Introduction day Morning Unit Two what is an argument Intro What is an argument Girl V dad How to deconstruct an argument Look through paper two & question.

Introduction dayMorningUnit Two what is an argumentIntroWhat is an argumentGirl V dadHow to deconstruct an argumentLook through paper two & question

AfternoonUnit OneCredibility criteriaApplicationHead boyFran lee Dogs fightingLook through paper one

Unit F501: Introduction to Critical Thinking

The language of reasoning

Credibility

Unit F502: Assessing and Developing Argument

Analysis of argument

Evaluating arguments

Developing one’s own reasoned arguments

Unit F502: Assessing and Developing Argument

Analysis of argument

Evaluating arguments

Developing one’s own reasoned arguments

If you were an ANIMAL what ANIMAL would

you be?

Why?

Morning Session

Introduction Unit 2What is an Argument? Daughter & FatherDeconstruct an Argument -key terms and examplesLook at exam paper

Critical Thinking

• Critical Thinking students develop the skills that allow them to

AnalyseEvaluatePresent

Arguments

Critical Thinking

•Analyse – To identify the structure of an argument

• What is the Conclusion ?• What are the Reasons to support

this ?

What is an ‘Argument’?

Objectives To understand what is meant by the term ‘argument’

To start to be able to identify the components of an argument

Think back to the last argument you had

With a partner share

What was it about

Who was it with

What were you aiming to achieve

An argument is – An attempt to persuade someone of something


A Starter

How can we spot an ‘Argument’?Look at the examples below, which are

‘arguments’ ( attempts to persuade)

I like cheese

My mum makes the best cakes, she was taught by my Gran

Man U suck

I want that shirt because it is cheap

I hate TV soaps because they are boring

Where is the cathedral?

Using these examples can we define what makes something an argument?

Must have statement and reason /evidence

An ‘Argument’ you may have had!Look at the argument between the father and

daughter

Is this discussion an argument or simply a row?

What is the father trying to persuade his daughter, can you find three reasons he gives in support of this?

What is the daughter trying to persuade her father, can you find three reasons he gives in support of this?

Who do you think has the stronger argument?

V

What advice would you give the daughter in order to strengthen her argument

(attempt to persuade)


A Plenary

Call out the letters of the Alphabet and complete the Actions

A Touch Nose with Left Hand

H O Draw the letter O in the Air

V Clap Hands Together

B I P W

C Touch Left Ear with Left Hand

J Draw the Letter J in the air

Q Touch both Ears

X Make an X Sign with both Hands

D Left Thumbs down

K Right hand in the Air

R Touch both Ears with Opposite Hands

Y Touch both Ears

E Right Thumbs Up

L Both Hands in the Air

S Left Hand in the Air

Z Thumbs Up Sigh with both Hands

F M T

G N U

How to deconstruct an ‘Argument’?

Objectives To be able to identify a conclusion in an argument

To be able to identify the reasons given in support

At its simplest an argument consists of a reason and a conclusion

Key Terms

Argument – The presentation of one or more reasons to support a conclusion

Conclusion – A claim that is supported by one or more reasons

Reason – A claim which supports a conclusion

Argument Indicator – A word or phase that provides a link between a reason and a conclusion

True or false

The person with the best reasons/evidence will always ‘win’ the argumentIn pairs discuss whether you believe this statement to be true or false and be ready to feedback your beliefs.


A Starter

Conclusions/Reasons

• Smoking isn’t illegal. Millions of people get huge pleasure from it. Therefore smokers should not be made to feel that they are committing a crime whenever they light up.

• Reasons – Smoking isn’t illegal\Millions of people get pleasure from it

• Conclusion – Therefore Smokers should not be made to feel they are committing a crime…..

Conclusion IndicatorsConclusions can often be identified by conclusion

indicators

These are words or phases which indicate a conclusion is being given

Conclusion Indicators

Therefore It follows (that)

Thus Shows (that)

So Proves (that)

Hence Indicates (that)

Consequently Demonstrates (that)

In conclusion For these reasons we see (that)

We conclude (that) Must , need to

As a result Ought to should

Conclusions/Reasons

• There has been an increase in the number of teenage girls who smoke. Teenage girls tend to buy those brands that are most frequently advertised. It must be advertising that has caused this increase in the number of teenage girls who smoke.

• Reasons – There has been an increase in the number of teenage girls who smoke/Teenage girls buy those brands that are most frequently advertised.

• Conclusion – Therefore it must be advertising that has caused the increase in teenage girls who smoke…..

Conclusions/Reasons

• Some of the Antarctic ice-caps are melting. This must be an indication of global warming. If the ice-caps continue to melt, sea levels will rise resulting in catastrophic flooding of many of our coastal areas. We should take action now to reduce the causes of global warming

• Reasons – Ice caps are melting – this is an indication of global warming – if ice caps melt=floods=catastrophe

• Conclusion – Therefore we should take action to reduce the causes of global warming

D

B

A


A Plenary

Write your own short argument, with a conclusion

and two reasons in support for your partner to deconstruct.

In pairs work through the examples highlight the conclusion and then

the reasons

In your groups look through Paper Two and

formulate one question you would like to ask

Unit F501: Introduction to Critical Thinking

The language of reasoning

Credibility

Which is more important?

Being Right or Being Polite

Afternoon Session

Unit OneWhat is Credibility CriteriaExamples- Head boyFran leeDogsLook at Exam Paper

Credibility of Evidence

Objectives To understand the different Credibility criteria available’

To apply these criteria to evidence to assess its credibility

What criteria do we use to evaluate credibility?

CRAVEN

• CRAVEN - the acrostic for the criteria that can be applied when assessing evidence.

• Some evidence may be measured using just one ‘criterion’ from the CRAVEN criteria. Some may be examined using more than one depending on the source of the evidence.

CRAVEN

C Circumstantial or context

R Reputation

A Ability to see or perceive

V Vested Interest

E Expertise

N Neutrality

Critical ThinkingCredibility of Evidence 1

• Criteria to use (Criterion singular) Reputation-Does the source have a reputation for

reliability, e.g. the difference between The Sun and the BBC Ability to observe-Could the source see what it claims

has happened Vested Interest-Does the source have a reason to be

biased e.g. someone accused of war crimes who denies any responsibility

Neutrality-Opposite of Vested Interest, does the source have a neutral outlook on the claim

Expertise/Training-Does the source have relevant training or expertise that would support their claim, e.g. a Doctor giving a medical opinion

Critical ThinkingCredibility of Evidence 2

• Criteria to use (Criterion singular)

Nature of the claim-Is the claim itself credible, or very unlikely, e.g. when someone claims to have witnessed a miracle

Credible reasons for the claim-Can the source support their claim with credible reasons, or is it not supported

Corroboration-Is there corroboration of the claim from independent sources, e.g. it is backed up elsewhere

You need to be able to use the Criteria in deciding which sources and authorities are credible/reliable and on what grounds

Using Credibility CriteriaWhen assessing the credibility of a source you should usewhatever criteria you think is relevant, and often will use atleast two. EG – An Eye Witness Report Emphasis on the high credibility of direct

observationBut also Vested Interest – Did the eyewitness have anything to gain by

including or excluding evidence Bias – Did the eyewitness observe a friend and try to present them in

the best light? Expertise – Did the eyewitness have any relevant expertise which may

increase the credibility of the evidence Reputation – Has the eyewitness got a reputation for honesty or

dishonesty Corroboration – Is the evidence given by the eyewitness supported by

other sources of evidence Selectivity – Did the eyewitness see only part of the event? Context – Did the context allow for a clear view of the event?

Here we can see combining different criteria improves ourassessment of credibility of evidence

Key TermsArgument – A reason or reasons that support a conclusionEvidence – Information used to support an argumentSource – Where evidence comes from e.g. eye witnessCredibility – Believability, a cr4edable source is a believable sourceCredibility Criteria – criteria used to assess the credibility of sourcesand evidenceNeutrality – Impartial, not taking sidesVested Interest – Having something to gain from a particular outcomeBias – Favouring a particular viewExpertise – Specialist knowledgeReputation – What is generally thought about a person’s character orStandingObservation – Direct observation of an event by an eyewitnessEye witness account – A report by someone who has personally observed an eventCorroboration – Confirming, giving support to, Corroborative evidence isevidence that supports each other, point in the same direction.Selectivity – The choice of evidence to support an argumentContext – The setting or situation in which evidence is producedTruth – Something that is accurate or correct

What could each one of these represent?

1)

2)

3)


Objectives To revisit the credibility criteria available

To continue to apply the criteria to worked examples

To come to a conclusion to if the Head Boy is guilty!

Was the Head Boy guilty?

Head Boy Accused of Theft

• Read the passage ‘Head Boy Accused of Theft’ and answer the questions that follow.

Questions:

1. Using the criterion of reputation, discuss whether it seems likely that David stole the chocolates from the post office.

2. Using the criterion of ability to see, assess the evidence that David is the culprit.

3. What vested interest might David or any of the others involved have in presenting false or insecure evidence?

4. To what extent can the criterion of expertise be used to support the claims of any of those involved?

5. To what extent can the deputy head be regarded as a neutral source of evidence?

6. Without repeating point already made, examine aspects of the circumstances of the case that could suggest that David is guilty, and others that might suggest that he is not guilty.

Head Boy Accused of Theft

Is something boring because

of it

Or

because of you?


Can we apply the criteria?

ObjectivesTo apply the criteria to multiple evidence to assess its credibility

To make judgements on the evidence

To start to come to conclusions based on the evidence

If this is the correct answer, what is the question?

• The tops of the mountains• 47• Because light travels faster• She could have said so much more

Table for assessing Multiple Evidence

Evidence Letter Criterion applied

Effect on credibility Corroboration with….

Table for assessing Multiple EvidenceFran Lee



F

P

N

M

D

Reviewing the tables of evidence

Who hit Fran Lee?

What criterion could be applied to the evidence of:

P – The police officer

D – The Dutch tourist

Which witness is the most credible and why?

Table for assessing Multiple EvidenceTwo Dogs Fighting



A

B

C

D

J

In your groups look through Paper One and

formulate one question you would like to ask

Reflection

Think back over the day

Note down Two new things your neighbour has learnt today

Introduction day Morning Unit Two what is an argument Intro What is an argument Girl V dad How to deconstruct an argument Look through paper two & question.

Documents

argument slide

argument analysis of

argument attempt

argument intro

term argument

stronger argument

conclusion slide

conclusion argument