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Write an analysis of the beliefs of the educational philosopher you chose in your Topic
Proposal
Philosopher: Horace Mann
Assignment. You will present the cultural context of the individual, analyze the various
aspects of the philosopher’s beliefs and actions, present critiques in opposition to the
individual,persuasively convey why this individual’s ideas and actions are relevant, and relate
implications that may be applicable to today’s field of education.
Though your personal beliefs serve as a lens for your analysis, this assignment is not per se your
personal philosophy of education and should rarely use first-person pronouns, if at all. Without
plagiarizing, you may draw ideas from the Annotated Bibliography Assignment, textbook
readings, videos, and discussions. However, this is a new and different assignment.
You may not submit a previously written assignment that has been submitted for another
course. Doing so would be self-plagiarism. Your analysis should be based primarily on
readings and studies you have recently conducted in this current course. As a philosophical
analysis, the assignment should present ideas in a persuasive manner. Avoid first-person
pronouns (e.g., I, me, we, us) and second-person pronouns (i.e., you) because they tend to
soften and weaken the declarative strength of your writing. Rely more on third-person plural
(e.g., people, educators, students, they, them) and think in terms of strong, declarative statements of
“ought” and “should.” Avoid beginning sentences with “I think that” and “I believe that.” Also avoid “for
me” and “to me.”
You will discuss what the individual believed to be the purpose and outcome of education.
What long-range impact did the individual hope to make on individuals and on society?
Though your primary focus will be on beliefs, you may briefly discuss the practices and
methods the philosopher implemented.
Length: This paper is to be at least 1,300 words in length from the introductory paragraph to the
conclusion. This does not count the title page, abstract, or reference pages.
Citations and References: Cite at least five sources throughout the paper and list them on the
reference page. One of your sources is required to be the course textbook. Other sources may be course
videos, academic journal articles, books, and textbooks from other courses. You may
incorporate articles from your Annotated Bibliography Assignment and other course
assignments as appropriate. After ensuring that current course materials are cited, you are encouraged to
cite sources from other courses, such as textbooks or articles.
Structure: To ensure the manuscript meets the requirements of the Philosopher Analysis Grading Rubric, you
are to include the elements listed below. Note the required headings are to be placed in the same order in your
paper as they appear in the outline below.
1. Title Page
Pagination: In APA, all pages are numbered. The title page should be page 1.
Title: The title should not be the name of the assignment (i.e., Philosopher Analysis). It
should be a phrase drawn from the thesis statement in the introductory paragraph. It
should provide the reader a hint of the topic and the main idea supported throughout the
paper and may be phrased in a clever, unique fashion. The first letter of all words should
be capitalized except for articles (e.g. a, an, the), conjunctions (e.g., and, but), and short
prepositions (e.g., of, about), unless they appear as the first word, which is always
capitalized. Center and bold your title and position it near the middle of the page or
slightly above the middle.
Other Information on Title Page: All other information on the title page should comply
with current APA requirements.
2. Abstract: The heading of the abstract should be centered and in bold font.
Place the abstract after the title page and before the introduction.
Do not indent the first line.
The abstract is a brief, comprehensive summary of the contents of the paper. It should
present the main idea, main supporting ideas, and the main conclusion/implication.
3. Introduction: Do not use the word “Introduction” as a heading for this section. Per APA, it
is optional to insert the title again as the heading for the introduction. If you choose to do so,
it should be in bold, centered font and should be capitalized the same way as on the title
page.
The purpose of the introductory paragraph is different from the abstract. Do not simply
copy the abstract.
In this section, introduce your thesis statement that will be developed throughout the
paper. It is the main idea you are presenting. All other ideas will serve to support the
thesis statement.
It is best to place the thesis statement at the end of the introduction. It is typically one or
two sentences that serve as a transition into the rest of the paper.
Below are some tips to help avoid common errors in writing a strong introductory
paragraph:
o Focus on a simple introduction of the thesis statement.
o Ensure that sentences flow in a logical progression from one to the other.
o Keep it simple with only the necessary concept(s) to introduce the thesis
statement.
o Avoid including so many distracting facts that the reader is unclear what the
thesis statement is. Save most supporting facts for the body of the manuscript.
o Avoid fragmented, disjointed sentences that read like bulleted lists.
4. Background and Cultural Context: Centered in bold with all major words capitalized,
enter the first Level 1 heading of your paper. (Level 2 headings are unnecessary for this short
of a paper.) Use the words “Background and Cultural Context.”
This brief section situates the individual you have chosen so the reader understands the
setting in which the ideas developed. This is not an extensive biography but is a succinct
presentation of events or circumstances that may have influenced the development of the
individual’s thoughts and/or actions.
Include transitions that build a logical progression from the thesis statement in the
introductory paragraph into the background and cultural context.
The length of this section should be no more than 10% to 20% of the total manuscript.
Anything longer distorts the main intent of the paper.
5. Philosophy of Education: The heading for this section is also a Level 1 heading, which
means that—just like the previous heading—it should be centered and in bold with all major
words capitalized. This is not your own personal philosophy of education. It is a presentation
of the ideas of the philosopher you have selected.
Ensure that this section flows smoothly and logically from the previous one.
This is the core part of the paper where you expound more specifically on the thesis
Statement. Consider what this educational thinker perceived as the main purpose or outcome of
education. Focus on the individual’s “why” of education—the long-range impact he or
she believed schools and learning should make on individuals and on society.
Depending on the beliefs of your selected individual, you may address various aspects of
philosophy. The questions below are suggestions for you to consider:
o How did he or she view the needs of individuals and of society?
o What was his or her view of the nature of the learner and how did that play into
other beliefs?
o Was the individual motivated by concerns that were metaphysical, supernatural,
pragmatic, political, etc.?
o What knowledge, skills, or dispositions were of most value to be included in the
curriculum?
Save the individual’s actions, practices, and process (i.e., the “how”) of education for the
next section. In this current section, state what the person believed.
If a philosophical label clearly applies to this individual, address it and describe it (e.g.,
idealism, realism, scholasticism, perennialism, essentialism, pragmatism, progressivism,
existentialism, postmodernism, critical pedagogy, socialism, Marxism, etc. See the course
textbook Appendix for more information on this.). If not, you may attempt to situate the
individual’s ideas among similar philosophies; be careful, however, not to speculate if
you are unsure. Some philosophers are difficult to label.
6. Theory to Practice: This Level 1 heading should be centered and in bold. Use the words
“Theory to Practice.”
This section should flow smoothly from the previous one.
Some educational thinkers were such philosophers that it is difficult to describe what
actions they took other than to write or to philosophize. If this is the case, address the
actions others took as they were influenced by the educational thinker. For instance,
Rousseau’s ideas influenced the actions of Pestalozzi, Froebel, Piaget, and others.
The questions below are suggestions for you to consider:
o How did the individual believe learners come to know truth? What causes
learning to occur? What were the thinker’s epistemological beliefs?
o What movements, organizations, or schools did the individual initiate?
o What pedagogical practices did the individual implement or encourage others to
use?
o What did he or she hope to accomplish by using these strategies?
7. Perspectives on Diversity: This Level 1 heading should be centered in bold. Use the words
“Perspectives on Diversity.” This section should reflect the most significant aspect of the
philosopher’s thoughts and approaches to diversity in society and/or individuals. If the
philosopher’s ideas do not address diversity, discuss that in this section.
8. Critical Analysis: This Level 1 heading should be formatted the same as the previous ones.
Use the words “Critical Analysis.” This section should reflect the most significant criticisms
about the person’s work. Indicate who the thinker’s opponents and supporters were and
distinguish elements of opposing ideas and/or actions. Another aspect of this section is for
you to analyze the educational thinker’s ideas and actions through a biblical worldview lens.
Focus on situating the individual’s ideas and actions among those of others. These
“others” may be contemporaries who lived during or near the time of your philosopher.
They may also be historians, philosophers, or cultural analysts who came after him or
her.
Part of the critical analysis may address the thinker’s views (or the lack thereof) on
societal and individual diversity as discussed in the previous section.
To critique means to convey both opposition and support with rationale for both.
Therefore, your analysis should include those who opposed and also those who supported
this individual and should provide an explanation of why they did so.
9. Implications and Conclusions: Use the same Level 1 formatting as you have done with
your other headings above and simply enter the words “Implications and Conclusions” is
centered, bolded font. Although your conclusion should include concepts from the thesis
statement in the introduction and should have some alignment with the title of the paper, you
should not simply restate the thesis. Wrap up the paper by emphasizing your main idea and
draw a clear conclusion. Because you will be addressing both implications and conclusions in
this section, it may be a bit longer than a typical conclusion section. You may extend the
conclusion to three paragraphs or longer as appropriate. The questions below are suggestions
for you to consider:
What might current educators, policymakers, or other stakeholders glean from this
person?
What do you observe in the field of education based on your analysis of this philosopher?
What aspect of this individual’s thoughts and actions resonate with you most and why?
Remember, you can do this persuasively without using first-person pronouns (e.g.,
“Perhaps the most relevant idea of Comenius was . . .”; “Most significantly, today’s
educational system would benefit from Booker T. Washington’s notion that . . .”; “If
applied by today’s classroom teachers, Calvin’s idea that . . .”
At what point do you disagree or conflict with the educational thinker? Consider how you
can confidently convey this by avoiding first-person pronouns (e.g., “Dewey was perhaps
misguided in his approach to . . .”; “An inconsistency in Freire’s theory is that . . .”; “Du
Bois’ may have been incorrect in that . . .”
According to the APA manual, first-person pronouns are permitted, but they should be used
only when the writer must describe a personal action taken or an event the writer
experienced. Beliefs and opinions are best conveyed in strong, declarative statements.
Therefore, avoid statements such as “I think that,” “I believe,” “for me,” “to me,” etc.
Miscellaneous Tips
Direct Quotes: No more than 10% of your paper should be made up of direct quotes. Therefore,
do more summarizing and paraphrasing than quoting. Short quotes should be in quotation marks
and longer quotes of 40 words or more should be indented (see APA). If you do not set off direct
quotes in this manner and/or do not cite them, it is plagiarism. Also, page or paragraph numbers
are required in citations for all direct quotes.
Ideas and Facts: If the idea or fact is not your own, cite its source. When not directly quoting,
summarize, or analyze the idea in your own words.
Mechanics: Below are common errors in graduate-level writing. If you are unsure how to avoid
these errors, do an internet search of the topic or contact Liberty University’s Writing Center.
Dangling / Misplaced Modifiers: If you use a phrase or word as an adjective, the noun
closest to it (usually immediately following it) should be the noun being modified;
otherwise, the modifier is “dangling” or misplaced.
o Incorrect: “Being an influential person in his time, his book sold many copies.”
(“His book” was not an influential person.)
o Incorrect: “Being an influential person in his time, many people bought copies of
his book.” (“Many people” was not an influential person.)
o Correct: “Being an influential person in his time, Freire sold many copies of his
book.” (Freire was an influential person.)
Comma Usage: Familiarize yourself with comma rules. Know how they are used after
introductory phrases and subordinate clauses, series of items, and before a conjunction in
a compound sentence. They may not be used to separate independent clauses; doing so
creates a run-on, also known as a comma splice.
Note: Your assignment will be checked for originality via an online plagiarism tool.
JOHN LOCKE’S THEORY OF KNOWLDGE
1
This is an example of real student work and is not a template to follow or a perfect model. It
may not follow all of the current instructions. Feedback comments are included so that you
may see some of the commendations and areas for improvement. However, please see the
current instructions and rubric and follow them rather than this example.
John Locke’s Theory of Knowledge
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
JOHN LOCKE’S THEORY OF KNOWLDGE
2
Abstract
John Locke was one of the leading influential philosophers in the field of theory of knowledge.
This paper provides a contextual and historical background to John Locke’s theories. In addition,
it examines Locke’s beliefs on human knowledge, learning, his beliefs on women, and his
contributions to the school charity movement.
Keywords: Knowledge, education, understanding, Locke
JOHN LOCKE’S THEORY OF KNOWLDGE
3
John Locke’s Theory of Knowledge
According to Uzgalis (2018), John Locke was a philosopher from Oxford who was born in 1632.
One of the most influential texts John Locke wrote was An Essay Concerning Human
Understanding which he published in 1689. In this text, Locke exposed “the limits of human
understanding in respect to a wide spectrum of topics”. Locke did not only examine human
knowledge, he also delved into the political realm in his essay The Second Treatise of
Government. Locke further examined human knowledge and education in Some Thoughts
Concerning Education which was published in 1684. Locke’s work was controversial at the time.
He held the development and education of children at a high stance. Locke believed this
education was to be monitored and fostered by the child’s parents. Locke stressed the importance
of time spent by parents with their children (Uzgalis, 2018). Locke’s work was influenced by
several physicians and philosophers that existed during his time. Willi’s methods of observation
and experimentation greatly impacted how Locke perceived the world, proved his theories and
ideas, and implemented them in real life mathematical applications. Locke provided guidelines
for several aspects of knowledge such as methods of proving the existence of an object. John
Locke’s method of proving the existence of an object relied on the function that the object serves
rather than its characteristics. This paper examines Locke’s basic assertions about general
knowledge, methods of proving existence of an object, and Locke’s thoughts on mathematical
knowledge.
Background and Cultural Context
To acquire a better understanding of Locke’s theory of knowledge, a historical
educational context needs to be established to understand the influence of other theories on his
own. According to Lega (2006), prior to becoming a philosopher, John Locke was a physician.
JOHN LOCKE’S THEORY OF KNOWLDGE
4
Locke worked closely with Thomas Sydenham. Sydenham focused on observing and comparing
phenomena in groups of his patients to develop cures that appealed to his common sense. These
treatments usually did not align with the principles of Galenical therapy. Researchers attribute
Locke’s method, where he utilized observations of properties to his work with Sydenham. This is
evident in Locke’s use of quotidian observations in his An Essay Concerning Human
Understanding. He utilized methods of quotidian observations to overcome uncertainty (Lega,
2006).
Lega (2006) stated that Locke attended Oxford University between 1650 and 1660. And
studied under Dr. Willis who was young at the time. Commonalities in the works of Locke and
Willis proved that they had intellectual interactions during Locke’s time at Oxford University. At
the time, several different theories of the mind existed. Galen believed that the human brain’s
main function was to cleanse animal spirits. These animal spirits were absorbed by humans
through air and transported to all the body through the four humors. Harvey, on the other hand,
proved that blood was the main mode of transportation throughout the human body. Human
blood acted as a transporter for the animal spirits which directed them to the brain where they
were cleansed. Harvey believed these spirits were conscious and had wills of their own. These
spirits led to changes in the mood of the human absorbing them. Prior to Willis, Descartes
believed the soul was the main culprit for changes in mood and cognition. Descartes believed the
pineal gland housed the soul in the body. Descartes believed animal spirits are absorbed by the
body through pores in the ventricles which are then transported through the body through tubes,
later on known as nerves. On the other hand, Willis utilized necropsy and experimentation to
establish his conclusions. Willis described different parts of the human brain in detail such as the
thalamus, corpus callosum, and basal ganglia. Willis attributed the transportation of animal
JOHN LOCKE’S THEORY OF KNOWLDGE
5
spirits in the human body to the brain’s white matter. According to Lega (2006), in his Essay
Concerning Human Understanding, Locke states
Imagination is caused by an impression from some external object that
moves the spirits inwards and excites other spirits in the medulla
oblongata into an expansive movement. These latter spirits are then
variously circulated through the cerebral orbits forming different ideas.
(pp. 573)
Philosophy of Education
According to Mattern (1983), Locke had two main assertions regarding the nature of
clear knowledge. First, Locke stated that for a person to acquire clear knowledge, clear and
distinct ideas should be present as building blocks. However, in other instances, Locke stated
that clear knowledge can be obtained with “obscure and confused ideas” (pp. 259). Researchers
view these two statements as contradictory. This contradiction drove Stillingfleet to question
Locke regarding his opposing ideas. In his correspondence with Stillingfleet, Locke stated that
this difference and contradiction is due to the distinction that Locke created between knowledge
of existence and general propositions. Locke stated that general propositions require clear and
distinct ideas; whereas, knowledge of existence doesn’t require them. Locke believed that
knowledge regarding identity mandates the existence of clear ideas in the human brain. Moral
knowledge is another type of knowledge that Locke believed requires clear ideas.
Mattern (1983) stated that Locke believed that “mathematical and moral knowledge
presuppose ideas that are adequate in the sense of representing mathematical and moral real
essences” (pp. 265-266). Locke believed that adequate clear ideas stem from experience. These
experiences were then analyzed to form a belief. He used this method to prove the existence of
JOHN LOCKE’S THEORY OF KNOWLDGE
6
God. In this aspect, Locke demonstrated that the existence of an object can be confirmed solely
from the function it serves, without any visual and materialistic proof of its’ existence. Locke
stressed that to prove the existence of an object, it is not necessary to acquire clear ideas
regarding the object; however, adequate ideas were still mandatory (Mattern, 1983).
According to Gibson (1896), Locke’s thoughts regarding the topic of human knowledge
were centered on mathematical knowledge. Locke described mathematical demonstrations as
“like diamonds are hard as well as clear” (pp. 38). Similarities exist between Locke’s theory and
that of Descartes due to the fact that they both based their theory on mathematics. Locke used
intuition and thought interchangeably and offered little to no distinction between the two terms.
Locke believed that mathematics solely developed in a scientific manner Locke was intrigued by
the science of numbers and believed that they were discrete in nature.
According to Gibson (1896), Locke believed that the field of geometry created new
methods to establish connections between ideas. He believed that other sciences were not
capable of producing similar demonstrations that were concrete in nature. Locke utilized
geometry’s visible marks to recognize and demonstrate “the character of the science” (pp. 40).
Gibson (1896) asserted that Locke believed general knowledge is combined with mathematical
knowledge for humans to be capable of establishing links and relations between their ideas. He
believed that “mathematical certainty” (pp. 41) can be generalized to other regions, not only
mathematics. Locke established a differentiation between physical and mathematical knowledge.
Locke defined ideas as “objects of thought” (pp. 42). Locke was convinced that humans derive
their knowledge from sensory experiences. He believed that new ideas can be formed by
combining several ideas into one more complex idea. One example that Locke utilized to
demonstrate combining ideas is that regarding abstract ideas of numbers (Gibson, 1896).
JOHN LOCKE’S THEORY OF KNOWLDGE
7
Theory to Practice
According to Sheasgreen (1986), Locke’s books “shaped the social philosophy of the
age” (p. 64). He believed John Locke’s work led to the flow of money into the charity schools.
Three main claims were made to establish a clear relationship between John Locke’s work and
the charity school movement. First, Sheasgreen (1986) believed that the discussion of the tabula
rasa concept led investors and philanthropists to increase their investments in schools. Second,
the concepts and guidelines outlined in Some Thoughts Concerning Education greatly changed
instruction and curriculums in schools. Finally, Sheasgreen (1986) asserted that his theory of
knowledge and education which he discussed in depth in Essay Concerning Human
Understanding created a psychology of education that was used in schools to better understand
how human knowledge is conceived (Sheasgreen, 1986).
Perspectives on Diversity
Nyland (1990) when Locke discussed men and women, he believed women were weaker
than men; however, when Locke discussed weakness, he was addressing their physical power
and not the intellectual one. Moreover, Locke attributed men’s physical prowess as the reason
men were charge of the family. He attributed the decision making in the household to me due to
their physical strength. However, Locke stressed that men are not to use physical stress to
compel others to “do their bidding” (Nyland, 1990, pp.12).
Critical Analysis
A clear historical, cultural, family, and educational background overview can provide a
better understanding of a philosopher’s belief system and theories. According to Smith (2020),
the background of Jonathan Edwards had to be considered “in order for his life experiences and
ideas to be contextualized properly” (pp. 63). John Locke had interactions with various scientists,
JOHN LOCKE’S THEORY OF KNOWLDGE
8
philosophers, and even physicians. His time at Oxford University exposed him to the works of
Willis, who stressed the importance of observation and experimentation. Locke also worked
closely with Thomas Sydenham who’s work focused on large scale observations before deriving
a conclusion. Moreover, According to Rogers (1978), Locke was also influenced by one of his
students, Isaac Newton who influenced Locke’s theories more than Locke influenced Newton’s
ideas. Moreover, John Locke’s theories were also influenced by Descartes. Both John Locke and
Rene Descartes based their theories on mathematics.
Locke’s fascination with absolute truth of numbers in my opinion limited his exploration
of other fields of study. He believed that mathematics was the only field that was developing in a
scientific way. What Locke failed to take into consideration is that some of the principles used in
mathematics cannot be applied to all other fields. As a physician before becoming a philosopher,
Locke still believed that animal spirits acted on the human body after the body absorbs them. He
proved the existence of these animal spirits in a similar manner to his attempt to prove the
existence of God by relying on the function of the spirits and how they affect human mood and
behavior. However, as we know now, animal spirits are no longer believed to have an effect on
the human emotion spectrum and how it is exhibited. We also no longer believe that animal
spirits are absorbed by the human body. Thus, Locke’s obsession with absolute numbers,
mathematics, and his categorizations of what objects demand clear knowledge and obscure ideas
did not aid his quest to achieve truth.
Implications and Conclusions
Although now many of the beliefs that John Locke had are no longer valid, John Locke
had huge implications on the field of education and on the evolution of the theory of knowledge.
Locke was one of the few philosophers who explored different aspects of the human mind and
JOHN LOCKE’S THEORY OF KNOWLDGE
9
the way humans acquire and use knowledge. His idea of the tabula rasa helped develop the
modern-day education system. Moreover, Locke’s fascination with numbers and his theories on
ways to prove the existence of objects should be further explored and built on.
JOHN LOCKE’S THEORY OF KNOWLDGE
10
References
Gibson, J. (1896). Locke’s theory of mathematical knowledge and of a possible science of
ethics. Mind, 5(17), 38-59. http://www.jstor.org/stable/2247631
Lega, B. C. (2006). An essay concerning human understanding: How the Cerebri Anatome of
Thomas Willis influenced John Locke. Neurosurgery, 58, 567-576.
https://doi.org/10.1227/01.NEU.0000197489.17675.C6
Mattern, R. (1983). Locke on clear ideas, demonstrative knowledge, and the existence of
substance. Midwest Studies in Philosophy, 8, 259-271. https://doi.org/10.1111/j.14754975.1983.tb00469.x
Nyland, C. (1990). John Locke and the social position of women. Department of Economics,
University of Wollongong. https://ro.uow.edu.au/commwkpapers/321
Sheasgreen, W. J. (1986). John Locke and the charity school movement. History of Education:
Journal of the History of Education Society, 15(2), 63-79.
https://doi.org/10.1080/0046760860150201
Uzgalis, W. (2018). John Locke. https://plato.stanford.edu/entries/locke/
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
Replace This Title: Ensure It Aligns with Your Thesis Statement
Claudia S. Sample
School of Education, Liberty University
Author Note
Claudia S. Sample
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Claudia S. Sample
Email: [email protected]
1
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
Abstract
Do not indent the abstract. Per APA, this is a brief, comprehensive summary of the contents of
the manuscript. It may range in length from 150 to 250 words in length.
Keywords: main words, primary, necessary, search terms
2
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
3
Insert the Same Title Here as Is on Your Title Page
Begin your introduction here. The purpose of the introductory paragraph is to introduce
your thesis statement. Typically, the thesis statement is the last sentence of this one-paragraph
introduction and serves as a transition into the rest of the paper. The thesis statement is the main
idea of the paper—the main point you are making. Keep the introductory paragraph simple; do
not overload it with so many concepts that it distracts from the thesis statement. All sentences in
the introduction should flow in a logical progression from one to the other. The sentences should
not read like a bulleted list.
Background and Cultural Context
See assignment directions regarding what to enter here. Ensure that each paragraph
includes a clear topic sentence and that there is a logical flow of progression from one paragraph
to another.
Philosophy of Education
See assignment directions regarding what to enter here. Ensure that each paragraph
includes a clear topic sentence and that there is a logical flow of progression from one paragraph
to another.
Theory to Practice
See assignment directions regarding what to enter here. Ensure that each paragraph
includes a clear topic sentence and that there is a logical flow of progression from one paragraph
to another.
Perspectives on Diversity
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
4
See assignment directions regarding what to enter here. Ensure that each paragraph
includes a clear topic sentence and that there is a logical flow of progression from one paragraph
to another.
Critical Analysis
See assignment directions regarding what to enter here. Ensure that each paragraph
includes a clear topic sentence and that there is a logical flow of progression from one paragraph
to another.
Implications and Conclusions
See assignment directions regarding what to enter here. Ensure that each paragraph
includes a clear topic sentence and that there is a logical flow of progression from one paragraph
to another.
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS
5
References
Notice how the examples below have a hanging indention. Everything in APA is to be double
spaced, including the abstract, lengthy quotations, and the reference list. Nothing is single
spaced.
Authorlastname, A. B. (2019). Book title in italics with only the first word and proper nouns and
proper adjectives, like Christian, capitalized: If there is a subtitle, the first word is
capitalized. Publisher.
Authorlastname, A. B. (2019). Article title in regular font with only the first word and proper
nouns and proper adjectives, like European, capitalized: Subtitles may or may not be
used. Journal Titles and Volume Numbers Are Italicized, 15(2), 41-50.
https://doi.org/10.1037/rev0000126
Philosopher Analysis Grading Rubric | EDUC703_B09_202420
Criteria
Thesis
Statement
&
Coherence
Ratings
Points
30 to >27 pts
27 to >24 pts
24 to >0 pts
0 pts
Advanced
Proficient
Developing
Not
Present
Title, abstract, introduction,
thesis statement, and
conclusion are
well-constructed, are
coherently aligned, and are
supported throughout the
body of the paper.
A thesis statement
is introduced; it
aligns with topics in
the title, body of the
paper, and
conclusion.
The thesis statement is poorly
introduced, is vaguely stated,
and/or does not align with the
title and/or body of the paper.
Not
Present
27 to >24 pts
24 to >0 pts
0 pts
Proficient
Developing
Not
Present
Basic contextual
background is
presented th

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