Focusing Using Some Physical and Mental Techniques Questions

Foundations of the Spiritual Life First Paper Assignment, Fall 2023 Submit on Moodle Due-date: 9/19 At 1:30 pm (RELS 100-4) FOCUS: Spirituality”—as we’ve described it so far in this course—involves the things we intentionally do (practices) to flourish, to bring greater good into our lives, and to live as we believe we should. In dialogue with David Brooks, Christian Smith, and Thich Nhat Hanh, describe your own spirituality and your experience thus far trying out one of Hahn’s spiritual practices. Dialogue is the foundation of the Spirituality Outcome of Clarke University. Dialogue requires both an understanding of what authors are saying and a thoughtful personal response as you explore your own beliefs, values, and spirituality. REMEMBER: dialogue does not mean you need to agree with all or any of the authors. Before writing the paper: Identify 1-2 spiritual practices and determine how – in the course of several days – you will test these out for yourself. You may select any of the practices between pp. 5-95 of Peace is Every Step (including those we may not have read as a class). Should you wish to adapt a practice to suit your faith commitments, please email the instructor for approval. What are the 1-2 spiritual practices you will perform in preparation for writing the paper? Note the page number from Peace is Every Step where the practice is described. 1. 2. How will you remind yourself to do the spiritual practice(s) at least once each day (aim for about 15 minutes a day for at least 7 days) How will you record your experiences during these days? In the paper you are to address the following three questions: QUESTION #1: Drawing on the ideas and observations of David Brooks, Thich Nhat Hanh, and Christian Smith, present three insights you have gained so far in this course about the nature of your own spirituality. Present your insights into your own living (your own spirituality) by making connections to points made by these authors. You must engage with all three authors as you describe your spirituality. Most students need to spend the most time on this section (600+ words). QUESTION #2: Reflect in writing on your own experience with the one or two spiritual practices you tried out over the course of 5-7 days. What did you do? What did you experience? What did you learn? Make connections to what you wrote in question #1 above (400+ words). QUESTION #3: Conclude by proposing a small goal for yourself to continue a spiritual practice into the next half of the semester. Explain why you have selected this practice and how you will carry it out. You are not limited to Thich Nhat Hanh’s suggestions but may draw from your own religious tradition or other sources (150+ words). Texts to be used for this paper: Thich Nhat Hanh, Peace is Every Step (NY: Bantam Books, 1991). David Brooks, “Introduction: Adam II,” The Road to Character (NY: Random House, 2015). Christian Smith, “Human Flourishing,” To Flourish or Destruct (Chicago, IL: Univ of Chicago Press, 2015). Writing Checklist (THIS MUST BE FILLED OUT AND COPIED TO THE FRONT OF YOUR DOCUMENT) 1. _____I have included the exact word count (at least 1150 words) following the conclusion. 2. _____I have followed minimum word requirements for each section. 3. _____ I have referenced all three authors and cited the authors’ works in proper MLA format both in the body of my paper and in a Works Cited section. 4. _____My paper follows an essay form with an introduction, organized development with carefully constructed paragraphs and a conclusion. 5. _____ I have thoroughly proofread this paper and understand that it will be assessed in terms of writing quality. 6. _____ I have numbered pages in MLA format. 7. _____ I have used proper punctuation for book and article titles. 8. ______I have double spaced my paper. 9. _____ I have submitted an electronic copy on Turn-It-In. This link is found on your Moodle course page. 10. _____I promise that 100% of this work is my own composition. LATE POLICY: To receive full credit, a student must submit the paper by the 10:30 or 1:30 deadline on the due date unless prior arrangements have been made with the instructor. Late submissions will be deducted 10% off the grade per day, with lateness on the due receiving 5% off. ACADEMIC INTEGRITY: Students are expected to be aware of and abide by specific principles of academic honesty. See syllabus for Clarke University policy. MLA Basics (1) In-text citations for print sources with known author in MLA Format Source: http://owl.english.purdue.edu/owl/resource/747/02/ For Print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation. Human beings have been described by Kenneth Burke as “symbol-using animals” (3). Human beings have been described as “symbol-using animals” (Burke 3). (2) Works cited page in MLA format Brooks, David. “Introduction: Adam II.” The Road to Character. New York: Random House, 2015. Xi-xiv. Print. Hanh, Thich Nhat. Peace is Every Step. New York: Bantam Books, 1991. Print. Smith, Christian. “Human Flourishing.” To Flourish or Destruct. Chicago, IL: Univ of Chicago Press, 2015. 180-218. Print. Compass Non-Research Essay Writing RUBRIC 1 Purpose is unclear or not evident. Other Directions: Follows the directions (see the Writing Checklist with the assignment). Paper is too long or too short given directions. Paper meets length guidelines. Paper meets length guidelines. Major errors in Works Cited or works cited missing; in text citations need work. Pattern errors in Works Cited list; pattern errors using in text citations. Minor errors in Works Cited; minor errors using in-text citations. Did not follow directions. Slight oversight in following directions. Follows all directions. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Writing is unfocused. Main point is evident little or none of the time. Little or no support is evident with frequent repetition. Evidence of little or no revision. ▪ Introduction is weak or unclear; may be inappropriate. Organizational patterns show little or no relation to purpose, main idea and development. Little or no use of transitions. Confusing and incoherent. Conclusion weak, unclear; may be inappropriate. Demonstrates consistent incorrect grammar and usage. Piece does not adhere to writing conventions. ▪ ▪ ▪ Writing is focused sometimes. Main point is evident sometimes. Support includes some details with some repetition. Evidence of some revision. ▪ 3 Purpose is clear generally ▪ ▪ ▪ 2 Purpose is somewhat apparent, but parts of the writing detract from it. PURPOSE: Why writer is writing: to summarize, define, analyze, create, synthesize, persuade, argue, report, review, evaluate, discuss, examine, reflect, interpret, explain, entertain, imagine. CONTENT (FOCUS/DEVELOPMENT): Is there a main point, a focus, a controlling idea or thesis statement. Is it supported with details? Support may include textual evidence, research, reasons, stories, examples, proofs, cases, analogies or anecdotes. Is there evidence of revision? ORGANIZATION: How do the components of the piece (introduction, body and conclusion) fit together? How do ideas in developing paragraphs and sentences flow from main point (focus), connect with transitions, and remain coherent so that readers can follow easily? Patterns of organization might include comparison/contrast, example & illustration, analogy, cause/effect, definition, narration CORRECTNESS: Includes grammar, usage, and capitalization, punctuation, spelling, and proofreading. ▪ ▪ ▪ Writing is focused most of the time. Main point is evident for the most part. Support includes relevant details with little repetition. Evidence of appropriate revision. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Introduction is present, but undeveloped. Organizational patterns are suited to purpose, main idea and development some of the time. Writer attempts to use transitions some of the time. Makes sense some of the time; frequent lapses in coherence. Conclusion underdeveloped. ▪ ▪ Demonstrates some grammar and usage flaws. Piece adheres to writing conventions sometimes. ▪ ▪ ▪ ▪ ▪ Introduction is inviting. Organizational patterns reinforce purpose, main idea and development. Use of transitions unify writing most of the time. Writing generally makes sense; rare lapses in coherence. Conclusion is appropriate Demonstrates general correctness of grammar and usage. Piece generally adheres to writing conventions. 4 Purpose is clear throughout. Writing is strong and well focused. Main point is evident throughout. Support includes relevant and highly developed details. Evidence of substantial revision. ▪ Introduction is strong and inviting. ▪ Organizational patterns advance purpose, main idea and development. ▪ Use of transitions contribute to unified whole. ▪ Writing is consistently coherent. ▪ Conclusion is strong, thought provoking. ▪ Demonstrates mastery of grammar and usage. ▪ Piece consistently adheres to conventions. Paper meets length guidelines. No errors in Works Cited or in using in-text citations. Follows all directions. Compass Spirituality Rubric Guiding Questions Engages the process. Engages the process well. Engages the process fully. Generally clear articulation of belief and action. Belief and action clearly named and developed in an integrated way. Connection between belief and action clear. Connection between belief and action demonstrates understanding of their interdependence. • How do I act? • What do I believe? • How do these relate to each other? Articulation of belief and action not evident. • What formative influence(s) can I identify? That is, why do I believe this and act this way? Reasons for believing and acting missing or not developed. Reasons for believing and acting identified but examination is superficial. Examination of the reasons for believing and acting are mostly clear. Examination of the reasons for believing and acting developed with personal experience and influence of society/culture/history. • What is a better way? That is, what can improve the well-being of self, others, society, and the natural environment? Ideals for improving the wellbeing of self, others, society, and/or the natural environment absent or vague. Ideals for improving the wellbeing of self, others, society, and/or the natural environment are identified somewhat clearly. Ideals for improving the wellbeing of self, others, society/humanity, and/or the natural environment are developed mostly clearly. Ideals for improving the well-being of self, others, society, and/or the natural environment clearly developed. Evidence of understanding the interrelationship between personal and social/environmental well-being. • How have I come to this discovery? That is, what new ideas or insights have been influential? Connection between ideals for a “better way” and course content/activity/event missing or using poorly chosen source materials. Some attempt made to connect ideals for a “better way” and course content/activity/event using appropriate support. Connection between ideals for a “better way” and course content/activity/event is mostly clear. Support is appropriate. Connection between ideals for a “better way” and course content/activity/event is developed. Strong foundations for insights articulated. • What does the Catholic tradition say about this “better way,” and what is my personal response to this? Missing or inaccurate understanding of an aspect of Catholic tradition. Presentation of an aspect of Catholic tradition is mostly accurate. Presentation of an aspect of Catholic tradition is accurate. Presentation of an aspect of Catholic tradition shows solid grasp. Personal response to the perspective of the Catholic tradition missing or vague. Personal response to the perspective of the Catholic tradition is present but not well-developed. Conclusions may not be supported. Personal response to the perspective of the Catholic tradition in this context is mostly clear and developed. Conclusions are supported. Personal response to the perspective of the Catholic tradition shows thoughtful personal engagement and application of concepts. Conclusions are well-supported. • What am I called to do/become as a result of my discoveries in (A) and (B)? No clear goal, area of growth, action, or commitment identified or not related to the preceding reflection. Some attempt at stating a goal, area of action, or commitment related to preceding reflection. Goal, area of growth, action, or commitment clearly stated and related to the preceding reflection. Development of a goal, area of growth, action, or commitment related to the preceding reflection through several strong connections. • How can this be accomplished? Steps for future action missing. A realistic step for future action identified. At least one step for future action clearly developed. Steps for future action elaborated with attention to both personal and social relationships. Some attempt to identify resources. Resources identified and named. Multiple resources identified and explored. (C) What is my response? The student creates a goal or identifies an area of growth shaped by what has been learned in (A) and (B). (B) Entering into a dialogue which includes an aspect of the Catholic tradition. The student explores the question “ What way of life fosters greater personal and/or social fulfillment?” through dialogue with learning and an aspect of Catholic tradition. (A) Developing personal and social awareness. The student examines beliefs and actions. The Process Learning to engage the process. • What resources are available to help? Little connection made between belief and action. No attempt to identify resources. Articulation of belief and action present but not developed. Some connection made between belief and action.

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