Efficient and Flexible Reading 5th Edition Kathleen McWhorter

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Efficient and Flexible Reading5th
EditionKathleen McWhorter

• Chapter 12
• Evaluating Arguments and Persuasive Writing
• PowerPoint presentation by Ceil Fillenworth,
• St. Cloud State University, 1999

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In this chapter you will learn

• To evaluate source and authority
• To understand and evaluate arguments
• To identify reasoning errors

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Considering the Source

• Assess if the author has carefully researched and
  accurately reported the subject.
• What is the reputation of the source?
• Who is the intended audience?
• Are documentation or references provided?

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Determining Authority

• Textbooks
• College or university affiliation, and the
  authors title, may appear on the title page.
• The preface may summarize qualifications and
  credentials.

• Other Material Types
• Little effort is made to identify qualifications.
  You are forced to rely on the judgment of the
  editors to assess authors authority.

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Reading Arguments

• An argument refers to a piece of writing that
  makes an assertion and provides supporting
  evidence to support that assertion.
• Whether an argument is deductive or inductive,
  both begin with a statement that is assumed to be
  correct.

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Inductive Arguments

• Reach a general conclusion from observed
  specifics
• Flow of thought is from specific to general

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Deductive Arguments

• Begins with a general conclusion and moves to
  specifics

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Steps in Reading Arguments

• Identify the assertion
• Read the essay and underline key points
• Watch for conclusions
• Notice the types of evidence used
• Identify the specific action being argued
• Reread the argument and examine content and
  structure.
• List key points of the argument
• Discuss the argument with a classmate

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Validity of Arguments

• You must check type and relevancy of evidence,
  definition of terms, cause-effect relationships,
  value systems, and counterarguments
• Inductive argument Check soundness and
  correctness of the evidence
• Deductive argument Check accuracy and
  correctness of the premise upon which the
  argument is based

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Types of Evidence Used in Arguments

• Personal Experience
• Examples
• Statistics
• Comparisons and Analogies

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Relevancy and Sufficiency

• No easy rules to follow
• Always a matter of judgment
• Does the evidence directly support the thesis?
• Is there enough valid evidence?

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Clear and Effective Arguments

• Define Terms
• Show Cause-Effect Relationships
• Have an Implied or Stated Value System
• Recognize Counterarguments
• Identify Assumptions

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Errors in Logical Reasoning

• Commonly called logical fallacies
• Common in arguments
• Invalidate the argument or render it flawed

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Circular Reasoning

• Also called begging the question, this error
  involves using part of the conclusion as evidence
  to support it.
• Because no evidence is given to support the
  claim, there is no reason to accept the
  conclusion.
• Example Female soldiers should not be placed in
  battle situations because combat is a mans job.

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Hasty Generalization

• The conclusion has been derived from insufficient
  evidence.
• Example A musical group gives a bad performance.
  You conclude that the group is unfit to perform.

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Non Sequitur (It does not follow)

• The false establishment of cause and effect.
• Example My instructor is young. I am sure she
  will be a good teacher.

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False Cause

• Incorrect assumption that two events that follow
  each other in time are causally related.
• Example If you walked under a ladder and then
  tripped on an uneven sidewalk and blamed tripping
  on walking under a ladder, you would have
  committed false cause.

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Either-Or Fallacy

• Assumes that there are only two alternatives to a
  situation.
• Example If you are not with me, you are against
  me.

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Evaluating Emotional Appeals

• Emotionally charged language
• Testimonials
• Association
• Appeal to common folk
• Join the crowd appeal

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Summary

• What are the steps in evaluating arguments?
• What is the importance of source and authority?
• How do you read an argument effectively?

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• http//longman.awl.com/englishpages