Philosophy 235, Grading rubric, paper 1

Formatting
Failure to comply with any of the formatting requirements will result in a 1/3 grade reduction (e.g. from a B+ to B).
* ID page: after the last body page, add a new page with nothing on it but your name; put your name at the bottom of this page. This allows me to grade all papers anonymously.
* Do not put your name, or any other identifying marks, anywhere on the paper except for your ID page.
* Single spaced, 1" margins, 11 or 12 point font (Times New Roman or something very similar).
* No introduction or conclusion - start with your thesis, and get right into your argument.
* Must be in .doc or .docx format.
* The file name must be "[your student id number] 235 PAPER 1.doc" or ".docx".

Length
3 pages (not including the ID page and any bibliography). You may go over 3 pages. If you do, I will deduct points if there is any extraneous material in the paper (anything not strictly necessary to make your argument or respond to objections). If you really do need to go over 3 pages, and don't have any extra material in your paper, then you should go ahead and do so without worrying.

I. Thesis:
The criteria about your thesis are a minimum bar for a passing paper. If you far exceed them, it's not going to push your grade up much. But if you fail to meet them, it will be very hard to get even a decent grade. This is because your thesis is what makes sense of everything else you say in the paper.
1. Your thesis either clearly fits the assigned theses or I have approved it in writing.
2. It is easy to understand what your thesis means; any terms that might be vague, ambiguous, or unclear are defined or explained early in your paper.
....a) For most of the possible topics, this means that I should be able to think of some example beings and/or rights and know exactly what your thesis says about them.
3. Your thesis is the first thing stated in the paper, and explained immediately after.
4. Your thesis is not trivial (see the assignment for an explanation of what that means).

II. Your argument for your thesis:
Assuming that your thesis is decent, this is where the majority of your grade will come from. It should occupy the majority of your paper.
1. Makes a clear and strong argument that your thesis is true.
....a) If the points you made in making your argument were all true, your thesis would have to be true.
....b) This argument is not circular: none of the reasons you give to believe your thesis are basically a restatement of your thesis, or assume that your thesis is true.
....c) Any terms used in making your argument that are vague, ambiguous, or unclear are defined or explained.
....d) It's clear how the various points you make in making your argument fit together and support your thesis.
....e) You don't make inconsistent or self-contradictory claims or arguments.
....f) The points you make in supporting your argument are either uncontroversially true, or you clearly and persuasively explain why a reasonable person could accept them as true (you don't need to persuade me that they ARE true, just that they are reasonable to believe).
........i) So, you may have to make "sub-arguments" to support the points you make in making your main argument; these sub-arguments will be evaluated by the standards I've just stated.

2. You identify and respond to all of the obvious objections to your thesis or to the points you made in making your arguments.
Note: you will also have to respond to a non-obvious objection (see III). Your discussion of the obvious objections is part of making your main argument.
....a) By "obvious" I mean:
........i) anything discussed in class or in the reading that seems to go against what you say,
........ii) or objections that would come to mind to a reasonable attentive reader (who had taken this class) upon a modicum of reflection.
........iii) Put another way, if I can think of an objection without much effort, you should address that objection.
....b) You identify the specific points where reasonable people would seem to disagree with what you've said.
....c) You explain and motivate the disagreement: why is the disagreement at least initially reasonable seeming? The more plausible you can make the objection, the better - you want to show that you really get why thoughtful people don't all agree with you.
....d) You respond to the objections:
........i) This involves either explaining why the apparent disagreement is not a real disagreement, or why the objection is mistaken or irrelevant.
........ii) The response to the objection will be evaluated in the same way as your main arguments: see II.1.

III. Non-obvious objection:
1. Raise a serious, novel objection to your thesis. This should be something not discussed extensively in class.
....a. If the objection were true, your thesis would be false.
....b. Since your thesis is a conditional, this must be a specific example in which the antecedent of your thesis is true and the consequent false. (This is very important)
2. Make it clear what the objection is, why a reasonable person would believe the objection, and why it shows that your thesis is false. See II.2.c.
3. The objection should be one that a reasonable person would make after reading and understanding your thesis and arguments (not something that you have already responded to).

IV. Response to objection:
1. Give an argument that the objection does not show your thesis is false.
2. This must not misinterpret the objection - it's easy to give a good objection in part 2 and then respond to a worse version of that. Don't do that.
3. Don't just repeat your main arguments - the objection is one that is reasonable in light of them, so'll you'll have to say a bit more.
3. You may not change your thesis.
3. Otherwise, the response will be evaluated by the same standards as your arguments (see II.1).

General writing standards:
(the criteria in this section applies to the entire paper; you don't gain points for conforming to it, but you can lose points if you do not)
* Any discussion of ideas from class, or use of terms from class, is correct and accurate (Very important).
* Every sentence is clear the first time I read it.
* I understand the purpose of every sentence and paragraph in context, and why you are discussing that at that point.
* No significant grammar/spelling/word choice errors.
* Please note that I have a policy of not reading quotations. If I cannot understand some point of your without having to read a quote, you are doing something wrong when writing. You should only use quotes when absolutely necessary, and the only thing quotes are necessary for is to prove that someone said something you are attributing to them. This should not play much of a role in this paper. You still need to cite appropriately, as discussed above. And don't use others' words without quoting them.
* No irrelevant information or discussion.


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