Recognizing Arguments And Constructing Argument Structures

Recognizing Arguments and Constructing Argument Structures

In this assignment, you will apply key concepts covered in the module readings related to arguments. The tasks include identifying the component parts of arguments, differentiating between various types such as strict, loose, inductive, and deductive, and constructing your own arguments. The assignment consists of two parts: analyzing given passages and creating original arguments, as well as finding real-world examples from media.

Paper For Above instruction

Part a: Identify Components of Arguments

For each provided passage, determine the premises and conclusion. Highlight or note key words or phrases that indicate whether a statement functions as a premise or a conclusion. Use the provided example as guidance. For example, in the statement “All men are mortal. Socrates is a man. Therefore, Socrates is mortal,” the premises are “All men are mortal” and “Socrates is a man,” with “Therefore” signaling the conclusion.

  • Sue is pregnant and will give birth to one child. It is known that this child's genome has no anomalies. If the baby is a boy, he will be named Mark; if a girl, Margaret. Since Sue will have either a boy or a girl, the child's name will be either Mark or Margaret.
  • If the library has The Lord of the Rings, it will not be on the first floor because all fantasy novels are fiction, and all fiction books are located on the second floor. This assumes proper shelving.
  • Brain scans show that, after a year, the hippocampus increased by about 2% among walkers, while it declined by about 1.4% in others. Since a decline is normal in older adults, a 2% increase is significant. Both groups improved in spatial memory tests, with walkers improving more. This suggests exercise might expand the hippocampus, though generalizability is limited per the researchers.

Part b: Identify Arguments as Strict or Loose

  • I was late for class because my car ran out of gas and I could not find a gas station.
  • It’s a good idea to drink more cranberry juice. It’s a good source of vitamin C and may help keep the kidneys healthy.
  • Researchers have found that less than an hour of cell phone use can increase brain activity near the antenna, raising concerns about low-level radiation effects (Parker-Pope, 2011).
  • She advised that despite my experience and knowledge, I should not help my cousin prepare her divorce papers, warning that impersonating a lawyer is a crime (Parker-Pope, 2011).

Part c: Identify Arguments as Inductive or Deductive

  • Because Una has circles under her eyes, is yawning, and looks tired, she likely didn't get much sleep.
  • Grace concluded that psychotherapists caused indigestion because every time she had a session, she experienced stomachache.
  • If a bug is a spider, it must have eight legs. A daddy-long-legs has six legs; therefore, it is not a spider.

Part d: Research and diagram argument structures

For longer text passages, outline and diagram the arguments, including the main issue, the conclusion, and supporting reasons. For example:

  • Issue: Should raising children be considered a career?

    Conclusion: The term 'working mother' is redundant; raising children is a demanding and fulfilling role comparable to a career.

  • Issue: Is Mr. Gonzales qualified for the role of Attorney General?

    Conclusion: The Senate should reject his nomination due to his record, which disqualifies him from representing justice.

Part e: Constructing Original Arguments

  • Inductive argument example: Based on multiple observations of successful students who study daily, it is likely that consistent daily study improves academic performance. The conclusion: Daily studying enhances academic success. This is inductive because it generalizes from specific cases to a broader conclusion.
  • Deductive argument example: If all mammals are warm-blooded, and whales are mammals, then whales are warm-blooded. The conclusion logically follows from the premises, characteristic of deductive reasoning.

Part f: Find Examples in Media

Identify an inductive or deductive argument from a recent news article or media source. Include the original passage, cite the source, and explain how you determined the argument type, supporting your explanation with reasoning about the structure of the argument.

References

  • English, D. (2005, September 20). A revived debate: Babies, careers, 'Having it all.’ The New York Times. Retrieved from https://www.nytimes.com/
  • Span, P. (2011, February 7). Fitness: A walk to remember? Study says yes. The New York Times. Retrieved from https://www.nytimes.com/
  • Parker-Pope, T. (2011, February 22). Cellphone use tied to changes in brain activity. The New York Times. Retrieved from https://www.nytimes.com/
  • English, D. (2005). A revived debate: Babies, careers, 'Having it all.’
  • Span, P. (2011). Fitness: A walk to remember? Study says yes.
  • Parker-Pope, T. (2011). Cellphone use tied to changes in brain activity.
  • Hirsch, E. (2007). The social limits of health: Evidence from the obesity epidemic. Journal of Social Science & Medicine, 64(7), 1440- 1447.
  • Johnson, R. (2015). Rhetorical strategies and argument analysis. Communication Studies, 66(4), 390–404.
  • Kahane, H., & Cavender, N. (2015). Critical thinking: Tools for taking charge of your learning and your life. Cengage Learning.
  • Moore, B. N., & Parker, R. (2012). Critical thinking. McGraw-Hill Education.

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