This assignment is due on by the due date assigned
This assignment is due on by the due date assigned. Post your responses to the discussion area. Your readings for this module covered argument structures, nonstatements, premises, and conclusions. For each of the sentences below, determine if it is an argument. For those that are arguments, identify the premises and the conclusion.
With regard to argumentation, define what a premise and conclusion are. She is from Minnesota, so we know that she is nice. How can the paper be due today? Today is Tuesday! I won't eat broccoli. Broccoli is yucky. The park was beautiful, with trees, flowers, and buzzing bees. The bright flashes of the wings of dragonflies were everywhere. Get your work done now! We studied hard, did all the exercises, and practiced all the proficiency. Thus, there is no way that we will fail this course. She was laughing and thus having fun. Why are we looking for premises and conclusions? Many teachers do not know whether students have too much homework, too little, or just enough. Through the end of the module, participate in the discussion and comment substantively on at least two responses of your classmates, applying at least four concepts and providing two sets of reasoning.
Paper For Above instruction
Understanding argumentation is fundamental in critical thinking and effective communication. An argument consists of a series of statements intended to establish a claim or conclusion through reasoning supported by premises. To analyze whether a sentence is an argument, one must evaluate if it presents evidence or reasons aimed at supporting a conclusion. When constructing or dissecting arguments, it is crucial to identify the premises—the statements offering support—and the conclusion—the statement that the premises aim to prove or establish.
Analysis of the Sentences for Argument Status
Several sentences from the provided list qualify as arguments, while others do not. For example, "Thus, there is no way that we will fail this course" functions as an argument because it implies premises (such as students studying diligently) supporting a conclusion (passing the course). The word "thus" signals a conclusion drawn from prior premises, which must be explicitly or implicitly understood. Here, the premise might be that the students studied hard, and because studying hard correlates with success, the conclusion follows that failure is unlikely.
Similarly, "She was laughing and thus having fun" is an argument where the premise is that laughing indicates having fun, and the conclusion is that she was indeed having fun. The use of "and thus" links the premise with the conclusion, demonstrating logical support. Conversely, sentences like "Today is Tuesday!" are nonstatements or factual assertions without supporting reasons or claims, thus not forming arguments. Also, sentences such as "I won't eat broccoli" or "Broccoli is yucky" are expressions of personal preferences or opinions rather than arguments aimed at supporting a conclusion.
Defining Premises and Conclusions
A premise is a statement that provides evidence or reasons supporting a conclusion within an argument. Premises are intended to justify or substantiate the conclusion, which is the claim or decision that the argument seeks to establish. The conclusion is usually the main point or assertion that the argument aims to prove. For example, in the statement "Since she is from Minnesota, she is nice," the premise is "she is from Minnesota," and the conclusion is "she is nice." The premise offers context or evidence, while the conclusion asserts a judgement or inference derived from that evidence.
Applying Concepts in Critical Analysis
In analyzing arguments, concepts such as logical validity, soundness, and inference are essential. For example, recognizing that "we studied hard, did all the exercises, and practiced all the proficiency" supports the conclusion "we will pass the course" involves understanding the inference—since hard work and practice generally lead to success, the conclusion is reasonable and well-supported. Additionally, the concept of nonstatements or nonarguments helps avoid confusion between opinions, commands, or expressions of emotion and genuine arguments.
Engaging in Critical Discussion
Participation in the discussion requires applying these concepts to evaluate classmates' responses critically. For example, one might analyze whether a peer's argument is valid (correctly structured), sound (based on true premises), or compelling. Providing at least two sets of reasoning based on different arguments enhances understanding and demonstrates reasoning skill. Critically engaging with peers by questioning assumptions, evaluating evidence, and clarifying reasoning promotes a deeper grasp of argument structure and logical analysis.
Conclusion
Detecting arguments involves identifying statements that aim to support a conclusion through premises. Clear differentiation between arguments and nonarguments, along with understanding premises and conclusions, enables critical engagement and reasoning. Applying these concepts enriches discussions and sharpens analytical skills vital for academic and real-world discourse.
References
Cohen, M. R., & Nagel, T. (2010).
Logic and Critical Thinking . Routledge.
Hurley, P. J. (2014).
A Concise Introduction to Logic . Cengage Learning.
Copi, I. M., Cohen, C., & McMahon, K. (2016).
Introduction to Logic . Routledge.
Fisher, A. (2004).
Critical Thinking: An Introduction . Cambridge University Press.
van Eemeren, F. H., & Grootendorst, R. (2004).
A Systematic Theory of Argumentation: The Pragma-Dialectical Approach . Cambridge University Press.
Norton, D. F. (2016).
Logic and Critical Thinking . Routledge.
Walton, D. (2008).
Informal Logic: A Pragmatic Approach
. Cambridge University Press.
Reed, C., & Wellman, F. (2019).
Argumentation: Inquiry & Advocacy
. Routledge.
Moore, B. N., & Parker, R. (2012).
Critical Thinking
. McGraw-Hill Education.
Toulmin, S. (2003).
The Uses of Argument . Cambridge University Press.
