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

Welcome

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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