CLASS SYLLABUS: INTRODUCTION TO ENVIRONMENTAL ...

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e. Clear writing, so that the reader can see immediately what you are trying to say; an introduction that sets up the essay, providing signposts so that the reader knows where the essay is going; paragraphs that follow on from one another, so that the essay has a sense of flow and structure. Things to avoid: Unsubstantiated claims; discussions of feelings and opinions where these are not backed up by evidence or argument; inaccurate reporting of other positions; generalizations (such as "People think that" or "Westerners believe that"); discussions that have no reference to the work of those who have already written in the field. Papers that demonstrate some or all of these qualities will not get very good grades! Referencing: You will be expected to reference all sources used, including web sites and materials from the text book, in your paper, and to provide a bibliography. The bibliography does not count towards your page total. Assignments: 1. Critical Review - 20% of total mark, to be submitted on 10th October Critically review one of these articles set as a reading: Lynn White Jr., Julian Simon, Peter Singer, Tom Regan, Kenneth Goodpaster, Paul Taylor. A critical review involves: • Picking out the central arguments of the article and summarizing them clearly; • Pointing out any difficulties, problems and weaknesses in these arguments; • Where you have come across in class, or can find, criticisms of the arguments, indicate what those criticisms are, referring to the work of the critics; • Assessing the strength of these criticisms of your chosen article (both your own and the arguments of other critics), indicating where you think the arguments can be defended and where they fail; • Offering revisions of the arguments in the article, if you think you can, that in your view would strengthen it; • Offering some comment on the overall success of the article's arguments, and whether it makes a significant contribution to thinking about environmental ethics. A critical review is NOT JUST A SUMMARY of the article you have read. If you write just a summary, however accurate, you will not get above B-. The aim of this assessment is to encourage you to think critically about what is being argued, not only to present the argument, important though this is. I'll give a bit more guidance nearer the time. This critical review should be 4 double-spaced sides long. 2. Mid term class test - 25% of total mark This 1.5 hour class test is on 17 October, and you will be asked to answer 2 essay questions of 5 questions on the paper. More guidance on this test will be given nearer to the time. 3. Environmental Ethics Essay - 30% of final mark This essay should focus on one of the problems we will be considering in the second half of the semester: hunting, species extinction, environmental restoration, wilderness, environment and population/immigration, climate change (including carbon offsetting and biofuels). It's designed to allow you to research in more detail an area that's of particular interest to you. For that reason, you're welcome to focus on a particular case study in which one of these problems is raised, perhaps one with which you're familiar from your local area. You may also wish to write about an issue in environmental ethics that we are not covering (such as ecofeminism). If you want to
do this you MUST consult Clare or Ben first. I'll provide more information about the essay nearer the time, but for now, here's some recommendations (obviously, they can be adapted to reflect your topic) Your essay should outline: a) What you understand to be the nature of the issue at stake. (In some cases, this outline is likely to include some scientific/factual information). If you're looking at a particular case study, then provide key information about it. b) What ethical questions you think are raised by this environmental issue. c) How this issue might be (and, where relevant, has been) approached ethically. Here, you are advised to outline alternative possible (or actual) approaches (such as different understandings of what is valuable or of what theoretical approach is appropriate). You should draw on material we've covered in the course. d) What arguments might be made in support of these approaches, noting the strengths and weaknesses of the various arguments you present. e) Which arguments, and ethical approaches, you find to be most plausible, and why. It's recommended that you draw on a number of different readings in this essay: you should use at least 5 sources. (These need not all be set readings for the course, but they should not all be newspaper cuttings!). This essay should be 6 double spaced sides long and is due Mon 3rd Dec. 4. Final Class Test. 10th December - 25% of final mark. In this 1.5 hour class test there will be one compulsory case study question, where a short case study will be outlined and some questions asked about the ethical issues involved. You should also answer one essay question (out of four choices on the paper). Although the final class test will be oriented around the issues we've looked at in the second part of the semester, you will answer the questions well. 4. The Participation Grade A small participation grade will be awarded to students who contribute regularly and helpfully to class discussion. This grade will take the form of a one third additional grade on the second essay. No student should be disadvantaged by this grade (since nothing is lost by not getting it) but it is a way of rewarding students who have done the reading and help to keep the class discussions alive. There is a long tradition of verbal debate in Philosophy, and we want to encourage you to contribute to it! 5. Dissatisfaction with Grades Occasionally a student is unhap brandishing vour Daner or test, exoecting an instant iudgment: thinking about grades is a Drocess that takes time and reflection! Write an account explaining why you think the grade is unfair. Submit this account, with the contested piece of work, to Mindy Danner in the Philosophy office for the attention of Clare Palmer. Either Ben or I, or both of us (depending on who marked it) will re-read the piece of work concerned and will provide feedback and a view on the grade. If you are still unhappy, I will give the contested paper to another colleague in Philosophy to evaluate. If you wish to do this, you must agree to abide by the decision of the colleague: grades can go down as well as ud bv taking this route - and it is not uncommon for them to go down. Note: we will not enter into discussions about the award of the participation grade.
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