REVISION AND SAMPLE MID-COURSE TEST ON CRITICAL

THINKING
A. REVISION OF THEORY
Chapter 1: Introduction to Critical Thinking
1.1. What is critical thinking?
Exercise 1. Complete the definition of Critical thinking with expressions
given in the box below.
Critical thinking is the general term given to a wide range of cognitive skills and
intellectual dispositions needed to:
1. Effectively identify, analyze, and evaluate arguments and truth claims
2. to discover and overcome personal preconceptions and biases
3. To formulate and present convincing reasons in support of conclusions
4. to make reasonable, intelligent decisions about what to believe and what to do
Exercise 2. Name 8 standards for critical thinking:
- Clarity
- Precision
- Accuracy
- Relevance
- Consistency
- Logical correctness
- Completeness
- Fairness

Accuracy Precision
Refers to how close measurements are Refers to how close measurements are
to the “true” value to each other
Describes the difference between the Describes the variation: sự dao động
measurement and the part’s actual from your measurement of the same
value part repeatedly with the same device
Describe the difference between Describes repeatability, the amount
target position and actual position that successive measurements at the
same location differ from each other

Exercise 3. Put each of the letters (A, B, C ...) for expressions in the correct
box of these four standards of critical thinking
 Consistency (2) Logical correctness (3) Completeness (6) Fairness (3)
E. prefer deep and
A. to draw well-founded complete thinking I. impartial
F. avoid saying one conclusions from the beliefs J. shallow and B. openminded
thing and doing we hold superficial thinking D. free of distorting
another N. to reason correctly G. hasty jury biases and
K. avoid saying or L. to reason from asserted deliberations preconceptions
believing that cannot beliefs to H. snap diagnoses
both or all be true conclusions that logically M. prefer thorough and
follow from wide-ranging
them discussion of the issues
C. sketchy directions

1.2. The benefits of critical thinking

Exercise 4. Put each of the letters (A, B, C ...) of these expressions in the
correct box of benefits of critical thinking
Critical thinking in the Critical thinking in the
Critical thinking in life
classroom workplace

J. gather and analyze

C. understanding the arguments A. avoid making foolish
information from data for a
and beliefs of others in the personal decisions
project
related issues in lessons
F. communicate their ideas
G. critically evaluating those H. avoid such mistakes by
clearly and effectively
arguments and beliefs in the teaching us to think about
generalized thinking and
related issues in lessons important life decisions more
problem-solving skills
I. developing and defending carefully, clearly, and logically
B. good thinking and
one’s own well-supported E. promote democratic
communication skills
arguments and beliefs processes by improving the
D. quick learners who can
quality of public decision
solve problems
making

1.3. Barriers to critical thinking

Exercise 5. Put each of the letters (A, B, C ...) of these expressions in the
correct box of barriers of critical thinking
Unwarranted
Egocentrism Sociocentrism Stereotypes
assumptions
D. the tendency B. tendency to see one’s F. things we take
A. hasty generalizations about
to accept and culture or group as for granted without
a group of people in which
defend beliefs being better than others good reason.
identical characteristics are
that accord and to conform, C. believing
assigned to all or virtually all
with one’s own often unthinkingly, to something because
members of the group
self-interest authority or to group it makes one feel
E. the view that truth is a
the tendency to standards of conduct good, not because
matter of individual opinion
overrate and belief there is good
oneself
1.5. Characteristics of a critical thinker
Exercise 6. Put each of the letters (A, B, C ...) of these expressions in the correct
box of critical thinkers and uncritical thinkers.
Critical thinkers Uncritical thinkers
B. Pursue truth and are curious about a wide
range of issues
D. Base their beliefs on facts and evidence
rather than on personal preference or self- A. Lack awareness of their own biases and
interest preconceptions
C. Often base beliefs on mere personal
F. Have a passionate drive for clarity preference or self-interest
precision, accuracy, and other critical E. Tend to engage in “groupthink,” uncritica
thinking standards following the beliefs and values of the crow
H. Are aware of the biases and G. Fear and resist ideas that challenge their
preconceptions that shape the way they beliefs
perceive the world I. Pretend they know more than they do and
J. Are intellectually honest with themselves, their limitations
acknowledging what they don’t know and
L. Tend not to persevere when they encount
recognizing their limitations
intellectual obstacles or difficulties
K. Are skilled at understanding, analyzing,
and evaluating arguments and viewpoints

Chapter 2: Recognizing Arguments

• What is an argument? a claim to be defended with and composed of one or
more premises and a conclusion
Exercise 7. Put each of the letters (A, B, C ...) of these expressions in the
correct box of components of an argument

Chapter 3: Basic Logical Concepts

Deduction and Induction
 Exercise 9. Fill in the blank with the words/expressions that define deductive
argument claim and inductive argument claim.
Deductive arguments claim
If the premises are true, then
If the premises are true, then the
the conclusion is probably true
conclusion must be true
The conclusion follows necessarily The conclusion follows probably
from the premises. from the premises.
It is unlikely for the
It is impossible for all the premises to
premises to
be true and the conclusion false.
be true and the conclusion false.
It is logically consistent to assert
It is logically inconsistent to assert the
the
premises and deny the conclusion;
premises and deny the conclusion;
if you accept the premises, you must the conclusion is probably true if
accept the conclusion the premises are true.
Exercise 10. Name 4 tests for determining an argument as deductive or
inductive the indicator word test
The indicator word test
The strict necessity test
The common pattern test
The principle of charity test
Exercise 11. Name common patterns of deductive reasoning
• hypothetical syllogism
• categorical syllogism
• argument by elimination
• argument based on mathematics
• argument from definition
Exercise 12. Name common patterns of inductive reasoning.
Inductive Generalization
Predictive Argument
Arguments from Authority
Argument from analogy
Statistical Argument
Causal Argument
B. PRACTICE
Exercice 1. Write an argument (your own one) for the logical pattern or form
below.
Premise 1: If I study Chinese, then I can speak Chinese. If A then B.
Premise 2: I study Chinese. A.
Conclusion: Therefore, I can speak Chinese. Therefore, B.
Exercice 2. Write down the logical pattern or form for the following argument:
Premise 1: If we don’t stop for gas soon, then we’ll run out of gas.
Premise 2: If we run out of gas, then we’ll be late for the wedding.
Conclusion: Therefore, if we don’t stop for gas soon, we’ll be late for the wedding.
What is the name/kind of this argument?
 Exercice 3. Write down the logical pattern or form for the following argument:
Premise 1: If we’re in Sacramento, then we’re in California.
Premise 2: We’re not in California.
Conclusion Therefore, we’re not in Sacramento.
What is the name/kind of this argument?

Exercice 4. Write down the logical pattern or form for the following argument:
Premise 1: All oaks are trees.
Premise 2: All trees are plants.
Conclusion: So, all oaks are plants.
What is the name/kind of this argument?

Exercice 5. What kind of argument is it? Provide your explanation for

determining the kind of argument.
 Inductive / name of this pattern: inductive generalization
Premise 1: Six months ago, I met a farmer from Iowa, and he was friendly.
Premise 2: Four months ago I met an insurance salesman from Iowa, and he was friendly.
Premise 3: Two months ago, I met a dentist form Iowa, and she was friendly.
Conclusion: I guess most people from Iowa are friendly.

Exercice 6. What kind of argument is it? Provide your explanation for

determining the kind of argument.
 Premise 1: If Amy comes to the party, Ted will come to the party.
Premise 2: Amy will come to the party.
Conclusion: Therefore, Ted will come to the party.

Exercice 7. What kind of argument is it? Provide your explanation for

determining the kind of argument.
Premise 1: Cats are animals.
Premise 2: Tom is a cat.
Conclusion: Therefore, Tom is animal.
Exercice 8.
Premises:
a. Anything that meows is a cat.
b. Dogs don't meow.
c. All cats meow.
d. Most cats meow.
Choose one of the premises given above to complete the following deductive
argument.
Premise 1: All cats meow
Premise 2: Puff is a cat
Conclusion: So Puff meows.
Exercice 9.
Premises:
Choose one of the premises given above to complete the following inductive
argument. You may add an indicator word to make the inductive argument
explicit.
Premise 1: ..........................................................
Premise 2: Puff is a cat
Conclusion: So Puff ...................... meows.
Exercice 10.
Premises:
a. Cheerleaders get in free to the football games.
b. Cheerleaders are expected to attend all football games.
c. Suzy is dating Tom, who is the football captain.
d. All cheerleaders attend all football games.
Choose one of the premises given above to complete the following deductive
argument.
Premise 1: All cheerleaders attend all football games
Premise 2: Suzy is a cheerleader
Conclusion: So Suzy goes to all the football games.
Exercice 11.
Premises:
a. Cheerleaders get in free to the football games.
b. Cheerleaders are expected to attend all football games.
c. Suzy is dating Tom, who is the football captain.
d. All cheerleaders attend all football games.
Choose one of the premises above given to complete the following inductive
argument. You
may add an indicator word to make the inductive argument explicit.
Premise 1: ..........................................................
Premise 2: Suzy is a cheerleader
Conclusion: So Suzy................. goes to all the football games.
Exercice 12.
Premises:
a. The garbage is a bad thing for Spot to get into.
b. Whenever Spot gets into the garbage, Dick hits him.
c. Whenever Dick hits Spot, Spot was in the garbage.
d. Spot got into the garbage.
Choose one of the premises above given to complete the following inductive
argument. You
may add an indicator word to make the inductive argument explicit.
Premise 1: Whenever Spot gets into the garbage, Dick hits him.
Premise 2: If Spot gets into the garbage, Dick will hit him with a newspaper
Conclusion: So Dick will hit Spot.
Exercise 13.
Premises:
a. Only Presidents make important speeches on television.
b. When the President makes an important speech on television, he's on every
channel.
c. When the President is on every channel on TV, he's making an important
speech.
d. Presidents only make important speeches.
Choose one of the premises given to complete the following inductive argument.
You may add an indicator word to make the inductive argument explicit.
Premise 1: When the President is on every channel on TV, he's making an
important speech.
Premise 2: The President is on every channel on television
Conclusion: So he must be making an important speech.