Understanding Reasonable Arguments vs. Pseudo-Arguments
The provided content focuses on distinguishing between reasonable arguments and pseudo-arguments through thought-provoking questions such as the ethical treatment of animals, city subsidies for sports venues, and subjective opinions on aesthetics. It also explains the structure of an argument, highlighting the importance of claims, reasons, and evidence. Classroom examples and debate frameworks offer practical insights into argument development and critical thinking skills.
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Writing and Discussion Writing and Discussion- -1 / Reasonable Arguments 1 / Reasonable Arguments versus Pseudo versus Pseudo- -Arguments Arguments The following questions can all be answered in alternative ways. However, not all of them will lead to reasonable arguments. Your goal is to show your understanding of the difference between reasonable arguments and pseudo-arguments. Individual task: Which of the following questions will lead to reasonable arguments and which will lead only to pseudo-arguments? Imagining someone who disagrees with you, explain why you think the question is arguable (or not) in a short-written passage. 1. Are the Star Wars films good science fiction? 2. Is it ethically justifiable to capture dolphins or orca whales and train them for human entertainment? 3. Should cities subsidize professional sports venues? 4. Are nose rings and tongue studs attractive? Group task: Working in pairs, small groups, or as a whole class, share your reasoning about these questions with classmates.
An argument originates in an issue question (any question that provokes disagreement about the best answer) In an argument, we take a position on the issue and support it with reasons and evidence. The claim is the position we want our audience to accept. i.e. claim is the essay s thesis statement (a one-sentence summary answer to the issue question
What is a reason? Reason (also called a premise): a claim used to support another claim. Connecting words such as because, since, for, so, thus, consequently, and therefore can be used E.g. (Background of the Claim) Issue: keeping large sea mammals (dolphins, porpoises, and orcas in captivity in marine parks) to entertain large crowds with their performances. Different dimensions of the issue: safety concerns for both the animals and their human trainers, moral, scientific, legal, and economic concerns. Some lived experiences related to these dimensions: In Japan dolphins are killed en masse by fishermen; some are captured for display in shows around the World (The Cove, 2009) The orca Tilicum killed his trainer in 2010, at SeaWorld in Orlando, Florida (Blackfish, 2012).
An example from a class debate about that issue: Students heatedly debated the ethics of capturing wild dolphins and training them to perform in marine parks. Another student cited the personal experience of his sister s internship at SeaWorld San Diego where she worked on sea mammal rescue and rehabilitation. In response, another student mentioned the millions of dollars these marine parks make on their dolphin and orca shows as well as on the stuffed animals, toys, magnets, T-shirts, and hundreds of other lucrative marine park souvenirs. Let s see the frameworks the class developed for two alternative positions on this issue:
One View CLAIM: The public should not support marine parks. REASON 1: Marine parks stressfully separate dolphins and orcas from their natural habitat. REASON 2: The education these parks claim to offer about marine mammals is just a series of artificial, exploitive tricks taught through behavior modification. REASON 3: The motive behind these parks is big business profit. REASON 4: Marine parks encourage artificial breeding programs and inhumane hunts and captures. REASON 5: Marine parks promote an attitude of human dominance over animals.
Alternative View CLAIM: The public should continue to enjoy marine parks. REASON 1: These parks observe accreditation standards for animal welfare, health, and nutrition. REASON 2: These marine parks enable scientists and veterinarians to study animal behavior in ways not possible with field studies in the wild. REASON 3: These marine parks provide environmental education and memorable entertainment. REASON 4: Marine parks use some of their profits to support research, conservation, and rescue and rehabilitation programs. REASON 5: In their training of dolphins and orcas, these marine parks reinforce natural behaviors, exercise the animals intelligence, and promote beneficial bonding with humans.
Such lists break your argumentative task into a series of subtasks (you have a frame for building your argument in parts) In the example, the frame for the argument opposing commercial use of sea mammals suggests five different lines of reasoning a writer might pursue. You may use all five reasons or select only two or three, depending on which reasons would most persuade the intended audience. Each line of reasoning would be developed in its own separate section of the argument.
E.g. You may begin one section of your argument with the following sentence: The public should not support marine parks because they teach dolphins and orcas clownish tricks and artificial behaviors, which they pass off as education about these animals. Then provide examples of the tricks and stunts that dolphins and orcas are taught, explain how these contrast with their natural behaviors, and offer examples of erroneous facts or information about these animals supplied by these programs. You might also need to support the underlying assumption that it is good to acquire real knowledge about sea mammals in the wild. Then you may proceed in the same way for each separate section of your argument.
i.e. Frame of an argument consists of the claim (the thesis statement of the essay), which is supported by one or more reasons, which are in turn supported by evidence or sequences of further reasons.
Class Discussion Class Discussion- -2 / Using Images to Support an Argument 2 / Using Images to Support an Argument How can images shape or enhance an argument? Imagine that your task is to argue why a nonprofit group in your city should (or should not) offer as a fund-raising prize a trip to SeaWorld in Orlando, Florida, San Antonio, Texas, or San Diego, California. Examine the photographs of orcas in Figures 3.2 and 3.3 (p. 8) and describe the implicit argument that each photo seems to make about these whales. How might one or both of these photos be used to support an argument for or against the prize trip to SeaWorld? What reasons for going (or not going) to SeaWorld are implied by each photo? Briefly sketch out your argument for your group and explain your choice of photograph to support your position.
Expressing Reasons in Expressing Reasons in Because Because Clauses Clauses Because is the most common connector used to express the logical connection between a reason and a claim. But, there are many other ways The public should not support marine parks because these parks stressfully separate dolphins and orcas from their natural habitat. Marine parks stressfully separate dolphins and orcas from their natural habitat. Therefore, the public should not support them. Marine parks stressfully separate dolphins and orcas from their natural habitat, so the public should not support them. One reason that the public should not support marine animal parks is that they stressfully separate dolphins and orcas from their natural habitat. My argument that the public should not support marine animal parks is based mainly on the grounds that they stressfully separate dolphins and orcas from their natural habitat.
Still because clause helps you clarify your arguments more easily The best way to write your argument is to start with because clause starting with a working thesis statement. Modify your thesis statement later on. i.e. Use because clauses in your first draft (while developing your claims)
Class Discussion Class Discussion- -3 / Developing Claims and Reasons 3 / Developing Claims and Reasons Work in small groups. Decide on an issue that you would like to explore. Develop a claim and support it by several reasons. Express each reason as a because clause. Then write out the working thesis statement attaching the because clauses to the claim. Create because clauses in support of an alternative claim. Finally, paraphrase your because clause
Writing Assignment for next week Decide on an issue and a claim for a classical argument that you would like to write. Write a one-sentence question that summarizes the controversial issue that your claim addresses. Then draft a working thesis statement for your proposed argument. Organize the thesis as a claim with bulleted because clauses for reasons. You should have at least two reasons, but it is okay to have three or four. Also include an opposing thesis statement that is, a claim with because clauses for an alternative position on your issue.
You can use the example on p. 10 Carmen s Issue Question and Working Thesis Statements Issue Question: Should girls be encouraged to play first-person-shooter video games? My claim: First-person-shooter (FPS) video games are great activities for girls, because beating guys at their own game is empowering for girls because being skilled at FPS games frees girls from feminine stereotypes because they give girls a different way of bonding with males because they give girls new insights into a male subculture Opposing claim: First-person-shooter games are a bad activity for anyone, especially girls, because they promote antisocial values such as indiscriminate killing because they amplify the bad, macho side of male stereotypes because they waste valuable time that could be spent on something constructive because FPS games could encourage women to see themselves as objects
