Papers are evaluated according to two criteria:
1. Quality of argumentation
2. Quality of expression
1. Argumentation
Learning to construct a sound argument
about a moral issue (broadly construed) is the main thrust of this course.
A good review of the subject is found in Anthony Weston, A Rulebook
for Arguments. The Argument Form (included with this handout) should
help you construct and organize your argument.
2. Expression
The keywords here are
(i) clarity
(ii) precision
(iii) succinctness.
Grace, elegance, and humor are also much appreciated, but optional. Use spell-check--even on drafts. Editor5 is a useful computer program. It can help you produce competent writing, although it cannot alert you to basic logical errors.
II Writer’s Checklist
Checking your paper for the following
will help you write better:
1. Is there an introductory paragraph
that states my thesis and tells the reader what I am doing in this paper?
2. Does each paragraph focus on one
idea (and no more than one)?
3. Are there transitional statements
connecting paragraphs and providing readers understand why the next topic
is relevant to what has gone before?
4. Would my argument convince someone
who doesn=t
already agree with it?
5. Have I shown why the obvious objections
to my position do not undermine my conclusion?
6. Is my writing clear, precise, and
succinct?
In general, the more intelligently critical you are of your own work, the better. Friends who write well can provide excellent feedback about dubious claims or obscure, awkward writing. Helping others with their work in the same way should help you become more discerning about your own work as well. Completing a draft of your work at least several days ahead of schedule also makes it easier for you to see your own work with a fresh eye and make needed revisions.
III Argument Form
Filling out the Argument Form should help ensure that your paper is well organized, considers both arguments in favor of your thesis and objections to it, and takes account of its historical, social, and political context.
1. My thesis is:
2. This issue is important because:
3. My supporting arguments are:
a.
b.
c.
Etc.
4. The objections to my supporting
arguments are
a.
i
ii
iii
. . .
b.
i
ii
iii
. . .
c.
i
ii
iii
. . .
5. My responses to these objections are:
a. i, ii, iii
b. i, ii, iii
etc.
6. How the historical, social, political, and legal context affect my issue:
7. On balance, my conclusion is:
Notice that this is just an example. You will obviously have different numbers of arguments, objections, and counter-arguments. When you write your paper you may also find that it=s more convenient to respond to each objection as you go along, instead of listing them.
By: Laura Purdy
December 2001
This page belongs to Laura Purdy, who is solely responsible for its content. Please see our Statement of Responsibility.