The argument synthesis is not as easy as the explanatory synthesis. For this synthesis you have to take the arguments of others and then form your own argument. This is one reason we talked about logical fallacies in Chapter 2. Just as a quick review, they are
Emotionally loaded terms – using terms with powerful connotations to sway the reader’s emotions
Ad hominem argument – rejecting the opposing views by attacking the person who holds them
Faulty cause and effect – assuming one event caused another without proving it
Either/or reasoning – assuming only two possibilities for a given situation exist
Hasty generalization – drawing conclusion from too little evidence or unrepresentative evidence
False analogy – assuming that two things that are similar in one way are similar in other ways
Begging the question – assuming as a proven fact the very thesis being argued
Non sequitur – concluding with a point that does not logically follow from a premise
Oversimplification – offering easy solutions for complicated problems
DeBella, Diane Z., A Sequence for Academic Writing. Instructor’s Manual, p.10
Let’s look more deeply into arguments with the goal being to strengthen the arguments we write. . At its core, an argument is simply A claim + reasons. Or, in other words, a thesis + support. It is helpful to take a look at the “rhetorical triangle” with the points labeled logos, ethos, and pathos. These are the three kinds of appeals you can make to your reader in an argument.
Logos (this is where the word logic comes from) is the logical appeal—the argument makes sense, is well organized and clear, and the reasons and support are logical. This is the message corner in the diagram below.
Ethos (this is where we get the words ethics and ethical) has to do with the credibility of the writer. Is the tone of the essay respectful? Does the writer consider opposing viewpoints? This is the Communicator corner. Pathos (we get the words empathy and sympathy from this word) is the emotional appeal. This appeals to the audience’s imaginative sympathies; in other words, getting the audience to empathize, to play on their ability to see and feel what the writer sees and feels. This is the Audience corner.
Effective arguments consider all three points on the triangle. We will talk about these in more depth in a separate lecture.
Issue questions vs. information questions
Every argument starts with an issue which can be focused by asking questions. Not all questions can lead to good arguments, though. For a question to be answered by an argument, it must be an ISSUE QUESTION.
An information question can be simply answered with information: statistics, studies, etc. But, an issue question’s answer can vary and there will be differing views. This can result in an
one-hour lectures and 9 one-hour workshops. The lectures are used to illustrate the key points under each topic as well as real business examples. Workshops will be used for case studies and applications of the material covered in the lectures. The aim of the module is to introduce the student to the way in which a firm can achieve sustainable competitive advantage through strategy. The course aims: 1. To discuss key concepts and debates in the theory of corporate and business strategy. 2. To examine…
module ……………………………………………………………………………………….. 3 2. The Purpose of the Lecture Programme …………………………………………………………………….. 3 3. The Purpose of the Seminar Programme …………………………………………………………………… 4 4. Timetable …………………………………………………………………………………………………………………… 4 5. Learning Outcomes ……………………………………………………………………………………………………. 5 6. Attendance ……………………………………………………………………………………………………………….. 5 Schedule 6 Assessment 6 1. Essays (60% of the total marks) …………………………………………………………………………………. 7 2. The Group Project (40% of the total marks)…
Instructions: 1. Watch one of the four videos on intelligence and/or language according to your interest. 2. Post a viewing reflection about the film here. Make sure to draw clear links to developmental theory in your response. You may start the discussion, bring in new ideas, and/or respond to previous posts. Support your response with specif examples and related course materials (lecture, textbook, discussion, etc.) 3. Respond to one other person's post/discussion. The grade is based on…
Part I. Introduction Chapter 1. What is Human Ecology? Chapter 2. Environment, Technology, and Culture What Is Human Ecology? 1 Chapter 1. WHAT IS HUMAN ECOLOGY? Another Unique Species (Title of Robert Foley’s 1987 book on evolutionary human ecology) I. Introduction What is human ecology? Human ecology is an approach to the study of human behavior marked by two committments. First, human ecologists think that humans should be studied living systems operating in complex environments…
to ensure that the readings are understood and discussed clearly by all students. Essay Write a 2000 word essay on ONE (1) of the following topics: 1) How do ecological modernisation policies encourage or constrain sustainable engineering design? 2) How can engineers resolve conflicts between their obligation to meet client’s needs and their obligation to sustainable development? 3) What are the drivers and obstacles to retrofitting existing buildings to reduce resource consumption? 4) Discuss…
Jefferson lecture—“the highest honor the federal government bestows for distinguished intellectual and public achievement in the humanities.” In 2006, it was Tom Wolfe who delivered the Jefferson lecture, and his subject was “the Human Beast,” or as Wolfe modestly announces in his introductory remarks, “everything you will ever need to know Carol McNamara is a Senior Lecturer in Political Science at Utah State University. 123 E about the human beast.”1 In perhaps his most high-status lecture, Wolfe…
This reading, according to Steinberger, is unpersuasive in a couple of ways. Firstly, Steinberger realizes that the moral law is not guided by the mere logical consistence. Steinberger reviews Harrison’s argument that the maxim of breaking promises , if universalized, undermine the systematic harmony of purposes. Since such result is based on experience of breaking promises. Kemp argues that Kant indicates self-contradiction in the CI is essentially logical. Steinberger takes Harrison’s point is…
schoolgirls exposed to low‐level microwave radiation (Wi‐fi) are at risk of suffering stillbirth, foetal abnormalities or genetically damaged children, when they give birth. Any genetic damage may pass to successive generations. 2 3 2013 2013 Wifi – a Thalidomide in the Making – Who Cares? Professor John R Goldsmith, International / Advisor Consultant for R.F. Communication, Epidemiology and Communications Sciences Advisor to…