Project #38770 - Discussion #3 and part 2

Prior to answering this week’s discussion, make sure you have completed the readings and can spend time fully examining the “Buying a Car” https://bridgepoint.equella.ecollege.com/curriculum/file/38d80e6c-2422-436e-b99b-0d458a340dc3/1/BuyingaCarScenario.zip/story.html

In the car buying scenario, just like in real life, you were presented with an argument for making a different purchase than what you had originally intended. Think of a time recently where you were presented with an argument that was intended to change your opinion on something. Using that event, complete the following:

  1. Present the argument in premise-conclusion form.  
  2. Identify whether or not it was inductive or deductive and evaluate it for quality. Be sure to speak in terms of valid/sound for deductive arguments and strong/weak for inductive arguments. Note that last week you were merely asked to present whether or not you found the argument convincing. This week you are being asked to use your new knowledge to evaluate the arguments based on validity, soundness, and strength.
  3. Explain whether or not you were convinced by the argument.  
  4. Explain whether you were correct in your judgment of the argument.


Use the “Steps for Evaluating an Argument” template to help you structure your response. After you have completed the argument template, you will then be able to use that template to write out a response in which you cover all the elements that were included in the argument template.

You must post to this discussion on at least four separate days of the week and your posts must total at least 600 words as you address the questions noted above. Your first post must be completed by Day 3 (Thursday) and the remainder of your posts must be completed by Day 7 (Monday).  You must answer all aspects of the prompt at some point during the week.  Also, be sure to reply to your classmates and instructor.  Try to attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you.  Keep the discussion on target and try to analyze things in as much detail as you can.

Guided Response: Read the reflections of several of your classmates. Do you agree with their identification (inductive/deductive) and evaluation (valid/sound and weak/strong)? What made the argument either convincing or unconvincing?

For further instruction about how to address discussion prompts in the new format, please view the key terms and Discussion Videos visible on the right in Week 1 Discussion 1.


Required Resources

Text

  1. An introduction to logic
    1. Chapter 3: Deductive and Inductive Arguments

Interactive Learning Activity

  1. Buying a Car
    • This scenario will help introduce students to evaluating arguments.


Template

  1. Johnson, P. (2013). Steps for evaluating an argument[Template]. Office of Assessment Strategies & Instructional Systems, Ashford University, Clinton, IA.
    • This template will assist with the process of evaluating an argument.


PART #2

Present an example of an unsound valid deductive argument and a sound valid deductive argument from the media. Outline both arguments presenting the premises and the conclusions of both. Explain why you believe the arguments are sound and unsound. Include a URL to the arguments drawn from a media source. You may draw from the week’s required multimedia for examples. If you are unable to locate examples from the media, you may identify arguments from your life. After you have presented your deductive examples, present an example of an inductive argument from the media and determine whether it is strong or weak. Explain your reasoning about why it is strong or weak, and then explain how the argument might be strengthened. Include a URL to the argument drawn from a media source. If you are unable to locate examples from the media, you may identify an argument from your life.

You must post to this discussion on at least four separate days of the week and your posts must total at least 400 words as you address the questions noted above. Your first post must be completed by Day 3 (Thursday) and the remainder of your posts must be completed by Day 7 (Monday).  You must answer all aspects of the prompt at some point during the week.  Also, be sure to reply to your classmates and instructor.  Try to attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you.  Keep the discussion on target and try to analyze things in as much detail as you can.

Guided Response: Evaluate your classmates’ assessments of the deductive and inductive arguments, and then explain whether you agree or disagree with their analyses. If you see things from a different perspective, attempt to provide a counter-example that demonstrates your own perspective.

Required Resources

Interactive Learning Activity

  1. Inductive and Deductive Arguments
    • This practice activity will help students differentiate between inductive and deductive arguments.
    https://bridgepoint.equella.ecollege.com/curriculum/file/168d3553-078f-414d-9081-2613e47cfe33/1/PHI103InductiveDeductive.zip/story.html

Examples of Arguments in Media

These argument examples can be used to help you identify what arguments in the media may look like. If you would like, you may use these arguments for your discussion post. It is not necessary to view all examples, but it is encouraged that you view as many as necessary to fully grasp the concept of arguments in media.

  1. Jcr610. (2010). Examined Life: Martha Nussbaum [Video file]. Retrieved from  http://www.youtube.com/watch?v=cbcGbflpFzI 
    • This video presents an argument that attempts to counter historical social contract theory. Students will analyze the video’s premises, conclusions, and presuppositions. Transcript
  2. Lalla, M. (2006, June 18). Charlie Chaplin final speech in The Great Dictator[Video file]. Retrieved from  http://www.youtube.com/watch?v=QcvjoWOwnn4
    • Ganjavi, R. (n.d). Final speech of The Great Dictator by Charlie Chaplin [Transcript]. Retrieved from http://home.datacomm.ch/rezamusic/chaplin_speech.html
  3. NASCAR Tango. (2008, Mar. 16). Alan Keyes and Barack Obama speak about homosexuality[Video file]. Retrieved from http://www.youtube.com/watch?v=hGOXJI-fZmQ
    • This video provides opportunities for students to analyze arguments. Transcript
  4. Rhawk301. (2006, June 15). Alex Jones from Waking Life[Video] Retrieved from http://www.youtube.com/watch?v=JJXspT2VtOE
    • Democratic Underground. (2011). Alex Jones’ rant from Waking Life [Transcript]. Retrieved from http://www.democraticunderground.com/discuss/duboard.php?az=view_all&address=104x3492600
  5. Taylor, S. (Executive producer). (2012). Afghanistan: Girl power![Video file]. Available from the Films On Demand database.
    • This video analyzes women’s rights in Afghanistan and presents topics that relate to logical argumentation and lack of factual evidence in constructing social norms.


 

Subject Philosophy
Due By (Pacific Time) 9/2/2014 1300
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