Reading and Evaluating Arguments

1. Reading and Evaluating Arguments

2. Learning Objectives: • To recognize the elements of an argument • To recognize types of arguments • To evaluate arguments • To recognize errors in logical reasoning

3. An argument presents logical reasons and evidence to support a viewpoint

4. Parts of an Argument • ISSUE - problem or controversy about which people disagree • CLAIM - the position on the issue • SUPPORT - reasons and evidence that the claim is reasonable and should be accepted • REFUTATION – counter claim

5. Types of Claims • CLAIM OF FACT - statement that can be proven or verified by observation or research • “Within ten years, destruction of rain forests will cause hundreds of plant and animal species to become extinct.”

6. Types of Claims • CLAIM OF VALUE - states that one thing or idea is better or more desirable than another. • “Requiring community service in high school will produce more community-aware graduates.”

7. Types of Claims • CLAIM OF POLICY - suggests what should or ought to be done to solve a problem. • “To reduce school violence, more gun and metal detectors should be installed in public schools.”

8. Types of Support • REASON - a general statement that supports a claim. • EVIDENCE - consists of facts, statistics, experiences, comparisons, expert testimony, case studies, institutions, and examples that show why the claim is valid. • EMOTIONAL APPEALS - ideas that are targeted toward needs or values that readers are likely to care about.

9. Inductive and Deductive Arguments • INDUCTIVE - reaches a general conclusion from observed specifics. • “By observing the performance of a large number of athletes, you could conclude that athletes possess physical stamina.”

10. Inductive and Deductive Arguments • DEDUCTIVE - begins with a major premise and moves toward a more specific statement or minor premise. • “Athletes possess physical stamina. Because Anthony is an athlete, he must possess physical stamina.”

11. Strategies for Reading an Argument • What does the title suggest? Preview! • Who is the author, and what are his or her qualifications (credentials)? • Publishers credentials? • What is the date of publication? • What do I already know about the issue? Think Before You Read

12. Strategies for Reading an Argument • Read once for an initial impression. • Read the argument several more times if you have times. • Annotate as you read. • Highlight key terms. • Diagram or map to analyze structure. Read Actively

13. Strategies for Evaluating Arguments • Evaluate Types of Evidence - Is it sufficient to support the claim? • Personal Experience - may be biased, so do not accept it • Examples - should not be used by themselves

14. Strategies for Evaluating Arguments • Statistics (not quoted/paraphrased) - can be misused, manipulated or misinterpreted. Need citation • Comparisons and Analogies - reliability depends on how closely they correspond to the situation. • Relevancy and Sufficiency of Evidence - is there enough of the right kind to support the claim?

15. Strategies for Evaluating Arguments • Definition of Terms - should be carefully defined and used consistently • Cause-Effect Relationships - evidence that the relationship exists should be present

16. Strategies for Evaluating Arguments • Recognizing and Refuting Opposing Viewpoints • Question the accuracy, relevancy or sufficiency of the opponent’s evidence. • Does the author address opposing viewpoints clearly and fairly? • Does the author refute the opposing viewpoint with logic and relevant evidence?

17. Strategies for Evaluating Arguments • Unfair Emotional Appeals • Emotionally Charged or Biased Language: ex. great legislation, harmful ingredients • False Authority • athletes endorsing underwear • movie stars selling shampoo

18. Strategies for Evaluating Arguments • Unfair Emotional Appeals • Appeal to “Common Folk” • an ad showing a product being used in an average household • a politician suggesting he is like everyone else • Ad Hominem - attack on the person rather than his/her viewpoint • “Join the Crowd” Appeal or Bandwagon

19. What emotional appeal is being used? • Come early so you won’t have to stand in line – because everyone knows you can make a deal with Dave and save. • As a test pilot, Susan Gibbs knows performance. “That’s why I drive a Mustang,” she says. • Olson’s pizzas are lower in fat and calories. Other pizza makers don’t care about your health.

20. Emotional appeals continued… • “We can work magic with your children,” says Eileen of Eileen’s Day Care. “Call upon us, and your children will be happy you did.” • Liberty Bell Airlines flies anywhere in this great land, from sea to shining sea. • As a young man, Candidate Alan Wilson learned what it means to work hard by spending long hours lifting boxes and sweeping floors working in a department store.

21. Errors in Logical Reasoningcommonly called logical fallaciesinvalidate the argument or render argument flawed • Circular Reasoning/Begging the Question • “Female police officers should not be sent to crime scenes because apprehending criminals is a man’s job.” • Hasty Generalization - conclusion derived from insufficient evidence • “Because one apple is sour, all of them in the bowl must be sour.”

22. Errors in Logical Reasoning • Non Sequitur (“It Does Not Follow”) • “Because my doctor is young, I’m sure she’ll be a good doctor.” • False Cause • “Because I opened the umbrella when I tripped on the sidewalk, the umbrella must have caused me to trip.” • Either-Or Fallacy • “Because of the violence, TV must be either allowed or banned.”

23. For Each Argument: • Identify the claim. • Outline the reasons to support the claim. • What types of evidence are used? • Evaluate the adequacy and sufficiency of the evidence. • What emotional appeals are used? • Does the author recognize or refute counter arguments?

24. Comparing the Arguments: • Compare the types of evidence used. • Which argument did you find more convincing? Why? • What further information would be useful in assessing the issue?

25. Read the articles on education and complete the activities following each selection. “School Boards Doing Little to Close Gap Between Whites, Minorities” “School Vouchers: The Wrong Choice for Public Education”