Philosophy and Cognitive Sciences

Tools for text analysis, class presentations, and essay writing

 

General remarks:

 

I. Use the following questions and guidelines for

(a) preparing the texts for each session,

(b) for giving a presentation in class, and

(c) for writing your term paper involving a discussion of, or reference to, the text(s) in question.

Have the list next to you while doing any of these things, so that you internalize the questions through repeated practice.

 

II. Some questions do not apply for all of these categories, but try to write down answers to as many of the questions as you can while studying a text.

 

 

1.        Which (main) problem does the text wish to address and/or solve?

 

2.        Which (main) problem do you wish to address and/or solve in presenting or discussing the text?

(Introduce problems as questions, not as assertions or nominal phrases: Thus, do not start by speaking of “the problem of freedom” but e.g. by asking explicitly, “What is the concept of freedom used by philosopher X?” Specific questions help to prepare adequate answers.)

 

3.        Determine whether you have a primary or secondary text before you. What knowledge do you have about the author and his/her context? What additional knowledge do you need to start understanding, presenting, or discussing the text?

 

4.        Analyze the text now by distinguishing between problems (questions), theses (aims of argumentation, conclusions), and arguments (reasons, evidence, premises)! Often authors do not explicitly distinguish between these, but it is your task to figure these out. Perhaps some (parts of) texts do not allow for an analysis in terms of these categories – e.g. if they are merely narrating events, giving a conceptual framework, or presenting a metaphor. Then say so and explain their function in the text.

 

5.        For class presentations of texts: Start by informing the class about the author, his/her scientific area, and the location and role/importance of the selected text within his/her oeuvre. Then give an overview of the aim and structure of the text (you can use the categories mentioned in (4) for this; also, pay close attention to the titles/headings and chapter divisions provided by the author). Finally, present a few questions for class discussion.

 

6.        For essays: Imagine your essay would be a journal publication; write like that. Select an order, again using the categories mentioned in (4), and explain clearly (in the introduction, perhaps repeating yourself later on in the text in order to guide the reader) in which steps you will proceed! Also, add an abstract.

 

 

Some Questions for Rehearsal of Presentations/Revision of Essays before Submission

 

7.        Have you concentrated on your chosen topic and left irrelevant issues aside? (Sometimes it is helpful to say what you are not doing in a presentation/an essay, and why you leave a topic aside.)

 

8.        Are the expressions you use sufficiently clear? Did you avoid misguiding ambiguities?

 

9.        What status do the considerations and arguments of the author have? What status do your own considerations and arguments have? (For instance, which parts are supposed to be self-evident or trivial? Which require a special justification, and what kind of justification?)

 

10. Can you support your interpretation/position sufficiently? Have you considered, discussed, and excluded alternative interpretations/positions?

 

11. In case you present an argument: I. Are all premises (a) intelligible and (b) true (or at least sufficiently supported)? II. Does the conclusion follow from the premises? Have you perhaps forgotten a necessary step in your argument?

 

12. Is it clear to which parts of your consideration inferential particles such as „therefore“, „hence“, or „because“ refer? Do your premises really support, at least sufficiently, what you claim they support by using such particles? Explain if there are gaps in the argument that you currently cannot bridge (e.g. perhaps of absence of primary source evidence), and present them as problems for further research.

 

13. Do all pronouns have a clear, unambiguous reference?

 

14. Can you shorten sentences? For instance, avoid using overly complicated phrases with many subclauses or parentheses. READ YOUR TEXT ALOUD before submitting it. One detects errors fast and easy by this technique. You help your audience and readers.

 

15.      Are grammar, punctuation, and style correct? (Recommendation: Strunk & White, Elements of Style). Again: READ YOUR TEXT ALOUD before submitting it.

 

16. Last but not least: Is your style of references and bibliography consistent? For instance, use either small or capital letter style in titles, but please not both. A great unified style is that of the American Psychological Association (APA).

See e.g. https://www.delhi.edu/academics/library/citing-sources/apa-format/index.php

There are others. But use one style guide – and be consistent.