PHI 103 week 5

Week 5 - Journal



Course Reflection
Please read the instructions below for information on how to complete this assignment. 


•	Journal
Reflect on what you have learned in this course and answer the questions below:
•	How might following a structured approach to creating sound and strong arguments impact your life?
•	How have you begun to use logic as a tool for improving your everyday life?
•	What are your future goals for changing your critical thinking and reasoning skills as a result of what you have learned in this course?


Carefully review the Grading Rubric for the criteria that will be used to evaluate your journal entry.



Late Policy: Written assignments (essays, journals, presentations) are due on the specified days in the course. Written assignments will be subject to a late penalty of up to 10% per day up to three days late. If written assignments are submitted after 72 hours past the due date, instructors can give a penalty up to and including a grade of 0 for the assignment.
 
PHI103.W5J1.12.2013
Description:

Total Possible Score: 1.00
 
Journal Completion
Total: 1.00
Performance - The student submitted a journal which satisfactorily meets a sufficient number of the assignment required elements.
Non-Performance - The assignment is either nonexistent or lacks the components described in the assignment instructions.
 
Powered by 
 





Week 5 Assignment
Final Project
Please read the instructions below for information on how to complete this assignment. 



For a list of resources that are specific to this assignment, please utilize the "Resources Tab" located below. 



If you feel that you need help with any of the main topics for this week, please revisit the Practice Activities located in the Weekly Overview.
•	Assignment
•	Resources
In your written component of the Final Project, you will analyze an argument in relation to a specific issue. Then, you will respond to that argument by providing a counterargument. Please choose one reading or media artifact from the Final Project Argument Options. Be sure to choose an issue in which you are interested and for which you have enough factual evidence to create a strong argument.



Complete the steps below based on your chosen argument:



Step One: Evaluate the Argument 
a.	Identify the issue that is addressed in the argument.
b.	Explain the argument and identify the premises and conclusions.
c.	Evaluate the argument.
o	If the argument has a deductive component, is it valid and sound? Why?
o	If the argument has an inductive component, is it strong or weak? Why?
o	Remember that arguments often contain both inductive and deductive components. Do your best to identify all the arguments that are used to support the position presented in the piece.


Step Two: Create a Counterargument 
a.	Create a counterargument to the original argument.
o	Present premises that support your own position while also pointing out the weaknesses inherent in the original argument. Avoid the use of fallacious reasoning and anecdotal evidence.
o	If you are using inductive arguments, make sure that they are strong. If you are using deductive arguments, make sure that they are valid and attempt to provide sound premises.
o	Use factual evidence and/or logical support from at least three scholarly sources to support your argument.
o	This might require you to play “devil- advocate.” Remember that you do not need to agree with the position for which you argue. You may need to take on an opposing position to your own personal view and argue from that position. Critical thinkers are able to take on opposing perspectives and identify the strongest arguments from those perspectives.
 

Choose one of the options below to present your argument evaluation and counterargument. 
a.	Written Assignment
o	Must be 1100 to 1400 words in length, excluding the title page and reference page(s).
o	Must include at least three scholarly sources to support the counterargument.
o	Must be formatted according to APA 6th edition style guidelines as outlined in the Ashford Writing Center.
b.	PowerPoint Presentation
o	Must be 10 to 12 slides in length, excluding the title slide and reference slide(s). You must also include an audio voice-over transcript or slide notes totaling between 1100 and1400 words.
o	The presentation, transcript, and/or slide notes must include APA-style references (in-text and on the reference slide) for at least three scholarly sources supporting the counter-argument.
o	Must be formatted according to APA 6th edition style guidelines as outlined in the Ashford Writing Center.
o	Feel free to use images that enhance the presentation and contribute to it. However, remember that images are not a substitute for the content that must be presented in slide notes or audio voice-over.
c.	Video Presentation using Present.me (https://present.me/content/)
o	Must be five to ten minutes in length (no longer than ten minutes) and, include a voice-over component. At the beginning of the presentation, include the title page content listed below under the “Writing the Final Project” guidelines.
o	Must provide a transcript of the video content that is between 1100 and 1400 words, including APA-style references (in-text and on the reference page(s)) to at least three academic sources supporting the counter-argument.
o	Feel free to use images that enhance the presentation and contribute to it. However, remember that images are not a substitute for the content that must be presented in your audio voice-over.
o	To submit your work, copy and paste the URL to your video into a Word document along with your transcript. Include your name and date, and submit the assignment using the Assignment Submission button in the online classroom.
o	For help with using Present.me, use these resources.
	Present.me User Guide
	Your First Present.me Quick Start Video
The Ashford Writing Center (AWC)  has two kinds of tutoring available to you.
•	Live Chat - If you have writing-related questions about a topic before you draft a discussion post or submit a written assignment, you will now be able to chat live with a tutor for a short (up to 20 minute) conversation. Live Chat will be available Monday through Friday from 10:00-11:00 am and 4:00-5:00 pm (PST). AWC Live Chat
•	Email Paper Review - If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review.
o	Writing Tutors will do their best to return your paper with their comments within 48 hours, not including Saturdays and Sundays. Please plan accordingly if you would like to receive feedback before an assignment due date. AWC Email Paper Review
Writing the Final Project

The Final Project:
1.	Must be 1100 to 1400 words in length, and formatted according to APA style as outlined in the Ashford Writing Center.
2.	Must include a title page/slide with the following:
a.	Title of project
b.	Student- name
c.	Course name and number
d.	Instructor- name
e.	Date submitted
3.	Must begin with an introduction that has a succinct thesis statement.
4.	Must address the topic of the project with critical thought.
5.	Must end with a conclusion that reaffirms your thesis.
6.	Must use at least three scholarly sources, including a minimum of three from the Ashford University Library.
7.	Must document all sources in APA 6th edition style, as outlined in the Ashford Writing Center.
8.	Must include a separate reference page/slide that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.



Late Policy: Written assignments (essays, journals, presentations) are due on the specified days in the course. Written assignments will be subject to a late penalty of up to 10% per day up to three days late. If written assignments are submitted after 72 hours past the due date, instructors can give a penalty up to and including a grade of 0 for the assignment.
 
Resources
________________________________________
Required Resources



Article
1.	Zúñiga y Postigo, G. (2013). How to write an argumentative essay [Unpublished work]. College of Liberal Arts, Ashford University, Clinton, IA.
o	This document explains how students can effectively present a philosophical argument.








Week 5 DQ
Create an Argument
Create an Argument
Please read the instructions below for information on how to participate in this discussion. Please make sure to read the instructions thoroughly as not all Discussion Questions will have the same guidelines. 



For a list of resources that are specific to this assignment, please utilize the "Resources Tab" located below. 



If you feel that you need help with any of the main topics below, please revisit the Practice Activities located in the Weekly Overview. 
•	Discussion
•	Scenario
•	Resources


Before participating in this discussion, please make sure you have completed the readings and have comprehensively analyzed “The Raise” interactive scenario to ensure you can fully address the prompt. 



In “The Raise” scenario, you were asked to construct arguments in favor of getting a raise. Using the knowledge you gained from the “The Raise” scenario, pick something that you are passionate about and create an argument, either inductive or deductive, to present your strongest position on that issue. Present your argument in premise-conclusion form. View the following human rights videos listed under this week- required multimedia:
•	Gem Slaves: Tanzanite's child labour - Part - 1
•	Why women count video clip collection: Southeast Asia, Pacific, Caribbean, Latin America
•	Children and human rights, part 1: Rights & wrongs - Human rights television
•	Child labor, part 1: Rights & wrongs - Human rights television
Focus your analysis on a specific contemporary human rights issue. You can use an issue from these videos or use what you learn in these videos to address another specific issue that is of interest to you.



Use the “Steps for Evaluating an Argument” template to help you structure your response. After you have completed the argument template, you will then be able to use that template to write out a narrative response in which you cover all the elements that were included in the argument template.



You must post to this discussion on at least four separate days of the week and your posts must total at least 600 words as you address the questions noted above. Your first post must be completed by Day 3 (Thursday) and the remainder of your posts must be completed by Day 7 (Monday).  You must answer all aspects of the prompt at some point during the week.  Also, be sure to reply to your classmates and instructor.  Try to attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you.  Keep the discussion on target and try to analyze things in as much detail as you can.



Guided Response: Read the reflections of your classmates and analyze the issues that they identified. You might consider playing devil- advocate to bring out more detail in the issue. You might also fill in areas that you felt your classmate missed. Did your classmate present a convincing argument? Why, or why not? Which part of the argument do you dispute (premise, conclusion, structure, etc.)? How might the argument be strengthened?



For further instruction about how to address discussion prompts in the new format, please view the key terms and Discussion Videos visible on the right in Week 1 Discussion 1.
 
Scenario
 
Resources
________________________________________
Required Resources



Multimedia
1.	Ariana Films. (Producer). (2008). Why women count video clip collection: Southeast Asia, Pacific, Caribbean, Latin America [Video file]. Retrieved from the Films On Demand database.  
o	Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans.
2.	Claypole, J. (Executive producer). (2011). Great thinkers: Human, all too human[Video file]. In J. Mullen (Series producer), Great thinkers: In their own words. Retrieved from the Films On Demand database. 
o	This video is a presentation of the ideas of great thinkers that will aid students in their reflection on what it means to think critically.
3.	Kotake yellow. (2010, Oct. 6) Examined Life - Judith Butler & Sunaura Taylor 720p.avi [Video file]. Retrieved from http://www.youtube.com/watch?v=k0HZaPkF6qE
o	This video is an argument that students will evaluate.
4.	Maji, C. (Producer & Editor). (1994). Children and human rights, part 1: Rights & wrongs - Human rights television [Video file]. In R. O’Connor & D. Schechter (Executive producers), Rights & wrongs: Human rights television. Retrieved from the Films On Demand database.  
o	Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans.
5.	Maji, C. (Producer & Editor). (1995). Child labor, part 1: Rights & wrongs - Human rights television [Video file]. In S. C. F. Anderson (Series producer), Rights & wrongs: Human rights television. Retrieved from the Films On Demand database.   
o	Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans.
6.	OneWorldTV. (2007, June 8). Gem Slaves: Tanzanite's child labour - Part - 1 [Video file]. Retrieved fromhttp://www.youtube.com/watch?v=geQrt1LDvu8
o	Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans. Transcript.
7.	shopallvideos. (2011, Aug. 14). Colleen Lopez 3.92ct tanzanite sterling silver bold ring[Video file]. Retrieved from http://www.youtube.com/watch?v=SvgpdkqnPN0
o	Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans. Transcript.


Interactive Learning Activity
1.	The Raise
o	This scenario will introduce students to the process of creating arguments.