I need a 4-6 page essay on the topic of Knowledge and Truth, to be completed by tonight. The essay should explore a broad spectrum of ideas and provide a deep understanding of the subject. While citations are not the primary focus, a clear demonstration of knowledge and analytical depth is essential. Freelancers with expertise in philosophy and strong writing skills are encouraged to apply. Submit your essay here (click the "Submit Assignment" button at the top right). Please use only doc, docx, pdf, gdoc, or txt files. First Essay: 25% of grade (100 points), 1,000-1,500 words (roughly 4-6 pages), due by October 11th, 11:59 pm You have a one-week window to submit your essay. All essays should be in MLA format, double-spaced, with a 12-point font. No late essays are allowed. It is fine to use outside sources like the Stanford Encyclopedia of Philosophy (see the "Helpful Links" tab on the homepage) when studying philosophers, but when you write your papers, don’t directly use material from any source. Close all your books, put them away, and write your essay. Do not quote from sources in your essay. I can tell if you are rewriting a passage, lifting a passage, using something from another source. I want your words, not the words of somebody else. The more you write on your own, without sources, the quicker you will find your own voice and think more critically about the material you study. I would rather get a paper where you are working it out, struggling, than a smooth paper with canned quotes. Introduction to Philosophy - First Essay Topics (choose one): Explain the trial of Socrates. How does Socrates go about defending himself? What are the main ideas presented by Socrates? What reasons are there to say whether these ideas are credible or not? Explain Descartes' argument from doubt. What is he trying to prove? Is he successful? Why or why not? How have critics responded to Descartes’ argument? How successful are those criticisms? What is rational skepticism? What is the essential tension between skepticism & credulity? Assess the credibility of the following: (1) the existence of ghosts, (2) the “Hundredth-Monkey” phenomenon, and (3) a “weird” belief of your own choosing. Discuss the argument in favor of hard determinism. What are the objections to each premise? Which theory, if any, best explains the problem of free will and determinism? What are the main theories of the self? What is the best explanation of personal identity? Is there such a thing as the self? Grades will be posted with feedback on Monday. What Each Grade Represents: THE GRADE OF D: D level work shows only a minimal level of understanding of what philosophical reasoning and argumentative writing is, along with the development of some, but very little, philosophical reasoning and argumentative writing skills or abilities. D work at the end of the course, on the whole, shows only occasional philosophical reasoning skills, but frequent uncritical thinking. Most assignments are poorly done. There is little evidence that the student is reasoning through the assignment. Often the student seems to be merely going through the motions of the assignment, carrying out the form without getting into the spirit of it. D work rarely shows any effort to take charge of ideas, assumptions, inferences, and intellectual processes. In general, D level thinking lacks discipline and clarity. In D level work, the student rarely analyzes issues clearly and precisely, almost never formulates information clearly, rarely distinguishes the relevant from the irrelevant, rarely recognizes key questionable assumptions, almost never clarifies key concepts effectively, frequently fails to use language in keeping with educated usage, only rarely identifies relevant competing points of view, and almost never reasons carefully from clearly stated premises, or recognizes important implications and consequences. D level work does not show good reasoning and problem-solving skills and frequently displays poor reasoning, problem-solving, and argumentative writing skills. THE GRADE OF C: C level work illustrates some but inconsistent achievement in grasping what philosophical reasoning and argumentative writing is, along with the development of modest critical thinking and argumentative writing skills or abilities. C level work at the end of the course, it is true, shows some emerging philosophical reasoning and argumentative writing skills, but also pronounced weaknesses as well. Though some assignments are reasonably well done, others are poorly done; or at best are mediocre. There are more than occasional lapses in reasoning. Though philosophical terms and distinctions are sometimes used effectively, sometimes they are used quite ineffectively. Only on occasion does C level work display a mind taking charge of its own ideas, assumptions, inferences, and intellectual processes. Only occasionally does C level work display intellectual discipline and clarity. The C level student only occasionally analyzes issues clearly and precisely, formulates information clearly, distinguishes the relevant from the irrelevant, recognizes key questionable assumptions, clarifies key concepts effectively, uses language in keeping with educated usage, identifies relevant competing points of view, and reasons carefully from clearly stated premises, or recognizes important implications and consequences. Sometimes the C level student seems to be simply going through the motions of the assignment, carrying out the form without getting into the spirit of it. On the whole, C level work shows only modest and inconsistent reasoning, problem-solving, and argumentative writing skills, and sometimes displays weak reasoning, problem-solving, and argumentative writing skills. THE GRADE OF B: B-level work represents demonstrable achievement in grasping what philosophy and argumentative writing are, along with the clear demonstration of a range of specific philosophical reasoning and argumentative writing skills or abilities. B-level work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. On the whole, philosophical terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The student often analyzes issues clearly and precisely, often formulates information clearly, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key concepts effectively, typically uses language in keeping with educated usage, frequently identifies relevant competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences. B-level work displays good reasoning, problem-solving, and argumentative writing skills. THE GRADE OF A: A-level work demonstrates real achievement in grasping what philosophical reasoning and argumentative writing are, along with the clear development of a range of specific philosophical reasoning and argumentative writing skills or abilities. The work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. In A-level work, philosophical terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The A-level student often analyzes issues clearly and precisely, often formulates information clearly, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key concepts effectively, typically uses language in keeping with educated usage, frequently identifies relevant competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences. A-level work displays excellent reasoning, problem-solving, and argumentative writing skills. The A student's work is consistently at a high level of excellence. Rubric First Essay (1) First Essay (1) Criteria Ratings Pts This criterion is linked to a Learning OutcomeWas the paper on an appropriate topic? 10 pts This criterion is linked to a Learning OutcomeWere quotations avoided? 10 pts This criterion is linked to a Learning OutcomeWas the paper 1000-1500 words long? 10 pts This criterion is linked to a Learning OutcomeThe essay scored below 10% on Turnitin. 10 pts This criterion is linked to a Learning OutcomeDid the paper include a clear thesis statement? 10 pts This criterion is linked to a Learning OutcomeDid the paper present a compelling argument? 10 pts This criterion is linked to a Learning OutcomeDid the paper discuss the subject matter in full detail? 5 pts This criterion is linked to a Learning OutcomeDid the paper discuss the subject matter in some detail? 5 pts This criterion is linked to a Learning OutcomeDid the paper explore relevant examples? 5 pts This criterion is linked to a Learning OutcomeWere terms thoroughly defined? 5 pts This criterion is linked to a Learning OutcomeWere ideas clearly expressed? 5 pts This criterion is linked to a Learning OutcomeDid the paper raise objections to its thesis? 5 pts This criterion is linked to a Learning OutcomeDid the paper fully address objections to its thesis? 5 pts This criterion is linked to a Learning OutcomeDid the paper show implications and consequences of its thesis? 5 pts Total Points: 100