180048 VU M-02 Introduction to Academic Writing in Philosophy (2021W)
Continuous assessment of course work
Labels
Summary
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Fr 10.09.2021 09:00 to Th 16.09.2021 10:00
- Registration is open from Fr 24.09.2021 09:00 to Th 30.09.2021 10:00
- Deregistration possible until Sa 23.10.2021 23:59
Registration information is available for each group.
Groups
Group 1
max. 45 participants
Language: German
LMS: Moodle
Lecturers
Classes (iCal) - next class is marked with N
You need a “3G” certificate to enter the building. Please also allow some time for the certificate to be checked at the entrance, so that we can start on time.
When you arrive in the lecture room, (1) disinfect your hands, (2) sign the attendance list, (3) take a hand-out and a (4) disinfection wipe, and (5) disinfect your desk before taking your seat. Disinfects will be provided.You need to wear an FFP2 mask when entering, moving about, or leaving the lecture room. You may take it off while you are seated. Please also keep a log of the seats you occupy in the course of the semester.Please do not arrive earlier than 11.25. The lecture room is booked until 11.15 and the previous class needs time to leave.
Friday
15.10.
11:30 - 13:00
Hörsaal 42 Hauptgebäude, 2.Stock, Stiege 7
Friday
22.10.
11:30 - 13:00
Hörsaal 42 Hauptgebäude, 2.Stock, Stiege 7
Friday
29.10.
11:30 - 13:00
Hörsaal 42 Hauptgebäude, 2.Stock, Stiege 7
Friday
05.11.
11:30 - 13:00
Hörsaal 42 Hauptgebäude, 2.Stock, Stiege 7
Friday
12.11.
11:30 - 13:00
Hörsaal 42 Hauptgebäude, 2.Stock, Stiege 7
Friday
19.11.
11:30 - 13:00
Hörsaal 42 Hauptgebäude, 2.Stock, Stiege 7
Friday
26.11.
11:30 - 13:00
Hörsaal 42 Hauptgebäude, 2.Stock, Stiege 7
Friday
03.12.
11:30 - 13:00
Digital
Friday
10.12.
11:30 - 13:00
Digital
Friday
17.12.
11:30 - 13:00
Digital
Friday
07.01.
11:30 - 13:00
Digital
Friday
14.01.
11:30 - 13:00
Digital
Friday
21.01.
11:30 - 13:00
Digital
Friday
28.01.
11:30 - 13:00
Digital
Aims, contents and method of the course
In our “Introduction to Academic Writing” you will acquire the skills that you need to research, read, interpret, and write philosophical texts. You will work through a handbook for academic writing and try out the tools that we and the book teach you on introductory-level texts; most of those texts are from the philosophy of science, the remaining ones are about feminist philosophy, intercultural philosophy, and social philosophy.If circumstances permit, we plan for at least three sessions to take place offline, at the university; we will decide at our first meeting whether more of our sessions will take place at the university. If you belong to a COVID-19 risk group or have special needs, we will stream the course, so that you can participate online. That said, depending on how the COVID-19 situation evolves, we may still have to transition to an online only course during the semester.The language of the course is German. However, about half of the texts that we will be reading are in English. You are welcome to participate if German is not your first language; we will support you if needed.
Assessment and permitted materials
(1) You will work through the aforementioned book. Depending on whether the course takes place offline or online, you will either do short exercise on each chapter during our sessions or fill in a quiz online; quizzes are ‘open-book’, that is, you may consult the book while doing them.(2) You will read one philosophical paper or chapter every week and post a question about that text in our forum on Moodle. The question should demonstrate that you have engaged with the text.(3) You will participate in our discussions, either offline or online in our Moodle forum. You need not participate every week, but you should do so regularly.(4) You will be part of a group that presents one of the texts that we will be reading and that will, together with us, be responsible for the discussion of that text. If the presentation takes place offline, it will be done orally and should take about 15–20 minutes. If it takes place online, you will do it in writing; it should then, as a whole, be 4–7 pages long.(5) You will write a short research paper. The paper should compare the text of your group assignment to another philosophical text of your choice. It, too, should be about 4–7 pages long. You will do this under our supervision. This is to say that you will need our approval for: (a) texts that are suitable for you to compare them to the text of your group assignment, (b) research questions that you can answer by such a comparison, and (c) an outline of your paper.If you need a different form of assessment (”abweichende Prüfungsmethode”), please get in touch with us.
Minimum requirements and assessment criteria
You will have to demonstrate the ability to research, read, interpret, draft, and write philosophical texts in accord with academic standards. To pass the course, you must complete and, if applicable, get a passing grade on each of the aforementioned assignments. We strongly encourage you to ask for help with any task and at any point in the process; doing so will not lower your grade.The group presentation accounts for a third of your grade. The essay accounts for two thirds of your grade. If you regularly make substantial contributions to our discussion, this will improve your grade. The remaining assignments are not graded, you only need to hand them in and display an honest effort.When grading, we start with an “Excellent” and then subtract grades depending on which and how many mistakes you make. Particularly serious errors immediately lower your grade to a certain level. Deductions, however, always start from “Excellent”; that is, if you make one mistake for which we deduct one grade and another for which we lower your grade to “Satisfactory,” the resulting grade is “Satisfactory.”Deduction of one grade:
• Problem treated too superficially (T).
• Interpretation is partly incomprehensible (T, P).
• Citations are frequently inaccurate (T).
• Citations are missing more frequently than sporadically (T).
• Quotations are not indicated as such more frequently than sporadically (T).
• Parts of your argument are insufficiently connected (T).
• Your argument has many or large gaps (T).
• Your argument has many or gross contradictions (T).Reduction to “Satisfactory”:
• Your paper is not problem-oriented (T).
• Many unjustified citations (T).Reduction to “Sufficient”:
• A section of your paper consists mainly of quotations (T).
• Your argument is incomprehensible as a whole (T).Reduction to “Unsatisfactory”:
• Interpretation is incomprehensible as a whole (T, P).
• The paper as a whole consists for the better part of quotation (T).Legend:
T: Applies to the term paper.
P: Applies to the the presentation.You can find a more detailed and commented version of these criteria on Moodle.
• Problem treated too superficially (T).
• Interpretation is partly incomprehensible (T, P).
• Citations are frequently inaccurate (T).
• Citations are missing more frequently than sporadically (T).
• Quotations are not indicated as such more frequently than sporadically (T).
• Parts of your argument are insufficiently connected (T).
• Your argument has many or large gaps (T).
• Your argument has many or gross contradictions (T).Reduction to “Satisfactory”:
• Your paper is not problem-oriented (T).
• Many unjustified citations (T).Reduction to “Sufficient”:
• A section of your paper consists mainly of quotations (T).
• Your argument is incomprehensible as a whole (T).Reduction to “Unsatisfactory”:
• Interpretation is incomprehensible as a whole (T, P).
• The paper as a whole consists for the better part of quotation (T).Legend:
T: Applies to the term paper.
P: Applies to the the presentation.You can find a more detailed and commented version of these criteria on Moodle.
Examination topics
You should demonstrate an understanding of the standards of academic writing as well as proficiency in applying them. The philosophical texts that we will be reading are not the topic of the course; your understanding of those texts affects your grade only insofar as you need to display the ability to read and interpret them.
Reading list
Manuals:
• Kruse, Otto. Lesen und Schreiben: Der Richtige Umgang mit Texten im Studium. Stuttgart: UTB, 2010.
• Flatscher, Matthias, Gerald Posselt, and Anja Weiberg. Wissenschaftliches Arbeiten im Philosophiestudium. Stuttgart: UTB, 2011.Philosophical texts:
• Ásta Kristjana Sveinsdóttir. 2018. ‘Social Kinds’. In The Routledge Handbook of Collective Intentionality, edited by Marija Jankovic and Kirk Ludwig, 290–99. Routledge Handbooks in Philosophy. London: Routledge.
• Dhawan, Nikita. 2011. ‘Überwindung der Monokulturen des Denkens: Philosophie dekolonisieren’ 25: 39–53.
• Dotson, Kristie. 2011. ‘Tracking Epistemic Violence, Tracking Practices of Silencing’. Hypatia 26 (2): 236–57. https://doi.org/10.1111/j.1527-2001.2011.01177.x.
• Douglas, Heather. 2004. ‘The Irreducible Complexity of Objectivity’. Synthese 138 (3): 453–73. http://www.jstor.org/stable/20118400.
• Feyerabend, Paul. (1975) 2001. Selected parts of Wider den Methodenzwang, 13–18 and 21–38. Frankfurt am Main: Suhrkamp.
• Fornet y Betancourt, Raúl. 2002. Modelle befreiender Theorie in der Europäischen Philosophiegeschichte. Ein Lehrbuch. Frankfurt am Main: Verlag für interkulturelle Kommunikation.
• Grafton, Anthony. 1995. Auszüge aus Die tragischen Ursprünge der deutschen Fußnote. Berlin: Berlin.
• Hacking, Ian. 1996. ‘The Looping Effects of Human Kinds’. In Causal Cognition: A Multidisciplinary Debate, edited by Dan Sperber, David Premack, and Ann James Premack, 351–84. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198524021.001.0001.
• Harding, Sandra. 1992. »Rethinking Standpoint Epistemology: What Is ›Strong Objectivity‹?« The Centennial Review 36 (3): 437–70. https://www.jstor.org/stable/23739232.
• Haslanger, Sally. 2016. ‘Theorizing with a Purpose: The Many Kinds of Sex’. In Natural Kinds and Classification in Scientific Practice, edited by Catherine Kendig, 129–44. New York, NY: Routledge.
• Kuhn, Thomas S. (1962) 2002. ‘Postskriptum 1969’. In Die Struktur wissenschaftlicher Revolutionen. Frankfurt am Main: Suhrkamp.
• Lloyd, Genevieve. 1998. ‘The “Maleness” of Reason’. In Epistemology: The Big Questions, edited by Linda Alcoff, 387–91. Malden, MA: Blackwell.
• McMullin, Ernan. 2012. ‘Values in Science’. Zygon 47 (4): 686–709. https://doi.org/10.1111/j.1467-9744.2012.01298.x.
• Wimmer, Franz Martin. 2003. ‘Einleitung’. In Interkulturelle Philosophie: Eine Einführung, 25–51. Wien: UTB.
• Kruse, Otto. Lesen und Schreiben: Der Richtige Umgang mit Texten im Studium. Stuttgart: UTB, 2010.
• Flatscher, Matthias, Gerald Posselt, and Anja Weiberg. Wissenschaftliches Arbeiten im Philosophiestudium. Stuttgart: UTB, 2011.Philosophical texts:
• Ásta Kristjana Sveinsdóttir. 2018. ‘Social Kinds’. In The Routledge Handbook of Collective Intentionality, edited by Marija Jankovic and Kirk Ludwig, 290–99. Routledge Handbooks in Philosophy. London: Routledge.
• Dhawan, Nikita. 2011. ‘Überwindung der Monokulturen des Denkens: Philosophie dekolonisieren’ 25: 39–53.
• Dotson, Kristie. 2011. ‘Tracking Epistemic Violence, Tracking Practices of Silencing’. Hypatia 26 (2): 236–57. https://doi.org/10.1111/j.1527-2001.2011.01177.x.
• Douglas, Heather. 2004. ‘The Irreducible Complexity of Objectivity’. Synthese 138 (3): 453–73. http://www.jstor.org/stable/20118400.
• Feyerabend, Paul. (1975) 2001. Selected parts of Wider den Methodenzwang, 13–18 and 21–38. Frankfurt am Main: Suhrkamp.
• Fornet y Betancourt, Raúl. 2002. Modelle befreiender Theorie in der Europäischen Philosophiegeschichte. Ein Lehrbuch. Frankfurt am Main: Verlag für interkulturelle Kommunikation.
• Grafton, Anthony. 1995. Auszüge aus Die tragischen Ursprünge der deutschen Fußnote. Berlin: Berlin.
• Hacking, Ian. 1996. ‘The Looping Effects of Human Kinds’. In Causal Cognition: A Multidisciplinary Debate, edited by Dan Sperber, David Premack, and Ann James Premack, 351–84. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198524021.001.0001.
• Harding, Sandra. 1992. »Rethinking Standpoint Epistemology: What Is ›Strong Objectivity‹?« The Centennial Review 36 (3): 437–70. https://www.jstor.org/stable/23739232.
• Haslanger, Sally. 2016. ‘Theorizing with a Purpose: The Many Kinds of Sex’. In Natural Kinds and Classification in Scientific Practice, edited by Catherine Kendig, 129–44. New York, NY: Routledge.
• Kuhn, Thomas S. (1962) 2002. ‘Postskriptum 1969’. In Die Struktur wissenschaftlicher Revolutionen. Frankfurt am Main: Suhrkamp.
• Lloyd, Genevieve. 1998. ‘The “Maleness” of Reason’. In Epistemology: The Big Questions, edited by Linda Alcoff, 387–91. Malden, MA: Blackwell.
• McMullin, Ernan. 2012. ‘Values in Science’. Zygon 47 (4): 686–709. https://doi.org/10.1111/j.1467-9744.2012.01298.x.
• Wimmer, Franz Martin. 2003. ‘Einleitung’. In Interkulturelle Philosophie: Eine Einführung, 25–51. Wien: UTB.
Group 2
max. 45 participants
Language: German
LMS: Moodle
Lecturers
Classes (iCal) - next class is marked with N
Thursday
14.10.
11:00 - 12:30
Digital
Thursday
21.10.
11:00 - 12:30
Digital
Thursday
28.10.
11:00 - 12:30
Digital
Thursday
04.11.
11:00 - 12:30
Digital
Thursday
11.11.
11:00 - 12:30
Digital
Thursday
18.11.
11:00 - 12:30
Digital
Thursday
25.11.
11:00 - 12:30
Digital
Thursday
02.12.
11:00 - 12:30
Digital
Thursday
09.12.
11:00 - 12:30
Digital
Thursday
16.12.
11:00 - 12:30
Digital
Thursday
13.01.
11:00 - 12:30
Digital
Thursday
20.01.
11:00 - 12:30
Digital
Thursday
27.01.
11:00 - 12:30
Digital
Aims, contents and method of the course
Aims
The course aims to provide students with the basic practices and techniques of academic writing as well as the necessary tools for the study of philosophy. In addition, the students should practise dealing with and grasping philosophical subject matters as well as dealing with various philosophical argumentation methods using different types of philosophical texts.
Contents
The focus of the course is on learning the basic skills of academic writing. This includes not only research, source references and citation, reading and excerpting, structure and holding of presentations as well as structure, types, style and writing of an academic paper, but also time management and routines, dealing with excessive demands, writer's block, stage fright, etc.
In addition, we would like to show the diversity and heterogeneity of methodological orientations, ways of philosophising and writing as well as views of and approaches to philosophy across the history of philosophy by means of different philosophical text types in the course. In this way, students not only become acquainted with a wide variety of philosophical positions, (initial) theses, currents and ways of philosophising, but also learn how to deal with different types of philosophical texts and argumentation methods (dialogues, thought experiments, aphorisms, essays, letters and correspondence, manifestos and speeches, etc.).
Methods
As this is expected to be a completely digital semester, the course units will be held synchronously via BigBlueButton. In order to avoid frontal teaching as far as possible and to break down hierarchical structures, we are working with the didactic model of communities of inquiry, which focuses on the joint development of content. For this purpose, documents on the respective topic blocks are made available on Moodle in advance. During the unit, the most important points should be repeated and discussed. This should leave as much time as possible for (group) exercises, questions and discussions.
The course aims to provide students with the basic practices and techniques of academic writing as well as the necessary tools for the study of philosophy. In addition, the students should practise dealing with and grasping philosophical subject matters as well as dealing with various philosophical argumentation methods using different types of philosophical texts.
Contents
The focus of the course is on learning the basic skills of academic writing. This includes not only research, source references and citation, reading and excerpting, structure and holding of presentations as well as structure, types, style and writing of an academic paper, but also time management and routines, dealing with excessive demands, writer's block, stage fright, etc.
In addition, we would like to show the diversity and heterogeneity of methodological orientations, ways of philosophising and writing as well as views of and approaches to philosophy across the history of philosophy by means of different philosophical text types in the course. In this way, students not only become acquainted with a wide variety of philosophical positions, (initial) theses, currents and ways of philosophising, but also learn how to deal with different types of philosophical texts and argumentation methods (dialogues, thought experiments, aphorisms, essays, letters and correspondence, manifestos and speeches, etc.).
Methods
As this is expected to be a completely digital semester, the course units will be held synchronously via BigBlueButton. In order to avoid frontal teaching as far as possible and to break down hierarchical structures, we are working with the didactic model of communities of inquiry, which focuses on the joint development of content. For this purpose, documents on the respective topic blocks are made available on Moodle in advance. During the unit, the most important points should be repeated and discussed. This should leave as much time as possible for (group) exercises, questions and discussions.
Assessment and permitted materials
During the semester, three homework exercises have to be handed in (citation exercise, topic identification and exposé) and two essays have to be written on the texts read. In addition, a short group presentation is to be given in each unit, followed by a discussion.
By registering for this course, you agree to allow the automated plagiarism checking software Turnitin to check all written submissions you make in Moodle.
By registering for this course, you agree to allow the automated plagiarism checking software Turnitin to check all written submissions you make in Moodle.
Minimum requirements and assessment criteria
The final grade is composed as follows:
- Preparation and participation (20%)
- Presentation and leading the discussion (20%)
- 3 homework assignments (30%)
- final paper (30%)
- Preparation and participation (20%)
- Presentation and leading the discussion (20%)
- 3 homework assignments (30%)
- final paper (30%)
Examination topics
Grading is based on active participation in class, giving a presentation, homework assignments, and a short final paper. The relevant documents, further literature and the slides discussed in the units can be found on Moodle.
Reading list
Primärliteratur (Auswahl)
Benjamin, Walter (1972): „Die Technik des Schriftstellers in dreizehn Thesen“, In: Gesammelte Schriften, Bd. IV, Frankfurt/M: Suhrkamp, S. 106–107.
Haraway, Donna J. (1995): „Situiertes Wissen. Die Wissenschaftsfrage im Feminismus und das Privileg einer partialen Perspektive“, In: Die Neuerfindung der Natur: Primaten, Cyborgs und Frauen, Frankfurt/M: Campus, S. 73–97.
Platon (2019): Phaidros, Hamburg: Meiner. (Auszüge)
Zhuangzi (2003): Auswahl, Stattgart: Reclam. (Auszüge)
Literatur zum wissenschaftlichen Arbeiten
Esselborn-Krumbiegel, Helga (2015): Von der Idee zum Text. Eine Anleitung zum wissenschaftlichen Schreiben, Paderborn: Ferdinand-Schöningh (UTB).
Flatscher, Matthias/Posselt, Gerald/Weiberg, Anja (2018 2011: Wissenschaftliches Arbeiten im Philosophiestudium, Wien: Facultas.
Franck, Norbert (2012): Gekonnt referieren. Überzeugend präsentieren. Ein Leitfaden für die Geistes- und Sozialwissenschaften, Berlin: Springer.
Hübner, Dietmar (2012): Zehn Gebote für das philosophische Schreiben, Göttingen/Vandenhoeck&Ruprecht.
Further literature will be announced in the first unit.
Benjamin, Walter (1972): „Die Technik des Schriftstellers in dreizehn Thesen“, In: Gesammelte Schriften, Bd. IV, Frankfurt/M: Suhrkamp, S. 106–107.
Haraway, Donna J. (1995): „Situiertes Wissen. Die Wissenschaftsfrage im Feminismus und das Privileg einer partialen Perspektive“, In: Die Neuerfindung der Natur: Primaten, Cyborgs und Frauen, Frankfurt/M: Campus, S. 73–97.
Platon (2019): Phaidros, Hamburg: Meiner. (Auszüge)
Zhuangzi (2003): Auswahl, Stattgart: Reclam. (Auszüge)
Literatur zum wissenschaftlichen Arbeiten
Esselborn-Krumbiegel, Helga (2015): Von der Idee zum Text. Eine Anleitung zum wissenschaftlichen Schreiben, Paderborn: Ferdinand-Schöningh (UTB).
Flatscher, Matthias/Posselt, Gerald/Weiberg, Anja (2018 2011: Wissenschaftliches Arbeiten im Philosophiestudium, Wien: Facultas.
Franck, Norbert (2012): Gekonnt referieren. Überzeugend präsentieren. Ein Leitfaden für die Geistes- und Sozialwissenschaften, Berlin: Springer.
Hübner, Dietmar (2012): Zehn Gebote für das philosophische Schreiben, Göttingen/Vandenhoeck&Ruprecht.
Further literature will be announced in the first unit.
Group 3
max. 45 participants
Language: German
LMS: Moodle
Lecturers
Classes (iCal) - next class is marked with N
Wednesday
13.10.
14:00 - 15:30
Digital
Wednesday
20.10.
14:00 - 15:30
Digital
Wednesday
27.10.
14:00 - 15:30
Digital
Wednesday
03.11.
14:00 - 15:30
Digital
Wednesday
10.11.
14:00 - 15:30
Digital
Wednesday
17.11.
14:00 - 15:30
Digital
Wednesday
24.11.
14:00 - 15:30
Digital
Wednesday
01.12.
14:00 - 15:30
Digital
Wednesday
15.12.
14:00 - 15:30
Digital
Wednesday
12.01.
14:00 - 15:30
Digital
Wednesday
19.01.
14:00 - 15:30
Digital
Wednesday
26.01.
14:00 - 15:30
Digital
Aims, contents and method of the course
Goals:
- Introduction to the basics of philosophical work
- Learning of philosophical writing skills
In conjunction with this:
- Knowledge of typical questions and problems in philosophy and the ability to formulate philosophical approaches
- Creating awareness for a gender- and culturally sensitive understanding of philosophy
- Knowledge of the structure of a philosophical argument, confidence in formulating and using arguments and objections, and the ability to reconstruct arguments as a prerequisite for a philosophical debates
- Embedding of questions and research approaches in a research context and comprehension of why this embedding takes place
- Ability to discuss and write without ideological bias and forms of writing
- Knowledge of rules for feedback and professional application
- Ability to present, summarize, and argue one's own outcomes according to the rules of academic writing
- Getting to know and trying out different philosophical formats
- Overview of appropriate research techniques
- Competence in planning and structuring of a philosophical text
- Ability to describe a philosophical problem, also in distinction to other disciplines and in consideration with examples from film, literature and media.Contents and methods of the course
The course provides an introduction to building a solid foundation for philosophical writing. Students gain a basic understanding of what is meant by a philosophical text, how to read it, reproduce the argumentation, discuss it with others and, in a further step, write their own text that refers to academic-philosophical literature and argumentation. Along with this, central elements that are indispensable for writing an academic-philosophical paper, such as citing correctly, asking the right question, finding the right beginning, contextualizing philosophical terms, etc., will be presented and practiced in corresponding tasks, so that students will also be made more sensitive to philosophical thinking in the process of writing.
Exercises of process-oriented writing are offered and accompanied in the form of writing coaching.
Writing techniques, aspects of text structure (structuring options, linking of text sections) styles of writings (criteria, linguistic images, metaphors, figures of thought), the positioning of one's own position in the research landscape, assistance with text feedback, argumentation structure, composition and text structure will be presented and discussed.
- Introduction to the basics of philosophical work
- Learning of philosophical writing skills
In conjunction with this:
- Knowledge of typical questions and problems in philosophy and the ability to formulate philosophical approaches
- Creating awareness for a gender- and culturally sensitive understanding of philosophy
- Knowledge of the structure of a philosophical argument, confidence in formulating and using arguments and objections, and the ability to reconstruct arguments as a prerequisite for a philosophical debates
- Embedding of questions and research approaches in a research context and comprehension of why this embedding takes place
- Ability to discuss and write without ideological bias and forms of writing
- Knowledge of rules for feedback and professional application
- Ability to present, summarize, and argue one's own outcomes according to the rules of academic writing
- Getting to know and trying out different philosophical formats
- Overview of appropriate research techniques
- Competence in planning and structuring of a philosophical text
- Ability to describe a philosophical problem, also in distinction to other disciplines and in consideration with examples from film, literature and media.Contents and methods of the course
The course provides an introduction to building a solid foundation for philosophical writing. Students gain a basic understanding of what is meant by a philosophical text, how to read it, reproduce the argumentation, discuss it with others and, in a further step, write their own text that refers to academic-philosophical literature and argumentation. Along with this, central elements that are indispensable for writing an academic-philosophical paper, such as citing correctly, asking the right question, finding the right beginning, contextualizing philosophical terms, etc., will be presented and practiced in corresponding tasks, so that students will also be made more sensitive to philosophical thinking in the process of writing.
Exercises of process-oriented writing are offered and accompanied in the form of writing coaching.
Writing techniques, aspects of text structure (structuring options, linking of text sections) styles of writings (criteria, linguistic images, metaphors, figures of thought), the positioning of one's own position in the research landscape, assistance with text feedback, argumentation structure, composition and text structure will be presented and discussed.
Assessment and permitted materials
Prüfungsimmanente LV mit folgenden Teilleistungen (Abgabedatum ist auf Moodle):
1. Philosophischer Essay in Briefform: (10%)
2. Beteiligung an einem Gruppenreferat (15 %) Alternativ: Einzelbeitrag (15 %) Vorstellung einer Philosoph*in
3. Rezension eines Peer-Reviewed Artikel und korrekte Anwendung der Regeln des wissenschaftlichen Zitieren (15%).
4. Mitarbeit und schriftliche Beantwortung von Fragen, die auf Moodle gestellt werden (10 %)
5. Schriftliche Abschlussprüfung (10%) in open Book Format.
6. Übung zur eigenständigen Theoriebildung (40%).
Die schriftlichen Teilleistungen verlangen die Ausarbeitung einer individuellen Schwerpunktsetzung in essayistischer Form zu zentralen Themen der LV unter Berücksichtigung der über Moodle bekanntgegebenen Forschungsliteratur und der Inhalte der PPP Folien und der darauf bekanntgegebenen erlaubten Hilfsmittel. Der jeweilige Wortumfang und genauere Anleitungen dazu befinden sich auf Moodle.
Die Benotung der Mitarbeit setzt sich zusammen aus aktiver Beteiligung während der Zoom-Einheiten, der Beteiligung im Forum und der Teilnahme an professionellen Lerngruppen.
1. Philosophischer Essay in Briefform: (10%)
2. Beteiligung an einem Gruppenreferat (15 %) Alternativ: Einzelbeitrag (15 %) Vorstellung einer Philosoph*in
3. Rezension eines Peer-Reviewed Artikel und korrekte Anwendung der Regeln des wissenschaftlichen Zitieren (15%).
4. Mitarbeit und schriftliche Beantwortung von Fragen, die auf Moodle gestellt werden (10 %)
5. Schriftliche Abschlussprüfung (10%) in open Book Format.
6. Übung zur eigenständigen Theoriebildung (40%).
Die schriftlichen Teilleistungen verlangen die Ausarbeitung einer individuellen Schwerpunktsetzung in essayistischer Form zu zentralen Themen der LV unter Berücksichtigung der über Moodle bekanntgegebenen Forschungsliteratur und der Inhalte der PPP Folien und der darauf bekanntgegebenen erlaubten Hilfsmittel. Der jeweilige Wortumfang und genauere Anleitungen dazu befinden sich auf Moodle.
Die Benotung der Mitarbeit setzt sich zusammen aus aktiver Beteiligung während der Zoom-Einheiten, der Beteiligung im Forum und der Teilnahme an professionellen Lerngruppen.
Minimum requirements and assessment criteria
Grundvoraussetzung für eine positive Note ist die regelmäßige Anwesenheit mit maximal zwei nicht entschuldigten Abwesenheiten. Ab 60% ist das Seminar positiv absolviert, die übrigen Noten ergeben sich durch 10%-Stufen.Es wird darauf hingewiesen, dass für eine positive Beurteilung alle Teilleistungen erbracht werden müssen! Die Benotung erfolgt als Sammelnote nach Erhalt aller Teilleistungen. Die Lehrveranstaltungsleiterin kann Studierende zu einem notenrelevanten Gespräch über erbrachte Teilleistungen einladen oder zur Beantwortung von Fragen, die in der Lehreinheit aus Zeitgründen nicht beantwortet werden können.
Plagiierte oder erschlichene Teilleistungen führen zur Nichtbewertung der Lehrveranstaltung (Eintragung eines 'X' im Sammelzeugnis). Es kann die die Plagiatssoftware (‘Turnitin') zum Einsatz kommen.
Plagiierte oder erschlichene Teilleistungen führen zur Nichtbewertung der Lehrveranstaltung (Eintragung eines 'X' im Sammelzeugnis). Es kann die die Plagiatssoftware (‘Turnitin') zum Einsatz kommen.
Examination topics
Alle in der Lehrveranstaltung durchgenommenen Inhalte, die Diskussion, Übungen und Aufgabenstellungen dazu. Die Vorträge werden nicht aufgezeichnet. Folien und weitere Unterlagen werden auf Moodle gestellt, ebenso relevante und weiterführende Literatur, aus der die Studierenden eine Auswahl treffen.
Die Benotung bezieht sich auf die aktive Teilnahme am Unterricht, Beteiligung am Forum, schriftliche Teilprüfungen und die Abschlussprüfung im Open Book Format. Im Falle der begründeten Abwesenheit erfahren die Studierenden über Moodle und über Kolleg*innen, welche Themen in der jeweiligen Einheit besprochen wurden.
Die Benotung bezieht sich auf die aktive Teilnahme am Unterricht, Beteiligung am Forum, schriftliche Teilprüfungen und die Abschlussprüfung im Open Book Format. Im Falle der begründeten Abwesenheit erfahren die Studierenden über Moodle und über Kolleg*innen, welche Themen in der jeweiligen Einheit besprochen wurden.
Reading list
Baggini, Julian: The philosopher’s toolkit. A Compendium of Philosophical Concepts and Methods. Second Edition. Oxford: Wiley Blackwell 2010. HA
Brun, Georg, Hirsch Hadorn, Gertrude: Textanalyse in den Wissenschaften. Inhalte und Argumente analysieren und verstehen. Zürich: vdf (utb) 2009.
Guttenplan, Samuel, Hornsby, Jennifer, Janaway, Christopher: Reading Philosophy: Selected Texts With a Method for Beginners. Oxford: Blackwelll 2003. HA
Herrmann, Markus, Hoppmann, Michael, Stölzgen, Karsten, Taraman, Jasmin: Schlüsselkompetenz Argumentation. 2. Auflage. Paderborn: Schöningh (utb) 2012. Web
Rosenberg, Jay F: Philosophieren ein Handbuch für Anfänger. Übersetzt von Brigitte Flickinger. Frankfurt a. M.: Vittorio Klostermann 2009 (1986) [The Practice of Philosophy. A Handbook for Beginners, 1984. Web
Tetens, Holm: Philosophisches Argumentieren. Eine Einführung. 4. Auflage. München: C.H. Beck 2014 (2004). HA
Wittschier, Michael: Textschlüssel Philosophie. 30 Erschließungsmethoden mit Beispielen. München: Patmos 2016 (2010). HALesen und Schreiben:
Cameron, Julia: Von der Kunst des Schreibens und der spielerischen Freude, die Worte fließen zu lassen. Übersetzt von Diane von Weltzien. München 2003.
Birkenstein, Cathy, Graff, Gerald (2018): They say, I say: The Moves That Matter in Academic Writing. Third Edition. New York: Norton & Company 2017 (2006). HA
Elbow, Peter: Everyone Can Write. Essays Toward a Hopeful Theory of Writing and Teaching Writing. Oxford: UP 2000. Web
Esselborn-Krumbiegel, Helga: Von der Idee zum Text, Eine Anleitung zum Wissenschaftlichen Schreiben. Vierte Auflage. Paderborn: Schöningh (utb)2014. Web
Hübner, Dietmar: Zehn Gebote für das philosophische Schreiben. 2. Auflage. Göttingen: Vandenhoeck & Ruprecht (UTB) 2013. HA
Kruse, Otto: Lesen und Schreiben: Der richtige Umgang mit Texten im Studium. 2. Auflage. Konstanz: UVK (utb) 2015 (2010). Web
Kruse, Otto: Keine Angst vor dem leeren Blatt. Ohne Schreiblockaden durchs Studium. 12. Auflage. Frankfurt a. M.: Campus 2007. UBLB
Lahm, Swantje: Schreiben in der Lehre: Handwerkszeug für Lehrende. Opladen: Barbara Budrich (utb) 2016. Web
Strunk, Willliam, White, E.: The Elements of Style. 4th Edition. New Jersey: Macmillan 2000 (1959). Ulmi, Marianne, Bürki, Gisela et al (Hg.): Textdiagnose und Schreibberatung. Wien: Barbara Budrich (UTB) 2014. Web
Werder, Lutz von: Einführung in das Kreative Schreiben. Zweite Auflage. Milow: Schibri Verlag 2010.
Wolfsberger, Judith: Frei geschrieben. Mut, Freiheit und Strategie für wissenschaftliche Abschlussarbeiten. 4. Auflage. Wien: Böhlau (utb) 2016 (1997). WebTechniken wissenschaftlichen Arbeitens:
Niederhauser Jürgen: Duden: Die schriftliche Arbeit. Ein Leitfaden (Von der Ideenfindung bis zur fertigen Arbeit; Tipps zum Recherchieren in Bibliotheken, Datenbanken und im Internet; Hinweise zum Gliedern, Zitieren und Gestalten; Für Schule, Hochschule und Universität). 2. Auflage. Mannheim: Duden-Verlag 2011. UBLB
Eco, Umberto: Wie man eine wissenschaftliche Abschlußarbeit schreibt. Doktor-, Diplom- und Magisterarbeit in den Geistes- und Sozialwissenschaften. Übersetzt von Walter Schick. Wien: Facultas 2010. [Come si fa una tesi di laurea, 1977) UBLB
Flatscher, Matthias, Posselt, Gerald, Weiberg, Anja: Wissenschaftliches Arbeiten im Philosophiestudium. Wien: Facultas (UTB) 2011. Web
Franck, Norbert, Stary, Joachim: Die Technik wissenschaftlichen Arbeitens: Eine Praktische Anleitung. 14. Auflage. Stuttgart: Schöningh (UTB) 2008 (2003). Web
Frank, Andrea, Haacke, Stefanie, Lahm, Swantje: Schlüsselkompetenzen: Schreiben in Studium und Beruf. Stuttgart: Metzler 2007. UBLB
Martinich, Aloysious.: Philosophical Writing: An Introduction. 4 th Edition. Oxford: Wiley Blackwell: 2015. HA
Gerlinde Mautner: Wissenschaftliches Englisch. Stilsicher Schreiben in Studium und Wissenschaft. Wien: UVK (utb) 2011.
Der zweite Teil der Literaturliste befindet sich auf Moodle.
Brun, Georg, Hirsch Hadorn, Gertrude: Textanalyse in den Wissenschaften. Inhalte und Argumente analysieren und verstehen. Zürich: vdf (utb) 2009.
Guttenplan, Samuel, Hornsby, Jennifer, Janaway, Christopher: Reading Philosophy: Selected Texts With a Method for Beginners. Oxford: Blackwelll 2003. HA
Herrmann, Markus, Hoppmann, Michael, Stölzgen, Karsten, Taraman, Jasmin: Schlüsselkompetenz Argumentation. 2. Auflage. Paderborn: Schöningh (utb) 2012. Web
Rosenberg, Jay F: Philosophieren ein Handbuch für Anfänger. Übersetzt von Brigitte Flickinger. Frankfurt a. M.: Vittorio Klostermann 2009 (1986) [The Practice of Philosophy. A Handbook for Beginners, 1984. Web
Tetens, Holm: Philosophisches Argumentieren. Eine Einführung. 4. Auflage. München: C.H. Beck 2014 (2004). HA
Wittschier, Michael: Textschlüssel Philosophie. 30 Erschließungsmethoden mit Beispielen. München: Patmos 2016 (2010). HALesen und Schreiben:
Cameron, Julia: Von der Kunst des Schreibens und der spielerischen Freude, die Worte fließen zu lassen. Übersetzt von Diane von Weltzien. München 2003.
Birkenstein, Cathy, Graff, Gerald (2018): They say, I say: The Moves That Matter in Academic Writing. Third Edition. New York: Norton & Company 2017 (2006). HA
Elbow, Peter: Everyone Can Write. Essays Toward a Hopeful Theory of Writing and Teaching Writing. Oxford: UP 2000. Web
Esselborn-Krumbiegel, Helga: Von der Idee zum Text, Eine Anleitung zum Wissenschaftlichen Schreiben. Vierte Auflage. Paderborn: Schöningh (utb)2014. Web
Hübner, Dietmar: Zehn Gebote für das philosophische Schreiben. 2. Auflage. Göttingen: Vandenhoeck & Ruprecht (UTB) 2013. HA
Kruse, Otto: Lesen und Schreiben: Der richtige Umgang mit Texten im Studium. 2. Auflage. Konstanz: UVK (utb) 2015 (2010). Web
Kruse, Otto: Keine Angst vor dem leeren Blatt. Ohne Schreiblockaden durchs Studium. 12. Auflage. Frankfurt a. M.: Campus 2007. UBLB
Lahm, Swantje: Schreiben in der Lehre: Handwerkszeug für Lehrende. Opladen: Barbara Budrich (utb) 2016. Web
Strunk, Willliam, White, E.: The Elements of Style. 4th Edition. New Jersey: Macmillan 2000 (1959). Ulmi, Marianne, Bürki, Gisela et al (Hg.): Textdiagnose und Schreibberatung. Wien: Barbara Budrich (UTB) 2014. Web
Werder, Lutz von: Einführung in das Kreative Schreiben. Zweite Auflage. Milow: Schibri Verlag 2010.
Wolfsberger, Judith: Frei geschrieben. Mut, Freiheit und Strategie für wissenschaftliche Abschlussarbeiten. 4. Auflage. Wien: Böhlau (utb) 2016 (1997). WebTechniken wissenschaftlichen Arbeitens:
Niederhauser Jürgen: Duden: Die schriftliche Arbeit. Ein Leitfaden (Von der Ideenfindung bis zur fertigen Arbeit; Tipps zum Recherchieren in Bibliotheken, Datenbanken und im Internet; Hinweise zum Gliedern, Zitieren und Gestalten; Für Schule, Hochschule und Universität). 2. Auflage. Mannheim: Duden-Verlag 2011. UBLB
Eco, Umberto: Wie man eine wissenschaftliche Abschlußarbeit schreibt. Doktor-, Diplom- und Magisterarbeit in den Geistes- und Sozialwissenschaften. Übersetzt von Walter Schick. Wien: Facultas 2010. [Come si fa una tesi di laurea, 1977) UBLB
Flatscher, Matthias, Posselt, Gerald, Weiberg, Anja: Wissenschaftliches Arbeiten im Philosophiestudium. Wien: Facultas (UTB) 2011. Web
Franck, Norbert, Stary, Joachim: Die Technik wissenschaftlichen Arbeitens: Eine Praktische Anleitung. 14. Auflage. Stuttgart: Schöningh (UTB) 2008 (2003). Web
Frank, Andrea, Haacke, Stefanie, Lahm, Swantje: Schlüsselkompetenzen: Schreiben in Studium und Beruf. Stuttgart: Metzler 2007. UBLB
Martinich, Aloysious.: Philosophical Writing: An Introduction. 4 th Edition. Oxford: Wiley Blackwell: 2015. HA
Gerlinde Mautner: Wissenschaftliches Englisch. Stilsicher Schreiben in Studium und Wissenschaft. Wien: UVK (utb) 2011.
Der zweite Teil der Literaturliste befindet sich auf Moodle.
Group 4
max. 45 participants
Language: German
LMS: Moodle
Lecturers
Classes (iCal) - next class is marked with N
The course will take place online. Mandatory and secondary literature will be provided via Moodle.
Monday
11.10.
13:15 - 14:45
Digital
Monday
18.10.
13:15 - 14:45
Digital
Monday
25.10.
13:15 - 14:45
Digital
Monday
08.11.
13:15 - 14:45
Digital
Monday
15.11.
13:15 - 14:45
Digital
Monday
22.11.
13:15 - 14:45
Digital
Monday
29.11.
13:15 - 14:45
Digital
Monday
06.12.
13:15 - 14:45
Digital
Monday
13.12.
13:15 - 14:45
Digital
Monday
10.01.
13:15 - 14:45
Digital
Monday
24.01.
13:15 - 14:45
Digital
Thursday
27.01.
10:00 - 11:30
Digital
Monday
31.01.
13:15 - 14:45
Digital
Aims, contents and method of the course
This course will convey the basics of scientific work in philosophy (research, citation, referencing sources, structuring and writing scientific papers, giving a presentation) as well as practical skills in textual work (types of text, writing exercises and strategies). Also, the job profile of "philosophical researcher" will be discussed and elaborated. The goal of this course is to provide students with basic knowledge and practical tools for independant work in their studies and to render transparent the requirements of Philosophy studies.The methodological focus lies on writing didactics and group-based exercises with exemplary texts. At the beginning of each session key points of the preceding unit will be summarized by a student's short presentation to strenghten presentation skills. The course will take place online (e-learning).
Language: German
Language: German
Assessment and permitted materials
1. Homework on citation and knowledge of research methods (max. 20 points). Aids permitted: personal notes and seminar literature
2. Active oral participation in group exercises and discussions in the seminar (max. 40 points). Aids permitted: personal notes and seminar literature
3. Writing of a term paper (9-12 pages) inculding a bibliography with min. 5 additional references (max. 40 points). Aids permitted: personal notes, mandatory literature, feedback of lecturers
2. Active oral participation in group exercises and discussions in the seminar (max. 40 points). Aids permitted: personal notes and seminar literature
3. Writing of a term paper (9-12 pages) inculding a bibliography with min. 5 additional references (max. 40 points). Aids permitted: personal notes, mandatory literature, feedback of lecturers
Minimum requirements and assessment criteria
Grading:
87-100 points: 1
75-86 points: 2
63-74 points: 3
50-62 points: 4
0-49 points: 5Minimum 50 points for successful completion (i.e. 2 out of 3 partial examinations sufficient if sum of points scored equals at least 50)max. 2 excused absences (to be announced prior to the session)
87-100 points: 1
75-86 points: 2
63-74 points: 3
50-62 points: 4
0-49 points: 5Minimum 50 points for successful completion (i.e. 2 out of 3 partial examinations sufficient if sum of points scored equals at least 50)max. 2 excused absences (to be announced prior to the session)
Examination topics
Didactic literature:
Flatscher, Matthias, Posselt, Gerald und Weiberg, Anja: Wissenschaftliches Arbeiten im Philosophiestudium. Stuttgart: UTB 2011.Basic mandatory literature:
Foucault, Michel: »Was ist Aufklärung?«, in: Erdmann, Eva, Frost, Rainer und Honneth, Axel (Hg.): Ethos der Moderne. Foucaults Kritik der Aufklärung. Frankfurt a. M./New York: Campus 1990 (1984), S. 35–54.
Irigaray, Luce: »Das Geschlecht, das nicht eins ist«, in: Das Geschlecht, das nicht eins ist. Berlin: Merve 1979 (1977), S. 22–32.
Marx, Karl: »Thesen über Feuerbach«, in: Marx-Engels-Werke, Band 3. Berlin/DDR: Dietz 1978 (1845), S. 5–7.
Young, Iris Marion: »Throwing Like a Girl: A Phenomenology of Feminine Body Comportment, Motility, and Spatiality«, in: Female Body Experience. New York: Oxford University Press 2005 (1980), S. 27–45.
Flatscher, Matthias, Posselt, Gerald und Weiberg, Anja: Wissenschaftliches Arbeiten im Philosophiestudium. Stuttgart: UTB 2011.Basic mandatory literature:
Foucault, Michel: »Was ist Aufklärung?«, in: Erdmann, Eva, Frost, Rainer und Honneth, Axel (Hg.): Ethos der Moderne. Foucaults Kritik der Aufklärung. Frankfurt a. M./New York: Campus 1990 (1984), S. 35–54.
Irigaray, Luce: »Das Geschlecht, das nicht eins ist«, in: Das Geschlecht, das nicht eins ist. Berlin: Merve 1979 (1977), S. 22–32.
Marx, Karl: »Thesen über Feuerbach«, in: Marx-Engels-Werke, Band 3. Berlin/DDR: Dietz 1978 (1845), S. 5–7.
Young, Iris Marion: »Throwing Like a Girl: A Phenomenology of Feminine Body Comportment, Motility, and Spatiality«, in: Female Body Experience. New York: Oxford University Press 2005 (1980), S. 27–45.
Reading list
Miljkovic, Natascha: »Plagiatfrei durch Paraphrasieren und Argumentieren«, in: Wymann, Christian (Hg.): Praxishandbuch Schreibdidaktik. Opladen/Toronto: Budrich 2019.
Peterson, Birgit: Die 99 besten Schreibtipps. Wien: Krenn 2013.
Wymann, Christian, Neff, Franz: Checkliste Schreibprozess. Opladen/Toronto: Budrich 2019.Additional non-mandatory and helpful literature will be provided during lectures
Peterson, Birgit: Die 99 besten Schreibtipps. Wien: Krenn 2013.
Wymann, Christian, Neff, Franz: Checkliste Schreibprozess. Opladen/Toronto: Budrich 2019.Additional non-mandatory and helpful literature will be provided during lectures
Group 6
max. 45 participants
Language: English
LMS: Moodle
Lecturers
Classes (iCal) - next class is marked with N
Wednesday
13.10.
11:30 - 13:00
Digital
Wednesday
20.10.
11:30 - 13:00
Digital
Wednesday
27.10.
11:30 - 13:00
Digital
Wednesday
03.11.
11:30 - 13:00
Digital
Wednesday
10.11.
11:30 - 13:00
Digital
Wednesday
17.11.
11:30 - 13:00
Digital
Wednesday
24.11.
11:30 - 13:00
Digital
Wednesday
01.12.
11:30 - 13:00
Digital
Wednesday
15.12.
11:30 - 13:00
Digital
Wednesday
12.01.
11:30 - 13:00
Digital
Wednesday
19.01.
11:30 - 13:00
Digital
Wednesday
26.01.
11:30 - 13:00
Digital
Aims, contents and method of the course
Notice that this unit is in English (incl. lectures, writing exercises, communication, etc.).The course introduces the student to the basics of successful academic writing in philosophy. The content can be divided into two main categories: (i) the forms and conventions of good academic writing in general and (ii) writing styles and strategies that are specific to philosophy. This module is especially geared towards contemporary academic philosophy that is published in an argumentative form in academic journals and books. However, philosophical writing from the classics of the field will also be discussed. The course aims to give tools to essay-crafting and the writing of academic papers and theses in philosophy.General methodological topics include the fundamentals of research: reference techniques, good ethical practice, search and selection of academic source materials, contextualization, etc. The basic text types will be discussed (original research papers, reviews, essays, monographs, edited volumes, etc.). Similarly, the basic parts of academic texts (abstract, introduction, keywords, main body, conclusions, etc) will be identified and their role in structuring the text and the actual writing process itself discussed. The course will also discuss the nature of the academic publication process and introduce students to the practice of peer-review.Philosophically, the focus will be on different argumentation strategies and how to convey these in writing. This includes a short introduction to argumentation theory (deduction and induction, the relationship between premises and conclusion, principle of charity, fallacies), but the emphasis is on actual writing instead of purely formal matters. Theoretical lectures will be accompanied by the close reading and analysis of different types of actual philosophical articles. The students will also get to write their own texts and analyze and comment each other's work. The emphasis throughout the course is on good academic manners of polite criticism and constructive feedback.
Assessment and permitted materials
The assessment is based on participation and activity in digital class discussions and Moodle (30%), exercises, including a citation exercise and peer-review/feedback exercise (30%), and final essays (40%).
Minimum requirements and assessment criteria
Participation in the first meeting is mandatory. Max three absences throughout the course. Positive grade requires returning all the written exercises.Grading table
87-100 points: 1
75-86 points: 2
63-74 points: 3
50-62 points: 4
0-49 points: 5
87-100 points: 1
75-86 points: 2
63-74 points: 3
50-62 points: 4
0-49 points: 5
Reading list
The lectures will be supported by:
Fisher, A. (2004). The Logic of Real Arguments. 2nd ed. Cambridge: Cambridge University Press.
Martinich, A. P. (2015). Philosophical Writing: An Introduction. 4th ed. Hoboken: John Wiley & Sons.
All the necessary materials will be provided by the instructor at the beginning of the course and can be accessed digitally.
Fisher, A. (2004). The Logic of Real Arguments. 2nd ed. Cambridge: Cambridge University Press.
Martinich, A. P. (2015). Philosophical Writing: An Introduction. 4th ed. Hoboken: John Wiley & Sons.
All the necessary materials will be provided by the instructor at the beginning of the course and can be accessed digitally.
Association in the course directory
Last modified: Fr 12.05.2023 00:18