Taxonomy
http://www.iep.utm.edu/fallacy/#H2
http://philosophy.lander.edu/logic/fall_rev.html
Thursday, October 28, 2010
Wednesday, October 27, 2010
Arguments -- Young
Arguments and Explanations
Jon Young
Arguments -- Young
Arguments and Explanations
Jon Young
Argument Article
from http://faculty.uncfsu.edu/jyoung/argument.htm
| Arguments "Argument" is the most fundamental concept in our study of critical thinking. [Including] valid and invalid forms of arguments, strong and weak arguments, causal arguments, analogical arguments, and arguments based on generalizations. The significance of arguments to critical thinking makes it important for all of us to understand the term, and its relationship to some of the basic language of the critical thinking course. The word "argument" is often used in everyday language to refer to a heated dispute, a quarrel, a shouting match. Please take note that we will not be using argument in this sense throughout this course. Instead, "argument," as we will be using the term refers to "a set of propositions, or statements, which are designed to convince a reader or listener of a claim, or conclusion, and which include at least one reason (premise) for accepting the conclusion." Some other definitions of argument may be helpful to you. Kathleen Dean Moore defines an argument as "a claim or proposition put forward along with reasons or evidence supporting it." Robert Ennis defines an argument as "an attempt to support a conclusion by giving reasons for it." (Critical Thinking, 1995) Irving M. Copi, in his Introduction to Logic, defines an argument as a "group of propositions of which one, the conclusion, is claimed to follow from the others, which are premises." In his book, Critical Thinking, Richard Epstein provides the following definition of argument: " An argument is a collection of statements, one of which is called the conclusion whose truth the argument attempts to establish; the others are called the premises, which are supposed to lead to, or support, or convince that the conclusion is true." To understand "argument," it necessary to understand the terms, "proposition" or "statement," the purpose of arguments, and the relationship of premises and conclusions in an argument. Warning: The different meanings of "argument" I made reference earlier to the everyday understanding of argument as a shouting match, dispute, or quarrel, and indicated that our definition of argument is different. This everyday conception of argument can cause confusion at times when you try to identify arguments. Sometimes students conclude that a specific passage is not and argument because they agree with the premise(s) and conclusion. Such an answer assumes that an argument requires a dispute or quarrel. Remember that a passage designed to convince you to accept a conclusion, with at least one premise to support that conclusion, is an argument. Propositions and Statements The building blocks of arguments are propositions (or statements or claims). A proposition (statement or claim) is a sentence that is either true or false. This means that a proposition is distinct from other sentences that not either true or false, such as, questions, commands, and exclamations, All of the following are examples of propositions: "The U. S. holds presidential elections every four years." "Bob bought a new car." "Suzanne has the measles." "More than forty people are enrolled in this class." "An advanced form of life exists on the planet Mars." Each of these statements is a proposition because it is either true or false, or put differently, it has truth value. With some investigation, one can determine the truth or falsity of each statement. It is very important to note that even if a proposition seems obviously false, such as the statement about advanced life on Mars, it is still a proposition, though a false proposition. You should also note that a single sentence may include more than one proposition, For example, the sentence, "Since smoking is bad for your health, you should not do it," includes two propositions: "Smoking is bad for your health." and "You should not do it." "Joseph went to the store and Barbara went to the beach," includes more than one claim. Beware, sometimes a sentence may seem to include two propositions, but does not. A common error is to mistake propositions like the following as being two propositions: "If Andre comes to the party, then Susan will stay at home." We will discuss these types of propositions (they're called "conditionals") later in this course. For now, note that this proposition is NOT saying that both events (Andre comes to the party and Susan will stay at home.) will occur. Rather it is making a single proposition about the relationship of the two parts, namely that if one thing happens the other will happen too. Warning: "It's not a proposition. It's just his or her opinion." The statement above is one commonly made by students in a critical thinking class. This statement reflects a misunderstanding that needs to be resolved now. If we define the term "opinion" as a belief that we accept, though without certainty, then the term covers many topics of vital interest to us. Our views about religion, the best form of government, what constitutes the virtuous life, the meaning of works of art, literature, and music, can all be classified as "opinions." If such statements are not propositions, then they are not true or false, and there is no need to offer reasons in support of them. In this course, we will not dismiss beliefs which people accept, though without certainly, as mere opinions. Rather, we will make a distinction between "mere opinion," that is a belief that is unsupported by reasons, and "reasoned judgment," which is supported by reasons. We will try to improve our skills in developing arguments to support our own opinions, and in evaluating the arguments offered by others in support of their opinions. The Purpose of Arguments: To Convince or Persuade Arguments consist of at least two claims -- statements that are true or false -- which are offered for a specific purpose, namely to convince or persuade a listener or reader. Arguments are related to persuasion, the activities of convincing and of being convinced. These are activities very familiar to all of us. Scarcely a day passes without someone trying to convince us of something. Parents and friends try to convince us to take better care of our health, advertisers try to convince us to buy their products, or political candidates attempt to persuade us on how to vote. The list of examples could go on endlessly. Recall something that someone has tried to convince you of -- something you should do or believe -- in the last several days? Make note of this example because we will come back to it. While arguments are intended to convince, this does not mean that all attempts to convince are arguments. Most of us use and encounter a variety of methods of persuasion. A parent might use a simple gesture or facial expression to persuade a child to refrain from a specific behavior; advertisers sometimes try to convince us to buy their products with advertisements that depict a cute child or pet, a handsome man or pretty woman and the name of his or her product. Sometimes people try to persuade by manipulating language in a variety of ways, such as, through threats and flattery, or by calling people names that have powerful emotional associations, or phrases that insinuate or suggest claims. Such efforts to convince are not arguments. Arguments can be distinguished from these other types of persuasion because they provide reasons for accepting the conclusion. Remember: You should see that you can identify the issue by turning the conclusion into a question. To determine the conclusion, ask yourself, "What is this writer or speaker trying to convince me of?" A passage that only informs is not an argument; the writer or speaker must be trying to convince you of something before it can be called an argument. Note that 2 and 3, 14 and 15, deal with the same information, though only one of each pair is an argument. The Parts of an Argument: Conclusion and Reasons The purpose of arguments, namely to convince or persuade, is reflected in the relationship of their parts. We have already said that an argument is comprised of a claim, or conclusion, and at least one reason for accepting the claim or conclusion. The propositions in an argument are inferentially related, that is, one or more of the propositions are intended to establish the truth of the main proposition or conclusion. The conclusion of the argument is the claim that the writer or speaker is trying to convince another person to accept. In addition to a conclusion, an argument must have at least one reason offered in support of the conclusion. A proposition offered in support of a conclusion can be called simply a reason, or a premise. Don't allow these terms and concepts to obscure from you the fact that hearing and developing arguments is a very common activity, even if you have never reflected on it. If you tell a friend, "You should stop smoking. It's bad for your health," you have given an argument, whose main claim, or conclusion, is "You should stop smoking," and includes at least one reason, or premise, "It's bad for your health." When you express a viewpoint or suggest a course of action to a friend or colleague, and he or she asks "Why?" then the other person is really asking you to give an argument to support your conclusion. Identifying Arguments, Conclusions, and Premises One of the objectives of this lesson is for you to be able to distinguish sets of propositions that are arguments from those that are not arguments. We have offered the following definition of argument: An "argument" is a set of propositions, which is designed to convince a reader or listener of a conclusion, and which include at least one reason (premise) for accepting the conclusion." Arguments, which are designed to convince, are different from sets of propositions that instruct, give directions, report or inform. Most newspaper articles, for example, give reports and are designed primarily to inform you. Instructional manuals provide directions on how to do something. If asked to determine whether a set of propositions is an argument or not, ask yourself the questions, "Is this passage trying to convince me of something." If the answer to this question is "yes," then ask, "What claim or conclusion is the passage intended to convince me to accept?" After identifying the conclusion, ask, "What reasons are given for me to accept this conclusion?" Remember that so long as you have a conclusion and at least one reason or premise, the passage is an argument. Conclusion indicators and premise indicators - In identifying conclusions and premises, it is sometimes helpful to look for certain key words which, if used properly, indicate a conclusion or a premise. Terms such as, "therefore," "hence," "thus," "consequently," or "so," normally introduce a conclusion. Similarly, terms such as "since," "because," "for," and "inasmuch as" often introduce a premise.
Even though these indicator terms are not infallible guides, they can provide a useful test when you seek to identify conclusions and premises. Consider the following examples. "Mr. Jones has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs. You should support him for President." Develop several formulations of the set of propositions with different conclusion and premise indicators to determine which formulation makes sense. One possible formulation would be "Since you should support Jones for President, therefore he has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs." Another possible formulation would be: "Since Jones has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs, therefore you should support him for President." Supplying these premise and conclusion indicators make it clear that the second formulation is the most sensible. This lets us know that "You should support Jones for President" is the conclusion, and that "Jones has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs" is the premise. Issues and Arguments The "issue" of an argument is the question that the argument is intended to answer. Consider the example just discussed: "Mr. Jones has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs. You should support him for President." The issue here is whether I should support Jones for President. Recognizing the issue can be helpful in identifying an argument's conclusion. Ask yourself what question the argument seems be answering, and then look for the answer to that question. At the same time if you identify the conclusion, it is then easy to state the issue. State "whether" at the beginning of the conclusion, and that is the issue. The concept of issue is useful. In the course of discussions and debates, it is not uncommon for participants to lose focus, to stray from the topic at hand. Sometimes a person may intentionally try to turn a conversation away from the issue at hand, because they do not want to discuss it. In such situations, it is helpful to ask, "What is the issue?" In other words, clarifying the question your arguments are intended to answer can help us keep our attention focused. |
Argument Article
from http://faculty.uncfsu.edu/jyoung/argument.htm
| Arguments "Argument" is the most fundamental concept in our study of critical thinking. [Including] valid and invalid forms of arguments, strong and weak arguments, causal arguments, analogical arguments, and arguments based on generalizations. The significance of arguments to critical thinking makes it important for all of us to understand the term, and its relationship to some of the basic language of the critical thinking course. The word "argument" is often used in everyday language to refer to a heated dispute, a quarrel, a shouting match. Please take note that we will not be using argument in this sense throughout this course. Instead, "argument," as we will be using the term refers to "a set of propositions, or statements, which are designed to convince a reader or listener of a claim, or conclusion, and which include at least one reason (premise) for accepting the conclusion." Some other definitions of argument may be helpful to you. Kathleen Dean Moore defines an argument as "a claim or proposition put forward along with reasons or evidence supporting it." Robert Ennis defines an argument as "an attempt to support a conclusion by giving reasons for it." (Critical Thinking, 1995) Irving M. Copi, in his Introduction to Logic, defines an argument as a "group of propositions of which one, the conclusion, is claimed to follow from the others, which are premises." In his book, Critical Thinking, Richard Epstein provides the following definition of argument: " An argument is a collection of statements, one of which is called the conclusion whose truth the argument attempts to establish; the others are called the premises, which are supposed to lead to, or support, or convince that the conclusion is true." To understand "argument," it necessary to understand the terms, "proposition" or "statement," the purpose of arguments, and the relationship of premises and conclusions in an argument. Warning: The different meanings of "argument" I made reference earlier to the everyday understanding of argument as a shouting match, dispute, or quarrel, and indicated that our definition of argument is different. This everyday conception of argument can cause confusion at times when you try to identify arguments. Sometimes students conclude that a specific passage is not and argument because they agree with the premise(s) and conclusion. Such an answer assumes that an argument requires a dispute or quarrel. Remember that a passage designed to convince you to accept a conclusion, with at least one premise to support that conclusion, is an argument. Propositions and Statements The building blocks of arguments are propositions (or statements or claims). A proposition (statement or claim) is a sentence that is either true or false. This means that a proposition is distinct from other sentences that not either true or false, such as, questions, commands, and exclamations, All of the following are examples of propositions: "The U. S. holds presidential elections every four years." "Bob bought a new car." "Suzanne has the measles." "More than forty people are enrolled in this class." "An advanced form of life exists on the planet Mars." Each of these statements is a proposition because it is either true or false, or put differently, it has truth value. With some investigation, one can determine the truth or falsity of each statement. It is very important to note that even if a proposition seems obviously false, such as the statement about advanced life on Mars, it is still a proposition, though a false proposition. You should also note that a single sentence may include more than one proposition, For example, the sentence, "Since smoking is bad for your health, you should not do it," includes two propositions: "Smoking is bad for your health." and "You should not do it." "Joseph went to the store and Barbara went to the beach," includes more than one claim. Beware, sometimes a sentence may seem to include two propositions, but does not. A common error is to mistake propositions like the following as being two propositions: "If Andre comes to the party, then Susan will stay at home." We will discuss these types of propositions (they're called "conditionals") later in this course. For now, note that this proposition is NOT saying that both events (Andre comes to the party and Susan will stay at home.) will occur. Rather it is making a single proposition about the relationship of the two parts, namely that if one thing happens the other will happen too. Warning: "It's not a proposition. It's just his or her opinion." The statement above is one commonly made by students in a critical thinking class. This statement reflects a misunderstanding that needs to be resolved now. If we define the term "opinion" as a belief that we accept, though without certainty, then the term covers many topics of vital interest to us. Our views about religion, the best form of government, what constitutes the virtuous life, the meaning of works of art, literature, and music, can all be classified as "opinions." If such statements are not propositions, then they are not true or false, and there is no need to offer reasons in support of them. In this course, we will not dismiss beliefs which people accept, though without certainly, as mere opinions. Rather, we will make a distinction between "mere opinion," that is a belief that is unsupported by reasons, and "reasoned judgment," which is supported by reasons. We will try to improve our skills in developing arguments to support our own opinions, and in evaluating the arguments offered by others in support of their opinions. The Purpose of Arguments: To Convince or Persuade Arguments consist of at least two claims -- statements that are true or false -- which are offered for a specific purpose, namely to convince or persuade a listener or reader. Arguments are related to persuasion, the activities of convincing and of being convinced. These are activities very familiar to all of us. Scarcely a day passes without someone trying to convince us of something. Parents and friends try to convince us to take better care of our health, advertisers try to convince us to buy their products, or political candidates attempt to persuade us on how to vote. The list of examples could go on endlessly. Recall something that someone has tried to convince you of -- something you should do or believe -- in the last several days? Make note of this example because we will come back to it. While arguments are intended to convince, this does not mean that all attempts to convince are arguments. Most of us use and encounter a variety of methods of persuasion. A parent might use a simple gesture or facial expression to persuade a child to refrain from a specific behavior; advertisers sometimes try to convince us to buy their products with advertisements that depict a cute child or pet, a handsome man or pretty woman and the name of his or her product. Sometimes people try to persuade by manipulating language in a variety of ways, such as, through threats and flattery, or by calling people names that have powerful emotional associations, or phrases that insinuate or suggest claims. Such efforts to convince are not arguments. Arguments can be distinguished from these other types of persuasion because they provide reasons for accepting the conclusion. Remember: You should see that you can identify the issue by turning the conclusion into a question. To determine the conclusion, ask yourself, "What is this writer or speaker trying to convince me of?" A passage that only informs is not an argument; the writer or speaker must be trying to convince you of something before it can be called an argument. Note that 2 and 3, 14 and 15, deal with the same information, though only one of each pair is an argument. The Parts of an Argument: Conclusion and Reasons The purpose of arguments, namely to convince or persuade, is reflected in the relationship of their parts. We have already said that an argument is comprised of a claim, or conclusion, and at least one reason for accepting the claim or conclusion. The propositions in an argument are inferentially related, that is, one or more of the propositions are intended to establish the truth of the main proposition or conclusion. The conclusion of the argument is the claim that the writer or speaker is trying to convince another person to accept. In addition to a conclusion, an argument must have at least one reason offered in support of the conclusion. A proposition offered in support of a conclusion can be called simply a reason, or a premise. Don't allow these terms and concepts to obscure from you the fact that hearing and developing arguments is a very common activity, even if you have never reflected on it. If you tell a friend, "You should stop smoking. It's bad for your health," you have given an argument, whose main claim, or conclusion, is "You should stop smoking," and includes at least one reason, or premise, "It's bad for your health." When you express a viewpoint or suggest a course of action to a friend or colleague, and he or she asks "Why?" then the other person is really asking you to give an argument to support your conclusion. Identifying Arguments, Conclusions, and Premises One of the objectives of this lesson is for you to be able to distinguish sets of propositions that are arguments from those that are not arguments. We have offered the following definition of argument: An "argument" is a set of propositions, which is designed to convince a reader or listener of a conclusion, and which include at least one reason (premise) for accepting the conclusion." Arguments, which are designed to convince, are different from sets of propositions that instruct, give directions, report or inform. Most newspaper articles, for example, give reports and are designed primarily to inform you. Instructional manuals provide directions on how to do something. If asked to determine whether a set of propositions is an argument or not, ask yourself the questions, "Is this passage trying to convince me of something." If the answer to this question is "yes," then ask, "What claim or conclusion is the passage intended to convince me to accept?" After identifying the conclusion, ask, "What reasons are given for me to accept this conclusion?" Remember that so long as you have a conclusion and at least one reason or premise, the passage is an argument. Conclusion indicators and premise indicators - In identifying conclusions and premises, it is sometimes helpful to look for certain key words which, if used properly, indicate a conclusion or a premise. Terms such as, "therefore," "hence," "thus," "consequently," or "so," normally introduce a conclusion. Similarly, terms such as "since," "because," "for," and "inasmuch as" often introduce a premise.
Even though these indicator terms are not infallible guides, they can provide a useful test when you seek to identify conclusions and premises. Consider the following examples. "Mr. Jones has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs. You should support him for President." Develop several formulations of the set of propositions with different conclusion and premise indicators to determine which formulation makes sense. One possible formulation would be "Since you should support Jones for President, therefore he has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs." Another possible formulation would be: "Since Jones has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs, therefore you should support him for President." Supplying these premise and conclusion indicators make it clear that the second formulation is the most sensible. This lets us know that "You should support Jones for President" is the conclusion, and that "Jones has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs" is the premise. Issues and Arguments The "issue" of an argument is the question that the argument is intended to answer. Consider the example just discussed: "Mr. Jones has served in the U.S. Senate for twelve years and has extensive experience in foreign affairs. You should support him for President." The issue here is whether I should support Jones for President. Recognizing the issue can be helpful in identifying an argument's conclusion. Ask yourself what question the argument seems be answering, and then look for the answer to that question. At the same time if you identify the conclusion, it is then easy to state the issue. State "whether" at the beginning of the conclusion, and that is the issue. The concept of issue is useful. In the course of discussions and debates, it is not uncommon for participants to lose focus, to stray from the topic at hand. Sometimes a person may intentionally try to turn a conversation away from the issue at hand, because they do not want to discuss it. In such situations, it is helpful to ask, "What is the issue?" In other words, clarifying the question your arguments are intended to answer can help us keep our attention focused. |
Thursday, October 21, 2010
Writing Traits
Writing Traits Comments
Ideas/Development
- Too much summary and not enough analysis.
- Shallow commentary.
- Facts do not support your main topic.
- You have no facts to support this.
- How does this support your thesis statement/topic sentence?
- Good idea.
- Excellent development.
- Good use of citations.
- Excellent commentary.
- I agree.
- I hadn't thought of that.
- Thesis statement is unclear.
- Topic sentence is unclear.
- Show. Don't Tell.
- Good formatting.
- Excellent attention grabber.
- Good thesis statement.
- Well organized.
- Good transition.
- Unclear.
- Show how your point supports your thesis statement.
- You're rambling.
- This makes little sense.
- Try rearranging these sentences.
- Mix in a paragraph every now and then.
- Way too passive.
- Excellent use of the active voice.
- Use stronger verbs.
- Too many "to be" verbs.
- Are you a robot or a person?
- Way to involve and relate to the reader.
- Excellent word choice.
- Use a more specific word.
- Too many simple sentences.
- Good sentence variety.
- Proofread more carefully.
- Mechanically sound.
- Your poor mechanics interfere with an otherwise good piece of writing.
- Shoot me now, please (on second thought, leave this one out depending on where you teach).
- Verb tense disagreement.
- It's either the past or the present. It can't be both.
- Pronoun antecedent issues abound.
- Review apostrophes.
- Review commas.
Read more: http://www.brighthub.com/education/k-12/articles/16136.aspx#ixzz130fQcavz
Wednesday, October 20, 2010
Thursday, October 7, 2010
-- 08 -- Evaluations; Inference
Evaluations Inference | TFY C7, Evaluations | CRCB C7, Inference |
TFY Chapter Seven Evaluations
This is a chapter about one variety of opinion called evaluations. Evaluations can be openly stated or remain hidden and manipulative. They can be based on explicit or vague criteria, clear or vague feelings. Their effects are powerful. When we mistake them for facts or are influenced by them unawares, we get into trouble. This chapter teaches how to both recognize and detach from evaluations. Exercises and discussion in this chapter will show you how evaluations express and influence feelings, how they can be used covertly to persuade or directly to advise. The writing application in this chapter gives you a choice of analyzing evaluations in advertisements or of writing a critical review. One concluding reading evaluates the monetary evaluation of human life; a second reading evaluates the use of pornography for profit.
TFY Glossary Chapter 7 | |
Evaluate | To determine the value or worth of something. |
Evaluations in word connotations | Highly connotative words can be chosen to convey a person’s likes and dislikes under the guise of offering facts. |
Expectations | Mental constructs that anticipate the way things will be or should be. |
Infer | To use imagination and reasoning to fill in missing facts. To connect the dots. |
Opinion | Opinion is a word used to include an unsupported belief, a supported argument, an expert’s judgment, prevailing public sentiment, and a formal statement by a court. |
Premature evaluation | To judge something before one has finished examining it. |
Principal claim and reasons | These are the two parts of an argument. The principal claim is the thesis or conclusion. The reasons support this claim through evidence or other claims. A claim is an assertion about something. |
Propaganda | Propaganda is the manipulation of public opinion for the benefit of the propagator. |
Relativism | Relativism is the belief that concepts such as right and wrong are not absolutes but depend on situations and the cultures. |
Skilled Evaluations | Skilled evaluations are opinions formed by experts after a careful and impartial study. |
Thinking | Purposeful mental activity such as reasoning, deciding, judging, believing, supposing, expecting, intending, recalling, remembering, visualizing, imagining, devising, inventing, concentrating, conceiving, considering. |
|
CRCB C7, Inference
CHAPTER SEVENCHAPTER GOALS
After learning Chapter 7, you should be able to demonstrate:
What inference is.
Strategies you can use to infer an author’s meaning as you read.
What limits the amount of information you should infer.
How to identify implied main ideas.
What is Inference?
Inference is the process of making assumptions and drawing conclusions about information when an author’s ideas are not directly stated.
Inference Strategies
Understand an author’s purpose.
Note comparisons and implied similarities.
Understand an author’s use of tone.
Detect an author’s bias.
Recognize information gaps.
Tips For Recognizing Information Gaps
Consider all information presented.
Note author’s use of key words and phrases.
Identify when an author leaps from one idea to the next, and mentally fill in the blanks.
Knowing How Much to Infer
Recognize author’s perspective.
Use the text to support your conclusion.
Chapter Vocabulary
inference
diction
imply
purpose
tone
author’s bias
information gaps
implied main idea
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