The Constitution of the United States, Amendment 2
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Topic 1 Reading Exercises from:
The Constitution of the United States, Amendment 2
Copi, Irving M. Introduction to Logic, 14th Edition. Routledge.
Chapter 1
INSTRUCTIONS
Identify the premises and conclusions in the following passages. Some premises do support the conclusion; others do not. Note that premises may support conclusions directly or indirectly and that even simple passages may contain more than one argument.
Example Problem
A well-regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed.
The Constitution of the United States, Amendment 2
Example Solution
Premise: A well-regulated militia is necessary for the security of a free state. Conclusion: The right of the people to keep and bear arms shall not be infringed.
PROBLEMS
5. Standardized tests have a disparate racial and ethnic impact; white and Asian students score, on average, markedly higher than their black and Hispanic peers. This is true for fourth-grade tests, college entrance exams, and every other assessment on the books. If a racial gap is evidence of discrimination, then all tests discriminate.
Abigail Thernstrom, Testing, the Easy Target, The New York Times, 15 January 2000
6. Good sense is, of all things in the world, the most equally distributed, for everybody thinks himself so abundantly provided with it that even those most difficult to please in all other matters do not commonly desire more of it than they already possess.
René Descartes, A Discourse on Method, 1637
7. When Noah Webster proposed a Dictionary of the American Language, his early 19th-century critics presented the following argument against it: Because any words new to the United States are either stupid or foreign, there is no such thing as the American language; theres just bad
English.
Jill Lepore, Noahs Mark, The New Yorker, 6 November 2006
8. The death penalty is too costly. In New York State alone taxpayers spent more than $200 million in our states failed death penalty experiment, with no one executed. In addition to being too costly, capital punishment is unfair in its application. The strongest reason remains the epidemic of exonerations of death row inmates upon post-conviction investigation, including ten
New York inmates freed in the last 18 months from long sentences being served for murders or rapes they did not commit.
L. Porter, Costly, Flawed Justice, The New York Times, 26 March 2007
9. Houses are built to live in, not to look on; therefore, let use be preferred before uniformity.
Francis Bacon, Of Building, in Essays, 1597
10. To boycott a business or a city [as a protest] is not an act of violence, but it can cause economic harm to many people. The greater the economic impact of a boycott, the more impressive the statement it makes. At the same time, the economic consequences are likely to be shared by people who are innocent of any wrongdoing, and who can ill afford the loss of income: hotel workers, cab drivers, restaurateurs, and merchants. The boycott weapon ought to be used sparingly, if for no other reason than the harm it can cause such bystanders.
Alan Wolfe, The Risky Power of the Academic Boycott, The Chronicle of Higher Education, 17 March 2000
11. Ethnic cleansing was viewed not so long ago as a legitimate tool of foreign policy. In the early part of the 20th century forced population shifts were not uncommon; multicultural empires crumbled and nationalism drove the formation of new, ethnically homogenous countries
Belinda Cooper, Trading Places, The New York Times Book Review, 17 September 2006
12. If a jury is sufficiently unhappy with the governments case or the governments conduct, it can simply refuse to convict. This possibility puts powerful pressure on the state to behave properly. For this reason a jury is one of the most important protections of a democracy
Robert Precht, Japan, the Jury, The New York Times, 1 December 2006
13. Without forests, orangutans cannot survive. They spend more than 95 percent of their time in the trees, which, along with vines and termites, provide more than 99 percent of their food. Their only habitat is formed by the tropical rain forests of Borneo and Sumatra
Birute Galdikas, The Vanishing Man of the Forest, The New York Times, 6 January 2007
14. Omniscience and omnipotence are mutually incompatible. If God is omniscient, he must already know how he is going to intervene to change the course of history using his omnipotence. But that means he cant change his mind about his intervention, which means he is not omnipotent
Richard Dawkins, The God Delusion (New York: Houghton Mifflin, 2006)
15. Reason is the greatest enemy that faith has; it never comes to the aid of spiritual things, but more frequently than not struggles against the divine Word, treating with contempt all that emanates from God
Martin Luther, Last Sermon in Wittenberg, 17 January 154
INSTRUCTIONS
Some of the following passages contain explanations, some contain arguments, and some may be interpreted as either an argument or an explanation. What is your judgment about the chief function of each passage? What would have to be the case for the passage in question to be an argument? To be an explanation? Where you find an argument, identify its premises and conclusion. Where you find an explanation, indicate what is being explained and what the explanation is.
Example Problem
Humans have varying skin colors as a consequence of the distance our ancestors lived from the Equator. Its all about sun. Skin color is what regulates our bodys reaction to the sun and its rays. Dark skin evolved to protect the body from excessive sun rays. Light skin evolved when people migrated away from the Equator and needed to make vitamin D in their skin. To do that they had to lose pigment. Repeatedly over history, many people moved dark to light and light to dark. That shows that color is not a permanent trait
Nina Jablonski, The Story of Skin, The New York Times, 9 January 2007
Example Solution
This is essentially an explanation. What is being explained is the fact that humans have varying skin colors. The explanation is that different skin colors evolved as humans came to live at different distances from the Equator and hence needed different degrees of protection from the rays of the sun. One might interpret the passage as an argument whose conclusion is that skin color is not a permanent trait of all humans. Under this interpretation, all the propositions preceding the final sentence of the passage serve as premises.
PROBLEMS
15.The Treasury Departments failure to design and issue paper currency that is readily distinguishable to blind and visually impaired individuals violates Section 504 of the Rehabilitation Act, which provides that no disabled person shall be subjected to discrimination under any program or activity conducted by any Executive agency.
Judge James Robertson, Federal District Court for the District of Columbia, American Council of the Blind v. Sec. of the Treasury, No. 02-0864 (2006)
16.Rightness [that is, acting so as to fulfill ones duty] never guarantees moral goodness. For an act may be the act which the agent thinks to be his duty, and yet be done from an indifferent or bad motive, and therefore be morally indifferent or bad
Sir W. David Ross, Foundations of Ethics (Oxford: Oxford University Press, 1939)
17.Man did not invent the circle or the square or mathematics or the laws of physics. He discovered them. They are immutable and eternal laws that could only have been created by a supreme mind: God. And since we have the ability to make such discoveries, mans mind must possess an innate particle of the mind of God. To believe in God is not beyond reason.
J. Lenzi, Darwins God, The New York Times Magazine, 18 March 2007
18.Many of the celebratory rituals [of Christmas], as well as the timing of the holiday, have their origins outside of, and may predate, the Christian commemoration of the birth of Jesus. Those traditions, at their best, have much to do with celebrating human relationships and the enjoyment of the goods that this life has to offer. As an atheist I have no hesitation in embracing the holiday and joining with believers and nonbelievers alike to celebrate what we have in common
John Teehan, A Holiday Season for Atheists, Too, The New York Times, 24 December 2006
19.All ethnic movements are two-edged swords. Beginning benignly, and sometimes necessary to repair injured collective psyches, they often end in tragedy, especially when they turn political, as illustrated by German history
Orlando Patterson, A Meeting with Gerald Ford, The New York Times, 6 January 2007
20.That all who are happy, are equally happy, is not true. A peasant and a philosopher may be equally satisfied, but not equally happy. Happiness consists in the multiplicity of agreeable consciousness. A peasant has not the capacity for having equal happiness with a philosopher
Samuel Johnson, in Boswells Life of Johnson, 1766
Chapter 2
INSTRUCTIONS
Identify the premises and conclusions in the following passages. Some premises do support the conclusion; others do not. Note that premises may support conclusions directly or indirectly and that even simple passages may contain more than one argument. Each of the following passages may contain more than one argument.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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