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Bell Ringer

Bell Ringer. From the clues below, figure out what five numbers I am thinking of. 1. All the numbers are odd. 2. All the numbers are two-digit numbers 3. The numbers add up to 97. 4. None of the numbers are the same. 5. The largest number is 25.

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Bell Ringer

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  1. Bell Ringer • From the clues below, figure out what five numbers I am thinking of. • 1. All the numbers are odd. • 2. All the numbers are two-digit numbers • 3. The numbers add up to 97. • 4. None of the numbers are the same. • 5. The largest number is 25. • 6. The second-largest number is 4 more than the third largest number.

  2. 2.7 Conclusions • Most important function of argument analysis is identifying the conclusion. • In longer and more complex argument, it is easy to mistake a reason for a conclusion or an intermediate conclusion; or to misunderstand the direction of the argument altogether.

  3. In the absence of linguistic clues (Indicator Words: therefore, so, must, cannot), we have to look at the claims themselves to decide if there is an argument. • Difficulty comes when there is more than one possible way to interpret a text as an argument.

  4. Example • The government won’t raise taxes this close to the election. Tax rises are not vote-winners. • There are 2 claims: the first is a prediction, the second is a fact. • The factual claim is being given as a reason for the prediction; not the reverse.

  5. A Little Deeper Thought • However, this does not mean that the second sentence couldn’t be a conclusion, in a different argument. • Suppose we were to reason as follows: • People say they want good public services, but they don’t like it when any more of their hard-earned money is taken to pay for them. Tax rises are simply not vote-winners.

  6. People say they want good public services, but they don’t like it when any more of their hard-earned money is taken to pay for them. Tax rises are simply not vote-winners. • Here it is reasonable to interpret the first sentence as a reason to assert, and believe the second.

  7. People say they want good public services, but they don’t like it when any more of their hard-earned money is taken to pay for them. Tax rises are simply not vote-winners. • People don’t like paying more (for public services). • Tax rises are not vote-winners.

  8. Try this one • Most spoken languages come in many different accents and dialects. They also contain colloquial, even slang, expressions that vary from region to region, or class to class. The only way to learn a foreign language properly is to go and live in the country where it is spoken. Classroom teaching, books, or DVDs cannot give students the necessary exposure to the variations and subtleties of everyday speech.

  9. Analyzing the Argument • When analyzing an argument, we want to use the best or most persuasive argument. • Not necessarily what the author might have been thinking. • Find the interpretation that makes the best sense of an argument. • (Use the ‘therefore/so’ test)

  10. Compare this interpretation • The only way to learn a foreign language properly is to go and live in the country where it is spoken. Therefore classroom teaching, books, or DVDs cannot give students the necessary exposure to the variations and subtleties of everyday speech (dialects, slang, etc.).

  11. With this one • Classroom teaching, books, or DVDs cannot give students the necessary exposure to the variations and subtleties of everyday speech (dialects, slang, etc.). Therefore the only way to learn a foreign language properly is to go and live in the country where it is spoken. • Which is a better argument? Why?

  12. Principle of charity • Rule that states we should interpret a supposed argument in a favorable way – that is, as a good argument rather than a poor one. • Assume that the author is a rational individual who understands the difference between good and bad reasoning at least as well as we do ourselves.

  13. Class Work • Read the passage and answer the multiple choice question that follows it. • Analyze the argument and present it in standard form and map it. • Decide which of the multiple choice answers best expresses the main conclusion of the argument. As well as making your selection, give a brief reason why you think it is right, and why you thought the others were wrong.

  14. What strategy did you use? • Be aware of distracters; it is easy to tempted by an answer because it echoes something in the passage, or simply because it ‘sounds right’. • It is better to analyze the argument and identify its conclusion yourself; then look for the response that best matches you analysis.

  15. Analysis of Argument R1 Children frequently display problem-solving skills that their parents do not possess. R2 They are more adventurous in their thinking. IC In many ways children are much cleverer than their parents give them credit for. R3 Paying closer attention etc. would help to relieve family tensions. MC Parents should pay closer attention to what their children have to say, and allow them to make more decisions for themselves.

  16. Homework • Critical Reasoning • Read pp. 72-73, Drawing Conclusions • Handout – Finish the Traffic Passage • Analyze and map the traffic argument. Decide which of the multiple choice answers best expresses the main conclusion of the argument and give a brief reason why you think it is right, and why you thought the others were wrong.

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