James A.

Benn
2MT3 Asian Meditation Traditions
Essay assignment
This essay is due via avenue by 11:59PM (one minute before midnight) on Wednesday March
13. Late assignments will not be accepted.
• Your essay should be 5–6 pages in length (no more than 6, please) and should conform to the
stylesheet which you can find below.
• You must follow the *style-sheet*, and you should pay attention to the *grading criteria.*
• Please choose one of the topics and answer the question using the readings that have been
assigned for the course. The essay is not intended as a research paper, so you should not need to
consult additional sources beyond the assigned book and articles. If you think you need to do so,
please consult me first.
1. What are the differences between “trance” (dhyāna) and “mindfulness” (smṛti/sati) as
techniques of meditation?
2. What is the relationship between morality and meditation (why do Asian meditation traditions
often expect practitioners to observe morality as a prerequisite to meditation)?
3. The authority of the teacher in the practice of meditation in Asia. Is a teacher necessary? How
much authority is (or should be) invested in a meditation teacher?
4. Is meditation in Asian traditions a type of “conditioning” or a kind of “deconditioning”?
5. How can practitioners of meditation know that their experiences are valid rather than
delusory?
6. Does gender matter in Asian meditation traditions?
7. What do Asian meditation traditions say about the normal day-to-day functioning of the
human mind?
8. What can science tell us about Asian meditation traditions?
9. The role of the intellect in the practice of meditation. (Is meditation a kind of intellectual
activity—if so, what kind—or does it require suspension or transcendence of the intellect?)
10. Does proper practice of a particular kind of meditation require assent to certain religious
doctrines or beliefs? If so, why (and how)? If not, why not?
The essay requires a good deal of thought, so please come and talk to me about it. Or email me.
I will read your outlines and drafts and give you feedback.
Your essay should be 5-6 pages in length (no more than 6, please) and should conform to the
stylesheet. Where can you find this stylesheet? It’s attached below.
You must follow the *stylesheet*, and you should pay attention to the *grading criteria.* Both of
these are below.
Seriously, all questions about citation style, font, spacing etc. are answered in the stylesheet,
which is below.
No, really, they are.
OK, read the stylesheet first, and then ask me questions. Thanks.
You must analyse the readings and argue your case, supporting your argument with evidence
(brief quotations with proper citations) from the texts. Decide on your argument first, and plan
your essay accordingly.

I urge you to start thinking about this assignment now, and to consult me at your earliest
convenience. You will not be able to write a good essay the night before it is due.
Use of generative AI in this assignment
You are welcome to use any generative AI tools you like to brainstorm about ideas for the essay
and to improve the writing of the essay itself (you can certainly ask AI for feedback on a draft of
the essay), but you must cite all the help you receive from those tools, and you should write the
majority of the essay yourself. If you want a high mark, don’t trust this responsibility entirely to
AI.
There is no obligation or expectation to use generative AI in this assignment. I encourage you to
think and write for yourself.
Note these Instructions about how to cite Generative AI
Home - How Do I Cite Generative AI? - McMaster LibGuides at McMaster University
I will penalize any work that does not cite sources or AI tools properly. The University also has
rules about Academic Integrity and plagiarism that you should not break. Please ask me if you
are uncertain about anything.
Style Sheet for Undergraduate Essays
Follow the advice in Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and
Dissertations, Turabian (Chicago) Style - How Do I Cite in Turabian (Chicago)? - McMaster
LibGuides at McMaster University, except as modified below.
1. Organize your paper around a controlling idea or thesis, presented in a clear structure,
usually corresponding to an introduction, a main body and a conclusion. For example, the
first paragraph should identify the topic, state your thesis and indicate your approach. The
subsequent paragraphs should develop arguments in support of the thesis according to the
indicated approach, and the last paragraph should explain the significance of your thesis
for better understanding the topic within a larger context or field of inquiry.
2. Avoid passive voice. Write with active verbs. Always say who does what to whom and
how.
3. Use a good dictionary and thesaurus to select the best vocabulary to convey clearly your
precise meaning. Do not use abbreviations, contractions, slang, colloquial expressions or
pejorative terms.
4. Be specific. Identify crucial people and events: give exact figures and dates. Avoid
generalizations.
5. Explain all specialized terms, scholarly concepts, and/or foreign vocabulary. Try to avoid
jargon entirely. Your roommate should be able to understand what each sentence means.
6. Proofread. Beware missing words, awkward transitions, and/or unclear antecedents.
7. Document all information (not just quotations, but also facts, dates, generally accepted
interpretations, and scholarly opinions) by citing authoritative sources. Even information
from class lectures must be documented.
8. Include a complete and accurate bibliography.
9. Place your name, course number, and date, single-spaced, in the upper-right corner of the
first page. Place a concise title, which clearly indicates the topic and thesis of the paper,
in the center of the first page, one line below the date and two lines above the first
paragraph.
10. Number all pages after the first one.
11. Use an easily readable font (12 point), and double space throughout (body, block
quotations and documentation).
12. Do not right-justify the text. Do not break words with hyphens at the end of lines. A
ragged right margin is easier to read.
13. Underline or italicize titles of monographs and periodicals, as well as foreign words. Do
not place quotation marks around foreign words. Avoid idiosyncratic underlining (for
emphasis, etc.).
14. Avoid excessive capitalization; use lower case for technical terms, theories, doctrines.
15. Avoid lengthy quotations. Write in your own words and be concise. Every word must
convey important information.
PLEASE READ THIS BEFORE YOU BEGIN EVEN THINKING ABOUT WRITING AN
ESSAY
GRADING CRITERIA:
When I grade your work, I look for certain elements. You should use the following as a checklist
when you review your essays before handing them in:
1. Is the essay clearly written, well organized and does it offer the reader a logical, easily
followed development of ideas?
2. Has the essay been carefully proof-read, corrected and is it free of mechanical errors
(grammar, spelling, punctuation, etc.)?
3. Does the introduction give the reader an idea what to expect by describing the scope, focus
and intent of the essay?
4. Does the essay have a succinct conclusion that focuses the reader’s attention on the main
ideas?
5. Is the argument supported by the evidence from the assigned readings?
6. Is the thesis of the essay clear and developed in sufficient depth that the conclusions drawn
seem warranted? In other words, is there a clear, persuasive argument being made that reflects
both the complexity of the subject and alternative points of view?
7. Have all elements of the assignment been clearly understood and carefully followed?
8. Does the analysis of the topic indicate both a clear understanding of the issues/concepts
involved and provide a substantive contribution from the student's own thinking (i.e., was the
essay more than re-arranging or reporting ideas gathered from other sources)?
NOTE: Of the items above, No. 8 is by far the most important. The paper must have something
to say that is your own. Gathering and re-arranging ideas you find in books or articles shows that
you can read. It does not yet indicate you can think.