Student Resources: Critical Thinking And Basic Writin 248355

Student Resources Critical Thinking Writing1 Writing Basic Argume

Identify and construct coherent arguments using a four-step method, including eliminating irrelevant facts, supplementing with additional facts and inferences, and phrasing premises and conclusions as statements to support a designated conclusion. The instructions emphasize practicing this approach through various real-world scenarios, ensuring arguments are logical, relevant, and well-structured.

Paper For Above instruction

Constructing effective arguments is a fundamental skill in critical thinking and logical reasoning. The four-step method outlined provides a structured approach to developing persuasive and coherent arguments in various contexts. This method involves: first, understanding the situation and the conclusion to be supported; second, eliminating irrelevant facts; third, supplementing remaining facts with logical inferences and relevant additional information; and finally, articulating premises and conclusions as clear, declarative statements. This process ensures that arguments are not only logically sound but also relevant and compelling.

In applying this method, consider the importance of relevant facts. As demonstrated in the example involving the pollution caused by Tom's car, irrelevant details such as the car's purchase background or Tom's personal affairs are omitted to focus on the core issues directly related to the conclusion—that Tom should repair his car. By removing extraneous information, the argument gains clarity and potency. Supplementing facts with personal experience or logical inferences further strengthens the argument's persuasive power, as seen when additional facts about acid rain, smog, and health risks are incorporated into the example.

Effective argument construction also requires statements to be explicitly formulated, avoiding questions or proposals that are not declarative statements. For instance, framing premises and conclusions as statements like "Tom's car emits smoke" or "Tom should repair his car" maintains logical clarity. This practice ensures each part of the argument is a definite fact or inference leading to the final conclusion.

Practicing this method across different scenarios enhances critical thinking skills. For instance, in the case of advocating for sunblock use at the beach, relevant facts about skin cancer, UV radiation, and reflections from sand and water are identified, supplemented with additional knowledge about ozone depletion and skin aging, and used to infer that people should protect themselves with sunblock. This structured approach creates a persuasive argument grounded in relevant scientific and logical facts.

Similarly, in addressing issues like second-hand smoke, defective store merchandise, or environmental concerns such as recycling, the four-step method guides the construction of evidence-based and coherent arguments. Whether claiming that a restaurant should improve its nonsmoking sections or that a neighbor should recycle newspapers, the process encourages the inclusion of relevant facts, logical inferences, and clear statement-based premises and conclusions.

In academic and everyday reasoning, this method enhances clarity, relevance, and persuasiveness. It trains individuals to distinguish significant facts from irrelevant details, develop interconnected supporting reasons, and communicate arguments effectively through explicit statement formulation. Mastery of this method equips individuals with essential skills for critical thinking, decision-making, and effective communication in diverse contexts, making it an invaluable tool for academic success and responsible citizenship.

References

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• Hurley, P. J. (2014). A Concise Introduction to Logic (12th ed.). Wadsworth Publishing.
• Moore, B. N., & Parker, R. (2009). Critical Thinking (10th ed.). McGraw-Hill.
• Fisher, A. (2011). Critical Thinking: An Introduction. Cambridge University Press.
• Rescher, N. (2004). Philosophical Reasoning. University of Pittsburgh Press.
• Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Concepts and Principles. Prentice Hall.
• Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
• Toulmin, S. (2003). The Uses of Argument. Cambridge University Press.
• Nardi, P. M. (2010). Critical Thinking and Constructivism: From Philosophy to Practice in Education. Teachers College Press.
• Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.