Imagine that six months ago a family member was involved in an automobile accident and has been in a coma ever since. The physicians hold
Imagine that six months ago a family member was involved in an automobile accident and has been in a coma ever since. The physicians hold little hope for a recovery, stating that the patient is in “a persistent vegetative state.” They have suggested that the family authorize them to stop feeding through the stomach tube and “let nature run its course.” Confused, you turn to your closest friends—a Reform Jew, a Progressive Protestant, a Roman Catholic, a Sunni Muslim and an advocate of the “Death with Dignity” movement—for counsel as you struggle to make a decision. Which friend(s) do you find to be most helpful in reaching a decision? Why?
Score Card Rubric for Effectively Written College-level Essays – (Scaled for 60 pts.) Evaluation Conceptual Thesis Development and Substantiation Organizational Structure Use of Language Very Well Developed (12 pts.) has cogent analysis, shows command of interpretive and conceptual tasks required by assignment and course materials: ideas original, often insightful, going beyond parrotting ideas in the cours essay controlled by clear, precise, welldefined thesis: is sophisticated in both statement and insight well-chosen examples; persuasive reasoning used to develop and support thesis consistently: uses quotations and citations effectively; causal connections between ideas are evident appropriate, clear and smooth transitions; arrangement of paragraphs seems particularly apt and logical uses sophisticated sentences effectively; usually chooses words aptly; observes conventions of written English and manuscript format; makes few minor or technical errors Well Developed (10 pts.) shows a good understanding of the texts, ideas and methods of the assignment; goes beyond the obvious; may have one minor factual or conceptual inconsistency clear, specific, argumentative thesis central to the essay; may have left minor terms undefined pursues thesis consistently: develops a main argument with clear major points and appropriate textual evidence and supporting detail; makes an effort to organize paragraphs topically distinct units of thought in paragraphs controlled by specific and detailed topic sentences; clear transitions between developed, cohering, and logically arranged paragraphs that are internally cohesive and could be outlined some mechanical difficulties or stylistic problems; may make occasional problematic word choices or awkward syntax errors; a few spelling or punctuation errors or cliché; usually presents quotations effectively Developing Needs More Drafts (8 pts.) shows an understanding of the basic ideas and information involved in the assignment; may have some factual, interpretive, or conceptual errors general thesis or controlling idea; but may not yet define several central terms only partially develops the argument; shallow analysis; some ideas and generalizations undeveloped or unsupported; makes limited use of textual evidence; fails to integrate quotations appropriately some awkward transitions; some brief, weakly unified or undeveloped paragraphs; arrangement may not appear entirely natural; contains extraneous information more frequent wordiness; several unclear or awkward sentences; imprecise use of words or overreliance on passive voice; one or two major grammatical errors (subject-verb agreement, comma splice, etc.); effort to present quotations accurately Needs Significant Work Before Submitting (6 pts.) shows inadequate command of course materials or has significant factual and conceptual errors; does not respond directly to the demands of the assignment; confuses some significant ideas thesis vague or not central to argument; central terms not defined frequently only narrates or merely summarizes; digresses from one topic to another without developing ideas or terms; makes insufficient or awkward use of textual evidence wanders from one topic to another; illogical arrangement of ideas; paragraphs could be randomly rearranged some major grammatical or proofreading errors (subject-verb agreement; sentence fragments); language marred by clichés, colloquialisms, repeated inexact word choices; inappropriate quotations or citations format Needs Fundamental Start-up Work (4 pts.) writer has not understood lectures, readings, discussion, or assignment no discernible thesis little or no development; may list facts or misinformation; uses no quotations or fails to cite sources or plagiarizes no transitions; incoherent paragraphs; suggests poor planning or no serious revision numerous grammatical errors and stylistic problems seriously distract from the argument Essay Progress
Please view the video clips inside this folder. 1. “Abortion from a Jewish Perspective” 2. “Abortion from a Catholic Perspective” 3. “President Obama on Abortion (A Progressive Christian Perspective spoken at a University of Notre Dame Commencement )” 4. “Euthanasia from a Jewish Perspective” 5. “Euthanasia from a Catholic Perspective” 6. “Euthanasia from a Muslim Perspective” 7. “Eye to Eye: Assisted Suicide” 8. “Dr. Jack Kevorkin” 9. “The Brittany Effect: Transforming the Death with Dignity Movement”
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