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Examine one event in that “HARRISON BERGERON” by Kurt Vonnegut, Jr.
through the lens of the philosophical text Friedrich Nietzsche, from “Beyond Good and Evil (1881/1886) 2 Chapter IX. “What Is Noble”
How does the story of Harrison help to illustrate or challenge or expand or complicate the ethical principles articulated in Friedrich Nietzsche’s text ?
The paper should meet the terms of the assignment; its argument is:
• Focused (not too broad)
• Not obvious (idea requires interpretation and explication)
• Arguable (neither bare fact nor unsupported opinion)
• Relevant (the texts brought together actually speak to each other)
• Insightful (it is useful for better understanding the text)
• Aware of and responsive to obvious counterarguments The paper meets the terms of the assignment; its argument may be
• A bit too broad: asserts more than the essay can sustain or fully demonstrate
• A bit obvious: some interpretation is required, but not enough warrant a full essay
• Not fully arguable: some elements may require demonstration, but too many of them are either purely factual or are matters of opinion
• Not fully relevant: the texts chosen may have some connection, but it’s not fully established
• Not terribly insightful: we don’t learn much that is useful for reading the text(s)
• Counterarguments may be ignored or insufficiently addressed. The paper does not meet the terms of the assignment and/or its argument is
• Far too broad
• Obvious
• Not arguable
• Irrelevant
• Not insightful
• Not responsive to counterarguments
EVIDENCE
The paper’s claim is supported by evidence that is
• Specific (grounded in particular moments or passages)
• Relevant (it actually supports your argument)
• Analyzed (the warrant connecting evidence to claim is made explicit; paper offers an interpretation of the evidence that lines up with the larger thesis) The paper’s claim is not fully supported by evidence, because that evidence is
• Too broad: it is generalized rather than focused)
• Not relevant: some evidence does not directly support the argument
• Under-analyzed: too many quotations are left to speak for themselves or the paper offers poor interpretations of the evidence; essay may leave one or two subclaims without evidence The paper’s claim is not supported by the evidence, because that evidence is
• Far too broad: it consists primarily of broad generalizations
• Irrelevant: no evidence directly supports the argument
• Not analyzed: no interpretations are offered, or no evidence is provided
ORGANIZATION
The essay is
• Logically structured: the essay as a whole is organized according to some clear principle
• Logically connected: local ideas are connected to each other in explicit ways (e.g.; paragraph transitions)
• Consistent and cohesive: paragraphs are internally coherent and focused The essay is
• Not always logically structured: the organizing principle is not always clear, or the essay wanders away from that principle from time to time
• Not always logically connected: the essay makes some unexplained jumps between ideas.
• Not fully consistent and cohesive: some (more than one) paragraphs may lose focus, may be poorly organized The essay is
• Not logically structured: the organizing principle is unclear or absent, or the essay digresses and/or leaps
• Not logically connected: the essay does not show one idea relates to the next
• Not consistent or cohesive: paragraphs are generally unfocused and disorganized
MECHANICS & STYLE
The essay
• Avoids excessive summary
• Uses a consistent level of diction appropriate to the tone of the essay
• Avoids unnecessary first person (“I think…”)
• Has been proofread and edited The essay
• Summarizes a bit too much: while the essay does provide analysis, it lingers too long on unnecessary plot or argument details
• Uses inconsistent diction: the word choices may be inapt or inappropriate; authorial tone may shift without explanation.
• Indulges in unnecessary first person
• Proofreading and editing incomplete: the essay has significant errors in grammar, punctuation, spelling, and so forth. (Significant = makes several sentences difficult to understand) The essay
• Summarizes far too much: the essay is either all or nearly all summary
• Uses inconsistent and/or inappropriate diction:
• Uses first person all the time
• Does not appear to have been proofread and edited

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