PHL 612, Section One Philosophy of Law Winter 2013 ESSAY ASSIGNMENT Guidelines and Parameters DUE DATE: Thursday March 28 RECOMMENDED LENGTH: 1750 - 2250 words (Approximately 7 - 9 pages) LOGISTICS: Essays may be left in the DROP BOX for the Philosophy Department on the Fourth Floor of Jorgenson Hall until the end of the day (be sure to clearly indicate the name of the instructor and the course code on the FRONT of your essay, and keep a copy for yourself for assurances), or handed in to the instructor at her office (if in the office during that time) or before or after class. PLEASE NOTE: Electronic submission will only be acceptable for meeting the deadline; a hard copy of the essay must be received by the instructor for purposes
* Do your research. Step 2: Drafting Write * Put the information you researched into your own words. * Write sentences and paragraphs even if they are not perfect. * Read what you have written and judge if it says what you mean. * Show it to others and ask for suggestions.
You might need to go to the library or interview people who are experts on your topic. Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and you topic. The following criteria are essential to produce an effective argument Be well informed about your topic.
Critical Evaluation Essay Outline This is the structure most typical. Read various reviews and articles and evaluations found through research to determine the structure that best fits your own subject. All of the points here need to be addressed, but there are variations in order. Introduction • Present the Subject. Write a paragraph introducing the subject to the reader by 1) Over-viewing the “big-picture” of your subject, its influence on people, why it’s important to evaluate, and 2) Establish the evaluative criteria you will be using to prove your thesis.
How can the different ways of knowing help us to distinguish between something that is true and something that is believed to be true? When reading this question, it would seem the first thought that comes to mind is, what does that mean? Isn’t the truth, the truth? Or is it just a delusion? What if whatever I knew is something that is just a delusion, or is it really the truth?
historical narrative, policies, logical explanation that appeals to common sense, shared knowledge, beliefs and values between the reader and the writer) Discussion Questions: 1. Identify which type of evidence is used in the sample paragraphs (adapted from Ellet, 2007, p.109). by filling in the blanks with one of the following choices: “quantitative”, “qualitative”, and “mixed” 2. Which type of evidence above have you used in your writing more? Which type do you think is preferred in case-analysis essays?
From the chapter titles, can you guess what the book will be about? In your group, discuss the possible content of the book, and agree the most likely theory before presenting your ideas to the rest of the class. b) Do you think the words used in each title create a specific atmosphere for the content of the book? c) Find the semantic field which the chapter titles fall into. d) What expectations does this raise?
Your essay may support, refute, or qualify the view expressed in the statement. What you write, however, must be relevant to the topic under discussion. Additionally, you must support your viewpoint, indicating your reasoning and providing examples based on your/or experience. To be underrated may sometimes be better and more favorable than being overrated. When one is overrated, people have high expectations.
If you are reading for a class assignment retention is a necessity. It will help you in your class seminars, discussion boards, projects and exams. III. Formulate a plan A. If you only need basic understanding of what you have read you can: 1) Skim the reading material 2) Highlight the points you think are important 3) Take notes B.
Students must ask themselves, “What did my instructor say about this chapter or subject when it was assigned?” and “What do I already know about this subject?” Reading in order to find the answer gives students a purpose for reading. Read. As students begin to read, they must look for answers to the questions they asked in the prior step. Students will reread captions under pictures and graphs, note all underlined and bold printed words or phrases, and pay special attention to underlined, italicized, bold printed words or phrases. For more difficult passages, reading speed should be reduced.