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PHI208: WEEK FIVE ASSIGNMENT GUIDANCE WEEK FIVE ASSIGNMENT GUIDANCE Notes and Advice This paper is a demonstration of what you have learned about moral reasoning based on our examining of ethical theories and specific ethical issues. As such, you should focus your attention on carefully spelling out the reasoning that supports your conclusion, and relating that to the theories we have discussed in class. You are free to write on the same topic and question you wrote on in previous papers or choose a different topic and question. If you choose a different topic, you would benefit from going through the Week One Assignment exercises. For a list of acceptable topics to start with, see the options from the list of topics available in the online course. If you are still unsure of your topic or of how properly to focus it into a relevant ethical question, you are strongly encouraged to consult with your instructor. You are free to draw upon the work you did in previous papers, and reuse parts that you feel were strong, but you are not to simply recycle the previous papers. This paper should reflect the culmination of the development of your thoughts on this issue, and many of the requirements for the final paper cannot be satisfied by a heavily recycled paper. The consideration of an objection against your own view is a way of showing that your view has the support of good reasons and can answer its strongest objections. Therefore, aim at identifying and addressing the strongest opposing argument you can, bearing in mind that a good thesis should be able to respond to the best arguments for the other side. Thesis Statement The thesis statement is more than just a position statement of the sort you provided in the first assignment; rather, it states the position and the primary reasons in such a way that the reader should have a clear sense of how the reasons support the position, which is what will be spelled out and explained in the body of the paper. Please see the handout on thesis statements available in the online course. Checklist This checklist can help you ensure that you have completed all of the assignment instructions. PHI208: WEEK FIVE ASSIGNMENT GUIDANCE Make sure that you Provide an introduction that starts with the question, describes the ethical problem (including the most relevant issues), summarizes your procedure in the paper, and concludes with your thesis statement. Explain what you think is the best way to reason about this issue, and show as clearly and persuasively as you can how that reasoning supports your position. Make reference to at least two of the approaches we have examined in the course. Raise a relevant objection against your position that you can imagine being raised by someone holding a contrary position. Provide a strong response to that objection that shows that your own view can withstand it. Provide a conc.
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1000 - 1500 word argumentative essay PROMPT: Is putting yourself first a good approach to life? FAQ · How should I get started? · Have the Personal Responsibility and Critical Thinking Rubrics open in front of you. Your grade will be assessed according to these two rubrics. Scroll down for these rubrics. · Some questions to ask yourself as you are brainstorming: What does "putting yourself first" mean as you see it? What are the consequences of living this way? How would you describe the opposite of "putting yourself first"? If you had to choose between them, which way of life is better? Do you have to choose between them? If you disagree with your friend who thinks life is about putting oneself first as much as possible whenever possible, how would you persuade your friend that life is not a selfish or self-indulgent pursuit? How do you justify that your own actions are altruistic, and to what end do you pursue acts in the interest of others? Do you do so with the same passion as you do endeavors that fulfill a want or a need in your own life? Once you have entertained the above questions, carve out a thesis statement that states clearly whether or not "put yourself first" is a good approach to life and why. · Early in your essay, describe how you understand "putting yourself first". It's important to define how you view this way of life before either advocating for it or rejecting it. · Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor? Have the facts. · Argue for your thesis throughout your essay. · Address objections to your position. · How should this essay relate to Chapter 2? · When writing this essay, you are not required to discuss the theories of meaning from Chapter 2 unless you find them relevant to "put yourself first". Focus the entirety of your essay on "put yourself first" and direct alternatives to this way of life as you draw upon the "big picture" from Chapter 2, that is the consequences of having a theory of meaning at all. · In drafting this essay, I recommend that you also read section 8-3 of The Big Questions and the 1000 Word Philosophy link that I have posted below. Scroll, scroll. · How many sources do I need to cite? · You must site some sources. See the Evidence component of the Critical Thinking Rubric. Though there is no minimum number of cited sources beyond our textbook, sometimes you need to refer to other source material in making your argument. Whenever you discuss content that should be backed up with a source, be sure to incorporate accurate sources and cite them. · What format and style of citation should I use? Use MLA. Academic philosophers use Chicago Manual. If you continue studies in philosophy, you will learn Chicago Manual; however, fo.
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Module 7 Discussion Board Algebra 1. What does it mean when something grows or decays exponentially? How is that different then rising or falling linearly? 2. Give an example of a real life application of exponential growth or decay. Include the link to a website to show this. Please answer as two different posts. You need three posts for full credit. When you reply to others in the class, your replies should contain original thought and/or a follow up question. Classical Argument Persuasion and ArgumentPersuasion is the process of drawing conclusions and getting others to accept them and act upon them.Argumentation is the process of drawing conclusions after looking at both sides of an issue and getting others to accept one side based upon logic and careful exploration of facts. Rhetoric and AudienceRhetoric is the “art of speaking or writing effectively”It is a set of skills used in college and in the business world Effective communication is an important skill in the work forceEffective communication gets our point across without embarrassment for ourselves or others. Effective communication understands what the audience does and does not know about the topic. Aristotle’s Appeals: Ethos, Logos, and PathosAristotle was a student of Plato. Later, he was a teacher for Alexander the Great. He identified three appeals that can be used to persuade others. Ethos=ethics. Logos=logic. Pathos=emotion Ethos=Ethics, CredibilityAs a writer, you will establish your credibility through careful research. Articles from experts in the field of study will help you build your ethos in the paper. An advertisement using ethos would be a McDonald’s commercial stating the number of years in business (hence they know how to make a decent hamburger). A car dealership might also state how long they have been at the same location. Or, the dealership might make sure you know“ 2013 Time Dealer of the year award nominee for being among the nation’s most successful auto dealers who also demonstrate a long-standing commitment to community service” (Fuson Automotive). Logos=LogicWhen using logos in an argument, we provide facts, statistics, evidence, and reason. An automobile commercial stating the vehicle gets x mpg is proving a logos appeal. When gas prices climb, auto makers want to highlight how many miles per gallon the car can travel. Therefore, a car advertised as getting 40 mpg would appeal to a consumer who travels a distance of 40 miles to and from work. If the reader finds the evidence given “logical” it will appeal to the reader. Pathos=EmotionA pathos appeal will tap into human emotions. Some commercials are deliberately funny and are geared to draw us to the restaurant or product being advertised. From about mid-January until February 14, TV ads focus on how we should tell our “significant” other “I love you.” Commercials such as the “Sandals Resort” plays to adults who want a romantic get-away. We are frequently told ...
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Essay #2: Proposing a Solution In Class: For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know. This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is a very good option for all parties involved. As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that: • briefly introduces your chosen problem and the stakes (why the problem needs to be addressed) • proposes a realistic and fair minded solution (it could actually work, and people would likely accept it) • develops 1-3 supporting points for your argument (research sources optional for the first draft) • pays close attention to the basic features as outlined in SMG Feel free to use the following template for effective structure: • an intro paragraph that describes your problem and solution and gives your reader a reason to care • 1-3 body paragraphs that develop individual points of support • a brief conclusion that wraps up your argument First draft requirements: • To receive full credit for this portion of essay #1, your in-class draft must be at least one full page. • Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for now. Subsequent Drafts: Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft. Peer Review Requirements: Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re short of 4-5 full pages, include a well-developed outline for the rest of your argument. Final Draft Requirements: • 4-5 pages of cleanly written, well-organized, lucid, insightful prose • 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited. • MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page • Submit via SafeAssign, and turn in all invention work and drafts with your final draft Additional Tips: • Most any problem you choose can provide options for effective use of research, though you might need to be inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like. • Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you propose to solve climat.
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Critical and Analytical Thinking Critical thinkingWord ‘critical’ has positive and negative meaningsThe word ‘critical’ in academia describes your attitude when reading an article/chapterBeing critical means weighing up the arguments for and against a particular point. * Not just the bad parts How to think criticallyBe persistent – consider an issue carefully more than onceLook at the evidence for a viewpoint – evaluate it – what are they trying to ‘sell’ me?What are the implications of a view point – is it realistic and rational?Knowing facts and what is right is not what academics is aboutIt is important to identify strengths, satisfactory points and weaknesses when being critical – then you must know why this is soYou should be critical when reading, writing and listening * Need to fully understand an argument before you can be critical – be confident Evaluate=what is the value/effectiveness of something, inc. own opinion and supporting each point with evidence Question the credibility You are just assessing ideas not learning the answers Only want informed opinions Analytical thinkingBeing analytical mean to look deeper into what is being saidDo not take what you read as ‘given’Evaluate what is being argued – do you agree with it?To be analytical is to question what you read * Not just reading what is said but ‘thinking’ about it How to think analyticallyThink about the view point in relation to the bigger picture – stand backCompare the same issue from the point of other authors – do their views differ?Should be able to see why authors have arrived at different conclusionsYou should be able to argue why you think one set of view points is preferable to anotherYou should be analytical when reading, writing and listening * Think about your readings together, put into context You should be asking why a conclusion has been made – need full understanding for this Barriers to critical and analytical thinkingBeing critical does not just mean criticiseOur reasoning skills are not objective – we are biased ourselvesReluctance to criticise expertsWanting to know what is right and wrongNot reading deeply enough around a subject – surface knowledge * Not always black and white there are lots of grey areas in academics Being analytical and critical is hard work, you have to read carefully and widely Critical and analytical readingPrepare for critical reading – skim read the introduction and conclusionFind the conclusions first to help clarify the rest of the readingWhat is the underlying argument/ view point?Question hidden agendas or assumptionsTheory can help fill in the gaps – what is theory? - set of ideas to explain why something happens and predict outcomes in the futureArguments are often based on theory but an argument is not always a theory Critical and analytical readingWhere is the evidence for a view point?Check references – are they presented accurately and are they credible? - evaluate that evidence –.
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How Do I Make a Case? Engaging the Writing Process No two people compose in exactly the same way, and even the same person may go through the writing process in different ways with different assignments. Nevertheless, because no one can attend to everything at once, there are phases in handling any significant writing task. You explore the topic to get a sense of whether it will work for you and what you might be able to do with it; if the topic is working out for you, then you move into preparing to write, generating more content and planning your draft. The next phase is drafting your paper, getting a version on screen, however rough it may be, so that you can work toward the final draft. Getting there involves two further phases: revising your draft, where you make major improvements in it, followed by editing your draft, taking care of errors, sentences that do not read well, paragraphs lacking focus and flow, and so on. Exploring Your Topic For casemaking, exploring your topic means examining the issues involved in it. If your assignment calls for research, do some general reading about your topic to discover what the issues are. See pages 406–11 for how to find and take notes on source material. If your assignment does not call for research, rely on your general knowledge about the topic to formulate the issues. Page 243 Asking Questions: Find the Issues Asking Questions: Find the Issues An issue is a point of controversy always or frequently raised in connection with a particular topic. For your topic, begin by asking, “What are the questions that people disagree about when discussing this topic?” For instance, the primary purpose of prisons is always an issue when prison reform is discussed. Some see prisons as primarily punishment for crime; others see them as primarily institutions that should rehabilitate criminals. “What should prisons do?” is the question. Other questions include the following: What should be done about prison overcrowding? How can we reduce assaults on inmates by other, violent inmates? Is prison a breeding ground for more criminal behavior after inmates are released? If so, what can be done to prevent this from happening? ACTIVITY 10.1 Collaborative Activity Isolating the Issues List the issues connected with your topic. The key question is, “What do people argue about whenever this topic is discussed?” If your class is working with a common topic or you share your topic with at least one other student, you could collaborate to answer the following exploratory questions: ■ What issues were you unaware of before you formulated them? ■ What positions do people take on these issues? ■ What is your view of these issues? Consider your view of the topic now. If you had no opinion before examining the issues, are you beginning to form one now? If you had an opinion, is it changing significantly? Which issue interests you most? Consider focusing your essay on that issue. ▀ Order the Issues (Stasis) .
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“The knowledge of your Learning Patterns provides you with an explanation of how you learn, not an excuse for failing to put forth the effort to learn.” —Christine A. Johnston (2010, p. 107) 4Developing an Adept Mind keithpix/iStock/Thinkstock Learning Outcomes After reading this chapter, you should be able to • Define the term adept mind. • Explain the role critical thinking plays in becoming a successful student. • Demonstrate critical reading within the college learning context. • Describe how your Patterns affect your critical-reading skills. • Demonstrate critical writing within the college learning context. • Describe how your Patterns affect your critical-writing skills. • Explain how critical-thinking skills contribute to academic integrity. “In order to thrive in the 21st Century, intentional learners should be empowered through a mastery of intellectual and practical skills, informed about forms of inquiry, and responsible for their personal actions.” —J. Doherty and K. Ketchner (2005, p. 1) Section 4.2Becoming a Critical Thinker 4.1 The Adept Mind Chapter 3 was devoted to helping you understand how to use metacognition, the learning techniques known as decoding and FITing, and personalized strategies to become a more intentional learner. This chapter builds on that knowledge by framing how to use your Learn- ing Patterns to develop an adept mind. The adept mind helps you succeed in all areas of life. It is one that makes good decisions and can discern the difference between fact and fiction. It studies a situation’s complexity, weighs the facts, examines the logic behind a choice, and determines whether a choice is appropriate. The adept mind is intentional, stable, and often methodical and always seeks to improve its efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also to the experience of being a parent, employee, or volunteer. No matter what you are called on to do in life, you will need an adept mind to navigate the change you encounter and the growth you seek. The adept mind uses the critical skills of thinking, reading, and writing—skills this chap- ter explores in depth—and uses them with integrity. The word critical is not one students embrace easily. It has a negative connotation and suggests that someone has found fault with something you have done. It conjures up images of a scolding voice, red pen marks, or nega- tive comments. When applied to thinking, reading, and writing, however, the word critical takes on a different meaning. To be critical means to delve deeper into a topic to better under- stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti- cal also means becoming able to use your research with honesty and originality. 4.2 Becoming a Critical Thinker When you engage in critical think- ing, you embark on an ongoing quest to improve how you think. Thinking critically requires you to b.
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