CRITICAL THINKING,

READING and WRITING

Enhancing Problem Solving and Decision Making Skills

STUDENT'S WORKBOOK

Harold McDermott Edited By

Clover Jones McKenzie JuditlrOfogun

Department of Liberal Studies ^ nd Edition

University of Technology, Jamaica August 2 Oil
 Critical Thinking, Reading and Writing

Enhancing Problem Solving and Decision Making Skills

STUDENTS' WORKBOOK

Edition

Clover Jones McKenzie, Harold McDermott

2011

Edited by Judith Orogun

2nd Edition Revised by Nicole Cameron

All rights reserved. No part of this book may be reproduced or transmitted in any form or
by any means, electronic or mechanical, including photocopying, recording or any
information storage and retrieval system, without written permission from the authors.

Printed in Kingston, Jamaica, 2011

Acknowledgements

The completion of this Workbook at a time when there were so many other things taking
place showed the commitment and dedication of all the contributors. This is especially
important when we consider the fact that this is was really voluntary service. This book
is evidence to our desire to assist our students to attain as much as possible from their
experiences with Communication.

We wish to thank everyone who helped in various ways; however special appreciation
must be shown to the following persons.

To:

• family members who supported us in whatever way they could

• Mrs. Nicole Cameron, who despite having Summer duties, took on the task of
revising sections of the book

• Mrs Audene Henry Harvey, who without hesitation proofread sections of the
book on the spot

• Ms Simone Berry and Ms Edmarie Scott who assisted with the proofreading of
the first edition.

• colleagues and friends who offered encouragement and advice

Thank you all!

Clover Jones McKenzie

Harold McDermott
CONTENTS
Introduction 1

Unit One
Critical Thinking I
What is Critical Thinking? 3
The Nature of Critical Thinking 4
Characteristics of the Critical Thinking 5
The Value of Critical Thinking 7

Unit Two
The Critical Thinking process 15

The Steps in the Process 17

Identifying the Issue, Idea or Action Being Promoted 18

Identifying Problems to be Solved 25
Locating Sources of Information 27
Evaluation of Sources of Information 29
The Argument 41
What is an argument 41
The Basic Structure of an Argument 44
The Nature of the Argument 48
Types of Arguments 53

Unit Three
Evaluating Arguments 95
Features of an Effective Argument 96
Faulty Arguments 97
The Critical Review 107

Unit Four
Producing Arguments 116
Expository versus Argumentative Messages 117
Writing the Essay 119
References 137
 INTRODUCTION

"Congratulations Ms. Troy, you have won ten million dollars in the
Wonder Games. In order to collect your prize you need to send
US$500 to this address.... "

"The interest on deposit at the regular banks is way too small.

Place your money with us and get 200% interest per month. "

Thousands of persons, both locally and internationally, who were caught

by various versions of the schemes mentioned above listened to or read the relevant
information and acted upon it. They later learnt that it was not a good idea to just accept
information at face value. It would have been better for them if they had questioned the
information before acting. This situation is not just limited to scams involving money.
Everything we do in life is governed in one way or the other by the type of information
we choose to use as a guide. This includes eating, dressing, sleeping as well as choosing
spouses, friends or schools.

What does all this have to do with language and communication?

Well, the thought processes are closely related to language skills. In reasoning through
any issue, the individual has to choose relevant details, understand them, ponder on them,
analyze and draw conclusions from them. Language users do not just listen, read, write
and speak without any kind of thought (at least, they should not). Choices have to be
made as to what to listen to or read; the receivers then have to seek to understand the
content; the next step is to decide whether to accept the information; and finally they
need to choose whether, when and how to use this information. These are all aspects of
comprehension, from the decoding of letters and sounds to the analysis and application of
knowledge gained.
Academic Writing 1 introduced you to the lower to middle le 1 el ;: rr.rreher.sion skills
such as reading between the lines and drawing inferences. You should now be able to
more effectively obtain information from oral and aural sources a> • eil as 10 use this
information to successfully create expository messages. You are nov. ready to take on
the task of improving your higher order comprehension skills such as analysis and
evaluation.

Academic Writing 11 seeks to assist you to go beyond lust finding and understanding
information. Just knowing what was said by someone else or what is written in a book
cannot help you to survive as a successful human being. You need to be able to
efficiently use information to solve everyday problems. A marker of being educated is
not how much you know; it has to do with how you use your knowledge and skills.
Academic Writing 11 attempts to take you further along the process of developing crucial
critical thinking skills. These skills can be applied to the needs of everyday reasoning and
problem solving.

Like Academic Writing 1, this is a skill-based module. You cannot acquire a skill by
merely sitting in the class or depending on the lecturer. Being told what a skill is or what
it involves will not enable you to master that skill. You learn to drive a car by driving;
you learn to cook by cooking and so on. You need knowledge about these skills, but it is
in actually performing the tasks that you develop your ability to complete them well.

Many students operate under the false notion that general modules like Communication
are not important since they are not their areas of specialization. They therefore spend
very little time on cultivating the required skills. But like the persons caught by the
lottery and other scams, they have been sorely misled. A high degree of proficiency in
language skills can greatly enhance your ability to do well in your personal, academic
and professional life. In addition, language skills enable you to complete various tasks
over your entire lifetime. So, don't be fooled, make sure that you think wisely and do all
you can to build your language skills. You will be enabling your success in life in
general, not just in courses at UTech.

ii
So, as you undertake to enhance your critical thinking skills get ready to read, listen,
reason, speak and write both in and out of class. You need to attend classes regularly and
on time so that you can be guided by your lecturer. You must also complete the required
readings and exercises so that your lecturer will have something to work with. Skills can
only be mastered through PRACTICE. Remember also, that critical thinking is a higher
order skill that must depend on your knowledge of the lower order skills. So, all the
things you learnt about information gathering and processing in Academic Writing 1 are
applicable as well. You are moving up the ladder, but you have to first step on the lower
rungs in order to get to the top. You are going to need to refer to that earlier workbook
so have them ready just in case you have to review some of that content.

Come on! Let's start our journey towards becoming more proficient
critical thinkers.

Clover Jones McKenzie

Head, Communication Division
Department of Liberal Studies, UTech
August 2011

in
UNIT ONE

CRITICAL THINKING mggss/

Unlocking of the mind

Introduction
Many of us love stories; we find good stories very entertaining. But many of
these stories are not just meant to entertain; they can teach us very important
lessons as well. Several of the stories we read as children (and even as adults)
teach very profound lessons. How many Anancy stories do you know? Why is
Anancy able to win in each case? Many of Shakespeare's plays contain
messages about life and human interaction. Remember Romeo and Juliet!
What leads to the final tragedy? It is the assumption that the other lover is
dead. No verification is sought before action is performed. The classic
Merchant of Venice however, is an excellent example of how sound
reasoning can be used to prevent tragedy. Even television series that focus on
solving crimes, including ATC7S, CS7 as well as Law and Order, show how
extremely useful sound reasoning skills can be.

But questions, problems and controversies do not just arise in stories or on

television. These are regular occurrences in life. We struggle with issues
related to health, education, relationships, politics, crime and so on. Many of
the situations depicted through the stories, plays and television shows mirror
occurrences in life. Unfortunately, while children tend to display a high
degree of curiosity as they seek to understand the world around them, this
inquiring characteristic is often stifled by adults. This is true of the education
system which very often concentrates on passing on information, telling

Department of Liberal Studies Pagel

students WHAT to think instead of helping the::: :: -s::ver HOW to think
(Clement and Lochhead, 1980).

This situation should not be reinforced at the university level. As students at

the highest echelon of the education system much is expected of you.
University certification is supposed to prepare ycu to operate at the highest
level of the thinking hierarchy. The university can help students to achieve
this goal by not being guilty of the problem referred to in Xorman (1980)
where it is stated that educators often expect students to learn, but they
rarely teach them how to learn. Learning is a life-long task that involves the
ability to identify problems, locate relevant, valid information, analyze the
ideas, then draw logical conclusions. Learning at this level is not a mindless
process; it has to involve critical thinking.

It takes time and hard work to accomplish the task of becoming an effective
critical thinker but it is not an impossible task. Once you have the desire and
are prepared to do what is required, you will be well on your way to possessing
a very valuable life skill. The more you practise this skill, the better you will
get.

So the question now is: How can we go about improving our critical thinking
skills? Before we begin that process, we first need to understand the
following:

1) What is critical thinking?

2) What are the defining characteristics?

An understanding of the characteristics of the critical thinker will allow you to

determine where you stand as far as critical thinking is concerned. You then

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need to begin your personal journey towards sharpening your critical thinking
skills.

About this Unit

This unit seeks to assist you to understand the features of critical thinking. It
offers a definition for this phenomenon as well as highlights some of the
important characteristics of the process of critical thinking and the critical
thinker. Activities to enhance understanding are also included.

Guiding Questions
1. What is critical thinking?
2. What are some of the key features of the critical thinking process?
3. What are the characteristics of an effective critical thinker?
4. What is the value of critical thinking skills?

What is Critical Thinking?

As human beings we all engage in some form of thinking in order to perform
various tasks required for survival. We eat, sleep, get dressed, comb our hair,
take the bus or drive to our destinations and so on. All these tasks require
basic thinking skills that allow us to function. In order to eat for example, you
must take the food, place it in your mouth, chew and then swallow. This type
of thinking is referred to as functional thinking. However, much of this
very elementary form of thinking is conditioned by our socialization, as we
merely pattern what we see around us or do what we are told by our parents,
teachers and other authority figures.

,
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Critical thinking, on the other hand, involves more in-depth reasoning. It
entails the purposeful weighing of information based on set standards before
making decisions or taking action. In other words, critical thinking requires

thorough reasoning involving a careful analysis of the issue using universally

accepted criteria before passing judgements as to the value of any idea,
information or action. Critical thinking can be described as the scientific
method applied by ordinary people to the ordinary world.

The Nature of Critical Thinking

Critical thinking is neither natural nor automatic; it is a skill that has to be

learned and developed. Unlike functional thinking, it involves weighing
evidence, questioning assumptions and carefully making decisions
based on the available evidence. The critical thinker questions his own beliefs
as well as the beliefs of others to purposefully decide which beliefs are
reasonable based on adequate evidence. This is unlike functional thinking
which is based on preferences, biases and prejudices that we have been
socialized to accept as normal and acceptable.

Critical thinking is inquisitive and aims at being fair-minded. This means

that the critical thinker is always asking questions about what s/he is
required to do, accept or believe. For example, in functional thinking we know
that we must eat in order to stay alive so we perform this everyday act of
getting food and eating. But the act of critical thinking, as far as eating is
concerned, may involve making decisions about what to eat, how much to eat,
and when to eat. By contrast, functional thinking is based on acceptance of
what is habitual and conforms to the accepted norm. It is not concerned with

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finding solutions or the most efficient way of doing something as is critical
thinking. A critical thinker is always inquisitive.

Here are some of the questions that the critical thinker may frequently ask:

1. What am I required to believe, accept or do?

2. What evidence is offered for me to base my decision on?

3. Is the evidence relevant and sufficient for me to accept, believe or

act?

4. Is there an alternative explanation to what is given, accepted or

believed?

5. Do I have sufficient evidence to make a decision or should I wait

until I have enough evidence before acting, believing or accepting

what is being proposed?

CHARACTERISTICS OF THE CRITICAL THINKER

According to Paul and Elder (2005, p.4) critical thinking is "self-directed, self-
disciplined, self-motivated, and self-corrective thinking". This means that the
individual wishing to become a critical thinker must fully engage him/herself
in the process. No-one can develop these skills for you. The facilitator can
provide information and activities that will guide and assist your
development, but you have to do the work.

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Below are some of the qualities that a critical thinker will display. He or she

• does not merely accept what is said or written, but raises and clearly
articulates crucial questions and problems.
• accepts that all problems, issues and questions are complex, there are
no simple answers to any situation. Things are not always black or
white; so he/she examines different points of view.
• is prepared to suspend (put aside) and question his or her own biases,
preferences and beliefs.
• attempts to gather all the evidence available on the issue, problem or
question in a given situation.
• impartially and skilfully distinguishes and differentiates facts, opinion,
claims, inferences, and assumptions within the evidence gathered.
• impartially assesses and evaluates the evidence in order to determine
if the claims made are valid (relevant to the evidence given), logical
(following automatically from the evidence given), and sufficient
(enough evidence is offered to prove the claims made).
• does not jump to conclusions, but is prepared to suspend (put aside)
making a judgment if the evidence is not sufficient to make a decision.
• is prepared to change, modify or have his beliefs confirmed on the basis
of new evidence that is based on reason and logic. He or she reasons
but never rationalizes (defend in a close-minded way) his/her views and
beliefs.
• is prepared to apply the process of critical thinking and problem solving
to all situations and contexts in life as well as applies problem-solving
techniques in domains other than those in which they were learned.
• is able to efficiently communicate with others within a problem solving
context

[Characteristics adapted from Paul and Elder, (2005)]

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THE VALUE OF CRITICAL THINKING

The purpose of seeking to facilitate the development of critical

thinking in any subject or discipline is to improve the thinking
skills of students and thus better prepare them to succeed in the
world (Krishna Rao, 2005).

The greatest value of effective critical thinking is that it is the marker of an

educated person. No matter how many educational institutions you attend or
how many degrees you obtain, without being a critical thinker you cannot
profess to be truly educated. As mentioned in the introduction, genuine
education does not consist of just knowing facts or possessing a skill. These
possessions are extremely important, but they are a means to an end, not the
end of your education.

What we believe and are capable of cannot be solely based on what we are told
or what we learnt to do at a particular stage in life. A particular piece of
knowledge cannot be applicable to all situations and contexts. There may be
different alternatives in a particular situation. How do you choose? On what
will you base your actions? A critical thinker will proficiently respond to
situations s/he has never been taught or exposed to. The individual trained in
critical thinking will be an innovator who displays creative skills and will
always apply initiative to new and challenging situations.

A nurse who practices the skills of critical thinking, for example, on observing
a particular symptom in a patient would be obliged to consider that there
could be a number of causes for that particular symptom and not
simplistically jump to conclusion as to a single cause. He or she is then more

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likely to be an effective healthcare professional as he she will work more
closely with the doctor from a more informed position.

Life is ever changing and is complex. The possession of fully developed critical
thinking skills can enhance all aspects of our lives. In any profession it
distinguishes between the true professional and the simple practitioner of the
craft or vocation. The proficient use of critical thinking skills can lead to
better decision making in our personal lives as well. You may always question
choices you made earlier in your life, but you can greatly enhance the
possibility of making better choices in the future if the questioning is done
before the choice is made.

On Reflection

Identify one decision you made that you wished you could
take back and why.

Before we embark on the journey of improving our critical thinking skills, let
us attempt to rate ourselves on the way we make decisions. Let's take this
self-assessment. Remember, it is not a test for which you will be given grades;
neither will it be used to judge you. Just think of the way you usually do
things and record your response. Use the rating scale that follows.

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 Rating Scale
1 - This sounds exactly like me

2- This is like me most of the times

3. This is like me sometimes

4. This is rarely like me

5. This is nothing like me

Activity 1 To what extent are you a critical

thinker?
SELF-CHECK

Using the scale above, rate yourself by placing the number that best
represents your actions on the line beside each item.

1. I make decisions based on my gut feeling

2. I only listen to people who I think are saying sensible things

3. When I make up my mind about something, nothing can change it

4. I believe that teachers should explain all the details of an

assignment to me.

5. I accept without question information provided by persons

who seem more knowledgeable than I am.

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Interpretation
• If your personal score is 20, you are consider.:".y A ;r.:::i". thinker in all four
areas of your life.

• If your personal score is 16 - 19. you practise critical thinking on most

occasions
• If your score is 11-15, you practise critical thinking in sometimes.
• If your personal score is 10 and under, you are an inconsistent critical thinker.

,
£T? Activity 2 CRITICAL THINKING IN EVERYDAY LIFE

Practise Exercises

Read the following scenarios, then identify practical solutions to the

problems described.

1. You arrive in Los Angeles excited about the opportunity to work for the
summer abroad. You reach into your handbag for the information on
your contacts there only to discover that it seems as if you left it back
home. You do not know anyone in the city. What do you do?

2. There are only two more weeks left before the beginning of the upcoming
semester, and you can't wait especially since you have only one more
year left in university. One night, your parents call you into their room
and tell you very gently that it seems as if you might not be able to
continue your studies since your father, the only one who works outside
the home, has been laid off work and the family finances cannot stretch.
You really want to complete college. What are your options?

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pi lActivity 3
Read the following on-line article and based on the information in the
article, answer the questions which follow.

Paul, R. and Elder, L. (2005) The Miniature Guide to Critical thinking Concepts and
Tools. The Foundation for Critical Thinking.
http://www.criticalthinking.org/files/Concepts _Tools.pdf

1. In your own words identify three characteristics of the critical thinker.

a.

b.

c.

2. In your own words, state four things that you must do when you
reason.

a.

b.

c.

d.

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3. Identify and explain any FOUR standard? that determine the
quality of reasoning.

a.

b.

c.

d.

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 "•" 1 Activity 4 WHAT DID WE LEARN?

Summarizing Key concepts

Say, with reasons, whether each of the following statements is True or False.

I. It is possible to go through life without using and developing critical

thinking skills.

2. Most of the thinking we routinely do each day is functional.

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3. Critical thinking involves passing judgment and then carefully analyzing
the facts that led to the judgment.

4. Both functional and critical thinking involve a process of arriving at a

decision.

5. The critical thinker will always make the best choices.

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UNIT TWO

THE CRITICAL THINKING PROCESS

Introduction

When you studied the communication process, you learnt that the act of
communicating effectively requires a number of steps. Critical thinking is a
language-related skill and, based on its nature, requires the careful
application of a set of universally agreed procedures. The depth and breadth
of each step is dependent on the issue being considered. Deciding which car is
most suitable for you, for example, will require more in-depth information and
greater deliberation than what hair style to adopt. In addition, finding
solutions to financial losses in your company will demand the gathering and
sifting through of much more information than discovering how best to
structure the lunch time schedule.

About this Unit

In this unit you will be introduced to the steps involved in critical thinking.
There are brief discussions on the various stages involved as well as suggested
readings and activities that will assist you to develop the required skills.

Guiding Questions

1. What are some of the steps in the critical thinking process?

2. What is involved in each of the steps of this process?
3. What is an argument

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Skills and Activities

Language development is skills-based. It involves performing various

activities with ideas, information, words and sounds. It cannot be too often
repeated that the language learner has to be very active in the learning
process. Critical thinking skills fall into the realm of language skills as they
involve critically reading or listening to information, understanding and
thinking about the messages involved. No matter what subject matter is
being considered, it is language that will facilitate the thought processes.

Critical thinking skills are higher order comprehension skills that can only be
efficiently applied when lower order skills, (some of which were focused on in
Academic Writing 1), have been successfully employed. In order to perform
the skills critical thinking skills, the aspiring critical thinker must first be
able to, for example,

a. find main ideas

b. identify significant details
c. draw conclusions
d. make inferences.

If you cannot perform these skills well, then you may have trouble employing
critical thinking skills. The diagram below highlights the skills that the
critical thinker must be able to effectively master.

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 Questionin Making
g judgments

Clearly Searching for Clearly understanding Deciding whether

understanding available evidence what the evidence to accept or reject
the idea or which supports or indicates the idea or action
action you are rejects the idea or
being asked to proposed action Searching for possible OR
accept flaws in the evidence
Deciding whether
Checking for the further
Framing reliability and Seeing whether there
investigation is
problem validity of the could be different
needed
statement evidence interpretations

The Steps in the Process

Critical thinking is purposeful. There has to be some objective that needs to

be accomplished. One just does not think critically in a vacuum. Purpose
driven decision making can come in two forms. These are:

a. You may need to respond to what someone says, does or wants you
to do

b. You may need to solve a personal or professional problem as well as

develop your own views on an issue

In one sense, both groups of purposes could be seen as one because the
ultimate aim is the same. Considering whether to accept a belief or action

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could be classified as a problem. This is something that you need to solve.
However, these purposes are separated here as there is a major difference in
how the critical thinking process begins. To perform (a) in the above
purposes, you search the sender's message for the problem; for (b), you have to
define the problem for yourself. For each type of problem, different
procedures are used to arrive at the issue that requires investigation and
interrogation. The activities related to the two types of tasks mentioned above
will be discussed below.

Step 1: Identifying the issue, idea or action being promoted

1.1 Discovering the thesis or main message of others

Before you can make any judgments you must be very clear about what you
are being asked to accept or believe. You must be able to precisely express
what idea you are getting from the sender. If it is an oral interaction, it is a
good idea to ask the sender whether this is what s/he is saying. A medical
practitioner in a conversation with a colleague about a patient's condition may
ask "Are you saying that we should not tell the patient about the additional
symptom until after the test?" The assumption being made here is that it is
better for the patient if s/he is not told until after the test. But to make
sure that s/he is interpreting correctly, it is best to seek confirmation where
possible. On getting verification you can then move towards evaluating the
assumption.

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 **" Activity 5

As a critical thinker, what questions would you ask of the assumption - It is

better for the patient if he or she is informed about the additional
symptom after the test.

Question 1

Question 2

In the context of a written message, you may not have the writer to verify
what he or she is trying to say. You will have to depend on your reading
comprehension skills to assist. Some written messages may be very easy to
understand while others may require a vast amount of effort. In any case, you
have to apply the relevant comprehension skills focused on in Academic
Writing 1. You may have to

A. examine the title of the article if there is one.

In examining the title you ask the question: What does the title
suggest? Based on your answer to that question, you pose a second
question: What do you expect the writer to talk about? If the title is
offering a contrast, for example, you would expect the writer or

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 speaker to show why one of the options may be a better choice. The
sender may sometimes surprise you as there may seem to be no
clear connection between the title and the points made. Generally
however, this is not the case.

Whether or not the title is directly related to the content of the

presentation, the context, (the place or situation) for which the
article or speech was produced can also help in decoding the main
message. The activity below will help to clarify this idea.

^ Activity 6
Examine the following titles, then state a possible main message or
thesis you would expect to see in the relevant articles.

(i) The train versus route taxis.

(ii) Striking the balance ! (Article in a Financial magazine)

(iii) Striking the Balance! (Article in Fashion or Sports Magazine)

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 B. Identify and examine all the main points

In addition to a keen observation of the title, if there is one, the

reader also has to try to extract the main points from the details
given in the entire piece of writing. Here you will need to use all the
skills you already acquired from summarizing information. Here
are some of the activities you are required to perform.

(i) Read through the passage in its entirety to get a feel of the
content,
(ii) Read paragraph by paragraph, underlining the key phrases
as you go along
(iii) Jot down the main points of each section using your own
words
(iv) Put all the points together,
(v) Identify the line of thought that links all the main points.

While some writers or speakers may clearly state what the main message or
thesis is, do not expect to find this in all messages. In some cases, there will
be no sentence that summarizes the writer's message. You will have to read
or listen carefully and use the relevant major details to arrive at a plausible
thesis or main message. The thesis you decide on must be drawn from
everything said in the piece of communication. In other words, you should be
able to defend your decision using the details in the passage.

The skill of identifying main ideas and main messages is not one that can be
acquired overnight. It comes with much practice. This practice must be
undertaken using material from diverse sources and on various topics. As a

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w

university student, you are expected to be able to read or listen to information

on different topics. The excuse that some things are boring or uninteresting
does not mean much at this level.

Below are two passages to help you further practise your summary skills.

Activity 7A Summary Skills

Read the passages carefully; then write a summary of the main ideas. Use
only the lines provided in the workbook. Remember to include the
bibliographic details.

Deciding on a life partner

D. MacPhenee August 22, 2011

Choosing a partner to share your life with can be compared to taking on a third hand
or foot that you cannot easily cut off whenever you like. This decision has to be taken
seriously, especially within a context that there seems to be a "constant battle of the
sexes". When choosing a partner, you have to consider not only physical attraction
and money. The character of the person is also important. Is this person someone to
whom you could trust your life?

Women, especially, have to be very careful as some men are only interested in
increasing their score of how many women they have conquered by the time they
reach a certain age. Many of our men are not seeking partners in the true sense of
the word. Ladies, do not settle because you feel you cannot be alone. Wait for that
special someone!

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Summary

!l Activity 7B
Sanctimonious religious hypocrites
The Herald, January 26, 2008

This is an open letter to all those two-face sanctimonious religious hypocrites

in Jamaica who continue to collect tithes from the poor and long-term
unemployed people, and the anti-gambling bodies which are unhappy and
against the idea of having casino gambling in Jamaica. The poor and long-
term unemployed people of Jamaica need jobs to be able to continue paying
their tithes to the churches in Jamaica.

All the myths that portray casino gambling in a negative light and suggest
that it would promote immorality in Jamaica and cannot deliver good
tourism, need to stop and think. We have already embraced horseracing,
lottery, bingo and all other forms of gambling, including the selling of raffle
tickets at church fairs etc by some churches in Jamaica.

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 think the former lay-preacher and current Minister of Tourism, Edmund
Bartlett's, recent criticism of the church's campaign against casino gambling in
Jamaica is in order and should be commended. I don't think "hypocritical" is a
strong enough word to describe some of these attention-seeking sanctimonious
religious charlatans. Their anti-gambling smoke-screen arguments are dressed
up as something else and should not be given any credibility.

The development process for casino gambling in Jamaica should start with
tourism, with a development strategy in all tourist designated areas of Jamaica,
where job creation and investment are badly needed.

Jamaica is not a welfare state, and social protection is not provided for the
unemployed, so Jamaica badly needs the combination of overseas investors, as
well as local independent investors, to help government services to provide
more job opportunities for the unemployed in the country.

I think it's a safe bet to say that casino gambling would bolster the Jamaican
economy and create enormous economic benefits, bountiful state tax revenues,
the creation of thousands of new job opportunities, and an economic boom for all
sectors of the Jamaican economy.

Summary

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' *~.
1.2 Identifying problems to be solved or the naming of
issues of interest

Sometimes the critical thinking process will not begin with what someone is
trying to get you to think or do. You may be the one who has to initiate the
process based on a problem that needs to be solved. This problem can be a
situation that requires decisions to be made; or, it could be a situation that
you feel strongly about and wish to investigate. You may want to become the
one who offers ideas and beliefs to which others will react. In this case, you
will have to examine the situation to discover exactly what it is you have to
solve or investigate.

Let us say that for the past three months, your electricity bills have been
climbing. You have not bought any additional appliances or been doing
anything that requires higher electricity consumption. As a matter of fact you
have not even been home much during the week due to work obligations. You
have even implemented energy saving measures, such as unplugging
appliances when not in use, purchasing and using energy saving light bulbs,
as well as cutting down on the use of the microwave and iron. You complain
to the light and power company and at your request, the Jamaica Public
Service Company sent someone to check the metre; they found nothing wrong.

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 What questions may arise in your mind? Write these questions in the space
provided below.

* Activity 8

Possible questions that may arise:

a.,

What possible initial assumptions could be made?

b.

As indicated in the example above, the problem or issue may be one that
directly impacts you. These issues with personal impact can also be related to
the society in general, to work or school. Within the formal education system,
students are sometimes asked to demonstrate their level of critical thinking
through the completion of set assignments. One such task sometimes includes
choosing a topic from among a given set. completing the required analysis and
investigation, then providing suitable responses. When asked to choose a
topic from given options, the following factors should guide your choice.

i. Personal interest
ii. Knowledge of the topic
iii. Availability of information

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-*-.
 ^Activity 9

What are some of the issues or situations that occupy your interest at this
time?

a.

b.

c.

d.

e.

Step 2: Locating Sources

Once you have clearly understood what the issue or problem is, you are then
ready to begin your investigation. Your search begins with locating all
available information on the topic from a variety of sources. A source in this
context refers to the place in which information is stored or through which
information can be obtained.

2.1 Types of sources

There are two major types of sources: primary and secondary. Here is one
description of what primary sources are in comparison to secondary sources.

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 A primary source is a document or physical object which was written or
created during the time under study. These sources were present during an
experience or time period and offer an inside view of a particular event.
Some types of primary sources include:

• ORIGINAL DOCUMENTS (excerpts or translations acceptable):

Diaries, speeches, manuscripts, letters, interviews, news film footage,
autobiographies, official records
• CREATIVE WORKS: Poetry, drama, novels, music, art
• RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings

What is a secondary source?

A secondary source interprets and analyzes primary sources. These sources
are one or more steps removed from the event. Secondary sources may have
pictures, quotes or graphics of primary sources in them. Some types of
secondary sources include:

• PUBLICATIONS: Textbooks, magazine or newspaper articles,

histories, criticisms, commentaries, encyclopedia

Source: http://w ww.princeton.edu/---refdesk. primarv2.html

You can find a number of websites and books which discuss the various
types of sources. So please explore. You can go into a search engine and type
in the required key words and explore. However, as you will see in the
relevant section on the evaluation of sources, you have to decide which
sources to trust.

Primary sources tend to present data - information that is unprocessed. It

has not been interpreted by anyone. The investigator is the one who would
have to pull the required information from this data.

The library and the Internet are houses for various types of other sources.
They will contain both primary and secondary sources. The library may

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-
house textbooks, magazines, as well as diaries, autobiographies and
transcripts of speeches or interviews. The Internet contains a variety of
sites that focus on nearly every topic we could think of. There are pictures,
movies, poetry, music as well as various types of articles.

Other major sources include the printed and electronic media. These will
also contain different sources such as interviews, documentaries, news
items, film in the case of television and talk shows on the radio. Each source
will have its advantages and disadvantages so you have to endeavour to
collect from different types. The sources you turn to should be relevant to
the topic or issue under investigation. But regardless of the source however,
you need to be mindful of the quality of the information received.

2.2 Evaluation of Sources of Information

Critical thinking involves making judgments about the worth of ideas. So
the critical thinker in his/her search for evidence to support or disprove an
idea or suggestion has to be very careful in making choices about which
pieces of information are used. In order to make valid choices, you need to
be aware of the rewards and drawback associated with each type of source.
The type of source will have a bearing on the usefulness of the information.

Does the type of source determine the credibility of all the

different types of information housed in that source?

The answer is no. Although a source, such as the newspaper, will carry a
certain level of trustworthiness, each item posted therein will vary in its
level of credibility or believability. This will be further discussed in the
relevant sections that follow.

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On embarking on your search for information, you must employ techniques
that will assist you to do so in a timely manner. Fortunately, you already
have been introduced to some of these methods and have been using them to
find information for various courses throughout your first year. Do you
remember these techniques? Well, if you don't you better pull out your year
one workbook as using the techniques such as pre-reading, skimming
and scanning will save much precious time when searching through
printed sources. These methods will help to quickly establish whether a
particular written text contains information that is relevant to you.

Let us now examine the credibility of some written sources.

Credibility of written sources

The cliche that 'if it is in the library, it must be ok' doesn't always apply. In
addition, the fact that something has made it into print is not a reliable guide
to the accuracy and integrity of the information. It is up to the person using
library resources, searching the Internet or reading the report to assess
whether the information is relevant, useful or credible.

Let us look at some guidelines for assessing the credibility of written

information.

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On embarking on your search for information, you must employ techniques
that will assist you to do so in a timely manner. Fortunately, you already
have been introduced to some of these methods and have been using them to
find information for various courses throughout your first year. Do you
remember these techniques? Well, if you don't you better pull out your year
one workbook as using the techniques such as pre-reading, skimming
and scanning will save much precious time when searching through
printed sources. These methods will help to quickly establish whether a
particular written text contains information that is relevant to you.

Let us now examine the credibility of some written sources.

Credibility of written sources

The cliche that 'if it is in the library, it must be ok' doesn't always apply. In
addition, the fact that something has made it into print is not a reliable guide
to the accuracy and integrity of the information. It is up to the person using
library resources, searching the Internet or reading the report to assess
whether the information is relevant, useful or credible.

Let us look at some guidelines for assessing the credibility of written

information.

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Books

• Look to see what information has been included about the author.

> Check on the title page, in the preface or introduction or on the

book jacket. Does it

> give any indication of the author's experience and qualifications?

Does this experience seem relevant? Consider this example:

> Does a politician who is writing an article on Economics

have any qualifications in that area?

> Does he/she have any experience in an economics portfolio?

> 7s this person recognised as a spokesperson on economic

issues?

• Check the name of the publisher.

Are you familiar with the publishing house? Some publishers have a
reputation for producing works of academic excellence. If you are not
familiar with the publishing house, ask the librarian who should know or
who can check the information for you. This is a form of critical thinking or
problem solving. A critical thinker learns when and where to seek help. In
addition, there is also the option of using Google to identify information.
But again, you have to be careful as not all sources of information on the
Internet are trustworthy.

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 Look also at the year of publication. How recent is the information?

The date will be recorded 1996

International The year that the material was

copyright symbol submitted for publication and
will be close to the date that
the material was written.

(Publications within the last five years are considered current.)

Note
While the stipulation for currency is approximately five years, sometimes you
may need to use older sources if your topic or purpose requires you to.
Suppose, for example, your aim is to compare and contrast the types of music
of the 1960s with dancehall. It would then be very strange if you only used
sources from 2006 onwards. This is why careful planning of your message is
so important before you even begin to select the types of sources you wish to
use. Effective message production, as you should have gathered when you
were completing Academic Writing 1, is a form of problem solving. You have
to make decisions about the topic, purpose, audience, thesis, content, types of
sources and so on.

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li
Periodicals »

This is the general term given to the magazines and journals held in a library
collection. Periodicals provide up-to-date information on research that is
currently in progress or on recent research findings. Researchers all over the
world publish their findings in journals as a means of communicating to their
colleagues, the advances they have made in their field. Information within
this source also tends to be compressed and summarized in comparison to full
length books.

These periodicals generally specialize in a subject area. There will be

journals and magazines that are devoted to medicine, teaching, psychology,
engineering, business and other areas of specialization. There are journals
that are recognised as leading publications in particular subject areas. Again,
check with the librarian for further information.

Journals contain articles that are written by the people who are actually doing
the research in a particular subject. Journal articles usually have a short
biography of the person or people writing the article and will also refer to other
relevant research in a bibliography at the end of the article. Reading this will
give you some information on which you can judge the credibility of the author.

Magazines may contain information about recent research but are more likely
to be written by professional journalists rather than the person doing the
research. These publications are often meant to give general information on a
subject rather than the specifics contained in a journal article on the same
subject. Because they are not written by the person who is doing the research,
it may be useful to check a few articles on the same topic to make sure that the
information is consistent.

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 When assessing the credibility of the authors of these articles ask
yourself:

• Does the author of the article tell you the source of the information
they have used?
• Does that source have any credibility in that particular subject?
Newspapers, which are also periodicals, would be treated in the
same way magazines are handled. However, we should also bear in
mind the chief purpose of producing newspapers. The aim is to sell
as many copies of possible.

While this may be true of any written text, newspapers tend to place
much more emphasis on luring persons into purchasing copies. The
producers will therefore use features that lure persons. This does
not mean that all these features make all the items unreliable. The
critical thinker just has to stringently apply the evaluative
measures outlined above to determine if, and how, to use a
particular source of information.

The newspaper is often a frequently used source as it is very topical,

(deals with current issues), unlike textbooks that tend to have very
formal and dated (old) information. The newspaper also provides
the reader with a variety of types of information housed in one place.
There are commentaries, feature stories and news items among
other things. Therefore, its usefulness cannot be ignored. You just
have to be careful how in selecting and using information from this
very valuable source.

Let's think further about the reasons you should be careful when

Department of Liberal Studies Page 34

'-
 using the newspaper as a source of information.

lActivity 10

What are some of the features of the local newspapers that may be designed to
lure the public into purchasing these periodicals?

a.

c.

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The Internet

The Internet offers up to 50 million pages of information. Anyone can put a

page onto the web - corporations, universities, colleges, community
organisations, political organisations, special interest groups and individuals.
There is no quality control over the information that is on the web. Searching
the web for information can be time-consuming as there may be a vast amount
of information on a subject that you have to sift through before you find a
relevant and useful site.
,
Remember that the Internet is a large store of information from a variety of
"

sources. One useful technique is to sift through the sources to locate those
that may seem more trustworthy. Many universities and colleges are
attached to the web and it is possible to access some libraries through the
Internet. There may also be articles posted by affiliates of these universities.
Examine these first.

If you decide to do a general Internet search, here are guidelines you can use
to test the credibility of a site:

• who wrote the information contained on the site? Is there any detail
about their qualifications and experience?
• is the site sponsored by a reputable organisation? What do I know
about that organisation? Is it likely to be biased in a particular way?
• is the information documented? Does it provide references to the
sources used to write the article?

• does the information compare favourably with other sources of

similar information - books, journals etc.?

Department of Liberal Studies Page 36

 • look at the date the site was last updated. This information is
usually at the bottom of the page and will tell you how current the
information is.

Reports

The first step in assessing the credibility of this source is to find out about the
author or authors of the report - what are their skills and qualifications in the
specific subject area?

• How old is the report? Would it now be superseded by more up-to-

date information?

• Is the information in the report supported by specific information and

references?

• Are there other reports on the same subject that you can use to
compare and corroborate the information?

Other Types of Sources

Sources such as radio and television, speeches and artefacts also have to be
carefully scrutinized. Usually relevance is the key attraction. Does the
information contained in the source speak to the issue being examined? Does
the artefact, such as a picture or drawing, give some relevant data on the
issue? For speeches and opinions expressed through talk-shows or interviews,
the measures of credibility applied to the authors/writers of printed sources
should also be applied. The time frame to which the information refers is also
important.

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 Reminder

Make sure that you record the relevant information from the source before
you even begin to copy or make notes. You need the author/speaker/creator;
date; source, title of book, article, speech and so on; the publisher and place of
publication (where applicable). Review your memory of the APA reference
system. Take down the reference in the required manner from the very
beginning. Do not write down any of the content until the bibliographic
details are recorded.

Lctivity 11
The discussion above focused only on how to evaluate the different types of
sources listed here. There was no mention of the advantages of each type of
source. Can you list some of these advantages and disadvantages?

Books
Advantages
a.

b.

Disadvantages
a.

b.

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Internet

Advantages

a.

b.

Disadvantages

a.

b.

Newspapers
Advantages
a.

b.

Disadvantages

a.

b.

Radio/Television
Advantages
a.

b.
Disadvantages

a.

b.

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Interview
Advantages
a.
b.

Disadvantages

a.

b.

Survey (Questionnaire)
Advantages
a.
b.
Disadvantages

a.

b.

Step 3: Interpreting Information

You now clearly understand the issue, problem or idea to which you need to react. In
addition, you have gathered what you believe is relevant information from a variety
of sources. You are now ready to properly go through the information in order to
decipher the writer or speaker's message. Again, this will necessitate your pulling on
the ability to summarize information. However, interpreting information requires
much more than this as writers and speakers do not necessarily spell out their
purposes or main messages.

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During the critical thinking process, you have to use the information given to draw
conclusions relevant to the issue being discussed. As far as critical thinking is
concerned, you will be searching for evidence to support the logic or sense
behind a statement. When writers or speakers seek to defend a particular
position on an issue through the use of logical reasoning they are engaged in
what is referred to as argumentation. While not all information gathered
will be argumentative in nature, this section will focus on those types of
information in which the creators seek to defend their positions on issues.

Before we go on to the activities involved in interpreting information which

seeks to support a given statement, we first have to examine some of the
technical terms associated with critical thinking. Machina (2000) states that
in order to think critically, an understanding of the purpose and fundamental
features of the argument is necessary. Therefore our first discussion has to
surround the issue of what is an argument.

The Argument

3.1 So the question is: What is an argument?

Let us see whether we can make this discovery together. A number of

scholars have offered definitions of the argument. Examine the definitions
given below for similarities and differences. Then let us try to create our
definition of an argument.

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 •Activity 12
Identify the similarities and differences among this set of definitions of an
argument

The line of reasoning that Persuasion that relies on

supports a judgment or reason; it offers
conclusion (Ruggerio) statements as reasons for
other statements".
(Barnet)

A sequence of propositions (statements)

intended to establish the truth of one of the
propositions (statements).
(Feldman)

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Similarities

Differences

Your scrutiny of the definitions should reveal some of the following

characteristics of an argument.

a. An argument seeks to convince.

b. An argument is a line of reasoning.
c. An argument offers reasons.
d. An argument is a sequence of statements.
e. It offers reasons for other statements.

What can be concluded from the above? Well, the argument cannot be a single
statement or assertion. Men are difficult patients is not an argument. It
is an assertion that has no support. If your aim is to convince, you have to
present a case which must comprise of a set of statements.
All the statements within the argument however, do not play the same role.

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As Feldman's definition states, "it is a sequence of propositions intended to
establish the truth of one of the propositions". Therefore the propositions or
statements play two roles. One group of statements serves to prove the main
statement and could be referred to as the evidence or premise. The main
statement within the set of propositions can be labelled the conclusion or
claim. The premises therefore serve to prove the validity (soundness) of the
claim.

3.2 The Basic Structure of an Argument

The basic composition of an argument then is premise plus conclusion or

claim. To qualify as a line of reasoning, however, there must be at least two
premises.

Conclusion/Claim

This most basic structure of an argument is called a syllogism. This is a form

of argument in which there are two premises and a conclusion. There is
usually a major premise and a minor premise. This kind of reasoning is often
used in mathematics.

Department of Liberal Studies Page 44

Major premise: 9 men can perform an activity 9 times as quickly as 1 man.
Minor Premise: 1 man can build a 10 by 10 wall in 9 hours.

Conclusion: 9 men can build the same 10 x 10 wall in 1 hour.

Many of us may be able to recall some of the mathematical problems that we

had to solve that really required logical reasoning. Do you remember the
hypothetical trains that took so many hours to travel a certain distance and
the seeming tough questions that followed this opening statement? One vivid
example of these seemingly tough questions was: "At what time would the
train reach a certain destination which is so many miles away?"

Another example of this basic type of argument structure is illustrated below.

Major premise: All humans are mortals

Minor premise: Jamaicans are humans

Conclusion: Therefore, Jamaicans are mortals

Some arguments may have much more complex structures. There may be
arguments, for example, that may contain more than two premises and or a
sub-conclusion as well as the main conclusion. We will meet some of these
types during our examination of arguments in the relevant sections.

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*- lActivity 13
Using the information in sections 3.1 and 3.2, create your own
definition of an argument.

•Activity 14A

Which of the following has the features of an argument based on the

agreed definition? Indicate on the line provided by placing a tick (V)
where there is an argument or an X where the statements do not
qualify.

a. Karen was ill because of her own carelessness as she knows that she is

asthmatic. ...;• _
.

b. Mrs. Webster is a very generous woman. She gives food to the poor and
shares her monthly income with the children's organization.

c. Persons living in urban areas do not need SUVs. Cars are cheaper and
more fuel efficient.

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d. Inactive lifestyle and improper diet are features of modern society. They are
responsible for the prominence of lifestyle diseases.

e. I am going to do excellently in this course as a result of the As I received in

all my course work assignments as well as the fact that an A starts at 75
marks. In addition, coursework is 70% of the final grade.

1 'SActivity 14B

For each argument, identify the premise and the claim or conclusion.

a. Argument

Claim/conclusion

__ '
J
Premise

1 " -. • •

\JL\-,
11

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b. Argument

Claim/conclusion

Premise
i

3.3 The Nature of the Argument

Sometimes in seeking to determine what something is, we may want to rule
out what it is not. This is similar to what medical practitioners sometimes do.
They seek to find the root of an illness by ruling out others. So, we will now
examine what an argument is not.

A. The argument is not a quarrel.

The word argument is sometimes used to describe a dispute between
individuals. In this case, there is a heated exchange of words and the
emotions run high. There is no effort to be logical (make sense). The
persons quarrelling just want to get the better of the other person.
Quarrelling does not require the use of higher order comprehension
skills.

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 B. The argument is not a debate
It is not a situation in which one side may rationalize its position but
provide no good reason for its position. It is not argument for the sake of
argument. You are not just given a position which you must defend.

Some characteristics of an argument

• The argument is a process of cooperative enquiry in which those
involved seek the truth about an issue.

• It involves taking a stance on an issue and using the critical process

to find the best solutions to complex problems.

• The argument is about an issue or controversy. It must have two or

more conflicting sides from which the issue could be viewed.

• It is a process of looking at the reasons and evidence to arrive at the

best solution.

• It requires that all claims be justified by reasons or evidence.

• Every argument consists of a set of premises (statements) and a

conclusion (claim).

Application
As we keep mentioning, reading about how an activity should be done is not
enough. In order to master that activity, you have to be able to perform the
action. Let us now try to apply some of what we have learnt.

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Case # 1 Dialogue between parent and child

Parent: You cannot wear that! Where is the rest of that skirt? Are you crazy?
Teen: But I'm not a child; I am 17.
Parent: You still live in my house. So do as I say; go change or no party.

This is a quarrel and not an argument — no justification is given for the claims
made by both speakers. Both parties make some unstated assumptions.

Unstated Assumptions

• Parent: You cannot wear that! Where is the rest of that skirt?
Are you crazy?
Possible Assumptions
S Nice girls like my daughter do not wear revealing clothes.
S Wearing revealing clothes suggest that you are advertising
yourself.
S Wearing revealing clothes may get a young girl into trouble

• Teen: But I'm not a child; I am 17.

Possible Assumptions
S I am old enough to wear what I want. A parent has no right to
tell a 17 year old what to wear.
S Older persons have no sense of style and fashion; they still exist
in the age of the dinosaur.

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Speakers must clarify assertions or assumptions

Case # 2

Parent: You cannot wear that! Where is the rest of that skirt? Are you crazy?
My dear daughter, don't you think that skirt is a little too short for
this kind of party. You never can tell with all those boys around.
You don't want to give the wrong impression and I don't want
anything to happen to my darling daughter.

Teen: But I'm not a child; I am 17.

Thanks for your concern Mom. I know you don't want me to get
into trouble. You raised me well; I know what to do to keep safe.
Wearing my shirt a little shorter than yours does not mean I am
going to get into trouble. I go to the beach all the time with my
friends. Look at the bikinis we wear.

The argument in case number 2 is explicit because assertions are clarified and
supported. Explicitly stated arguments directly convey a controversial claim
and support it with reasons and evidence. Arguments can be stated directly
(explicitly) or be stated indirectly (implicitly). Where arguments are stated
u^implicitly, there are usually assumptions that you have to figure out before
you can judge the argument.

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'

f*M
*"•-' Activity 15
Provide details that will transform the following assertions into
arguments.

Student: I can't bother to come to class tomorrow; it is not worth it.

Lecturer: Well, that is your decision. Hope you can live with the
consequences; it won't affect me in any way.

Student:

Lecturer:

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3.4 Types of Argument

When we talk about types of arguments we are actually referring to types of

reasoning that lead us to a conclusion. There are three basic types of
argument (reasoning).

, , . , (• -, - * - ~ - " 0
i. Inductive argument ^H*
ii. Deductive argument (-e^>~^t
iii. Argument by analogy or comparison

i. Inductive Argument

Induction is derived from the Latin expression "in ducere" which

means "to lead up to". It involves reasoning that uses knowledge about
what is known to make claims or generalize about what is not known as
certainty. Inductive argument or reasoning uses information about
observed cases to reach a conclusion about unobserved cases. It is a
process that moves from specific facts to arrive at a general inference or
conclusion. This type of reasoning is used by the legal system in
determining guilt or innocence.

Example

CASE # 3

$10,000 is missing from the cash register. It was there when

the supervisor left at the end of his shift and Paul came on
duty. A co-worker said Paul had told him he was having
financial problems. Checks reveal that Paul repaid a gambling
debt of $10,000 the following day. Paul stole the money.

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The conclusion /claim or generalization of the argument is that Paul stole the
money. The conclusion is not a fact but an inference or opinion based on facts
of the situation before you. Inductive reason moves from the specific facts to
general principles. It cannot prove logical truth; it can only indicate
what is plausible or possible.

ii. Deductive Argument

Derived from the Latin expression which means "to lead dou~n from"
deduction involves reasoning that draws a conclusion from the logical
relationship between two assertions or statement. Deductive argument or
reasoning usually has a broad general statement or definition (called the
major premise) followed by a more specific assertion or inference (called the
minor premise) followed by a conclusion. Deductive argument proves logical
truth. The relationship of the two premises leads logically to the conclusion.

Example

Simple Case

Major Premise: All UTech students are linked to a Faculty.

Minor Premise: Roger Duhaney is a student of UTech.

Claim/Conclusion: Roger is linked to a Faculty.

The conclusion must be true as it follows logically from the premises.

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 iii. Argument by Analogy

The argument from analogy is based on comparison. Like the

inductive argument, analogy ends in a conclusion that is not a fact but
an inference. Of the three types of arguments, analogy is the weakest
means to try to prove a point. Because argument by analogy depends
on similarities between the things or situations being compared,
fundamental difference(s) can weaken this type of argument. An
effective analogy contains many points of comparison and likenesses
that are essential parts of the nature and purpose of the two things
being compared.

Example 1

Case
Parent: I don't ever want you to disobey my instructions and drive
the car without my permission. Remember that boy from
Mandeville who disobeyed his mother just like you. You
hear me? He crashed and died. You want to end like him?
That's what happens to disobedient children.

I Can you identify the flaws in this argument?

How would you respond to this parent?

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Example 2

Case
Divorcee: I am not interested in a relationship with that person. He
is always bossing his little sister around; telling her what
to do or chastising her for doing something wrong. He
even tells her how much money to spend and on what. She
has two fathers, not one. I don't want anyone to treat me
like that. He can go about his business.

lActivity 16
Can you think of any other examples of the use of analogy by you
or anyone you know? Write the examples on the lines below.

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Application

Activity 17

1. Use each of the following statements to create two inductive

arguments.

a. Pam received the scholarship because of devious means.

b. Jamaica's education system is failing.

2. Create deductive arguments using each of following statements as

either premises or conclusions/claims.

a. Constructing houses on gully banks will lead to disaster.

b. Most of Jamaica's female population is trying to access higher education.

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3.5 How Writers and Speakers Present Arguments

Rhetorical Appeals/Strategies/Devices

Effective communication is not merely about having a topic and locating

relevant information. By now you should realize that effective message
production requires careful planning. Regardless of the type of message,
(expository, argumentative, reflective and so on), composers have to make
strategic decisions on how to construct their messages in order to accomplish
their goals. These methods, that are used to organize and present the
information, can be referred to as rhetorical strategies. Rhetoric according to
Worldnet Search actually refers to the "skill in using language effectively to
please or persuade". These strategies include anything the writer uses to
enhance the reception of his/her intended message. The choices a composer
makes are dependent on the purpose of the message.

In argumentation, the goal is not merely to get the audience to understand;

the aim is to convince the reader or listener that the views being expressed
make sense and should be accepted. This involves appealing to the audience
in such a manner that s/he is moved to consider your views. Aristotle, the
great philosopher, in his writings on rhetoric, described three distinct types of
appeals to the audience. He declares that appeals are made to the mind
(logos), to the conscience, standards or morals (ethos) and to the heart,
emotions or sentiments (pathos).

A brief discussion of the three dominant rhetorical appeals will be discussed

here, but you need to do further reading on the topic and be prepared to
practise, practise, practise.

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Logos

Logos points to the reasoning or logic within an argument. Logic may be

defined as a "formal system of analysis that helps writers invent, demonstrate
and prove arguments" (Weber & Brizee 2010, para.2). This system of analysis
requires the creator of the argument to obtain relevant, credible evidence,
then use the appropriate process of reasoning, (that is induction, deduction or
analogy as discussed on pages 45-46 of this workbook), to arrive at effective
conclusions. Logic has to be built on the effective analysis of a number of
premises or pieces of evidence (ibid).

Claims can be supported through various types of evidence which include

• expert opinion
• facts (something that can be proven or disproved)
• examples/illustrations
•
• scientific research
• statistics
• allusion (references to seemingly similar events, place, literary work:
Biblical, historical)
• excerpts or quotations from documents, texts
• personal experience (cannot be used by itself as it does not carry
much weight as it is very subjective)
• commonly accepted ideas about standards (need further evidence)

Logos is seen as the most significant of the three types of appeals as it will
determine the validity of your claim. If what you are proposing makes no

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sense or is not logical, then your audience will probably laugh at your attempt
to persuade them. Flaws related to the type of evidence or the conclusion
drawn will lead to illogical arguments or fallacies. Some of the most popular
types of fallacies will be discussed in unit three of the workbook.

Ethos

In this type of appeal, the speaker or writer seeks to convince the audience
that s/he is "fair, honest and well-informed" (Prody & O'Connor, 2001; web-
page). The depth and width of the sender's knowledge on the topic will serve
to show that s/he is somewhat of an expert on the subject; therefore the
audience can trust the information given. The writer or speaker's tone should
not be arrogant however. There must also be an acknowledgement of the
views of others as well as of the rules of effective argumentation. The
audience must not be made to feel that the sender is intentionally seeking to
deceive him or her.

IIActivity 18 Appealing to the Audience

Read the following arguments carefully, then identify the claim(s)

and type(s) of appeal being made.

Example 1
Roy did not study for his test. Neither did he attend classes regularly. He just asked
other students what was done in class. He had no textbooks or notes. On the day of
the test he arrived late and finished before everyone else. However, he scored an "A"
on the test. Roy could not be well acquainted with the material therefore he must
have cheated.

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Claim

Type of Appeal

Example 2 ( Extract from Greed by Henley Morgan, October 2006, The Gleaner)

Power tends to corrupt and absolute power corrupts absolutely. It is a problem as old
as the conduct of human affairs, which was summed up definitively by Lord Acton
well over a century ago. Greed is at the root of the corrupting influence of power.
Management psychologist Abraham Maslow put greed in its human context with his
postulation: Man is a wanting being. The more he gets, the more he wants.

Claim

Type of Appeal

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Example 3

Here is a gem! "Manna fell on Earth once in the history of the world, and it
did not fall on Jamaica. This means, among other things, that our children
must from now become aware of their responsibilities to the nation. It means
that no magician is going to appear and strike with a magic wand the rock of
Jamaica's problems from which will gush rivers flowing full of milk and
honey.

Claim

Type of Appeal

Example 4
(Extract from Martin Henry, The Shame of 'Shearer' The Gleaner Sunday.
October 4, 2009)

The majority of Jamaicans are too young to know the currency changeover
from pound, shilling and pence to dollars and cents in September 1969. over
which Hugh Shearer presided as prime minister. I was there.

The bright new Jamaican dollar was valued 1:1 to the US dollar, and 2:1 to
the British pound. The largest bill was the $10 bill and 50 cents was a note
not a coin. The Jamaican dollar has since then, in the space of 40 years.

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suffered nearly a 90-fold devaluation against the US dollar - most of this since
1989. The Gleaner's 'This Day in Our Past' for September 29, reports that
on that day in 1989, the Jamaican dollar was 5.93 to the US$1. Since then,
the currency has lost 1,500 per cent of its value. In the first 20 years, the loss
was less than half that at just under 600 per cent.

We have introduced the $20 bill, the $100 bill, then reversed to a $50 bill, then
on to the $500 bill and the 'Manley'. The United States' biggest bill is the $100
note, for Britain it is the £50 note. I ran a Jamaican dollar exchange rate
against CARICOM currencies in preparation for this column and the results
are: Barbados 43.64, T&T 15, EC 32.33, and Cayman a whopping 102.

Not even his bitterest critics could say, "is Shearer fault". Hugh Shearer was
swept out of office in 1972 with the exchange rate at USl.30 for J$l!

Claim

Type of Appeal

Pathos

Pathos refers to all attempts to persuade and/or manipulate the audience

emotionally. An argument may be very strong on reasoning, but if it lacks
some degree of emotional appeal it can be seen as dry, overly-academic and
ultimately unconvincing. Emotional appeals serve to add to the impact of the
carefully constructed evidence. It is not just the "what" (content), the "how" is
also extremely important in seeking to convince others. Pathos is an appeal
that is mainly conveyed through emotive use of language.

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Language has always been a very powerful tool that can even bring people to
tears. Remember those taunts about your "mother", your "looks", your
"abilities". Were you ever referred to as a "dunce bat" or "sissy"? Victims of a
verbal onslaught often voice the words: sticks and stones will break my
bones, but words can never hurt me. However, this saying is not true,
some words can and do hurt.

But language can also make you feel special. Are you somebody's "baby" or
"honey"? Can you add to the list of endearing terms? When someone wants
another person to do something for him/her, the ploy is very often, to first
soften the potential victim by saying something that will make this person
feel special. Words can be used to let the listener feel pride, shame, fear,
loved/unloved among others. Carefully choosing your words (or diction) will
help in your effort to present a complete and potent (powerful) argument.

Emotional appeal can also be achieved through the use of specific types of
evidence. Personal testimonies from participants of an event, whether
positive or negative, will have more emotional appeal than a news item merely
describing the event. In seeking to awaken the emotions, the writer or
speaker may display pictures of events, individuals or actual artefacts.
Someone attempting to save the environment, for example, may present
pictures depicting areas of devastation.

On the other hand, if the aim is to evoke feelings of national pride and love of
one's country, some of the most beautiful spots in the country may be
highlighted, along with the major accomplishments of the citizens of the
country. Look at what has happened with sports and music in Jamaica.

Department of Liberal Studies Page 64

Application

Activity 19

Examine the following examples and say which of the two would have greater
appeal to the mind, conscience and emotions? Why?

Example 1
Jamaica does not do enough for our children. Over the past two years, 2008-
2010, 58 children have been burnt, murdered and abused. More than 1,000 of
our young boys roam the streets without any form of care or supervision. We
are not taking care of the future generation. No wonder so many of them
become involved in crime and violence. We helped to make them what they
are.

Example 2

One significant marker of a civilized, caring society is the nurturing given to

the young and defenceless. The Jamaican society can make no claim of being
highly civilized based on the fact that we have abandoned more than 1, 000 of
our young boys to the evil of the streets. They are sexually molested, beaten,
starved and exploited. Plus, more than 58 cases of murders and death by fire
have been reported between the years 2008-2010. Yet we wonder why so
many of our boys are involved in vicious crimes. We created the monsters that
have been unleashed on the society.

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Place your response to Activity 19 here.

Example 2 does more than just offer facts. It presents the argument using
emotive words and phrases as well as the use of a metaphor. A much clearer
picture of the cruelties faced by the children is created. The reader is pushed
towards questioning Jamaica's claim of being civilized due to the idea that we
are treating our children badly. Although the writer does not mention the
word barbarian, there is the suggestion that this is the correct description for
the society being created. Example 2 better allows for the possibility of
introspection (looking within the self).

Other Strategies

There are some general rhetorical strategies that can be used by all message
composers whether they are attempting to persuade, entertain or inform. In
seeking to appeal to the mind, conscience or emotion, skilful use of language
devices and other techniques will greatly enhance the chances of the goal

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being accomplished. Some of you would have already met many of these
strategies in former English Language and Literature classes.

Some of the more popular rhetorical strategies include:

Anecdote Paradox
Personification
Flashback
Presentation of counterclaims
Humour
Repetition
Hyperbole
Rhetorical question
Imagery
Sarcasm
Irony
Simile
Metaphor
Special Diction/words
Oxymoron
Symbolism

Activity 20A Do You Remember?

Can you recall any other type of rhetorical strategies?

Write as many as you can here. Do not repeat any of the ones
listed above.

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Activity 20 B Test your knowledge or thinking Skills!!

Can you match each of the strategies above with its correct
meaning? Select from the above list of strategies.

1. An implicit comparison between two unlike things that actually have

something in common

2. A reference to something real or fiction

3. A combination of contradictory terms

4. A discrepancy between what is expected and what actually happens.

5. An action that interrupts to highlight an event that has already passed.

6. Giving human qualities to inanimate objects

7. An exaggeration or overstatement

8. An ironic remark usually intended to hurt

9. The use of opposing arguments

10. A question posed for persuasive effect without the expectation of a reply.

Department of Liberal Studies Page 68

The Jamaican culture makes great use of rhetorical strategies. Our music,
proverbs, stories and language are noted for their colour and vibrancy as far
as expression is concerned. Think of scandal bag, patchy-patchy clothes,
mi love you like dumpling and other related terms in our language.
Examine excerpts from songs such as Marley's " mi belly full, but mi hungry".

Activity 21
Identify three examples of the use of rhetorical strategies by Jamaicans.
You can use songs, poems or proverbs. Please identify the source.
1.

2.

3.

The Search Continues

Information given in this book is very limited. As a critical thinker, you must
examine relevant information from other trusted sources to ensure that you
get a better understanding and also to check that the information here is
accurate. A list of useful sites for this topic is given below.

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 .
Useful sites for further exploration of rhetorical strategies

For more on rhetorical appeals/strategies, explore the following web-sites:

http://owl.english.purdue.edu/owl/resource/588/04/

http://courses.durhamtech.edu/perkins/aris.html

http://www.rpi.edu/dept/nc/webclass/web/projectl/group4/index.html

http://1an.ucc.nau.edu/~dem22/Rhetorical%20Appeals.doc.

http://www.miracosta.cc.ca.us/home/dperales/NEWRhetorical%20Strategies.h
tm

Remember also that there are English Language textbooks that may be of
much assistance.

Let's Wrap Up

Varying types of evidence will have different appeals. Appeals to the mind
may cause the message composer to use more scientific research and
statistics. Appeals to the heart and emotions may involve the use of
interviews and personal experiences of individuals. Different composers may
take the same set of circumstances, yet accomplish varying results based on
how the argument is presented. Remember, it is not just what you said,
how you said it is also key. Having the information is a big part of the
process, but it is just one component. You then have to find the right words,
organize them in an effective pattern and use literary devices to enhance the

Department of Liberal Studies Page 70

 Useful sites for further exploration of rhetorical strategies

For more on rhetorical appeals/strategies, explore the following web-sites:

http://owl.english.purdue.edu/owl/resource/588/04/

http://courses.durhamtech.edu/perkins/aris.html

http://www.rpi.edu/dept/llc/webclass/web/proiectl/group4/index.html

http://ian.ucc.nau.edu/~dem22/Rhetorical%20Appeals.doc.

http://www.miracosta.cc.ca.us/home/dperales/NEWRhetorical%20Strategies.h
tin

Remember also that there are English Language textbooks that may be of
much assistance.

Let's Wrap Up

Varying types of evidence will have different appeals. Appeals to the mind
may cause the message composer to use more scientific research and
statistics. Appeals to the heart and emotions may involve the use of
interviews and personal experiences of individuals. Different composers may
take the same set of circumstances, yet accomplish varying results based on
how the argument is presented. Remember, it is not just what you said,
how you said it is also key. Having the information is a big part of the
process, but it is just one component. You then have to find the right words,
organize them in an effective pattern and use literary devices to enhance the

Department of Liberal Studies Page 70

meaning of the text. In other words, success is not just having content; it is
about using effective style as well. One must be careful to ensure however,

that the appeal to the mind is given the highest place of importance. It is not
recommended that ethos and pathos appeals be the dominant strategies in
the defence of one's position.

3.6 The Writer's Perspective

In order to accurately decipher the writer's position, you also need to be able
to identify the perspective from which he/she views the issue. The critical
thinker knows that each situation is complex and there is no one way of
viewing an issue; individuals with varying experiences will look through
different lenses. So in seeking to understand the arguments being put
forward, it is necessary to try to become aware of the perspective from which
the person speaks. Identifying the writer's perspective can assist in
unveiling his/her purpose.

What is perspective?
Perspective has to do with the writer's point of view. The writer's perspective
portrays his/her attitude to the subject or the distance between
himself/herself and the subject. It ranges from complete impartiality through
to positive and negative personal perspectives and finally to bias.

Perspective

SUBJECT

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However, a personal perspective does not automatically lead to bias. Bias is
a particular attitude which prevents a writer from taking an impartial view
of a subject. This bias may lead the individual to ignore other viewpoints and
behave as if only his/her view is acceptable. In other words, the close
proximity to the subject may lead to blindness to others' views. This could
lead to the presentation of faulty arguments. Bias can be conscious or
unconscious. A writer may recognise and openly declare his/her bias.
Another writer may attempt to be impartial but have this attempt
undermined by his/her own attitude to the subject.

Let us examine this extract from the introductory section of an

anonymous writer's views.

Fascinating Benefits of Being Unmarried

Anonymous
Through the Fog

1. I do not have anything against marriage. I am however, sick

and tired of people challenging my single status. For Africans.
marriage is a big deal and if I had a penny for each time I got
asked the question, "When are you getting married?" I'd be rich.
What does it matter that I'm single if I'm happy? Is it
inconceivable that a 28 year old can be single and happy? I am.
So this paper is in celebration of being single.

/ ~ ~ ->,

1. What is this writer's attitude to marriage?

2. From what point-of-view is s/he speaking?
3. How do you think this perspective will affect our interpretation of the
given views?

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 Activity 22
Read the following and then answer the questions which follow.
From 'Poppy Day' to 'Violence Day1?
The Sunday Gleaner, October 29, 2000

THE EDITOR, Madam:

I AM concerned over the decline in the interest paid to our war veterans. When I
was a child I looked forward to "Poppy Day", because it was the means of assisting
those who fought in World Wars I & II and returned home blind or minus an arm or
a leg, and also to assist the families of those who failed to return.

At school we were taught the meaning of "Poppy Day", Remembrance Day or

Armistice Day. We knew that it was commemorated on the llth hour of the llth
day of the llth month of the year 1918 to mark the end of World War I. We also
knew why it was important to support the Poppy Day Fund and who benefited from
it.

Poppies were sent to schools, churches, business establishments, Government offices

and leading individuals etc. We all bought poppies and wore them on Poppy Day.
During World War II, three of the male students at my school joined the army and
went into active service. I recall the day we were informed by our principal that one
of the boys was missing at sea. Some of us wept when we heard. Our teachers then
held assembly and prayed for our soldiers at war. We sang the hymn "For Those in
Peril on the Sea".

After leaving school I went abroad and it was years later that I heard that the young
man reported missing had returned home and was now married with a family. I was
overjoyed to hear the good news having thought of him as dead all those years.
Having been alive in World War II, and witnessed the return of our soldiers, I can
sympathise with the veterans and also with the families of those who failed to
return.

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Many of our war veterans have passed on and their families have outgrown aid.
However, we may have to consider continuing the fund to assist the families of our
"violence" victims as we are in the throes of a Jamaican war with 692 killed violently
from January 1, 2000 to October 13, 2000. We may need to re-name the day
"Violence Day" and wear purple violets instead of poppies. It seems to me that the
violence will always be with us.

Please buy a poppy and wear a poppy on Poppy Day.

Questions

I. What, in your opinion, is the writer's purpose?

2. What is the writer's perspective? How much distance does he have from
his subject matter? Give reasons for your answer.

Perspective

Disatnce

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. How do your responses compare to the following?

The writer's purpose appears to be both to inform and to arouse favourable

emotions - to make us aware of the meaning and significance of Poppy Day.
He also hopes to arouse sympathy for the war veterans.

The writer's perspective is very personal and positive towards the subject
matter. The writer has made it clear that he feels very close to his subject
matter.

V— How do you decide that a perspective is biased?

This is not an easy question to answer. Often it is a matter of personal

interpretation. We expect to see bias in some instances, for example, from
political parties and their spokespersons and from special interest groups
when reporting about their particular causes. We can recognise these
statements by the language and the types of arguments they use.

• The article may be presenting only one side of an argument.

• There may be strong statements of support for a person or point of

view.

• There may be negative references to other points of view and

people who hold them.

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 The message may consist of emotional rather than logical
arguments and conclusions.

The message may contain arguments that are not supported by

evidence.

Information that calls the writer's claims into question, may be

deliberately excluded.

Bias may be subtle and may occur in seemingly factual accounts and reports.
Omitting, and, or distorting information or facts to suit a particular point of
view are ways in which this can be done. Unless you are very knowledgeable
in a particular subject area, you may not be aware of the hidden bias
contained in messages based on such areas.

If someone is writing a report in order to persuade you to buy a

particular brand of photocopier, he/she may be more inclined to promote
its good features and not mention its bad features.
OR

If something negative is mentioned about the machine, then the rival

brands will be made to look even worse.

How can you decide what an author's perspective is?

It is an established writing custom, particularly in academic writing, that if a

writer is going to present a particular point of view on a topic that point of

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view should be made clear to the audience as part of the introduction. If the
writer's perspective is not stated clearly, you can detect it through:

• diction
• writing style
• Tone

Diction

The use of simple denotative diction would suggest that the writer's
perspective is emotionally distant form the subject being written about and
that his or her aim is more to inform than to emotionally sway. On the other
hand, a biased view at the extreme end may use very colourful connotative
language with strong emotive words intended less to inform than to
persuade.

Writing Style

Writing style focuses on the voice that is used to reflect how personal or
how impartial the writer wants to be. English recognizes three voices: first,
second and third person. If you are writing from first-hand experience and
expressing a personal opinion, you will use personal pronouns such as /, me,
my, we, us. Writing from the third person perspective, using he, she, they,
puts the writer at a distance from the reader and makes the writer appear
more impartial.

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Tone

Tone is the kind of mood or feeling the writer wants to evoke in the reader.
The tone can be friendly or formal, angry or sad and so on. The intended
mood can be achieved through a combination of both the language used and
the writing style.

Tone also indicates the attitude of the speaker or writer towards the subject
matter. As a critical reader you need to be aware of the perspective the writer
has on the subject matter. To obtain a truly balanced view of an issue, you
may need to seek the views of more than one writer on the same subject or
reject that author and find an impartial observer.

How Skilled Are You?

Now that you are familiar with the definition and
structure of arguments, let us turn our attention to
identifying arguments in larger messages than we have
been using so far. It is not enough to have knowledge of
these concepts and skills. We now have to begin using
them. Remember that the argument or writer's position may not always be
explicit (clearly stated). You have to use all the knowledge gained so far to
assist you. You may want to follow the steps below.

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 The Process of Identifying the Writer's Position

4. Identify the writer's position

• Put together claims, premises,
purpose, attitude and tone
• Identify line of reasoning

3. Identify the writer's perspective and

purpose
• Examine the methods used to present
argument
• Examine the language used
• Examine the style and tone

2. Identify the claim/Conclusions

• Go through each section/paragraph
• Identify the main points
• Jot these down using your own words

1. Identify the issue or problem

• Examine the title if there is one
• Read through message at least twice
• Compare details with the title

You are now ready to test your skills!!

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 Activity 23
Read this article carefully and answer the questions which follow.

SMOKERS GET A RAW DEAL

Stanley S. Scott, Dec 29,1984, New York Times

The Civil Rights Act, the Voting Rights Act and a host of antidiscrimination
laws notwithstanding, millions of Americans are still forced to sit in the back
of planes, trains, and buses. Many more are subject to segregation in public
places. Some are even denied housing and employment: victims of alarming
yet socially acceptable- public hostility.

This new form of discrimination is based on smoking behaviour.

If you happen to enjoy a cigarette, you are the potential target of violent anti
smokers and overzealous public enforcers determined to force their beliefs on
the rest of society.

Ever since people began smoking, smokers and non-smokers have been able
to live with one another using common courtesy and common sense. Not
anymore. Today, smokers must put up with virtually unenforceable laws
regulating when and where they can smoke- laws intended as much to
discourage smoking itself as to protect the rights of non-smokers. Much
worse, supposedly responsible organizations devoted to the "public interest"
are encouraging the harassment of those who smoke.

This year, for example, The American Cancer Society is promoting programs
that encourage people to attack smokers with canisters of gas, to blast them
with horns, to squirt them with oversized water guns, and burn them in
effigy.

Harmless fun? Not quite. Consider the incidents that are appearing on police
blotters across America:

In a New York restaurant, a young man celebrating with friends was

zapped in the face by a man with an aerosol spray can. His offense:

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 lighting a cigarette. The aggressor was the head of a militant
antismoker organization whose goal is to mobilize an army of two
million zealots to spray smokers in the face.

In a suburban Seattle drugstore, a man puffing on a cigarette while he

waited for a prescription to be filled was ordered to stop by an elderly
customer who pulled a gun on him.
A 23- year- old lit up a cigarette on a Los Angeles bus. A passenger
objected. When the smoker objected to the objection, he was fatally
stabbed.
A transit policeman, using his reserve gun, shot and fatally wounded a
man on a subway train in the Bronx in a shootout over smoking a
cigarette.
The basic freedoms of more than 50 million American smokers are at risk
today. Tomorrow, who knows what personal behaviour will become socially
unacceptable, subject restrictive laws and public ridicule? Could travel by
private car make the social engineer's hit list because it is less safe than
public transit? Could ice-cream, cake, and cookies become socially
unacceptable because their consumption cause obesity? What about sky
diving, mountain climbing, skiing and contact sports? How far will we allow
this to spread?
The question all Americans must ask themselves is: Can a nation that has
struggled so valiantly to eliminate bias based on race, religion, and sex afford
to allow a fresh set of categories to encourage new forms of hostility between
large groups of citizens?
After all discrimination is discrimination no matter what it is based on.

Questions
1. What is the writer's main message or thesis?

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2. What type of reasoning does the writer employ?

3. Identify the methods t h e writer uses to support this line o«f

reasoning?

a.

b.

c..

d.

4. Summarize the writer's arsr- t se only the space provided

and remember to include :h~ - . ic details.

Department or Liberal Studies

1
Activity 24

Treat the nurses right

Devon Dick Thursday | April 1, 2010, The Gleaner

Our nurses should be treated properly. It is totally unacceptable that the

Government is reneging on a signed agreement to pay nurses, salary
increases that were due from 2007 and delaying on a ruling of the Industrial
Disputes Tribunal (IDT).

The Government has signed a contract and this should be honoured. If we

cannot respect a contract with the Government, then we are on the road of
anarchy. We are devaluing the importance of contracts when we do not
honour them or allow a governor of a bank to operate without one for four
months. Whose contract is valid?

But where is the money to come from to pay the nurses? The expense should
be borne by the society and not the nurses. The concept of insurance is meant
to spread the costs of an individual's misfortune - illness, death, fire, floods -
across society. And likewise the cost of free health care, which is free
government insurance, should not be borne by nurses and other health
professionals only. The Golding administration's free health care has cost $5
billion and that money could have been paid to the nurses and allow the
Government to honour the contract.

Recently, the wealthiest economy in the world, the United States of America
passed a bill for universal health care for its citizens and this law will be
phased in over a few years, not immediately, as was done in Jamaica.
Furthermore, the additional cost will be met primarily by taxes on insurance
providers. However, in Jamaica, few persons cared about who was going to
fund our free health care. But now we know that it is the nurses' wages and
benefits that are funding the free heath care.

Extra respect

The nurses should be treated with extra respect from this Government in
relation to salary because, while in Opposition, Audley Shaw, now
honourable minister of finance, said that nurses' salaries should be doubled,

Department of Liberal Studies Page 83

claiming, "I would like to give the commitment, that as minister of finance.
that would be the starting position."

And sadly, the Government is doing a similar thing with teachers in that the
teachers are being asked to subsidise the Government's policy on free
education. The teachers' salary increases, as agreed, are apparently being
diverted to cover the cost of free tuition.

The Government in the upcoming Budget exercise ought to allow those wh:
can pay or contribute to the health and education fees, to do so. And those
who cannot afford the fees be helped by the State. And how could the
Government increase the allocation to members of parliament and increase
the number of constituencies when we cannot fulfil the legitimate claims of
nurses, teachers and the police?

The treatment of nurses borders on being callous and yet we expect them to
perform at their optimum. The health sector is having serious problems and
with the serious drought being experienced, and with the garbage not being
collected as per usual and health suppliers withdrawing services because of
non-payment of bills, it does not need a physician to perceive that the health
sector is critically ill and needs urgent life-saving surgery.

Crucifixion

And trade unionist Lambert Brown added to the bad treatment of nur;
when he raised the issue about the nurses not accepting the money from t
original date and opting to negotiate separately. That was a m:
unfortunate and unnecessary comment. Even if the nurses made a strate;
mistake, it does not affect the price of bread. The nurses have a sign
agreement with the Government and it should be honoured.

I also saw a televised comedy show putting the Nurses Association

Jamaica president to ridicule because of her many wigs. How come th:
comedians never stigmatise well known men who dye their hair?

The nurses are experiencing a crucifixion; let's hope there will be

resurrection for them next week.

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Questions

1. Identify his line of reasoning?

2. List the writer's claims?

a.

b.

c.

3. What kinds of evidence does he use?

a.

b.
c. _
d.

4. Identify other rhetorical strategies used by the writer?

a.

b.

c.

5. What is the writer's position?

Department of Liberal Studies Page 85

 Activity 25
Your Argumentative Message Creation Journey

A. Using one of the issues identified in Unit 2, Activty 9 identify and copy
relevant information from at least two different sources.

B. Justify your selection of these sources.

C. Summarize the information from each source.

D. Be prepared to share your issue, information and justification with your

tutor and classmates during the next class.

Remaining Steps in the Critical Thinking Process

We have only examined three of the steps in the process; the remaining ones
will be examined in units three and four. If you are not completely happy
with your understanding of the process so far, discuss your problems with
your tutor. Talk to your classmates as well. The critical thinker does not
know everything; he/she seeks to identify the problem and to identify the
relevant sources of information.

• Ask questions.
• Start consciously applying the skills to everyday life, they are
not just meant for the classroom.

Thumbs up to those of you who have been consciously

using critical thinking skills.

Department of Liberal Studies rage 86

 Activity 26 Summative Practice Exercises - Units 1 and 2
Exercise 1
Instructions: Read the following scenario and answer the questions which
follow. Answer all questions on the question paper.

Mr. Earl Thompson sighed. Business was bad and as much as he disliked the
idea, he had to downsize the company while maximizing output. He had
almost completed the exercise but was having a hard time deciding on the
final person. He got along well with all his employees for the most part. It
was a tough decision but he had finally narrowed the list to two.
The first of the two was Carl Simpson. Carl came into the office at 6 a.m.
every morning. He was always willing to work extra hours and was the only
one on staff who had an in-depth knowledge of the use of social media in
boosting the company's image. This knowledge had proved to be of immense
help over the past few years. Carl however was impulsive. He would often
post information online without clearing it through the appropriate channels
first. This had on more than one occasion caused much embarrassment to the
company and at the last board meeting, Carl's name came up for strict
disciplinary measures. Yesterday, Carl had come into his office and begged
Mr. Thompson not to let him go. "Mr. T. you are a sympathetic man.
Remember my wife stays at home with our pair of two-year old twins plus my
older son just started college. I cannot afford to lose my job now." His
passionate plea was still ringing in Mr. Thompson's ears. Should he let Carl
go?
Then there was Monica Humphrey. She was a powerhouse at the company.
She lived by the mantra "Excellent Service Keeps Excellent Clients."
Regardless of the problem, Monica went extra to ensure that clients were
satisfied. On numerous occasions, her skills were instrumental in retaining
the business of clients whose business totalled in the millions. However,
Monica had a reputation for being arrogant and bossy. She did not obey the
chain of command and would talk everyone - barring none - down. Monica
was close to retirement age. In a few years she would be gone. Early
retirement for Monica was an option that Mr. Thompson realised he could

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take; however he felt bad about lett: T ~ r --* " - - • • - - • - - - ;.rt to what
Monica said to him the morning before ne : - _ - „ *t- *-: *-* - - ,~.z TIJ him,
"Earl, I need to stay at the company The i± - : - - - : =-_:- ::mpanies
that respect them and this company '-.--- i~: — - - . - - - - - : i: least 8 major
clients because of me. Wind of downs:;:.-.; ~_ - - - — - - ; -- : i_rr _^e wildfire
and word is circulating that at lea-' ' : - - - - - --* -'- . :»em. :-: window
shop' if I go. I should definitely be ker : • - * > . : - ; - ~ r.fr.ei. Can the
company afford to lose her at this t:~e'
He decided to ask for advice from hi? fikaMl >Ir"-jr «••!•: Tf : r«:s .-. s a downsizing
expert as well as his son Javed wh •• - - - -

Questions
1. List any one characteristic of a cnoa - - - -_ - - -. - ; T :•-;-: '. a~.n how that
quality is demonstrated by M: 7:. —

. Ul tne two people Mr. 1 nomt - n •• .-. -s-e-e±_n; :-~~- ::e :r jm. who would

be the more credible and why!

S 7T, ^s-'^is^ ^~"~*-' •

3. Identify one instance of the follo\^ arr-r •bm the passage0

i. Logical Appeal i io,; - : -•-

'

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 ii. Emotional Appeal (pathos) (2 mks)
•-

4. Construct a simple inductive argument either for OR against laying off Carl.

i. Evidence

ii. Evidence

iii. Inference:

5. Construct a simple deductive argument for OR against letting Monica go.

Major Premise:
»

Minor Premise:

Conclusion:

In your opinion, who should Mr. Thompson keep? Explain giving logical reasons.

Department of Liberal Studies Page 89

SECTIONS 6 marks
Instructions: Examine and discuss the image below in 100 words. Ensure
that you include in your discussion:
• The argument being made
• Your opinion on the effectiveness of the image in making that
argument
• Your reaction to the image and the argument

Department of Liberal Studies Page 9(

Exercise 2

Instructions: Read the following scenario and answer the questions

•.vhich follow. Answer all questions on the question paper.

Her hard work had finally paid off. Janet could now afford to move to a safer
neighbourhood. Her real estate agent had driven her around the city and showed
her two possible choices. She loved them both. It was difficult to choose but she had
to decide quickly as her agent warned that other clients were considering those
options as well. In addition, Janet did not want to have to pay another month's rent
for her current cubbyhole of a place. But where should she go?

First there was The Terrace. It was among the safest in the city and that was where
her friend Cindy lived who would be a great emotional support for her as well as a
willing babysitter in case of an emergency. But if she moved there, she would have
to move the children from their current schools and send them to a more expensive
r.e to cut down on travel time for them. In addition, The Terrace had a reasonable
mortgage but high maintenance of $20 000 per month. Cindy had told her, "Child.
you need to come up here. Forget the maintenance and the increased school cost.
The Terrace is the happening place to be. Plus, we could go clubbing more often
together. Also, remember that Johnson who has been wanting a relationship with
you forever is just around the corner." Janet had giggled at that. Should she follow
her friend's advice?
The Lair was her next option. It has a huge park which her children would definitely
love. In addition, The Lair had a monstrous community pool that had her excited
already. The community was also home to all the modern amenities. A plus was the
walking distance to four of the best shopping malls and it was only two blocks away
from the children's current school, which definitely had numerous advantages.
However, the mortgage was the significantly higher. The figure was almost
unspeakable. Additionally, even though it was near the children' school, living there
would mean that she would have to go on the highway for work which is a killer
during peak traffic. Her travel time to and from work hour and a half.

Uriel, her real estate agent, had told her, "The people who live in this
community form and maintain invaluable networks that spawn incredible
results. In addition, the children who live here enjoy first-class recreational
facilities for free. Plus, remember that you have security on call seven days a
week." Janet knew the agent was pushing her to choose The Lair for obvious
reasons. Should she succumb? Janet sighed. Which will it be?

Department of Liberal Studies Page 91

Questions
1. List any one characteristic of a critical thinker and explain how that
quality is demonstrated by Janet (2 mks)

2. Of the two people who gave Janet advice, who had a higher level of
personal bias and why. (2 mks)

3. Identify one instance of the following appeals in the passage?

i. Logical Appeal (logos): (2 mks.)

ii. Emotional Appeal (pathos) (2 mks)

4. Construct a simple inductive argument either for OR against Janet

choosing to live at The Terrace. (2 mks)

i. Evidence 1:

ii. Evidence 2:

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 iii. Inference:

5. Construct a simple deductive argument for OR against Janet

choosing to live at The Lair. (2 mks)

iv. Major Premise:

v. Minor Premise:

vi. Conclusion:

6. In your opinion, which community should Janet choose? Explain giving

logical reasons. (2 mks)

Department of Liberal Studies Page 93

 Section B - 6mks.
Instructions: Examine and discuss the image below in 100 words. Ensure
that you include in your discussion:

• The argument being made

• Your opinion on the effectiveness of the image in making that
argument
• Your reaction to the image and the argument

Department of Liberal Studies Page 94

U N I T THREE

Evaluating Arguments

In the previous section you were introduced to the argument. You also met
the idea that some claims or conclusions are not explicitly stated. Some
writers tell the reader exactly what they want to say; others leave it to the
reader to draw conclusions. Whether implicitly or explicitly stated, you have
to be able to identify the arguments in order to appropriately react to them.
But your work does not stop there; you then have to be able to objectively
;udge the worth of the argument.

About this Unit

:> unit attempts to provide information as well as activities that will
strengthen your skills in the evaluation of arguments. The unit supplies
information on how to evaluate the three types of arguments discussed in
Unit Two. There are explanations and examples of common errors senders
.r.ake when formulating arguments. The following questions are a guide to
the skills involved in evaluating arguments.

Guiding Questions

1. What are the features of a logical argument?

2. What are some of the features of an illogical argument?

Department of Liberal Studies Page 95

 3. What is involved in writing a critical review?

Features of an Effective Argument

While there are different types of arguments (deductive, inductive, analogy:,
they all have essential similarities. That is, they must have certain feature-
in order to ensure that they are indeed effective arguments. These key traits
are listed below.

1. LOGICAL - This means that it is clear to see that the conclusions

drawn follow from the premises or reasons that are laid out. Whatever
type of argument it is, the logic should be sound.

2. TRUE - It is unethical to manufacture evidence or sources to boos:

your argument. It is important to remember that in your quest to b-e
convincing all relevant details should be above board at all times.

3. FAIR - Remember in critical thinking, decisions are arrived at aftez

information has been gathered and assessed. Therefore, a good
argument will not seek to omit, modify, exaggerate or sidestep air-
relevant information that may seem to skew the argument in orir
direction or the other. In addition, you should always be fair to you:
opposition in your arguments.

4. THOROUGHNESS - A good argument will demonstrate that tht

writer has done all the necessary preparations, reading and thinkin;
that is required in a particular context. Never short-change you:
readers or hearers by being lazy or sloppy in your preparation.

Department of Liberal Studies Page 9 c

 Activity 27 Identifying Effective Arguments

A:<ve. we looked at the features of an effective argument. Let us now

:•: r.sider the opposite. Based on your knowledge of arguments, make a list of
hat you think will make an argument ineffective

Faulty Arguments

An argument can be faulty in many ways. It could be a problem with the

evidence, the conclusion drawn from the evidence presented, with the over-
- earing and empty emotional element within the argument or with the
:".arity of the argument. A faulty argument is generally said to contain
fallacies. A fallacy is an invalid argument or an argument that is
misleading or unsound. It is important that we are able to identify fallacies

Department of Liberal Studies Page 97

in the arguments of others and also avoid them when constructing our own
arguments. Below, you will find a list of common fallacies:

• Suppressed alternatives

A form of oversimplification in which opposing possibilities are

presented as though they were exclusive and exhaustive.

Example : Tara told the class to either choose her for class president
or be stuck forever with unwanted canteen food.

Poisoning the well

This is shifting attention from the merits of the argument to the sourc*
of the ideas.

Example: Gary announced to his friends that it is foolish to listen :

Dr. Frazer's programme on radio, How to Lose Weigh:
since his (Dr. Frazer's) daughter, Rihanna, is obese.

Ad Hominen
Here there is the attacking of an argument by discrediting its
advocate.

Example: Discrediting the idea of de-criminalising prostitution sin«

one of its strongest lobby groups is the prostitutes
themselves.

• The Slippery Slope

Arguing that one act is the first step that will inevitably lead to
increasingly more dire consequences.

Department of Liberal Studies PC'

 Example: Lying will lead to stealing which will inevitably lead to
murder.

The Appeal to Ignorance

To base an argument on a premise that is true, but is formulated on
what is not known, rather than what is known.

Example: We do not know the effects of all the chemical components of

marijuana, therefore we cannot ban its use based on the
argument that it is detrimental to health.

False Analogy
Legitimate analogies are an effective strategy for arguing. However,
the analogy becomes false when the similarities between the two
things being compared are not significant.

Example: Homosexuals are being ill-treated in the same way blacks

were at the height of racism.

Post Ergo Propter Hoc

A false causal relationship. To attribute the cause of one thing (B) to
another (A) because one follows the other or occur together.

Example: You had a patty for lunch. You developed a headache in the
class after lunch. You conclude that your headache resulted
from eating the patty.

• Non Sequitur (It does not follow)

The conclusion is not necessarily a result of the facts presented.
Department of Liberal Studies Page 99
 Example: She is a good singer, so she must be a good dancer.

• Begging the Question

This fallacy is present when one presents as truth that which is to b~
proven by the argument.

Example: We obviously need a change of leadership since thr

incumbent needs to go.

Band wagon appeal

To validate a point by implying that everyone else believes it.

Example: Marijuana should be de-criminalized in Jamaica because

many other countries are doing just that.

Circular Thinking
This is the stating of the conclusion as evidence.

Example: The wealthy are smart because rich people are intelligent.

Red Herring
Introducing an irrelevant point to divert attention from the main iss;

Example: In a discussion about the fairness of the grade you ha

been given for an assignment, you introduce the cost
tuition: that is a red herring.

Department of Liberal Studies

 Straw Man
Choosing the opponent's weakest or most insignificant point to argue
against as a way of diverting attention from the real issue.

Ad Populum
Avoiding the issue by appealing to popular sentiments.

Example: In a debate about whether or not capital punishment

reduces crime, the speaker quotes statistics to show that
90% of Jamaicans support capital punishment.

ACTIVITIES

Activity 28 Effective Arguments

Find the link, http://wwwl.asknlearn.com/riJQearning/English/631/elang-

ilearning/pageSa.htm and read the story, Love is a fallacy and then complete
:he exercise. Come prepared to discuss the story and your answers to the
questions in class.

Place your notes here for discussion

Department of Liberal Studies Page 101

 Activity 29

Identify the problem with the reasoning in the following.

Provide explanations for each.

1. I fail to see why hunting should be considered cruel when it give:

tremendous pleasure to many people and employment to even
more.

2. All these knuckleheads running around protesting the war again^

marijuana. These people are just pretentious morons.

3. I do not think that teenagers under the age of 18 should be allowed to

drive as next they will want to be allowed to drink, and eventually ther-
will be a total disregard for authority of any kind.

Department of Liberal Studies

 4. Either you believe in reincarnation or you don't. Now, which is
it?

5. The picture on Sammy's old TV set goes out of focus. He goes

over and strikes the TV soundly on the side and the picture
goes back into focus. Jim tells his friend that hitting
the TV is definitely the way to fix it.

6. Minds, like rivers, can be broad. The broader the river, the
shallower it is. Therefore, the broader the mind, the shallower
it is.

Department of Liberal Studies Page 103

 'Activity 30
Go through the passages on page 23 and 83, Sanctimonious Religious
Hypocrites and Treat the Nurses Right, respectively. See if you can identifr
any fallacies in each of the passages. Come prepared to share your results
with the class. List the fallacies found below.

NOTE

Further reading and practise

Check out the following links for more information on fallacies.
1. http://highered.mcgraw-
hill.com/sites/0073513474/student, viewO/appendix three/recogmzi:
allacies, exercises set l.html
2. https://people.creighton.edu/~ees33175/Intro-phil WebSite/Intro-
phl PDF logic-exercises/Logic exercise4-l.pdf
3. http://writing.engr.psu.edu/exercises/fallacies.html
4. (Youtube video) http://www.youtube.com/watch?v:=gR nfmoSZCnv

Department of Liberal Studies

Bias

Adapted from http://21cif.com/tutorials/micro/mrn/bias/)

Another important element that we have to look out for in evaluating

arguments is the element of bias. Bias occurs when a statement reflects a
partiality, preference, or prejudice for or against a person, object, or
idea. Much of what you read and hear expresses a bias. Bias is when a writer
or speaker uses a specific selection of facts, choice of words, and the quality
and tone of description, to convey a particular feeling or attitude. Its purpose
is to convey a certain attitude or point of view toward the subject. As you read
or listen to biased materials, keep the following questions in mind.
.

• What facts has the author omitted?

• What additional information is necessary? '

• What words create positive or negative impressions?

• What impression would I have if different words had been used?

Biased information tries to change your mind or how you think. Being aware
of bias and knowing how to identify, analyze, and assimilate biased
information properly is a skill to be treasured. It puts you in charge of how
you think instead of being influenced solely by the world of print and media.

What are some indicators of bias?

• The language of the document is often extreme; statements have all

or nothing but connotations (underlined suggestions).
• The argument appeals more to the emotions than to logic.
• Things are worded with the intent to oversimplify or over generalize.
• The author wishes to present a limited view of the topic.

Department of Liberal Studies Page 105

Questions to keep in mind as you seek indicators of bias:

• What is the author's political point of view?

• What does the author stand to gain?
• Who is paying for the dissemination of the information?
• Does the author present alternative points of view?
o If so, are those views presented objectively, or with scorn?

Evaluating Sources

In addition, another important skill we have to develop when evalui~_nf:

arguments is the skill of evaluating the information that the writer use- li
other words you want to make a judgement on the sources used :r. -a*
argument. Go back to Unit 2 and re-read this information; you need t: :-•&&
other sources as well.

Activity 31

Do some reading on evaluating sources. Make a list of at least four

that need to be assessed. Come prepared to share with the class.

Department of Liberal Studies

THE CRITICAL REVIEW

Now that you are aware of the characteristics of an effective argument as

well as how to spot faulty or illogical arguments you can move on to writing a
critical review. As the name suggests the critical review is a critique of
someone's effort to present and defend a position. The review seeks to
determine whether the writer's position is logical. For an argument to be
logical it must meet the criteria of an effective argument discussed earlier.

Steps in Planning the Critical Review

I . Read the passage carefully at least three times.

• In the first reading, just read for meaning.

• Second and third readings are for identifying the items in 2, 4
and 6 below.
• After writing down your first impression of the thesis (overall
position being defended) and the claims to support the thesis,
reread to ensure that you have correctly interpreted the
writer's/speaker's central message.

2. Make a note of the bibliographic information and summarize the

article.
A. State the title, author (s), date and place of publication and the
name of the publisher.
B. The summary should consist of the thesis (whether it was stated
or only implied) and only the main points.
C. Write your statement outlining your overall impression of the
article (this will serve as the main point that your review will
expand on).

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 3. Provide a commentary on the article's worth, on the writer. r_~'
purpose, and audience.
A. Consider the writer's credentials and experience in spe*'.- -j
the particular issue.
B. Consider the writer's position on the issue. For examp^
position may be one that is sympathetic or antagonistic :: -
the issue.
C. Consider what the writer is attempting to achieve thr: _r:
article.
D. Make note of the audience. If it is not clearly stated. e:ri
the source.
E. Speak to the currency, relevance and worth of the issue
discussion.

4. Analyze the article.

A. Analyze the evidence
i. Identify the evidence the writer/speaker uses to ~~_:
each claim or conclusion made. Look for the -.-LJ-E
strategies and techniques that the writer/spea-ir:
used in presenting his argument or cause s-_:±
illustrations, statistics, appeals to authorities or rX7*
documented sources etc.

ii. Evaluate or form a judgment as to whether the ev

presented in support of each claim is reliable :
depended on), credible (can be believed), rel-
(pertains to the matter under discussion) and vali:
true of the claims made). Remember that an arr

Department of Liberal Studies

 may satisfy some but not all of the criteria listed above.
For example, the evidence may be relevant in that it
speaks to the issue, but it may be insufficient.

B. Identify and comment on the effectiveness of the style and tone

of the passage.

i. Stylistic strategies may include literary devices, the

writer's use of particular diction (words), the use of
dialogue etc. In addition, consider the overall register of
the language and assess if it is appropriate for the
intended audience.

ii. The tone should also be considered. Evaluate if the voice

in the article is calm, concerned, angry, urgent etc.
Comment on how the tone contributes to the effectiveness
of the article.

C. Consider if the article might be biased or not. Look out for

information that is glaringly missing or information that is over-
worked in the argument. In addition, consider if there is a
reliance of the article on stereotyping of particular sets of people
or places. The use of dogmatic expressions should also give you
a clue as to whether the article is biased.

D. Comment on the overall logic of the article.

i. Consider the structure of the article in terms of the

presentation of the arguments and its effectiveness.

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 ii. Consider if the overall organization is a logical one
how it enhances the clarity of the issue/argument.

5. Write the conclusion

A. Here you are bringing your review to a close

i. Summarize your overall view of the article

ii. Include a brief personal response to the issue if y;-

choose.

iii. Tell whether or not you would recommend to others

why.

iv. Tell whether you think it accomplished its purpose

Hints

Remember the review examines both the strength

weaknesses of the writer's attempt to defend a position.
Remember that effective organization is key. Discuss one >
only in each paragraph. For example, if the writer
references to historical events, give your judgment -
whether this helped to prove his point or not, then zr:
details to back up your opinion. Each of your paragraph-
have one main idea and then two or three supporting pi
with illustrations. You are providing arguments to ~ _ i r
your views on the effectiveness of the writer's or sr-e;
argument. Make sure your argument is valid.

Department of Liberal Studies

 Activity 32

The Critical Review is an essay. You need an introduction, a body

and a conclusion.

Select one of the passages given in Activity 19 Unit Two. Write a

critical Review of this passage. A sample review is given below.

Passage on which Sample Critical Review is Based

\

Greed! Henley Morgan Thursday, June 01, 2006, The Jamaica

Observer

Power tends to corrupt and absolute power corrupts absolutely. It is a

problem as old as the conduct of human affairs, which was summed up
definitively by Lord Acton well over a century ago. Greed is at the root of the
corrupting influence of power. Management psychologist Abraham Maslow
put greed in its human context with his postulation: Man is a wanting being.
The more he gets, the more he wants. A satisfied need is not a motivator.
The story of King Midas is instructive of the corrupting influence of power born of
greed. Having prayed for the ability to turn everything that he touched into gold, the
answer to the king's prayer turned out to be a curse and not a blessing. When Midas
touched his wife or children, they turned to gold. When Midas touched his food, it
turned to gold, and the cursed king starved to death.

Mahatma Gandhi identified "seven deadly sins" that if left unchecked could destroy
an individual's reputation and even a nation through greed and corruption. These
are: 1. Wealth without work. 2. Pleasure without conscience. 3. Knowledge without
character. 4. Commerce without ethics. 5. Science without humanity.

Department of Liberal Studies Page 111

6. Religion without sacrifice. 7. Politics without principle. The temptaticr_-
give in to a life of greed and corruption have never been greater than they .
now.

With unbridled capitalism in ascendancy, we are all at risk of coming _:

the Midas curse. Capitalism was conceived by 18th century philosophers
were inspired by the "cause and effect" relationship of Newtonian sue
and Darwinian "survival of the fittest". Having been elevated almost ::
status of a religion, capitalism has wrongly redefined man as a ; _
economic being. In the process, timeless principles such as equity, fain
respect for people, value for money and equal opportunity are somer_
given short shrift. This is not anti-capitalist propaganda. The promite:
capitalism have come to the awareness that total emphasis on competr
asset accumulation and profit maximisation, to the exclusion of any r_
principles, creates a "devil takes the hindmost" scenario, which ove: •
could prove to be the undoing of the very system.

The bastion of capitalism, the United States, has resorted to

legislation to try and

tame the beast. As far back as 1977 there was the passage of th
Corrupt Practices Act which forbids US companies from making pa
officials of foreign governments for the purpose of obtaining or
business. In more recent times the Whistle-Blower's Act was
prevent employers from taking retaliatory action against perso
report violations of law that create danger to the public's health, s
welfare. The screws have been considerably tightened with Section 4 . - at1
Sarbanes-Oxley Act which makes it mandatory for publicly traded ;
to have new financial monitoring controls in place, certified by aud:
cost of regulation is high but the cost of corruption driven by greed is

Whither Jamaica in its battle against greed and corruption? Quoting

recently released report of the Special Task Force on Crime
"Transparency International measures the degree to which corrupt::

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perceived to exist among public officials and politicians, and produces an
annual corruption perception index. For 2005 Jamaica attained a score of 3.6
out of 10 and ranked 64th out of 159 countries surveyed." Our ranking was

3.3 in 2004, 3.8 in 2003 and 4.0 in 2002. Nigeria by comparison, was at the
bottom of the ranking as the most corrupt nation on earth in 2002. In 2005
that country improved its ranking six places and was named one of the 21
most improved countries. Clearly, Nigeria is no example to follow but it is
improving while in Jamaica the trend is towards greater corruption.

In explaining the path being pursued by her government to stem the tide of
corruption, Nigerian finance minister, Mrs Ngozi Okonjo-Iweala, displayed
the positive mindset needed by public officials to address the problem. "First
and foremost was the anti-corruption and transparency drive. It was the
most important thing. But we knew that just talking of fighting corruption in
vague terms doesn't work... There have to be consequences for bad behaviour.
One of my most brilliant colleagues, a former police chief, took on the
punitive side of corruption as chair of the Economic and Financial Crimes
Commission (EFCC), tracking people who had corruptly enriched themselves,
bringing them to book. The bottom line is that there are some very powerful
people like the former boss of the EFCC chairman, the inspector general of
police, who have been brought to book. He has been tried and is now in jail on
several counts. Two judges have been suspended; two sacked outright, three
ministers sacked, also two rear admirals, a state governor, top customs
officials. Did we get all the people? Not yet, but we have enough to send a
powerful signal and generate fear. People in power now know they can't act
with impunity. Governors will be impeached, officials sacked. It's really a
strong message."

Compare the resolve of the Nigerian finance minister with what we find here
in Jamaica. Just the hint at corruption in the judiciary by the STFC in its
report was enough to cause howls of protest from the highest seats of power.
My question to readers is: Can you even conceive of a course of action similar
to Nigeria taking place in Jamaica?

Department of Liberal Studies Page 113

Sample Critical Review of Henley Morgan's "Greed"
In the article entitled "Greed" which was published in the June 1, 2006. t
the Jamaica Observer, Henley Morgan implies that Jamaica has surrc"
corruption. This corruption, according to Morgan is brought on by greed. I
characteristic of man that needs to be controlled. The writer supports :
when he declares that no matter how much man gets, he always wants ci:
greed is often fuelled by capitalism. Countries, such as USA and Nigeria
measures in place to stem corruption. Jamaica, on the other hand, is I
increasingly more corrupt.
The writer focuses on a very important issue. He seems concerned that i:
seeking to fix the problem some persons merely protest when Jamaica is '.:-.
being corrupt. Despite this concern, the writer does not seem to be &r.i
writing appears to be quite calm. He seems resigned to the fact that :n.
never change in Jamaica.
Morgan delivers his message in a language that may prove challenging
some secondary school graduates. Some readers may find terms such a^ ~~.
capitalism", and "bastion of capitalism" a little difficult to understand. H:
one is able to move past this barrier, one will see that the informat:::
organized. The writer points to the destructive nature of greed and corrur -
shows what others have done before leaving us with the searching
concerning Jamaica.

In order to convince the reader that Jamaica is on a dangerous path ::

alludes to the story character, Midas. This is a well-known story that cleai
the disastrous result of greed. But Morgan does not stop with the L:
character; he pulls on the writings of Gandhi, a highly respected indr.-.::;~a
devoted his life to peace and was a firm believer in high moral standards -**•,
refers to a prominent psychologist and a sociologist. This shows that this a i
who has read widely and is knowledgeable. This may lead the reader to :r.

His reference to the USA is also a very clever ploy. If the biggest s_:
capitalism has seen the implicit danger and decided that something un-
done, then something must really be wrong with Jamaica? The fact th?.:
to name the various legislations gives credibility to this information.

Morgan further drives home his point with a comparison between •]:-.-
Nigeria. He shows us that through some very tough action, Nigeria has r-e:

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corrupt. Again, the writer provides the reader with specific, detailed information on
Nigeria. Also, knowing Jamaica's history, there is no denying that it is difficult to
see Jamaica prosecuting high profile officials.
However, there seems to be one noticeable flaw in Morgan's argument. He gives the
impression that Jamaica totally denies that there is any corruption and that nothing
is being done. This cannot be true since there have been efforts by the police to
remove corrupt police officers, for example. Our problem is the reluctance to act
against high ranking officials. Morgan's reliance solely on figures from one
organization to prove that Jamaica is becoming more corrupt is questionable. We
are not even sure of the measurement procedures that were used.
Morgan has effectively brought to our attention the need for Jamaica to become
much more serious about seeking to lessen corruption. However, his attempt to
validate the view that Jamaica is moving "towards greater corruption" has failed.
Surely someone of Mr. Morgan's stature knows that you cannot prosecute someone
based on mere numbers.

Exercise
What are some of the positives of the review above?

Identify areas of the review above that could be improved.

Department of Liberal Studies Page 115

UNIT FOUR

Producing Arguments

Introduction
"It easy fi seh, but hard fi do"

I am sure you are familiar with the above quotation. It is very easy
others what to do, but frequently extremely difficult to follow ou
instructions especially when it comes to making decisions. Persons al:
it relatively easy to negatively criticize others. We will quickly p: -_
what they did wrong or to make pronouncements that something -
work. But when it comes to producing workable ideas of our o«^_ r
sometimes not a thrilling thought.

The wonderful news is that when it comes to producing messages. :"--rr*

procedures that can guide us. While completing Academic Writing 1 i
were introduced to some of these steps. You followed those steps in ::
produce expository messages. In this case, you will be seeking to ;rr--a
express ideas that seek to convince your audience of the worth of y^J^
on an issue. You will be producing arguments of your own. You r.v:
pull on information and skills from that gained in Academic Wrif.^
well as from all that we have done so far in this module.

About this Unit

"The proof of the pudding is in the eating" and you are now ab: _- -u
that you have developed crucial critical thinking skills. This um: »-_!
you to show-off your skills. It will help you to convince your readei

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are not just able to download information from the internet or copy from
books. You can use information and data to produce logical thoughts. The
unit highlights the differences between expository and argumentative
message and takes you through the required steps in the production process.
The trend of active involvement is even more crucial in this unit as your
lecturer can assist you along your journey only if you perform all the required
tasks on time.

Guiding Questions

1. What are the differences between expository and argumentative

messages?
2. What are the features of the argumentative topic and thesis?
3. How do we use information and data to produce arguments?
4. What is the structure of the argumentative outline?
5. What is the structure of the argumentative essay?

You should recognize the fact that you have already been introduced to some
of the concepts seen in the questions above in the earlier units. You should
have also already begun your message production: you have your topic, a
tentative thesis/position statement, most of your information and a
draft outline. The information and activities in this unit will serve to assist
you to put the finishing touches to your message and ensure that you are on
the path to producing an effective argumentative essay.

Expository vs. Argumentative Messages

Senders produce messages for a variety of purposes. They may wish to:
a. inform/educate
b. entertain
Department of Liberal Studies Page 117
 c. persuade/convince
d. establish a relationship
e. give a command

It is the purpose of the message that determines its content and s:r_:-j3*J
You could take the same broad topic and produce messages with -•-—i
purposes. Notice, we said general topic, not a specific topic. This is r-e^a;
for each purpose the topic may have to be framed differently. Note al^;
the topic is different from the title, four essays may have different ;: _—»:i
but the title is the same. The topic is what you will be discussing ;r
message. It must be clearly articulated at the beginning of the pr:c.
process so that you can use it as a guide. The title on the other hi:
the name given to your particular message, it is usually very ~r>
is used to capture the attention of the audience.

Our aim in this module is to be able to recognize and create valid arr_:>
So we shall now turn our attention to the comparison between exp: ~:~ —
argumentative messages.

Expository Argumentative

seeks to educate or inform seeks to convince

is objective: explains, illustrates or is subjective: takes a

describes passes judgment on an ist

presents information so the audience uses information to form

can know claims

Some attention given to quality of Great amount of attent:

information the quality of the inform a:

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Does not necessarily have to pay Must be aware of the conflicting
attention to different views on the views on the issue
same topic

Argumentative message production is a much more engaging process than

expository message creation. It requires the producer to interact to a greater
extent with the information. You have to scrutinize the information carefully
for statements that could act as evidence to justify your position; then you
have to examine this evidence to ensure that it is valid and can logically lead
to your conclusion. You also have to carefully select the other rhetorical
strategies that will best assist you to achieve your purpose.

Writing the Argumentative Essay

By now, you should understand what is meant by the phrase: writing is a
process. The critical thinking process is a demanding one; you have to ensure
that you factor in some of the tasks you have to perform regarding this essay
into your busy schedule. Let us now formally examine the requirements for
the argumentative essay.

Requirements
a. The argumentative topic
b. The argumentative thesis
c. The search for relevant, credible evidence
d. The argumentative outline developed based on evidence found
e. Careful documentation using the APA referencing system

The Argumentative Topic

In the previous unit on Evaluating Arguments, you critically evaluated the
arguments of others. Your essay will be assessed by two or more lecturers

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using the same criteria. Your attempt at presenting a credible arr_--?aii
starts with the selection of an argumentative issue. The issue select e-i
evoke controversial or opposing views in others. You cannot argue
something that is true or on which there is common agreement. Look ~-~.
topic again. Is it controversial?

From the issue selected, you need to formulate a preliminary posit::-

is preliminary as very often after interacting with the evidence. :her;
sometimes changes. Remember, argumentation is not about pro-,-_r.r
point at all cost. You have to open-mindedly explore the issue. Ii i
evidence that determine your final views. Frequently asking: "ichz: ; >:
evidence showT can be helpful. However, your topic cannot be a que~~. :n

Example

Suppose the issue is "the handing over of alleged criminals tc -_^j

whenever they make a request". This is currently a controversial j
Jamaica, but it is not yet an argumentative topic. To arrive at a : :OK.
have to take a side on one of the arguable aspects of the issue. 1
some of the issues involved in the US's extradition requests? 5: — e
questions are:

• Should Jamaicans just be handed over when requested?

• Can and should Jamaica try to stand up to the US?

• Who should intervene on behalf of the accused?

Your job will then involve taking a side on one of these

Remember, your topic cannot be a question. The argumentative ::
your position on the issue.

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A possible argumentative topic may be:

Only the courts should decide when to extradite a Jamaican citizen.

The Argumentative Thesis

The thesis gives a clear indication of why you hold the particular view on the
issue. It is the central message of your essay and is the argument that you
will be seeking to justify. The thesis must be carefully constructed.

Apart from the fact that it must be a statement to which someone can oppose,
the thesis has a strict requirement that it must be clearly articulated in a
single sentence. Outside of the academic world, arguments may be explicit
or implicit. This setting demands that you make your position clear. You
will benefit from clearly articulating your position, but it is also of great
benefit to your audience. When you tell the audience what you are trying to
prove it may serve to prevent misunderstandings and will give them
something for which to listen.

Like the topic, the thesis cannot be a question. Neither should it be

structured like a topic. A topic does not require a subject and verb nor does it
always express a complete thought. These are topics:

• The carelessness of the government.

• What can we do to prevent child abuse?

The argumentative thesis, just like the argumentative topic, must be

defending a position. However, the thesis is different from the topic in that it
gives a reason for the position described in the topic. Examine these

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examples:

A. Topic: SUVs necessary for most Jamaicans or not

Thesis: SUVs are predominantly status symbols for most

B. Topic: The imposition of a state of emergency: solution to -]&—•

crime woes
Thesis: The state of Emergency merely reinforces the notion tha:
restrictions on our behaviour as well as the constant v. i:
the police and military will solve our crime problems.

Initially, your thesis will be tentative as this position may change i

examine the evidence.

The Counter-claim and Refutation

As outlined before, your argumentative essay will strive to be fair. !ij*

of ensuring this is to let your readers know that you have arrive; i_~
position on the issue after careful consideration of not only the fa::s rue
the arguments of the opposition. To reflect this in your essay, y: _
include at least one counterclaim. The counterclaim is an argumer.:
your thesis. For example, if you are arguing that governments si
responsible for paying students' tuition at the tertiary level &n~
students themselves, then the counterclaim would argue tha: .:
students who ought to pay the tuition and not the government.
However, it does not stop there. After you have discussed the cc_-:e
it is important that you refute it. This refers to your answer to >: r :
the counterclaim. In other words, you need to provide evidence

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opposing argument(s) to your thesis is flawed or why there are further
considerations to be made. The aim of the refutation is to defend your thesis
against the attack of the counter. Take note as well that the refutation
should address the counter in a direct, sufficient and logical way. You cannot
use as your refutation any arbitrary (just pulled by chance) point. You have
to ensure that it answers the exact points made in the counter and provide
alternatives for the point of view made.
j

Therefore, in your research apart from the supporting points and evidence for
your thesis, you should also identify at least one counter-claim and the
supporting evidence for that counterpoint and take note of it for inclusion in
your essay. In addition, you also need to identify an appropriate refutation
and attendant evidence as well.

The Search for Relevant, Credible Evidence

You will need to use the information outlined in Unit Two to assist you in
your search for credible sources. Remember that although you need to find
evidence to support your chosen position, you also want to collect information
regarding those views that seem to counter your thesis. These counterclaims
are very useful in helping you to strengthen your argument.

As soon as you locate a source that shows potential write down the necessary
referencing information immediately. Review the section on documenting
sources using the APA format in the Academic Writing 1 Workbook or look
it up elsewhere. You do not want to be searching for referencing information
weeks after using a source.
Search for information that will appeal to the receiver's mind and not just the
emotion. Aim for facts, scientific reports, statistics from reputable sources
and expert opinion. Other types of evidence may be useful as well but you

Department of Liberal Studies Page 123

must have the stronger type to support your views. Because each ty;~ at
source has its strengths and weaknesses, you should ensure that you 'i.i-^t-
information from at least three different types of sources. Go back t-: Yam
Two to find information on the types of sources.

Review the section of Unit Two that focuses on Interpreting

Use the information on what is an argument and types of reasoning to z>
you in pulling together the premises that will lead to reasonable claim ? 7
your claims using diagramming. Watch out for fallacies in your argum^-^

Argumentative Essay Outline

The outlining of your essay is another important step in the
outline is the framework for your essay. It gives an indication of the :: i
essay will take. As you learnt in Academic Writing 1, there are :^> :
types of outlines: topic and sentence. The topic outline is useful dur.i
initial planning stages and is meant only for the composer. A~ y : _
towards finalizing your argument, the sentence outline is required. Y; .
to use the standard sentence outline format learnt in year 1. Reme~ :»
are now being trained to operate as a professional, so use the forma, —--
communicating your ideas when required.

The argumentative sentence outline lists the

• argumentative topic, purpose

• identifies the intended audience
• thesis in sentence format
• the claims and premises/grounds/evidence in sentence
• one or more counterclaims and the accompanying r-
sentence format

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A properly formatted reference list, using APA referencing, accompanies the
outline. This is crucial as you will need to use the references within the
essay. The outline and list will be attached to the essay. Both documents
will be typed using size 12 font with Courier or Times New Roman typeface.
Your outline should be double-spaced. Please ensure that you follow the given
directions. A sample argumentative sentence outline is presented below.

Topic: Casino Gambling: Legalise or Not?

Narrowed Topic: Casino gambling should not be legalized in Jamaica

Purpose: To convince Jamaicans in general that casino gambling

will further erode the morals of the Jamaican society.

-

Thesis: Casino gambling should not be introduced as the levels of

corruption and barbarity that exist in Jamaica would

increase tremendously.

I. There is already gross corruption in the society and the agencies

responsible for dealing with this corruption are often corrupt

themselves.

A. Corruption exists in the very police force that would be likely

to be called upon to help in the observance of rules and

regulation (Thomas, 2006).

Department of Liberal Studies Page 125

 B. Politicians, who would enact legislations concerning

operations of the casinos, are frequently accuse i

corruption.

II. Along with law-abiding, industrious citizens, casinos tend to a~

individuals with corrupting influences.

A. Professional gamblers whose sole income earner is ga~:

swarm casinos.

B. Other questionable characters also tend to frequent gi~ :i.

establishments (Greenberg, 2002).

C. Very often, corrupt methods are utilized by casino

order not to lose too much money (Young & Johnson. _ > »fi

III. Barbarity seems to thrive wherever easy money can be made ~'z~-:

casinos would become main targets.

A. Casinos in other developing countries have been r.?.-a

the rise in murder rates and the rise in violent a::- L~

(United Nations, 2007).

B. The lottery scam in St. James led to the rapid incr-i^c

murder rate in that parish.

C. The protection of turf where extortion money can :-r 3

was a major factor in the flare up of violence in Sr ir_ii

(Brown as cited in Robinson, 2008).

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-
 IV. Greenberg (2000) argue that there are countries in which casino

gambling exist without the accompanying problems described

above.

A. In Las Vegas, the capital of world casino gambling, there is

no difference in the city's crime rate than the rest of the US.

B. In the Scandinavian countries, casino gambling is legal and

those countries enjoy among the lowest crime rate in the

world (Young & Johnson, 2006).

V. However, these countries are not as predisposed to lawlessness as

Jamaica.

A. Jamaica is seen as the murder capital of the world with 55

per 100,000 persons being killed (United Nations, 2007).

B. Jamaicans block roads, steal essential items from utility

companies and smash police cars often.

C. The high levels of lawlessness make it highly likely that the

accompanying problems will develop here.

(Remember that the reference list always starts on a new page)

Department of Liberal Studies Page 127

 References

Young, P. D. & Johnson, H.J. (2006). The attraction of casinos: The case of

Gemland. Cultural Phenomena, 55, 334 - 367.

Dwyer, G. (Executive Producer). (2009, September 20). Government />

[Televisionbroadcast]. Kingston: Public Broadcasting Services.

Greenberg, H. R. (2002). Las Vegas: City of the good and the bad. Retrieve!

September 5, 2009, from http//:www.gamblinginc.com

Robinson, G. H. (2008). Crime in Jamaica. Kingston: Hempron Press.

Thomas, L. (2006, December 19). Corruption high in the police force. Tr.-:

Daily Gleaner. Retrieved October 1, 2009, from

http://jamaicagleaner.com

United Nations. (2007, June). Worldwide crime report. Retrieved Septe~ :e-

2009 from

http://www.unitednations.org/publications/crime/annualcrimere;-- —jfli-

07

**- Activity 33

Go through the outline below that was produced by a student. Exam:- -. r

identify areas of strength as well as areas that need improvement. PI

response in the space provided below.

Department of Liberal Studies

 Student's Name: Michael Rainford
BScIT 2, 2009/2010.
Topic: Students, Not Government, Should Bear the Cost of Tertiary level
Education

Audience: Students and the general public

Purpose: To convince students that payment of tertiary level tuition fees
should solely be their responsibility and not that of the
government.
Thesis: Despite the demands on the cost of living and rising tertiary
education fees, students should be responsible for payment of their
fees in order to be free from bonding, to value their education more
and to adopt a sense of responsibility.

I. Self payment of tuition fees enables one to be free from government bonding.

A. Recipients have to commit to working in Jamaica for at least two years

immediately after graduation, if government pays their fees.

B. Some students find it difficult to find good paying jobs locally.

II. Students tend to take the sacrifices they make seriously when they are responsible for

financing their own education.

A. People tend to value something more if it involves a cost - sacrifice (Persaud

2009)

B. The sacrifices made in the short term are more than worth it in the long run.

C. The pursuit of tertiary education should not begin until one is certain that

funding is available (Henry 2009)

III. When students pay their own tuition it enables them to adopt a sense of

independence and responsibility.

^rartment of Liberal Studies Page 129

 References

Young, P. D. & Johnson, H.J. (2006). The attraction of casinos: The case of

Gemland. Cultural Phenomena, 55, 334 - 367.

Dwyer, G. (Executive Producer). (2009, September 20). Government L-~

[Televisionbroadcast]. Kingston: Public Broadcasting Services.

Greenberg, H. R. (2002). Las Vegas: City of the good and the bad. Retrieval

September 5, 2009, from http//:www.gamblinginc.com

Robinson, G. H. (2008). Crime in Jamaica. Kingston: Hempron Press.

Thomas, L. (2006, December 19). Corruption high in the police force. T-.-

Daily Gleaner. Retrieved October 1, 2009, from

http://jamaicagleaner.com

United Nations. (2007, June). Worldwide crime report. Retrieved Set:-- :*ar

2009 from

http://www.unitednations.org/publications/crime/annualcrimer rz*:i

07

Activity 33
Go through the outline below that was produced by a student. Ex a~

identify areas of strength as well as areas that need improvement

response in the space provided below.

Department of Liberal Studies

 Student's Name: Michael Rainford
BScIT 2, 2009/2010.
Topic: Students, Not Government, Should Bear the Cost of Tertiary level
Education

Audience: Students and the general public

Purpose: To convince students that payment of tertiary level tuition fees
should solely be their responsibility and not that of the
government.
Thesis: Despite the demands on the cost of living and rising tertiary
education fees, students should be responsible for payment of their
fees in order to be free from bonding, to value their education more
and to adopt a sense of responsibility.

I. Self payment of tuition fees enables one to be free from government bonding.

A. Recipients have to commit to working in Jamaica for at least two years

immediately after graduation, if government pays their fees.

B. Some students find it difficult to find good paying jobs locally.

II. Students tend to take the sacrifices they make seriously when they are responsible for

financing their own education.

A. People tend to value something more if it involves a cost - sacrifice (Persaud

2009)

B. The sacrifices made in the short term are more than worth it in the long run.

C. The pursuit of tertiary education should not begin until one is certain that

funding is available (Henry 2009)

III. When students pay their own tuition it enables them to adopt a sense of

independence and responsibility.

Department of Liberal Studies Page 129

 A. The biggest benefit to college students paying for their own college is the

that they take ownership of their schooling (Palmer 2009)

B. The sacrifices made in the short term are more than worth it in the long run.

C. Student Nahdandoo Oakley, a recent graduate of the University of Techno'.>

Jamaica serves as a primary testament to responsibility and

(Benjamin 2009)

Counter Claim

IV. Some people have argued that education is a right and not a privilege,

A. As valid as that may sound, who should fund this right? Should we be •

concerned about right s than some of our fundamental basic human nee-;>*

B. No wonder Espeut (2009) agrees with Jamaica's education system .. -. »-1

for the elites, but works against the poor.

C. Financial stability should not dictate who has access to educav.:- _ ar

tertiary level, but if they go up to secondary level they should '-•; _-.:

finance the rest if their way.

D. Tertiary education contributes to a functional civilized society.

Reference List For the Sample Argumentative Essay

by Michael Rainford, BScIT 2, (Student) 2009/2010

References

Benjamin, E. (2009, Oct. 20). With hard work comes success: Nahdondc*: -_•_-»•
The Tuesday TEENage Observer, (p. )

Espeut, P. (2009, May 8) Education in deep trouble. The Friday Gleaner, (p.

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Govt Looking as Savings Programme to Fund Tertiary-Education. Retrieved October
1, 2009, from http://www.jis.gov.jm/education/html

Henry, M. (2009, Oct. 11) Financial Planning Critical to tertiary-Education Pursuits

The Sunday Observer

Palmer, (2009). Why paying for own education will help you succeed (2009) retrieved
Oct. 10, 2009, from http://www.romow.com/education/whv-paving-for-your-
own-education-will-help-vou-succeed/

Persaud, W. (2009, May 1). Free education? Not possible. The Friday Gleaner, (p. 14)

(Please NOTE that the reference list above was produced by

Michael Rainford, (Student), to support his essay. Check with your lecturer
and consult the latest version of APA Manual for confirmation of style).

Space for completing Activity 33

Examine Michael's outline based on what you know about argumentation. Identify
areas of strengths as well as aspects that could be improved. Supply reasons for
your views.

Strengths

Department of Liberal Studies Page 131

For Improvement

The Argumentative Essay

The essay demands that you present a coherent argument on a ch:
issue. It asks that you use relevant and credible information t*
logical claims. All sources of information used must be acknowleir-:
the essay. The argumentative essay follows the same pattern for tl
academic essay. The difference will be in the way the content 15
and the style of writing. Review the section on the differer. :-r- >
expository and argumentative essays. All academic essays have ::.-
sections.

A. Introduction
The introduction serves the purpose of catching the receiver
luring them into wanting to read the essay. An appropriate stra
a quotation, startling information, an anecdote or an extrac: :
poem, proverb or other type of text could be used. This secti:r.
gives the reader your purpose and your position in the form :
However, do not begin any discussion of the points. The intrc i _
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be a single sentence as it has to introduce the issue and give an indication of
how it will be de dealt with. There has to be at least three sentences in the
introduction.

B. Body
The body consists of at least three paragraphs each of which presents a
conclusion/claim and the required supporting evidence. This means that your
essay must contain at least three arguments to support your position. In
presenting your position, you must remember to also examine major
counterclaims and present points to refute those claims.

C. Conclusion
Each section of the essay plays a crucial role in ensuring that you achieve
your purpose of convincing the intended audience that your position is
reasonable or valid. The conclusion is your final word to the reader. It serves
to wrap up your argument. It should:

a. restate your overall message

(No new evidence/argument should be introduced here)

b. leave the audience with something to think about

(Your attempt to get the audience to reflect on the issues raised in
the essay should not end once you stop writing). Leave the
audience with a quotation from a book, article, song, poem or
proverb; use a rhetorical question or some other rhetorical
strategy to keep the reader thinking about the issue or even to
perform some intended action.

c. contain at least three sentences.

Department of Liberal Studies Page 133

 The conclusion is a paragraph; it must fulfil the requirement rec-
all paragraphs. You must introduce the conclusion, build on thir-
introduction and then conclude.

Language Issues
Finally, remember that no matter how diligently you searched :'::
information or how well-developed your arguments are, if you car.-:*
effectively express these ideas in clear, acceptable Standard English, you ~.---
not achieve your goal. You must proofread your essay for gramme :.:-i_
errors. Watch out for errors you normally make and check to see wr.r:irc
there are any in the essay. Remember, it is not just what you say. tr. -- &
important, but how you say it.

Application

Activity 34
The student's essay based on the outline presented on pages 12-:-" *
given below. Read the essay carefully; note the thesis and r&
supporting arguments. Evaluate the arguments. Write a cr::::-jb.
review of the essay.

Department of Liberal Studies

L
Sample Essay
by
Michael Rainford, BScIT 2, (Student) 2009/2010

Topic: Students, Not Government, Should Bear the Cost of Tertiary

level Education

The rising cost of tertiary level education has been a topical issue for many
years. Debate exists over who should bear the financial burden of higher
education. Some students insist this is the responsibility of the government.
Despite the demands on the cost of living and rising tertiary education fees,
students should be responsible for payment of their fees in order to be free
from bonding, to value it more and to adopt a sense of responsibility.
Self paid tuition enables one to be free from any form of government bonding.
Students who seek assistance from the government have to commit to work
in Jamaica for at least two years immediately after graduation. Some
students also concur that there are better jobs available internationally than
locally. This, in light of challenging economy, allows them access to better
paying jobs and thus a good source of income.
Where value is concerned students tend to take education more seriously and
of more importance when they provide funding rather than when the
government funds education. According to a Financial Gleaner columnist,
Persaud (2009) people tend to value something more if it involves a cost-
sacrifice. He further went on to state that at present Jamaica cannot afford
tertiary level education. One can, therefore, see that self paid tuition may be
a big deal now but the sacrifice made in the short term will be more than
worth it in the long. With regard to cost it is advisable that financial
preparation begin long before the tertiary level. The pursuit of tertiary
education should not begin until one is certain that funding is available
(Henry 2009). Henry, a. career counsellor at the University of West Indies,
also stated that there are various sources of funding available.

Department of Liberal Studies Page 135

Students adapt a sense of independence and responsibility when the} —'- *".-*•
their own payments to fees rather than the government. Palmer (2009
internet article "why paying for your own education will help you s. -
stated that the biggest benefit to college/university students paying their vi
fees is the fact that they take ownership of their own schooling, other cer.-ri-.-
he noted included managing one's own money, budgeting and being err; -~i
for the real world. Benjamin (2009) reminded us of Nahdondoo OA/_- t
recent graduate of the University of the West Indies, who serves as a i: r.- ^—
testament to independence and responsibility. Despite coming from :-. :-':.-?•
poor household and facing financial difficulties she was determined t: — ~- • - i
success of herself. She pursued a scholarship which despite -::- >i&
unsuccessful attempts, she was able to receive. With this she re~i..:-**.
focussed and persistent to be awarded a first class honours in a B:-..-.- r*
degree in Business Administration.
Regardless of all the evidence, some people (students) have argue-:i
education is a right and not a privilege. But as valid as this may s: u-
should fund this "right"? Should we be more concerned about nz'.v- a
some of our basic human needs? No wonder Espeut (2009) agre-e-
Jamaica education system works well for the elites but works as-..:.-
poor.
There are others who also say that financial stability should not i;_- -'-
has access to education at the tertiary level. Assistance is, however, rr^
up to the secondary level in Jamaica, and thus students should : T • :*•
fund the rest of their way. Tertiary education admittedly contrilu:e^
the secondary level and thus they should be able to fund the rest <:•:" :r.ec
Tertiary education avertedly contributes to functional civilized s-:•::-?:
how functional can a society be if its members don't take responsibil:- '
Despite the financial difficulties of our time and the recessicr. -~.
should make every effort to ensure they try their very best T : : _ - :
higher education rather than depend on the government for funding.

Department of Liberal Studies

 References

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Department of Liberal Studies Page 137