1. Welcome: Logical Fallacies
Description: This WebQuest is designed to help students recognize logical fallacies and
remove then to create a work of fact instead of broken arguments.
Grade Level: 9-12
Curriculum: English/Language Arts
Keywords: English, literature, logical fallacies, arguments
Introduction
You are a reporter for a newspaper and your job is to gather facts. In this WebQuest, you
will analyze advertisements, videos, and speech excerpts before rewriting several pieces,
removing the fallacies and using only factual evidence.
Task
Individually, you will read the definitions and examples of fallacies. You will then read
the example speeches then watch the designated video. After completing that, you will
analyze several speeches containing logical fallacies and remove the fallacies and rewrite
the speech. Make sure to highlight and make note of the fallacies on your paper before
doing the rewrite.
2. Process
Using the links below, you will learn about the different types of logical fallacies, see
examples from speeches, movies, and advertisements. After seeing these examples, you
will be asked to identify fallacies in a prewriting speech. In a separate Word document or
on a sheet of paper, quote the line and name the fallacy used. Then, remove all the
fallacies and rewrite the speech.
Phase One: Learning about Logical fallacies
Before you can get started at your job, your boss has asked you to familiarize yourself
with fallacies. This means you must know the names, definitions, be able to pick them
out when you see them, and learn how to avoid using them- or learn how to use them
when you need. After that, she has given you several examples of fallacies used during a
presidential debate- because fallacies are important in politics. She then has left some
video clips and advertisements for you to look at so you know how to get the readers
attention on the online blog- which you won’t start today, but should still be familiar
with.
Phase One Tools
Definitions and Examples: http://writingcenter.unc.edu/handouts/fallacies/
Political Debate: http://www.emagill.com/rants/eblog170a.html
Videos and Ads (Watch the videos in the “Material” section):
http://www.annenbergclassroom.org/page/monty-python-and-the-quest-for-the-perfect-
fallacy
3. Phase One Notes
Please take notes of the fallacies you saw on each specified topic. (Ex: Second Monty
Python video used red herring because they pinned the blame on someone else, The third
political debate was labeled as appeal to authority because Lebron James doesn’t know
anything about shampoo.)
Phase Two: Rewriting the Speeches
Now that your boss is satisfied with your understanding, she leaves several speeches on
your desk for you to analyze. She wants you to remove the fallacies and replace them
with actual arguments or facts.
Phase Two Tools
Speeches: http://writingcenter.unc.edu/handouts/fallacies/sample-arguments-with-
fallacies/
http://wsuonline.weber.edu/wrh/practicefallacies.htm (Note: Do this activity in a separate
Word Document or on a sheet of paper.)
Evaluation
You will be evaluated on how well you did the second phase. Phase one was participation
to make sure you were note-taking and attempting to understand the material. The first
speech rewrite will be longer than the second rewrites. You will be graded on correctly
identifying the fallacies, how effectively it was removed from the argument, and how
well the argument was rewritten after the fallacy was removed.
4. Conclusion
By the end of this WebQuest, students should be able to correctly identify logical
fallacies. They should be able to pick them out of an argument and remove them from
their writing.
Teacher Page
This WebQuest should teach when and when not to use logical fallacies, which should be
discussed following the activity. This will teach students how to form arguments, how to
create a rebuttal, and how to be logical when arguing. It will also help the students- by
removing fallacies from their arguments- create stronger, more factual arguments. This
activity could be finished in a day or two.
Core Standards
Common Core Writing Standard 2. Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
W.9-10.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in W.9-10.1-3.)
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. (Editing for conventions should demonstrate command of
L.9-10.1-3.)
5. SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
