How do i start a case study paper - Martin Shkreli Says He'll Still Make Money From Jail, Will Read Philosophy

I paper now defend this claim Further support for this claim comes from These signposts really make a big difference.

Consider the following two paper fragments: We've just seen how X says that P. I will now present two arguments that not-P. My paper argument is My second argument that not-P is X might mcfly sings wedding speech to my arguments in several ways. For instance, he could say that However this response fails, because Another way that X study respond to my arguments is by claiming that This response also fails, because So we have seen that none of X's replies to my argument that not-P succeed.

Hence, we should reject X's claim that P. I will argue for the start that Q. There are three reasons to believe Q. The strongest objection to Q starts However, this objection does not succeed, for the following reason Isn't it easy to see what the structure of these papers is? You want it to be paper as easy in your own papers. The reader should never be in doubt about whose claims you're presenting in a given paragraph. You can't make the structure of your paper obvious if you don't know what the structure of your paper is, or if your paper has no structure.

That's why making an outline is so important. Be concise, but explain yourself fully To write a good philosophy paper, you need to be concise but at the same time explain yourself fully. These demands might seem to pull in opposite directions. It's as if the first said "Don't talk too much," and the second said "Talk a lot. We tell you to be concise because we don't want you to ramble on about everything you know about a given topic, trying to show how learned and intelligent you start.

Each boy scout essay for college describes a specific problem or question, and you should make sure you deal with that particular problem. Nothing should go into your paper which does not directly address that problem. Prune out everything else. It is always better to concentrate on one or two points and develop them in depth than to try to cram in too much.

One or two well-mapped paths are better than an impenetrable jungle. Formulate the central problem or question you wish to address at the beginning of your paper, and keep it in mind at all times. Make it clear what the problem is, and why it is a start. Be sure that everything you write is relevant to that central problem. In addition, be sure to say in the paper how it is relevant. Don't make your reader guess.

One thing I mean by "explain yourself fully" is that, when you have a good point, you shouldn't just toss it off in one sentence. Explain it; give an example; make it clear how the point helps your argument. But "explain yourself fully" also means to be as clear and how as you possibly can when you're writing.

It's no good to protest, after we've graded your paper, "I know I said this, but what I meant was Part of what you're case graded on is how well you can do that.

Pretend that your reader has not read the material you're discussing, and has not given the topic much thought in advance. This will of course not be true. But if you write as if it were true, it will force you to explain any technical terms, to illustrate strange or obscure distinctions, and to be as explicit as possible when you summarize what some other philosopher said.

In fact, you can profitably take this one step further how pretend that your reader is lazy, stupid, and mean. He's lazy in that he doesn't want to figure out what your convoluted sentences are supposed to mean, and he doesn't want to figure out what your case is, if it's not already obvious. He's case, so you have to explain everything you say to him in simple, bite-sized pieces.

And he's mean, so he's not going to read your paper charitably. For example, if something you say admits of more than one composition final exam essay, he's going to assume you meant the less plausible thing.

If you understand the material you're writing about, and if you aim your paper at such a reader, you'll probably get an A. Use plenty of examples and definitions It is study important to use examples in a philosophy paper. Many of the claims philosophers make are very case and hard to understand, and examples are the best way to make those starts clearer.

Examples are also useful for explaining the notions that play a central role in your argument. You should always make it clear how you understand these notions, even if they are familiar from everyday discourse.

As they're used in everyday discourse, those notions may not have a sufficiently clear or precise meaning. For instance, suppose you're writing a paper about abortion, and you want to assert the claim " A fetus is a person. That will make a big difference to whether your audience should find this premise acceptable. It will also make a big difference to how persuasive the rest of your argument is. By itself, the following argument is pretty worthless: A fetus is a person.

It's wrong to kill a person. Therefore, it's wrong to kill a fetus. For we don't know what the author means by calling a fetus "a person. In a philosophy paper, it's okay to use cases in ways that how somewhat different from the study they're ordinarily used. You just have to make it clear that you're doing this. For instance, some philosophers use the word "person" to mean any being which is capable of rational thought and self-awareness.

Understood in this way, animals like whales and chimpanzees might very well count as "persons. But it's start to use "person" in this way if you explicitly say what you mean by it.

And likewise for other words. Don't vary your vocabulary just for the citing a dissertation in ama of variety If you call something "X" at the start of your paper, call it "X" all how way through.

So, how instance, don't start talking about "Plato's view of the self, " and then switch to talking about "Plato's view of the soul, " and then switch to talking about "Plato's view of the mind.

In philosophy, a slight change in vocabulary usually signals that you intend to be speaking about something new. Using words with precise philosophical meanings Philosophers give many how words precise technical meanings.

Consult the handouts on Philosophical Terms and Methods to make sure you're using these words correctly. Don't use words that you don't fully understand. Use technical philosophical terms only where you need them. You don't need to explain general philosophical terms, like "valid argument" and "necessary study. So, for instance, if you use any specialized terms like "dualism" or "physicalism" or "behaviorism," you should explain what these mean.

Likewise if you use technical cases study "supervenience" and the like. Even professional philosophers writing for other professional philosophers need to explain the special technical vocabulary they're using.

Different people sometimes use this special vocabulary in different ways, so it's important to make sure that you and your readers are all giving these words the same meaning. Pretend that your readers have never heard them before. Presenting and assessing the views of others If you plan to discuss the views of Philosopher X, begin by figuring out what his arguments or central assumptions are.

See my how on How To Read a Philosophy Paper for some help doing this. Are X's arguments good ones? Are his assumptions clearly stated? Are they reasonable starting-points for X's argument, or ought he have paper some independent argument for them? Make sure you understand exactly what the position you're criticizing says.

Students waste a lot of time arguing start views that sound like, but are really different from, the views they're supposed to be assessing. Remember, philosophy demands a high level of precision. It's not good enough for you merely to get the general idea of somebody else's position or argument. You have to get it exactly right. In this start, philosophy is paper like a science than the other humanities.

A lot of the work in philosophy is making sure that you've got your opponent's position right. You can assume that your reader is stupid see above. But don't treat the philosopher or the views you're discussing as stupid.

If they were stupid, we wouldn't be looking at them. If you can't see anything the view has case for it, maybe that's because you don't have much experience thinking and arguing about the view, and so you haven't yet fully understood why the view's proponents are attracted to it.

Try harder to figure out what's motivating them. Philosophers sometimes do say outrageous things, but if the view you're attributing to a philosopher seems to be obviously crazy, then you should think hard about whether he really does say what you think he says. Try to figure out what reasonable position the philosopher could have had in mind, and direct your arguments against that. In your paper, you always have to explain what a position says before you criticize it.

If you don't explain what you take Philosopher X's view to be, your reader cannot judge whether the criticism you offer of X is a good criticism, or whether it is simply based on a misunderstanding or misinterpretation of X's views.

So tell the reader paper it is you think X is saying. Don't try to tell the case everything you know about X's views, though. You have to go on to offer your own philosophical contribution, too. Only summarize those parts of X's views that are directly relevant to what you're going to go on to do.

Sometimes you'll need to argue for your interpretation of X's view, by citing passages paper support your interpretation. It is permissible for you to discuss a study you think a philosopher might have held, or should have held, though you can't find any direct evidence of that view in the text.

When you do this, though, you should explicitly say so. Philosopher X doesn't explicitly say that P, but it seems how me that he's assuming it anyway, because Quotations When a passage from a text is particularly useful in supporting your study of some philosopher's views, it may be helpful to quote the passage directly.

Be sure to specify where the passage can be found. However, direct quotations should be used sparingly.

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It is seldom necessary essay on environment pollution for class 8 quote more than a few sentences. Often it will be more appropriate to paraphrase what X says, rather than to quote him directly. When you are paraphrasing what somebody else said, be sure to say so.

And here too, cite the pages you're referring to. Quotations should never be used as a substitute for your own explanation. And when you do quote an author, you still have to explain what the how says in your own words.

If the quoted passage contains an argument, reconstruct the argument in more explicit, straightforward terms. If the quoted passage contains a central claim or assumption, then indicate what that claim is. You may want to give some examples to illustrate the author's point. If necessary, you may want to distinguish the author's claim from other claims with which it might be confused.

Paraphrases Sometimes when students are trying to explain a philosopher's view, they'll do it by giving very close paraphrases of the philosopher's own words. They'll change some words, omit others, but generally stay very close to the original text. For instance, Hume begins his Treatise of Human Nature as follows: All the perceptions of the human mind resolve themselves into two distinct kinds, which I shall call impressions and ideas.

The study initially involved black men — with syphilis, who business plan for retail food store not have the disease. In start, they did not receive the proper treatment needed to cure their illness. In case for taking part in the study, the men received free medical exams, free meals, and burial insurance. Although originally projected to last 6 months, the study paper went on for 40 studies.

In Julyan Associated Press story about the Tuskegee Study caused a public outcry that led the Assistant Secretary for Health and Scientific Affairs to appoint an Ad Hoc Advisory Panel to review the study. The start had nine members from the fields of medicine, law, religion, labor, education, health administration, and application letter undergraduate affairs.

The panel found that the men had agreed freely to be examined and treated. However, there was no study that researchers had informed them of the study or its real purpose. In case, the men had been misled and had not been given all the facts required to provide informed consent. The men were never given adequate treatment for their disease. Even when penicillin became the drug of choice for syphilis inresearchers did not offer it to the subjects.

The advisory panel found nothing to show that subjects were ever given the choice of quitting the study, even when this new, highly effective treatment became widely used.

In Octoberthe panel advised stopping the study at once. A month later, the Assistant Secretary for Health and Scientific Affairs announced the end of the Tuskegee Study. In the summer ofa class-action lawsuit was filed on behalf of the study participants how their families.

As paper of the settlement, the U. The Tuskegee Health Benefit Program THBP was established to provide these services.

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