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Asking The Right Questions: Chapter 5 Handout: True or False?

This document contains a handout on identifying assumptions in arguments. It includes: 1. A series of true/false and fill-in-the-blank questions about assumptions that serve to introduce the concept. 2. Short arguments where the learner must identify the reasoning structure and assumptions. 3. A multiple choice question about identifying a value assumption that links a reason to a conclusion. The overall purpose is to teach students how to analyze arguments by identifying implicit assumptions, especially those involving values.

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Nguyen Kylie
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110 views4 pages

Asking The Right Questions: Chapter 5 Handout: True or False?

This document contains a handout on identifying assumptions in arguments. It includes: 1. A series of true/false and fill-in-the-blank questions about assumptions that serve to introduce the concept. 2. Short arguments where the learner must identify the reasoning structure and assumptions. 3. A multiple choice question about identifying a value assumption that links a reason to a conclusion. The overall purpose is to teach students how to analyze arguments by identifying implicit assumptions, especially those involving values.

Uploaded by

Nguyen Kylie
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Student’s name: Nguyễn Thị Kỳ Diệu Lecturer: Le Thi Bich Thuy, M.A.

Asking the right questions: Chapter 5 handout


Part I: Theory

True or False?

1. Most media pundits make explicit the value assumptions in their arguments - False
2. Often a conclusion is an assumption – False
3. Many important assumptions are unstated beliefs that fill in the gap between the reasons and the
conclusion - True

Gap filling

1. Assumptions are hidden or unstated, ……taken for granted…………., influential in determining the
conclusion, and …………potentially deceptive……………….

2. …………………….………… is an implicit preference for one value over another in a particular


context.

3. ……………………….………are unstated beliefs that support the explicit reasoning.

4. ................................................ are the unstated ideas that people see as worthwhile.


5. A teacher argues that the best learning experiences for students are group projects and grades should
be given to the group rather than to individuals in the group. It is likely that he is making a value
priority assumption that ………………………………………… is preferable to
…………………………….

Choose the correct answer

Reverse role playing is most similar to

A. reversing the reasons provided by an author.

B. identifying with the writer or speaker.

C. putting oneself into the position of someone who disagrees with the author's conclusion.

D. challenging an author's values.

Short argument: Residential Advisors need to do much more to impose consequences on students in the
resident halls who keep playing their music too loudly. It seems clear from what I’ve seen that people are
not taking enough self-initiative to follow the guidelines recommended by the university. Therefore, Resident
Advisors have to get more assertive in enforcing the rules. These immature noise makers can’t be expected
to change without someone more strongly enforcing the rules.
Which of the following best reflects a value priority assumption that links the reason to the conclusion,
given the discussion of value assumptions in Chapter 5?

A. Noisy students aren’t going to take responsibility for their own behavior.

B. Noise shouldn’t have to be tolerated.

C. Collective responsibility is more important than individual responsibility.


Student’s name: Nguyễn Thị Kỳ Diệu Lecturer: Le Thi Bich Thuy, M.A.
D. Serious students are preferable to noisy students.

E. The right to play music is less important than the right to study effectively

F. Resident Advisors are not as assertive as they should be.

G. Actions are more important than words.

For each of the following argument, identify the reasoning structure and assumption(s).

Argument 1

I strongly believe that smoking should be banned in public places. Research has shown that tobacco consists
of carcinogenic compounds which cause lung, mouth and throat cancers, not only for smokers themselves,
but also for people around them.

Issue: should smoking be banned in public places

Conclusion: I strongly believe smoking should be banned in public places

Reasoning structure:

- Reasons: tobacco not only affects smokers but also the people around them
o Tobacco consists of carcinogenic compounds

Assumption: it is more important to value public safety than personal interest

Value conflict: equality - individualism

Argument 2

Tom is one of the most skilled athletes I know. He plays every sport that the school offers, even football,
wrestling, and soccer. He's the captain of the cross-country team, and last year the swimming team he was
on had a winning season.

Issue:

Conclusion:

Reasoning structure:

Assumption:

Argument 3: Giving students a fail grade will damage their self-confidence. Therefore, we should not fail
students. 
Student’s name: Nguyễn Thị Kỳ Diệu Lecturer: Le Thi Bich Thuy, M.A.
Argument 4: This stamp is probably highly valuable, since it exhibits a printing error. The most important
factors in determining a stamp’s value, assuming it is in good condition, are its rarity, and age. This is
clearly a fine specimen, and it is quite old as well.

Argument 5: Hundreds of colleges now require their students to lease or buy a laptop computer. The theory
is that the computers will help students do research and increase their chances for interactive learning. Yet in
many classrooms, laptops have become more of an obstacle than an enhancement to learning, and
professors need to think seriously about prohibiting their use during class time. Many students who bring
their computers to class do not use them to take lecture notes or refer to web sites for more information
about the professor’s lecture topic. Far from it. In the history classes I teach, many laptop users don’t even
pretend to pay attention to my lecture or to participate in the discussion. They are more inclined to visit
networking sites like MySpace; e-mail or instant message their friends, and even shop online. No wonder,
then, that so many of them have ended up with low grades or are flunking out altogether. Many of these
same kids no longer know how to produce an original thought on their own. Ask them a question and they
search the Internet rather than think. For me, this was the last straw. Laptops, like cell phones, have no place
in my classroom until someone can prove to me that they really are the great boon to education I have been
promised.

Issue: should student’s laptop usage be limited in classroom?

Conclusion: unless laptops are proved to be beneficial to education, they shouldn’t be used in the classroom

Reasoning structure:

- so many of them have ended up with low grades or are flunking out altogether
o Many students who bring their computers to class do not use them to take lecture notes or
refer to web sites for more information about the professor’s lecture topic.
 many laptop users don’t even pretend to pay attention to my lecture or to participate
in the discussion
 They are more inclined to visit networking sites like MySpace; e-mail or instant
message their friends, and even shop online
- Many of these same kids no longer know how to produce an original thought on their own
o Ask them a question and they search the Internet rather than think.

Assumptions (value assumption): the writer think that laptops are more of a hindrance than a help in the
classroom

Value conflict: ????

Argument 6: I personally believe that when kids wear their " STREET" clothes they are expressing how
they feel. Kids wear certain clothes because that's the kind of clothes they like. If kids wore uniforms every
day to school, they would all look alike. You wouldn't be able to tell which people were your friends
because everyone would be wearing the same outfit. Plus, you can tell all the kids apart. You can tell if they
are fun to play with or if they're boring. You can also tell if the kids are your friends or if they aren't. NO: I
don't think schools should make kids wear uniforms.

Issue: Should school make kids wear uniforms?

Conclusion: NO: I don't think schools should make kids wear uniforms.

Reasoning structure:
Student’s name: Nguyễn Thị Kỳ Diệu Lecturer: Le Thi Bich Thuy, M.A.
- If kids wore uniforms every day to school, they would all look alike
o You wouldn't be able to tell which people were your friends because everyone would be
wearing the same outfit
- Kids can’t express how they feel

Assumption (value assumption): The writer thinks individualism is more important than equality

Value conflicts: equality – individualism

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