This document provides information on critical reading and reasoning. It discusses distinguishing facts from opinions and constructing paragraphs using facts, arguments, and reasons. It also covers topics like taking notes on key points, interpreting texts, defining evidence, different forms of reasoning, analyzing statements as factual or opinionated, and providing an example paragraph analyzing the effectivity of face-to-face classes. The overall document aims to develop the reader's critical reading and reasoning skills through examples, definitions, and interactive activities.
Crafting a top-notch reaction, review, or critique paper goes beyond summarizing the content of the material being analyzed. It involves critical thinking and effective writing skills to evaluate the strengths and weaknesses of the ideas presented. Mastering the art of critical thinking and effective writing is essential to producing a well-structured and articulate response. The process involves identifying the main points, arguments, and evidence presented, assessing their validity and relevance, and organizing thoughts coherently. Using proper grammar and punctuation and incorporating a personal perspective is also crucial to producing an outstanding paper. By following these tips, one can elevate their writing skills and create a piece that showcases their critical thinking ability and understanding of the material.
Being a critical reader also involves understanding that texts are always developed with a certain context. A text is neither written nor read in a vacuum;
its meaning and interpretation are affected by a given set of circumstances.
technique that the writers use in developing ideas that are logically arranged.
transitional devices -help you determine the difference of one pattern from another.
reading and writing skills subject. Text development- intertext. this is my ppt during my demo. the content is good for face-to-face classes and online classes. this material is good for the public school teacher in senior high school.
Crafting a top-notch reaction, review, or critique paper goes beyond summarizing the content of the material being analyzed. It involves critical thinking and effective writing skills to evaluate the strengths and weaknesses of the ideas presented. Mastering the art of critical thinking and effective writing is essential to producing a well-structured and articulate response. The process involves identifying the main points, arguments, and evidence presented, assessing their validity and relevance, and organizing thoughts coherently. Using proper grammar and punctuation and incorporating a personal perspective is also crucial to producing an outstanding paper. By following these tips, one can elevate their writing skills and create a piece that showcases their critical thinking ability and understanding of the material.
Being a critical reader also involves understanding that texts are always developed with a certain context. A text is neither written nor read in a vacuum;
its meaning and interpretation are affected by a given set of circumstances.
technique that the writers use in developing ideas that are logically arranged.
transitional devices -help you determine the difference of one pattern from another.
reading and writing skills subject. Text development- intertext. this is my ppt during my demo. the content is good for face-to-face classes and online classes. this material is good for the public school teacher in senior high school.
Reflect back on what you have learned in this course about how to .docxlorent8
Reflect back on what you have learned in this course about how to construct high-quality arguments for positions. “refer to the attached reading chapter for help”
· Give an example of how the ability to think logically and to construct good arguments could help you in your career and in your daily life?
· In what ways the skill of being able to evaluate the quality of reasoning on all sides will better enable you to discover what is true and to make better choices?
· Finally, consider the argument you have been developing for your writing assignments. How has fairly considering multiple points of view helped you clarify your own perspective?
· What advice would you give to people to help them understand issues more clearly and objectively while being fair to all sides? Feel free to comment on any other values you have gained from this course so far.
Your journal entry must be at least 250 words. You do not need to follow APA style for this journal entry, but you should proofread your work to eliminate errors of grammar and spelling.
3
Deductive Reasoning
White cups stacked with one red cup in the middle.
moodboard/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
Define basic key terms and concepts within deductive reasoning.
Use variables to represent an argument’s logical form.
Use the counterexample method to evaluate an argument’s validity.
Categorize different types of deductive arguments.
Analyze the various statements—and the relationships between them—in categorical arguments.
Evaluate categorical syllogisms using the rules of the syllogism and Venn diagrams.
Differentiate between sorites and enthymemes.
By now you should be familiar with how the field of logic views arguments: An argument is just a collection of sentences, one of which is the conclusion and the rest of which, the premises, provide support for the conclusion. You have also learned that not every collection of sentences is an argument. Stories, explanations, questions, and debates are not arguments, for example. The essential feature of an argument is that the premises support, prove, or give evidence for the conclusion. This relationship of support is what makes a collection of sentences an argument and is the special concern of logic. For the next four chapters, we will be taking a closer look at the ways in which premises might support a conclusion. This chapter discusses deductive reasoning, with a specific focus on categorical logic.
3.1 Basic Concepts in Deductive Reasoning
As noted in Chapter 2, at the broadest level there are two types of arguments: deductive and inductive. The difference between these types is largely a matter of the strength of the connection between premises and conclusion. Inductive arguments are defined and discussed in Chapter 5; this chapter focuses on deductive arguments. In this section we will learn about three central concepts: validity, soundness, and deduction.
.
Understanding arguments, reasoning and hypothesesMaria Rosala
As researchers working in government, influencing service design, we need to know that our research is methodologically sound, our research findings are grounded in empirical data and our recommendations are logically derived.
'Understanding arguments, reasoning and hypotheses' is the first in a series of 5 short courses, covering introduction courses to various aspects of methodology in research, from the use of grounded theory in discovery research, to hypothesis testing and sampling in more experimental research.
In this course, you'll learn:
About arguments
- what we mean by an argument
- how to identify a valid/invalid argument
- what we mean by premises
- what validity and soundness of arguments mean
About reasoning
- what is deductive reasoning and where do we use it
- what is inductive reasoning and where do we use it
- what is abductive reasoning and where do we use it
About hypotheses
- what is a hypotheses and a null hypothesis
- how do we test them
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docxbraycarissa250
1.1Arguments, Premises, and Conclusions
How Logical Are You?
· After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion?
Answer
The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments.
Logic may be defined as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own. Among the benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own.
An argument, in its simplest form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). Every argument may be placed in either of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad arguments. The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad.
As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements:
Chocolate truffles are loaded with calories.
Melatonin helps relieve jet lag.
Political can.
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docxjeremylockett77
1.1Arguments, Premises, and Conclusions
How Logical Are You?
· After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion?
Answer
The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments.
Logic may be defined as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own. Among the benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own.
An argument, in its simplest form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). Every argument may be placed in either of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad arguments. The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad.
As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements:
Chocolate truffles are loaded with calories.
Melatonin helps relieve jet lag.
Political can ...
Prompt #1 Examples of Inductive InferencePrepare To prepare to.docxanitramcroberts
Prompt #1: Examples of Inductive Inference
Prepare
: To prepare to answer this prompt, take another look at Chapter 5 of our book, paying close attention to the names of the various forms of inductive inference.
Types of inductive inference: Appeals to authority, Arguments from Analogy, Inductive Generalizations, Inferences to the Best Explanations, and Statistical Syllogisms
Write
: To answer the prompt, create or find one example each of three different types of inductive inference. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument.
Prompt #2:
One of the most common inferences in life is the inference to the best explanation (sometimes called
abductive reasoning
). We use this type of reasoning to infer what would best explain the things that we see. Chapter 5 in our book demonstrates ways in which this type of reasoning helps us to explain the world around us.
Prepare
: Choose a topic that is difficult or controversial to explain. Some good topics include hoaxes, unusual sightings (e.g. UFOs, bigfoot, the Loch Ness monster), the supernatural or paranormal, events that are the subject of conspiracy theories, unsolved crimes or other court cases, etc.
Reflect
: Do a little research to find a specific topic and learn about explanations on both sides. Consider what you think might best explain the observed facts of the case.
Write
: Explain the topic you chose and why it is interesting or controversial. Present good arguments on more than one side of the issue (e.g. competing explanations of the facts). Analyze both arguments that you have presented. Then present your own argument for your theory that you feel will best explain this phenomenon. Are there any holes in your theory? Is there any information that would be likely to strengthen or weaken your case?
.
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING TESOL Chile
Teaching students how to think critically is not easy. That's no secret. Here you will find the information that will help us to do this - teach students to think critically and creatively. We can do this...
Deductive Reasoning
moodboard/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
1. Define basic key terms and concepts within deductive reasoning.
2. Use variables to represent an argument’s logical form.
3. Use the counterexample method to evaluate an argument’s validity.
4. Categorize different types of deductive arguments.
5. Analyze the various statements—and the relationships between them—in categorical arguments.
6. Evaluate categorical syllogisms using the rules of the syllogism and Venn diagrams.
7. Differentiate between sorites and enthymemes.
By now you should be familiar with how the field of logic views arguments: An argument is just a collection of sentences, one of which is the conclusion and the rest of which, the premises, provide support for the conclusion. You have also learned that not every collection of sentences is an argument. Stories, explanations, questions, and debates are not arguments, for example. The essential feature of an argument is that the premises support, prove, or give evidence for the conclusion. This relationship of support is what makes a collection of sentences an argument and is the special concern of logic. For the next four chapters, we will be taking a closer look at the ways in which premises might support a conclusion. This chapter discusses deductive reasoning, with a specific focus on categorical logic.3.1 Basic Concepts in Deductive Reasoning
As noted in Chapter 2, at the broadest level there are two types of arguments: deductive and inductive. The difference between these types is largely a matter of the strength of the connection between premises and conclusion. Inductive arguments are defined and discussed in Chapter 5; this chapter focuses on deductive arguments. In this section we will learn about three central concepts: validity, soundness, and deduction.
Validity
Deductive arguments aim to achieve validity, which is an extremely strong connection between the premises and the conclusion. In logic, the word valid is only applied to arguments; therefore, when the concept of validity is discussed in this text, it is solely in reference to arguments, and not to claims, points, or positions. Those expressions may have other uses in other fields, but in logic, validity is a strict notion that has to do with the strength of the connection between an argument’s premises and conclusion.
To reiterate, an argument is a collection of sentences, one of which (the conclusion) is supposed to follow from the others (the premises). A valid argument is one in which the truth of the premises absolutely guarantees the truth of the conclusion; in other words, it is an argument in which it is impossible for the premises to be true while the conclusion is false. Notice that the definition of valid does not say anything about whether the premises are actually true, just whether the conclusion could be false if the premises were true. As an example, here is a silly but valid ar.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. OBJECTIVES
Realize that critical reading is a way
of reasoning;
Distinguish factual from opinionated
statements; and
Construct a paragraph on a given
topic with facts, arguments, and
reasons.
4. You are thinking critically when you
do not rest on accepting the message
of the text but coining it in your
personal experiences and
perspectives to help you formulate
logical and right assertions.
CRITICAL READING
5. after critically reading a piece
you should be able to take
notes, paraphrasing - in your
own words - the key points.
What the text says:
6. you should be confident that you
have understood the text sufficiently
to be able to use your own examples
and compare and contrast with other
writing on the subject in hand.
What the text
describes:
7. this means that you should
be able to fully analyze the
text and state a meaning for
the text.
Interpretation of the
text:
8. The reader really is challenged to
reason out and justify the actions,
thoughts, and ideas if the skill of
critical reading and thinking is
developed. The art of reasoning
as offshoot of critical reading and
thinking will be next to be
accomplished.
9. We can define evidence as
anything used to support the
validity of the assertions. Evidence
includes testimony, scientific
findings, statistics, physical objects,
and many more. Weighing all the
evidence can help us to decide on
something.
10. FACT
is one that can be verified
or proved true by
objective means. It is
objective and observation
and experimentation are
means of verification.
11. EXAMPLE
FACT
On July 20, 1969, Neil
Armstrong was the first
human being to set foot on
the moon.
12. OPINION
is one that cannot be
verified or proved true by
objective means. An
opinion is subjective and
must be properly supported
with facts before it can be
accepted as valid.
15. Mechanics
You will be given a certain situation wherein all
the groups will take turns to be the judge and to
be the participants.
For example GROUP 1 will be the JUDGE and the
remaining two groups will be the one to give their
reasons.
16. Mechanics
For every situation, each group will only be given 2
minutes to brainstorm.
Only one speaker will be allowed to convince the judges
by giving their own reasons.
After all the speakers have given their reasons, the
judge will give their judgement based on the reasons
presented by each group.
17. Anna wants to have a movie date with
her family, which genre to you think is
better to watch?
GROUP 2 – ROMANTIC MOVIES
GROUP 3 – HORROR MOVIES
GROUP 1 will be the judge
FIRST SITUATION
18. Juan is craving for sweets, which is
better for him?
GROUP 1 – FRUITS
GROUP 3 – CHOCOLATES
GROUP 2 will be the judge
SECOND SITUATION
19. Maria wants to go on a vacation, which
tourist destination is better for her to
go?
GROUP 1 – PALAWAN
GROUP 2 – BORACAY
GROUP 3 will be the judge
THIRD SITUATION
21. INFERENCE
is the drawing of a new conclusion
from information that is already
known. It can also be used to
predict reasonably or logically what
will happen in the future.
23. GENERALIZATION
is a conclusion based on several
particular facts or cases. A valid
generalization is a statement that
holds true in many cases or is
supported by evidence.
24. EXAMPLE:
Every homeroom in our school
has more girls than boys, so
there are more girls than boys
in our school.
25. ANALOGY
is a comparison between two things
that are similar in some ways but are
essentially unlike. A complete analogy
is one that compares two different
objects that are similar in some
important way.
26. EXAMPLE:
The cell is like a factory-it
processes raw materials,
produces energy, and
discharges wastes.
27. CAUSE AND EFFECT
sequence is one which something is
caused by one or more events that
occurred before it.
29. The following statements are to be
analyzed as factual or opinionated.
Reason/s can also be presented to
support the assertions.
LET’S TRY THIS!
30. STATEMENT
Factual or
Opinionated
Reason
The subject of a sentence will never be
found inside a prepositional phrase.
Hans Solo and Luke Skywalker are
characters in the Star Wars movies.
It is very important to identify the
predicate of a sentence.
The fact is that Boracay has the most
beautiful sand in the world.
31. ACTIVITY
Write your own paragraph with 5-8 sentences.
You can have the working title “The
Effectivity of Face to Face classes in My
Education”. You can provide facts, opinions,
perspectives, experiences and even arguments.
You can also state some reasons if needed.
32. Content (the essential elements
are developed) 10 pts.
Originality
(personal experiences are shared) 5 pts.
Organization
(turn of events is smooth) 5 pts.
TOTAL SCORE 20 pts.
CRITERIA
Editor's Notes
Let us recall our previous lesson on strategies for critical reading. We
identify critical reading as engaging in what you read by asking yourself
question pertaining to the main argument of the text as presented by the
author. It is also understood that it is presenting a reasoned argument that
evaluates and analyzes what you have read. Some strategies are annotating,
contextualizing, reflecting, paraphrasing, outlining, summarizing, exploring the
figurative language, and evaluating the logic of an argument.
Critical reading entails active understanding of a processed and judged author’s words and its meaning.
Of course, these assertions are backed up with strong evidence. As a critical reader you should reflect on:
The interaction between the text and the reader is necessary because reading results from the negotiation of meaning between the text and the
reader. By reading critically, you find out the author’s views on something, ask questions, evaluate the strengths and weaknesses of the author’s
argument, and decide to agree or disagree with it. Thus, critical reading allows you to enter a dialogue with the author—–and this deepens your
understanding of the issue or topic discussed. Therefore, to arrive at a sufficient interpretation of the text, you need to become a critical and active
reader.
It is to be understood that all reasoning is based on data, information,
and evidence. All reasoning is expressed through, and shaped by, concepts
and ideas. All reasoning contains inferences or interpretations by which we
draw conclusions and give meaning to data. All reasoning leads somewhere
or has implications and consequences. Having good logical reasoning skills
will help you in decision making.
It is practical for us to consider the text or the material as an argument
of the author instead of as a fact. In analyzing the text, look for its reliability.
To determine whether the material is reliable, you must be able to distinguish
between fact and opinion.
A written authority such as reference book or human authority as
witness can be used to know the validity of the statement.
It is important to remember that an opinion may be
based on facts, but an opinion is not a fact. Look closely at the author’s use
of persuasive words like ought to, should, and must do for it leads an
opinionated statement that is subjective.
This example expresses a judgment based on facts and is a valid
opinion.
Last thing to do is to draw valid conclusions from gathered evidence.
Remember that there are four forms of reasoning - inference,
generalization, analogy, and cause and effect.
What did you feel while doing the activity?
For the participants:
How did come up with those kinds of reasons?
For the judges:
How were you able to make sound judgement?
What a text means : analyzes the text and asserts a meaning for the text as a whole
This inference is valid because it is logical to conclude that similar skills are required in both sports.
This analogy is complete because it compares functions that are similar.