Paper 1 on Chapter 1 and Chapter 2 on the two quotes from Socrates due FRIDAY 7.09.21 (Extended due to the Holiday)
This paper can be turned in late up to 7 days after original due date with 1 points per day deduction
This is not a research paper. Do not go to Google
Use only material from our textbook, lecture slides, class assignments, Canvas links and authorized posted websites under the Modules
You must use Footnotes. Do not provide a work cited or bibliography page.
You must cite at least 2-3 footnotes per page.
Please read all of the instructions and follow all of the guidelines.
Please carefully proofread your final draft. Check for spelling and grammar errors.
Each paper should be [5-6 pages (1200+ word count) but not more than 8 pages]
12 font ONLY, Double-spaced.
All paragraphs must be indented. Do not use technical style formatting. All papers are due on Canvas by their due date by midnight.
All papers must use footnotes for citations. I will demonstrate how to do FOOTNOTES and please consult the handouts posted on Canvas.
https://www.scribbr.com/citing-sources/what-are-footnotes-and-endnotes/ (Links to an external site.)
https://support.microsoft.com/en-us/office/insert-footnotes-and-endnotes-61f3fb1a-4717-414c-9a8f-015a5f3ff4cb (Links to an external site.)
Each paper is worth up to 50 points. Please save your uploaded online paper as a DOC, WORD, RTF OR ODT file only. Do not save papers as pages.
See EXCELLENT STUDENT SAMPLE HERE: Socrates Paper 1 EXCELLENT student.pdfActions
PICK ONE TOPIC FROM CHAPTER ONE AND CHAPTER TWO ONLY
Write a paper on Socrates’ quotes Socrates: “The Unexamined Life is not worth living” and “We go through life sleep walking”
Reflect and explain Socrates quotes IN YOUR OWN words
Refer to any of your classroom discussions
Refer to any of your homework Assignments
Refer to any of the following movies and video clips embedded in the lecture slides
Refer to any of video clips and stories and links embedded in the lecture slides and on Canvas
Refer to any of lecture slides and your lecture notes
Reflect on what type of person and philosopher Socrates was
Reflect on why he might have been brought up on charges and condemned to
Reflect on how Socrates felt about the trial and his death
Share and discuss this quote with family and friends and include insights gained from these conversations
You have 100% freedom on how to approach this Be creative! Think outside the box. Teach me!
Have confidence in who you are as a student, a writer and a philosopher!
Bring in material from Chapter One and Chapter Two
A strong paper will have citations from the textbook to back up and support your ideas
Reflect on the following links and include any of them in your paper:
Waking Life: https://fsharetv.co/movie/waking-life-episode-1-tt0243017 (Links to an external site.)
The Death of Socrates Painting from David:
https://www.google.com/search?q=the+death+of+socrates&biw=1396&bih=690&source=lnms&tbm=isch&s (Links to an external site.) a=X&ved=0ahUKEwjt7Y-j2oHSAhWIrlQKHTmiAscQ_AUIBigB (Links to an external site.)
Life as Jelly Beans:
https://www.youtube.com/watch?v=BOksW_NabEk (Links to an external site.)
Everybody dies but not everybody lives:
https://www.youtube.com/watch?v=ja-n5qUNRi8 (Links to an external site.)
American Beauty:
https://www.youtube.com/watch?v=NtbbqjiFaGY (Links to an external site.)
Nurse Reveals The Top 5 Regrets People Make On Their Deathbed:
https://www.youtube.com/watch?v=aRVYb5LgYjM&t=107s (Links to an external site.)
Science of Happiness I:
https://www.youtube.com/watch?v=oHv6vTKD6lg (Links to an external site.)
Science of Happiness II:
https://www.youtube.com/watch?v=KKKu2_Lw1m8 (Links to an external site.)
Curious Case of Benjamin Button movie
American Beauty movie
Nature |Louie Schwartzberg:
https://www.youtube.com/watch?v=gXDMoiEkyuQ (Links to an external site.)
Finding your Meaning of Life
https://www.youtube.com/watch?v=XCXMXuUDaic (Links to an external site.)
The employees shut inside coffins
https://www.youtube.com/watch?v=6OKGNlccgQM (Links to an external site.)
A Good Day to Die: Fake Funerals in South Korea
https://www.youtube.com/watch?v=a16WKRc2y7I (Links to an external site.)
Shots of awe: mortality
https://www.youtube.com/watch?v=odwW8XlTD1I&t=1s (Links to an external site.)
Shots of Awe: Conquering our fear of death
https://www.youtube.com/watch?v=1a-cHswkvMA (Links to an external site.)
Shots of Awe: Why are we so unhappy
https://www.youtube.com/watch?v=YzAFCU4RCnM (Links to an external site.)
Dr Cornel West The Unexamined Life is not worth living
https://www.youtube.com/watch?v=xfD3X3f5C_w&t=185s (Links to an external site.)
Waking Life movie: https://topdocumentaryfilms.com/waking-life/ (Links to an external site.)
Rubric
Socrates Paper 1 Rubric
Socrates Paper 1 Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome DO YOU HAVE A STRONG INTRODUCTION?
DO YOU HAVE A STRONG INTRODUCTION?
The role of introductions
• All papers must have an STRONG INTRODUCTION, many body PARAGRAPHS and a CONCLUSION.
Introductions and conclusions can be the most difficult parts of papers to write. Usually when you sit down to respond to an assignment, you have at least some sense of what you want to say in the body of your paper. You might have chosen a few examples you want to use or have an idea that will help you answer the main question of your assignment; these sections, therefore, may not be as hard to write. And it’s fine to write them first! But in your final draft, these middle parts of the paper can’t just come out of thin air; they need to be introduced and concluded in a way that makes sense to your reader.
Your introduction and conclusion act as bridges that transport your readers from their own lives into the “place” of your analysis.
By providing an introduction that helps your readers make a transition between their own world and the issues you will be writing about, you give your readers the tools they need to get into your topic and care about what you are saying.
Similarly, once you’ve hooked your readers with the introduction and offered evidence to prove your thesis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives.
5 to >0.0 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning Outcome DO YOU HAVE A STRONG CONCLUSION?
DO YOU HAVE A STRONG CONCLUSION?
Introductions and conclusions can be difficult to write, but they’re worth investing time in. They can have a significant influence on a reader’s experience of your paper.
• All papers must have an STRONG INTRODUCTION, many body PARAGRAPHS and a CONCLUSION.
Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.
Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.
Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.
Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.
5 to >0.0 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning Outcome ARE YOU MAKING A STRONG ARGUMENT OR STRONG CLAIMS?
ARE YOU MAKING A STRONG ARGUMENT OR STRONG CLAIMS?
ARGUMENTS ARE EVERYWHERE
You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing.
• All papers must have an STRONG INTRODUCTION, many body PARAGRAPHS and a CONCLUSION.
Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own.
In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.
Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.
Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.
MAKING CLAIMS
What is an argument? In academic writing, an argument is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. In other words, gone are the happy days of being given a “topic” about which you can write anything. It is time to stake out a position and prove why it is a good position for a thinking person to hold. See our handout on thesis statements.
Claims can be as simple as “Protons are positively charged and electrons are negatively charged,” with evidence such as, “In this experiment, protons and electrons acted in such and such a way.” Claims can also be as complex as “The end of the South African system of apartheid was inevitable,” using reasoning and evidence such as, “Every successful revolution in the modern era has come about after the government in power has given and then removed small concessions to the uprising group.” In either case, the rest of your paper will detail the reasoning and evidence that have led you to believe that your position is best.
When beginning to write a paper, ask yourself, “What is my point?” For example, the point of this handout is to help you become a better writer, and we are arguing that an important step in the process of writing effective arguments is understanding the concept of argumentation. If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.”
Consider this: your instructors probably know a lot more than you do about your subject matter.
Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:
PROOF THAT YOU UNDERSTAND THE MATERIAL
A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.
This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way. In order to succeed at this second step, though, you must have a particular point to argue.
Arguments in academic writing are usually complex and take time to develop. Your argument will need to be more than a simple or obvious statement such as “Frank Lloyd Wright was a great architect.” Such a statement might capture your initial impressions of Wright as you have studied him in class; however, you need to look deeper and express specifically what caused that “greatness.” Your instructor will probably expect something more complicated, such as “Frank Lloyd Wright’s architecture combines elements of European modernism, Asian aesthetic form, and locally found materials to create a unique new style,” or “There are many strong similarities between Wright’s building designs and those of his mother, which suggests that he may have borrowed some of her ideas.” To develop your argument, you would then define your terms and prove your claim with evidence from Wright’s drawings and buildings and those of the other architects you mentioned.
20 to >0.0 pts
Full Marks
0 pts
No Marks
20 pts
This criterion is linked to a Learning Outcome EVIDENCE AND TEXTUAL SUPPORT EVIDENCE
EVIDENCE AND TEXTUAL SUPPORT
EVIDENCE
Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make or break your argument. You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you make them feel guilty because your friends’ parents all let them drive? Did you whine until they just wanted you to shut up? Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile? These are all types of argumentation, and they exist in academia in similar forms.
Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best. Pay attention to your textbooks and your instructor’s lectures. What types of argument and evidence are they using?
The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things?
Be consistent with your evidence. Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim.
So, if you start a paragraph or section with a statement like “Putting the student seating area closer to the basketball court will raise player performance,” do not follow with your evidence on how much more money the university could raise by letting more students go to games for free. Information about how fan support raises player morale, which then results in better play, would be a better follow-up.
Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered.
In this course make sure you pull material from the textbook, website links, embedded links in the slides, lecture notes and slides, and discussion board.
Complete references for all citations
• All papers must include at least 2 references per page from either our course textbook, posted lecture slides, homework questions, posted links on Canvas or outside sources that are cited.
• See Canvas for suggested links and websites for resources
10 to >0.0 pts
Full Marks
0 pts
No Marks
10 pts
This criterion is linked to a Learning Outcome THESIS STATEMENT
THESIS STATEMENT
Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.
What is a thesis statement?
tells the reader how you will interpret the significance of the subject matter under discussion.
is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
makes a claim that others might dispute.
is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.
If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively.
5 to >0.0 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning Outcome TECHNICAL ISSUES
TECHNICAL ISSUES
Each paper should be [4-5 pages (1100-1400 word count) but not more than 7 pages]
Double Spaced between sentences
Indentation for each new paragraph
Margins 1.25-1.50
Double spaced between each paragraph
Well developed paragraphs
Clear of spelling and formatting issues
Footnotes for all references
• All papers must use FOOTNOTES for all citations. Guidelines on Footnotes are posted online
Complete references for all citations
• All papers must include at least 2 references per page from either our course textbook, posted lecture slides, homework questions, posted links on Canvas or outside sources that are cited.
• See Canvas for suggested links and websites for resources
5 to >0.0 pts
Full Marks
0 pts
No Marks
5 pts
Total Points: 50
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