Assignment Design and Instructions

Of course, the assignment is accepted any date before the deadline. The deadline is just the last date the
assignment is accepted: not the date the assignment has to be submitted.
Every submission email will be responded to with 24 hours with confirmation that the assignment was
received through the email transaction. So, if you do not receive an email within 24 hours that confirms your
assignment was received, you should assume that it was NOT received since something went wrong in the
email transaction (though, it’s very rare that this happens). If that happens, you need to locate the original
email that you sent to submit the assignment and forward that sent email to me, since that sent email will
have a date and a time stamp on it that proves you submitted the assignment before the deadline. Please note
that, of course, you can (and are encouraged to) submit the assignment via email any date prior to the
Because our class is designed to cover a large variety of material, it’s unavoidable that the depth of our
discussions about each topic is limited. This writing assignment provides you with a chance to engage with a
topic in more depth, by writing an essay—that is at least five pages long—that is focused on any topic from
units 2, 3 or 4 of your choice. So, the point of this assignment is that you choose a topic from our class
material (from units 2, 3 or 4) that you find interesting and would like to explore more, and write an essay
about it in which you carefully assess some idea or view and explore your own reaction to that idea or view.
For example, if a student found the topic of assisted suicide very interesting, they might choose that topic and
write an essay in which they explain why they agree or disagree with one of the views on assisted suicide that
we learned about. Or, if a student found Bonnie Steinbock’s view on abortion very provocative, they might
write an essay explaining, say, the specific reasons why they think Steinbock’s view is somewhat plausible, or
maybe why they think an alternative view about abortion is more plausible than Steinbock’s. Suggestions
about essay topics are include at end of this document after the instructions. This assignment is worth 20%
of your final grade for the course.
The two tasks that your essay is supposed to accomplish, and how the essay is graded: Your essay
should accomplish two central tasks, and the essay is graded according to how well you perform those two
tasks. To summarize what these two tasks are and how to accomplish these tasks:
• Task 1 – Demonstrating material comprehension:
To accomplish this task, explain the idea or view (or whatever the piece of class material is) that
you’ve chosen to write about. By offering a good explanation of that material, you will be showing
that you have a good understanding of that material. Thus, you will be demonstrating a high degree of
material comprehension.
• Task 2 – Offering an argumentative reaction:
To accomplish this task, in the essay, offer some reasons for why it is that you find something in the
material convincing or unconvincing, or reasons why you agree or disagree with something in the
material. By explaining your reaction to the material and defending that reaction with reasons that
logically support it, you will be demonstrating a high degree of creative and critical thinking about the
material. Thus, you will be offering a high quality argumentative reactive.
To elaborate both tasks: Task 1 is the task of using the essay to demonstrate that you have a good
understanding of the material you have chosen to write about. For example, if someone chooses to write
about Steinbock’s view on abortion, then they would accomplish task 1 by offering a very good explanation
of Steinbock’s view, since a good explanation of her view would demonstrate that the student understands the
view very well. Task 2 is the task of using the essay to demonstrate that you’re able to think very logically
about the material, which is accomplished in the essay by you logically defending whatever it is that you think
about the material. For example, a student writing about Steinbock’s view on abortion might accomplish task
2 by arguing, say, that Steinbock’s view is somewhat appealing because it captures the idea that a being’s
psychology is what makes it morally count, but nonetheless, Steinbock’s should be rejected due to some of its
flaws. By defending that reaction, a student would be demonstrating their ability to think critically about
considerations that a moral controversy is focused on, or demonstrating that their own views on the matter
have become logically honed.
Citation and reference requirement:
(a) It’s required that your essay cites, quotes, or make specific references to content from some article or
articles included in our class readings: only one article is required (which works fine for essays that
offer a very careful, in-depth handling of a reading assignment), but feel free to cite and discuss
multiple articles from class, since it’s often the case that these essays touch upon multiple articles
(this is usually well suited for essays that cover a lot of material and aren’t focused on a very specific
piece of material, like a specific argument for instance). The citation information for each article from
our class is included at the end of this document in section 3. You can use that info for your
citations. You can use either a bibliography or footnotes for citations; that’s your choice (more said
about this below).
(b) Feel free to cite or discuss any literature, websites or videos outside of our assignments, so long as
the sources are credible (for example, professional journal articles, academic websites, published
books, articles from the media, or articles from other classes).
• Cover page: There should be a cover page for your essay which appears at the front of the
document on page 1, and your essay should start on the second page, after the cover page. On the
cover page, the following information should be listed: 1- Your name, 2- the section number for our
class, and 3- the article or articles from class that are addressed in the essay. Your essay does not need
a title, but feel free to use one if you think it aids the essay’s presentation.
• **Essay length / minimum length requirement: As mentioned above, a minimum of five FULL
pages of writing is required. To be totally clear, that means (1) a submission that contains less than
five pages of writing —even slightly less—will not be accepted. And, (2) the required five pages does
NOT include the cover page or the bibliography page: the essay—independently of the cover page
and independently of the bibliography—must be at least five full pages of writing, no less. Thus, the
minimum page length requirement is an utterly STRICT requirement. Note that the essay can be any
length beyond five pages, and quite often, essays of this sort that are well done are indeed longer than
the bare minimum page requirement.
• Font and spacing: The essays need to be written in 12 sized font, double spaced, and written in
Times New Roman font.
• Use indentations only, not spaces between paragraphs: To separate paragraphs, use indentations
at the start of each new paragraph, not spaces between paragraphs. In other words, paragraphs
should only be distinguished from one another by indentations, not by spaces between the
• Label of the document submitted: The name of the document that contains your essay (the
attachment in the email) should include your first and last name in the title. For instance, if your
name were Jane Doe, the title of the doc would be something like: “Jane Doe. Writing Assignment.”
• Document type: Send the assignment as either a word document or a PDF file (NOT AS A
• Citation formatting: It’s required that your essay cites whatever literary sources are discussed or
mentioned in it, and that the essay follows professional citations formatting guidelines to do so. You
can follow the citations guidelines of APA, Chicago, or MLA writing styles; whichever you prefer of
those industry standard writing styles. Note: online guides for all of these writing styles can be
accessed here:
• Bibliography vs. footnote citations: It is your choice whether you display your citations in
footnotes or in a bibliography at the end of the document, so long as you follow the writing style
guidelines you chosen (APA, Chicago, or MLA). If you use a bibliography at the end of the
document, that page containing the citations does not count toward the five required pages of
writing. As said above, to satisfy the five-page-minimum requirement, there must be five pages of
writing aside from the bibliography and aside from the cover page.
Note: To cite any of the class videos, you can cite the youtube links posted on our canvas
class schedule pages (but cite them according to the writing style citation format you’re using
for your assignment).
Article A:
Nathanson, Stephen. 2014. “Act and Rule Utilitarianism.” Internet Encyclopedia of Philosophy. URL =
Article B:
Rachels, James. 1987. “The Utilitarian Approach.” From The Elements of Moral Philosophy. Boston: McGraw-
Article C:
Shaffer-Landau, Russ. 1992. “The Kantian Perspective.” From The Fundamentals of Ethics second edition. New
York: Oxford University Press.
Article D:
O’Neil, Onara. 1993. “A Simplified Account of Kantian Ethics.” From Matters of Life and Death: New
Introductory Essays in Moral Philosophy third edition. Edited by Tom Regan. Boston: McGraw-Hill.
Article E:
Athanassoulis, Nafsika. 2018. “Virtue Ethics.” Internet Encyclopedia of Philosophy,
Article F:
Rachels, James. 2003. “Virtue-Based Theories.” From The Elements of Moral Philosophy. Boston: McGraw-Hill.
Article G:
The American Medical Association. 2017. “Statements on Euthanasia and Physician Assisted Suicide.” From
Code of Medical Ethics. Copyrighted by the American Medical Association.
Article H:
Rachels, James. 1975. “Active and Passive Euthanasia.” New England Journal of Medicine Vol. 292. Reprinted
in Exploring Ethics: An Introductory Anthology, edited by Steven Cahn. 2017. Oxford: Oxford University Press.
Article I:
Callahan, Daniel. 1997. “The Immorality of Assisted Suicide.” From Physician Assisted Suicide, edited by Robert
Weir. Bloomington: Indiana University Press.
Article J:
Reiman, Jeffrey. 1998. “The Folly of Capital Punishment.” From The Death Penalty: For and Against. Coauthored
by Louis Pojman. Oxford: Rowman & Littlefield.
Article K:
Warren, Mary Ann. 1997. “The Concept of Moral Status.” From Moral Status: Obligations to Persons and Other
Living Things. Clarenden Press.
Article L:
Vaughn, Lewis. 2017. “Background to the Controversy on Abortion.” From Bioethics: Principles, Issues and Cases,
third edition. New York: Oxford University Press.
Article M:
Excerpt 1:
Brashers, Hannah. 2019. “Recent Early Abortion Bans.” Allureonline. DOI:
Excerpt 2:
North, Anna. 2020. “What Amy Coney Barrett on the Supreme Court Would Mean for Abortion Rights.”
Vox. DOI:
Article N:
Grob, Kristina, and Nobis, Nathan. 2019. “Background and Common Arguments Against Abortion.” From
Thinking Critically About Abortion. Open Philosophy Press. DOI:
Article O:
Tooley, Michael. 1998. “Personhood.” From A Companion to Bioethics second edition. Edited by Helga Kuhse
and Peter Singer. West Sussex: Blackwell.
Article P:
Excerpt A:
Manninen, Bertha. 2007. “Revisiting the Argument from Fetal Potential.” Philosophy, Ethics, and Humanities in
Medicine 2:7
Excerpt B:
Steinbock, Bonnie. 2011. Life Before Birth: The Moral and Legal Status of Embryos and Fetuses second edition. New
York: Oxford University Press
Excerpt C:
Warren, Mary Ann. 1973. “On the Moral and Legal Status of Abortion.” The Monist 57 (1):43-61
Excerpt D:
Steinbock, Bonnie. 2011. Life Before Birth: The Moral and Legal Status of Embryos and Fetuses second edition. New
York: Oxford University Press
Excerpt E:
Manninen, Bertha. 2007. “Revisiting the Argument from Fetal Potential.” Philosophy, Ethics, and Humanities in
Medicine 2:7
Article Q:
Steinbock, Bonnie. 2011. “The Interest View.” From Life Before Birth: The Moral and Legal Status of Embryos and
Fetuses second edition. New York: Oxford University Press.
Article R:
Steinbock, Bonnie. 2011. “The Interest View, Abortion, and Moral Obligations to the Not Yet Born.” From
Life Before Birth: The Moral and Legal Status of Embryos and Fetuses second edition. New York: Oxford University
How to cite class notes or documents exclusive to class
Depending on which writing style you’re using for your essay format, the details vary concerning how you
should format a citation when citing class notes or one of our class’s posted files. Below are links that should
give you the details for how all three major writing styles (APA, Chicago, or MLA) would guide you to format
that sort of citation. But, if you end up still being unsure about how to do it after sifting through the link
below that connects with the specific writing style you’re using, feel free to email your instructor to ask about
the formatting.
Overview of citing class notes or class documents, in APA, Chicago or MLA formatting:
APA Citation Guide (6th edition): Class Notes, Class Lectures and Presentations [example below]:
MLA Citation Guide (8th Edition): Class Notes & Presentations: https://columbiacollegeca.
Chicago style – citing “miscellaneous sources”, such as class notes or presentations:
More resources:
From Purdue online writing lab — citing online lecture notes and presentation sides:
Example: How to cite online lecture notes or presentation slides from class — APA
When citing online lecture notes, be sure to provide the file format in brackets after the
lecture title (e.g. PowerPoint slides, Word document).
Last name, F. M. (Year, Month Date). Title of presentation [Lecture notes,
PowerPoint slides, etc]. Publisher. URL
Smith, C. (2017, October 13). AI and machine learning demystified [PowerPoint slides].
Citing religious texts via Chicago style (such as the Bible, for example):
Writing Assignment Topic Suggestions
The following essay prompts provide some suggestions and examples of topics or main ideas that one
could use as the basis for your writing assignment essay. If one catches your interest, feel free to use it for
your essay. To tailor the essay topic to what you’re interested in focusing on, feel free to revise any of
these topics by combining two of the essay topics, shortening one, expanding one, or altering it as you see
fit. But if you revise a topic, please send an email briefly describing the revised topic or main idea to get it
approved. Also, if you’d prefer to formulate your own topic or main idea from scratch for the writing
assignment, that’s entirely fine. But in that case, please send an email briefly describing the topic or main
idea to get it approved.
Note about the incorporation of, or reliance on, religious text in your essay discussion:
Please remember that the central purpose of the assignment is that you engage in your own critical
thinking about some moral issue: your own argumentative handling of some ideas, and your own
expression of what you think about the logical persuasiveness of some views that are part of a moral
controversy. Any textual analysis of a religious text, or argumentative appeal to a religious text, should be
secondary to that. This means that if you want to incorporate religious text into your essay, perhaps to
explain some of the background of your personal views on a topic, you can indeed incorporate it—which
often works well since that often makes the essay more candidly expressive of one’s personal views.
But the incorporation of religious text must be secondary to what’s treated in the essay as the primary
focus of the discussion: an argumentative, critical-thinking-based discussion of the ideas that a moral
dispute is concerned with, which allows you to discuss those ideas at a predominantly logical level of
discussion independently of how those ideas may or may not connect with background religious beliefs and
religious texts. In practice this means: an essay for this assignment should not consist in only
a description of what a religious text suggests about some moral issue, since that would prevent you from
carrying out your own argumentative handling of the ideas that the moral issue is concerned with. Again,
you can feel free to discuss your religious beliefs that serve as the background for your moral views, and
you can feel free to discuss religious texts, but that should be secondary to the primary focus of the
essay: a logical handling of the ideas that operates independently of
background religious considerations (or at least, operates independently, to a good extent).
A. Some suggested topics that concern aid-in-dying – physician assisted
suicide and/or euthanasia
1. Our class discussed a large variety of ideas, views and arguments about euthanasia and assisted suicide.
If any of these ideas, views or arguments changed, reinforced, clarified or influenced how you think about
euthanasia and / or assisted suicide, explain that: Explain the idea, view or argument that caught your
attention and explain how it changed, reinforced, clarified or influenced how you think about euthanasia
and/or assisted suicide.
2. Explain how the principles of medical ethics fit into the moral evaluation and the controversy about
aid-in-dying, explain if you think the principles support the pro-aid-in-dying view or the anti-aid-in-dying
view, and if you can, explain what side of the dispute you favor or find more convincing.
3. Some people consider Jack Kevorkian a murderer and think that he was acting very immorally by
helping people to end their lives. But James Rachels’ discussion of euthanasia gives us some reasons for
thinking Kevorkian is not a murderer and that Kevorkian did not act immorally by helping people to end
their lives. Explain how Rachels’ article supports Kevorkian and explain if you side with or against
Rachels and Kevorkian.
4. Explain the American medical association’s view on euthanasia, explain how James Rachels challenges
that view, and explain if you side with the American medical association (the AMA) or James Rachels in
this dispute.
5. Daniel Callahan offers a variety of arguments to convince us that we should disapprove of euthanasia
and assisted suicide and we should not legalize euthanasia and assisted suicide. Explain what it is about
Callahan’s arguments or view that led you to agree with or disagree with Callahan.
6. Daniel Callahan offers a variety of arguments to convince us that we should disapprove of euthanasia
and assisted suicide and we should not legalize euthanasia and assisted suicide. Explain which of his
arguments you think is his most convincing argument, and which you think is his most unconvincing
argument. If you would like, explain if you think his discussion is more convincing than unconvincing, or
more unconvincing that convincing.
7. Explain how James Rachels argues in favor of euthanasia and assisted suicide, explain how Daniel
Callahan argues against euthanasia and assisted suicide, and explain who you think is more convincing.
B. Some suggested topics that concern the death penalty
8. Our class discussed the basic dispute about whether the death penalty should or should not be abolished
in our country. Explain what considerations in our readings, videos, or class discussions you found
convincing or unconvincing, and what side of the despite you support, if indeed you feel decisive support
for one side over the other. Or if you think both sides of the dispute offer convincing arguments, and you
feel partial support for both sides without favoring one side of the dispute over the other, explain what
considerations lead you to feel some support for each side.
9. Explain Jefferey Reiman and Jimmy Dore’s view about why we should abolish the death penalty and
explain if you find his view convincing or unconvincing (or if, perhaps, you think his view
is partially convincing).
10. Our class discussed a large variety of ideas, views, and arguments about the death penalty. If any of
these ideas, views or arguments changed, reinforced, clarified or influenced how you think about the
death penalty, explain that: Explain the idea, view or argument that caught your attention and explain how
it changed, reinforced, clarified or influenced how you think about the death penalty.
C. Some suggested topics that concern abortion and material from unit 3
Topics concerning your reactions to having learned more about abortion:
11. Our class discussed a large variety of ideas, views, and arguments about abortion. If any of these
ideas, views or arguments changed, reinforced, clarified or influenced how you think about abortion,
explain that: Explain the idea, view or argument that caught your attention and explain how it changed,
reinforced, clarified or influenced how you think about abortion.
12. Do you still base your view about abortion on the same argument that you based it on before our class
learned about the topic of abortion? If not, then explain the argument that you based your view on before
unit 3, explain the argument you now base your view on, and explain what it was from unit 3 that
prompted you to change your thinking in that way.
13. If unit 3 had a significant impact on your thinking in any way, or if unit 3 was significantly eyeopening
in any way, explain what considerations from unit 3 had that effect on you, and thus how your
perspective about abortion evolved as a result.
14. One of the most effective ways of ever making your view about a controversial issue as logically
honed as possible is to develop a thorough understanding of the view (or views) you disagree with. So, if
it catches your interest to greatly increase the logical depth and strength of your perspective about
abortion, in your essay explain what you think is the most powerful argument (or arguments) in favor the
view (or views) you disagree with concerning abortion, and explain what you think are the most
considerable reason for rejecting that argument (or those arguments).
Topics concerning Roe v Wade and recent abortion laws:
15. It’s commonly thought that Roe v Wade will soon be challenged and re-evaluated by the current
members of the Supreme Court, with many speculating that there’s a serious possibility of Roe v
Wade being overturned. Given the immense significance of Roe v Wade and the renewed urgency for
Americans to know if they stand with it or against it, one of the most valuable essays you could write
in college is an essay in which you explore or reinforce how you feel about Roe v Wade. So, do you
support it or oppose it? Do you partially support and partially oppose it? Explain your general attitude
about Roe v Wade by explaining how it connects with or clashes with your view about abortion, and
explain if, ultimately, you would support Roe v Wade being overturned or if you would support it being
maintained. (There’s much one could react to when discussing Roe v Wade. Feel free to focus on one
specific aspect of it, or as many as you’re interested in discussing.)
16. Although it was eventually blocked by federal courts, Alabama’s 2019 abortion ban was the strictest
abortion law passed in the nation since the days that pre-dated Roe v Wade. Even among pro-life
supporters, the law is considered extreme (largely because it made so few exceptions for permissible
abortion, and because it would’ve made a physician who performs abortion punishable by up to 99 years
in prison). Alabama’s 2019 abortion ban represents the boldest pro-life sentiments among Americans in
the modern age. Thus, this law is a great point of focus for discussing not only the current state of the
moral controversy about abortion, but also for discussing the current legal, political, and social backdrop
to the new historical chapter of the American “abortion wars” that we’re currently entering. So, do you
support or oppose Alabama’s 2019 abortion ban, or do you perhaps partially support and partially oppose
it? Use this as the basis for explaining your view about abortion by explaining how your view leads you
to support or oppose (or partially support and partially oppose) Alabama’s 2019 abortion ban.
17. Do you support or oppose heartbeat bills? Use this question as a basis for explaining your view about
abortion by explaining how your view leads you to think heartbeat bills are plausible, implausible, or
perhaps a bit of both.
18. Viability plays a crucial role in Roe v Wade. But do you agree that the human fetus is importantly
different once its viable? Do you agree that the point of viability is a reasonable point in pregnancy
when the choice to have an abortion turns into an importantly different choice? If you’re a moderate, then
you can assess this question in your essay to explore whether you agree that Roe v Wade “draws the line”
at the right point of pregnancy, or at a point that’s at least makes some sense. If you’re a liberal or a
conservative, and thus you oppose (or partially oppose) Roe v Wade, you can still assess this question in
your essay to explore whether you think the rationale of the Roe v Wade ruling was at
least *logically* respectable, even if you morally disagree with it. In this essay, try to explain why it
might seem to make sense, or why it might seem to make no sense, to draw the line at viability, if indeed
a line must be drawn at some point of pregnancy.
Topics concerning the arguments and moral views about abortion that we discussed:
19. Of the pro-life arguments and views our class discussed, which do you think is the strongest and
which do you think is the weakest, and why?
20. Our class discussed the argument from potential and three objections to that argument. Which of those
objections did you think was the strongest, and which did you think was the weakest? Explain this and
explain if you think that the argument from potential is more convincing than it is questionable.
21: Explain Bonnie Steinbock’s view on abortion, and explain if you think, ultimately, her view is more
convincing than it is unconvincing (or if it’s more unconvincing than convincing).
22: Our class discussed the potentiality view about abortion (the pro-life view that’s based on the
argument from potential) and Bonnie Steinbock’s pro-choice view about abortion. Although these are
very different views, they both support the following idea: a being’s psychology, not its biology or
physical traits, is what makes it morally matter, and so our moral perspective about abortion should not be
focused on any physical, biological features of the human fetus. Explain how these views differ but
nonetheless both support that idea, and explain if you find that idea convincing.
23: Bonnie Steinbock’s view on abortion suggests that pro-choice views should not “draw the line” at a
specific point of pregnancy due to some biological characteristic developing at that point. Explain her
view, explain why her view suggests this, and explain if you find that suggestion convincing.
24. The Roe v Wade Supreme Court ruling suggests that the human fetus, legal speaking, is not a person.
Although the idea that the human fetus is not a person is a very controversial idea, this idea is supported
by the potentiality view about abortion (the pro-life view that’s based on the argument from potential).
Explain the potentiality view and how it supports Roe v Wade in this specific way, and explain which of
these considerations you find convincing.
25: Whether you’re pro-choice or not, do you think Bonnie Steinbock’s rendition of the pro-choice view
is at least partially insightful or partially convincing? Or, do you think there’s something insightful and
appealing about her view despite that the view also flawed and questionable? (You don’t have to agree
with her view to appreciate it. Sometimes, a view’s value is just that it helps one to recognize and think
about some considerations they didn’t previously recognize or think about.)
26: Explain if you Bonnie Steinbock’s rendition of the pro-choice view is more convincing that the prochoice
view that is expressed by and corresponds to heartbeat bills.
27. On one hand, Steinbock’s view is unsupportive of Roe v Wade’s focus on the point of viability
because her view suggests that viability is just as irrelevant to the morality of abortion as any biological
feature is. But on the other hand, her view is supportive of Roe v Wade’s focus on the point of viability
because that’s the same general point of pregnancy when a fetus becomes conscious and sentient, which
Steinbock’s view treats as the crucial moral change in fetal development. Explain this complicated
connection that Steinbock’s view has to Roe v Wade, and if you can, try to explain if thinking about
Steinbock’s view has strengthened or weakened your support for Roe v Wade (or both, perhaps).
Topics concerning moral status and questions about artificial intelligence, non-human
animals or non-human organisms
28: What feature of the human being do you think makes it wrong to kill a human being? That is, what do
you think the human being’s “status-granting feature” is? Explain that and explain how your view about
that leads you to judge not only abortion, but also the killing of non-human animals, plants, and alien
lifeforms from other planets (if we imagine they exist).
29: If you’re interested in the topic of artificial intelligence, watch the movie “Ex Machina” and explain if
you think the artificial intelligence in the movie—the character named Ava—is or is not morally wrong to
kill due to her having or not having status-granting features.
30: If you’re interested in either personhood or the potentiality view (the pro-life view that’s based on the
argument from potential), and you’re interested in the topic of artificial intelligence, watch the movie “Ex
Machina” and explain if you think the artificial intelligence in the movie—the character named Ava—
does or does not qualify as a person.
31: If you’re interested in the topic of artificial intelligence and Bonnie Steinbock’s interest view of moral
standing, watch the movie “Ex Machina” and explain if you think the artificial intelligence in the movie
—the character named Ava—is or is not morally wrong to kill according to Steinbeck’s interest view.
32: Explain how Bonnie Steinbock’s interest view of moral standing supports the idea that non-human
animals deserve the right to humane treatment but plants do not deserve this right, and explain if you
considering this way of thinking plausible.
33: Bonnie Steinbock’s interest view of moral standing offers a way of ranking the moral importance of
different kinds of organisms, or different species, according to how psychologically advanced they are.
Her view suggests that the more psychologically advanced a being or species is, the more elaborate and
extensive its interests are. And therefore, the more psychologically advanced a being or species is, the
more moral standing it has. Explain that idea: explain how her view suggests that some organisms or
species are more wrong to kill than others, and explain if you consider this way of thinking plausible.

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Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.

What discipline/subjects do you deal in?

We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.

Are your writers competent enough to handle my paper?

Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.

What if I don’t like the paper?

There is a very low likelihood that you won’t like the paper.

Reasons being:

  • When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
  • We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.

In the event that you don’t like your paper:

  • The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
  • We will have a different writer write the paper from scratch.
  • Last resort, if the above does not work, we will refund your money.

Will the professor find out I didn’t write the paper myself?

Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.

What if the paper is plagiarized?

We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.

When will I get my paper?

You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment Help Service Works

1. Place an order

You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.

2. Pay for the order

Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

3. Track the progress

You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.

4. Download the paper

The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.

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Basic features
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  • Unlimited revisions
  • Plagiarism-free guarantee
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Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.

Money-back guarantee

You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.

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Zero-plagiarism guarantee

Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.

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Free-revision policy

Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.

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Your email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.

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