Posted: December 7th, 2014

Li (Principle) and Xin (Mind): Compare and Contrast the Main Teachings of Two Branches of Neo-Confucianism “Lixue (“Learning of Principle” and Xinxue (“Learning of Principle”).

Order Description

3. references: 8 references at least. If on-line sources are used, you shall limit them to three items (a book/article first published in a traditional way [i.e. on paper] before it was made available online may be counted as a non-online source).

Requirements for Final Paper

For the final paper, here are several requirements, in addition to those articulated in the appendixes (A-C):
2. length: 7-10 pages, double spaced, size: 12 points;
3. references: 8 references at least. If on-line sources are used, you shall limit them to three items (a book/article first published in a traditional way [i.e. on paper] before it was made available online may be counted as a non-online source).
4. You may write on a topic from the list proposed by me (see below).
5. Please closely read the appendixes before preparing your papers.

Topics

5) Li (Principle) and Xin (Mind): Compare and Contrast the Main Teachings of Two Branches of Neo-Confucianism “Lixue (“Learning of Principle” and Xinxue (“Learning of Principle”).

APPENDIX A
GRADING CRITERIA FOR ORAL PRESENTATIONS

Exceptional 80-100    •    An important topic deliberately selected;
•    original arguments supported by forceful evidence;
•    logically organized and lucidly advanced;
•    delivered in an engaging manner: volume appropriate, pace balanced, sufficient body language;
•    with excellent use of visual aids;
•    specific and concise;
•    finished perfectly on time.
Competent 68-79    •    a well chosen and focused topic;
•    innovative ideas supported by sufficient evidence;
•    logically organized and easy to follow;
•    presented in a largely engaging way, with sufficient eye contacts with the audience;
•    keep a good balance between meticulousness and conciseness;
•    finished within set time limit.
Adequate 50-67    •    topic carefully cast;
•    new ideas supported by sufficient evidence (evidence might be partly irrelevant;
•    largely proper use of visual aids;
•    fairly well organized, and relatively easy to follow;
•    finished roughly within set time limit.
Inadequate
0-49    •    with a poor topic that is insignificant;
•    few or no new ideas, with flawed use of supporting evidence;
•    no use or inappropriate use of visual aids;
•    illogical and broken, hard or impossible to follow;
•    exceeding the set timeframe by 10+ minutes, or finished too rashly.

APPENDIX B
GRADING CRITERIA FOR WRITTEN ASSIGNMENTS AND TERM PAPER

Exceptional 80-100    •    Deep and broad research in primary material;
•    Cover and properly evaluate all major relevant secondary sources;
•    Critical and creative reading of primary sources;
•    Arguments logically advanced, and easy to follow;
•    No mistakes in grammar or stylist infelicities.
Competent 68-79    •    Thorough research in primary material;
•    independent reading of primary sources and innovative criticism of   secondary materials;
•    Main points original and persuasively presented;
•    Occasional grammatical mistakes or stylistic infelicities.
Adequate 50-67    •    Cover some of the major primary sources;
•    Cover and properly discuss a majority of relevant secondary sources;
•    Main thrust of arguments discernible;
•    Rough in grammar and style.
Inadequate
0-49    •    Show no knowledge of primary sources;
•    Miss primary secondary sources and/or analyse them improperly;
•    Main argument illogically presented, hard to follow;
•    Replete with grammatical errors and/or stylistic infelicities.

APPENDIX C
SUGGESTIONS FOR RESEARCH PAPER FORM:
GRADING CRITERIA AND STYLE ISSUES
(Please read this before you begin even thinking about writing a paper!)

(I) GRADING CRITERIA

When I grade your work, I look for certain elements. You should use the following as a checklist when you review your papers before handing them in:
1. Is the paper clearly written, well organized and does it offer the reader a logical, easily followed development of ideas?
2. Has the paper been carefully proof-read, corrected and is it free of mechanical errors (grammar, spelling, punctuation, etc.)?
3. Does the introduction give the reader an idea what to expect by describing the scope, focus and intent of the paper?
4. Does the paper have a succinct conclusion that focuses the reader’s attention on the main ideas?
5. Is the argument supported by the evidence from the assigned readings?
6. Is the thesis of the paper clear and developed in sufficient depth that the conclusions drawn seem warranted?  In other words, is there a clear, persuasive argument being made that reflects both the complexity of the subject and alternative points of view?
7. Have all elements of the assignment been clearly understood and carefully followed?
8. Does the analysis of the topic indicate both a clear understanding of the issues/concepts involved and provide a substantive contribution from the student’s own thinking (i.e., was the paper more than re-arranging or reporting ideas gathered from other sources)?

NOTE: Of the items above, No. 8 is by far the most important. The paper must have something to say that is your own. Gathering and re-arranging ideas you find in books or articles shows that you can read. It does not yet indicate you can think.

Papers that evaluate the evidence, and present a strong argument will receive:
B+ — A+

Papers that present an argument will receive:
B

Papers that summarize will receive:
C — C+

Papers that are poorly structured, and marginally summarize will receive:
D or E

(II) STYLE ISSUES OF WHICH YOU NEED TO BE AWARE BEFORE AND IN THE COURSE OF PREPARING YOUR PAPERS

Follow the advice in Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, revised by J. Grossman and A. Bennett (6th edition), except as modified below.

1.    Prepare all papers on a computer.  Save multiple backup copies of your work.  Print a day early.

2.    Organize your paper around a controlling idea or thesis, presented in a clear structure, usually corresponding to an introduction, a main body and a conclusion.  For example, the first paragraph should identify the topic, state your thesis and indicate your approach.  The subsequent paragraphs should develop arguments in support of the thesis according to the indicated approach, and the last paragraph should explain the significance of your thesis for better understanding the topic within a larger context or field of inquiry.

3.    Avoid passive voice.  Write with active verbs.  Always say who does what to whom and how.

4.    Use a good dictionary and thesaurus to select the best vocabulary to convey clearly your precise meaning.  Do not use abbreviations, contractions, slang, colloquial expressions or pejorative terms.

5.    Be specific.  Identify crucial people and events: give exact figures and dates.  Avoid generalizations.

6.    Explain all specialized terms, scholarly concepts, and/or foreign vocabulary.  Try to avoid jargon entirely.  Your roommate should be able to understand what each sentence means.

7.    Proofread.  Beware missing words, awkward transitions, and/or unclear antecedents.

8.    Document all information (not just quotations, but also facts, dates, generally accepted interpretations, and scholarly opinions) by citing authoritative sources.  Even information from class lectures must be documented.

9.    Include a complete and accurate bibliography.

10.    Do not use a separate title page.  Do not use binders or plastic covers.  Staple the upper-left corner.

11.    Place your name, course number, and date, single-spaced, in the upper-right corner of the first page.  Place a concise title, which clearly indicates the topic and thesis of the paper, in the center of the first page, one line below the date and two lines above the first paragraph.

12.    Number all pages after the first one.

13.    Use a letter-quality printer, an easily readable font (12 point), and double space throughout (body, block quotations and documentation).

14.    Do not right-justify the text.  Do not break words with hyphens at the end of lines.  A ragged right margin is easier to read.

15.    Underline or italicize titles of monographs and periodicals, as well as foreign words.  Do not place quotation marks around foreign words.  Avoid idiosyncratic underlining (for emphasis, etc.).

16.    Avoid excessive capitalization; use lower case for technical terms, theories, doctrines.

17.    Avoid lengthy quotations.  Write in your own words and be concise.  Every word must convey important information.

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