Some Ideas to Get Undergraduate Philosophy Students to Write Better Papers
I want students to write papers in which they genuinely engage a question that is motivated by the text and their own curiosity in which they come to an insight worth sharing. Getting students to this place in their writing is the biggest challenge of my teaching life. One of the difficulties is that students think of writing as a technical endeavor. They are given a prompt. They need to find a thesis that they think that can support based on evidence they can find in the text. They set to work writing the paper by looking for the evidence and then choose a thesis that is most supportable. This approach to writing papers short-circuits the stage of thinking. It is to this stage that I try to return students and get them to work. The problem is that it feels to students like flying without a net. They do not have experience with being asked to think. They do not have experience with being asked to take their own questions and insights and concerns seriously.
This last semester, instead of giving prompts in which I tried to motivate their thinking and then hoping it would push them into the gap for thinking they tend to short-circuit, I told them explicitly that this process of finding their own puzzles and problems was what I was expecting. It helped that in the class I did this most explicitly in, we were reading Aristotle and talking about how wonder is the source for philosophizing because when we come to an impasse, we are motivated to think. I asked them to think about what the impasses in the reading were for them and why and then to delve further into the reading to try to work through their impasses. The very first paper in this class was explicitly on what causes them to wonder in the world at large, and how they understand this process of wonder in the pursuit of knowledge better in light of reading the first several pages of Aristotle’s Metaphysics. Read more