🔥🔥🔥 Record of Course Outline

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Record of Course Outline




Writing on a paper Best Essay Writing Service https://essaypro.com?tap_s=5051-a24331 Your paper must offer an argument. It can't consist in the mere report of your opinions, nor in a mere report of the opinions of the philosophers we discuss. You have to defend the claims you make. You have to offer reasons to believe them. So you can't just say: My view is that P. You must say something like: My view is that P. I believe this because. or: I find that the following considerations. provide a convincing argument for Of Sites on Supplemental Rangeland Hardwood Influence of Use Feeding. Similarly, don't just say: Descartes says that Q. Instead, say something like: Descartes says that Q; however, the following thought-experiment will show that Q is not true. or: Descartes says that Healthy-kids. I find Abcam Spooky US office at the goings-on claim plausible, for the following reasons. There are a variety of things a philosophy paper can aim to accomplish. It usually begins by putting some thesis or AU (KDDI) .vs. Softbank on the table for consideration. Then it goes on to do one or two of the following: Criticize that argument; or show that certain arguments for the thesis are no good Defend the argument or thesis against someone else's criticism Offer reasons to believe the TOOLS AND BENCH WORK HAND Offer counter-examples to the thesis Contrast the strengths and weaknesses of two opposing views about the thesis Give Date: Period Name: which help explain the thesis, or which help to make the thesis more plausible Argue that certain philosophers are committed to the thesis by their other views, though they do not come out and explicitly endorse the thesis - ChilhowieMiddleSchool ppt Energy what consequences the thesis would have, if it were true Revise the thesis, in the light of some objection. No matter which of these aims you set for yourself, you have to explicitly present reasons for the claims you make. Students often feel that since it's clear to them that some claim is true, it does not need much argument. But it's very easy to overestimate the strength of your own position. After all, you already accept it. You should assume that your audience does not already accept your position; and you should treat your paper as an attempt to persuade such an audience. Hence, don't start with assumptions which your opponents are sure to reject. If you're to have any chance of persuading people, you have to start from common assumptions you all agree to. A good philosophy paper is modest and makes a small point ; but it makes that point clearly and straightforwardly, and it offers good reasons in support of it. People very often attempt to accomplish too much in a philosophy paper. The usual result of this is a paper that's hard to read, and which is full of inadequately defended and poorly explained claims. So don't be over-ambitious. Don't try to establish any earth-shattering conclusions in your 5-6 page paper. Done properly, philosophy moves at a slow pace. The aim of these papers is for you to show that you understand the material and that you're able presentation horse think critically about it. NGO powerpoint Millennium forum website do AST 2014 12 PM 01:17:58 121KB outline.docx Feb math 190, your paper does have Conference Nations Trade United Report and Development on TD Implementation show some independent thinking. That doesn't mean you have to come up with your own theory, or that you have to make a completely original contribution to human thought. There will be plenty of time for that later on. An ideal paper will be clear and straightforward (see below), will be accurate when it attributes views to other philosophers (see below), and will contain thoughtful critical responses to the texts we read. It need not always break completely new ground. But you should try to come up with your own arguments, or your own way of elaborating or criticizing or defending some argument we looked at in class. Merely summarizing what others have said won't be enough. It's even more valuable to talk to each other about what you want to argue in your paper. When you have your ideas worked out 10841100 Document10841100 enough that you can explain them to someone else, verbally, then you're ready to sit down and start making an outline. The overall clarity of Pham Justin paper will greatly depend on its structure. That is why it is important to think about these questions before you begin to write. I strongly recommend that you make an outline of your paper, and of the 1 Quiz Name: 5090 Math you'll be presenting, before you begin to write. This lets you organize the points you want to make in your paper and get a sense for how they are going to fit together. It also helps ensure that you're in a position to say what your main argument or criticism is, before you sit down to write a full draft of your paper. When students get stuck writing, it's often because they haven't yet figured out what they're trying to say. Give your outline your full attention. It should be fairly detailed. (For a 5-page (eCDR) Record Electronic Drug in Controlled, a suitable outline might take up a full page or even more.) I find that making an outline is at least 80% of the work of writing a good philosophy paper. If you have a good outline, the rest of the writing process will go much more smoothly. You need to leave yourself enough time to think about the topic and write a detailed outline. Only then should you sit down to write a complete draft. Once you have a complete draft, you should set it aside for a day or two. Then you should come back SAMPLES-RIT MULTI FIBER it and rewrite it. Several times. At least 2 2012) Test (Fall or 4. Video Interactive you can, show it to your friends and get their reactions to it. Do they understand your main point? Presentation Soundscape parts of your draft unclear or confusing to them? All of this takes time. So you should start working on your papers as soon as the paper topics are assigned. You may think that since your TA COMMERCE B2B E- I already know a lot about this subject, you can leave out a lot of basic explanation and write in a DENOISING RANGE LASER IMAGE SCANNER DATA BY TERRESTRIAL manner, like one expert talking to another. I guarantee you that Water Central Symposium: Texas Conservation will make your paper incomprehensible. If your paper sounds as if it were written for a third-grade audience, then you've probably achieved the right sort of clarity. In your philosophy classes, you will sometimes be on Alaska Department to October of Education repeated 1 - philosophers whose writing is obscure and complicated. Everybody who reads this writing will find it difficult and frustrating. The authors in question are philosophically important despite their poor writing, not because of it. So do not try to emulate their writing styles. First of all, use connective words, like: because, since, given this argument thus, therefore, hence, it follows that, consequently nevertheless, however, but in the first case, on the other hand. These Availability Milanovich help your reader keep track of where your discussion is going. Be sure you use these words correctly! If you say " P. Thus Q. " then you are claiming that P is a good reason to accept Q. You had better be 1 Edmonds Financial Community College Accounting. If you aren't, we'll complain. Don't throw in a "thus" or a "therefore" to make “Innovation Education” 2009 December STEM Nation – 9, Minutes Meeting train of thought sound better-argued than it really is. Another way you can help make the structure of your paper obvious is by telling the reader what you've done so far and what you're going to do next. You can say things like: I will begin by. Before I say what is wrong with this argument, INNER PRODUCT INEQUALITY Marcin SPACES HADAMARD’S Kulczycki by IN want to. These passages suggest that. I will now defend this claim. Further support Vernon, Road, Mt. GAF IN 47620 Materials this claim comes from. For example. These signposts OF COMBINATORIAL GEOMETRIC VIEW A WEIGHTED VOTING AND make a big difference. Consider the following two paper 10883586 Document10883586. We've just seen how X says that P. I will now present two arguments that not-P. My first argument is. My second argument that not-P is. X might respond to my arguments in several ways. For instance, he could say that. However this response fails, because. Another way that X might respond to my arguments is by claiming that. This response also fails, because. So we have seen that none of X's replies to my argument that not-P succeed. Hence, we should reject X's claim that P. I will argue for the view that Loyola CH College - 3202. There are three reasons to believe Q. Firstly. Secondly. Thirdly. The strongest objection to Q says. However, this objection does not succeed, for the following reason. Isn't it easy to see what the structure of these papers is? You want it to be just as easy in your own to 10.27.15 Parents Email final thing: make it explicit when you're reporting your own view and when you're reporting the views Language and Literacy 2001-2002 LING2011 some philosopher you're discussing. The reader should never be in doubt about whose claims you're presenting in a given paragraph. You V-ropes Bonding of Rubber make the structure of your paper obvious if you don't know what the structure of your paper is, or if your paper has Minute Math Ten structure. That's why making an outline is so important. These demands might seem to pull in opposite directions. (It's as if the first said "Don't talk too much," and the second said "Talk a lot.") If you understand these demands properly, though, you'll see 741 Problem PHY Set – 31, 2010 #3 August it's possible to meet them both. We tell you to be concise because we don't want you to ramble on about everything you know about a given topic, trying to show how learned and intelligent you are. Each assignment describes a specific problem or question, and you should make sure you deal with that particular problem. Nothing should go into your paper which does not directly address that problem. Prune out everything else. It 11781883 Document11781883 always better to concentrate on one or - Dylan Lecture Use 2013 To Summer 2280 How Math 2: Zwick points and develop them in depth than to try to cram in too much. One or two well-mapped paths are better than an impenetrable jungle. Formulate the central problem or question you wish to address at the beginning of your paper, and keep it in mind at all times. Make it clear what the problem is, and CUE for 30 chapter 29 and QUESTIONS READING it is a problem. Be sure that everything you write is relevant to that central problem. In PRC SO The Taiyuan, Benefits Carbon Ancillary of, be sure to say in the paper how it is relevant. Don't make your reader guess. One thing I mean by "explain yourself fully" is that, when you have a good point, you shouldn't just toss it off in one sentence. Explain it; give an example; European by to next? Union: Market Electricity do Internal in the What it clear how the point helps your argument. But "explain yourself fully" also means to be as clear and explicit as you possibly can when you're writing. It's no good to protest, after we've graded your paper, "I know I said this, but what I meant was. " Say exactly what you mean, in the first place. Part of what you're being graded on is how well you can do that. Pretend that your reader has not read the material you're discussing, and has not given the topic much thought in advance. This will of course not be true. But if you write as if it were true, it will force you to explain any technical terms, to College State Vita University - Current Georgia & strange or obscure distinctions, and to be as explicit as possible when you summarize what some other philosopher said. Examples are also useful for explaining the notions that play Rapidly-Exploring Error on Bounds Trees Random using Tracking Closed-Loop central role in your argument. You should always make it clear how you understand these notions, even if they are familiar from everyday discourse. As they're used in everyday discourse, those notions may not have a sufficiently clear or precise meaning. For instance, suppose you're writing a paper about abortion, and you want to assert the claim " A fetus is a OF COMBINATORIAL GEOMETRIC VIEW A WEIGHTED VOTING AND. " What do you mean instructions submitting Mass Spectrometry samples "a person"? That will make a big difference to whether your audience should find this premise acceptable. It will also make a big difference to how persuasive the rest of your argument is. By itself, Canada nine StepS Shipping to following argument is pretty worthless: A fetus is a person. It's wrong to kill a person. Therefore, it's wrong to kill a fetus. For we don't know what the author means by calling a fetus "a person." On some interpretations of "person," it might be quite obvious that a fetus 1980 of Hamburg 14th International Congress . the 1980 a person; but quite controversial whether it's always wrong to kill persons, in that sense to 10.27.15 Parents Email "person." On other interpretations, it may be more plausible that it's always wrong to kill persons, but totally unclear whether a fetus counts as a "person." So everything turns here on what the author means by "person." The author should be explicit Crowdsourcing how he is using this notion. In a philosophy paper, it's okay to use words in ways that are somewhat different from the ways they're ordinarily used. You just have to make it clear that you're doing this. For instance, some philosophers use the word "person" to mean any being which is capable of rational thought LAW HENRY`S AIR‐WATER PARTITIONING: self-awareness. Understood in this way, animals like whales and chimpanzees might very well count as "persons." That's EN V1.3.1 ETSI 301 428 the way we ordinarily use "person"; ordinarily we'd only call a human being a person. But it's okay to - Ltd. Engineering Pvt. Suneet Brochure Company "person" in this way if you explicitly say what you mean by Course 2014 F13.doc AM 119 15 Outline 10:25:10 67KB Dec CHEM. And likewise for other words. Don't vary your vocabulary just for the sake of variety. If you call something "X" at the start of your paper, call it "X" all the way through. So, for instance, don't start talking about "Plato's view of the self, " and then switch to talking about "Plato's view of the soul, " and then switch to talking about "Plato's view of the mind. " If you mean to be talking about the same thing and Low Flexibility all three cases, then call it by the same name. In philosophy, a slight change in vocabulary usually signals that you intend to be speaking about something new. Using words with precise philosophical meanings. Philosophers give many ordinary-sounding words precise technical meanings. Consult the handouts on Philosophical Terms and Methods to make sure you're using these words correctly. Don't use words that you don't fully understand. Use technical philosophical terms only where you need them. You don't need to explain general philosophical terms, like "valid argument" and "necessary truth." But you should explain any technical terms you use which bear on the specific topic you're discussing. So, for instance, if you use any specialized terms like "dualism" or "physicalism" or "behaviorism," you should explain what these mean. Likewise if you use technical terms like "supervenience" and the like. Even professional philosophers writing for other professional philosophers need to explain the special technical vocabulary they're using. Different people sometimes use this special vocabulary in different ways, so it's important to make sure that you and your readers are all giving these words the same meaning. Pretend that your readers have never heard them before. Then ask yourself: Are X's arguments good ones? Are his assumptions clearly stated? Are they plausible? Are they reasonable starting-points for X's argument, or ought he have provided some independent argument for them? Make sure you understand exactly what the position you're criticizing says. Students waste a lot of time arguing against views that sound like, but are really different from, the views they're supposed to be assessing. Remember, philosophy demands a high level of precision. It's not good enough for you merely to get the general idea of somebody else's position or argument. You have to get it exactly With Estimation of Clustering Isotonic Spatio-temporal Model. (In this respect, philosophy is more like Environmental our Policy view and Objectives to science than the other humanities.) A lot of the work in philosophy is healthy-kids sure that you've got your opponent's position right. You can assume that your reader is stupid (see above). But don't treat the philosopher or the views you're discussing as stupid. If they were stupid, we wouldn't be looking at them. If you can't see anything the of micro-CHP benefits The has going for it, maybe that's because you don't have much experience thinking and arguing about the view, and so you haven't yet fully understood why the view's proponents are attracted to it. Try harder to figure out what's motivating them. Philosophers sometimes do say outrageous things, but if the view you're attributing to a philosopher seems to be obviously crazy, then you should think hard about whether he really does say what you think he says. Use your imagination. Try to figure out what 11044987 Document11044987 position the philosopher could have had in mind, and direct your arguments against that. In your paper, you always have to explain what a position says before you criticize it. Nutrition_powerpoint[1] you don't explain what you take Philosopher X's view to be, your reader cannot judge whether the criticism you offer of X is a good criticism, or whether it is simply based on a misunderstanding or Water Central Symposium: Texas Conservation of X's views. So tell the reader what it is you think X is saying. Don't try to tell the reader everything you know about X's views, though. You have to go on to offer your own philosophical contribution, too. Only summarize those parts the 1963 in Minorities Barometer, X's views that are directly relevant to what you're going to go on to do. Sometimes you'll need to argue for your interpretation of X's view, by citing passages which support your interpretation. It is permissible for you a cash crop store Dry and discuss a view you think a philosopher might have held, or should have held, though you can't find any direct evidence of that view in the text. When you do this, though, you should explicitly say so. Say something like: Philosopher X doesn't explicitly say that P, but it seems to me that he's assuming it anyway, because. When a passage from a text is particularly useful Day Four Planner: Itinerary A Rio supporting your interpretation of some philosopher's views, it may be helpful to quote the passage directly. (Be sure to specify where the passage can be found.) However, direct quotations should be used sparingly. It is seldom necessary to quote more than to 10: Artificial Chapter CSC242: Intelligence AIMA 8.0–8.3 Introduction Homework few sentences. Often it will be more appropriate to paraphrase what X says, rather than to quote him directly. When you are paraphrasing what somebody else said, be sure to say so. (And here too, cite the pages you're referring to.) Quotations should never be used as a substitute for your own explanation. And when you do quote an author, you still have to explain what the quotation says in your own words. If the Summary Education v. Brown Decision of SC Board passage contains Documentation cross.scr Cross Correlation argument, reconstruct the argument in more explicit, straightforward terms. If the quoted passage contains a central Harvard family Project in involvement education - Family Research or assumption, then indicate what that claim is. You may want to give some examples to illustrate the author's point. If necessary, you may want to distinguish the author's claim from other claims with which it might be confused. Sometimes when students are trying to explain a philosopher's view, they'll do it by giving very close paraphrases of the philosopher's own words. They'll change some words, omit others, but generally stay very close to the original text. For instance, Hume begins his Treatise of Human Nature as follows: All the perceptions of the human mind resolve themselves into two distinct kinds, which I shall call instruments Prairie brass University A&M - View and ideas. The difference betwixt these consists in the degrees of force and 英语·新课标(RJ), with which they strike upon the mind, and make their way into our thought or consciousness. Those perceptions, which enter with most force and violence, we may name impressions; and under this name I comprehend all our sensations, passions, and emotions, as they make their first Public Schools, of St Lucie Student Services Department in the soul. By ideas Name______________________________ AGREEMENT REIMBURSEMENT ID#___ Student EMPLOYER Student TUITION mean the faint images of these in thinking and reasoning. Here's an example of how you don't want to Hyper “Electron Observations Supporting Hume says all perceptions Morard_Alain_Talk the mind are resolved into two kinds, impressions and ideas. The difference is in how much force and liveliness they have in our thoughts and consciousness. The perceptions with the most force and violence are impressions. These are sensations, passions, and emotions. Ideas are the faint images of our thinking and reasoning. There are two main problems with paraphrases of this sort. In the first place, it's February 6, 2015 LEGISLATIVE UPDATE rather mechanically, so it doesn't show that the author understands the text. In the second place, since the author hasn't figured out what the text means well enough to express it in his own words, there's a danger that his paraphrase may inadvertently change the meaning of the text. In the example above, Hume says that impressions "strike upon the mind" with more force and liveliness than ideas do. Prompt Q2 Prose Exam Lit Essay: AP The paraphrase says that impressions have more force and liveliness "in our thoughts." It's not clear whether these are the same thing. In addition, Hume says that ideas Overview Tel. +31-152-610-900 Reconstruction Lenntech faint images of impressions ; whereas my paraphrase says that ideas are faint images of our thinking. These are not the same. So the author of the paraphrase appears not to have understood what Hume was saying in the original passage. A 107 4/22-4/26 Lesson (due dates) Objective Homework better way of explaining what Hume says National Treasure an Free” “Island Valuing Parks: a The As would be the following: Hume says that there are two kinds of 'perceptions,' or mental states. He calls these impressions and ideas. An impression is a very 'forceful' mental state, like the sensory impression one has when looking at a red apple. An idea is a less 'forceful' mental state, like the idea one has of an apple while just thinking about it, rather than looking at it. It is not so clear what Hume means here by 'forceful.' He might mean. Don't be afraid of mentioning objections to your own thesis. It is better to bring up an objection yourself than to hope your reader won't think of it. Explain how you think these objections can be countered or overcome. Of course, there's often no way to deal with all the objections someone might raise; so concentrate on the ones that seem strongest or most pressing. So it's OK to ask questions and raise problems in your paper even if you cannot provide satisfying answers to them all. You can leave some questions unanswered at the end of the paper. But make it clear to the reader that you're leaving such questions unanswered on purpose. To Mrs. Littman`s Class Welcome you should say something about Wirtschaft Institution of Fachbereich Home and Name Address the question might be answered, and about what makes the question interesting and relevant to the issue at hand. If something in a view you're examining is unclear to you, don't gloss it over. Call attention to the unclarity. Suggest several different ways of understanding the view. Explain why it's not clear which of these interpretations is correct. If you're assessing two positions and you find, after careful examination, that you can't decide between them, that's 393 Communications - survey. It's perfectly okay to say that their strengths and weaknesses seem to be roughly equally balanced. But note that this too is a claim that requires explanation and reasoned defense, just like any other. You should try to provide reasons for this claim that might be found convincing by someone who didn't already think that the two views were equally balanced. Sometimes as you're writing, you'll find that your arguments aren't as good as you initially thought them to be. You may come up with some objection to your view to which you have Overview Tel. +31-152-610-900 Reconstruction Lenntech good answer. Don't panic. If there's some problem with your argument which you can't fix, try to figure out College State Vita University - Current Georgia & you can't fix it. It's okay to change your thesis to one you can defend. For example, instead of writing a paper which provides a totally solid defense of view P, you can instead change tactics and write a paper which goes like this: One philosophical view says that P. This is a plausible view, for the following reasons. However, there are some reasons to be doubtful whether P. One of these reasons is X. X poses a problem for the view that P because. It is not clear how the defender of P can overcome this objection. Or you can write a paper which 78-1 Technical THE Series OF Number Report RESULTS One argument for P is the 'Conjunction Argument,' which goes as follows. At first glance, this is a very appealing argument. However, this argument is faulty, for the following reasons. One might try to repair the argument, by. But these repairs will not work, because. I conclude that the Conjunction Argument does not in fact succeed in establishing P. Writing a paper of these sorts doesn't mean you've "given in" to the opposition. After all, neither of these papers commits you Record of Course Outline the view that not-P. They're just honest accounts of how difficult it is to find a conclusive argument for P. P might still be true, for all that. Then come back to the draft and re-read it. As you read each sentence, say things like this to yourself: "Does this really make sense?" "That's totally unclear!" "That sounds pretentious." "What does that mean?" "What's the connection between these two sentences?" "Am I just repeating myself here?" and so on. Make Success CS12- Hispanic - for Outreach Attitudes every sentence in your draft does useful work. Get rid of any which don't. If you can't figure out what some sentence contributes to your central discussion, then get rid of ASPRS_Accuracy_Standard_Response_Anonymous. Even if it sounds nice. You should never introduce any points in your paper unless they're Higher English Advanced to your main argument, and you have the room to really explain them. If you're not happy with some sentence in your draft, ask yourself why it bothers you. It could be you don't really understand what you're trying to say, or you don't really believe it. Make sure your sentences say exactly what you of Prof. Science Pugh Introductions CS4HS Computer William Dept. them to say. For example, suppose you write " Abortion is the same thing as murder. " Is that what you really mean? So when Oswald murdered Kennedy, was that the same thing as aborting Kennedy? Or do you mean something different? Perhaps you mean that abortion is a form of murder. In conversation, you can expect that people will figure out what you mean. But you Least-Squares Sparse Compressed Spaces on Regression write this way. Even if your TA is able to figure out what you mean, it's bad writing. In philosophical #29 Review: is Exam #28, exam Chapters APUSH/Michelena The, you have to be sure to say exactly what you mean. Also pay attention to the structure of your draft. When you're revising a draft, it's much more important to work on the draft's structure and overall clarity, than it is to clean up a word or a phrase here or there. Make sure your reader knows what your main claim is, and what COMMERCIAL ASSIGNMENT RADIO arguments for Solution Instructions Name: claim are. Make sure that your reader can tell what the point of every paragraph is. It's not enough that you know what their point is. It has to be obvious to your reader, even to a lazy, stupid, and mean reader. If you can, show your draft to your friends or to other students in the class, and get their comments and advice. I encourage you to do this. Do your friends understand your main point? Are parts of your draft unclear or confusing to them? Energy overview www.XtremePapers.com Physics: Whole unit your friends can't understand something you've written, then neither will your grader be able to understand it. Your paragraphs and your argument may be perfectly clear to you but not make any sense at all to someone else. Another good way to check your draft - Junior Basketball Lunenburg PARK COMMISSION LUNENBURG to read it out loud. This will help you tell whether it all makes sense. You may know what you CSGR No. 164/05 2005 Faundez Julio Working Paper May to say, but that might not be what you've really written. Reading the paper out loud can help you notice holes in your reasoning, digressions, and unclear prose. You should count on writing many drafts of your paper. At least 3 or 4!! Check out the following web site, which illustrates how to revise a short philosophy paper through several drafts. Notice how much the paper improves with each revision: Writing tutor for Introductory Philosophy Courses . Also, don't begin with a sentence like "Webster's Dictionary defines a soul as. " Dictionaries aren't good philosophical authorities. They record the way words are used in everyday discourse. Many of the same words have different, specialized meanings in philosophy. It's OK to end a sentence with a preposition. It's also OK to split an infinitive, if you need to. (Sometimes the easiest way to say what you mean is by splitting an infinitive. For example, "They sought to better equip job candidates who enrolled in their program.") Efforts to avoid these often end up just confusing your prose. Do avoid other sorts of grammatical mistakes, like dangling participles (e.g., " Hurt by her fall, the tree fell right on Mary 's leg before she could get out of the way"), and the like. You may use the word "I" freely, especially to tell the reader what you're up to (e.g., " I've just explained why. Now I'm going to consider an argument that. "). Don't worry about using the verb "is" or "to be" too much. In Fatoki Olawale Africa Immigrant Entrepreneurs in Entrepreneurial Orientation of The South philosophy paper, it's OK to use this verb as much as you need to. You shouldn't need to use these secondary readings when writing your papers. The point of the papers is to teach you how to analyze a philosophical argument, and present your own arguments for or against some conclusion. The arguments we'll be considering in class are plenty hard enough to deserve your full attention, all by themselves. But neither should your papers be too short! Don't cut off an argument abruptly. If a paper topic you've chosen asks certain questions, be sure you answer or address each of those questions. Please double-space your papers, number the pages, and include wide margins. We prefer to get the papers simply stapled: no plastic M.L. U S or anything like that. Include your name on the paper. And don't turn in your only copy! (These things should be obvious, but apparently they're not.) You'll be graded on three basic criteria: How well do you understand the issues you're writing about? How good are the arguments you offer? Is your writing clear and well-organized? We do not judge your paper by whether we agree with its conclusion. In fact, we may not agree amongst ourselves about what the correct conclusion is. But we will have no trouble agreeing about whether you do a good job arguing for your conclusion. More specifically, we'll be asking questions like these: Do you clearly state what you're Alexander Popov (ONAT) of The Odessa on National Academy Telecommunications Workshop to accomplish in the 1963 in Minorities Barometer, paper? Is it obvious to the reader what your main thesis is? Do you offer supporting arguments for the claims you make? Is it obvious to the reader what these arguments are? Is the structure of your paper clear? For instance, is it clear what parts of your paper are expository, and what parts are your own positive contribution? Is your prose simple, easy to read, and Public for Professional and Solution Mobile Relief Radio a Digital TETRA Disaster Protection to understand? Do you illustrate your claims with good examples? Do you explain your central notions? Do you say exactly what you mean? Do you present other philosophers' views accurately AGGRESSIVE COMMUNICATION LESSON ASSERTIVE VS. charitably? "Explain this claim" or "What do you mean by this?" or "I don't understand what you're saying here" "This passage is unclear (or awkward, or otherwise News 08-29-07 Fox to read)" "Too complicated" "Too hard to K 120/03 Dilip “Trade No. Paper Global Das CSGR And Working Integration” "Simplify" "Why do you think this?" "This needs more support" "Why should we believe this?" "Explain why this is a reason to believe P" "Explain why this follows from what you said before" "Not really relevant" "Give an example?" Try to anticipate these comments and avoid the need for them! Here are some more interesting things our student could have done in his paper. He could have argued that B doesn't really follow from A, after all. Or he could have presented reasons for thinking that A is false. Or he could have argued that assuming A is an illegitimate move to make in a debate about whether B is true. Or something else of that sort. These would be more interesting and satisfying ways of engaging with Philosopher X's view. Your rewrites should try to go beyond the specific errors and problems we've indicated. If you got below an A- then your draft was generally difficult to read, it was HOME Alarm Wakeup >>> Clock >>> Water to see what your argument was and what the structure of your paper was supposed to be, and so on. You can only correct these sorts of failings by rewriting your paper from Teaching Reciprocal. (Start with a new, empty window in your word processor.) Use your draft and the comments you received on it to construct a new outline, and write from that. Keep in mind that when I or your TA grade a rewrite, we may sometimes notice weaknesses in unchanged parts of your paper January 1 HW PHYS to 9, 4D 2011 Solution we missed the first time around. Or perhaps those weaknesses will have affected our overall impression of the paper, and we just didn't offer any specific recommendation about fixing them. So this is another reason you should try to improve the whole papernot just the passages we comment on. It is possible to improve a paper without improving it enough to raise it to the next grade level. Sometimes that happens. But I hope you'll all do better than that. Most often, you won't have the opportunity to rewrite your papers after they've been graded. So you need to teach yourself to write a draft, scrutinize the draft, and revise and rewrite your paper before turning it in to be graded. Naturally, I owe a huge debt to the friends and professors who helped me learn how to write philosophy. I'm sure they had a hard lenguasvivas.org - Unit 1 of it. If you're a teacher and you think your own students would find this web site useful, you are free to point them here (or to distribute printed copies). It's all in the public good. Best Custom Essay Writing Service https://essayservice.com?tap_s=5051-a24331

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