When You Are Ready to Write, Keep in Mind the Following Suggestions

PHIL 224 Fall 2015

Discussion Paper #1

As the recent mass shooting on the campus of Umpqua Community College in Roseburg, Oregon once again reminded us, the statistics about guns and their use are hard to ignore. The U.S. has the highest per capita rate of gun ownership in the world, at 89 guns per each one hundred people. Yemen is second with about 57 guns per one hundred people. There are about 270 million guns in the hands of civilians in this country. Guns were used in almost 70% of the homicides in the U.S. between 2001 and 2011. Guns were also involved in 26% of robberies and 31% of aggravated assaults during the same period. Since 2001, 406,496 people have been killed in the U.S. by guns. During the same period, terrorists have killed only 3,380 U.S. citizens. Since 1997, there have been 51 mass shootings (shootings in which 4 or more people were killed) in the U.S. The CDC is predicting that for the first time guns will kill more people under the age of 25 than will be killed in automobile accidents. Guns kill over 25% of teenagers who die.

For purposes of this paper, ignore the fact that the 2nd amendment exists. That is, approaching the question as a moral issue, not as a legal issue or one of constitutional right, use one of the three moral theoretical perspectives we’ve discussed (Consequentialism, Natural Law, or Kantian) to argue for or against the moral permissibility of regulations limiting civilian access to guns. Make sure to present the theory you choose to use, and then apply that theory to the question at hand, making it clear how it justifies your conclusion(s).

Guidelines

When you are ready to write, keep in mind the following suggestions.

1)As clearly as possible, state the issue, problem or position that you are responding to and what your response is. An introductory paragraph with your thesis statement clearly stated is essential.

2)Put forward your argument for your position in logical order, your conclusion supported by premises, your premises supported by reasons. It is often helpful to illustrate your claims with examples, or to point out counter-examples to opposing points of view.

3)Consider possible points of disagreement to your position and try to anticipate possible objections with replies that underscore why your position is more plausible.

4)End your paper with a summary of the ground you have covered and restate your thesis.

5)Multiple drafts are a good thing, especially if you have the chance to let someone else read and comment on your essay.

6))If you paraphrase or quote someone else’s work, always provide a citation. Failure to do so is plagiarism, and is grounds for failing the assignment.

Paper Rubric

The Superior Paper (A/A-)

Thesis: Easily identifiable, plausible, novel, sophisticated, insightful, clear.

Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.

Use of evidence: Primary source information used to buttress every point with at least one example. Examples fit within paragraph. Excellent integration of quoted material into sentences.

Analysis: Clearly relates evidence to thesis; analysis is fresh, posing new ways to think of the material.

Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the class, or other classes) which illuminate thesis.

Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation; minimal to no spelling errors.

The Good Paper (B+/B)

Thesis: Promising, but may be slightly unclear, or lacking in insight or originality.

Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences.

Use of evidence: Examples used to support most points. Some evidence does not support point, or may appear where inappropriate. Quotes well integrated into sentences.

Analysis: Evidence often related to thesis, though links perhaps not very clear.

Logic and argumentation: Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though perhaps not addressed. Occasional insightful connections to outside material made.

Mechanics: Sentence structure, grammar, and diction strong despite occasional lapses; punctuation used correctly. Some (minor) spelling errors.

The Borderline Paper (B-/C+)

Thesis: May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new; provides little around which to structure the paper.

Structure: Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences.

Use of evidence: Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes may be poorly integrated into sentences.

Analysis: Quotes appear without analysis relating them to thesis.

Logic and argumentation: Logic may often fail, or argument may often be unclear. May not address counter-arguments or make any outside connections.

Mechanics: Problems in sentence structure, grammar, and diction. Errors in punctuation, and spelling.

The "Needs Help" Paper (C/C-)

Thesis: Difficult to identify at all, may be bland restatement of obvious point.

Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences.

Use of evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences; "plopped in" in improper manner.

Analysis: Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to.

Logic and argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views.

Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in punctuation and spelling.

The Failing Paper

Shows obviously minimal lack of effort or comprehension of the assignment. Very difficult to understand owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis, or utterly incompetent thesis.

Rubric adapted from a internet post by Patrick Rael <>, " Re: what to say to students", [, 2 April 1996