Part of the aim of a Philosophy Course is to improve critical thinking and writing skills. Please keep the following in mind when writing your Exam essays and Term Papers:
1) An “argument” is a piece of reasoning, or a process of reasoning. It is the giving of
reasons in support of a conclusion regarding what to believe, or what to do. In this sense
of “argument,” arguments are used in philosophy, theology, history, the sciences, law,
technology, deciding who to vote for, whether or not to change jobs, support a cause, go
to school, quit school, etc. In these reasons support (can support, usually do support) both
descriptive and prescriptive conclusions concerning what is true, and what to do.
2) A question is not an argument, although it could spark one by setting us to looking for reasons to answer it one way or the other. There is an implicit relationship between questions and arguments. If we had no questions to begin with, then we would not proceed to look for reasons to answer them in one way or another.
3) An assertion is not an argument. At best it can become the conclusion of an argument, when supported with reasons. And at worst it is the simple statement of an unwarranted opinion. Try to offer persuasive reasons for the truth of an assertion.
4) Two reasons to avoid “rhetorical questions” :
a) It is assumed that the reader gets the point of the question, which isn’t necessarily true. b) It is assumed that the answer “goes without saying,” which is not necessarily true.
5) An example of the question/argument relationship:
A patient reports symptoms to a doctor: the doctor’s “Implicit Question” (Larry Wright, Practical Reasoning) is ,“What is ailing the patient ?” The doctor looks for reasons to answer the question one way or the other. The doctor looks at the patient; the results of a physical exam; the results of lab tests; the doctor takes the background of the patient’s medical history into account; also the doctor’s knowledge of the current state of medical science, and any similar experiences with previous patients is taken into account as further background that helps the doctor to come to a judgment as to the correct explanation/diagnosis ( “opinion,” or “theory” ) of the patient’s physical condition, e.g. that the patient has disease “x.“ The aim of the reasoning process is to provide an answer to the question that initiated it. [Sometimes the reasons/evidence supporting a given view/belief/position can put it beyond “reasonable doubt” in some case or area. But sometimes they are inconclusive; and there are “close calls.” And, of course, as in the example above, doctors can come to different conclusions (“opinions,” as we say) based on the same evidence. Reasonable people can disagree without being arbitrary. We bring different minds to the evidence, but we need not simply be “flipping coins,” so to speak]
6) Sometimes we don’t have all the answers. When that is the case, we should admit it.
7) Okay, so Philosophy is not quite like some other Courses. It is exactly the same when it comes to there being Course Material, and the requirement that you know it. You must demonstrate your knowledge and understanding of the course material in your written work, e.g., by explaining arguments, objections and replies; terms and phrases, etc.
8) Of the two parts of all the written work, “book report” & “reasoned critique,” the grading will mainly be based on the “book report” part on the Midterm ; and both parts, “reasoned critique” & “book report,” will be of equal value on the Final & Term Paper.
9) That’s about it.
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