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
Keeping internal consistency

Skill 7:  Keeping Internal Consistency

 

Oneimportant aspect of presenting a clear authorial position is creating aconsistent argument, so that all parts of the line of reasoning contribute tothe conclusion. Nothing then contradicts or undermines the main message.Inconsistencies make an argument hard to follow, leaving the audience uncertainabout what the author is trying to persuade them to believe.

 

Astrong line of reasoning will usually give consideration to alternative pointsof view, including those that appear to contradict the main argument. A goodargument manages such apparent contradiction by:

---making it clear throughout the line of reasoning what position it wants theaudience to take;

---making it clear when it is introducing an alternative point of view;

---counter arguments to show why the alternative point of view is less convincing;

---resolving any apparent contradictions by showing how the main argument holdstrue.

 

Example 1:

Alldrugs which enhance performance should be banned from sport as they confer anunfair advantage on those who take them. Anyone caught taking them should beautomatically banned from national and international competition. Sportspeoplewho take such drugs are not acting in the spirit of fair competition. On theother hand, if someone needs drugs on medical grounds, they should be allowedto compete as they did not intend to cheat.

 

Example 2:

Applesare good for your teeth. Acid corrodes. Apples consist mainly of acid so theycan’t be good for teeth.

 

Example 3:

Applesare good for your teeth and have long been recommended by dentists. It may seemstrange that this is the case, given that apples consist of acid and acidcorrodes enamel. However, the acid is relatively harmless, and certainly applesare more beneficial than alternative snacks made of refined sugar, such assweets and cakes.

 

Example 4:

Applesare better for your teeth than refined sugar snacks. Some people argue thatapples are an acid and that acid damages tooth enamel. However, any food, ifleft on the teeth, is bad for them. Refined sugars are particularly damaging toteeth. Compared with the sugary snacks most people eat, apples provide a morebeneficial alternative and have long been recommended by dentists.