Evaluating Arguments and Writing Critical Essays

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Task 1: Diagram the argument

It is high time drivers turned to hybrid cars which run on gas and electricity
as an effective solution. These cars automatically turn off their engine
when they are not moving. They do not waste energy when they are stuck
in traffic or stop long at traffic lights. The electricity source in hybrid cars is
a battery. It recharges itself when drivers use the brake. That way, drivers
save their time plugging their cars in for a re-supply. Hybrid cars also have
smaller engines. This means they consume less gas. Regular cars
consume more gas than they do. Hybrid cars are a great choice for those
who care about fashion.
Task 1: Diagram the argument

It is high time drivers turned to hybrid cars which run on gas


and electricity as an effective solution (1). These cars
automatically turn off their engine when they are not moving
2 7
(2). They do not waste energy when they are stuck in traffic or
4 + 5
stop long at traffic lights (3). The electricity source in hybrid
3 6 8 10
cars is a battery (4). It recharges itself when drivers use the
brake (5). That way, drivers save their time plugging their cars
in for a re-supply (6). Hybrid cars also have smaller engines
(7). This means they consume less gas (8). Regular cars 1
consume more gas than they do (9). Hybrid cars are a great
choice for those who care about fashion (10).
Task 1: Diagram the argument (correct)
(1) It is high time drivers turned to hybrid cars which run on gas and electricity as
an effective solution.
(2) These cars automatically turn off their engine when they are not moving.
(3) They do not waste energy when they are stuck in traffic or stop long at traffic
lights.
(4) The electricity source in hybrid cars is a battery.
(5) It recharges itself when drivers use the brake.
(6) That way, drivers save their time plugging their cars in for a re-supply.
4
(7) Hybrid cars also have smaller engines.
(8) This means they consume less gas. 5 7 2

6 + 8 + 3

1
 (1) It is high time drivers turned to hybrid cars which run on gas and
electricity as an effective solution.
 (2)These cars automatically turn off their engine when they are not moving.
 (3)They do not waste energy when they are stuck in traffic or stop long at
traffic lights.
 (4)The electricity source in hybrid cars is a battery.
 (5)It recharges itself when drivers use the brake.
 (6)That way, drivers save their time plugging their cars in for a re-supply.
 (7)Hybrid cars also have smaller engines.
 (8)This means they consume less gas.
 (9)Regular cars consume more gas than  they do.
 (10)Hybrid cars are a great choice for those who care about fashion.

    .  (5)
              |
(3)        (6)     (8)  (9)
|             |          \  /
(2)   +   (4)   +   (7)   +   (10)

              (1)
Task 2: Diagram the argument (correct)
Computer games separate frequent players from society so children cannot learn the important
lessons that require social interaction. In addition, children do not develop their mental skills
well if they are addicted to computer games because these games only focus on patterns.
Unlike traditional games which teach children how to work in a team or how to solve problems,
computer games give children no preparation for their future work or life. Undesirable
influences of computer games on children cannot be undermined.
TASK 3:
(1)For many IUers, the summer semester is not really discouraging.
(2) Most first-ear students have to spend one or two semesters on classes of intensive English
(3) so the summer semester helps them shorten their academic years.
(4) This 3rd semester is half length of the regular semesters
(5) so teachers plan more focused lesson contents.
(6) The mid-term exam is also combined with class time;
(7) therefore, its test contents are more or less adapted.
(8) Even though, the summer semester takes away the fun moments which most students look forward to.

2 4 6

3 5 7 8

1
Task 3: Diagram the argument (correct)

(1) For many IUers, the summer semester is not really discouraging.
(2) Most first-year students have to spend one or two semesters on
classes of intensive English
(3) so the summer semester helps them shorten their academic years
(4) This 3rd semester is half length of the regular semesters
(5) so teachers plan more focused lesson contents
(6) The mid-term exam is also combined with class time
(7) therefore, its test contents are more or less adapted.
2 4 6

3 5 7

1
Task 4: Diagram the argument

Television is an essential device in nearly all household. Television can


play an important role in educating children, but its overwhelming
influences are really worrying. First, television has been increasingly
replacing the traditional roles of families and schools, so children’s
attitudes and behavior have been changed as a result. Second, children
may watch violent scenes on TV and they become more and more
aggressive. This is because parental attention is not always available.
Third, advertisements of processed foods and drinks are so frequent on
TV, which causes children to consume more and more unhealthy foods.
TV commercials need to be limited.
Task 4: Diagram the argument
 (1) Television can play an important role in educating children, but its overwhelming
influences are really worrying
 (2)Television has been increasingly replacing the traditional roles of families and
schools
 (3) Children’s attitudes and behavior have been changed as a result.
 (4) Children may watch violent scenes on TV and they become more and more
aggressive.
 (5) This is because parental attention is not always available.
 (6) Third, advertisements of processed foods and drinks are so frequent on TV
 (7) which causes children to consume more and more unhealthy foods.

(2) (5) (6)

(3) (4) (7)

(1)
Task 4: Diagram the argument (correct)
(1) Television can play an important role in educating children but its overwhelming influences are really
worrying
(2) First, television has been increasingly replacing the traditional roles of families and schools
(3) so children’s attitudes and behavior have been changed as a result
(4) Second, children may watch violent scenes on TV
(5) and they become more and more aggressive
(6) This is because parental attention is not always available.
(7) Third, advertisements of processed foods and drinks are so frequent on TV
(8) TV commercials cause children to consume more and more unhealthy food.

2 4 7

3 + 5 + 8

1
Task 5: Standardize this argument and diagram it

Social media can be such a fun and entertaining way to communicate,


catch up, and keep in touch with family and friends who are far away.
The means of interactive communication allows users to call, by voice
and on video, or text, or chat, or comment and reply to comments on
their posts. When we join public pages or groups of the same interests,
we can learn from other members’ contributions and thus, we can have
more knowledge or skills what may take us a lot more time to acquire if
we do the other ways like joining schools or face-to-face study groups.
Then on the other spectrum, it can be such a political, religious, gossip
column that leads so many to take others' views, comments and opinions
out of context that it becomes an almost evil entity. Not to mention that I
feel certain subjects and info shouldn't be shared if it isn't their business
to do so such as suicide news or notes, along with personal addresses
and so forth. More, it is very important to know that social media can be
a dangerous place as well. We hear lots of stories about online predators,
catfishing and other stories like that. It is important to know the dangers
of social media and be wary of them. Like everything in this life, social
media can be a beneficial and harmful environment."
Task 5: Standardize this argument and diagram it

Standardized argument: Social media can be a beneficial and harmful environment.


Communicate, catch up, and keep in touch with relatives are part of its benefits.
We can interact with others through social media like chat, call and comment. We
can also acquire more knowledge by learning from people in a group with same
interest. In contrast, social can be a dangerous place as well. There are lots of
stories about online predators, catfishing and other stories like that. Suicide news
Numbered statements:
or notes, along with personal addresses and so forth are shared freely.
(1)Social media can be a beneficial and harmful environment.
Furthermore,
(2) Communicate, political,
catch up, religious,
and keep in gossip are
touch with relatives column
part of itsinbenefits.
social media 5can 7be8 a 9threat
(3) We can interact with others through social media like chat, call and comment.
through human’s deviation perspectives. So it’s crucial to be aware of social media
(4) We can also acquire more knowledge. 3 + 4 6
dangers.
(5) Learning from people in a group with same interest.
(6) In contrast, social can be a dangerous place as well.
2 + 9
(7) There are lots of stories about online predators, catfishing and other stories like
that.
1
(8) Furthermore, political, religious, gossip column in social media can be a threat
through human’s deviation perspectives.
(9) So it’s crucial to be aware of social media dangers.
(10) Suicide news or notes, along with personal addresses and so forth are shared
freely.
Standardized argument & diagram (correct)

Social media can be such a fun and entertaining way to communicate, catch up, and keep in touch with family
and friends who are far away. This is because this means of interactive communication allows users to call,
videocall, text, chat, or comment and reply to comments on their posts. In addition, when we join public pages
or groups of the same interests, we can learn from other members’ contributions and thus, we can have more
knowledge or skills. In contrast, social media can be such a distorted political, religious, gossip column that it
becomes a toxic space. Furthermore, social media can be a dangerous place because there are online predators
and online catfishing, and so on. Therefore, social media can be a beneficial and harmful environment.

(1)Social media can be such a fun and entertaining way to communicate, catch up… far away
(2) this means of interactive communication allows users to call, videocall, text, chat … their posts
(3) we join public pages or groups of the same interests,
(4) we can learn from other members’ contributions
(5)we can have more knowledge or skills
(6)social media can be such a distorted political, religious, gossip column
(7) that it becomes a toxic space.
(8)social media can be a dangerous place
(9)there are online predators and online catfishing, and so on
(10)Therefore, social media can be a beneficial and harmful environment
CHAPTER 8

Evaluating Arguments
and

Refuting Arguments
WHERE HAVE WE BEEN SO FAR?

1. To know what critical thinking is and why Chapter 1


we learn it.
2. To know basic elements of critical Chapters 2 + 3
thinking and two patterns of reasoning
3. To evaluate deductive arguments by Chapters 9 + 10
using tools
4. To recognize mistakes in reasoning Chapters 5 + 6
5. To analyze and standardize arguments Chapter 7

To evaluate and strengthen arguments Chapter 8


Part 1: Evaluating Arguments
 Once an argument is summarized/standardized, you
need to evaluate it so that you can decide whether or
not to accept the conclusion.
 Two main questions to evaluate:
1. Is the argument a good argument?
2. Are the premises acceptable?
Is it a good argument?

Is it an argument that ___?


 asks people to “agree with my views”
 sounds/looks very persuasive
 is well-written/spoken
What is NOT a good argument?

What a ‘good argument’ does NOT mean:


 “agree with my views”
 The conclusion is forceful or imposing.
 “persuasive argument”
 People can be persuasive by giving eloquent speech (which
contains both rhetoric and fallacies).
 “well-written/spoken”
 Clarity,
eloquence and organization can all occur in the
presence of logical mistakes.
When is an argument ‘good’?
What a “good argument” does mean:
 deductively sound
 true conclusion following true premises
 inductively cogent
 probably true conclusion following true premises

 A good argument embodies all the good qualities of


critical thinking to have logic and make sense.
EIGHT STANDARDS OF GOOD ARGUMENTS

accuracy

precision relevance

clarity Good argument consistency

logic
fairness
completeness
How to make an argument ‘good’?
 Clear
 Be understandable
 Correct (accurate + precise + logical)
 Use exact language and avoid equivocation
 Relevant
 Avoid off-topic and off-track material
 Consistent
 Avoid logical contradictions
 Complete
 Do not ignore facts relevant to the conclusion
 Fair
 Do not hastily dismiss objections
Which standard(s) is/are missing?
Part 2: Refuting Arguments

Two ways to refute an argument:


1. Show that a premise - or a group of premises
- is false or dubious (vague, doubtful).
2. Show that the conclusion does not follow
from the premises.
Refuting Arguments

1a. Show false or dubious premises

 If a premise is critical to an argument, showing its falsehood


will refute the argument.
(1) All presidents live in the White House. false

(2) Paris Hilton is president. false

So, (3) Paris Hilton lives in the White House.

* We rarely have these arguments in real life.


Refuting Arguments
1b. Show false or dubious premises

1. Children who have unsupervised access to the Internet


may be exposed to pornographic and violent images.
2. Some sexual predators use the Internet to find and
communicate with children.
3. Children have no ability to use a keyboard or mouse false

correctly.
4. So, children should not be allowed unsupervised access
to the Internet.
* For inductive arguments, showing ONE false premise is not
sufficient to prove the conclusion is wrong.
Refuting Arguments

1c. Reduce to the absurd

 show that a statement is false by proving that it logically


implies something that is clearly false or absurd.

Example:
Roommate: Absolutely all killing is wrong.
You: Is it wrong to eat any plants or animals?
Refuting Arguments

1d. Provide a counter-example

 an example that proves that a general claim is false

Example:
A: All international academic institutions in Vietnam are private.
B: Wait a minute. HCMC International University is a public one.
Refuting Arguments

2. Show that the conclusion does not follow from the premises.

 You need to show that the argument is either (a) deductively


invalid or (b) inductively weak.

 Most important questions:


 Are the premises relevant?
 If not, show fallacies of relevance
 Are the premises sufficient to support the conclusion?
 If not, show fallacies of insufficient evidence
Refuting Arguments

2. Show that the conclusion does not follow from the premises (cont’)

Example 1:

Get high-speed Internet access by satellite. It’s fast,


reliable, and won’t tie up your phone lines.

 Ask questions to show these premises are insufficient.

 What about costs (installation fee & high monthly payments)?


 What about long-term contracts?
Refuting Arguments

2. Show that the conclusion does not follow the premises (cont’)

Example 2:
I must ask my husband to buy me a Mercedes. Most of my
rich friends drive luxury cars.

 Ask questions to show these premises are irrelevant


and/or insufficient.

 Why do you have to follow your friends? bandwagon

 Is your husband rich? weak analogy


WRITING CRITICAL ESSAYS
What does a critical thinker do?

 Don’t accept an argument at face value.


 Ask good questions to find out possible
fallacies.
What evidence is accurate and relevant? Accept

What evidence may the arguer illogically Refute


include or ignore?

Is the argument reasonable or does it need Evaluate

to improve?
5 types of deductive argument and common fallacies

Fallacy of the Converse Fallacy of the Inverse


1. Hypothetical syllogism (affirming the consequent) (denying the antecedent)
p→q p→q
q ~p
invalid invalid
∴p ∴~q

2. Categorical syllogism Four terms included in the three-line arguments

3. Argument by elimination Irrelevant/Insufficient evidence for elimination

4. Mathematical argument Inaccurate, dubious vocabulary or grammar

5. Argument from definition Definitions lacking in eight standards of critical thinking


Common fallacies in arguments from mathematics

Task: Observe the picture and write the Task: Lan’s house is 200 km away from
addition in the boxes. school. Lan cycles to school in 10 hours.
So, Lan’s average speed is ____.
Common fallacies in arguments from definition

Definition: one hour =


100 seconds (inaccurate)

Darling,
There are 24 hours a day.
So, I save 1 second to breathe
and the remaining 23h99s to
miss you.  
6 types of inductive argument and common fallacies

1. Generalization argument  What is true for a/some members is true for a group

2. Predictive argument  Assuming things stay the same while time changes

3. Authority-based argument  Cite authorities/sources in inappropriate ways


4. Causal argument  Confusing cause-effect relationship

5. Statistical argument  Relying on a potentially unrepresentative statistics

6. Analogy argument  Drawing a weak analogy between two things


Activity: What fallacies do the arguments commit?
1. I couldn’t understand the lecture last week, so I’m sure today’s lesson will be
impossible.

2. I have a recurring headache these weeks. Critical Thinking has caused my


headache!

3. More than 100 students in our university have voted ‘No’ for the online final
exam. Probably all students prefer a serious exam on campus.

4. A meal in the canteen costs as much as our home-made meal. Thus, it provides
us with equivalent nutrition.

5. 53% of students in our class support the removal of PE (Physical Education) out
of the curriculum. Therefore, I’m sure my classmate Mary doesn’t like this
subject.

6. Invest in bitcoins and other virtual currencies to get huge returns. Don’t you see
some showbiz celebrities promote them on their pages?
Critical essay:

Responding to Arguments
6 STEPS
TO WRITE A GOOD RESPONSE TO ARGUMENT

1. Identify conclusion(s)
WHAT 2. Examine evidence closely
3. Organize and prioritize your points of
critique

HOW 4. Write the introduction


5. Write well-organized body paragraphs
6. Write a concluding paragraph
Analyze the argument

“The rate of crimes committed by teenagers in the country of Alta has steadily
increased. This increase in teenage crime parallels the increase in violence
shown on television. According to several national studies, even very young
children who watch a great number of television shows featuring violent scenes
display more violent behavior within their home environment than do children
who do not watch violent shows. Furthermore, in a survey conducted by the
Observer, over 90% of the respondents were parents who indicated that prime-
time television - programs that are shown between 7 p.m. and 9 p.m. - should
show less violence. Therefore, in order to lower the rate of teenage crime in
Alta, television viewers should demand that television programmers reduce the
amount of violence shown during prime time."
Analyze the argument

1. ↑ teen crime in Alta 1. Other possible causes of ↑ teen crime?

2. ↑ violence on TV 2. Do teenagers watch these programs?


3. studies: very young children watching 3. Who conduct(s) the studies?
violence on TV→ ↑ violent @home 4. Very young children = teenagers?
4. Observer survey: over 90% of parents: 5. Which types of parents and how
prime-time programs should have many were interviewed?
↓violence
6. Who/What is the Observer?

TV viewers should demand programmers 7. Can viewers’ opinions


to reduce violence shown during prime time change/influence TV programmers?

→ ↓ teen crime in Alta


Critical essay template
 Introduction
 Summarize the argument.
 State your point of view (agree or disagree)

 Body paragraphs 2 - 4
 Summarize each point claimed to be a fallacy.
 Refute it with your own claim.
 Give reason(s) and example(s) to support your claim.
 Wrap up with 1 concluding sentence. (optional)

 Conclusion
SAMPLE INTRODUCTION

The author states that the rate of teenage crime in the country of
Alta has increased along with the increase in violence shown on
television. In addition, the author indicates several national
surveys that show young children watching violent television
programs are more prone to violence than children who do not.
The author also says that a survey indicated that 90% of parents
responding said that prime-time programs should show less
violence. These (premises) take the author to the conclusion that
to lower the rate of teenage crime in Alta, television watchers
should ask for a reduction in violence shown during prime time.
This argument suffers from several critical fallacies.
SAMPLE BODY PARAGRAPH 1

Firstly, the author equates the rate of increase in teenage crime in Alta to the
increase in violence shown on television but gives no causal linkage other
than the similar time periods. This may be just a mere correlation. In
addition, the author makes no distinction between types of crimes - whether
they are violent or nonviolent crimes by teenagers - and (s)he oversimplifies
the cause of teenage crimes, that is, violent shows only. In fact, there are
several possible causes of the increase in teen crimes. For example, maybe
the police are now doing a better job of catching teenage criminals than they
were before. One more reason for the increase in teenage crime rate is
simply an decrease in the overall population, so that the same teenage
criminals seem to account for a higher rate than it was before. Without ruling
out these and other causes, the argument fails to convince by showing no
causal linkage between television violence and teenage crime.
SAMPLE BODY PARAGRAPH 2
Secondly, the author mentions some national studies that show that young
children that watch violent programs show more violent behavior at home than
children who do not watch such programs. This argument fails on two levels -
one by assuming that very young children and teenagers are equally affected
by television programs (weak analogy); and two by again assuming that there
is some type of cause-effect relationship between children’s bad behavior at
home and teenage crime in society (questionable cause). Young children and
teenagers are not the same in their awareness levels and it should not be
assumed that more violent behavior within the home leads to crimes in society
as these children grow into teenagers. This is because nurture at home and
discipline or order in society may influence children and teenagers in different
ways.
SAMPLE BODY PARAGRAPH 3

Thirdly, the author offers a survey showing that 90% percent of the
respondents were parents indicating prime time television programs should
show less violence. However, the survey methods are not discussed - it is
possible that the sample was improperly chosen to include academic
parents that are very much opposed to television violence (biased
sample). Additionally, it is possible that 90% of the parents interviewed
belonged to a total number of 50 parents in a neighborhood of 300.000
residents (small sample). Therefore, it is hasty if the arguer bases his/her
conclusion on that possibly unrepresentative survey result.
SAMPLE CONCLUSION

In conclusion, it cannot be denied that the author has good


intention to build a healthier community, but his/her
argument is not built on solid evidence. To strengthen
his/her argument, the author needs to show some direct
causal linkage between television violence and teen crime
rather than making vague and unsupported comparisons to
show a link. When more proof is given, parents and
authorities will agree on a change for the benefits of their
young television viewers.
PRACTICE 1: ANALYZE THIS ARGUMENT

Workforce Systems, a consulting firm specializing in workplace


productivity and efficiency, reports that nearly 70% of Max-tech’s
employees who enrolled in Workforce Systems’ one-week seminar
last year claim to be happier with their current jobs than prior to
enrolling in the seminar. By requiring managers at all large
corporations to enroll in the kinds of seminars that Workforce
Systems offers, our economy’s productivity is certain to improve.
PRACTICE 1: ANALYZE THIS ARGUMENT

Workforce Systems, a consulting firm specializing in workplace


productivity and efficiency, reports that nearly 70% of Max-tech’s
employees who enrolled in Workforce Systems’ one-week seminar
last year claim to be happier with their current jobs than prior to
enrolling in the seminar.
Conclusion: By requiring managers at all large corporations to
enroll in the kinds of seminars that Workforce Systems offers, our
economy’s productivity is certain to improve.
Activity: Analyze the argument

All mothers should stay home with their young kids. It would
promote closer family ties, and studies show that children with
stay-at-home moms do better in school, have higher self-
esteem, and are less likely to get involved with drugs or
commit crimes.
Analysis
Premises:

1. Stay-home moms promote better ties with kids

2. Studies show that children with stay-at-home moms:


- do better in school
- have higher self-esteem

- are less likely to get involved with drugs/ crimes


Conclusion:

All mothers should stay home with their young kids.


Analysis (cont)
Fallacies:
1. Red herring: young kids and children who can get involved
with drugs or crimes are different groups.
2. Questionable cause: Stay-home moms may put more
pressure on kids, -> worse relationships
3. Biased sample: Studies may have surveys on good moms
only.
4. Questionable cause: Kids may learn good things from
school, not from moms
5. Hasty generalization: Not all moms, including single moms
or poor moms, can stay home with their kids.
The arguer claims that all mothers ought to
stay at home with their very young children to
tighten the family relationship. Nonetheless,
this argument commits the fallacy of
questionable cause. This is because some
mothers can be as bad as criminals. In other
cases, bad moms treat their kids awfully and
put a burden on them. Therefore, the kids may
suffer from stress and the relationship cannot
be happy. (Nguyen Minh Tam)
The arguer claims that stay-home moms will help improving
the family relationship/bonding, so all moms should stay
home with their kids. However, this argument make a hasty
generalization fallacy. The problem here is what kind of
mom the children being with? For example, a mom with a
bad habit like smoking cigarettes will affect her children's
heath dramatically. Therefore, the children will be
influenced by their mom’s poor behaviors and they can't
have a good relationship.( Phan Dinh Vinh)
The speaker argues that young children need stay-
home mothers because these mothers help their
childsren become better students in school. However,
this argument commits the fallacy of questionable
cause as the kids may learn wonderful knowledge
from their teachers, their friends, and so on, not from
their moms. For example, the children can interact
with other students, which helps them
improve their communication skills, and they become
more confident. There is no reason to claim that the
mother surely has an impact on the higher self-esteem
of the kids. Hence, the author should rule out other
causes which may show the progress of the children
coming from the school.  (Phan My Nhan)
[3:28 PM] NGUYỄN BÁ HOÀNG

The author claims that all moms should stay home because of the
good things for their babies. However, this argument commits the
fallacy of hasty generalization, since not all moms are rich or
supported by their husbands or not all of them are good moms. For
example, a poor mom has to work to support her kids, so she cannot
stay at home. Another example is that a drunk mom may not take
care of her children but hit them instead. Therefore, the author
should clearly indicate the types of mom or give their specific
conditions to avoid generalizing the argument hastily.
The author claims that all mothers should stay at home with their
young kids because it will improve their children academic
achievement and self-esteem while preventing/keeping them from
being involved with drugs and crimes. However, this argument
commits the fallacy of questionable cause because good performance
in school or high self-esteem of the children may not be linked to the
fact that their mothers stay at home. For instance, the children who can
adapt to the new academic environment can achieve high scores or
have good friends and relationships that can boost their confidence in
study. Therefore, without considering other possible causes and the
relation between their assumptions and conclusion, this argument is
not persuasive. (TRUONG NGUYEN VU HOAI)
Activity: Analyze the argument
Teacher: You can’t skip Quiz 3. It is indicated in the syllabus that students

take at least three quizzes to be qualified for the final exam.

Missing minor premise: You want to be qualified for the final exam.

 Critical question: How about ‘at least three quizzes’?

The teacher cites a requirement in the syllabus that students take at least three
quizzes to be qualified for the final exam. She points out that all her students wants
to be qualified for the final exam and concludes that they cannot skip Quiz 3.
However, the requirement or definition of “at least three quizzes” in the syllabus
may not be sufficiently or apparently met by her students because the teacher
does not provide any information whether or not these students have taken Quiz 1
and/or Quiz 2. Without meeting this critical requirement, even if her students take
Quiz 3, their “want to be qualified for the final exam” is just a wishful thinking.
GROUP PARTICIPATION SCORE IMPROVEMENT
Read the following debate conversation.

https://www.goodshepherdshorehambeach.org.uk/just-for-fun/a-famous-debate/

1. Summarize the professor’s and the student’s arguments in a clear format


(premise(s) + conclusion) and identify their argument types. (1 bonus point
for one summarized argument)
2. State a fallacious text and identify the type of fallacy. Refute the fallacy with
your solid evidence (reason+example) (1 bonus point for a reasonable
refuting paragraph).
Format:
- Summarize the text The professor/student claims that…
- State the fallacy However, this statement commits the fallacy of…
- Give a reason This is because….
- Give an example For instance,
- Conclude/Improve Therefore, the professor/student should…
If your Participation score is over 100, the accumulated points will go
to the final project.

Argue with fun and constructivism. 


THANK YOU

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