I am teaching at Florida State University. Introduction to Philosophy is currently my favorite course. This is many students’ first exposure to academic philosophy. So they have not yet conditioned their intuitions to fit pie-in-the-sky thought experiments or committed to orthodox philosophical methods (e.g., the method of cases, appealing to intuition, etc.). This allows me to make the course more metaphilosophical and open-minded than some upper-level or area-specific philosophy courses. Course evaluations suggest that students like this approach.
- “Fantastic professor, genuinely helped us learn effectively rather than feed us the material. Give this man a raise. He is in the top 3 best professors I have had in the last 5 years here.”
- “I enjoyed this course much more than I thought I would because the way he taught this course stimulated my interest and it was clear what was expected of me.”
- “Thank you for your passion, enthusiasm, readily accessible ‘devil’s advocate’ responses, and always encouraging deep thought. I am glad this course was my introduction to philosophy!”
Of course, I can’t take credit for this. My best teaching ideas are stolen. I stole Carol Cleland’s practice of assigning short, accessible, and freely available readings, which leave students without (good) excuses to not read everything at least once. I stole Mike Bishop’s use of daily, group-based activities in which students meet study partners and learn the material well enough to explain it to one another. And I stole John Roberts’ pithy yet powerful 3 paragraph essay assignments that require students to clearly and concisely construct (1) the strongest version of a philosopher’s argument, (2) their strongest objection, and (3) a reply that salvages most of the original argument — no highfalutin introductory paragraph or gratuitous summary paragraph at the end.
I have two primary goals for my courses. First, I want students to reflect on and clearly articulate what they sort of already know about philosophy — e.g., the basics of how arguments should work, how we should and should not appeal to intuition, what thought experiments do and don’t accomplish, etc. Students practice this in every class via discussions and group activities in which they talk, disagree, and change their minds until they are able to articulate a view and its rationale.
Second, I want to show students that their interactions with family, friends, politicians, companies, entertainers, scientists, and others are rife with philosophy. To make this clear, discussion and assignment questions are often posed as ordinary interactions. Don Gettit is one of the fictional people I use as a mouthpiece throughout the course. For example, in the logic portion of my course, students respond to prompts like this: “Don Gettit says, ‘Look at the conclusion of my argument! It’s true! So it must be a good argument. A lot of people are saying it’s a good argument! And I must tell you, I have the best arguments. Big league arguments! Okay?’ Based on what you know about arguments and belief bias, what should you say to Don?” By the end of the course, students can clearly and concisely apply philosophical tools and arguments to this kind of social interaction.
I take syllabus development seriously. This is, in part, because Florida State’s course add/drop period ends after the first couple days of class, leaving many students with precious little information (besides a syllabus) to make their add/drop decisions. Course evaluations suggest that investing in the syllabus is paying off. “Everything was straight-forward and the course was very interesting overall …which was shown right from the beginning through the syllabus.”
Here is the syllabus.
Syllabus PHI 2010-001: Introduction to Philosophy
Monday, Tuesday, Wednesday, Thursday – 9:30-11:05am, Bellamy Building, Room 0002
Nick Byrd
Email: nick.byrd@fsu.edu
Office: Diffenbaugh 218A
Office Hours: M, T, W, Th from 11:15am to 12:00pm — or by appointment (for class schedule conflicts)
Online: byrdnick.com/contact
Heads up: you can be quizzed on the contents of the syllabus. Also, before asking anything me about this course, please check to see if the answers to your questions are in the syllabus, e.g.,
- exam dates, paper deadlines, reading schedule;
- make-ups, excused absences, late assignments, or missing class;
- paper feedback, grading policies, extra credit, or other course policies.
Philosophy
Did you know that people who study philosophy make significantly fewer reasoning errors than others? (See Livengood et al 2010 and Byrd 2014). Did you know that philosophy majors outperform basically everyone else on the GRE? Did you know that the median mid-career salary for people who major in philosophy is $81,000? Did you know that philosophy majors were projected to be the top-paid humanities major in 2016? Find out more about philosophy majors here. If you’ve never taken a philosophy class, here are some tips. Or maybe you already know about philosophy—e.g., that it’s relevant to what we often worry about:
Career/Vocation: What should (and shouldn’t) I do for money? What should I do with my time? My skills?
Finances: How much does a good life cost? What should (and shouldn’t) I buy/sell? What’s a fair wage?
Facts: When can we trust people, institutions, test results, evidence, etc.? How? And why? What can’t we trust?
Lifestyle: What should (or shouldn’t) I do with my body? What should (or shouldn’t) I eat? When is it ok to…?
Politics: What institutions/policies/candidates should have power (if any)? How should we decide? Who cares?
Relationships: What makes a relationship/friend/partner good? What makes them bad? Who gets to decide?
Course Objectives
Discover philosophers’ tools. This class will introduce us to new (and hopefully better) tools for answering these questions. So if we use these tools, then we will think (and hopefully live) better. Specifically, we could better analyze and evaluate real-world problems, arguments, evidence, and/or principles. (Nota Bene: That could be both good news and bad news — feel free to ask me about this in class some time.)
Practice using these tools. Learning the rules of philosophical analysis, evaluation, and argument is not very difficult.However, applying these rules to new material (e.g., readings, papers, tests, op-eds, advertisements, political rhetoric, everyday conversations, etc.) can be really, really hard. The best medicine seems to be practice. So we will practice in class. However, you should probably practice outside the classroom as well. Also, if you want to do well on class assignments and exams, then you should probably practice in conditions that mimic the class’s assignment and test conditions — e.g., you should practice with some kind of time constraint, without access to the answers, in a room that is similar to the classroom, etc.
Course Materials
- iClicker Student Remote. To receive credit for daily attendance, quizzes, and/or participation, you must have an iClicker. You will probably need an iClicker on the first day of class.
- (Short) Introduction(s) to (Some) Philosophy(A PDF version of this is available in the online course)
- A university email address and corresponding Canvas account. Check them before every class
- (Optional) Harrell, M. (2016). What Is the Argument?: An Int…. Cambridge, Massachusetts: The MIT Press.
- (Optional and free) The Originals: Classic Readings In Western Philosophy
Course Assignments and Grading
Your final grade is determined by various aspects of the course. Later assignments count more than earlier assignments so that common mistakes earlier in the course do not ruin your GPA and you can be rewarded for correcting past mistakes. (You’re welcome.)
Bluebooks (5%) Turn in 2 large (8.5-inch x 11-inch) blue/green books by the end of the first week. The campus bookstore sells these for less than $1.00. I will return 1 to you on each Test day.
Paper 1 (10%) Two paragraphs — yes, two. In the first paragraph, explain the strongest version of an argument (that I select). In the second paragraph, explain what you think is the strongest objection to the argument. (See “Writing Guidelines” and “Feedback Shorthand Key”.)
Test 1 (10%) Multiple choice, short answer, and 1-2 paragraph answers in aforementioned Bluebook.
Classwork (25%) You will complete assignments during class — in teams, if you want. We will also discuss in class. If not enough people are participating in the discussion, then I can choose people at random. Classes can also include quizzes that can occur at any time.
Paper 2 (25%) Like Paper 1, but about a different argument (that I select) and with a third paragraph: explain what you think is the strongest counter-response to the strongest objection to the argument. (See “Writing Guidelines” and “Feedback Shorthand Key”.)
Test 2 (25%) Like Test 1, but cumulative — i.e., anything from the course can be on this test. (Don’t ask me what you need to know. I would never encourage you to be ignorant of anything).
Rounding Up and Down
Final grade percentages will be rounded up/down as appropriate.(For instance, 89.5% will be rounded up to 90% and 89.4% will be rounded down to 89%.)
Grading Scale
Final grades for the course will be assigned on the following scale:
A 93 – 100%
A- 90 – 92%
B+ 87 – 89%
B 83 – 86%
B- 80 – 82%
C+ 77 – 79%
C 73 – 76%
C- 70 – 72%
D 60 – 69%
F 0 – 59%
Course Schedule
Nota Bene: The average number of pages of reading for each class is less than 10! (You’re welcome). So you lack a good excuse for not reading the assigned reading (at least once) before every class. (And yes: there is reading for the first day of class.)
Part 1: The Basics
Section 1: Read the Syllabus before class. During class, complete a Pre-test, do some myth-busting, and review the syllabus.
Section 2: Read Self-taught Logic, Unit 1 (to the end of Section 2) before class. During class, review the basics a class and then complete the in-class assignment in groups.
Section 3: Read Self-taught Logic, Unit 2 (to the end of the unit) before class. During class, go over the new material as a class and then complete the in-class assignment in groups.
Section 4: Read “A Right To Believe?” before class. During class, go over one part of the reading and then complete the in-class assignment in groups.
Part 2: The Method
Section 5: Read “Appealing to Intuition” before class. During class, discuss appeals to intuition as a class and then complete the in-class assignment in groups.
Section 6: Read “Armchair Science” before class. During class, discuss thought experiments as a class, and then complete the in-class assignment in groups.
Section 7: Read “An Experimental Philosophy Manifesto” before class. During class, discuss skepticism as a class and then complete the in-class assignment in groups.
** Paper 1 due (online and hardcopy)**
Part 3: The Facts
Section 8: Read pages 3-10 (“The Problem of Induction”) of The Logic of Scientific Discovery (Sect. 1, 3) before class. During class, discuss some history of science as a class and then complete the in-class assignment in groups.
Section 9: Read “Scientific Inquiry: Invention and Test” before class (available upon request). During class, discuss the logic of hypothesis testing and then complete the in-class assignment in groups.
Section 10: Read “An Experiment In Physics Can Never…” (a.k.a. “Physical Theory and Experiment“) before class. During class, discuss everyday cases of hypothesis testing and then complete the in-class assignment in groups.
** Test 1: Study notes and in-class assignments. Ask specific questions during class and/or office hours.**
Section 11: Read chapter 4 ofBeyond Positivism: “A Problem-Solving Approach to Science…” (available upon request) before class. During class, discuss realism and non-realism about science as a class and then complete the in-class assignment in groups.
Section 12: Read “Historical Science, Experimental Science…” before class. During class, discuss smoking guns in historical science as a class and then complete the in-class assignment in groups.
Section 13: Read “Pure Science and the Problem of Progress” (Sect. 1, 3) before class. During class, discuss the pure-applied science distinction as a class and then complete the in-class assignment in groups.
Section 14: Read “Du Bois’ Democratic Defence of the Value Free Ideal” before class. During class, discuss trust in science as well as science in policy-making and then complete the in-class assignment in groups.
Part 4: The Good
Section 15: Read “Morality Is A Culturally Conditioned…” before class. During class, discuss arguments for moral relativism as a class and then complete the in-class assignment in groups.
Section 16: Read “Trying on One’s New Sword” before class. During class, discuss whether moral isolationism follows from moral relativism as a class and then complete the in-class assignment in groups.
Section 17: Read Part III, Chapter 4 of What Ever Happened To Good and Evil?: “Does Ethical Objectivity Require God?” before class. During class, discuss the Euthyphro Dilemma as a class and then complete the in-class assignment in groups.
Section 18: Read “Famine, Affluence, and Morality” before class. During class, hear Peter Singer explain what you should do with your affluence and then complete the in-class assignment in groups.
Paper 2 due (online and hardcopy)
Part 5: The Future
Section 19: Read “Why Novel Prediction Matters” (Sect. 0, 3, 4) before class. During class, discuss predictivism and accomodationism as a class and then complete the in-class assignment in groups.
Section 20:Read “Conservation and Animal Welfare” before class. During class, discuss deer culling, human culling, intrinsic value, and instrumental value as a class and then complete the in-class assignment in groups.
Section 21:Read “Raising Good Robots” before class. During class, discuss Platonic, Aristotelian, and Parental models of robot morality as a class and then complete the in-class assignment in groups.
** Test 2: Study notes and in-class assignments. Ask specific questions during class and/or office hours.**
Philosophy Discussion Guidelines
Discussion is crucial to your success in this class. First, discussion is the closest thing to a review session that you will get in this class. So if you can’t confidently answer something on an in-class assignment, then you should probably ask about it in class. (In case it wasn’t obvious; in-class assignments are the backbone of your notes.)
Also, we will be covering some controversial and sensitive issues about which different people have different opinions. You will very likely disagree with other people in the class — including me — at some point in the semester. No need to be alarmed. Disagreement is common in philosophy. And discussing our disagreement(s) can be productive. Why?
In philosophy, what we believe matters less than why we believe it. Discussing our disagreement(s) often reveals why we believe what we believe. Of course, we can imagine a disagreement and corresponding discussion. That is, we can argue for positions that we do not actually hold and argue against positions that we do hold. (It’s pretty fun actually. Feel free to try it in class or elsewhere.) In class, we have the benefit of discussing disagreements with real people! For instance, we can express disagreement with and ask questions about the reading, in-class assignments, or lecture material. Good things to mention in class discussions include:
- Arguments for and against what we discuss;
- Objections to these arguments;
- Counter-objections to those objections;
- Examples that support or undermine these arguments, objections, and counter-objections;
- Questions about the meanings of statements/terms in arguments, objections, and counter-objections.
When you float a claim or view in class, I will probably ask you for a reason — e.g., an argument or some evidence. So when you find yourself wanting to agree or disagree with something, think about why. Feel free to be courageous enough to admit when (a) you don’t know why you agree or disagree with something or (b) you do not have goodreasons to agree or disagree with something. It is perfectly acceptable to find ourselves in those situations so long as we are honest about it.
Course Policies
The “I just need to pass!” Policy
Anyone who satisfies all the following criteria will be guaranteed at least a C in this class: (a) you hand in both papers on time; (b) you miss no more than one in-class assignment; (c) you put forth a reasonable effort on all work; (d) you score (on average) at least 55% on the tests; and (e) you don’t commit academic dishonesty.
Electronics Policy
Aside from iClickers, electronics must be turned off and put away. You may use a computer/tablet/etc. during team-based assignments, but only for completing tasks that are relevant to the team-based assignments. So unless you have written permission from me, these devices must be put away during lectures and tests. Those with permission to use such devices can lose permission if anyone (including me) is distracted by the device(s).
Make Up Policy for iClicker Problems
Quizzes or participation that were missed or entered incorrectly because
- you have not purchased your iClicker yet (or you have, but you have not received it, registered it, etc.)
- your iClicker is not working (or you clicked the wrong button)
- you lost your iClicker (or you forgot to bring your iClicker to class)
are not excused. It is your responsibility to overcome these problems. My responsibility is to point you to the website, phone number, and email address for iClicker support: http://support.iclicker.com, 866.209.5698 (M-F 9am-9pm EST), support@iclicker.com
Respect Policy
In philosophy, disagreement is common. Our goal is to express our disagreement with respect, humility, and rigor. Here are some ways to do that.
- Listen to whoever is talking.
- Talk, one at a time, only after you raise your hand and you are called on (except during team-based classwork). (I will call on as many people as time permits. You can also talk to me in office hours.)
- Disagree not by presuming that the person/view with whom you disagree with is silly, foolish, but by summarizing the “steel person” version of the view, the part you disagree with, and your reason(s).
- Silence your electronics in class. Electronic noises are distracting and can cause unnecessary stress during quizzes and tests. Let’s be kind to each other by silencing electronics during class.
- Use electronics only for class-related activity: I’ve seen some weird stuff on smartphones, tablets, and computers during class — so distracting! Let’s be kind to each other by putting electronics under our seat, unless we are doing team-based assignments. And let’s use electronics only for class-related purposes.
Nota Bene: Disrupting class is a violation of the Student Conduct Code and will be treated accordingly. See “Disruption” in FSU’s Student Conduct Code at: https://dos.fsu.edu/srr/conduct-codes/student-conduct-codes
Academic Integrity Policies
I take academic dishonesty very seriously, and I expect all students to abide by the FSU Academic Honor Policy. Here are my ground rules:
- Team-based Assignments. Feel free to work with classmates on in-class, team-based assignments.
- Papers. You can work with classmates while writing a paper if you note who you worked with on the line below your name (e.g., “I worked with Marques Jones. ” And Marques would note that they worked with you). Of course, every student should compose their own unique paper. The idea is just that you can give/receive help from classmates about how to improve the clarity, cogency, concision of a paper.
- Tests and quizzes. You can study with classmates, but do not work with classmates on tests and quizzes.
- Anyone found guilty of engaging in academic dishonesty will be sanctioned in accordance with the FSU Academic Honor Policy. Violating the Academic Honor Policy will result in automatic Fail for the course.
Important Note #1: Failing to cite correctly and/or submitting your own work from other classes constitutes plagiarism according to the University’s Academic Honor Policy — even if accidental or unwitting.
Important Note #2: It is common for postgraduate schools (e.g., law school, med. school, a master’s program, etc.) and employers to ask your alma mater if you committed academic dishonesty. So cheating can haunt you long after graduation.
The “Can you tell me what I missed?” policy
If you miss some or all of a class, do not ask me to review what you missed. Simply read what was assigned (at least once) and complete the corresponding in-class assignment. Classmates can tell you about class discussion(s). We can discuss your questions about the reading and/or the in-class assignments in office hours.
Office Hours Policy
If you plan to attend office hours to get help understanding the material, please bring the relevant reading, your notes/flashcards (e.g., your completed in-class assignments), etc. If you have not completed the reading, taken notes, studied your notes, and/or practiced the material, then you do not yet need my help. You simply need to start reading, taking notes, studying, and/or practicing. Once you do that, I can (and am truly happy to) help.
The Pre-Grading Policy
The purpose of homework is to test how well you understand the material. So no, I cannot read your paper before it is due and tell you what to change. That is what grading is for. (If you want to know the reason, re-read the first sentence of this policy again.) Of course, we can discuss the course material more generally.
The Cool-Down Policy
We can start talking about a grade on any assignment or test a couple days after it is returned to you.
Late Policy for Homework Assignments
You can submit late homework assignments for full credit if you can provide a reasonable, documented excuse, (such as a doctor’s note) for missing the deadline. (See the University Attendance Policybelow.) If you lack a reasonable, documented excuse, then you can still submit a homework assignment for half credit as late as seven calendar days after the deadline. You will receive no credit for homework assignments submitted more than seven calendar days after the deadline without a reasonable, documented excuse.
Last Day Late to Submit Late Work
With no exceptions, the last day to submit late work is the Monday of the final week of class by 5pm.
The “But I am an A student!” Policy
If you argue or imply that your grade in this class is somehow determined by your grades in other classes, then you can expect only one thing from me: confusion.
The “Is there anything I can do to bring up my grade?” Policy
The assignments on the syllabus are easier than extra-credit and/or make-up assignments. For example, an extra credit assignment might be to explain a short book or a long book chapter (that I select) in your own words. On any extra-credit/make-up assignment, you write (at the top) which already-graded assignment’s grade will be replaced by the extra-credit/make-up assignment’s forthcoming grade. By submitting the extra-credit/make-up assignment, you are agreeing to the replacement grade, even if it ends up lower than the original grade.
The “Will you write me a recommendation letter?” Policy
I will write letters of recommendation for students that receive an A or A- in the course. I will consider arguments for making exceptions to this policy. Without exception, a letter must be requested ≥ two weeks before it is due.
Philosophy Writing Guidelines
Clarity
What does this mean? It means that it should be difficult for me to misunderstand you.
So, don’t waste time crafting long sentences with big words. Instead, aim for a 6th to 9th grade reading level. Yes, I know: that’s not how many academics write. (Do as we say; not as we do.)
1st Writing Tip:Check the readability and grade level for free.
Microsoft Word can automatically check the readability of your writing [here’s how]. If you don’t use Word, that’s OK. You can copy-paste your paper into a free, online Flesch-Kincaid readability test.
2nd Writing Tip: Your friends can help.
Ask a peer to read your paper and summarize each part. If they misunderstand your paper, then you probably need to revise. And offer to help your peers. Writing well is hard work. We’re in this together.
3rd Writing Tip: You can listen to your paper.
Have your computer read your paper aloud so that you can hear how it sounds [here’s how]. Revise the paper until your writing no longer sounds unnatural, overly complicated, etc. (This is also a good way to find errors, so you might proofread your final draft by re-listening to it.)
Cogency
What does this mean? It means that it should be difficult for me to disagree with you.
So, support your claims. And don’t make your claims so strong that you cannot support them. Also, tell your reader about the strongest objection(s) to your thesis. After that, salvage your thesis from the objection(s).
4th Writing Tip: You can change your mind.
When your thesis can’t be salvaged from objection(s), don’t worry. Simply change your thesis from “[X] is probably true“to “[X] is probably false”. Seriously. It’s that easy.
5th Writing Tip: Not all criticism is equal.
When criticizing someone’s argument, you don’t want to resort to name calling or other fallacious responses. You want to criticize the argument and/or its conclusion. Figure 1 is a hierarchy of the kinds of disagreement that you might provide in your paper. Your paper should include only the top 3 kinds of disagreement. Ideally, it would contain only the top 2 kinds.
Concision
What does this mean? It means that it should be difficult to rewrite your paper using fewer words.
So, write as concisely as you can (without sacrificing 1 and 2, of course). When proofreading, look for text that is irrelevant to your thesis.
6th Writing Tip: You probably need to cut a lot.
I find that almost half of the words in the average first draft can be cut. So if you reach your word limit after writing only one draft, you still have a lot of work to do.
7th Writing Tip: You might need to start over.
Sometimes, the easiest way to make a paper more concise (and / or clearer and / or more cogent) is to rewrite it …from scratch. So plan to start writing soon enough that you can rewrite the entire paper before the deadline.Creativity (Optional)
What does this mean? It means that creativity can help, but it might hurt. So be creative at your own risk.
Note: Clear, cogent, and concise papers that aren’t creative can get full credit.
8th Writing Tip: Prioritize clarity, cogency, and concision.
Ignore the urge to be creative until your paper is optimally clear, cogent, and concise because that matters more than creativity.
9th Writing Tip: When in doubt, abstain from creativity.
Once your paper is as clear, cogent, and concise as you can make it, save a copy before you start getting creative. Not every instance of creativity improves writing. Creativity candiminish clarity, cogency, and concision. So only get creative if you are confident that it will either maintain or enhance clarity, cogency, and concision. Warning: that kind of creativity is difficult to achieve.
Feedback Shorthand Key
Clarity, Cogency, Concision
Shorthand What it means…
😀 This part is well-written. It was a delight to read. Thanks!
✓ This is right! Well done.
+ Partially correct. Missing key parts.
≈ Not quite, but sort of. Either you’re misunderstanding this, or you understand it, but you’re not writing clearly enough. Protip: test out your understanding in class (when your grade isn’t on the line). E.g., “Does so-and-so’s argument for [X] rely on [Y]?”
X This is not correct.
≠ (Disconnect). It seems like you think these things are related in a way that they are not. If I am wrong, then this means that you need to make your point more clearly (see “?”).
⚯ It’s not clear whether or how you think that these things are related, which is confusing. To avoid this, try explaining the connection between these points. Sometimes this can be done with a single conjunction word — e.g., “Additionally,…” “However,…”
? Confusing or Awkward. I’ve read this multiple times in order to try to figure out what you mean, and I still don’t know. It should be difficult for me to misunderstand you. Proofreading test: Have someone read your paper and then tell you what they think you’re saying. If they misunderstand you at all, then look for ways to be write more clearly.
→← This claim contradicts a claim you made earlier. So either this claim or the earlier claim is false. Decide which claim is false, remove it from your argument, and then figure out whether and how you can make the argument work without that claim.
⌃ Add text here. If I wrote something right above the ^, that’s a rough suggestion for what to add.
! This claim (or its implication) is too strong. Strong claims do not always make for strong arguments. The stronger a claim (or its implication), the harder it is to defend. So don’t make a claim so strong that you cannot defend it.
↑ (upshot). You started making a point, but you didn’t finish. What’s the upshot? When you figure it out, tell us: “This means that …”
— (as in “subtract”) Try being more concise. If it’s (1) a quotation: use verbatim quotes only if you need to draw attention to the original wording. Most of the time, you do not need a direct quote. Rather, you should summarize the author in your own words (and then cite it, of course). If it’s (2) your own writing: this could be said with fewer words. See also “F” (for Fluff).
⊘ Please don’t do this. Common issues: “In my opinion…,” “The dictionary defines X as…,” “Science proves/disproves…,” “Since the beginning of…,” “[So-and-so] was born in such-and-such…,” etc.
Arg (Problem with argument). This error was discussed in the reading or in class.
C (Cite) This needs to be cited. Use in-text parenthetical citations or footnoted citations. Accompany these with a works cited list. Use one format throughout.
Calc (Calculation) Show the calculation for this or change to non-quantitative claim.
D (Develop). Ooo! This has potential! Alas, not enough is said about it. Provide more detail, support (see “S”), etc.
df (Definition). Given the nature of this assignment, you should define this. Don’t appeal to a dictionary. Define it based on how the word is used in our class.
E (Error) writing error. E.g., missing word, repeated word, spelling, grammar, run-on sentence, incomplete sentence, etc.
F (Fluff). If you’re not (1) describing a premise/conclusion, (2) explaining how premises support a conclusion, (3) supporting a premise, (4) objecting to a premise/conclusion, (5) explaining the upshot of your objection, or (6) responding to an objection, then you’re adding fluff. Please (please!): no fluff.
HW (Handwriting). I can’t read this. If I can’t read it, I can’t give credit for it.
I/E (Implicit vs. Explicit). This merely implies a point. It is better to make the point explicitly. Examples: “How could we know?” vs. “We cannot know.” “There is something to be said for X.” vs. “Here is what we should say about X.”
L List. This would be easier for the reader to digest in list form.
¶ New paragraph here. Including multiple conclusions in a paragraph makes for gratuitously difficult reading. Paragraph breaks (and signposts, transitions, etc.) help your reader transition between each part of your thought process.
S (Support) This claim is not well-supported. Try showing (1) how the opposite of your claim is impossible or implausible, (2) how your claim is supported by the preponderance of evidence, (3) how the claim follows from some intuitively plausible (e.g., uncontroversial) principle(s), and/or (4) how your claim best jibes with the accepted meaning of the relevant concept(s). Note: if your interlocutor objected to this claim, then you need to respond to their objection.
T (Thesis) This seems to be your thesis. The thesis should be the conclusion of your argument(s). Every part of your paper should be dedicated to presenting and supporting the premises of this argument, explaining how your conclusion follows from those premises, and responding to objections to the premises and/or thesis. Tip: limit yourself to one thesis and make sure you articulate it clearly in (at least) the introduction and conclusion of your paper.
WC (Word Choice). That probably isn’t the best word or phrase for this.
Clarification: (1) I always write in capital letters for clarity sake, not because I’m yelling, angry, etc. Also, (2) I write on your assignment because I care. (3) My goal in writing on the assignment is to help you understand the grade and how to improve. (4) If you find that philosophy is hard, then you’re not alone. Thinking and writing clearly and cogently is unnatural. It takes lots of practice and teamwork. We’re in this together. (5) Still have questions? No problem. We can start talking about it a couple days after you get the assignment back. Just email me to let me know when you plan to stop by office hours.
University Policies
Recording Policy
You may not record the lectures or class discussions without the instructor’s consent. Recording someone without consent is a violation of FSU’s Student Conduct Code and a felony under Florida Law. See FSU’s Student Conduct Code (https://dos.fsu.edu/srr/conduct-codes/student-conduct-codes) and Florida Statute 934.03 (http://www.leg.state.fl.us/Statutes/…).
Exceptions to Recording Policy: If you need an accommodation that involves recording lectures, and this accommodation is covered by the Americans With Disabilities Act (ADA), then you must:
- Register with and provide documentation to the Student Disability Resource Center;
- Bring a letter to the instructor indicating the need for accommodation;
- Sign an Agreement to Record Lectures as an Approved Accommodation;
- Get both the instructor and an SDRC staff member to sign this agreement.
The Agreement to Record Lectures form is here: https://dos.fsu.edu/sdrc/faculty/forms
Reading and Writing Center @ FSU:
For feedback on papers, make an appointment with FSU’s Reading/Writing Center, which has locations on the 2ndfloor of the Williams Building (222C) (http://wr.english.fsu.edu/Reading-Writing-Center) and in Strozier Library, on the main floor, next to the reference desk (see https://www.lib.fsu.edu/tutoring/reading-writing-center). Appointments can be made online: https://fsu.mywconline.com/.
Free Tutoring from FSU
On-campus tutoring and writing assistance is available for many courses at Florida State University. For more information, visit the Academic Center for Excellence (ACE) Tutoring Services’ comprehensive list of on-campus tutoring options at http://ace.fsu.edu/tutoring or contact tutor@fsu.edu. Tutoring is available by appointment and on a walk-in basis.
University Attendance Policy
Excused absences include documented illness, deaths in the family and other documented crises, call to active military duty or jury duty, religious holy days, and official University activities. These absences will be accommodated in a way that does not arbitrarily penalize students who have a valid excuse. Consideration will also be given to students whose dependent children experience serious illness.
Sexual Harassment Policy
It is the policy of the University that its employees and students neither commit nor condone sexual harassment in any form. See the University’s Sexual Harassment Policy:
http://registrar.fsu.edu/bulletin/undergraduate/information/university_notices/
Americans With Disabilities Act
Students with disabilities needing academic accommodation should:
- Register with and provide documentation to the Student Disability Resource Center; and
- Bring a letter to the instructor indicating the need for accommodation and what type. This should be done during the first week of class.
This syllabus and other class materials are available in alternative format upon request. For more information about services available to FSU students with disabilities, contact the:
Student Disability Resource Center sdrc@admin.fsu.edu
874 Traditions Way http://www.disabilitycenter.fsu.edu/
108 Student Services Building (850) 644-9566 (voice)
Florida State University, Tallahassee, FL 32306-4167 (850) 644-8504 (TDD)
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