Abstract

In writing papers, students confront two obstacles. First, they may not know what philosophical writing is, mistaking an extended statement of their opinion for a philosophy paper. Second, some students lack certain key writing skills and so have difficulty organizing and conveying their view on a philosophical issue. In addition to reading good philosophical works, students need practice writing, editing, and revising their work and so rough drafts become a key component in teaching philosophical writing. This paper outlines the traditional procedure for rough drafts, highlights some difficulties with this approach, and then details an alternative approach that is advantageous in several ways. In addition, an example classroom handout is provided that introduces this alternative procedure.