3). Pick one other concept in the book (any chapter) that you feel needs further discussion?
I think one thing this semester that needs further explanation and discussion is cause and effect. On the last written exam, I found it very hard to distinguish causes and effects and the different types. I got 3 questions wrong on the test and 2 of them dealt with cause and effect I'm pretty sure. I feel like I know what cause and effect is but the book has a different way of explaining it that really confused me. The book has already been very confusing to me the whole semester, but I think this was the most confusing part. I think the entire subject can be simplified and made less complex for such a simple concept. The examples were also really hard to understand. I think pictures and diagrams would have made it so much easier. Overall, maybe it was just me and I didn't take enough time to really study it.
Saturday, May 15, 2010
Friday, May 14, 2010
Chapter 14
1). Pick one concept from Chapter 14 that you found useful or interesting.
I found chapter 14 to be easy to understand. I have always heard of generalizations and I thought I knew what they were. However, I was surprised to find out what it really was through the book's examples. I like where they break down what makes a good generalization. First of all, the sample size matters. You can't create a conclusion from only surveying a few people. The larger the sample, the more accurate it will probably be. Secondly, the sample must be studied well. This means that the proper questions or procedures need to be done correctly in order to ensure your generalization is accurate. Other requirements for a good generalization are the margin of error, variation in population, risk, and analogies. Generalizations remind me a lot of the statistics class I am taking currently. Statistics are basically generalizations about a population through a sample. One gathers information from a sample, calculates, and creates generalizations for the entire population.
I found chapter 14 to be easy to understand. I have always heard of generalizations and I thought I knew what they were. However, I was surprised to find out what it really was through the book's examples. I like where they break down what makes a good generalization. First of all, the sample size matters. You can't create a conclusion from only surveying a few people. The larger the sample, the more accurate it will probably be. Secondly, the sample must be studied well. This means that the proper questions or procedures need to be done correctly in order to ensure your generalization is accurate. Other requirements for a good generalization are the margin of error, variation in population, risk, and analogies. Generalizations remind me a lot of the statistics class I am taking currently. Statistics are basically generalizations about a population through a sample. One gathers information from a sample, calculates, and creates generalizations for the entire population.
Thursday, May 13, 2010
Some Things I Learned in This Course
2). Discuss some of the things you learned throughout the semester in this course.
There are many things I learned in this course. First of all, I learned how to recognize a valid argument versus a weak argument. I learned what makes it a valid argument, such as the premises lead to the conclusion, and what makes it a weak one. In addition, I learned specific concepts such as fallacies and cause-and-effect. Another big thing I am taking from this class is the ability to remember to do assignments without a teacher constantly reminding me in class. This online class taught me to read instructions and deliver work without needing verbal explanations from someone. Lastly, this class taught me to work with my group and break down different tasks for each group member to complete. My group found it extremely hard to coordinate all of our schedules to meet at the same time, so we all learned how to effectively conference and strategize over the computer. Overall, this class showed me many different things I have never learned before!
There are many things I learned in this course. First of all, I learned how to recognize a valid argument versus a weak argument. I learned what makes it a valid argument, such as the premises lead to the conclusion, and what makes it a weak one. In addition, I learned specific concepts such as fallacies and cause-and-effect. Another big thing I am taking from this class is the ability to remember to do assignments without a teacher constantly reminding me in class. This online class taught me to read instructions and deliver work without needing verbal explanations from someone. Lastly, this class taught me to work with my group and break down different tasks for each group member to complete. My group found it extremely hard to coordinate all of our schedules to meet at the same time, so we all learned how to effectively conference and strategize over the computer. Overall, this class showed me many different things I have never learned before!
Friday, April 30, 2010
Discussion #2 (Mission Critical)
2). What was useful about the Mission Critical webiste?
The Mission Critical website was useful when I got to the section about Burden of Proof Fallacies. I never quite understood how asking someone to prove something was a fallacy but this section made it so clear, I didn’t know how I didn’t see it before. It clearly showed how asking someone else to prove something you’re trying to argue isn’t the right way to go about it. If you’re trying to convince them, then you’re the one who has to show them the proof. I assume someone would shift the burden of proof when he or she can’t come up with premises or claims that are reasonable to support their argument. I liked the exercises at the end of this section, also. It clearly shows me how a burden of proof fallacy is obvious. For example, one exercise showed that someone saying, “She must be guilty. After all, she has no alibi for the night of the crime,” is a burden of proof fallacy because the person is making the accused person now have the burden of proof to prove he or she is not guilty.
The Mission Critical website was useful when I got to the section about Burden of Proof Fallacies. I never quite understood how asking someone to prove something was a fallacy but this section made it so clear, I didn’t know how I didn’t see it before. It clearly showed how asking someone else to prove something you’re trying to argue isn’t the right way to go about it. If you’re trying to convince them, then you’re the one who has to show them the proof. I assume someone would shift the burden of proof when he or she can’t come up with premises or claims that are reasonable to support their argument. I liked the exercises at the end of this section, also. It clearly shows me how a burden of proof fallacy is obvious. For example, one exercise showed that someone saying, “She must be guilty. After all, she has no alibi for the night of the crime,” is a burden of proof fallacy because the person is making the accused person now have the burden of proof to prove he or she is not guilty.
Thursday, April 29, 2010
Discussion #1 (Cause & Effect website)
1). What was useful about the Cause and Effect website reading and exercises?
The things I found most helpful about the Cause and Effect website reading and exercises was being shown the way one can determine the strength of a causal argument. This website illustrates three ways to determine the strength of the argument. First of all, one has to think of how acceptable the implied comparison is. One must consider if there is a similarity between what has happened now and what has happened before. Secondly, one has to think of how likely the causation might be. One has to interpret the situation and figure out if it is believable. Lastly, one has to determine how credible the claim is about the only significant difference or commonality is. One must think if the certain situation is what caused something to happen that was different from the past. The exercises really helped me by using the simple potato salad example. It allowed me to clearly see the significant difference and significant commonality by illustrating how they all ate the potato salad and then immediately got sick.
The things I found most helpful about the Cause and Effect website reading and exercises was being shown the way one can determine the strength of a causal argument. This website illustrates three ways to determine the strength of the argument. First of all, one has to think of how acceptable the implied comparison is. One must consider if there is a similarity between what has happened now and what has happened before. Secondly, one has to think of how likely the causation might be. One has to interpret the situation and figure out if it is believable. Lastly, one has to determine how credible the claim is about the only significant difference or commonality is. One must think if the certain situation is what caused something to happen that was different from the past. The exercises really helped me by using the simple potato salad example. It allowed me to clearly see the significant difference and significant commonality by illustrating how they all ate the potato salad and then immediately got sick.
Discussion #3
3). Pick one concept from the assigned reading (chapter 15), that we have not already discussed, that you found useful or interesting and discuss it.
This chapter in the book made it very clear about causes and effects. It has always been somewhat unclear to me what you can refer to as a cause and what you can call an effect. However, the example the book shows makes it easier for me. It uses a simple example of a dog waking up a person. Previously, I would have to think hard about the different ways things could be causes and the different ways things could be effects. However, the book laid it out to show that because Spot barked and then Dick woke up, Spot must be the cause of Dick waking up. It also showed me how normal conditions can help prove that one situation caused another. For example, Dick woke up at 3am and the dog was barking. He doesn't normally wake up at 3am so it must be because of the dog barking.
This chapter in the book made it very clear about causes and effects. It has always been somewhat unclear to me what you can refer to as a cause and what you can call an effect. However, the example the book shows makes it easier for me. It uses a simple example of a dog waking up a person. Previously, I would have to think hard about the different ways things could be causes and the different ways things could be effects. However, the book laid it out to show that because Spot barked and then Dick woke up, Spot must be the cause of Dick waking up. It also showed me how normal conditions can help prove that one situation caused another. For example, Dick woke up at 3am and the dog was barking. He doesn't normally wake up at 3am so it must be because of the dog barking.
Saturday, April 17, 2010
Appeal to Spite
3). Pick one concept, idea or exercise from the assigned reading, that we have no already discussed, that you found useful or interesting, and discuss it.
I found appeal to spite interesting in chapter 10 this week. The book describes it as “the hope of revenge”.It is where a person tries to justify doing something wrong to another person because they have done something wrong to you before. I never thought of this as an argument before. However, the book broke it down and explained why it is an argument. It is an argument because a person is justifying why he or she is doing something wrong to another person. For example, I won’t remind my roommate to empty her trash on Wednesday so the garbage man gets it because she didn’t remind me last week and I forgot. In this sense, I am justifying why I won’t help her out and remind her. It is an argument.This can also work by telling another person not to do something for another person because he or she wasn’t helped by that person in the past. Appeal to spite seems like it starts a huge chain of reactions that carries from one person to the next and down the line.
I found appeal to spite interesting in chapter 10 this week. The book describes it as “the hope of revenge”.It is where a person tries to justify doing something wrong to another person because they have done something wrong to you before. I never thought of this as an argument before. However, the book broke it down and explained why it is an argument. It is an argument because a person is justifying why he or she is doing something wrong to another person. For example, I won’t remind my roommate to empty her trash on Wednesday so the garbage man gets it because she didn’t remind me last week and I forgot. In this sense, I am justifying why I won’t help her out and remind her. It is an argument.This can also work by telling another person not to do something for another person because he or she wasn’t helped by that person in the past. Appeal to spite seems like it starts a huge chain of reactions that carries from one person to the next and down the line.
Friday, April 16, 2010
Page 95 Objective 3
2). Pertaining to page 195, complete objective 1, 2, 3, 6 or 7.
For this question, I have completing objective number 3. I found an advertisement for the TRUTH organization which is against smoking and tries to raise awareness about the harmful effects of smoking on a person’s body and entire life. This organization also has powerful commercials on TV as well as advertisements like the one I’m showing here in magazines. This particular ad is showing a man smoking and reveals what the smoke is doing to the inside of him. This is an appeal to fear because it shows a horrific image which is supposed to scare a person into quitting smoking. The organizations cause is good, even though they use appeal to fear. I think this ad shows how appeal to fear can sometimes be a good thing. This ad is showing people how bad smoking is for you in the attempt to get someone to stop and save their life.
For this question, I have completing objective number 3. I found an advertisement for the TRUTH organization which is against smoking and tries to raise awareness about the harmful effects of smoking on a person’s body and entire life. This organization also has powerful commercials on TV as well as advertisements like the one I’m showing here in magazines. This particular ad is showing a man smoking and reveals what the smoke is doing to the inside of him. This is an appeal to fear because it shows a horrific image which is supposed to scare a person into quitting smoking. The organizations cause is good, even though they use appeal to fear. I think this ad shows how appeal to fear can sometimes be a good thing. This ad is showing people how bad smoking is for you in the attempt to get someone to stop and save their life.
Thursday, April 15, 2010
Appeal to Emotion
1). Discuss the idea of Appeal to Emotion. There are different aspects of Appeal to Emotion, which type of Appeal to Emotion strikes you, and why?
Appeal to emotion is commonly used in advertising, politics, articles, and movies or television. It is a common way to try to get a person or group of people to believe something without having legitimate reasons behind it. The different kinds are appeal to pity, appeal to fear, and appeal to spite. Appeal to pity strikes me the most out of this chapter. It strikes me because it is the appeal to emotion I see most commonly in day to day life. Just walking across the SJSU campus I can see examples of it. There are people for Green Peace who try to stop you and talk about the horrible treatment to whales or other animals and use appeal to pity to try to get you to join their cause. Other times I see it on television. We’ve all seen the commercials asking you to donate just 5 cents a day to help the poor, innocent children they constantly show on the screen. While these both may be good causes, the organizations are still using appeal to pity to get their point across.
Appeal to emotion is commonly used in advertising, politics, articles, and movies or television. It is a common way to try to get a person or group of people to believe something without having legitimate reasons behind it. The different kinds are appeal to pity, appeal to fear, and appeal to spite. Appeal to pity strikes me the most out of this chapter. It strikes me because it is the appeal to emotion I see most commonly in day to day life. Just walking across the SJSU campus I can see examples of it. There are people for Green Peace who try to stop you and talk about the horrible treatment to whales or other animals and use appeal to pity to try to get you to join their cause. Other times I see it on television. We’ve all seen the commercials asking you to donate just 5 cents a day to help the poor, innocent children they constantly show on the screen. While these both may be good causes, the organizations are still using appeal to pity to get their point across.
Thursday, March 25, 2010
Discussion Question #3 (3/21 - 3/27)
3). Pick one concept from the assigned reading, that has not already been discussed during this discussion week, that you found useful or interesting, and discuss it.
In this chapter, I found the section about checking for validity with diagrams very useful. I had never thought about using pictures or diagrams in the course before. The illustrations and explanations gave me the ability to organize claims into a visual drawing. For their example, “All good teachers give fair exams. Professor Z gives fair exams. So professor Z is a good teacher,” I was able to understand why “good teachers” circle belongs inside the “teachers who give fair exams” circle and why “Professor Z” is not a part of both circles, therefore making it weak. This was really helpful because I can learn best if I have a way to visualize and example or work it out on paper. Being able to draw a claim out on paper allows me to do that. I think applying this method to claims can help a lot of people that may struggle just trying to think about a concept without writing it out.
In this chapter, I found the section about checking for validity with diagrams very useful. I had never thought about using pictures or diagrams in the course before. The illustrations and explanations gave me the ability to organize claims into a visual drawing. For their example, “All good teachers give fair exams. Professor Z gives fair exams. So professor Z is a good teacher,” I was able to understand why “good teachers” circle belongs inside the “teachers who give fair exams” circle and why “Professor Z” is not a part of both circles, therefore making it weak. This was really helpful because I can learn best if I have a way to visualize and example or work it out on paper. Being able to draw a claim out on paper allows me to do that. I think applying this method to claims can help a lot of people that may struggle just trying to think about a concept without writing it out.
Tuesday, March 23, 2010
Discussion Question #1 (3/21 - 3/27)
1). Discuss one concept in Chapter 8 that you found useful. Please explain the concept and give a personal example or personal story.
In this chapter, I found the section about checking for validity with diagrams very useful. I had never thought about using pictures or diagrams in the course before. The illustrations and explanations gave me the ability to organize claims into a visual drawing. For their example, “All good teachers give fair exams. Professor Z gives fair exams. So professor Z is a good teacher,” I was able to understand why “good teachers” circle belongs inside the “teachers who give fair exams” circle and why “Professor Z” is not a part of both circles, therefore making it weak. This was really helpful because I can learn best if I have a way to visualize and example or work it out on paper. Being able to draw a claim out on paper allows me to do that. I think applying this method to claims can help a lot of people that may struggle just trying to think about a concept without writing it out.
In this chapter, I found the section about checking for validity with diagrams very useful. I had never thought about using pictures or diagrams in the course before. The illustrations and explanations gave me the ability to organize claims into a visual drawing. For their example, “All good teachers give fair exams. Professor Z gives fair exams. So professor Z is a good teacher,” I was able to understand why “good teachers” circle belongs inside the “teachers who give fair exams” circle and why “Professor Z” is not a part of both circles, therefore making it weak. This was really helpful because I can learn best if I have a way to visualize and example or work it out on paper. Being able to draw a claim out on paper allows me to do that. I think applying this method to claims can help a lot of people that may struggle just trying to think about a concept without writing it out.
Monday, March 22, 2010
Discussion Question #2 (3/21 - 3/27)
2). Discuss the usefulness of the first or second major course assignment. Use specific examples.
I found the second course assignment very useful. First of all, it taught me to really analyze what organizations were claiming, and what I should really believe. This was because when first choosing an organization to critique, I had to see which ones had the most claims and fallacies my group could argue against. I had to think critically about each statement made by each organization and think about how it may be a weak claim or fallacy. Secondly, the assignment taught me to work with others in a group more. For the first assignment, my group took a while to figure out what each person would do and how we would get it done. When it came to this second assignment, we had learned how to work with each other and what to expect from each other. Overall, the assignment went smoothly and illustrated the reasons behind learning to think critically.
I found the second course assignment very useful. First of all, it taught me to really analyze what organizations were claiming, and what I should really believe. This was because when first choosing an organization to critique, I had to see which ones had the most claims and fallacies my group could argue against. I had to think critically about each statement made by each organization and think about how it may be a weak claim or fallacy. Secondly, the assignment taught me to work with others in a group more. For the first assignment, my group took a while to figure out what each person would do and how we would get it done. When it came to this second assignment, we had learned how to work with each other and what to expect from each other. Overall, the assignment went smoothly and illustrated the reasons behind learning to think critically.
Friday, March 5, 2010
Discussion Question #3 (Open Question)
3) Pick one concept from the assigned reading, not already discussed, that you found useful or interesting and discuss it.
I really liked the section on mistaking the person for the claim. I never tought about how I may reject a claim simply because I heard it from a person I don’t know, or don’t like. Also if I believe someone lies a lot, or exaggerates a lot, I may reject any of their claims, also. I would probably do this without even giving them a chance to reason and prove their claims. I would then be breaking the principles of rational discussion. I would not be willing to reason well with the person if I have already decided I won’t believe his or her claims. This opened my eyes and made me realize that I should give every argument I hear a chance to be proven to me before I make my judgements about it. Just because I believe a person doesn’t tell the truth often, doesn’t mean I shouldn’t give their argument a chance ever. I, then, would be the one not arguing effectively or correctly.
I really liked the section on mistaking the person for the claim. I never tought about how I may reject a claim simply because I heard it from a person I don’t know, or don’t like. Also if I believe someone lies a lot, or exaggerates a lot, I may reject any of their claims, also. I would probably do this without even giving them a chance to reason and prove their claims. I would then be breaking the principles of rational discussion. I would not be willing to reason well with the person if I have already decided I won’t believe his or her claims. This opened my eyes and made me realize that I should give every argument I hear a chance to be proven to me before I make my judgements about it. Just because I believe a person doesn’t tell the truth often, doesn’t mean I shouldn’t give their argument a chance ever. I, then, would be the one not arguing effectively or correctly.
Thursday, March 4, 2010
Discussion Question #2 (Advertisements)
2) Concerning Section C in Chapter 5, Advertising on the Internet. Please find a piece of advertising on the internet, provide a link on your blog, a screenshot, or include the advertisement in your post so the class can see what you are discussing. You should then relate the piece of advertising back to the concepts in Sections A & B in chapter 5 and discuss.
When browsing the web, I am constantly bombarded with advertisements. I learn to ignore most, but some really catch my eye because of how they claim so much, yet have no reasons behind them proving it. My example shows an ad with too many claims that are not justified. I personally reject this advertisement. It is making claims left and right that their products are salon quality. However, they never mention what “salon-quality” is? They can’t back up their claims with reasons. They also say their products are the same quality but without the same price. This leads them to say, “So you can afford to have salon-beautiful hair every day”. However, what is affordable in their eyes? Also, what makes supposedly salon-beautiful hair? In addition, who decides their shampoo is the same quality shampoo as salons? Did they poll people, or decide on their own? Personally, I have tried Tresemme shampoos and salon shampoos and see a big difference. Therefore, I can reject this claim because of my personal experience. I know the claim is false from my own experience.
When browsing the web, I am constantly bombarded with advertisements. I learn to ignore most, but some really catch my eye because of how they claim so much, yet have no reasons behind them proving it. My example shows an ad with too many claims that are not justified. I personally reject this advertisement. It is making claims left and right that their products are salon quality. However, they never mention what “salon-quality” is? They can’t back up their claims with reasons. They also say their products are the same quality but without the same price. This leads them to say, “So you can afford to have salon-beautiful hair every day”. However, what is affordable in their eyes? Also, what makes supposedly salon-beautiful hair? In addition, who decides their shampoo is the same quality shampoo as salons? Did they poll people, or decide on their own? Personally, I have tried Tresemme shampoos and salon shampoos and see a big difference. Therefore, I can reject this claim because of my personal experience. I know the claim is false from my own experience.
Wednesday, March 3, 2010
Discussion Question #1 (Repairing Arguments)
1) For this question, please come up with an argument that needs to be repaired. Look over the examples on pages 63-67. Come up with your own example and 'discuss' it as they do in the text. To accomplish this, you should understand the Principle of Rational Discussion and the concept of Repairing Arguments.
Jim: Granola bars are filling. Granola bars are cheap. Granola bars can fit in your purse.
Mary: So?
Jim: So granola bars make great snacks.
Mary: I don’t see how that makes sense.
Analysis: This is not a good argument because it doesn’t show the reasoning between the premises and the conclusion. The premises don’t show that other possibilities aren’t possible that lead to the conclusion. You could add a premise that states, “Any snack that is filling, cheap, and can fit in your purse is good.” However, Mary may not agree because he or she doesn’t like the crunchiness of a granola bar or how it can sometimes be blan tasting or how the crunchiness can be loud in a quiet place. This argument cannot be repaired because adding this premise does not make it stronger or valid, doesn’t make the premise plausible and plausible to the other person, or make the premise more plausible than the conclusion. Jim is violating the principle of rational discussion because he is not able to reason well. He just states a lot of truths about granola bars, but they don’t necessarily lead to his conclusion.
Jim: Granola bars are filling. Granola bars are cheap. Granola bars can fit in your purse.
Mary: So?
Jim: So granola bars make great snacks.
Mary: I don’t see how that makes sense.
Analysis: This is not a good argument because it doesn’t show the reasoning between the premises and the conclusion. The premises don’t show that other possibilities aren’t possible that lead to the conclusion. You could add a premise that states, “Any snack that is filling, cheap, and can fit in your purse is good.” However, Mary may not agree because he or she doesn’t like the crunchiness of a granola bar or how it can sometimes be blan tasting or how the crunchiness can be loud in a quiet place. This argument cannot be repaired because adding this premise does not make it stronger or valid, doesn’t make the premise plausible and plausible to the other person, or make the premise more plausible than the conclusion. Jim is violating the principle of rational discussion because he is not able to reason well. He just states a lot of truths about granola bars, but they don’t necessarily lead to his conclusion.
Saturday, February 20, 2010
Discussion Question #3 (Ch11)
3). Pick one concept from either text, not already discussed, that you found useful or interesting and discuss it.
For this discussion question, I found the part in the Group Communication text about Practicing Mentoring to be interesting. I have always believed that a new employee can learn best from a person who has "been there" before. The new employee has a certain trust with someone who has been in his or her shoes before. I also like how they point out the fact that the mentor has a benefit too; it shows the company he or she has been workin for just how much has been learned and how valueable he or she now is to the company. I have never thought about being a mentor as going through steps, but the book explains it clearly. First, the mentor and new employee go through an initiation stage, followed by cultivation, seperation, and redefinition. I found redefinition to be the most interesting because it labels how a mentor and new employee eventually regard eachother as equals in the company, (unless one is promoted). This section in the book showed me how good it can be for a mentor and a new employee to have this type of relationship.
For this discussion question, I found the part in the Group Communication text about Practicing Mentoring to be interesting. I have always believed that a new employee can learn best from a person who has "been there" before. The new employee has a certain trust with someone who has been in his or her shoes before. I also like how they point out the fact that the mentor has a benefit too; it shows the company he or she has been workin for just how much has been learned and how valueable he or she now is to the company. I have never thought about being a mentor as going through steps, but the book explains it clearly. First, the mentor and new employee go through an initiation stage, followed by cultivation, seperation, and redefinition. I found redefinition to be the most interesting because it labels how a mentor and new employee eventually regard eachother as equals in the company, (unless one is promoted). This section in the book showed me how good it can be for a mentor and a new employee to have this type of relationship.
Thursday, February 18, 2010
Discussion Question #2 (Ch11)
2). Violating the Principle of Rational Discussion (page 202) and Content Fallacies (page 201). Pick one, explain the fallacy in your own words, then give a real world example that you have heard in the past. (You may need to do additional 'research' for the fallacy that you have chosen if the concept is not clear from the text. You can 'google' the particular fallacy you have chosen for an additional explanation).
For this question, I am going to examine Content Fallacies. I didn’t find the book very clear on the distinction of Content Fallacies, but I will try my best. From what I can tell, content fallacies are arguments that are obviously bad. Usually, when analyzing an argument, one has to look and question each claim and determine if the argument is strong or weak. With content fallacies, it is easy to tell that the argument is very weak. For example, the book describes one content fallacy as being a “slippery slope”. When the argument is a slippery slope, it is easy to tell it is very weak. It is a fallacy because it is a long chain of things that supposedly lead to a conclusion; however, the claims have no explanation or reason behind them. For example, a slippery slope fallacy could be: “The government shouldn’t ban talking on cell phones while driving. Because then they will start banning everything we do.” The claim has no reason to make that conclusion. Therefore, it is a content fallacy.
For this question, I am going to examine Content Fallacies. I didn’t find the book very clear on the distinction of Content Fallacies, but I will try my best. From what I can tell, content fallacies are arguments that are obviously bad. Usually, when analyzing an argument, one has to look and question each claim and determine if the argument is strong or weak. With content fallacies, it is easy to tell that the argument is very weak. For example, the book describes one content fallacy as being a “slippery slope”. When the argument is a slippery slope, it is easy to tell it is very weak. It is a fallacy because it is a long chain of things that supposedly lead to a conclusion; however, the claims have no explanation or reason behind them. For example, a slippery slope fallacy could be: “The government shouldn’t ban talking on cell phones while driving. Because then they will start banning everything we do.” The claim has no reason to make that conclusion. Therefore, it is a content fallacy.
Wednesday, February 17, 2010
Discussion Question #1 (Ch11)
1). Concerning 221 - 225 Complex Arguments for Analysis: Page 225 contains Exercises on the Structure of Arguments. Please choose one of the 5 exercises and complete the exercise in one post to your blog. After you have completed the exercise, discuss whether or not this exercise was useful.
The exercise I chose is number 2. A person stated:
"1 Las Vegas has too many people. 2 There's not enough water in the desert to support more than a million people. 3 And the infrastructure of the city can't handle more than a million: 4 The streets are overcrowded, and 5 traffic is always congested; 6 the schools are overcrowded, and new ones can't be built fast enough. 7 We should stop migration to the city by tough zoning laws in the city and country."
Argument: Yes. I have numbered the parts that might be a claim.
Conclusion: We should stop migration to the city by tough zoning laws in the city and country.
Additional Premises Needed: You could make 1, 2, 3, 4, 5, and 6 a claim by saying "Las Vegas has too many people because there's not enough water in the desert, the streets are overcrowded, traffic is always congested, and schools are overcrowded and new ones can't be built fast enough." And add the conclusion, "Therefore, we should stop migration to the city by tough zoning laws in the city and country."
Identify and Subarguments: 1, 2, 3, 4, 5, and 6 are independent and support the conclusion, 7.
Good Argument: All the premises seem plausible and support the conclusion. So yes, it's a good argument.
I feel the exercise was very useful. It helped me break down different parts of an argument and really analyze it. Usually, when I read a paragraph like the one I chose, I just somewhat try to read through and understand the whole of it. However, this exercise and chapter in the book taught me to break down arguments and really see if what the person is arguing is good or not. I like how this exercise showed me to take each part of it and look at it as a claim and not just a sentence. That way, I can really see how the person led to his or her conclusion. I feel confident I broke down this argument well and made it better and will continue to analyze arguments I am presented with in the future.
The exercise I chose is number 2. A person stated:
"1 Las Vegas has too many people. 2 There's not enough water in the desert to support more than a million people. 3 And the infrastructure of the city can't handle more than a million: 4 The streets are overcrowded, and 5 traffic is always congested; 6 the schools are overcrowded, and new ones can't be built fast enough. 7 We should stop migration to the city by tough zoning laws in the city and country."
Argument: Yes. I have numbered the parts that might be a claim.
Conclusion: We should stop migration to the city by tough zoning laws in the city and country.
Additional Premises Needed: You could make 1, 2, 3, 4, 5, and 6 a claim by saying "Las Vegas has too many people because there's not enough water in the desert, the streets are overcrowded, traffic is always congested, and schools are overcrowded and new ones can't be built fast enough." And add the conclusion, "Therefore, we should stop migration to the city by tough zoning laws in the city and country."
Identify and Subarguments: 1, 2, 3, 4, 5, and 6 are independent and support the conclusion, 7.
Good Argument: All the premises seem plausible and support the conclusion. So yes, it's a good argument.
I feel the exercise was very useful. It helped me break down different parts of an argument and really analyze it. Usually, when I read a paragraph like the one I chose, I just somewhat try to read through and understand the whole of it. However, this exercise and chapter in the book taught me to break down arguments and really see if what the person is arguing is good or not. I like how this exercise showed me to take each part of it and look at it as a claim and not just a sentence. That way, I can really see how the person led to his or her conclusion. I feel confident I broke down this argument well and made it better and will continue to analyze arguments I am presented with in the future.
Saturday, February 13, 2010
Discussion Question #3 (Ch3)
3). Pick one concept from either text, not already discussed, that you found useful or interesting and discuss it.
One concept that I found really interesting is in the beginning of the 3rd chapter of the Epstein book. I used to think of a good argument as being one that makes the other person believe or change their minds about the issue. However, the book brought up a good point: what if the person refuses to be convinced? Maybe he or she is in a bad mood and not thinking with an open mind? This would then make a good argument bad, according to my previous definition of a good argument. However, because of these two examples just illustrated, I now understand a good argument is not just about weather or not the other person was convinced or not. It has to do with what the information and conclusion states, weather it is true, and weather the premises lead to the conclusion. In this, we can say that the conclusion has to follow the premises to have a good argument. Now, when I may have an argument or misunderstanding with someone, I know that setting up a good argument is essential.
One concept that I found really interesting is in the beginning of the 3rd chapter of the Epstein book. I used to think of a good argument as being one that makes the other person believe or change their minds about the issue. However, the book brought up a good point: what if the person refuses to be convinced? Maybe he or she is in a bad mood and not thinking with an open mind? This would then make a good argument bad, according to my previous definition of a good argument. However, because of these two examples just illustrated, I now understand a good argument is not just about weather or not the other person was convinced or not. It has to do with what the information and conclusion states, weather it is true, and weather the premises lead to the conclusion. In this, we can say that the conclusion has to follow the premises to have a good argument. Now, when I may have an argument or misunderstanding with someone, I know that setting up a good argument is essential.
Thursday, February 11, 2010
Discussion Question #2 (Ch3)
2). Discuss Strong versus Valid Arguments in detail. Give an example of each from everyday life.
When considering strong and valid arguments, one must look at the premises of an argument. If the premises of the argument is true and there is no way for the conclusion to be false, then the argument is said to be valid (Epstein, 2006). If the argument is decided to be invalid, it can still be strong. By saying an argument is strong, it needs to be believed that the conclusion may possibly be false, but is very unlikely to be (Epstein, 2006). For example, a valid argument could be, "All of Tiffany & Co.'s sterling silver jewelry is made with real sterling silver. So Diana's Tiffany & Co. earrings are real sterling silver." This argument is valid because there is no way the conclusion could be false because we know all Tiffany & Co. sterling silver jewelry is made with real sterling silver. An example of a strong argument could be, "Any jewelry anyone has ever seen or heard about from Forever 21 is under $5.00. Therefore, I can go to Forever 21 today and get a bracelet for under $5.00." This argument is considered strong, but not valid. The reason for this is because the conclusion could be considered false in some way. For instance, Forever 21 could have just gotten new, more expensive jewelry in. Or, the government could have put a new tax on the factory that makes the Forever 21 jewelry, which would increase the price of the regular $5.00 jewelry. These two reasons make the conclusion have possibilities to be false. However, the reasons are not very likely, which make the argument strong.
When considering strong and valid arguments, one must look at the premises of an argument. If the premises of the argument is true and there is no way for the conclusion to be false, then the argument is said to be valid (Epstein, 2006). If the argument is decided to be invalid, it can still be strong. By saying an argument is strong, it needs to be believed that the conclusion may possibly be false, but is very unlikely to be (Epstein, 2006). For example, a valid argument could be, "All of Tiffany & Co.'s sterling silver jewelry is made with real sterling silver. So Diana's Tiffany & Co. earrings are real sterling silver." This argument is valid because there is no way the conclusion could be false because we know all Tiffany & Co. sterling silver jewelry is made with real sterling silver. An example of a strong argument could be, "Any jewelry anyone has ever seen or heard about from Forever 21 is under $5.00. Therefore, I can go to Forever 21 today and get a bracelet for under $5.00." This argument is considered strong, but not valid. The reason for this is because the conclusion could be considered false in some way. For instance, Forever 21 could have just gotten new, more expensive jewelry in. Or, the government could have put a new tax on the factory that makes the Forever 21 jewelry, which would increase the price of the regular $5.00 jewelry. These two reasons make the conclusion have possibilities to be false. However, the reasons are not very likely, which make the argument strong.
Wednesday, February 10, 2010
Discussion Question #1 (Ch3)
1). Concerning part "C" in chapter 3 of the Epstein text, The Tests for an Argument to Be Good - there are three tests an argument must pass in order for the argument to be good. Please come up with an argument just like the examples, and discuss it using the three tests on Page 42.
My example: Jenny's toenails were painted pink last week. This week Jenny's toenails are purple. So Jenny went to a salon and got a pedicure since last week.
The first test one should use is to figure out if the premises are plausible. In this example, the premises are plausible because we have good reason to believe Jenny's toenails were painted pink and now they are purple. It is something that is easily observed and we don't have much reason to not believe it. The second test one should use is to figure out if the premises are more plausible than the conclusion. In this example, the premises could be more plausible than the conclusion. For example, instead of going to a salon and getting a pedicure, Jenny could have painted her toes herself, her older sister could have painted them, or she used a new nail polish that changes colors after a couple days. Because of these alternatives, this example fails this test. The third test one should use is weather the argument is valid or strong. Since it is likely this argument's premises are true and conclusion is false, it is neither valid nor good. This is an invalid and bad argument.
My example: Jenny's toenails were painted pink last week. This week Jenny's toenails are purple. So Jenny went to a salon and got a pedicure since last week.
The first test one should use is to figure out if the premises are plausible. In this example, the premises are plausible because we have good reason to believe Jenny's toenails were painted pink and now they are purple. It is something that is easily observed and we don't have much reason to not believe it. The second test one should use is to figure out if the premises are more plausible than the conclusion. In this example, the premises could be more plausible than the conclusion. For example, instead of going to a salon and getting a pedicure, Jenny could have painted her toes herself, her older sister could have painted them, or she used a new nail polish that changes colors after a couple days. Because of these alternatives, this example fails this test. The third test one should use is weather the argument is valid or strong. Since it is likely this argument's premises are true and conclusion is false, it is neither valid nor good. This is an invalid and bad argument.
Friday, February 5, 2010
Discussion Question #3
3). Pick one concept from the reading (either Epstein or the Small Group Comm book) and discuss it in detail.
In our Group Communication book, I found the section on establishing group norms to be interesting. I have recently realized that in a group I am apart of, some people do and say things differently than I would think is appropriate. My group has norms such as when one should arrive and who should speak first but sometimes I feel there is no norm for negative comments or the kinds of topics that can be expressed in a meeting. I feel the advice the book gives for setting norms is useful. It says that you should explain to the group the behavior you find harmful to the well-being of the group. Also, you should let the group know if you feel that the behavior distracts from the goals of the group. I feel this is very helpful when trying to set appropriate norms for a group. I have never thought of how much norms can affect and are a part of a group. For example, one member may think it's okay to talk about his or her great financial situation in front of many people, but others in the group may find it offensive if he or she is not so fortunate. This can lead to anger, jealousy, and competition that will not be healthy for the group as a whole.
In our Group Communication book, I found the section on establishing group norms to be interesting. I have recently realized that in a group I am apart of, some people do and say things differently than I would think is appropriate. My group has norms such as when one should arrive and who should speak first but sometimes I feel there is no norm for negative comments or the kinds of topics that can be expressed in a meeting. I feel the advice the book gives for setting norms is useful. It says that you should explain to the group the behavior you find harmful to the well-being of the group. Also, you should let the group know if you feel that the behavior distracts from the goals of the group. I feel this is very helpful when trying to set appropriate norms for a group. I have never thought of how much norms can affect and are a part of a group. For example, one member may think it's okay to talk about his or her great financial situation in front of many people, but others in the group may find it offensive if he or she is not so fortunate. This can lead to anger, jealousy, and competition that will not be healthy for the group as a whole.
Thursday, February 4, 2010
Discussion Question #2
2). Use an example from everyday life: Describe a vague sentence or ambiguous sentence you have heard recently. Where did you hear this sentence? An advertisement? Was it a conversation with a friend? What qualified the sentence as vague or ambiguous?
Yesterday, my friend and I were shopping at the store Forever 21. After we had left, she told me of how she wished she had bought a necklace she saw. I started to think of how her birthday is coming up soon so maybe I could surprise her with it. When I asked her what it looked like, she replied, "It was black and kind of big." This description of the necklace gave me no information on which necklace she wanted. It could have been the black necklace they had with beads or the black necklace they had with chains. Her sentence was far too vague to help me. Because there are a large variety of necklaces at the Forever 21 store, I could have interpreted her description to be a number of different necklaces. Because of her vagueness, I guess I'll have to think of something different to get her!
Yesterday, my friend and I were shopping at the store Forever 21. After we had left, she told me of how she wished she had bought a necklace she saw. I started to think of how her birthday is coming up soon so maybe I could surprise her with it. When I asked her what it looked like, she replied, "It was black and kind of big." This description of the necklace gave me no information on which necklace she wanted. It could have been the black necklace they had with beads or the black necklace they had with chains. Her sentence was far too vague to help me. Because there are a large variety of necklaces at the Forever 21 store, I could have interpreted her description to be a number of different necklaces. Because of her vagueness, I guess I'll have to think of something different to get her!
Monday, February 1, 2010
Discussion Question #1
1). Use an example from outside of the classroom. Discuss Subjective and Objective Claims. Give an example of a Subjective Claim you have heard or used recently AND give an example of an Objective Claim you have heard or used recently. Describe the situation. Describe the claims IN DETAIL.
Subjective and Objective claims make up a part of communication that is often overlooked. Subjective claims are based on what a person thinks or believes and Objective claims are not. It is said that Subjective claims have personal standards and Objective claims have impersonal standards.
Recently, I overheard my friend talking on the phone to her mom about taking a shopping trip. I heard her say, "Nordstrom Rack always closes at ten o'clock pm." This claim is not based on weather she believes that it closes then or not. It may or may not be true that it closes at 10pm, but it is still considered an objective claim because it has impersonal standards. The truth or falsity of the claim does not matter on what my friend thinks or believes.
Today, my friend and classmate said to me, "This dance class is so much better than the yoga class we took last year." I really liked yoga last year and am not quite sure if I'm a huge fan of this dance class we're now in. My friend's claim is subjective because weather it is true or false completely depends on what she feels about the class, not what I feel about it. If I had said the same claim, it would have been false because I do not believe that the class is much better. However, it is true for her because she believes it. Her claim is based on personal standards.
Subjective and Objective claims make up a part of communication that is often overlooked. Subjective claims are based on what a person thinks or believes and Objective claims are not. It is said that Subjective claims have personal standards and Objective claims have impersonal standards.
Recently, I overheard my friend talking on the phone to her mom about taking a shopping trip. I heard her say, "Nordstrom Rack always closes at ten o'clock pm." This claim is not based on weather she believes that it closes then or not. It may or may not be true that it closes at 10pm, but it is still considered an objective claim because it has impersonal standards. The truth or falsity of the claim does not matter on what my friend thinks or believes.
Today, my friend and classmate said to me, "This dance class is so much better than the yoga class we took last year." I really liked yoga last year and am not quite sure if I'm a huge fan of this dance class we're now in. My friend's claim is subjective because weather it is true or false completely depends on what she feels about the class, not what I feel about it. If I had said the same claim, it would have been false because I do not believe that the class is much better. However, it is true for her because she believes it. Her claim is based on personal standards.
Wednesday, January 27, 2010
First Post
Hi everyone,
Well, I don't really have much communication experience. I took basic public speaking my first year in college, but I'm not really sure if that counts. I am taking this class because it fulfills a GE and because it is online. I've never done an online class so I thought I'd try it out. It's very different to me so far, but hopefully I can get the hang of it. My biggest challenge is going to be remembering that I have an online class! Some of my interests are shopping, swimming, and just hanging out with friends--no real hobbies for me.
That's it for now,
MyClass Online
Well, I don't really have much communication experience. I took basic public speaking my first year in college, but I'm not really sure if that counts. I am taking this class because it fulfills a GE and because it is online. I've never done an online class so I thought I'd try it out. It's very different to me so far, but hopefully I can get the hang of it. My biggest challenge is going to be remembering that I have an online class! Some of my interests are shopping, swimming, and just hanging out with friends--no real hobbies for me.
That's it for now,
MyClass Online
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