PPT-Chapter 2 – Logic Analyzing Arguments

ANALYZING ARGUMENTS Arguments can be analyzed once recognized by paraphrasing them or by diagramming them Paraphrasing involves setting forth the argument in a clear and precise form Excercises. Please do not alter or modify contents All rights reserved 1FQMFXIFFMMZVDDFGVMJNQMFNFUJHUIJLJMM hy does my child always have an attitude Shes often disruptive disrespectful or picking on other children Shes always the one with a chip on her shoulder for additional materials. Permission to reproduce this article and/or the Triangle of Tolerance graphic is granted so long as theabove copyright line, including website, is prominently displayed. De Mathematical . Conjecture?. Arash. Rastegar. Sharif University of Technology. Advices to a problem solver. 1) Writing neat and clean. 2) Writing down the summary of arguments. 3) Clarifying the logical structure . First Steps towards. an Identification Procedure. November 10, 2010. Douglas Walton Distinguished Research Fellow . CRRAR. Helping Informal Logic Students. It would be helpful to have a more systematic procedure that can be used to help students of informal logic identify arguments of the kind they encounter in natural language texts.. Identifying arguments. The Object of Analysis. In . logic . and critical reasoning . one studies . argumentation.. From the perspective of critical reasoning an . argument. is specific kind of object of analysis.. Symbolic Logic I. H. . Hamner. Hill. CSTL-CLA.SEMO.EDU/HHILL/PL120. Logic is the science of . arguments. Separate good arguments from bad ones. Identify the characteristics of good arguments (validity and soundness). Chapter 1, Part III: Proofs. With Question/Answer Animations. Summary. Valid Arguments and Rules of Inference. Proof Methods. Proof Strategies. Rules of Inference. Section 1.6. Section Summary. Valid Arguments. Thinking. CCC8001. 2. nd. Term 2013. introduction. Course Particulars. Instructor: Dr. Michael Johnson. Office: Room HSH219, Ho Sin Hang Building. Office Hours: . Monday. s . 15:00 to . 16:00. Email: . Conductive Arguments and. Counterconsiderations. Chapter 12. Conductive arguments were defined and developed by philosophy Carl Wellman. . In order to understand conductive arguments, it is useful to think back to the convergent support patters defined in chapter two like figure 2.12 to the right. Included we also have figure 12.1 to the right where there are more convergent reasons to the same conclusion.. In many states and districts, teachers and their students are preparing to meet guidelines and take examinations that require close attention to single documents. The educational benefits from such an approach can be numerous: students learn to read closely, to interpret documents in historical context, to ground argument in concrete evidence, and to explicate large historical meanings from primary sources. But perhaps above all, such documents can be a stimulus to the imagination. They can “humanize” history. And once the imagination is engaged, there is no limit to learning. . Chapter 2. An argument is the fundamental building block of persuasion.. Chapter 2. Definition—. An argument is a collection of statements organized in a way that highlights connections between those ideas to demonstrate that because some of the statements in the collection are believed to be true, other statements in the collection should be accepted as true.. Chapter 4. A Strategy of Control. Chapter 4. What happens in a debate is the product of choices debaters make. Far too many debaters approach a debate round from a passive perspective, believing their responsibility is to merely track and respond to what happens in the round.. Arash. Rastegar. Sharif University of Technology. Advices to a problem solver. 1) Writing neat and clean. 2) Writing down the summary of arguments. 3) Clarifying the logical structure . 4) Drawing big and clean figures. Thinking . clearly and following rules of logic and . rationality. It’s not being argumentative just for the sake of arguing. Academics disagree about which departments do critical thinking in their courses. Philosophers like to think that they are the main ones doing it!.