...Weekly Response According to one of the greatest philosopher and scientist, Aristotle, who believed and argued about three types of rhetorical appeals that help a person to become a better writer and speaker. First rhetorical appeal is Ethos, defines the way of person convinces someone to believe him/her simply by his/her character and trustworthiness. The second is the strongest emotional appeal that Aristotle described was Pathos, appeals the audience by their feelings, beliefs, and self-interests. The third appeal is the most important technique which will be often used in persuasive speech is logos which refers to logic, fact or reason. Moreover, based on the most famous psychologist Carl Rogers, who assumed that solving a solution would not be a problem if a writer and reader finds the “common ground” (Rogers), which it consists of beliefs, values, goals, and opinions. The Rogerian Argument has four main parts: introduction, opposing view, describing your own view points and conclusion....
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...is still a risk of getting into a car crash just how there is a risk for extra credit not being effective. Students who decide to not complete their work and then are offered extra credit use that to make up what they didn’t do while ignoring the risk of still failing. Hence, just how John never drove his car until he got car insurance. In addition, teachers are supporting students with failing grades by giving them extra credit to make up the work. Instead of corresponding grades with learning abilities of students, teacher have “dirty hands” for generating good grades without the efforts of pedagogical strategies. Generally speaking teachers are allowing students to slack on their work and expect extra credit. In objection to Pyne’s argument, under a utilitarian viewpoint I am going to list the pros extra credit. By doing this I am showing how extra credit is useful for students despite some of the negatives aspects teachers may think about it. Extra credit usually reflects what students are currently learning although it may not been taught. So giving extra credit allow students to interact with different learning techniques that might not originally be used in the classroom. Extra credit assignments allow teachers to encourage learning outside of the classroom, increasing students interest in learning from the real-world. Offering extra credit to students who visit science museums and write a paragraph about an exhibit that relates to our class encourage learning outside...
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...In The Ontological Argument, St. Anselm argues that it would be a self-contradiction if a being that none greater can be conceived did not exist. Through relations of premises, which pertain to ideas in our minds and actuality, Anselm draws the conclusion that an all-powerful being must exist. Many philosophers realize, however, that the ontological argument is problematic in that the relationship drawn between mental and actual reality is not clearly stated. In this paper I will argue that the lack of distinction between reality and beings that exist in the mind proves to be a weakness in the ontological argument. I will do this first by presenting an important philosopher who directly responds to the ontological argument, then I will further develop my argument with the notion that Anselm’s argument is too ambiguous considering we can only comprehend finite beings, and finally, I will address a response to Aquinas’s objection and why this proves to have weaknesses of its own. The ontological argument is stated as such: by definition, God is a being that none greater can be imagined. This being exists as an idea in the mind. Other things equal, a being that exists as an idea in the mind and in reality is greater than a being that exists only in the...
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...Study Guide: Lesson 18 Arguments for the Existence of God Lesson Overview: In this lesson, we arrive at 1 of the most important questions of the course for Christians: Do we have good reasons to believe that God exists? Today, many are claiming that there is no evidence for God’s existence and those who believe in God are just deluding themselves. However, this lesson will show that some very interesting arguments have been developed throughout the history of philosophy that demonstrate that the theist is within his epistemic rights in believing in God. While the case is not 100% certain (few things are in philosophy), it is certainly reasonable in the absence of any contrary evidence to hold that God exists as the best explanation for certain effects we observe in creation. Tasks: View and take notes of the presentation: “Arguments for God’s Existence.” Read “The Absurdity of Life without God” by William Lane Craig. This reading by Christian philosopher William Lane Craig is titled the “The Absurdity of Life without God.” In this powerful argument, Craig seriously considers the ramifications for us if in fact there really is no God. I assign it to my students on campus and they always tell me it is their favorite reading of the semester. I think you will really enjoy it. It is not a difficult reading and is very powerful on a personal level. While it does not prove God's existence, it does add positive epistemic evidence for the cumulative case for God as...
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...Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. Points: 180 |Assignment 5: Critical Thinking Paper — Draft | | |Criteria |Unacceptable |Meets Minimum |Fair |Proficient |Exemplary | | |Below 60% F |Expectations |70-79% C |80-89% B |90-100% A | | | |60-69% D | | | | |1. Argument follows |Did not submit or |Insufficiently |Partially followed the|Satisfactorily |Thoroughly followed | |the five steps of |incompletely followed |followed the five |five steps of |followed the five |the five steps of | |persuasion: |the five steps of |steps of persuasion: |persuasion: |steps of persuasion: |persuasion: | |establishing |persuasion: |establishing |establishing |establishing |establishing | |credibility, |establishing |credibility, |credibility, |credibility, |credibility, | |acknowledging the |credibility, |acknowledging the |acknowledging the |acknowledging the |acknowledging the | |audience‘s...
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...particular view of non-cognitivism is mostly targeted by the wishful thinking argument. I will then outline the main problem brought up by the wishful thinking argument. I will then outline the expressionist’s responses to the wishful thinking argument using David Enoch and James Lenman’s solutions to the problem, and show the flaws in their arguments. Therefore I will come to the conclusion that the wishful thinking argument is a valid objection to non-cognitivism. Non-Cognitivism Non cognitivism is the objection to the claim the moral facts express belief. According to this view they are not either true or false, neither do the assert anything about the world. Seeing as moral facts cannot be seen as true and no one can have knowledge of something that is not true, non-cognitivism implies the moral knowledge is impossible. The three main forms of non-cognitivism are; prescriptivism, emotivism and expressivism. In this essay I will be addressing the problems found in the expressivism branch of non-cognitivism. Expressivism Expressivism is the view that sentences about moral facts are not to descriptive terms, and do not relate to the real world problems. They are used for expressing either positive or negative attitude towards the object of the sentence. The Wishful-thinking argument This is an argument that rejects non-cognitivism presented by Cian Dorr (2002). The outline of this argument is the fact that we can come to a conclusion about how the world is, based on our...
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...Critical Response Paragraphs UWF WRITING LAB WRITING CRITICAL RESPONSE PARAGRAPHS By Chris Yow Quoted material is taken from the autobiography The True History and Restoration of Mrs. Mary Rowlandson Many instructors assign daily critical response paragraphs to ensure students are reading the assigned texts and to help students think critically about the texts they are reading. Critical response paragraphs do not simply summarize the text or evaluate whether or not you like the text; they are a 7- to 10-sentence persuasive and focused analysis, argument, or interpretation about the text. They not only help you think critically about the texts you read but also help you formulate ideas that can be expanded into longer essays. There are four parts to a critical response paragraph:1) an argumentative topic sentence, 2) evidence in the form of quotations or paraphrases for the argument you are making, 3) interpretation of your evidence in relation to the argument, and 4) a strong concluding statement. Follow the guidelines under each part to help you write a critical response paragraph. Do not write a plot summary. Engage the text. 1. The Argumentative Topic Sentence You can think of your critical response paragraph as a mini-essay; your paragraph’s topic sentence (usually the first sentence) must act as both the thesis and the introduction. You should include the author’s name and the title of the text you are writing about, and you must state precisely and concisely what...
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...The argument/thesis/main idea of the book William Willimon’s primary argument is biblical case against the fear of the other. Willimon, in response to the fear mongering prevalent in American culture and politics, seeks to make the case that the Gospel is the drawing close to the other as means of drawing close to God. This short book address the themes of being saved by the other, when the other is an enemy, what Christian fear should look like, loving the other in Church and understanding Jesus as the other. Throughout, Willimon attests that love for the other is the heart of God’s love for us. An evaluation of the sources used for the study Willimon primary source for his argument against the fear of the other is the Bible. Appealing to the authority of the Bible, and in particular the life of Jesus, is at the heart of Willimon’s argument. Considering, that Fear of the Other is first and foremost a biblical case for the end of fearing the other this is a fitting primary source for Willimon’s argument. However, the Bible is not the only source that Willimon engages. There is a small list of secondary sources most important of which are Scott Bader-Saye, David Rock and Miroslav Volf. Both Scott...
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...as the relativist will fail to provide compelling responses to the universalist’s objections, as this essay will further explain. However, to balance out the debate, I will additionally highlight the benefits that the relativist theory brings to...
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...Singer approaches the problem of famine from a utilitarian standpoint. His argument is that it is the responsibility of humans who have the means to relieve persons affected by famine. The effort must be of more importance than material possessions and personal interest. This must also be done without consideration of locality or the moral responsibility of others. O’Neill faces a little more difficulty because she presents her argument from a Kantian standpoint, which theoretically is based on intention and not action, because of this O’Neill focuses her response on treating those afflicted justly. Using Kant’s categorical imperative O’Neill establishes the obligation-to both-not interfere with the rights of plighted individuals by not using...
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...fellow classmates and formulate ways that training and HRD can be improved upon in your department or organization. Forum Rubric (Link) Instructions: Your initial post should be at least 250 words. Please respond to a minimum of 2 students. Include a minimum of (3) references or sources to support your ideas, arguments, and opinions. Responses should be a minimum of 100 words and include direct questions. Please review the forum grading rubrics in order to understand your responses in the forum will be graded. WEEK 2 Topic for Discussion: This week’s lesson deals with different learning styles and the adult learning model or andragogical learning models. How is learning facilitated in your organization or workplace? Are training needs met in your opinion? If so how? If not, how could they be improved? Forum Rubric (Link) Instructions: Your initial post should be at least 250 words. Please respond to a minimum of 2 students. Include a minimum of (3) references or sources to support your ideas, arguments, and opinions. Responses should be a minimum of 100 words and include direct questions. Please review the forum grading rubrics in order to understand your responses in the forum will be graded. WEEK 3 Topic for Discussion: Most of us have either given or participated in lecture type training at one time...
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...Elder 1 Tonisha Elder Phil 201 Response to McCloskey article May 7, 2016 Elder 2 In McCloskey’s article “On Being an Atheist”, McCloskey shares with us his arguments on why being an atheist is more comforting (if you will) than being a Christian. McCloskey believes that the three proofs (Cosmological, Teleological, and the argument from design) are not a basis for proving God’s existence. McCloskey discharges the proofs by saying in his article, “, theists do not come to believe in God as a result of reflecting on the proofs, but come to religion as a result of other reasons and factors.” (McCloskey, 62). Although there are many ways that one could come to believe in Gods existence, thinking cosmologically, I can’t help but to look at Gods splendor around me or think of the universe, and doubt that God does in fact exist. In “Approaching the Question of God’s existence, Foreman says, “There are certain effects we see in the universe that show God exists.” (Foreman). Foreman touches on the fact that there is no one argument that proves one hundred percent that God exists. He goes on to share that these three arguments do have value, and when put altogether they all do prove to some degree that God does in fact exist. McCloskey attempts to break down each of the proofs to in a way persuade the reader on why these proofs are invalid. The first one he addresses is the cosmological argument. This proof or argument is the one that is most argued. First...
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...ANSWERING WRITTEN RESPONSE QUESTIONS CPA PROGRAM AND PRACTICE MANAGEMENT EXAM SEMESTER 1 2014 Overview The exams for the following segments include a combination of multiple-choice questions and written response questions: Ethics and Governance Financial Reporting Global Strategy and Leadership Malaysia Taxation Practice Management Singapore Taxation (written response questions only) Strategic Management Accounting Written response exam questions are designed to assess your knowledge and understanding of key concepts, and your ability to apply these concepts to a set of case facts and scenarios. Provided below are guidelines to assist you in answering written response exam questions. Allow sufficient time to answer the questions The exam outlines the suggested time allocation for the multiple-choice and written-response sections. Check your exam structure document for the marks allocated to each written response question. You can use this information to calculate how much time to spend on each question. For example, if a question is worth 10 marks out of 80, you would spend 1/8 of the three hours and 15 minutes on this question, or approximately 25 minutes. Once this time has elapsed, move on to the next question. Similarly for the multiple-choice questions, if you don’t know the answer, move on. If you have time left at the end of the exam, you can come back to finish any incomplete questions or select an answer for a multiple-choice question. Read...
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...Proposition and Opposition Arguments Worksheet Cari M. Stephens, Greer Cimbalik, Tawni Brown, and Yolanda Martinez HUM/114 June 5, 2012 Mac Wrigley Proposition and Opposition Arguments Worksheet Proposition and Opposition Arguments Worksheet Detailed Initial Argument Preparation: For each of the 10 general arguments that you defined as supporting your stance on the problem or issue being debated in your Week Two Debate Plan Worksheet, research and list at least two facts that support each of the supporting arguments. Be sure to cite your source. Finally, determine how and what you are going to focus on for your debate by ranking the strength or importance of your arguments with 1 being the best or most important argument, and 10 being the weakest or least important argument. General arguments that support your stance on the problem or issue being debated“Proposition” | Two facts that support the argument | Rank of Argument Importance / Strength | Footprints have not been able to be disproven as credible evidence that Bigfoot does exist. | * Size of foot and distance between strides justifies that the footprint cannot be human. Footprints cannot be faked of staged due to size, (Big Foot And Yeti, ). * These footprints are bigger and are different shapes than any other animal on record, (Big Foot And Yeti, ). | 6 | Eyewitness sightings of the North American Bigfoot date back to the 1830’s. | * The fact that there are still eyewitness sightings...
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...Mechanics”, a couple has an argument while the husband is packing to leave. The argument escalates and gets physical with a “tug of war” with their baby. The couple became so persistent to keep their baby away from one another that this fight results into a tragic situation that they can never take back. Because Carver made this short story vague, he makes you use your imaginations to fill in the blanks of this story. The story begins with the lines, “Early that day the weather turned and the snow was melting into dirty water” (Carver 228). This gloomy setting is used and described in the beginning of this story to get the reader ready for the argument that’s about to come. Usually, snow can be seen as fresh and beautiful or at least pleasant to look at, but in this story, Carver creates this dark, depressing atmosphere when he describes the snow melting into “dirty water”, and having only faint lighting in the house that’s coming from the outside, through a small window. It seems like Carver used the snow...
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