critical thinking usms bhit shah
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This document provides an overview of arguments, including their definition, structure, types, and distinguishing characteristics. It defines an argument as a claim supported by one or more premises intended to persuade others of the claim's truth. Key points include: - Arguments consist of a conclusion and one or more premises providing evidence or reasons for accepting the conclusion. - Deductive arguments guarantee the truth of the conclusion if the premises are true, while inductive arguments make the conclusion likely but not certain. - For an argument to be valid or strong, its premises must be plausible, truthful, and relevant to supporting the conclusion. - Explanations, reports, and hypothetical statements differ from arguments in that they
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Argumentation
The document provides an overview of argumentation and the key components of constructing a strong argument. It discusses the importance of logos (facts and evidence), ethos (credibility), and pathos (appeals to emotion). Additionally, it outlines common types of reasoning, things to consider like acknowledging other viewpoints, and logical fallacies to avoid. The document emphasizes researching all sides of an issue thoroughly and being able to refute opposing arguments.
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Identifying claims
This document discusses identifying explicit and implicit claims in arguments. It defines explicit claims as those directly stated using words like "because", while implicit claims refer to underlying assumptions and values. The document provides a framework for analyzing arguments by: 1) stating the thesis, 2) identifying explicit reasons and evidence for each, 3) determining implicit reasons and contextual evidence, and 4) evaluating the logic and validity. Identifying implicit assumptions is challenging but reveals the real issues and values underlying an argument.
Argument lesson pp
The document defines an argument as using logical reasoning and evidence to demonstrate that a position or belief is valid. It aims to persuade readers that something is true or to change their beliefs. Key components of an argument include a claim, counterclaims, rebuttals to counterclaims, and supporting evidence. An argumentative essay makes claims based on facts, addresses counterclaims, and uses logic and evidence to convince readers. In contrast, a persuasive essay may rely more on emotion or authority than strong evidence.
Counterargument
This document provides guidance on using counterarguments and rebuttals to strengthen a persuasive essay. It explains that a counterargument addresses views that disagree with the thesis to demonstrate the writer considered alternative perspectives. Including counterarguments establishes credibility and shows other views are valid. The document advises determining opposing views and audiences' potential counterarguments. It provides templates for introducing counterarguments and rebuttals to refute issues raised. Finally, it discusses strategies for including counterarguments and rebuttals within body paragraphs or at the beginning or end of the essay.
Argument
An argument is a logical structure with premises that lead to a conclusion. Arguments can be evaluated based on validity, truth, and soundness. Validity means the conclusion follows logically from the premises. An argument is sound if it is valid and all premises are true. Inductive and deductive reasoning differ in strengths and weaknesses. Inductive relies on experience while deductive accepts fixed definitions, but may lead to apparently necessary but false conclusions. Fallacies and counterarguments should be considered when critically evaluating arguments.
Argument and persuasion
Persuasive writing aims to convince readers to adopt a certain viewpoint using sound reasoning and evidence. It presents a claim supported by multiple reasons backed by facts, expert opinions, statistics, or personal observations. Strong arguments also address potential counterarguments in a fair manner before rebutting them to demonstrate that the writer has considered alternative perspectives. Effective persuasive essays follow a standard format that introduces the claim, discusses each supporting reason and evidence, addresses counterarguments, and concludes by restating the central claim.
Elements of persuasive or argument writing
The document provides guidance on writing a persuasive essay or paper. It explains that a persuasive essay attempts to convince the reader of a particular viewpoint using sound reasoning and evidence. It should introduce the topic and thesis, state facts of the case, prove the thesis with arguments, disprove opposing arguments, and conclude. The thesis usually appears at the end of the introduction as a one sentence summary. The essay should explain the topic, give supporting facts cited from sources, present facts building the strongest argument last, and conclude by restating why the audience should be persuaded. When planning, the writer should choose a position, analyze the audience, research the topic, and structure the essay.
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The document provides an overview of argumentation and the key components of constructing a strong argument. It discusses the importance of logos (facts and evidence), ethos (credibility), and pathos (appeals to emotion). Additionally, it outlines common types of reasoning, things to consider like acknowledging other viewpoints, and logical fallacies to avoid. The document emphasizes researching all sides of an issue thoroughly and being able to refute opposing arguments.
Build Strong Arguments
This is a presentation for a training session for the Social Sciences Research Development Initiative (SSRDI), it is part of the Academic Skills Lectures Series.
Identifying claims
This document discusses identifying explicit and implicit claims in arguments. It defines explicit claims as those directly stated using words like "because", while implicit claims refer to underlying assumptions and values. The document provides a framework for analyzing arguments by: 1) stating the thesis, 2) identifying explicit reasons and evidence for each, 3) determining implicit reasons and contextual evidence, and 4) evaluating the logic and validity. Identifying implicit assumptions is challenging but reveals the real issues and values underlying an argument.
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The document defines an argument as using logical reasoning and evidence to demonstrate that a position or belief is valid. It aims to persuade readers that something is true or to change their beliefs. Key components of an argument include a claim, counterclaims, rebuttals to counterclaims, and supporting evidence. An argumentative essay makes claims based on facts, addresses counterclaims, and uses logic and evidence to convince readers. In contrast, a persuasive essay may rely more on emotion or authority than strong evidence.
Counterargument
This document provides guidance on using counterarguments and rebuttals to strengthen a persuasive essay. It explains that a counterargument addresses views that disagree with the thesis to demonstrate the writer considered alternative perspectives. Including counterarguments establishes credibility and shows other views are valid. The document advises determining opposing views and audiences' potential counterarguments. It provides templates for introducing counterarguments and rebuttals to refute issues raised. Finally, it discusses strategies for including counterarguments and rebuttals within body paragraphs or at the beginning or end of the essay.
Argument
An argument is a logical structure with premises that lead to a conclusion. Arguments can be evaluated based on validity, truth, and soundness. Validity means the conclusion follows logically from the premises. An argument is sound if it is valid and all premises are true. Inductive and deductive reasoning differ in strengths and weaknesses. Inductive relies on experience while deductive accepts fixed definitions, but may lead to apparently necessary but false conclusions. Fallacies and counterarguments should be considered when critically evaluating arguments.
Argument and persuasion
Persuasive writing aims to convince readers to adopt a certain viewpoint using sound reasoning and evidence. It presents a claim supported by multiple reasons backed by facts, expert opinions, statistics, or personal observations. Strong arguments also address potential counterarguments in a fair manner before rebutting them to demonstrate that the writer has considered alternative perspectives. Effective persuasive essays follow a standard format that introduces the claim, discusses each supporting reason and evidence, addresses counterarguments, and concludes by restating the central claim.
Elements of persuasive or argument writing
The document provides guidance on writing a persuasive essay or paper. It explains that a persuasive essay attempts to convince the reader of a particular viewpoint using sound reasoning and evidence. It should introduce the topic and thesis, state facts of the case, prove the thesis with arguments, disprove opposing arguments, and conclude. The thesis usually appears at the end of the introduction as a one sentence summary. The essay should explain the topic, give supporting facts cited from sources, present facts building the strongest argument last, and conclude by restating why the audience should be persuaded. When planning, the writer should choose a position, analyze the audience, research the topic, and structure the essay.
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This document discusses the counter argument and how to effectively incorporate it into an essay. It defines a counter argument as bringing up arguments against your own position. Including counter arguments makes an author seem more reliable by acknowledging valid points on the other side. The document recommends addressing a counter argument in its own separate paragraph after the two body paragraphs supporting your position but before the conclusion. It provides an example of how to briefly mention the counter argument and then clearly dismiss it.
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Argumentation theory is the study of how conclusions can be reached through logical reasoning and includes the analysis of civil debate, conversation, and persuasion. It examines different types of arguments used in various contexts such as legal, scientific, mathematical, and political. The field has broadened over time from its philosophical origins to consider arguments beyond formal systems. Effective arguing requires understanding one's purpose, knowing the details of the argument, listening to others, and not arguing with those unwilling to provide good reasons for their beliefs.
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The document provides instructions for writing an argumentative essay. It explains that an argumentative essay takes a position on an issue and aims to convince the reader of that viewpoint. It should have an introduction with a hook and thesis statement, three body paragraphs supporting the thesis with evidence and addressing counterclaims, and a conclusion that restates the main points. Counterclaims and opposing views should be acknowledged and refuted in the third body paragraph. The essay should follow a clear structure and use reasoning and evidence to support the thesis throughout.
Persuasion vs. argument
Persuasion writing aims to convince the reader of the writer's point of view, while argument writing acknowledges other views but aims to show the writer's perspective is valid and deserves consideration. Persuasion relies more on emotion and opinion to sway the reader, whereas argument offers credible evidence and reasons for its perspective. The goal of persuasion is agreement, while the goal of argument is acknowledgment of a worthy perspective.
1.2 Recognizing Arguments
This document discusses how to identify and analyze arguments. An argument must have at least one premise and a conclusion. It also discusses different types of statements that are not arguments, such as warnings, advice, opinions, and reports. Conditional statements on their own are not arguments, but can be used as part of an argument. Necessary conditions are required for something to occur, while sufficient conditions alone are enough to trigger something.
Chapter 9
This chapter discusses arguments in an academic context. An argument is a rational discussion where each person supports their own point of view. Unlike angry disputes, making an academic argument involves trying to convince others of your perspective using adequate, logical, and relevant support. Readers must first identify the writer's point, then evaluate whether the support provided is relevant and adequate to the point being made. Writers should ensure their support clearly applies to and sufficiently backs up their position.
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This document provides guidance on writing persuasive essays. It states that persuasive essays attempt to convince the reader that the writer's point of view is valid by only presenting one side of an issue. It provides tips for different sections of a persuasive essay, including introducing the topic in the introduction without using facts or personal pronouns, supporting the position with specific evidence in the body, and not introducing new material in the conclusion. It also discusses techniques for persuasion, common logical fallacies to avoid, how to address counterarguments, and how to eliminate wordiness to strengthen arguments.
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The document provides instructions for structuring an expository essay. It explains that an expository essay presents information objectively without arguing a position. The introduction should use a technique like a quotation, definition, or fact to grab the reader's attention and end with a thesis statement. The body paragraphs each require a topic sentence supported by evidence like statistics, expert opinions, or examples. The conclusion restates the thesis and main arguments.
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This document discusses the counter argument, which is bringing up arguments against your own position in a paper. It explains that counter arguments allow you to address opposing views and appear more reliable to readers. The document provides examples of how to briefly mention a counter point and then dismiss it to further support your own argument. It recommends including a separate paragraph on the counter argument after the two body paragraphs supporting your position.
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Premises and Conclusions
This document provides a tutorial on identifying premises and conclusions in arguments. It begins by giving examples of premises, conclusions, and argument structure. It then provides tips for distinguishing premises from conclusions, including looking for indicator words and testing statements with "therefore". The rest of the document gives practice identifying premises and conclusions in various arguments, demonstrating the application of the tips.
Counterclaim
A counterclaim presents an opposing viewpoint to the main claim or argument being made in an essay. It answers the question of what other credible positions exist on the topic. The counterclaim should directly contradict the initial claim. Including a counterclaim demonstrates to readers that the author understands multiple perspectives on the issue instead of just their own biased view. The counterclaim is addressed in the fifth paragraph of a paper after establishing reasons and evidence for the main claim.
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The document provides guidance on how to effectively incorporate quotes into writing. It emphasizes that quotes should not be dropped into a paper without context, but rather need a three-part framework: 1) a lead-in sentence to introduce the quote, 2) the quote itself, and 3) a follow-up sentence to explain how the quote fits into the writer's argument. This strategy ensures quotes are not just plunked down randomly, but are properly framed and integrated to support the writer's thesis. The document also cautions against various errors like run-on sentences, comma splices, and grammatical issues that can arise when directly incorporating quotes.
Introducing Arguments
This document introduces arguments and critical thinking. It defines an argument as a set of propositions where one is the conclusion and the others are premises intended to support the conclusion. Arguments can be identified by finding the conclusion and premises. The conclusion of one argument can also serve as a premise for another argument. Critical thinking is important for citizens to properly evaluate moral, social, economic and political issues and have good reasons for what they believe.
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Critical thinking involves systematically evaluating beliefs and statements using rational standards. It examines life through examining one's beliefs, as Socrates said an unexamined life is not worth living. Critical thinking uses distinct procedures like identifying claims, premises, conclusions, and arguments to rationally assess existing beliefs and form new ones. Common impediments include self-interested, group, and subjective thinking. Deductive arguments aim to conclusively support conclusions while inductive arguments probably support conclusions. Fallacies involve irrelevant or unacceptable premises while various reasoning patterns help strengthen arguments.
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The document discusses different types of arguments and how to evaluate them. It defines deductive and inductive arguments. Deductive arguments aim to provide conclusive support for a conclusion, while inductive arguments provide probable but not conclusive support. An argument is valid if the conclusion must be true if the premises are true, and sound if it is also valid and has true premises. An inductive argument is strong if the premises make the conclusion highly probable, and cogent if it is also strong and has true premises. The document outlines four steps to judge arguments and discusses common argument patterns like modus ponens, modus tollens, and disjunctive syllogism.
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The document provides instructions for writing an argumentative essay. It explains that an argumentative essay takes a position on an issue and aims to convince the reader of that viewpoint. It should have an introduction with a hook and thesis statement, three body paragraphs supporting the thesis with evidence and addressing counterclaims, and a conclusion that restates the main points. Counterclaims and opposing views should be acknowledged and refuted in the third body paragraph. The essay should follow a clear structure and use reasoning and evidence to support the thesis throughout.
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Persuasion writing aims to convince the reader of the writer's point of view, while argument writing acknowledges other views but aims to show the writer's perspective is valid and deserves consideration. Persuasion relies more on emotion and opinion to sway the reader, whereas argument offers credible evidence and reasons for its perspective. The goal of persuasion is agreement, while the goal of argument is acknowledgment of a worthy perspective.
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This document discusses how to identify and analyze arguments. An argument must have at least one premise and a conclusion. It also discusses different types of statements that are not arguments, such as warnings, advice, opinions, and reports. Conditional statements on their own are not arguments, but can be used as part of an argument. Necessary conditions are required for something to occur, while sufficient conditions alone are enough to trigger something.
Chapter 9
This chapter discusses arguments in an academic context. An argument is a rational discussion where each person supports their own point of view. Unlike angry disputes, making an academic argument involves trying to convince others of your perspective using adequate, logical, and relevant support. Readers must first identify the writer's point, then evaluate whether the support provided is relevant and adequate to the point being made. Writers should ensure their support clearly applies to and sufficiently backs up their position.
Persuasiveessays
This document provides guidance on writing persuasive essays. It states that persuasive essays attempt to convince the reader that the writer's point of view is valid by only presenting one side of an issue. It provides tips for different sections of a persuasive essay, including introducing the topic in the introduction without using facts or personal pronouns, supporting the position with specific evidence in the body, and not introducing new material in the conclusion. It also discusses techniques for persuasion, common logical fallacies to avoid, how to address counterarguments, and how to eliminate wordiness to strengthen arguments.
The Expository Essay
The document provides instructions for structuring an expository essay. It explains that an expository essay presents information objectively without arguing a position. The introduction should use a technique like a quotation, definition, or fact to grab the reader's attention and end with a thesis statement. The body paragraphs each require a topic sentence supported by evidence like statistics, expert opinions, or examples. The conclusion restates the thesis and main arguments.
Counter argument presentation
This document discusses the counter argument, which is bringing up arguments against your own position in a paper. It explains that counter arguments allow you to address opposing views and appear more reliable to readers. The document provides examples of how to briefly mention a counter point and then dismiss it to further support your own argument. It recommends including a separate paragraph on the counter argument after the two body paragraphs supporting your position.
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This document outlines the key differences between expository and argumentative writing. Expository writing aims to inform readers by objectively describing or explaining a topic, while argumentative writing seeks to persuade readers that the author's opinion on a debatable issue is correct by presenting evidence to support a clear thesis statement. The document provides guidance on focusing an argumentative paper on supporting an opinion using external sources, addressing counterarguments, and avoiding merely summarizing another author's claims.
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This document discusses argumentative writing and how to write an effective argumentative essay. It explains that the goal of argumentative writing is to persuade the reader of a position through clear claims backed by evidence. It provides guidance on choosing a narrow, focused topic with a clear thesis statement that takes a position and can be supported. Examples are given of strong and weak thesis statements. The document also outlines the typical structure of an argumentative essay.
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This document compares informative and argumentative texts. Informative texts aim to explain or define a topic through facts and opinions without expressing the author's own views. Argumentative texts aim to convince readers of the author's viewpoint on an issue through reasons and arguments. The document provides examples of introductory sentences to illustrate whether a text is informative by addressing factual information or argumentative by beginning to argue opinions.
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This document discusses how to use evidence and elaboration when writing. It defines evidence as facts or sources that support an opinion or argument. Elaboration further explains the evidence and its meaning or importance. There are four kinds of elaboration: examples from personal experience or readings, common sense beliefs, opinions of experts found through research, and statistics from research. Elaboration strengthens the link between a topic and argument by clarifying the significance of the evidence.
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This document provides a tutorial on identifying premises and conclusions in arguments. It begins by giving examples of premises, conclusions, and argument structure. It then provides tips for distinguishing premises from conclusions, including looking for indicator words and testing statements with "therefore". The rest of the document gives practice identifying premises and conclusions in various arguments, demonstrating the application of the tips.
Counterclaim
A counterclaim presents an opposing viewpoint to the main claim or argument being made in an essay. It answers the question of what other credible positions exist on the topic. The counterclaim should directly contradict the initial claim. Including a counterclaim demonstrates to readers that the author understands multiple perspectives on the issue instead of just their own biased view. The counterclaim is addressed in the fifth paragraph of a paper after establishing reasons and evidence for the main claim.
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The document provides guidance on how to effectively incorporate quotes into writing. It emphasizes that quotes should not be dropped into a paper without context, but rather need a three-part framework: 1) a lead-in sentence to introduce the quote, 2) the quote itself, and 3) a follow-up sentence to explain how the quote fits into the writer's argument. This strategy ensures quotes are not just plunked down randomly, but are properly framed and integrated to support the writer's thesis. The document also cautions against various errors like run-on sentences, comma splices, and grammatical issues that can arise when directly incorporating quotes.
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This document introduces arguments and critical thinking. It defines an argument as a set of propositions where one is the conclusion and the others are premises intended to support the conclusion. Arguments can be identified by finding the conclusion and premises. The conclusion of one argument can also serve as a premise for another argument. Critical thinking is important for citizens to properly evaluate moral, social, economic and political issues and have good reasons for what they believe.
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introduction to critical thinking.ppt
Critical thinking involves systematically evaluating beliefs and statements using rational standards. It examines life through examining one's beliefs, as Socrates said an unexamined life is not worth living. Critical thinking uses distinct procedures like identifying claims, premises, conclusions, and arguments to rationally assess existing beliefs and form new ones. Common impediments include self-interested, group, and subjective thinking. Deductive arguments aim to conclusively support conclusions while inductive arguments probably support conclusions. Fallacies involve irrelevant or unacceptable premises while various reasoning patterns help strengthen arguments.
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The document discusses different types of arguments and how to evaluate them. It defines deductive and inductive arguments. Deductive arguments aim to provide conclusive support for a conclusion, while inductive arguments provide probable but not conclusive support. An argument is valid if the conclusion must be true if the premises are true, and sound if it is also valid and has true premises. An inductive argument is strong if the premises make the conclusion highly probable, and cogent if it is also strong and has true premises. The document outlines four steps to judge arguments and discusses common argument patterns like modus ponens, modus tollens, and disjunctive syllogism.
Standard Form ArgumentsDiscussion TitleThe central tool of.docx
Standard Form Arguments
Discussion Title
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good reasoning on both sides of an issue.
The requirement for this discussion is a minimum of four posts on four separate days, including at least two substantive responses to peers. The total combined word count for all of your posts for this discussion, counted together, should be at least 400 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly. In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by responding substantively to the replies that others make to you as well. Keep the discussion on target, and analyze things in as much detail as you can.
Prepare: To prepare for this discussion, make sure to read the assigned chapters of the primary text and to review the required resources, including the videos about arguments (in the “Lectures” link on the left). Before responding to the prompt, make sure as well to participate in the interactive scenario at the top of this page titledThe Raise to gain more appreciation of the importance of constructing good arguments in life.
Reflect: Choose a topic from thePHI103 Final Paper Options list. It should be a topic that you find interesting, but also for which you will be able defend a position with careful logical reasoning. Construct the strongest argument that you can on each side of the issue. Strengthen your arguments by contemplating possible objections to each argument, and revise your arguments in light of the objections. Continue this process until you feel that your arguments for each side are as convincing as you can possibly make them.
Write: Present your two arguments (one on each side of the issue) in standard form (with each premise and conclusion on a separate line) on the topic you selected from thePHI103 Final Paper Options list. The two arguments should defend different positions on the topic. For example, if your topic was the existence of Santa Claus, then you would present one argument for the claim that Santa Claus does exist and another argument that Santa Claus does not exist. The premises of each argument will present reasons for thinking that the conclusion is true.
Here is an example of what an argument in standard form looks like:
Premise 1: If Santa Claus exists, then he lives at the North Pole.
Prem.
Dean r berry persuasive argument torture is just a means of fighting terrorism
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The document is a lesson plan for teaching students how to critically analyze persuasive texts. It discusses different types of evidence an author may use to support their claim, including statistical, testimonial, anecdotal, and analogical evidence. It also warns students about logical fallacies authors may use, specifically mentioning the false dichotomy fallacy where only two options are presented when more likely exist. The lesson encourages students to separate an author's argument from unnecessary language and identify the primary claim being made and whether sufficient evidence is provided to support it.Part 1 unit 1 lesson 2 coherence transition between ideas
The document discusses techniques for writing coherent paragraphs and connecting ideas. It begins by defining coherence and explaining that transitional words and phrases establish relationships between sentences by indicating time, spatial, or sequential order. Six categories of transitional elements are described: spatial order, time order, numerical order, cause/effect order, comparison/contrast order, and general/specific order. The document emphasizes that paragraphs need transitional elements to be understandable and coherent, with all sentences arranged in a clear, logical order. It provides examples of transitional words and phrases for different categories.
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The passage describes a situation where a semiconductor manufacturing company plans to bring in 100 workers from Bangladesh who do not speak English or Malay. At a recent production meeting, a local supervisor expressed concern that this could lead to production problems due to miscommunication. The problem statement is to analyze the supervisor's concerns and identify root causes in order to offer suggestions for improvement. This will involve applying critical thinking skills to write an essay addressing the issue, proposing solutions, and drawing a conclusion with references.
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If there is something that would be considered difficult by most of the students but even young researchers, that would be to clearly define an argument and also manage to convey it without sounding judgemental or racist.
Dean R Berry Pro and Con: Torture is Just a Means of Fighting Terrorism d
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The document analyzes a persuasive text that argues torture is justified as a means of fighting terrorism. It discusses the author's claim that torture is justified in "ticking time bomb" scenarios where lives could be saved, and also under normal circumstances to prevent future terrorist plots. The author provides supporting arguments based on utilitarian principles that the benefits of saving many lives outweigh the costs to one person being tortured. However, the document notes readers should carefully examine claims and evidence in persuasive texts.Critical ReasoningWeek 8 Class 1.docx
Critical Reasoning
Week 8: Class 1
So far we’ve learned to…
appreciate the importance of critical thinking standards such as clarity, precision, accuracy, consistency, and fairness
distinguish arguments from non-arguments
identify premises and conclusions
recognize hidden assumptions and implied premises and conclusions
distinguish deductive from inductive arguments
assess the logical validity or strength of arguments
distinguish relevant from irrelevant reasons
identify common logical fallacies
Chapter 8: Evaluating Arguments and Truth Claims
Now, we will focus on the question, “When is an argument a good one?”
(I just saw an advanced screening of The World’s End, so you’ll be seeing a lot of references as we go along )
A good argument does NOT
Mean “Agrees with My Views”
Mean “Persuasive Argument”
Mean “Well-Written or Well-Spoken Argument”
You can tell a good argument when …
all the premises are true and the premises provide good reason to accept the conclusion
It is either deductively sound or inductively cogent.
BUT!!!
“it is not enough for an argument to be deductively sound or inductively cogent. It must also satisfy (at least up to a certain threshold) the key critical thinking standards discussed in Chapter 1.”
Key critical thinking standards
Clarity
Precision
Accuracy
Relevance
Consistency
Logical Correctness
Completeness
Fairness
Most Important
Accuracy: Are all the premises true?
Logical correctness: Is the reasoning correct? Is the argument deductively valid or inductively strong?
But other critical thinking standards must also be taken into account, as well.
And now for something English…
Monty Python Bonus Extravaganza!
Due via email on Friday by 7pm
1-2 bonus points added to your lowest grade!
Make a PowerPoint presentation outlining the argument given for discovering whether this woman is or is not a witch. Name the premises and conclusion, show whether it is deductive or inductive, etc. Basically, is it a good argument or a bad argument, why or why not? Be sure to show your work!
Extra points for creativity!
http://www.youtube.com/watch?v=H9PY_3E3h2c
What is a NOT a good argument?
What IS a good argument?
From last time
Are the premises true?
Is the reasoning correct? Is the argument deductively valid or inductively strong?
Does the arguer commit any logical fallacies?
General Guidelines…
Does the arguer express his or her points clearly and precisely?
Are the premises relevant to the conclusion?
Are the arguer’s claims logically consist.
Inductive and deductive reasoning
The document discusses inductive and deductive reasoning and arguments. It defines the key terms and provides examples to illustrate the differences between deductive and inductive arguments. Specifically, it notes that deductive arguments provide logically conclusive support for conclusions based on premises, while inductive arguments provide probable support based on observations or experiences. It then examines various types of deductive and inductive arguments as well as common logical fallacies.
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This document discusses various types of logical fallacies that can weaken arguments. It defines and provides examples of 9 common fallacies: hasty generalization, faulty causal relationship, slippery slope, circular reasoning, black and white thinking, red herring, loaded questions, misleading use of statistics and false authority, and bandwagon. The document emphasizes analyzing arguments for logical validity and soundness rather than emotional appeals or false assumptions.
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This document provides information about making inferences and formulating assertions and counterclaims. It is a reading and writing guide created by Group #3, led by Triztan Paul Duran. The document defines key terms like inferences, assertions, and counterclaims. It explains different types of each, such as deductive vs inductive inferences. Steps are provided for making inferences from sources. Guidelines are given for formulating assertions to communicate ideas and support arguments. The importance of counterclaims in debates to challenge assertions is discussed. Types of counterclaims like direct refutations are outlined.
makinginferencesanddrawingconclusions.ppt
The document discusses making inferences and drawing conclusions when reading. It explains that inferences go beyond direct statements to implications, and conclusions refer to implied information. It provides examples of inferring meanings from context clues like general sense, examples, antonyms, and contrasts. The document also distinguishes between facts, which can be verified, and opinions, which are subjective judgments, and provides guidance on identifying facts and opinions in texts.
Scaffolding Persuasive Writing
The document outlines the steps for persuasive writing:
1. Establish a situation by introducing the topic and your position on the topic.
2. Include pertinent evidence from research to support your position.
3. Create an organizing structure such as numbered paragraphs to develop your argument in a logical way.
4. Provide a sense of closure by restating your position and the main points that support it.
EAPP Position Paper Powerpoint Presentation
This document provides guidance on developing logical arguments supported by evidence. It begins by explaining the importance of justifying positions with logic rather than personal opinions alone. The objectives are then outlined as defending a position with reasonable arguments and cited evidence, identifying logical fallacies, and evaluating the authenticity of sources. Key terms are defined, including "stand", "claims", "evidence", and "fallacies". Common logical fallacies are explained such as false dilemma, appeal to ignorance, and slippery slope. Criteria for evaluating source authenticity and validity are presented, including relevance, authority of the author, date of publication, accuracy of information, and source location. The document advises avoiding logical fallacies and carefully evaluating sources used to
9.4 Confronting DisagreementBy employing the principles of accur.docx
9.4 Confronting Disagreement
By employing the principles of accuracy and charity, and by effectively criticizing arguments, there can be constructive disagreement that avoids heated emotions and verbal aggression.
Mastering the skills of identifying and constructing arguments is not easy, but at this stage you should feel fairly confident in your command of such skills. The big test now is how you will react when someone disagrees with your argument or when you disagree with someone else’s argument. Although advancing an argument does not require an interaction, as mentioned in Chapter 2, disagreements are bound to occur. Many of us likely prefer to avoid disagreements. Indeed, many people are terrified of debating a point because they fear offending others or worry that a debate will only bring out the worst in everyone, quickly escalating into an emotional display of verbal aggression and “I’ll show you!” attitudes on both parts. Few truly gain from or enjoy such an exchange. This is why most people avoid addressing touchy subjects during holiday dinners: No one wants a delicious meal to end with unpleasantness. However, few gain from allowing contested issues to go unchallenged, either, whether you are simply stewing in resentment over your uncle’s unenlightened remark about a group of people or whether society fails to question a wrongheaded direction in public policy. Not knowing how to disagree in a calm, productive manner can be quite problematic. We should recognize, however, that some do like the tension of the battle and find the raising of voices and the test of quick retorts very exciting. Even so, all they gain is the confirmation that they can win by being the loudest, most articulate, or most aggressive. Unfortunately, this is an illusion, since quieting the opposition does not amount to having convinced them.
The solution to this common problem is threefold. The first part involves clearly articulating premises, examining the coherence of the argument, and identifying the support for each claim. This part is the most technically difficult but is already within your reach, thanks to the standard argument form. As we have discussed throughout this book, being able to draw an argument buried underneath filler sentences, rhetorical devices, and such allows us to grasp the meaning and coherence of what is being communicated. In this section, we will closely examine another factor in identifying arguments: the correct interpretation of an argument. We will call this the principle of accuracy.
The second part is not technically difficult, because it is an attitude or state of mind. In ordinary idiomatic language, it is referred to as giving a person the benefit of the doubt, letting someone have his or her say, or putting suspicion aside. In other words, we should judge others and their ideas fairly, even if we may be less than inclined to do so. Philosophers call this attitude the principle of charity.
Finally, the third part involv.
Dean r berry persuasive argument sugary drinks ban begs the question
Dean r berry persuasive argument sugary drinks ban begs the questionRiverside County Office of Education
The document discusses persuasive reading skills and analyzing arguments. It provides examples of different types of evidence used in persuasive texts, including statistical, testimonial, anecdotal, and analogical evidence. Readers are advised to look for these kinds of supporting evidence and evaluate whether the author's arguments are logically supported. The document also contains sample passages to annotate and evaluate.Rogerian argumentpp[1]
The document discusses three common approaches to argumentation - the Classical, Toulmin, and Rogerian approaches. It then focuses on explaining the key principles and structure of the Rogerian approach. The five key elements of a Rogerian argument are: 1) a brief, objective statement of the issue; 2) exploring common ground; 3) a complete description of the opposing position; 4) a complete description of your own position; 5) presenting a solution that considers both positions and finds compromise. The goal of the Rogerian approach is to have a less confrontational discussion through understanding different perspectives and finding common ground.
PowerPoint Textbook. Parts of an argument recognizing arguments-1-1-1-1.pptx
This document provides an introduction to critical thinking and arguments. It defines critical thinking as carefully exploring ideas and arguments by questioning beliefs and seeking rational reasons. An argument is defined as a conclusion supported by one or more premises. The document outlines the parts of an argument, gives examples of identifying conclusions and premises, and distinguishes arguments from non-arguments. The goal is for readers to learn to recognize, analyze, and construct arguments in order to think critically.
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critical thinking usms bhit shah
- 3. SUBMIT TO SIR NAEEM BALOCH UNIVERSITY OF SUFISM AND MODERN SCIENCE BHIT SHAH
- 4. CONTENT • Introduction of argument. • Stander of argument. • Conclusion. • Premise. • Identification of conclusion and premise. • Types of good argument. • Inductive argument. • Deductive argument.
- 5. An argument is the fundamental tool of the critical thinker. In every day life argument is one of the main ways we exchange ideas with one and other. Argument determine what to think and do.
- 6. It is a group or set of statement when you made a claim and then support the claim with reason you are making an argument. • Claim The claim is an statement that you are asking the others to accept as true. The claim can include information and ideas you are asking others to accept. In an argument the if is one conclusion and others are premise.
- 7. In standered form of argument the premises are given number and conclusion in last having line between conclusion and premise and write the conclusion beneath last premise. like 1 calculus ii will not be harder than calculus i. 2 he did well calculus i he should do well in calculus ii.
- 8. In an argument there is1 conclusion supported by 1 or more than 1 premise. What is conclusion? It is the primary claim which we are tying to get others to accept. for example Littering is harmful. It is a primary claim.
- 9. A reason for this conclusion will called premise. Premise is the supporting claim which gives the reason for accepting the conclusion. • A claim littering is harmful now some premises for this conclusion might be these: • Littering is dangerous to animal. • Littering is dangerous to humans. Thus these premises shows that the conclusion is true.
- 10. A good argument is an argument that is either valid 0r strong, and with plausible premises that or true, do not beg the question, and are relevant to the conclusion.
- 11. 1. Inductive argument 2. Deductive argument Inductive argument: The argument whose conclusion is supposed to follow from it premises with high level of probability. It allow conclusion to be false. EXAMPLE • Milk is a grandfather. • Milk wear glasses. • Therefore all grandfather wear glasses.
- 12. Deductive argument An argument whose conclusion is suppose to follow from its premise with absolute certainty This type of argument the truth of conclusion. Like • All men are mortal. • Socrates is a man. • Therefore socral is mortal.
- 13. We can think argument is way to gather information is not always given in the form of arguments. Sometimes people assert their believe without giving reasons but it is not argument. Things might look like argument but are not lets look at those.
- 14. An explanation is statement or collection of statements asserting why or how something is the case. In explanation statement are not presented as reasons. they are not presented as premises. in explanation statements are trying to make you understand something.
- 15. Reports are not arguments because the author speak intends the audience to accept their claims based only on the reporters testimony. Reports usually convey what is the case and give more factual information. a report is 40 centigrade and partly cloudy. We have to take reporters word for it.
- 16. Some time people express an argument hypothetically and that is not the same as making argument. Like If we have chemistry class every two weeks then we do not have one this week. If word shows that statement is non committed. an argument has to be committed. .
- 17. • https://vwcceng111.pressbooks.com/chapter /-3-argument/ • https://WWW.worldsupporter.org/en/chapter /66105-introducing-arguments-summary- chapter-1-critical-thinking-concise-guide- bowell-kemp • https://bookdown.org/rlridenour/ct- text/cha-arguments. html THANKYOU