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- QUESTION
Week 1 Assignment: Essay – Argument or Explanation
Due Jan 13 by 11:59pm Points 75 Submitting a file upload
Required Resources
Read/review the following resources for this activity:Textbook: Chapter 1, 2
Lesson
Introduction
Following are two passages from Florence Nightingale's Notes on Nursing:Passage 1
Now the medical man who sees the patient only once a day or even only once or twice a week, cannot possibly tell this without the assistance of the patient himself, or of those who are in constant observation on the patient. The utmost the medical man can tell is whether the patient is weaker or stronger at this visit than he was at the last visit. I should therefore say that incomparably the most important office of the nurse, after she has taken care of the patient's air, is to take care to observe the effect of his food, and report it to the medical attendant. (1860, Section VII, para.14)Passage 2
To be "in charge" is certainly not only to carry out the proper measures yourself but to see that everyone else does so too; to see that no one either willfully or ignorantly thwarts or prevents such measures. It is neither to do everything yourself nor to appoint a number of people to each duty, but to ensure that each does that duty to which he is appointed. This is the meaning which must be attached to the word by (above all) those "in charge" of sick, whether of numbers or of individuals. (1860, Section III, para.25)Instructions
In an essay, address the following:Is passage 1 an argument or an explanation?
Is passage 2 an argument or an explanation?
You must answer both questions by making an argument for your position. Whichever type - argument or explanation - you find the passage to be, you must write an argument that will prove your answer to be correct.Paper Structure
Provide the full text of the passage being analyzed (not part of the word count requirement for each passage).
State if the passage is an argument or an explanation.
Relying on all concepts studied in the reading for the week, explain specifically why you find the passage to be an argument or explanations, using terms and concepts found in that chapter to support your reasoning.
Writing Requirements (APA format)Length: 100-150 words per passage response = 200-300 words total (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
Grading
This activity will be graded using the Argument Analysis (W1) Grading Rubric.Course Outcomes (CO): 1
Due Date: By 11:59 p.m. MT on Sunday
Reference
Nightingale, F. (1860). Notes on nursing. What it is, and what it is not. Project Gutenberg. Retrieved from http://www.gutenberg.org/cache/epub/12439/pg12439.htmlRubric
Argument Analysis (W1) Grading Rubric - 75 pts
Argument Analysis (W1) Grading Rubric - 75 pts
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Timeliness of Submission
7.0 pts
Assignment submitted by due date.
0.0 pts
Assignment not submitted by due date.
7.0 pts
This criterion is linked to a Learning Outcome Passage 1 Identification
4.0 pts
Passage 1 Correctly Identified.
0.0 pts
Passage 1 premise and conclusion not correctly stated.
4.0 pts
This criterion is linked to a Learning Outcome Passage 2 Identification
4.0 pts
Passage 2 Correctly Identified.
0.0 pts
Passage 1 premise and conclusion not correctly stated.
4.0 pts
This criterion is linked to a Learning Outcome Passage 1 Analysis
30.0 pts
The student demonstrates comprehension of how passage can be identified as argument or explanation, discussing what constitutes a claim, how claims are distinguished as reasons, conclusions or extra claims, and how the purpose of reasons distinguishes an argument from an explanation.
25.5 pts
The student demonstrates understanding of most individual concepts; shows imperfect comprehension of one important concept, such as what constitutes a claim, how to count claims, how reasons are distinguished from conclusions or how the purpose of reasons distinguishes an argument from an explanation.
22.5 pts
The student demonstrates understanding of few individual concepts and shows imperfect comprehension of three or more important concepts, such as what constitutes a claim, how to count claims, how reasons are distinguished from conclusions or how the purpose of reasons distinguishes an argument from an explanation.
18.0 pts
The student demonstrates little understanding of concepts.
0.0 pts
No Effort
30.0 pts
This criterion is linked to a Learning Outcome Passage 2 Analysis
30.0 pts
The student demonstrates comprehension of how passage can be identified as argument or explanation, discussing what constitutes a claim, how claims are distinguished as reasons, conclusions or extra claims, and how the purpose of reasons distinguishes an argument from an explanation.
25.5 pts
The student demonstrates understanding of most individual concepts; shows imperfect comprehension of one important concept, such as what constitutes a claim, how to count claims, how reasons are distinguished from conclusions or how the purpose of reasons distinguishes an argument from an explanation.
22.5 pts
The student demonstrates understanding of few individual concepts and shows imperfect comprehension of three or more important concepts, such as what constitutes a claim, how to count claims, how reasons are distinguished from conclusions or how the purpose of reasons distinguishes an argument from an explanation.
18.0 pts
The student demonstrates little understanding of concepts.
0.0 pts
No Effort
30.0 pts
Total Points: 75.0
| Subject | Essay Writing | Pages | 6 | Style | APA |
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Answer
Argument or Explanation
The subject of logic is one of the most significant in philosophy today and its role in education cannot be overemphasized. In light of the importance of formal logic and critical thinking in interdisciplinary fields such as argumentation, this essay seeks to illuminate the difference between an argument and an explanation. Making this distinction is important considering the role of argumentative discourse and scientific explanation in scientific inquiry and other disciplines (Berland & Reiser, 2008). The uses two passages from Florence Nightingale's Notes on Nursing to achieve this.
Passage 1
“Now the medical man who sees the patient only once a day or even only once or twice a week, cannot possibly tell this without the assistance of the patient himself, or of those who are in constant observation on the patient. The utmost the medical man can tell is whether the patient is weaker or stronger at this visit than he was at the last visit. I should therefore say that incomparably the most important office of the nurse, after she has taken care of the patient's air, is to take care to observe the effect of his food, and report it to the medical attendant” (Nightingale, 1860, Section VII, para.14).
The above passage is an argument. Clearly, it is a rationale with reasons presented as evidence supporting the claim that has been made in the conclusion. In inferring that the passage is an argument, one finds merit in taking note of the word ‘therefore’ that identifies the conclusion made, which is that “incomparably the most important office of the nurse, after she has taken care of the patient's air, is to take care to observe the effect of his food, and report it to the medical attendant (Nightingale, 1860, Section VII, para.14).” This conclusion has been arrived at after a reason has been stated, which is the premise in the previous sentence. The first sentence of the passage can also be considered a premise that in combination with the next (sentence/premise) acts as evidence for the conclusion that follows. Nightingale makes her inference regarding the office of the nurse after pointing out the observatory and/or monitoring role the nurse plays in the course of patient care. Therefore, this passage is clearly an argument.
Passage 2
“To be "in charge" is certainly not only to carry out the proper measures yourself but to see that everyone else does so too; to see that no one either willfully or ignorantly thwarts or prevents such measures. It is neither to do everything yourself nor to appoint a number of people to each duty, but to ensure that each does that duty to which he is appointed. This is the meaning which must be attached to the word by (above all) those "in charge" of sick, whether of numbers or of individuals” (Nightingale, 1860, Section III, para.25).
This passage is an explanation. Here, Nightingale explains what it means to be “in charge” and in making her point gives the reason as to why her concept of being in charge should be what it is. As she explains, being in charge entails carrying out proper measures and ensuring everyone else does so. She goes on to state that it is neither doing everything by oneself nor appointing a number of people to each duty. The current inference that the passage is an explanation is premised upon the statement “but to ensure that each does that duty to which he is appointed (Nightingale, 1860, Section VII, para.14).” This statement is rightly identified as the reason presenting a cause as to why being in charge is neither doing everything by oneself nor appointing a number of people to each duty. True as it were, an explanation is identified by the manner it proceeds to give reasons for a certain claim, statement, or fact (Osborne & Patterson, 2011). In a word, Nightingale explains her concept of being in charge by giving a reason why its meaning should not be limited to an individual everything by him/herself or appointing a number of people to each duty.
References
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Berland, L.K., & Reiser, B.J. (2008). Making sense of argumentation and explanation. Science Education, 93(5): 26-55. Osborne, J. F., & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627-638.
Appendix
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