Breaking it Down, Building it Up:
Teaching Writing in Philosophy Courses
RENÉE SMITH, COASTAL CAROLINA
UNIVERSITY
M. GREGORY OAKES, WINTHROP
UNIVERSITY
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Common course objectives
Writing in philosophy courses: Two models
Using philosophy to teach writing
Using writing to teach philosophy
Conclusion
Discussion
1. Common Course Objectives
 Understand and appreciate philosophy
 Communicate philosophical ideas (Do philosophy)
 Utilize the tools of the trade
 Understand and appreciate philosophy
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Read philosophical texts actively, carefully and critically
Recognize and understand technical terms
Recognize, evaluate and respond to arguments
Summarize arguments and objections
Distinguish arguments from objections
Understand the use of counter-examples and thought
experiments
 Communicate philosophical ideas (Do philosophy)
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Draw distinctions and analyze concepts
Clearly state philosophical problems and issues
Formulate arguments and raise objections
Present philosophical arguments, problems and positions
Write well-reasoned, well-organized, clear, concise critical
and/or argumentative essays
 Utilize the tools of the trade
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Write accurate and concise abstracts
Prepare bibliographies
Use various discipline-specific indexes, journals and reference
material
Incorporate quotations, attribute ideas, and use citations
2. Writing in Philosophy Courses
Two models
1. Using philosophy to teach writing (Greg)
2. Using writing to teach philosophy (Renée)
3. Using philosophy to teach writing
 Communicate philosophical ideas (Do philosophy)
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Draw distinctions and analyze concepts
Clearly state philosophical problems and issues
Formulate arguments and raise objections
Present philosophical arguments, problems and positions
Write well-reasoned, well-organized, clear, concise critical
and/or argumentative essays
Kant on Cognition
 “The capacity to acquire presentations as a result of
the way in which we are affected by objects is called
sensibility. Hence by means of sensibility objects are
given to us, and it alone supplies us with intuitions.
Through understanding, on the other hand, objects
are thought, and from it arise concepts. But all
thought must, by means of certain characteristics
(merkmal), refer ultimately to intuitions, whether it
does so straightforwardly or circuitously; and hence
it must, in us, refer ultimately to sensibility, because
no object can be given to us in any other manner
than through sensibility.” (A19/B33)
The Structure of “Understanding”
 (Using ‘understanding’ in place of Kant’s ‘Erkenntnis’)
 (Empirical) Concepts have “contents” – “marks”, parts –
i.e., an intension.
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E.g.: the concept of cow contains animal, udder, ruminant, etc.
(depending on what you know about cows).
 Concepts “apply to” or “are satisfied by” certain things in
the world – i.e., their extension.
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E.g., all the cows in the world.
 Understanding consists in recognizing the “match”
between a concept (its marks) and certain elements of
experience (actual or potential).
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E.g.: I understand what ‘cow’ means. (I can apply the concept.)
E.g.: I understand that that is a cow. (I know what the concept
applies to.)
Understanding Understanding
 Motivation:
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“Your account of X isn’t clear.” (common instructor criticism)
“How can I make this explanation more clear?” (common student
question)
 Led to: What constitutes the clear exposition of an idea?
 Led to: Kant’s account of understanding (Erkenntnis) as
concept satisfaction
 The General Idea: Student appreciation of the structure
of human understanding can provide a relatively
mechanical means for demonstrating and
communicating the understanding of complex or abstract
ideas.
A Three-Step Process
State the concept and its meaning (intention, marks) in general
terms.
2. Provide a concrete example (illustration) of the concept – i.e., a
particular instance of its extension.
3. Identify explicitly the “connection” or “match” between concept
marks and elements of the particular instance.
Note:
Simply providing an example is not always sufficient.
“Synthesis” of the concept with an instance demonstrates and
conveys full understanding.
This step is both the most challenging and the most important.
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It is challenging because it requires the student to perform the intellectual
work of assimilating intuition to conception, and vice versa.
It is important since that assimilation is the very “moment” of understanding,
marking the difference between word-parroting and real thought.
Applications
 Introductory Level: “What is philosophy?” exercise
 (see handout 1)
 As stand-alone writing exercise
 As integral to much expository writing
 As integral to much argumentative writing (inasmuch as this involves
exposition)
 I.e., a single, basic writing skill.
 Advanced Level: “Concept Explication” exercise, and beyond
 (see handout 2)
 As above: both as stand-alone exercise and as integral to larger writing
projects
 Note that the scheme is applicable at multiple, nested levels: an entire
essay may attempt to communicate a single idea, itself a complex of
further ideas, all of which may admit of this treatment.
 I.e., a single, basic writing skill to be retained throughout a writing
career.
Results
 Development of this method is in progress.
 Superior results for my more able students.
 Weaker results, confusion, in some less able
students.
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I have a tendency to over-think my exercises, making them (or
their explanation) sometimes too complex.
 Primary Benefits for the Instructor:
 A teachable, mechanical means of concept explication (- a
fundamental writing task)
 A clear congruence between philosophical theory (i.e., of the
mind) and everyday practice (i.e., how to write) – (i.e.,
philosophy does have practical benefit)
4.Using writing to teach philosophy
 Understand and appreciate philosophy
 Communicate philosophical ideas (Do philosophy)
 Utilize the tools of the trade
Motivation for the Course
Students’ written assignments
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lack organization, focus
fail to employ appropriate philosophical tools, methods
reflect weak grasp of grammatical and stylistic rules
(newly formed “communication” core goal)
 “Big
picture” problems
• Inaccurately identify the theses of the papers
• Misrepresent the arguments
 Getting
lost in the details
• “The author contradicts him/herself”
• Misses the logical relation of ideas
Philosophical Writing: Course Description
A first course in philosophical methods, the aim of this
course is to introduce students to the skills necessary
to communicate in philosophy. The course will focus
on techniques of active reading; summarizing
arguments both in writing and orally; preparing
abstracts, summaries, and reading responses;
writing argumentative essays; presenting
philosophical arguments, positions, problems and
papers; and using appropriate reference materials
and methods.
Pedagogical Challenges
 No prerequisites
 Diverse philosophical, academic experience
 Emphasize philosophical writing and…
 Use philosophical content
 Philosophical method as content
 Ethics of abortion as background
My strategy
 Use small, focused skill-building exercises
1. Emphasize reading and writing skills
2. Emphasize philosophical method
3. Introduce the ethics of abortion
 Build up to writing a short argumentative essay
 Encourage meta-cognition to reinforce learning
Building up to a paper
Assignment
1
2
Reading &
Understanding
philosophy
3
4
5
6
7
8
Writing
philosophy
9
10
11
12
13
14
Brainstorming (‘friend’)
Note taking (Earl)
Summarizing 50 paragraphs (Harris)
Abstract, thesis, outline (Noonan)
Summary of argument in context
(Thomson)
Comparison of 2 positions (Thomson/English)
Formalize an argument (Jamieson)
Outline a paper (Warren)
Paper proposal/Plan
Annotated bibliography
Philosophy paper
Presentation of paper
(Significantly) Revised paper
Final portfolio
1 page
Totals
20-30 pgs
2-4 pages
2-3 pages
1 page
2-3 pages
2-3 pages
1 page
1-2 pages
2 pages
5-7 pages
5-7 pages
10 minutes
1 page each
TBA
Student comment
“Probably the hardest [SLO] to satisfy in this course
was to ‘read philosophical texts actively, carefully,
and critically.’ I say this not because I am not a good
reader, but because reading philosophy is still
relatively new to me. I love to read, but usually
reading does not take me an hour or so to read five
pages. Sure, I can have them read in no time, but to
really understand the material to the point where I
can criticize and analyze it takes time and an
understanding of how philosophy is done.”
1. Taking reading notes
•Purpose
Focus on the details
See the overall structure of the paper
Filter information, too little vs. too much
AND
Learn technical terms, how to analyze a concept
•Strategy, Style
Identify key terms, phrases, and distinctions
Identify main lines of argument, theses being defended
Identify objections considered and replies to them
Take note of questions you have, objections you would raise
Follow up
• Compare reading notes in class
• Lecture & in class activity using conceptual analysis
Outcomes:
•Emphasizes attention to details
•Students employ different filters
•Compare too much vs. too little detail
•Provides basis for discussing philosophical method,
terminology, arguments, objections, distinctions,
•Learn conceptual analysis
2. Summarizing by paragraph
•Purpose
A prerequisite to criticizing or evaluating a position or argument
Secure understanding of the content, the sequence & the relation of ideas
Emphasize summarizing over paraphrasing or describing
As preparation for writing
AND
Learn how to evaluate candidate analysis
Consider the philosophical implication of ‘personhood’
•Strategy, Style
Written in your own words, in plain English
Limit yourself to just one or two sentences per paragraph
Avoid paraphrasing or quoting the text; use quotes only when key
Follow up
 Summarize each part of the paper in groups
 Discuss the author’s thesis, strategy, goals, identify overall
structure of the paper
 Identify philosophical issues
Student Feedback
 Difficult assignment to stay focused for 50
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paragraphs
Learned to summarize, identify key ideas
Distinguished reading philosophy from other reading
Applied CCA and alternative means of
understanding concepts
Appreciate the role of ‘personhood’ in the abortion
debate
Student comment
“I believe you cannot write without being able to read
material that is similar to what you wish to write. So
the biggest challenge of writing philosophy for me
was actually being able to read philosophical essays.
Once I had the general gist of it, writing became
easier because I had a pattern to follow.”
3. Writing to Understand Structure
a. Write an abstract
b. Formally state an argument
c. Prepare outlines
a. Write an abstract
Set up:
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Identify elements of an abstract
Explain their use
Add key terms
Goal
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Lets students focus on identifying the thesis and main line
of argument
Student Comment
“Philosophical writing is, by far, the hardest form of
writing. What surprised me the most about philosophy
and its methods is the specificity of the writing. There are
no shortcuts to philosophical writing. If details are left
out, it is easy for the writing to be misinterpreted….This
class helped me develop my philosophical reading,
writing and thinking skills. For example, for our paper
assignment, we had to write an abstract of our paper. The
abstract assignment helped me to clearly write out my
thesis and prepare to organize my paper.”
b. Formalize the argument
Set-up
 Remind premise and conclusion indicators
 Distinguish arguments & objections
 Note rhetorical tools
Goals
 Help student see the elements of a complex argument
 Demonstrate argument strategies (argument by
elimination, modus tollens, destructive dilemma)
c. Prepare outlines
Set up
 Parts of the paper
 Rhetorical devices
 Hints
Goals
 Show importance of organization
 Emphasize philosophical devices
Student Comment
“Philosophical writing is very different because it
involves using arguments, objections, and counterarguments. You cannot simply give an argument and
leave it. You must think about what objections might
be raised to your argument and then provide
responses to those objections.”
Student Comment
“This class gave me a very sound structure for
understanding the philosophical process that I did
not have previously. First, it greatly improved my
reading. I never grasped philosophical articles
because [I was only reading them once]. I never
really understood this because I’d never had an
assignment that demanded so much out of a single
reading [as it did in this course].”
Student Comment
“Now I understand what goes into writing a
philosophy paper. You really need to understand an
argument before you can criticize it. Papers need to
be organized and [that organization depends on] a
clear outline or plan for the paper. There are a lot of
steps that go into writing a paper.”
Conclusion
 Explicitly state writing goals
 Emphasize reading, understanding, organization
 Use philosophy to develop writing skills
 Use a philosophical model (e.g., the structure of the
understanding) as a model for exploring a philosophical
idea/concept in writing
 Use writing to develop philosophical skills
 Use specific skill-building exercises to aid students in
recognizing and then employing the key elements of doing
philosophy
Discussion
 How do you use writing in your courses?
 What sort of emphasis does writing instruction get in
your courses/in your program?
 How important is writing pedagogy in the philosophy
classroom?
 Have you seen improvement in student writing as the
result of making writing an explicit course objective?