...Analysis of Argument Jeff Jacoby’s “Bring Back Flogging” Purpose, Method, and Persona • Purpose: – What is the author’s purpose? • His thesis: We should once again use flogging. – What is your purpose (for this exam)? • Dispute his argument – Jacoby’s argument is flawed. • Methods: – What are the author’s methods? • His arguments: examples, historical justifications, deductive reasoning, statistics, and so on. – What are your methods (for this exam)? • The weakness in his arguments: Find contradictions, inconsistencies, logical fallacies, false assumptions, and so on. – Statistics are misleading Purpose, Method, and Persona • Persona: – What is the author’s persona? • Is he comical, serious, academic, angry? – What is your persona (for this exam) • Formal and doubtful – Sarcasm – “Now, we offer a more enlightened, more humane way of disciplining wrongdoers: We should lock them up in cages” – is part of his persona here. Doubt the efficacy of this approach. He wants to make prisons sound less humane, but should humanity be a part of this argument? Has he left himself wide open for attack? Exam • You MUST bring a large blue book and a pen or pencil • You MAY bring – Your textbook – Your syllabus – An outline that doesn’t contain any complete sentences (except quoted material from the text) – A dictionary / thesaurus • You MAY NOT bring – A computer – A phone – A completed essay Sample Exam Question 1) Jeff Jacoby, an established...
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...Study Guide: Lesson 4 A Little Logic Lesson Overview Logic is the primary tool or methodology in studying philosophy. Philosophy is about analyzing and constructing arguments and a good understanding of the basics of logical reasoning is essential in performing that task. The next 3 lessons will focus on logic and analyzing arguments. In this lesson, you will first be introduced to the laws of logic. These are the first principles for all reasoning. We will then discuss the specialized terminology we use in logic. Finally, we will examine 2 major kinds of logical reasoning: deductive and inductive. We will consider different forms of arguments under each and discuss how to evaluate these arguments. Take note that a large part of this lesson is about learning the terminology for logic. Tasks Read and take notes from chapter 5 of Philosophy: Critically Thinking about Foundational Beliefs, “A Little Logic.” As you read, make sure you understand the following points and questions: * Why are the laws of logic foundational? * The Law of Logic makes discourse possible. If they are not recognized as true, than nothing we claim makes any sense. Therefore, it is important to have a firm grasp of these laws. * List and explain the 3 laws of logic. 1. Noncontradiction – “Something cannot both be and not be at the same time and in the same respect. Expressed symbolically: ~ (P•~P).² It reads, “It is not the case that there can be both P and non-P”. 2....
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...have helped me hone my writing skills. While I have been able to complete essays and other writing assignments with skills previously developed in high school, I knew that my writing wasn’t as decent as it could be. The writing assignments given in this course afforded me the practice I needed to improve. The biggest reason for this improvement was the helpful feedback given by the professor. In previous classes, the instructors did not point out as many areas of improvement in my essays that I feel they could have. Another way this class helped sharpen my writing skills was the lessons given on citing sources, which were taught in a way that was easier for me to understand. For example, in week 5, a video was provided showing how to cite sources in a paragraph. The video did not just explain the different...
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...tandem. System software provides a platform for the execution of application software. Examples of system software are BIOS and firmware. Application software is created for users. They manage their specific tasks to suit their needs like a media player of word processors. Examples of application software are CRM software, ERP software, accounting, graphics, and media software. 2.) What does it mean when we say that an interpreter both “Translates and Executes” Instructions? In the case of the interpreter, it translates and executes each line of codes one line at a time. Thus if the program has syntax errors (violation of program rule) lower down in the code, you never know until the interpreter reaches to that statement. 3.) Explain the “fectch-decode-execute” cycle. In the first step, fetch instruction, the processor fetches the instruction from the memory. The instruction is transferred from memory to instruction register. The processor is ready to fetch instruction. The instruction pointer contains the address 0100 contains the instruction MOV AX, 0. The memory places the instruction on the data bus. The processor then copies the instruction from the data bus to the instruction register. In the second step, decode instruction, the instruction is decoded by the processor. For example, the instruction MOV AX, 0. Stores the value 0 in Ax register. The processor will fetch the constant value 0 from the next location in memory before executing the instruction. The processor...
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...Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents HOW TO USE THIS BOOK ix PRETEST 1 LESSON 1 Critical Thinking and Reasoning Skills The importance of critical thinking and reasoning skills, justifying your decisions, the difference between reason and emotion 15 LESSON 2 Problem-Solving Strategies Identifying the main issue of a problem and its parts, prioritizing issues 21 LESSON 3 Thinking vs. Knowing Distinguishing between fact and opinion, determining whether facts are true or tentative truths 27 LESSON 4 Who Makes the Claim? Evaluating credibility: recognizing bias, determining level of expertise; the special case of eyewitnesses 33 LESSON 5 Partial Claims and Half-Truths Recognizing incomplete claims, understanding the true value of studies and averages 41 v – CONTENTS – LESSON 6 What’s in a Word? Recognizing the art of subtle persuasion: euphemisms, dysphemisms, and biased questions 47 LESSON 7 Working with Arguments...
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...Critical Thinking Analysis of Cliffside Holding Company Memo Lisa A. Farinelli University of Maryland University College 1209 AMBA 610 9043 10/9/2012 Professor Bonnie Peter Abstract This paper demonstrates the application of the critical thinking and systems thinking models to analyze complex organizational issues. To illustrate the benefits of using such a model, one sample memo originating from a Cliffside Holding Company of Massapequa will be referenced. The 10-steps of Critical Thinking defined in asking the Right Questions, Browne (2012) will guide this discussion. A summation of findings and suggestions for future readings concludes this discussion. Asking the Right Questions What are the issue and conclusions? The first step to appreciating the authenticity and credibility of the work is to identify the issue as well as the conclusion purported by its author. Browne (2012) defines the issue as the question or controversy that is responsible for the discussion, the actual stimulus (p. 19). In the memo by A. Ravaswami to one of his colleagues, the issue raised is whether a leadership development program is even necessary (A. Ravaswami, personal communication, October 10, 2012). This is an example of an explicitly stated prescriptive issue. The author is raising the question as to what is the proper route for training his top-level executives. The answer to this will involve ethical, moral and personal viewpoints and is therefore a prescriptive issue...
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...updated: April 26, 2016 Logical Reasoning Bradley H. Dowden Philosophy Department California State University Sacramento Sacramento, CA 95819 USA ii iii Preface Copyright © 2011-14 by Bradley H. Dowden This book Logical Reasoning by Bradley H. Dowden is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. That is, you are free to share, copy, distribute, store, and transmit all or any part of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. If you would like to suggest changes to the text, the author would appreciate your writing to him at dowden@csus.edu. iv Praise Comments on the earlier 1993 edition...
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...The Power of Logic The Power of Logic FOU RTH E DITION Frances Howard-Snyder Daniel Howard-Snyder Ryan Wasserman WESTERN WASHINGTON UNIVERSITY Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009, 2005, 2002, 1999, by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9 8 ISBN: 978-0-07-340737-1 MHID: 0-07-340737-2 Editor in Chief: Michael Ryan Editorial Director: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pamela Cooper Editorial Coordinator: Briana Porco Production Editors: Melissa Williams/Melanie Field, Strawberry Field Publishing Cover Designer: Ashley Bedell Cover Photo: © Dan Trist/Corbis Media Project Manager: Thomas Brierly Production Supervisor: Louis Swaim Composition: This text was set in 10.5/12.5 Goudy by Aptara, Inc. Printing: Printed on 45# New Era Matte by R.R. Donnelley & Sons, Inc. Credits: The credits section for this book is on page 647, following the Answer Key in the back of the book, and is considered an extension of the copyright page. Library...
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...Overview: In this section Hume focuses on the contributions that moral sense and reason make in moral judgments that we make every day. He argues that moral sense is the tool that enables us to make the distinction between vice and virtue but both moral sense and reason contribute to the formation of our moral judgments. Reason becomes very useful when a judgment needs to be made weather something is useful or not. Basically reason enables us to determine how and why something is useful to us or others. Further in the section Hume talks about what moral judges tend to include in their lists of virtues, what is left out and how those lists are being created. Towards the end of the section he goes back to the classification of virtues he proposed in the Treatise of Human Nature. p. 169, 133 – All humans are obviously very different and same concept applies to our morality. Hume explains it by the example of a stubborn person who likes to argue just to “show off”. He concludes that the only way for such person to realize that he/she is an antagonist of the group is by leaving him/her alone. Through observation or experience the given individual will realize that in general more people are on the common sense and reason side. p. 170, 134 – Here Hume starts to discuss the “foundation of morals”. He refers to ancient philosophers and points out that their belief in virtue being a conformity to reason creates a confusion because in general they believed that morals had their...
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... covered in the lectures. In addition, you will be expected to do your own research in respect of particular topics, and this also forms part of the unit materials. All unit material is assessable; in other words, it is not possible to identify unit material that will not be assessed and can be ignored. The weekly workshop/tutorial is not a source of sample exam questions and solutions. The unit has three assessment items, in Weeks 5, 10 and in the central exam period...
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...Chapter 9 Strategic Organization – Organizing speech to achieve particular result with particular audience Main Points – Major points developed in body of speech; most speeches have 2-5 Chronological order – Main points follow time pattern Spatial order – Main points follow directional pattern Causal order – Main points show cause-effect relationship Problem-Solution order – First main point (The problem); second main point (The solution) Topical order – Main points divide topic into logical, consistent subtopics Tips for main points – Keep points separate; try for same pattern of wording; balance time devoted to each Supporting materials – Materials used to support speaker’s ideas Connective – Word or phrase connecting ideas Types of connectives – Transition; internal preview; internal summary; signpost Transition – Indicates speaker has finished one thought & is moving to another Internal preview – Statement in body indicating what speaker will discuss next Internal summary – Statement in body summarizing preceding points Signposts – Brief statement showing where speaker is or focusing attention on key ideas Chapter 10 Introduction – Gain attention/interest; reveal topic; establish credibility/goodwill; preview body Gaining attention – Relate topic to audience; state importance of topic; startle audience; arouse curiosity; question audience; begin with quotation; tell story Credibility – Perception of speaker’s qualifications Goodwill – Perception...
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...rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered an extension of the copyright page. Library of Congress Cataloging-in-Publication Data...
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...MDIA2002: Views Journalism Notes 3 Question and analysis tasks are to be found inserted at several points in the following notes. Again, this work is compulsory and must be submitted to Moodle at least 24 hours in advance of your tutorial. When providing answers, ensure that you use full, grammatical and well-expressed sentences. Ensure you bring along a copy of your answers with you to the tutorial. The final task in this week’s work may be quite time consuming, and possibly quite challenging. Rest assured that the tute preparation load will be significantly lighter once we get to tutorial 5 (or soon after that if you are in a smaller tutorial group) and the tutorial presentations. Until then it’s necessary to do a bit of front loading, so to speak, to get you up and running with the text analysis methodologies which will stand you in good stead later in the semester. Once you have mastered these methodologies there will be significantly less theory and much more of an emphasis on actual journalistic coverage of events, people, issues and trends. --------------------------------------------------------------------------------------------- A guide to analysing views journalism Part 1 – characterising arguments by reference to the how they are justified and supported In the first section of these notes we are going to look in a bit more detail at how supporting argumentation (justifications) works to justify primary claims. This material was dealt with in...
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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...Topic 1 Introduction to Communication 1.1 WHAT IS COMMUNICATION? Communication is a learned skill. Communication is defined as the giving, receiving or exchanging of information, opinions or ideas so that the message is completely understood by everybody involved. The sender sends a message out with a certain intention in mind. The receiver of the message tries to understand and interpret the message sent. He then gives feedback to the original sender who, in turn, interprets the feedback. This process, repeated continuously, constitutes communication. ➢ Elements in Communication There are several major elements in the communication process - a sender, message, channel, receiver, feedback, context. There is both a speaker’s intention to convey a message and a listener’s reception of what has been said. If you want to get your message across accurately, you need to consider three things: - The message; - The audience or receiver; and - How the message is likely to be received. ➢ Factors Affecting Communication Barriers to effective communication:- (a) Status/Role (b) Cultural Differences (c) Choice of Communication Channels (d) Length of Communication (e) Use of Language (f) Disabilities (g) Known or Unknown Receiver (h) Individual Perceptions/Attitudes/Personalities (i) Atmosphere/Noise/Distraction (j) Clarity of Message (k) Lack of Feedback 1.2 DEFINING WRITTEN COMMUNICATION - Oral communication involves conveying ideas, thoughts or information...
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