see attached document
Essay Assignment: Topics and Instructions
NB: Before starting your essay, you should read this entire document as
well as the information in the ‘Essay Assignments: Grading Criteria and
Helpful Information’ folder found in Unit 5.
The articles given below are from The New York Times. Non-subscribers are
limited to the number of articles they can read, but the Dallas College Library
has full access to The New York Times. You can access The New York Times via
this DCCCD Library web page.
Choose one of the topics below.
Topic 1: Women in Philosophy
For this topic, you will be researching the history of women in philosophy,
current attitudes toward women in philosophy, and the goals of feminist
philosophy. As well as including specific discussion of both articles below, your
essay should meet the essay requirements listed below topic 2.
“Feminism and the Future of Philosophy”
“Women in Philosophy? Do the Math”
Topic 2: Free Will/Determinism
Chapter 7 of our text deals with the problem of free will. Or, we could also call
it, the problem of determinism. Read this article from The New York Times and
write an essay that discusses the article in relation to at least one of the
arguments/problems related to free will/determinism in Chapter 7. In addition
to a summary of the article provided for this topic, your essay must include
reference to chapter 7 of our text as well as at least one reference to an
article/entry in either The Internet Encyclopedia of Philosophy or The Stanford
Encyclopedia of Philosophy, through quotation and/or paraphrase. Rather than
your opinion on the problem of free will/determinism, your essay should
be a discussion of various arguments made by philosophers about the
problem of free will.
Your essay must include the following:
• A heading done according to MLA
• An original title
• An introductory paragraph that contains your thesis (see this VERY
helpful advice on how to write your intro/begin your essay, and if you are
unsure of how to write a thesis, read this advice on developing a thesis)
http://libguides.dcccd.edu/c.php?g=701415
https://writingcenter.fas.harvard.edu/pages/summary
https://plato.stanford.edu/
https://plato.stanford.edu/
https://writingcenter.fas.harvard.edu/pages/beginning-academic-essay
https://writingcenter.fas.harvard.edu/pages/beginning-academic-essay
https://writingcenter.fas.harvard.edu/pages/developing-thesis
• Body paragraphs that develop and support your thesis (here is some
excellent advice on how to structure body paragraphs)
• A minimum of 3 full page
Written Communication Rubric
Definition
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It
can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative
experiences across the curriculum.
Criteria Proficient
Possible points: 15-20
Competent
Possible points: 8-14
Novice
Possible points: 0-7
Context of and Purpose for
Writing
Includes considerations of
audience, purpose, and the
circumstances surrounding the
writing task(s).
Demonstrates a thorough
understanding of context,
audience, and purpose that is
responsive to the assigned
task(s) and focuses all
elements of the work.
Demonstrates adequate
consideration of context,
audience, and purpose and a
clear focus on the assigned
task(s) (e.g., the task aligns
with audience, purpose, and
context).
Demonstrates awareness of
context, audience, purpose,
and to the assigned tasks(s)
(e.g., begins to show
awareness of audience’s
perceptions and assumptions).
Demonstrates minimal
attention to context, audience,
purpose, and to the assigned
tasks(s) (e.g., expectation of
instructor or self as audience).
Content Development
Uses appropriate, relevant,
and compelling content to
illustrate mastery of the
subject, conveying the writer’s
understanding, and shaping
the whole work.
Uses appropriate, relevant,
and compelling content to
explore ideas within the
context of the discipline and
shape the whole work.
Uses appropriate and relevant
content to develop and
explore ideas through most of
the work.
Uses appropriate and relevant
content to develop simple
ideas in some parts of the
work.
Organization
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body, and
transitions) is clearly and
consistently observable and is
skillful and makes the content
of the paper cohesive.
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body, and
transitions) is clearly and
consistently observable within
the paper.
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body, and
transitions) is intermittently
observable within the paper.
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body, and
transitions) is not observable
within the paper..
Language
Language choices are
imaginative, memorable, and
compelling, and enhance the
effectiveness of the paper.
Language choices are
thoughtful and generally
support the effectiveness of
the paper. Language in paper
Language choices are
mundane and commonplace
and partially support the
effectiveness of the paper.
Language choi
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