Some Parts Edited from presentation by Stephanie Otis,
March 2014

 INQUIRY-- slides 3-9
 PROJECT OVERVIEW-- slide 11
 ETHICAL DECISION MAKING REVIEW– slides 12-13
 PROPOSING YOUR IDEA-- slide 14
 ANNOTATED BIBLIOGRAPHY-- slides 15-19
 Summary– slide 16
 Evaluation– slide 18
 Sample- slide 19
 REFLECTION-- slide 20
 ESSAY— slides 21-25
 Thesis– slide 22
 The Argument– slide 23
 Strong Essay– slide 24-25
 GROUP REQUIREMENTS-- slide 26

Pick Topic (maybe write the thesis)
Find sources
General
(Read sources…maybe)
OR
Go quote-mining
Write paper

 Nothing Learned
 Often Biased Research
 Usually reports what others are saying rather than adding to the
conversation
 Often takes shallow look at the issue

Inquiry is different from research?
Inquiry is different from research in that you are not
hunting for answers to things, or trying to find
information to support or refute an idea (like a thesis
statement), but more of a state of mind where you are
open and willing to not only question, but follow where
those questions take you. It's a curiosity, a willingness to
trust that there is always something more to know,
and that the more we know, the more fully we can
understand something. [It is] also … leaving room for
there being multiple answers and perspectives, not just
one or a pro and a con. “

“Read” something
General
think
Find a source
Ask more questions
Read the source
Make something
Read the source
Ask a question
Find more sources
Read the source Write something
Find more sources
Ask a different question
think
read
read

Convergent
Thinking
Promotes critical thinking
and questioning
Knowledge is
often surface
level only
Doesn’t promote critical thinking
or developed ideas
Divergent Thinking – start with one
idea or question and then branch out–
see where it goes
Requires minimal research so skills
don’t improve
Knowledge is
nuanced.
Stretches and improves
research skills

Why do inquiry instead?
Inquiry-guided learning promotes learning through students’
active investigation of questions, problems, and issues,
often for which there is no one, single answer. It fosters
complex student learning outcomes such as critical
thinking, habits of independent inquiry, responsibility
for one’s own learning, and intellectual growth and
maturity.

1) Reporting information without looking at it through the context of your
own experiences, observations, knowledge, and other readings and
information
2) Research you compile to a question you already know the answer to
3) Research that only skims the surface and doesn’t show engagement or
efforts to really understand the issue from multiple angles
4) Research that follows a straight line and stops at the first sign of an
answer– Usually this happens if you’ve gotten some basic information
or a perspective that looks good and you think, “I found everything I
need. I need to go anywhere else.”
5) Research that doesn’t produce new questions and knowledge. Good
inquiry should take you somewhere new and open new doors.
6) Planning an argument – Usually this leads to one-sided research.
7) Fact or answer hunting

For this assignment, you will be asked to inquire into an ethical issue of your choosing.
You will explore, research, analyze, synthesize, and eventually take a stance on that
issue.
Total Point Value: 300
The Break Down—
Proposal Forum: 20
Annotated Bibliography of Research: 100
Reflection: 30
Essay: 150
This essay, for me, is what the course is building to. Quizzes, journals, even exams,
are all merely practice for this essay. This is where I should see that you can go
through the process of choosing an issue, researching the context and opinions,
applying an ethical theory, examining the ethical implications, and then choosing and
defending your stance.

Ethical argument and discussion requires:
1.Critical Thinking, Analysis and Examination
2.An Informed Understanding of the Situation
3.A sympathetic understanding of other people’s values and other
people’s point of view
We get no where if we simply preach our own values without
making an effort to understand others.

Clarify.
1.Determine precisely what must be decided.
2.Formulate and devise the full range of alternatives.
3.Eliminate patently impractical, illegal and improper alternatives.
4.Force yourself to develop at least three ethically justifiable options.
5.Examine each option to determine which ethical principles and values are
involved.
Evaluate.
1.Do any of the options requires the sacrifice of any ethical principle?
2.Which are the solid facts and which are beliefs, desires, theories,
suppositions, unsupported conclusions, opinions, and rationalizations?
3.How credible are the sources of information being used, especially when
they are self-interested, ideological or biased.
4.What are the benefits, burdens and risks to each stakeholder. Can I live
with this decision? (Will you feel guilt or regret? Will you be comfortable
with others knowing you made this decision?)

You will not be asked to provide a formal proposal, but you will be
asked to participate in a forum that responds to questions about the
issue you’ve chosen and responds to others’ choices.
Due Date: This will be included in your prep work on Moodle, but
will be included as a part of your grade.
Details of the Forum will be discussed in class.

Format: MLA or Chicago. (I prefer Chicago. If you need help from me with citations, I
am much more helpful with MLA.)
Length: You should have a bibliography that annotates at least SIX sources with a
length 200-300 words per annotation before the bibliographic citation.
Content: Each annotation should 1) include an MLA bibliographic citation, 2)
summarize the source in your own words, and 3) evaluate the source’s credibility
and usefulness for your research.
Research Requirements and Goals: Your research choices are your own. Your
research should reflect multiple source types, opinions, and types of information.
It is advised that you avoid sources that reflect extreme bias, are associated with a
content farm (Ezine, Ehow, and Livestrong are a few examples), or provide a
superficial look at the issue.
Due Date: Friday, November 14

1) Begins by introducing the source
2) Stays focused-- Provides the main purpose and thesis of the source
as well as the main points
3) Remains in present tense
4) Uses your own words to show understanding and doesn’t rely on
quoted material from the source. (Terms and phrases are okay.)
5) Remains Objective– A reader should not be able to discern your
opinion about the issue or the source by how you summarize it.
1) Use author signals– Ex. According to the author…
2) Avoid evaluative adjectives to describe points.

1) Discusses the background and credentials of the author and/or
the publication
2) Addresses the recentness and/or relevance of the information
3) Discusses what is specifically useful about the source: the
perspective, the study results, the background info,
organization/presentation of ideas etc.
4) Addresses any bias the source may have
5) Addresses the credibility of the sources referenced by the
author
This is a essentially a few sentences that gives your opinion on the
quality of the source as a source of information on the issue.
Avoid getting too far into your opinion about the issue itself, and
avoid discussing how you plan to use it in your paper.

Lopez-Duran, Nestor PhD. “Bully victims may be at risk for developing psychotic symptoms.”
Child Psychology Research Blog, 11 May 2009. Web. 5 March 2010.
Nestor Lopez-Duran discusses a longitudinal study conducted in 2009 by British researchers
discovering whether or not the results signify victimization as the cause of psychotic
symptoms. This study shows that adults who have experienced psychotic disorder most likely
have a history of victimization. He begins by stating that research has shown that bullying can
cause different levels of consequences for the victims. Then, he gives the results from the
British researchers, which show that being bullied during childhood double the risk of
developing psychotic symptoms. Finally, he examines possibilities why these children are at
high risk of developing psychotic disorders. Duran also discusses how the British researchers
found a very interesting element called the “dose response,” which deals with how often a
child is bullied.
Nestor Lopez-Duran is currently an Assistant Professor of Psychology at the University of Michigan
where he researches mood disorders concerning children and adolescents; he coordinates
Neuropsychology assessment services at the University Center for the Child and the Family. He is also
an editor for Child-Psych research where he discusses the most recent research on parenting,
child disorders, and child development.
Duran presents the British research findings and then explores all of the possibilities that may
cause a child to have psychotic symptoms. His presentation of possibilities and for symptoms
is helpful in understanding how the effects are interrelated and mutually causational. Duran
effectively backs up conclusions based off the British researcher’s findings. The article was
written in 2009, which makes his information still relevant to this increasing issue. This article
is beneficial for my research because Duran discusses several different reasons on why a
child may develop psychotic symptoms due to being bullied.

You will not be asked to provide a formal reflective essay, but you
will be asked to submit a reflection that asks you to respond to
questions about the issue you researched to discuss learning about
the issue, the theory might apply, and to brainstorm how you might
proceed with your essay. You will be asked to make specific
references to sources in your reflection.
This is a transitional assignment.
Due Date: This will be included in your prep work on Moodle, but
will be included as a part of your grade.
Details of the reflection will be discussed in class.

This is a 6-8 page paper in which you apply one of the
ethical frameworks we have studied in class to an ethical
issue of your choosing.
If you are registered as ITIS, you must choose an issue
in technology. If you are registered as LBST, you may
choose any ethical issue.
In general, you’ll isolate what the issue is, state what theory
you’re following and what its central features are as they
apply to this issue, and then use the theory to address the
issue.
Due Date: Wednesday, December 6

 Note that your paper must have a thesis, which should be stated
within your introduction. A strong thesis will make a clear claim
about your stance on that dilemma.
 Sample Thesis: “Therefore, a Kantian approach shows what is
ethically wrong with GMO foods.” Notice that this thesis takes a
clear stance and also lays out the ethical framework that will be
used to defend this stance. You may also blueprint the specific
reasons that you will be using to make your argument.
 If you have not taken a clear stance and/or have not laid out the
ethical framework you will be using, then you don’t have a usable
thesis.

 Your goal should then be to develop an argument to support the
position you take, using reasons and evidence sufficient to back
your claims.
 If I come away thinking that your thesis was, “In this paper I’m
going to fill six pages making random comments on privacy,”
you’re not going to get a good grade because you haven’t
actually looked at it through a specific ethical framework.
 You can go on and on making excellent points about your opinion on
the issue, but if you haven’t applied the theory, you haven’t done your
job.
 We are reading many papers that can be models for you to follow:
for example, Solove on privacy, paper(s) on violent video games,
extra credit readings, and Benkler/Nissenbaum.

1) Provide a strong introduction: a) Hook the audience, b) Provide initial
background information on the issue, c) Provide a strong thesis
2) Give necessary background information on the issue and on nature of
the current conversation: What’s going on right now? What is the
debate, and what are the various perspectives? Who are the
stakeholders?
3) Give necessary background information on the ethical framework in a
way that demonstrates understanding of the theory, its major players
(theorists), and how it’s being applied in your paper
4) Give strong reasons and evidence that support your thesis
5) Organize information appropriately and provide clear transitions
between ideas.

6) Demonstrate fair-mindedness (see presentation on Moodle)
7) Avoid logical fallacies
8) Avoid over-relying on outside information: A good rule of thumb for
any argument is that no more than 1/3 of your paper should be
from an outside source. At least 2/3 should be your own
commentary, analysis, discussion, etc.
9) Introduce and explain outside sources appropriately and
integrates them smoothly into the text. Remember that readers
may have not done your research and need context for the source
(author, study conditions, main points) and how it is used to prove
your point. In other words, you need to be able to explain a
statistic, study, or claim you’ve used: what it means, how it should
be interpreted, what the reader should notice, how it proves your
thesis or supports a specific reason you are asserting.
10) Provide a strong conclusion that reiterates main points and leaves
the reader with something to think about.

 There will be a handful of opportunity for groups of 2 to 3 people to
complete a group annotated bibliography and an interactive group
presentation.
 For this option, a group annotated bibliography will be submitted with at
least 10 sources for a group of 2 and 15 for a group of 3.
 The group presentation must be approximately 30 minutes and should
include both a visual component and an interactive component that gets
the class involved in some way and encourages them to participate and
discuss the issue you’ve explored.
 Group projects are still subject to the above list provided for a strong
essay. Your presentation should show strong research, planning, and
organization.
 I can allow up to FOUR group presentations. They will be assigned on a
first-come-first-serve basis.

Both your annotated bibliography and essay (or presentation
materials) will be submitted through Turn-it In.
Evidence of plagiarism will result in an automatic 0 for that portion
of the assignment and a possible failing grade for the course (a
decision that will be made at my discretion depending on the level
of the offense).