Shouldn’t students be finding their own sources? Or would that be too dangerous?
Bingo, you win the prize....
golfmann - 05:05pm on 05/05/2008
I’ll copy/paste what I wrote to RNS:
“I honestly think that using examples of failings of state-sponsored health care is sufficient. I work in a writing center, and I see these papers all the freakin’ time. Someone arguing for state-sponsored health care would use examples of instances where someone used the system successfully (they’re only arguments, after all - no source is perfect), so why not use instances where someone has not been successful in a state with gov’t health care? I KNOW there are articles about it. If Michael Moore can get half-assed arguments for it in Cuba, then you can find full arguments against it in Canada.”
I’ll add that those sources, when provided to a student, have to have a counter-point somewhere. If that student does a little digging on those figures, he’s bound to find more than what he was provided in those same articles. You can get by with a lot on a technicality.
Also, as someone pointed out, the “literal reading of the Constitution” comment can be the thesis, and everything you say after that just has to support that thesis.
If you get a bad grade, take it up with the Dean.
Squeaky Wheel - 07:05am on 05/06/2008
Use the paper to fisk the snot out of all the “sources” provided.
Shred them mercilessly.
Prove the point by attacking the source documents themselves.
Bingo, you win the prize....
I’ll copy/paste what I wrote to RNS:
“I honestly think that using examples of failings of state-sponsored health care is sufficient. I work in a writing center, and I see these papers all the freakin’ time. Someone arguing for state-sponsored health care would use examples of instances where someone used the system successfully (they’re only arguments, after all - no source is perfect), so why not use instances where someone has not been successful in a state with gov’t health care? I KNOW there are articles about it. If Michael Moore can get half-assed arguments for it in Cuba, then you can find full arguments against it in Canada.”
I’ll add that those sources, when provided to a student, have to have a counter-point somewhere. If that student does a little digging on those figures, he’s bound to find more than what he was provided in those same articles. You can get by with a lot on a technicality.
Also, as someone pointed out, the “literal reading of the Constitution” comment can be the thesis, and everything you say after that just has to support that thesis.
If you get a bad grade, take it up with the Dean.
Use the paper to fisk the snot out of all the “sources” provided.
Shred them mercilessly.
Prove the point by attacking the source documents themselves.