chapter 5 evaluating arguments

8/16/2019 Chapter 5 Evaluating Arguments

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Chapter 5: Reading and

Evaluating Arguments

Academic Reading

By Kathleen T. McWhorter

!th Edition"

Powerpoint by Gretchen Starks-Martin

St. Cloud State University, Minnesota


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#earning $%&ectives:

To recogni'e the elements o( an argument

To recogni'e types o( arguments

To evaluate arguments

To recogni'e errors in logical reasoning


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An argument presents logical reasons

and evidence to support a viewpoint


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)arts o( an Argument

*++,E - pro%lem or controversy a%out

hich people disagree

C#A*M - the position on the issue

+,))$RT - reasons and evidence that

the claim is reasona%le and should %e

accepted RE/,TAT*$0 - opposing viepoints


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Types o( Claims

C#A*M $/ /ACT - statement that can %e

proven or veri(ied %y o%servation or

research “Within ten years, destruction

of rain forests will cause

hundreds of plant and animalspecies to become extinct.”


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Types o( Claims

C#A*M $/ 1A#,E - states that one thing

or idea is %etter or more desira%le than

another. “Requiring community service

in high school will produce more

community-aware graduates.”


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Types o( Claims

C#A*M $/ )$#*C2 - suggests hat

should or ought to %e done to solve a

pro%lem. “o reduce school violence, more gun and

metal detectors should be installed in

public schools.”


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Types o( +upport

REA+$0 - a general statement that

supports a claim.

E1*3E0CE - consists o( (acts4 statistics4eperiences4 comparisons4 and eamples

that sho hy the claim is valid.

EM$T*$0A# A))EA#+ - ideas that aretargeted toard needs or values that

readers are li6ely to care a%out.


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*nductive and 3eductive Arguments

*03,CT*1E - reaches a general

conclusion (rom o%served speci(ics.

7By o%serving the per(ormance o( a largenum%er o( athletes4 you could conclude

that athletes possess physical stamina.8


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*nductive and 3eductive Arguments

3E3,CT*1E - %egins ith a ma&or

premise and moves toard a more

speci(ic statement or minor premise.

7Athletes possess physical stamina.

Because Anthony is an athlete4 he must

possess physical stamina.8


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+trategies (or Reading an Argument

What does the title suggest9 )revie Who is the author4 and hat are his or her

;uali(ications9

What is the date o( pu%lication9

What do * already 6no a%out the issue9


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+trategies (or Reading an Argument

Read once (or an initial impression. Read the argument several more times.

Annotate as you read.


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+trategies (or Evaluating Arguments

Evaluate Types o( Evidence - *s it

su((icient to support the claim9

)ersonal Eperience - may %e %iased4 sodo not accept it

Eamples - should not %e used %y

themselves


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+tatistics - can %e misused4 manipulated or

misinterpreted.

Comparisons and Analogies - relia%ilitydepends on ho closely they correspond to

the situation.

Relevancy and +u((iciency o( Evidence - isthere enough o( the right 6ind to support

the claim9


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3e(inition o( Terms - should %e care(ully

de(ined and used consistently

Cause-E((ect Relationships - evidence thatthe relationship eists should %e present

*mplied or +tated 1alue +ystem - are they

consistent ith your personal valuesystem9


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Recogni'ing and Re(uting $pposing

1iepoints

=uestion the accuracy4 relevancy orsu((iciency o( the opponent>s evidence.

3oes the author address opposing viepoints

clearly and (airly9 3oes the author re(ute the opposing viepoint

ith logic and relevant evidence9


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,n(air Emotional Appeals Emotionally Charged or Biased #anguage

/alse Authority athletes endorsing underear movie stars selling shampoo

Association a car %eing named a Cougar to remind you o( a

slee6 animal a cigarette advertisement (eaturing a scenic

ater(all


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,n(air Emotional Appeals Appeal to 7Common /ol68

an ad shoing a product %eing used in an averagehousehold

a politician suggesting he is li6e everyone else

Ad


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What emotional appeal is %eing used9

Come early so you on>t have to stand in line

%ecause everyone 6nos you can ma6e a deal

ith 3ave and save.

As a test pilot4 +usan i%%s 6nos per(ormance.

7That>s hy * drive a Mustang48 she says.

$lson>s pi''as are loer in (at and calories.

$ther pi''a ma6ers don>t care a%out your health.


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Emotional appeals continued

7We can or6 magic ith your children48 saysEileen o( Eileen>s 3ay Care. 7Call upon us4 andyour children ill %e happy you did.8

#i%erty Bell Airlines (lies anyhere in this greatland4 (rom sea to shining sea.

As a young man4 Candidate Alan Wilson learnedhat it means to or6 hard %y spending longhours li(ting %oes and seeping (loors or6ing ina department store.


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Errors in #ogical Reasoningcommonly called logical (allacies

invalidate the argument or render argument (laed

Circular Reasoning?Begging the =uestion 7/emale police o((icers should not %e sent to

crime scenes %ecause apprehending criminals isa man>s &o%.8


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Errors in #ogical Reasoning

0on +e;uitur 7*t 3oes 0ot /ollo8" 7Because my doctor is young4 *>m sure she>ll

%e a good doctor.8

/alse Cause 7Because * opened the um%rella hen * tripped on

the sideal64 the um%rella must have caused me totrip.8

Either-$r /allacy 7Because o( the violence4 T1 must %e either alloed

or %anned.8


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/or Each Argument:

*denti(y the claim. $utline the reasons to support the claim.

What types o( evidence are used9 Evaluate the ade;uacy and su((iciency o(

the evidence.

What emotional appeals are used9 3oes the author recogni'e or re(ute

counter arguments9


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Comparing the Arguments:

Compare the types o( evidence used.

Which argument did you (ind more

convincing9 Why9 What (urther in(ormation ould %e use(ul

in assessing the issue9


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Read the articles on education and

complete the activities (olloing each

selection.7+chool Boards 3oing #ittle to

Close ap Beteen Whites4

Minorities87+chool 1ouchers: The Wrong

Choice (or )u%lic Education8

chapter 5 evaluating arguments

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