An interesting exchange with a student during office hours. The student brought a draft of a to-be-submitted essay for me to read. After reading the essay, I turned to her and asked, “what do you think about it? Has it succeeded in what it sets out to do?” The student said, “No, I don’t think it is successful. But I enjoyed writing it.” Recall the A-not-B task, something at which children below a certain age…
In the first post in this series, I wrote, “a shopping list is not an argument”. This is a useful point of reference for us in understanding arguments, and the practice of argumentation. Now in this post we want to imagine a way in which a shopping list can turn into an argument. Or, at least, we want to see how a shopping list can begin to resemble an argument. Think of a concrete shopping…
It was the winter of 2010. My thesis supervisor and I were walking along Otonobee river on the beautiful Trent University campus. The campus looks more beautiful and more dreamy now in my memories, and I am sure its beauty has increased with our distance in time. I told him about my plan for post-graduate studies. He thought I was joking. “What about philosophy?”, he asked. I don’t remember what I said, and I don’t…
For the past three and a half years, I have been trying ways of teaching my students about argumentative writing. How should we distinguish an argument from a non-argument? Why is it useful to practice writing arguments? Sometimes students challenge me: “What you consider to be an argument isn’t the only possible form of argument.” Usually, this happens after someone submits a very well-done literature review, expecting a good grade. It can also happen when…