思辩英语阅读与写作（2022春）

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目录

  • 1 Unit 1: Critical reading skill: Identifying the argument
    • 1.1 Distinguishing between fact and opinion
      • 1.1.1 course briefing
      • 1.1.2 course introduction
      • 1.1.3 facts and opinions
      • 1.1.4 Review 1
    • 1.2 Identifying the structure of an argument
    • 1.3 Distinguishing between argument and non-argument
    • 1.4 Identifying position and conclusion
    • 1.5 Recognizing the key information
    • 1.6 Review 2
  • 2 Unit 2 Critical reading skills: Developing the argument
    • 2.1 Developing an argument
    • 2.2 Keeping internal consistency
    • 2.3 Keeping logical consistency
    • 2.4 Refuting alternative arguments
    • 2.5 Review 3 （for skill 5 & 6）
    • 2.6 Review 4 （for skill 7 to 9）
  • 3 Unit 3: Critical reading skills: Evaluating the argument
    • 3.1 Comparing independent reasons with joint reasons
    • 3.2 Comparing summative conclusion with logical conclusion
    • 3.3 Detecting flaws in an argument
      • 3.3.1 Skill 12（1）
      • 3.3.2 skill 12 （2）
    • 3.4 Skill 13 Adopting effective language
    • 3.5 Review 5
    • 3.6 Review 6 （for skill 12）
  • 4 Unit 4: Critical reading and writing practice （I）
    • 4.1 critical reading evaluation
    • 4.2 text 1
    • 4.3 text 2
    • 4.4 text 3
    • 4.5 text 4
    • 4.6 comments on the mid-term exam
    • 4.7 comments on writing 2
  • 5 Unit 5：Critical reading and writing practice(II)
    • 5.1 text 5
    • 5.2 text 6
    • 5.3 text 9
Identifying the structure of an argument

Skill 2： Identifying the Structure of an Argument

 

Critical thinking focuses on ‘argument’. If you areable to detect the main argument, you are better able to direct your attentionto the salient(relevant) material. This in turn enables you to direct yourreading to the most relevant material, and to save time by reading moreefficiently.

 

An argument includes:

  • a position or point of view;

  • an attempt to persuade others to accept that point of view;

  • propositions given to support the point of view.

 

               

 

  1. 1.     Position

 		 

Authors have a position, or point of view that  they attempt to persuade their audience to accept.

 
 

  1. 2.     Propositions

 		 

Propositions are provided to support the  conclusion.

 

 

 
 

  1. 3.     A line of

 

reasoning

 		 

A line of reasoning is a set of propositions,  presented in logical order. It should be ordered so that it leads clearly and  logically from one proposition to the next.

 
 

  1. 4.     Conclusion

 		 

The conclusion would normally be the position  that the author wants you to accept. However, it is possible that the  conclusion stated does not support the position the author is advocating.

 

 

 

Example 1：

Longer prisonsentences should be introduced. Heavy punishments deter criminals. Currentpenalties for crime are too lenient and don’t deter criminals. Since prisonsentences were reduced, crime has increased. Victims need to see thatperpetrators of crimes are punished.

 

Example 2：

Increasing prisonsentences is not the way to stop crime. Crime was high even when punishmentswere more weighty. Prison teaches people how to be more skilled as criminals.Criminals who are imprisoned are more likely to take part in increasinglyserious crime when released. Most crime is committed by people who areilliterate and lack work-related skills. Education rather than punishment isneeded.

 

 

Activity: Read through thefollowing passages and identify the structure of the following arguments.

 

Passage 1：

We should investmore in space travel. Many discoveries have come about through space travel. Itis important for us to learn more about the universe we live in. The fuelneeded for space travel may not be around for much longer so we should use itwhile we have the chance.

 

Passage 2：

We should stopinvesting in space travel. Space travel is expensive and the costs far outweighthe benefits. There are much more urgent projects that need investment morethan space travel. Better alternatives for fuel for space travel may beavailable in the future.