Running head: TITLE OF PAPER 1 TITLE OF PAPER 2 Construct a Deductively Valid Argument Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises. Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school. Premise two: The arts and humanities enhance the learning experience for children. Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions. Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side. Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development. I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid. Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid? Deductive Logic Flipper is a dolphin, so Flipper is a mammal. Missing premise to make the argument valid: Dolphins are mammals. Dolphins live in the water, but they are not fish. Therefore, not all mammals live on the land. Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air. Premise two: Fish do not need to breathe air, however, live in water. Conclusion: Not all aquatic beings are fish. Hello Tania, I don't agree with your premise. Maybe the missing item is that he lost his job or his car broke down so he didn't have the money or time to buy flowers. Running head: TITLE OF PAPER 1 TITLE OF PAPER 3 Ashford 2: - Week 1 - Discussion Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. 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 ...

1. Running head: TITLE OF PAPER 1
TITLE OF PAPER 2
Construct a Deductively Valid Argument
Write: Identify the components and structure of your argument
by presenting your deductively valid argument in standard form,
and explain how your conclusion follows from your premises.
Premise one: Because some arts and humanities classes take
place after school hours, these studies keep children out of
trouble after school.
Premise two: The arts and humanities enhance the learning
experience for children.
Premise three: Arts deepens a child’s knowledge and
understanding of other cultures and traditions.
Premise four: Participating in the arts and humanities can help
children who may not be great at traditional studies but have a
creative side.
Conclusion: Therefore, teaching children arts and humanities is
necessary for a child’s development.
I feel that all of my premises are true and valid and can be
proven to be true. My audience can also deduct that my
premises are true and thus valid.
Discuss Icon Guided Response: Read the arguments presented
by your classmates, and analyze the reasoning that they have
presented. In particular, if you believe that their argument is
invalid, explain a way in which it would be possible for the

2. premises to be true and the conclusion false. If you believe that
their argument has a false premise, explain why a reasonable
person might take it to be false. Finally, see if you can help
them to improve their argument. How can they alter their
premises so that all of them are true? What might they change
in order to make their argument valid?
Deductive Logic
Flipper is a dolphin, so Flipper is a mammal.
Missing premise to make the argument valid: Dolphins are
mammals. Dolphins live in the water, but they are not fish.
Therefore, not all mammals live on the land.
Premise one: Dolphins are mammals, not fish because they
come to the surface to breathe air.
Premise two: Fish do not need to breathe air, however, live in
water.
Conclusion: Not all aquatic beings are fish.
Hello Tania,
I don't agree with your premise. Maybe the missing item is that
he lost his job or his car broke down so he didn't have the
money or time to buy flowers.
Running head: TITLE OF PAPER 1
TITLE OF PAPER 3
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and
you have until Day 7 (Monday) to respond to your classmates.
Your grade will reflect both the quality of your initial post and

3. the depth of your responses. Reference the Discussion Forum
Grading Rubric for guidance on how your discussion will be
evaluated.
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 Icon 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 titled The Raise to gain more
appreciation of the importance of constructing good arguments
in life.

4. Reflect Icon Reflect: Choose a topic from the PHI103 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 Icon 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 the
PHI103 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
Is it important to teach the arts and humanities to children?
ARGUMENT 1
Premise 1: Teaching arts and humanities to children help them
to become critical thinkers and wake up the creative side of
their brains. These skills also help our children understand
different cultures outside of their own. The skills that are taught
in arts and humanities can be poetry, paintings, philosophy, and
religion. It is also, said that the ancient Greeks taught art and
humanities to educate their citizens.
Conclusion: Teaching arts and humanities to our youth is
necessary for their personal growth.
The strength of Premise 1 is that studies can prove the
conclusion. This would be a deductive argument, because, if one
can accept the premise as valid or provable, then we must
accept the conclusion is true.
The weakness of Premise 1 has a possibility to be interrupted

5. differently from different people, according to your personal
experience with arts and humanities. However, both premises
could be supported and statistically backed up with evidence.
Premise 2: Focusing on studies of arts and humanities takes the
children’s focus off of the development of the core subjects in
school. For instance, while a child is learning a different
language or music they can be in a math class that will teach
them basic skills they will need in life. Thinking outside of the
box or creatively can hinder a child’s learning experience and
end up rejecting school altogether.
Conclusion: Teaching arts and humanities to the young children
can overwhelm them.
The strength of premise 2 is that the premises infer negative
reasons for teaching arts and humanities. Consequently, the
conclusion one can agree on is teaching arts and humanities can
hurt a child’s emotional state if they are not creative.
The weakness of premise 2 is that the premise has room for
different understandings. This would be an inductive argument,
because, the premise has a good likelihood of not being true.
Think about how the two arguments compare to each other. Is
one better than the other?
If so, what makes that one better? In my opinion premise one is
better because it is a more believable argument and can be
proven more easily to be true.
Is each a fair presentation of what someone taking that position
would say? Yes
Are the premises reasonable? Yes,
How might each argument be made better? I can provide some
research behind my arguments and add them to my premise to
make my arguments more convincing.

6. Resource
Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015). With good
reason: A guide to critical thinking [Electronic version].
Retrieved from https://content.ashford.edu/
Discuss Icon Guided Response: Read the arguments presented
by your classmates, and analyze the reasoning that they have
presented. Whether you agree with their position or not, see if
you can help them to improve their arguments. In particular,
point out any respect in which a reasonable person might
disagree with the truth of their premises or with the strength of
their reasoning. Consider addressing the following questions:
Did your classmate present a convincing argument? Why, or
why not? Which part of the argument might someone dispute
(e.g., premise, conclusion, structure, etc.)? How might the
argument be strengthened? Make sure that your posts for the
week include at le ast two substantive responses to classmates.
Hello Christopher,
You did a great job on your post. However, I was not convinced
by the argument. I think for premise one “Premise 1: Social
media connects people, then it enhances interpersonal
relationships.” You can elaborate further to say that Social
media helps connect people from around the world stay
connected to their family and friends. For premise two you can
add to it something about social media hinders face to face
interaction, interpersonal communication, and speaking skills
are diminishing because of the internet.
Barb

7. Hello Melissa,
I agree with your premise one that all funding for universal
healthcare will come from the tax payer’s pockets, however,
right now it comes out of tax payer’s pockets to pay for people
to are on State aid and on top of that we still have to pay for our
own premiums. Actually, spreading the risk over a bigger pool
of people will lower the health insurance premiums. If you look
at Frances Universal health care, the Government helps the
citizens by paying so much money into the fund so the
premiums can be lower.
Barb
Hello Mia,
In your first premise, you say “It is morally wrong to cause
harm to another individual” however someone’s else’s morale’s
may not be the same as your own. Some people may come from
a different country or culture that tells them that torture is ok
and in some parts of the world acceptable. For your second
premise, I ask what actions are torture acceptable and by who.
Just some thoughts to help you on your argument.
Barb
Running head: TEACHING ARTS AND HUMANITIES TO
CHILDREN 1
TEACHING ARTS AND HUMANITIES TO CHILDREN
2
Premise 1: Teaching children arts and humanities help develop
interpersonal interactions by integrating control and
responsiveness.
Premise 2: These creative programs enhance children’s learning
abilities.
Premise 3: Children who learn arts and humanities are

8. significantly less likely than nonparticipants to drop out of
school.
Premise 4: Ancient Greeks taught art and humanities to educate
their citizens and teach them about other civilizations.
Conclusion: Therefore, teaching arts and humanities to our
youth is necessary for their personal growth.
The first premise is widespread recognition that experience in
the arts at a young age enhances children's social and emotional
development. This review takes place in inner city elementary
schools by teachers who partook in a program called artist-in-
residence. This program specifically focused on arts
experiences, particularly drama. The idea was to enhance the
response and understanding of the emotional responses,
expressions, and actions of others. (Brouillette, 2010)
The second premise is grounded on a program that was launched
by the Wolf Trap Foundation for the Performing Arts. The
program is an early childhood arts program; that incorporates
learning Science, Technology, Engineering, and Mathematics
through the study of Arts. The Institute has been using the arts
successfully to teach these studies since 1981. These studies
include storytelling, music, movement and drama to enhance
language in preschool and kindergarten age children. The Wolf
Trap is taking a national leadership role by bringing education
and the arts together by infusing creativity and high-quality into
early childhood development. Studies show that U.S. students
are falling behind other countries in math and sciences and that
high-quality early childhood education plays a critical role in
ensuring a prosperous future for our children. (Wolf Trap
Foundation for the Performing Arts)
The third premise is founded on a study that suggested that
students who participate extra activities for instance orchestra,
chorus or band are less likely than students who are not
involved in these activities to become arrested, use drugs, or
drop out of school. The same study also suggested that the
youth of today spend less time in afterschool activities,

9. therefore are deprived of their benefits. This could be from lack
of extracurricular activity funding that schools are experiencing
or lack of extra money that the family has to contribute to some
of these services that need to be paid for by the family. (Eric,
n.d)
The fourth premise is widely known that the ancient Greeks
taught the arts and humanities to their citizens by way of plays,
poetry, pottery, music, sculpture, paintings, and theater.
This argument is deductively valid. All of my premises are true
and thus can be proven by statistics or studies. All of my
premises are linked to my conclusion that teaching arts and
humanities to the children helps give them an important head
start in the learning process.
References
Brouillette, L. (2010). How the Arts Help Children to Create
Healthy Social Scripts: Exploring the Perceptions of Elementary
Teachers. Arts Education Policy Review, 111(1), 16-24.
doi:10.1080/10632910903228116
ERIC - School Dropout Prevention: What Arts-Based ... (n.d.).
Retrieved from http://eric.ed.gov/?id=EJ963992
Wolf Trap Foundation for the Performing Arts; wolf trap
celebrates arts in education week with the launch of first-of-its-
kind early childhood STEM learning through the arts initiative.
(2010). Education Letter, 138. Retrieved from
http://search.proquest.com/docview/750551641?accountid=3252
1
Running head: TITLE OF PAPER 1

10. TITLE OF PAPER 2
Is it important to teach children Humanities and Arts?
This final assignment is designed to involve all of the main
skills that you have learned during this course. In particular,
your paper should demonstrate the ability to construct a
deductively valid or inductively strong argument, clearly and
accurately explain your reasoning, use high-quality academic
sources to support the premises of your argument, fairly and
honestly evaluate contrary arguments and objections, and
identify fallacies and biases that occur within the arguments or
objections presented.
You will continue to build on the arguments that you are
presented in your previous two papers. In particular,, you will
present a final improved version of your argument for your
thesis that you begin for the Week One Assignment and fully
address the objection that you developed for your Week Three
Assignment. You will need to research a minimum of three
scholarly sources from the Ashford University Library. (For
further information about discovering and including scholarly
research, take a look at the [email protected] Tutorial
instructional resource.)
Write: in your paper
· Explain the topic you are addressing and your position on it.
Provide a preview of your paper and a statement of your thesis
in your opening paragraph. [Approximately 100 words]
· For help crafting a good thesis statement, go to the Ashford
Writing Center.
· Present your main argument for your thesis in standard form,
with each premise and the conclusion on a separate line. Clearly
indicate whether your argument is intended to be inductive or
deductive. Follow up the presentation of your argument by
clarifying the meaning of any premises that could use some
explanation. [About 150 words]
· If your argument is deductive, then it should be valid (in the
strict logical sense of the word); if it is inductive, then it should
be strong. Make sure to avoid committing logical fallacies

11. within your argument (e.g., begging the question). Additionally,
the premises should be true, to the best of your knowledge. If
one of your premises has a pretty obvious counter-example, then
you should either fix the argument so that it does not have this
flaw, or later, in your paper (steps three through five) you
should address the apparent counter-example (showing that it
does not really refute the truth of your premise). Arguments that
are not valid, not very strong, commit fallacies, or that have
counter-examples that are not adequately addressed will not
receive full credit.
· Provide supporting evidence for the premises of your
argument. [Approximately 350 words]
· Pay special attention to those premises that could be seen as
controversial. Evidence may include academic research sources,
supporting arguments (arguments whose conclusions are
premises of the main argument), or other ways of demonstrating
the truth of those premises. This section should include at least
one scholarly research source.
· Explain a strong objection to your argument. [Approximately
250 words]
· Study what people on the other side of this question think
about your reasoning and present the best possible objection
that someone could have to your argument. Do not commit the
straw man fallacy here. Reference at least one scholarlyresearch
source. See the “Practicing Effective Criticism” section of
Chapter 9 of the course text for more information.
· Defend your argument against the objection. [Approximately
200 words]
· Once you have presented the objection, indicate clearly how
you might respond to it. It is acceptable to admit that reasonable
people might disagree with you or that there might be an area in
which your argument could be further strengthened, but you
should do your best to explain why your argument is sound or
cogent despite the objections.
· Provide an appropriate conclusion. [Approximately 75 words]
· For guidance about how to develop a conclusion see the

12. Introductions and Conclusion resource from the Ashford
Writing Center.
For further instruction on how to create arguments, see the How
to Construct a Valid DeductiveArgument and Tips for Creating
an Inductively Strong Argument documents as well as the
Contructing Valid Arguments Video. For an example of a
completed Final Paper, see the Annotated Example The Ethics
of Elephants in Circuses. Let your instructor know if you have
questions about how to complete this paper.
PHI103.W5A1.05.2015
Description:
Total Possible Score: 20.00
Introduces the Essay
Total: 1.00
Distinguished - Provides a comprehensive explanation and
position of the topic, a preview of the paper, and a thesis
statement. All elements are clear and comprehensive.
Proficient - Provides an explanation and position of the topic, a
preview of the paper, and a thesis statement. Minor details are
missing or slightly unclear.
Basic - Provides a partial explanation and position of the topic,
a preview of the paper, or the thesis statement. Relevant details
are missing or unclear.
Below Expectations - Attempts to provide an explanation and
position of the topic, a preview of the paper, and a thesis
statement; however, significant details are missing or unclear.
Non-Performance - The explanation and position of the topic, a
preview of the paper, and a thesis statement are either
nonexistent or lack most of the components described in the
assignment instructions.
Presents a Main Argument for the Thesis
Total: 3.00
Distinguished - Presents a clear main argument for the thesis in
standard form, correctly identifies its type, and thoroughly

13. clarifies the meaning of any premises that need further
information. The main argument contains no errors of logic.
Proficient - Presents a main argument for the thesis in standard
form, correctly identifies its type, and clarifies the meaning of
any premises that need further information. The main argument
contains few errors in clarity or logic.
Basic - Presents a main argument for the thesis, identifies its
type, and partially clarifies the meaning of any premises that
need further information. The main argument or identification
contains some errors in clarity or logic and/or is not in standard
form.
Below Expectations - Attempts to present a main argument for
the thesis; however, incorrectly identifies its type and does not
clarify the meaning of any premises that need further
information. The main argument contains many errors in clarity
or logic and is not in standard form.
Non-Performance - The main argument for the thesis is either
nonexistent or lacks the components described in the assignment
instructions.
Supporting Evidence
Total: 3.00
Distinguished - Provides support for all premises of the
argument. The supporting evidence provides clear and
appropriate reasons for thinking each premise is true.
Proficient - Provides support for all premises of the argument.
The supporting evidence provides appropriate reasons for
thinking each premise is true. Minor details are missing or
unclear.
Basic - Provides support for most premises of the argument. The
supporting evidence provides somewhat appropriate reasons for
thinking each premise is true. Relevant details are missing
and/or unclear.
Below Expectations - Attempts to provide support for all
premises of the argument; however, the supporting evidence
does not provide appropriate reasons for thinking each premise

14. is true, and significant details are missing and entirely unclear.
Non-Performance - Supporting evidence for the premises of the
argument is either nonexistent or lacks the components
described in the assignment instructions.
Explains an Objection to the Argument
Total: 3.00
Distinguished - Comprehensively explains a strong objection to
the argument.
Proficient - Explains a strong objection to the argument. Minor
details are missing or slightly unclear.
Basic - Partially explains an objection to the argument.
Relevant details are missing and/or unclear or the objection is
not strong.
Below Expectations - Attempts to explain an objection to the
argument; however, significant details are missing and unclear,
and the objection is not at all strong.
Non-Performance - The explanation of an objection to the
argument is either nonexistent or lacks the components
described in the assignment instructions.
Defends the Argument Against the Objection
Total: 3.00
Distinguished - Clearly and comprehensively defends the
argument against the objection. The defense has no errors of
logic.
Proficient - Defends the argument against the objection. The
defense has few errors in logic or clarity.
Basic - Partially defends the argument against the objection.
The defense has some errors in logic and/or clarity .
Below Expectations - Attempts to defend the argument against
the objection; however, the defense has many errors in logic and
clarity.
Non-Performance - The defense against the objection is either
nonexistent or lacks the components described in the assignment
instructions.

15. Conclusion
Total: 0.50
Distinguished - The conclusion is skillfully developed and
thoroughly summarizes the research, content, direction, and
purpose of the paper.
Proficient - The conclusion is mostly developed and adequately
summarizes the research, content, direction, and purpose of the
paper.
Basic - The conclusion is present and loosely summarizes the
research, content, direction, and purpose of the paper.
Below Expectations - The conclusion is present, though
somewhat incomplete. It does not adequately summarize the
research, content, direction, and purpose of the paper.
Non-Performance - The conclusion is either nonexistent or lacks
the components described in the assignment instructions.
Organization and Clarity
Total: 1.00
Distinguished - The essay is clearly written and effectively
organized.
Proficient - The essay is clearly written, but some details are
slightly unclear or not effectively organized.
Basic - The essay is lacks relevant details, is unclear and/or not
organized.
Below Expectations - The majority of the is entirely unclear and
significantly disorganized.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the assignment instructions.
Written Communication: Control of Syntax and Mechanics
Total: 1.00
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Written work contains no errors and is very easy to
understand.

16. Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to
understand.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few
errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of
syntax or mechanics, such as spelling and grammar. Written
work contains major errors which distract the reader.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.50
Distinguished - Accurately uses APA formatting consistently
throughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper.
However, layout contains a few minor errors.
Basic - Exhibits limited knowledge of APA formatting
throughout the paper. However, layout does not meet all APA
requirements.
Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There are frequent errors, making the layout
difficult to distinguish as APA.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: Word Requirement
Total: 2.00
Distinguished - The length of the paper is equivalent to the
required number of words.
Proficient - The length of the paper is nearly equivalent to the
required number of words.
Basic - The length of the paper is equivalent to at least three
quarters of the required number of words.

17. Below Expectations - The length of the paper is equivalent to at
least one half of the required number of words.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: Resource Requirement
Total: 2.00
Distinguished - Uses more than the required number of
scholarly sources, providing compelling evidence to support
ideas. All sources on the reference page are used and cited
correctly within the body of the assignment.
Proficient - Uses the required number of scholarly sources to
support ideas. All sources on the reference page are used and
cited correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support
ideas. Some sources may not be scholarly. Most sources on the
reference page are used within the body of the assignment.
Citations may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources
that provide little or no support for ideas. Sources used may not
be scholarly. Most sources on the reference page are not used
within the body of the assignment. Citations are not formatted
correctly.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.