment
Argue one of the following:
1. Drug legalization is morally acceptable.
2. Drug legalization is not morally acceptable.
3. Prostitution is morally acceptable.
4. Prostitution is not morally acceptable.
5. Abortion is morally acceptable.
6. Abortion is not morally acceptable.
7. Euthanasia is morally acceptable.
8. Euthanasia is not morally acceptable.
9. Capital punishment is morally acceptable.
10. Capital punishment is not morally acceptable.
11. Corporate social responsibility is a moral obligation.
12. Corporate social responsibility is not a moral obligation.
13. We are obligated to protect animal welfare.
14. We are not obligated to protect animal welfare.
15. Affirmative action is a moral obligation.
16. Affirmative action is not a moral obligation.
In making your argument, you are required to:
A. Include the following:
I. An introduction that includes your thesis statement
a. for example, say I’m writing an essay on the value of reading books and my thesis statement is about the value of reading books over watching movies. My introduction could simply be “In this essay, I argue that it is better to read a book than to watch a movie.”
II. Reason(s) that support your thesis statement (In other words, what are the reasons why should we agree with your thesis statement?)
a. for example: “Reading books gives the reader an advantage of having more detail in exposition that simply watching a movie cannot. For example, a five-second pan of the camera in a movie scene loses all of the important detail—even occasionally the narrator’s inner monologue—that can be expounded on for several pages in a novel. All of this information can make a difference in both one’s understanding and one’s appreciation of the story being told. Movies all too often are incapable of capturing fully that information the way the artfully-crafted written word can.”
NOTE: The above is simply a brief example of what supporting reasons for a thesis might look like. This is not, however, an example of an appropriate or recommended length for this particular section of your essay. You want your essay to be as strong as possible—after all, you are trying to convince us of your position, right? Therefore, you should spend an ample amount of room explaining exactly why it is we should agree with you.
III. A strong objection to your thesis
a. for example: “Some may argue that watching a movie is better than reading a book because movies can present a story in around two hours, while reading a book usually takes much more time.”
IV. A response to that objection
a. For example: “Especially when so many of us have busy lives and are pressed for time, the idea of watching a two-hour movie may seem more appealing than taking the time to read a 450-page book. However, I will argue that the benefits of taking the time to read a book far outweigh any benefit gained from lazily watching a two-hour flick. For example, .
What is an Exploratory PaperExploratory Argument In explorat.docx
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.
HST 104D World History to 500 CE Historical Argument P.docx
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
1
Background:
In this paper, you will expand your ability “to do history,” by working with multiple primary
sources and secondary sources (scholarly essays) in order to understand a topic across multiple
societies. For this paper, you will be comparing the ideal and practical roles of women in at least
two Ancient and/or Classical Civilizations: Ancient Babylon, Ancient/Classical India, Han
China, Classical Greece, or Rome. For this topic, there is an assigned collection of primary
sources and scholarly essays (listed below and provided as pdfs in Moodle’s Assignments block).
For this paper, you will need to analyze at least 3 of the primary sources in the collection and
draw support for your primary source analysis from at least 2 of the essays in the collection.
Your goal for this paper is to construct an argumentative analysis of the historical topic, guided
by a thesis statement. Support for your interpretation should come from the primary sources
themselves and the secondary sources (scholarly articles) in the collection, supplemented by your
textbook, and class-notes (with limited outside references, if needed).
Primary & Secondary Sources
1
Primary Sources:
R.K. Narayan, ed. “From The Ramayana,” in Worlds of History: A Comparative Reader, ed.
Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 164-167.
Ban Zhao, “Lessons for Women,” trans. Nancy Lee Swann, in Worlds of History: A
Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press,
2009), 169-173.
Aristophanes, “From Lysistrata,” trans. Douglas Parker, in Worlds of History: A Comparative
Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 174-176.
Livy, “Women Demonstrate against Oppian Law,” trans. Mary R. Lefkowitz and Maureen B.
Fant in Worlds of History: A Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston:
Bedford/St. Martin’s Press, 2009), 178-181.
“Code of Manu,” in Encounters in World History: Sources and Themes from the Global Past,
Volume I: To 1500, ed. Thomas Sanders, Samuel N. Nelson, Stephen Morillo, Nancy
Ellenberger (Boston: McGraw Will, 2006), 173-175.
1
Each of the sources listed has been provided in a standardized, Chicago-style, full foot-note citation of the entire
source. This format is appropriate for your first full footnote citation of a particular source. You will need to adapt
the format for the subsequent, shortened-format footnotes. See the PDF on Chicago-Style Footnotes and
Bibliography provided on our course Moodle page or consult Purdue OWL website for more assistance.
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
2
Primary Sources (cont’d):
“Letter ...
AsAm 308 Guidelines for the Final Project Outline 1 P.docx
AsAm 308 Guidelines for the Final Project Outline 1
Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018
Submission due at Titanium Assignments by Friday, April 6, 12pm (noon).
Suggested Length: 1 page, single-spaced
Note: This handout is adapted from one by historian and Harvard professor Jill Lepore.
By your project thinking and writing, you can engage and practice making a contribution toward
our course objectives --
This course takes Asian women living in the US as the focus of analyses of identity,
culture, and political economy. We will examine works by and about Asian American
women from multiple disciplines, in order to elucidate how Asian American women
have been represented and treated as the objects of history and culture, as well as
how Asian American women in turn shape these forces. By exploring the areas of
immigration and settlement, social stereotyping, identity construction, family,
community, labor, organized resistance, and cultural production, we will attempt to
answer questions such as: Who are “Asian American women”? What are the
commonalities and differences of racialization, gender, class, sexuality, language and
culture that delineate this category? How do Asian American women negotiate the
complexities of multiple identities and positions of their lived experiences, both in the
United States and transnational spaces?
Requirement 1: What am I going to argue? This is my THESIS.
An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the
thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is
generally agreed upon or accepted as fact then there is no reason to try to persuade people.
__ In general, your thesis statement should be 1-2 sentences long and should be found at the end
of your first paragraph (or occasionally your second paragraph).
Requirement 2: A Well-Organized Body
The body of the paper is where you flesh out your thesis and present your evidence. Most people
find it helpful to outline before beginning to write. It is important that you move logically from
point to point as you move from paragraph to paragraph.
__ Present each of your paragraphs and its central idea.
This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a
paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This
should produce a coherent paragraph beginning with your thesis statement.
! What sequence of evidence best supports your claims?
! How and where will you engage both with what other scholars have written about your
subject, or broader interpretations about his period in history, or with theories about the
past, or historical forces?
! Are there counter-arguments that you haven’t considered?
* T.
ENGL 102 College Composition IILength 4 – 6 pages +.docx
ENGL 102
College Composition II Length: 4 – 6 pages + work cited list
Essay 3 –
Researched Argument
Description: This essay expands your analytical and writing skills. You will write an essay that expands on an idea suggested by the prompts for reading selection “THE ROAD NOT TAKEN”. Although this analysis is your analysis you will inform is by researching academic secondary sources for deeper connections to lead new insight into the author, setting (both historical and situational), and theme. As your understanding deepens, you will present a thesis that argues your idea and you will support it with details from your own analysis research, and connections.
Robert Frost- Author of the Road Not Taken
Robert Frost (1874–1963) was born in California. After his father’s death in 1885, Frost’s mother took the family to New England, where she taught in high schools in Massachusetts and New Hampshire. Frost studied for part of one term at Dartmouth College in New Hampshire, then did various jobs (including teaching), and from 1897 to 1899 was enrolled as a special student at Harvard. He later farmed in New Hampshire, published a few poems in local newspapers, left the farm and taught again, and in 1912 left for England, where he hoped to achieve more popular success as a writer. By 1915, he had won a considerable reputation, and he returned to the United States, settling on a farm in New Hampshire and cultivating the image of the country-wise farmer-poet. In fact, he was well read in the classics, in the Bible, and in English and American literature. Among Frost’s many comments about literature, here are three: “Writing is unboring to the extent that it is dramatic”; “Every poem is... a figure of the will braving alien entanglements”; and, finally, a poem “begins in delight and ends in wisdom.... It runs a course of lucky events, and ends in a clarification of life—not necessarily a great clarification, such as sects and cults are founded on, but in a momentary stay against confusion.”
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay in leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh somewhere ages and ages hence:
Requirements:
· Four - six pages double-spaced, 12 pt font, excluding work cited list
· Topic is THE ROAD NOT TAKEN
· You will begin your essay with an introductory paragraph that includes the name of the selection and author, your topic, and a thesis statement.
· You should employ principles of argum.
Essay #1Taking a Position on Food Due by 1159pm on Sunday.docx
Essay #1:Taking a Position on Food
Due by 11:59pm on Sunday April 23rd
We manipulate the planet and all of its creatures. We create, we consume, we build, and we
destroy, but how often do we consider the processes and people that provide unceasingly for our
unquenchable appetites? How often do we consider the consequences? This essay asks that you
consider the inner (and outer) workings of the US food system and then take a position on a
narrowed down aspect of it.
During this project we might ask ourselves any combination of the following: where does our food
come from, and at what cost? How have our foods been processed, conceived, even constructed, and then shipped and
stored? How do we treat the animals we eat? How should we treat them? How are they killed? How conscious are
we of the world we are taking from every single day? Where do we fit in? What do we have to say?
To accomplish your task, you will be using pairings of articles I provide in order to take part in
an ongoing conversation about food. These readings will require you to look closely at what we
eat and how our consumption shapes the world, in both positive and negative ways.
You will need to first consider our relationship with food and the consequences of our eating
habits, on individuals, societies, and the planet that we share, then narrow down your focus to an
individual and focused topic/idea, which you will then research independently so that you might
enter into a scholarly conversation. The goal of this essay is to either make your own claim about
your subject, or to support an already established claim with rational and logical reasons and
evidence in order to convince your reader to take up the same position that you hold.
This essay need not be a soapbox for any political agenda; instead, we are looking for a balance
in rhetorical strategies. Using ethos, pathos, and logos effectively means respecting all viewpoints
while backing up your claims with reputable sources and logical insights/analysis.
In the wise words of Christopher Hitchens: “That which can be asserted without
evidence, can be dismissed without evidence.”
While I value each and every one of your opinions, scholarly readers are less forgiving. Imagine
your audience to be educated readers who are familiar with the topic and themes we will be
exploring. These readers will expect you to back up your claims, and to use reputable sources.
See the end of this prompt for paper specifics / requirements.
Reading and Research
I am providing you with a group of food-related readings. Some of the readings will be
mandatory, as in I expect everyone to read them and use them in their papers. The others are
paired options that you will choose from. Each reading will be labeled on the Module I introduce
it as either mandatory or optional. They are also listed at the end of this prompt.
Make sure to take detailed notes of the sources you do read. It is alw ...
Essay Writing Guide INR and PLT – Dr Keating June 2018 .docx
Essay Writing Guide INR and PLT – Dr Keating June 2018 Page | 2
Writing a Research Essay in International Relations and Political Science
This is some basic advice on writing an essay in International Relations. The advice is generic, and obviously particular assignments, topics, questions have their own requirements – but this general advice should apply most of the time.
Be aware of what a criteria grading sheet looks like, as this sets out the way in which the essay will be graded. The standard grading sheet looks like this, and you will notice that there are four separate criteria. We will deal with each in turn.
1. Structure/Organization: Have you answered the question? Do you have a clear argument that you defend throughout? Is it well organized with appropriate use of paragraphs?
2. Research: Are you demonstrating research skills? Have you used a range of sources? Is it thoroughly referenced, using an appropriate system, with a bibliography?
3. Content: Do you set out clear arguments/evidence to support your position? Have you considered counter-arguments/evidence? Is their evidence of critical thinking?
4. Presentation: Is the paper well-written? Is it proof-read for grammar and spelling errors?
1. Structure/Organisation
Essays need a clear and concise introduction, which sets out a position: the thesis or argument that the essay will defend. If a question has been set, the introduction needs to clearly answer this question. It does not provide a broad introduction to the topic (avoid waffle or ‘flowery’ introductions), but rather, specifies the particular position that the essay will pursue. The essay then defends this position clearly throughout! I strongly suggest beginning the essay with the line “This essay argues…”. If you can clearly set out your position at the start, it will solve a lot of the structural problems that many essays have. You can then use the rest of the introduction to expand on your argument, detail the case material you are using to support your position, explain how your position allows you to propose an answer to the question(if one is set), and outline the structure of the essay. When outlining the structure of the essay, using first, second, third can be a clear and informative approach for the reader.
The main body of the essay is organised in short, sharp, concise paragraphs. It is important to consistently link the material, ideas, theories, concepts, debates, arguments, evidence, and case studies that you evaluate in the main body of the essay back to the question, and to your argument. Though different courses and different types of written assignments have different objectives, normally it is a good idea to have a balance between theoretical/conceptual debates and discussion, and empirical evidence. Theory comes first – detail the argument/counter-argument, analyse this material in the context of your argument (as clearly .
Students Attending Baltimore Invent Youself/tutorialoutletdotcom
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Purpose and audience:
Select one of the questions from the list of research questions/ topics (page 5-6). If you choose,
you may develop a question of your own or tweak one of the questions on the list.
When you choose or write a question, you must make sure there are logical arguments for both
sides of the issue
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Length: No fewer than 6 pages or 2100 words (whichever is more); no more than 8 pages or
2800 words (whichever is less). The paper should be double spaced with 11-pt or 12-pt font and
1-inch margins. Font should be Times or Palatino only. Do not include a title page.
Other requirements: Paper must be carefully edited using grammar/spell-check, and also
proofread by a human brain other than your own. Your submission should be written in a formal
tone, without making use of conversational or colloquial English. This paper satisfies part of the
disciplinary communication (DC) requirement, so it must be written with serious care. It needs a
clear introduction with thesis statement, logically developed body paragraphs, and a conclusion.
No citations or direct quotes are necessary, although you are welcome to include a quote from the
original theory if it was one of the ones that we read. If you do use any direct quotes, please
include a “Works Cited” list at the end of your paper. This page is not part of your page or word
count.
TOPIC DESCRIPTION
At the beginning of the quarter, I introduced the idea of a metaphorical “dinner party with social
theorists.” In this paper, you will demonstrate your ability to apply concepts from classical social
theory to the contemporary social world by putting several different theories into conversation
with one another. Your goal is to show how classical theory helps to explain and/or fails to
explain the origin/operation of your social problem or feature of the social world (as you
understand it). Here’s how to proceed:
1. Choose either (A) a social problem that you feel passionate about or (B) a feature of the
social world that you find fascinating. Examples of social problems could include things
like racial tracking in education or the conservative attack on labor unions; examples of
features of the social world could include behavior like internet trolling or trends in
romantic relationships among college-age people. The possibilities are quite endless. The
easiest topic to work with will be specific and narrow, and also something that you are
personally invested in (we will take Weber’s advice about value-relevance here ☺ ).
2. Analyze your topic through the lens of three different theorists that we have covered this
quarter. Most of you will find it easiest to use Marx/Weber/Durkheim, but you are
welcome to use others we have covered as well if you feel inclined to do so.
HOW TO ORGANIZE YOUR THOUGHTS BEFORE WRITING
1. Once you’ve chosen your area of focus, write down some general ideas for yourself about
how you understand it. For example, if you’ve picked the school-to-prison pipeline, you
can sketch out a general statement of what you already know about it, where you learned
what you know, and what questions you still have.
2. Pick which three theorists you are going to use.
3. From each theorist, choose three concepts, terms, or theories. Since we talked about ...
ENGL 101Essay 3 ThesisOutline Instructions and ChecklistCause.docx
ENGL 101
Essay 3 Thesis/Outline Instructions and Checklist
Cause-and-Effect Argument Essay
In preparation for Essay 3 and by completing your textbook readings, you will be equipped to respond by objectively compiling information from a variety of sources to compose an essay that understands and practices reading, writing, and rhetoric within the context of a biblical worldview; applies methods of sound reasoning; produces well-structured essays; integrates sources accurately and effectively; writes with clarity; recognizes standard usage in English grammar, word choice (diction), phraseology, and sentence structure; and applies knowledge of sentence structure to basic sentence editing and revision (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2, 3, 4, 5).
In Module/Week 7, you will write a thesis statement and outline for the cause and effect argument essay that you will write in the next module/week.
Develop an outline for your cause and effect argument essay that includes a clear thesis statement and a plan of support. Be sure to include all parts identified in “Structuring a Cause and Effect Argument” on pages 475–476 in your Practical Argument textbook. In addition, include at least 4 quotations, 1 summary,and 1 paraphrases into your essay from at least 3 outside sources to support your thesis statement and provide opposing argument(s). Be sure to document your sources correctly according to your documentation style (APA, MLA, or Turabian). Your outside sources can include scholarly sources and the Bible. (Note: Wikipedia is NOT an acceptable source for academic writing.)
Cause and Effect Essay Prompt
Write a cause and effect argument in which you answer one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Use academic research to include at least 4 quotations, 1 summary, and 1 paraphrase (at least 6 total) from at least 3 sources. Be sure to document your sources correctly according to your documentation style (current APA, MLA, or Turabian). The Bible can count as one of your sources.
After reading pages 468–481 in your Practical Argument textbook, you will be prepared to plan your own cause and effect argument that addresses one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Begin by reviewing the reading assignment with special attention to page 468—What is a Cause-and-Effect Argument?, page 471—Understanding Cause-and-Effect Relationships, and pages 475–476—Structuring a Cause-and-Effect Argument.
Next, do some preliminary research about your topic utilizing the scho ...
What is a literature review A literature review is NOT.docx
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
Final Research Paper Assignment Detailed GuidelinesYou are
Final Research Paper Assignment: Detailed Guidelines
:
You are asked to write a paper of 1700-words (minimum word count—any paper more than 150 words short of this minimum will not be accepted as a complete paper) to 2000-words (maximum word count—you may exceed this without penalty only if it essential to attaining the purpose of your paper). Your paper must cite the work of at least four philosophers studied during the course; there is no upper limit on the number of sources you may use. You have the option of writing a position paper or a comparison essay, depending on whether your plan is to argue in favor of an original position regarding the work and thought of at least four philosophers covered in the course or to comparatively evaluate the work of four or more philosophers. The topics below may be approached using either strategy; you may find that some will better lend themselves to a position paper (also known as an argumentative essay) and some will work better as a comparison essay. Choose the topic that most interests you and the strategy that works best for you.
Topic Areas
1) Plato, Hume, Kant, and Russell: What is human knowledge?
2) Kant, Mill, Aristotle, and Kierkegaard: What is the ethical life?
3) Sartre, James, Kierkegaard, and Nietzsche: What is an authentic, autonomous individual?
4) Descartes, Hume, Searle, and James: What is consciousness?
5) Plato, Kant, Kierkegaard, and Nietzsche: What is truth?
6) Plato, Descartes, Hume, and Nietzsche: What is the soul or self (conceived as an entity that is purely mental, spiritual, or nonphysical)?
7) Sartre, James, Kierkegaard, and Nietzsche: What is the role and value of religious faith?
8) Descartes, Kant, Sartre, and Nietzsche: What is free will and why does it matter?
9) Socrates/Plato, Russell, Sartre, and Nietzsche: What is the role and value of philosophy?
This assignment is broken into two parts:
Part I includes the following elements
:
- Title of the paper (please do not create a separate title page). Special note: DO NOT title your paper, "Final Paper." Your title is important; it should give the reader an immediate snapshot of what the paper will say and attempt to draw the reader in.
- Introductory paragraph (including your thesis). This is a very important part of the paper--it should not be too short or too long (but probably at least five sentences). Begin by introducing the general topic and providing the reader with some rationale for why this topic, and what you will say about it, is worth thinking and reading about. Good writers usually begin with a "hook" in the first line to draw the reader in. You might pose an interesting or intriguing question, bring in an apposite quote, or make a controversial or surprising claim—even one that seems to go against your thesis. You will soon bring the reader around to what your position is when you state your thesis, which is usually very near the end of the first paragraph. The introductory p ...
Works CitedCraig, William Lane. Reasonable Faith Christian .docx
Works Cited
Craig, William Lane.
Reasonable Faith: Christian Truth and Apologetics,
3
rd
Ed., Wheaton, IL:
Crossway Books, 2008, 71-90.
Evans, C. Stephen., and R. Zachary. Manis.
Philosophy of Religion: Thinking about Faith.
Downers Grove, IL: IVP Academic, 2009.
Print.
Foreman, Mark. “Arguments for God’s Existence.” Liberty University. Video Lecture.
McCloskey, H.J. “On Being an Atheist.” Feb 1968. P64-68
PHIL 201
Response Paper Instructions
Having completed the unit of philosophy of religion, you are now ready to respond to an article written by an actual atheist. This article titled “On Being an Atheist,” was written by H. J. McCloskey in 1968 for the journal Question. McCloskey is an Australian philosopher who wrote a number of atheistic works in the 1960s and 70s including the book God and Evil (Nijhoff, 1974). In this article, McCloskey is both critical of the classical arguments for God’s existence and offers the problem of evil as a reason why one should not believe in God. Please note the following parameters for this paper:
1. Your assignment is to read McCloskey’s short article found in the Reading & Study folder in Module/Week 7 and respond to each of the questions below. Your instructor is looking for a detailed response to each question.
2. The response paper is to be a minimum of 1,500 words (not including quotes) and must be written as a single essay and not just a list of answers to questions.
3. The basis for your answers must primarily come from the resources provided in the lessons covering the philosophy of religion unit of the course (Evans and Manis, Craig, and the presentation) and these sources must be mentioned in your paper. You are not merely to quote these sources as an answer to the question—answer them in your own words.
4. You may use other outside sources as well, as long as you properly document them. However, outside sources are not necessary. Each of the questions can be answered from the sources provided in the lessons.
5. While the use of the Bible is not restricted, its use is not necessary and is discouraged unless you intend to explain the context of the passage and how that context applies to the issue at hand in accordance with the guidelines provided earlier in the course. You are not to merely quote scripture passages as answers to the questions. Remember this is a philosophical essay not a biblical or theological essay.
6. While you may quote from sources, all quotations must be properly cited and quotes from sources will not count towards the 1,500 word count of the paper.
7. You may be critical of McCloskey, but must remain respectful. Any disparaging comment(s) about McCloskey will result in a significant reduction in grade.
8. Please note that this paper will be submitted through SafeAssign, which is a plagiarism detection program. The program is a database of previously submitted papers including copies of papers that have been located on the Internet. Once submitted, your paper will.
COMPOSITION IIAssignment Sheet Research-Based Argument PaperA
COMPOSITION II
Assignment Sheet: Research-Based Argument Paper
Assignment:
In an original paper of at least 3000 words, articulate and support (through reasoning and research) an argument related to your theme. For this paper, your thesis statement should be the argument you are supporting. For example, for a research paper on the death penalty, a thesis statement might look like this:
Capital punishment denies equal treatment under the law and violates the tenets of civil society; it should be abolished in the United States.
Begin by formulating a research question. A research question is the question you plan to answer in your paper. You should make a specific, original argument—ideally, your argument should be a “new” argument. Avoid generic topics like gay marriage, immigration, abortion, capital punishment, etc. The best papers will add something new to scholarly discussion on the topic. See Chapter 3 of the Palmquist book for advice about forming a good research question.You may define “argument” in one of three ways:
1. You may make a philosophical or theoretical argument.
2. You may propose a solution or course of action in response to a problem or opportunity.
3. You may take a position on a controversial issue.
Goals of the assignment:
1. Develop a research question and an argumentative thesis statement.
2. Use well-developed body paragraphs to support the thesis statement. A well-developed body paragraph includes a topic sentence, some of your own analysis and/or explanation, some evidence, and a conclusion sentence. Aim for paragraphs of about 8-10 typed lines in length.
3. Locate, read, and use scholarly research materials effectively and responsibly.
4. Use rhetorical strategies to appeal to readers’ sense of credibility, logic, and emotion.
5. Use grammar, language, and organizational principles in clear, correct, and effective ways.
Your paper should include:
1. An introductory paragraph and thesis statement that introduce the broad topic you are exploring and articulate the argument you plan to support.
2. Body paragraphs that support your thesis statement through facts and examples, research, and reasoning.
3. Topic and transitional sentences within paragraphs. You may use headings to organize different parts of the paper, but headings are not required.
4. A conclusion paragraph and a correctly formatted APA References page.
5. In-text citations that refer to or quote from 11-14 scholarly sources.
6. A correctly formatted abstract and APA title page.
Forming a Research Question:
As you read and summarize sources for the annotated bibliography, several potential research questions should emerge. The issues, questions, and arguments presented in the sources you have located should provide ideas for your own research question. Use the annotated bibliography as a tool as you form a research question and thesis statement.Research:
You must make use of at least eleven scholarly sources. These eleven sources can draw fr ...
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COMPOSITION IIAssignment Sheet Research-Based Argument PaperA
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.
The Dark Side of the Force”Language & ProcessRisk Aversio.docx
“The Dark Side of the Force”
Language & Process
Risk Aversion & Risk Culture
Corruption & Unethical Behaviors
Reading
:
Please note, you have to log on to the NSU library to complete the link.
Ballante, Don & Link, Albert N. (1981). Are public sector workers more risk averse than private sector workers?
Industrial and Labor Relations Review
, 34, 3, 408-412.
http://lib.nova.edu/333 (Links to an external site.)
Baumol, W. J. (1990). Entrepreneurship: Productive, unproductive and destructive.
Journal of
Political Economy
, 98(5), 893-921.
http://lib.nova.edu/148 (Links to an external site.)
Boettke, P. J. &, Coyne, C. J. (2003). Entrepreneurship and development: Cause or
consequence?
Advances in Austrian Economics,
6
, 67-88. Retrieved from the Mercatus
Organization web site:
http://mercatus.org/uploadedFiles/Mercatus/Publications/Cause%20or%20Consequence.pdf (Links to an external site.)
Cohen, S., Eimicke, W., & Salazar, M. P. (1999, November).
Public ethics and public
entrepreneurship
. Paper presented at the Annual Research Meeting of the Association of
Public Policy Analysis and Management, Washington, D.C. Retrieved from
ResearchGate:
http://www.researchgate.net/publication/252936584_Public_Ethics_and_Public_Entreprenuership (Links to an external site.)
Schacter, H. L. (1995). Reinventing government or reinventing ourselves: Two models for
improving government performance.
Public Administration Review
,
55
(6), 530-537.
http://lib.nova.edu/138 (Links to an external site.)
Simmons, R., Yonk, R., & Thomas, D. (2011). Bootleggers, Baptists, and political entrepreneurs:
Key players in the rational game and morality play of regulatory politics.
The
Independent Review
,
15
(3), 367–381.
http://lib.nova.edu/183 (Links to an external site.)
Due
: Essay 6 Question: Entrepreneurial governance sounded like such a good idea, didn't it? What do you make of the critique against entrepreneurial governance/public management? Do you think the critique is valid, and why/why not?
.
The Criminalization of American BusinessWhat do Bank of Americ.docx
The Criminalization of American Business
What do Bank of America, Citigroup, JPMorgan Chase, and Goldman Sachs have in common? All paid hefty fines for purportedly misleading investors about mortgage-backed securities. In fact, these companies paid the government a total of $50 billion in fines. The payments were made in lieu of criminal prosecutions.
Today, several hundred thousand federal rules that apply to businesses carry some form of criminal penalty. That is in addition to more than four thousand federal laws, many of which carry criminal sanctions for their violation. From 2000 to 2019, about 3,200 corporations either were convicted or pleaded guilty to violating federal statutes or rules.
Criminal Convictions
The first successful criminal conviction in a federal court against a company—the New York Central and Hudson River Railroad—was upheld by the Supreme Court in 1909 (the violation: cutting prices). Many other successful convictions followed.
One landmark case developed the
aggregation test
, now called the Doctrine of Collective Knowledge. This test aggregates the omissions and acts of two or more persons in a corporation, thereby constructing an
actus reus
and a
mens rea
out of the conduct and knowledge of several individuals.
Not all government attempts at applying criminal law to corporations survive. Courts have sometimes found insufficient evidence to show that a company acted with specific intent to commit a crime. Often, however, companies choose to reach settlement agreements with the government rather than fight criminal indictments.
Many Pay Substantial Fines in Lieu of Prosecution
More than four hundred corporations reached so-called non-prosecution agreements with the government from 2000 to the beginning of 2019. These agreements typically involve multimillion- or multibillion-dollar fines. This number does not include fines paid to the Environmental Protection Agency or to the Fish and Wildlife Service.
According to law professors Margaret Lemos and Max Minzner, “Public enforcers often seek large monetary awards for self-interested reasons divorced from the public interest and deterrents. The incentives are strongest when enforcement agencies are permitted to retain all or some of the proceeds of enforcement.”
Questions Presented
1)Why might a corporation’s managers agree to pay a large fine rather than to be indicted and proceed to trial?
2)How does a manager determine the optimal amount of legal research to undertake to prevent her or his company from violating the many thousands of federal regulations?
.
The Creation of the Ocean FloorSCI209Running head .docx
The Creation of the Ocean Floor
SCI/209
Running head: THE CREATION OF THE OCEAN FLOOR
1
THE CREATION OF THE OCEAN FLOOR
5
The Creation of the Ocean Floor
One scientific speculation about the beginning of ocean water declares that as Earth developed from a gas and dust cloud more than 4.5 billion years ago, an enormous quantity of insubstantial elements such as oxygen and hydrogen became confined inside the liquefied inner part of the newly formed planet (Advameg, 2013). In the course of the first few billion years following planets formation, these basic gases emerged across thousands of miles of red-hot and liquefying rock to discharge on the Earth’s surface through fissures (long narrow cracks) and volcanoes.
Inside the earth and atop the exterior, the gas hydrogen joined oxygen developing water. Massive amounts of liquid blanketed the planet as an extraordinarily heavy atmosphere of water cloud. Close to the uppermost part of the atmosphere, where high temperature may possibly dissipate to outward reaches of the earth, water vapor concentrated to a liquid form and dropped into the stratum below, chilling the level. This atmospheric cool down procedure lasted till the initial precipitation dropped to the planet’s young exterior and flared into a misty haze. This came to pass as the creation of an astonishing downpour that through the course of time, progressively filled the ocean cavities.
There are three major classes of tectonic plate boundaries: divergent boundaries, covergent boundaries, and transform boundaries. The divergent boundaries outstanding features are fresh crust is produced as two or more plates tear away from one other. Oceans are generated and grow broader where plates deviate or pull apart. Seafloor expanding is a process in which the molten rock produces new ground underneath water. This progression takes millions of years to establish a 10 foot hill because growth fluctuates from two to 10 centimeters yearly. The convergent boundaries outstanding features are here crust is demolished and reprocessed back into the inside of the Earth as one plate descents under another. These are recognized as Subduction Zones - volcanoes and mountains are often discovered where plates come together. The kinds of volcanoes that can occur depend on the chemical composition of the molten rock that decides its fluidity. There are three kinds of convergent boundaries: Oceanic-Continental Convergence, Oceanic-Oceanic Convergence, and Continental-Continental Convergence (Platetectonics, 2010). The transform boundaries outstanding features are when two plates are skimming parallel by each other. These are additionally identified as transform boundaries or in addition normally called faults. The San Andreas Fault is the best known and considered the most lethal translational line.
One natural event that occurs as a direct result of plate boundary interactions is a tsunami. Plate tectonics are the secondary trigger of tsunamis. When a maj.
The creation of a weak acid titration plot is described in chapter 1.docx
The creation of a weak acid titration plot is described in chapter 10-5 of your technique book. A generic four-step procedure is given. Rewrite the four steps to be a specific prcedure to be used to titrate a sample of potassium hydrogen phthalate (MM 204.22 g/mol) using the NaOH soluiton you will prepare.
.
The Dark Ages World History Crash Course #141. The period b.docx
The Dark Ages: World History Crash Course #14
1. The period between ________ and _______________ is often called the ________________________ in Europe because it came between the Roman Empire and the beginning of the modern age. And it’s sometimes called the Dark Ages because it was purportedly ________________________.
2. What is feudalism?
3. How was feudalism an economic system in addition to the political system described above?
4. Regarding Islam in the Dark Ages, the Umayyad Dynasty was overthrown in _________ and was replaced by the ______________________. They moved the capital to Baghdad and were welcoming of _________________________________ into positions of power.
5. The “golden age” of Islamic learning was centered in Baghdad. What were five accomplishments of this time-period you found to be the most interesting?
a.
b.
c.
d.
e.
6. Meanwhile, China was experiencing a golden age of its own where it ruled over _______________________________ across four million square miles.
7. What necessitated the Chinese inventing the use of paper money?
8. By the 11th century, the Chinese were writing down their recipe for a mixture of saltpeter, sulfur, and charcoal that we now know as ________________________.
Here is the link to the video ...... https://youtu.be/QV7CanyzhZg
.
The Culturally Responsive Social Service Agency The Application o.docx
The Culturally Responsive Social Service Agency: The Application of an Evolving Definition to a Case Study
Julian Chun-Chung Chow PhD & Michael J. Austin PhD
To cite this article: Julian Chun-Chung Chow PhD & Michael J. Austin PhD (2008) The Culturally Responsive Social Service Agency: The Application of an Evolving Definition to a Case Study, Administration in Social Work, 32:4, 39-64, DOI: 10.1080/03643100802293832
Published online: 11 Oct 2008.
Page 39
ABSTRACT. Most of the attention in the last few decades in the human services field has been on the development of culturally competent practice with little attention to the context of this practice. This analysis and case study focuses on the organizational context of social service practitioners seeking to respond effectively to an increasingly diverse client population. Specific attention is given to the development of a working definition of a culturally responsive social service agency. This definition is used to assess a case study of a public sector county social service agency that has a substantial history in promoting culturally responsive practices. The implications for future management practices are noted in the conclusion.
Julian Chun-Chung Chow, PhD, is an Associate Professor affiliated with the School of Social Welfare, University of California, Berkeley. Michael J. Austin, PhD, is a Professor affiliated with the School of Social Welfare, University of California, Berkeley. The authors want to acknowledge the significant roles played by Zonia Sandoval Waldon, MSW, and Gil Villagran, MSW, in the development of a culturally responsive organization prior to their recent retirements in 2004 from the Santa Clara County Social Service Agency. We also want to acknowledge the contributions of the following graduate students: Tiffany Woo, MSW; Allison De Marco, MSW; Jill Nielson, MSW; Sarah Taylor, MSW; Sunshine Wu, MSW; Christine Lou, BA; and Ericka Leer, MSW. Address correspondence to: Michael J. Austin, School of Social Welfare, University of California, 120 Haviland Hall, MC 7400, Berkeley, CA 94720–7400 (E-mail: [email protected]).
Administration in Social Work, Vol. 32(4) 2008 Available online at http://www.haworthpress.com © 2008 by The Haworth Press. All rights reserved. doi:10.1080/03643100802293832
Page 40
KEYWORDS. Social services delivery, organizations, cultural responsiveness, ethnicity
INTRODUCTION
Since the War on Poverty in the 1960s, social service organizations have been searching for ways to become responsive to the cultural diversity of their client populations. Beginning in the 1970s, concerted attention was given to helping agency staff members become more culturally aware (Green, 1999), more culturally knowledgeable (Cox & Ephross, 1998; Davis & Proctor, 1989; Harrison & Wodarski, 1992), and recently more culturally competent (Devore & Schlesinger, 1999; Fong & Furuto, 2001; Leigh, 1998; Lum, 2003). With regard to training.
The cult of Machismo (masculine superiority) appeared early in Latin.docx
The cult of Machismo (masculine superiority) appeared early in Latin America (page 23 in this week’s assigned reading), yet many colonial Latin American families contradicted this stereotype. Explain the evidence the authors present that contradicts this prevailing gender image. Be sure to review the culture box “Elite Women and Economic Power” on page 24. Textbook provided
Modern Latin America, 9th Edition - 180 Day Option
.
The CultureBooksdu r ing t he f ir s t se a son of her.docx
The Culture
Books
du r ing t he f ir s t se a son of her cr i t i-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative tur.
The CultureBooksduring the first season of her criti-.docx
The Culture
Books
during the first season of her criti-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative turns deeply
.
The critique of the Musical Cats must include the following informat.docx
The critique of the Musical Cats must include the following information:
1- Who was in the play meaning the actors and the characters they played?
2- What era is the play supposed to be taking place in?
3- Where does it take place?
4- How and Why did you connect emotionally and intellectually?
5- What was it about (breif plot synopsis)?
6- Were you able to relate to a part or most of the play (what part if any?
This musical was based on Old Possum's Book of Practical Cats by TS. Eliot
.
The CSI effect at university forensic science students’ telev.docx
The CSI effect at university: forensic science students’ television viewing
and perceptions of ethical issues
Roslyn Weavera*, Yenna Salamonsona, Jane Kocha,b and Glenn Porterc
aUniversity of Western Sydney, Family and Community Health Research Group; bUniversity of
Technology, Sydney, School of Nursing, Midwifery and Health; cUniversity of Western Sydney,
School of Science and Health
(Received 3 January 2012; final version received 3 May 2012)
Although the so-called ‘CSI effect’ has received attention in the literature for the
influence of forensic science television on jurors’ expectations of evidence
admitted into trials, less research explores the influence of such television
programs on university students enrolled in forensic science degrees. This paper
describes the quantitative and qualitative results of a study of forensic science
students regarding the forensic-related television programs they watch, such as
CSI, Bones and Dexter. We asked students to share their impressions of the
accuracy, ethics, professionalism and role models in the programs. The results
show that forensic science students are almost universally disparaging about the
realism of these programs and have mixed impressions of how the programs
portray forensic science professionalism and ethics. Most students believed that
the programs gave an unrealistic representation of the profession to the public;
yet students were also able to identify positive elements for recruitment and
education purposes.
Keywords: forensic science; CSI effect; students; television; education; Australia
Introduction
Popular media have suggested that crime science television programs such as CSI
may influence how lay jurors consider forensic evidence during criminal trials1–8.
This influence has been described as the CSI effect and named after the popular
television drama. It is suggested that jurors confuse the capacity of forensic evidence
with the fictional idealisation of forensic evidence as portrayed on the television
program2. Goodman-Delahunty and Verbrugge4 suggest that, despite the popular
media claims, there is little objective evidence to support the notion that crime scene
dramas such as CSI have a negative impact on jury verdicts. Wise5 indicated that
there are two issues relating to the ‘CSI effect’ proposition, with each affecting either
the prosecution or defence position; (i) the jurors held an inflated value of the
forensic evidence producing guilty verdicts2–5,9, or (ii) in the absence of forensic
evidence or when the evidence failed to reach the juries’ idealised expectations the
juries would acquit2–3,5. Evidence of the influence of the CSI effect, as claimed in the
popular media, has been mixed1–9.
Although the so-called CSI effect has received attention in the literature for the
influence of CSI on jurors’ expectations of forensic evidence admitted into criminal
*Corresponding author. Email: [email protected]
Australian Journal of Forensic Sciences
Vol. 44.
The Covid-19 pandemic caused a slow time during the Thanksgiving f.docx
The Covid-19 pandemic caused a slow time during the Thanksgiving festival last year. At the time, my aunt decided that since we would not be inviting family from all over, as it was tradition, we would make it into a neighborhood Thanksgiving. She invited their neighbors over; I bumped into one of their new neighbors on the block, Mr. Landry, in the kitchen while he conversed with my aunt. As I walked into the kitchen, he went silent with no eye contact, and as soon as I left the kitchen, he got back to the conversation. I overheard part of the conversation where Mr. Landry talked about Mrs. Boudreaux’s hospitalization while describing how she looked to be reeling in pain when he visited her. By that snippet of the conversation, I assumed that Mr. Landry was a gossip, only to find out later that he was a doctor in the hospital where Mrs. Boudreaux was. He was pleading with us to visit Mrs. Boudreaux and offer blood donations for her upcoming surgery. I was mortified, having learned this later.
According to the social psychology theory, individuals make first impressions based on traits, beliefs, and non-verbal cues from people one meets. Aronson et al. (2019) state that one’s traits from birth or parenting help us interpret social cues. Some of these traits include openness and being sociable is part of these traits show individuals to be social. Flynn (2005) agrees with this, reiterating that non-verbal behavior adds to first impressions on individuals. Therefore, Mr. Landry’s silence when I walked into the room and continually talking about someone else's condition without their consent triggered my perception that he was a gossip.
Increasing my reason for the first impression of Mr. Landry was his lack of eye contact on top of his silence when I walked into the kitchen (Flynn, 2005). As an adaptive response, Mr. Landry went silent because of his privileged status of revealing information to children that would later get conveyed in the proper channels.
Conclusively, Mr. Landry went silent and did not keep eye contact to remain confidential when I walked into the kitchen. However, my perception of this is that he was a gossip, furthering my first impression that was later in the day debunked when adequately explained.
References:
Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019).
Social psychology
(10th ed.). Boston, MA: Pearson.
Flynn, F. J. (2005). Having an Open Mind: The Impact of Openness to Experience on Interracial Attitudes and Impression Formation.
Journal of Personality and Social Psychology, 88(5), 816-826. doi:10.1037/0022-3514.88.5.816
.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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The deadline for the final paper is Monday May 11th at 1159pm. .docx
- 1. The deadline for the final paper is Monday May 11th at 11:59pm . We will workshop your topics in class next Friday, and you can submit your outlines for me to review by Tuesday May, 5th. I hope to give you all feedback on your essay by Wednesday May 6th. As before, it may be best for me to call you over phone (if possible), so if you send me your outline, please provide a contact number if you are comfortable. And some additional info about the paper: (gratefully adapted from an email the other TA., Prof, Colebrook, send to students in his recitations) What's the paper about? As Dr. Appiah discussed in class today, for this final paper, you're being given a wide latitude to write an in-depth, argumentative essay on the subject of your choosing. The only limitations are that (1) it must be about gender, human rights, or economic inequality, either in a national or international context, and (2) it must include some of the philosophical thought of at least two of the traditions we've covered (Confucian, Islamic, or "Western"/Liberal). How will I be grading it? I will use the same rubric I used to evaluate the midterm papers for this essay. You can consult your midterm papers for details on this. Where do I start?
- 2. Here are a few pointers on how to get started. (None of what I say here is necessary for the paper, just suggestions). 1. Start with a specific human right or moral claim. The UDHR is a great place to begin. 2. Pick a human right. For example, the UDHR guarantees the right to freedom of religion. 3. Pick two or three of the traditions we've covered. In my case, I'd compare, say, a liberal perspective on freedom of religion and an Islamic perspective on freedom of religion. 4. Formulate a thesis. For example, "in this paper, I will argue that freedom of religion, conceived of as a human right guaranteed in the UDHR, is both (a) a non-negotiable element of human dignity and (b) incompatible with basic Koranic obligations and the Islamic tradition of commanding and forbidding." This thesis should be argumentative . You ought to take a stand, and argue in favor of one perspective's interpretation or for your own new perspective. Papers that simply list what each tradition would say on an issue would be inadequate. In formulating your thesis, remember that the narrower your thesis, the easier it will be to defend. Narrow theses are the bread and butter of philosophy papers! 5. Assemble the textual support for this thesis. Go through the syllabus and compile each of the articles that we've covered that is relevant to this thesis - both the required and supplemental
- 3. readings. 6. Reference your notes for broad outlines of arguments that are relevant to your thesis. In this case, I'd want to use at least Kant, Rawls, and Singer to put together an argument for (a) above, and Cook's work to put together the argument for (b) above. 7. As you're putting together these arguments, refer back to the texts we've covered to draw useful quotes that support your claims. How do I cite it? You must include a bibliography and in-line citations for any direct quotation or paraphrase. I recommend APA format , though any recognized format, applied consistently, is acceptable. Failing to properly cite your sources could lead to, in the extreme, failing the paper, and therefore failing the class, with no opportunity for a rewrite. When is the paper due? This paper will be due on Monday, May 11th at 11:59PM. The second paper should be at most 15 pages long and should take up some aspect of one of our first-order topics: gender, human rights or economic inequality. It should discuss it in the light of at least