Foundations English Essay

Foundations 111 Fall 2013 Thesis-Driven Essay Two

Context We continue to explore a wide variety of arguments in FDN111—about, for instance, how and how not to govern (Antigone, Machiavelli, Hobbes), how to achieve self-knowledge (Plato, Augustine, Wordsworth), what it means to be a Christian (Paul, Augustine, Luther) or a hero (Homer, Chretien de Troyes), how humans behave with no laws (Hobbes), and about how to achieve greater equality between the sexes (Wollstonecraft). Understanding the arguments we read about, and the arguments we encounter every day, is key to engaging with the world around us. It is also fundamental to your college and post-college education and career, in whatever field you choose to pursue. Goals  To practice defending a claim  To practice reading a text closely for full comprehension  To practice using examples and evidence to support assertions  To build critical thinking and writing skills through the exploring, outlining, drafting, revising process  To practice editing and proofreading

Assignment TDE 2A: Exploratory writing

The second thesis driven essay (TDE 2) will raise the expectations a little higher in two ways: (1) you will be expected to defend a thesis comparing two of the selections in the Fdn 111 reader, and (2) you will be expected to explore this topic at a little greater length (1500 words minimum vs. 1200 for TDE 1).

One problem that students often encounter in writing longer papers is that they find it difficult to write at greater length without repeating themselves or having to bring in evidence and arguments that are weak or marginally relevant (if not completely irrelevant). Hopefully from this course you have learned several strategies that you can use both to make a more persuasive argument and to write papers that are longer because they investigate the topic in greater depth. These strategies include:

 Finding and summarizing specific evidence from the texts you are discussing (or other types of evidence depending on the subject matter), and being sure not just to paraphrase or quote the text but also to explain how this evidence relates to your thesis.

 Including material that establishes ethos and pathos, in addition to the logos (i.e. logic) you use to support your thesis with specific evidence. (As we have seen in the readings, these are often a focus of the introduction and conclusion. In these sections you should think about not just relating your specific thesis to a broader context, but also think about how you can do this in a way that will make your readers more willing to be persuaded by the logic of your argument.)

 Carefully describing and explaining counter evidence that appears to contradict your thesis, and then explaining how you can reconcile this evidence with the thesis.

 Carefully describing alternative theses, describing and explaining evidence that could support these alternatives, and then evaluating such counter arguments with the argument you give in favor of your thesis.

Another obstacle to writing papers that are longer because they explore a topic in greater depth can be a reluctance to "think on paper". It is good practice to always make copious annotations as you read, and to write down your thoughts on subjects as you would lecture notes in a class. This not only helps you to remember you own ideas, but also to see connections between ideas you have had in your conscious awareness at different times. (As someone who teaches neurobiology, I can tell you that the amount of information we can hold in our conscious awareness at one time is surprisingly small, which greatly limits our ability to compare different ideas if we try to do it entirely in our heads.) "Thinking on paper" also has the very useful consequence of generating large amounts of material that is already written, which you can then reorganize and edit as you shape your thoughts into an essay. If you think on paper as you read the sources you will use for a paper, you will never be confronted with a blank page when you start the actual writing.

So...

For this assignment you are to:

 Choose a pair of readings and a general topic from the list below.

 First, review both readings (along with annotations and notes from class) to refresh your memory about the overall arguments they make.

 Next, re-read each of the readings closely (as we've done with readings such as Wollstonecraft, Darwin and Marx in class), and "blog" as you read. Write down all the ideas you have about how this reading compares with the other that

might turn out to be useful or relevant to the topic, and any specific evidence that you could use to illustrate the author's position on the topic or how their position differs from the other author. These don't all have to be good ideas. At this point, your goal is to go for volume of material.

The more potentially relevant material you write at this stage, the more text you will be able to sift through and reorganize to find your best material. Then the writing of the essay will largely be a matter of editing down to your best writing instead of trying to come up with enough writing to reach the minimum length. Experienced writers almost always have the problem of editing their papers down to fit within the maximum length of an assignment than the problem of coming up with enough material to reach the minimum length.

 After you have "blogged" both readings, read through what you have written, and make a list of what you think is your best material on the topic. Aim for about 1 page of your best material, in list format.

For Wednesday, November 13 you are to turn in:

1. Your "blogs" for both readings. Aim for at least two pages for each, but the more you can write at this stage the better. As much as possible, write out your ideas so you already have text to work with as you write your essay draft.

2. A one page summary of the best ideas on the topic from your "blogs". This can just be in list format.

3. A thesis about the topic that you can support using the evidence you've accumulated in your "blogs". (You can also suggest more than one thesis, if you'd like advice on which to use for the essay.)

------------------------------------ Topics: Choose one of the pairs of readings and general topics listed below.

 Choose a topic for which you are open to evidence on both sides. For this essay, it is best to choose a topic that interests you, but for which you don't have a strong preconceived opinion one way or the other. That will help you to be open to seeing evidence from all sides sides, and to create strong and serious objections that you must respond to effectively.

 Earnestly wrestle with the issue or problem, exploring diverse perspectives and resisting quick and simple answers. Allow your thinking to evolve and your own stance on the issue to grow out of your exploration.

 Consider whether the possible evidence and arguments for each side are sufficient to persuade you of which side is correct, and or why they fail to persuade you. If you have really done this, then it should be relatively easy to write an outline and paper draft (assignment B & C) in which you walk the reader the through the same reasoning that persuaded you that your thesis statement is true.

 For ideas on how to impartially explore both sides of a topic, see the "doubting and believing game," explained on 186- 187 of the Skills Handbook.

1. Augustine vs. Hobbes on salvation (Would Augustine have agreed with Luther's claim that "absolutely none among outward

things ... has any weight in producing a state of justification"?)

2. Hobbes vs. Marx on conflict within society (What causes people to come into conflict, and what is the solution?)

3. Chretien de Troyes (Perceval) vs. Luther on the ideal of a Christian "hero" (What are one's obligations to God, to other people, and to oneself in order to live a good life.)

4. Machiavelli vs. Hobbes on the responsibility of a government to its subjects

5. Augustine vs. Hobbes on human nature (Is it possible to reconcile Hobbes' account of human emotions, conflict, and society with Augustine's account of man as having "two wills"?)

6. Wollstonecraft vs. Wordsworth on the value of reason vs. sensibility

7. Machiavelli vs. Luther on the relationship of body and spirit (Can a good Christian be an effective ruler, and vice-versa?)

8. Newton (from DeWitt ch. 18-20) vs. Augustine (or Luther, or both if you're really ambitious) on the relationship between God and man. Is the Newtonian view of God as "watchmaker" compatible with Augustine's (or Luther's) account of human nature and the relationship between God and man.