Chp. 14

3). Pick one concept or idea from any point in the semester, or in Chapter 14, that you found useful or interesting. 

Chapter 14 is about Generalizations.  This concept seemed similar to inductive reasoning where a person takes a sample or specific events and then uses these sample observations to draw a general conclusion.  We naturally do this.  Generalization may seem to become bias, which will conclude the generalization to be weak or unplausible to believe.  Epstein states that "a sample is representative if no one subgroup of the whole population is represented more than its proportion in the population.  A sample is biased if it is not represented" (Epstein p. 284).  In addition, there is haphazard sampling which is "choosing the sample with no intentional bias" (Epstein p. 284).  We cannot be sure whether there is bias or not so we use random sampling to get a representative sample.  With random sampling every possibility has an equal chance on being representative in the sample.  This way, we are able to eliminate bias and properly generalize observations we make in order to draw conclusions.

Comm41 Online Experience

2). What was your favorite thing about this class?  What was your least favorite thing about this class?  How can this class be improved?


Out of my entire college experience and school education experience, this is my first online class I have ever taken.  I was not too sure what to expect and curious how an online class may work and how it is structured.  After taking this course, Comm41 with Professor Perez, I have found this was a great experience.  My favorite thing about this class, in particular, was probably the whole idea that this class was online.  What I mean is is that I had the ability and the convenience to do the work and weekly assignments at my own time and convenience.  It made times flexible and yet it was still structured and had its limitations to make sure I would not slack off and continue doing the weekly assignments and work.  My least favorite thing about this class was having to try interpret the book ourselves.  For example, some things in the Epstein book would be worded very confusing and I would catch myself rereading it and saying to myself "what?" or "huh?" because the way it was worded.  To improve that, I think next time I can maybe post up questions under the professor's comments for the blog of that week for quick clarifications.  It probably didn't hit my right away because it was never really pointed out.  Or also, maybe the professor can post up some quick overviews of essential concepts.  I remember this occurring in some blog, but it did not continue.

Learned in this class

1). What have you learned in this class over the course of the semester?  Please be specific. 

I have learned many concepts in this class over the course of this fall semester.  I have learned many concepts that tie in with the role of claims and arguments.  There are many ways to analyze a claim or an argument whether it can be accepted as true or false, to whether it is strong, valid, or weak.  We can determine a claim to be true or false with our own experience, but we cannot assume claims to be false with lack of evidence or be bias based on who may have said it; however, we may be able to believe people or authority figures that we trust.  Using such claims, we create a collection of claims, or premises, to make an argument to persuade others.  To help persuade others, we can use appeals to emotion.  Commercials and ads tend to use different appeals to persuade or convince their audience to follow their message from signing to for the gym, to not drink and drive, to buying a new shampoo and conditioner.  In addition, we can use reasonings to help persuade our audiences as well.  We can use inductive and deductive reasoning that uses reasoning from specific to general and general to specific observations.  Overall, we should analyze people's arguments to see how weak or strong it is and whether we should be persuaded or convinced.

Chp. 15

3). Pick one concept from the assigned reading (chapter 15), that we have not already discussed, that you found useful or interesting and discuss it.


Post hoc ergo propter hoc. The Post hoc ergo propter hoc (also known as Post Hoc theory) is basically when a possibly cause is overlooked.  Reading through the examples and explanations in the book, Post Hoc seems to occur when someone jumps to a conclusion that may not be the best possible cause for the effect.  This occurs because we try to find a reason or cause for the effect quickly and jump to conclusions to "understand, explain, so we can control our future" (p. 309 Epstein).  As Epstein calls it, we are concluding to a coincidence instead of the actual cause. Epstein points out how everything in life appears to have a cause, so we are looking for the cause to see why the effect happened, but because the life with live and world we live in is more complex than we can remember, sometimes it may just be a coincidence and may not fully know the cause for things and should not jump to major conclusions so quickly.

Mission Critical Website

2). What was useful about the Mission Critical website?

The Mission Critical website is very helpful for this class.  This website covers plenty of things to help us further our understanding of what we have been learning from the basics (parts of an argument, basic relations), analysis of arguments, and fallacies.  It breaks down everything into categories, then sub categories.  Then to further our understanding, each link further explains the topic with definitions, examples / theoretical situations, and equations.  In addition, there are exercises that you can do to test how much you understand something.  I tried the Causal Argument exercise to test my learning and try out the website.  One fault I see in the exercise portion of the website was that when I would click an answer, it would scroll me down to where the rest of the answers were and then I would accidently see the answer for the next answer because I would get lost where I was on the page since it would relocate you somewhere else on the page.  I know there is a button to get you back to the question, but it could have been constructed better because I originally thought it only hid the rest of the answers instead of relocating the page.

Cause & Effect website

1). What was useful about the Cause and Effect website reading and exercises?


The Cause and Effect website was very useful in understanding Causal Arguments more in depth.  The basic idea of Cause and Effect (Causal), is one event (A) causes the next even (B).  The Cause and Effect website makes you consider more factors about Causal Arguments.  Three main factors to cause and effects are 1. how acceptable or demonstrable the implied comparison is, 2. how likely the causation seems to be, and 3. how credible the "only significance difference" or "only significant commonality" claim is (Causal Arguments).  Basically, we must consider all other things that may have effected the event to happen.  We cannot always say A directly caused B to happen.  There can be other considerations like the possibility that this event occurs often, occurred once, what other possible causes may have occurred, weather, time -- who, what, where, when, what, how --- anything and everything.  For example, Tim spilled water on the floor. Walking by, Sarah slipped on wet floor, which caused her to fall, which made her clothes wet from falling on the wet floor.  One argument that can be made is that if Tim didn't spill water, then Sarah wouldn't have fell on the wet floor.  Another argument can be that if Sarah only saw the wet floor, she could have dodged the fall.  There are multiple causes that can be seen to cause an event to occur.

Chp. 12

3). Pick one concept or idea from the assigned reading, that we have not already discussed, that you found useful or interesting, and discuss it.

Judging analogies. One example of a fallacy in an analogy is having too big of a difference between what is being compared in the reasoning by analogy.  In comparing two situations, you will need premises to support your reasoning.  If the two situations are far in comparison, it can be unclear to understand which will make it a fallacy.  For example, comparing the pollution around the world, to the unhealthy food you consume into your body can be unclear.  Without premises, it is not as convincing because one can see the differences between the world and their body that may not be clearly connected.  This example is in need of premises that help connect the world to our bodies like how we have control over the pollution being made like how we have control over the food we choose to eat.

Deductive Reasoning

2). Sometimes when something is diffciult to understand, it becomes a bit clearer when we try to explain it to someone else.  Which type of reasoning was most difficult to understand?  Please do some additional internet research on that specific type of reasoning and discuss what you learned.


Out of all the reasonings, I found deductive to be the most unclear.  Doing additional research, I have gained a better understanding.  Deductive reasoning can be thought of as a "reduction".  Deductive reasoning is also known as "hypothetico-deduction".  Deductive reasoning starts out with a general idea and breaks down into a more specific case.  The general idea comes from a hypothesis or theory, assuming that it is true, and applies it to the more specific situation.  This reasoning is to show the general hypothesis or theory applies to all cases relevant to it.  For example, the winter is cold in the bay area.  During the winter you should wear warm clothes.  The general statement is the winter being cold which is then applied to the more specific event of what kind of clothes you should wear for the type of weather.

Types of Reasoning Examples

1). Read through the different types of reasoning posted to the instructors blog.  Give an example of each type of reasoning outlined on the instructors blog.  The example should be something the folks in class can relate to, so try to use real world examples. 


Reasoning by Analogy.  Reasoning by Analogy is all about reasoning by comparing to objects with one another.  For example: Emma is a San Jose State student.  She does not have financial aid.  So, she pays full tuition.  Jay attends the same school and does not have financial aid.  So, she will also pay the full tuition.


Sign Reasoning.  Reasoning by Sign is when you reason by using two objects that are closely related to one another.  For example: Where there's construction going on by freeway exits, there will probably be a detour route.  These two are closely tied because this usually happens because they reconstruct the pavement ways onto the exit so they make a detour route for people who may take that exit.  Using it the other way around A detour route probably means there is reconstruction going on.  There may be more reasons for detour like an accident.  You cannot flip the objects because it will make a weak reasoning statement.


Causal Reasoning.  Reasoning by Causal is pretty much the cause and effect of systematical events.  One even effects the other.  For example, drinking alcohol makes you want to use the restroom frequently.


Reasoning by Criteria. Reasoning by Criteria is when you outline the criteria that needs to be met then establish what you need to do to meet that criteria.  For example, Jay wanted a car.  He told her parents that the best way to keep him safe, go to school on time, and be able to get a job was to get a car because then she would not have to wait at a bus stop with unpredictable strangers, not have to depend when other people are going to school, and have her one independent time and way to work.


Reasoning by Example. Reasoning by Example is simply using an example like giving a situation, an event that occurred, or something like a story.  For example, Bob's mom told Bob what happened to one of her friends who drank and drove.  That person ended up in the hospital that night.  This was to reason Bob to not drink and drive.


Inductive. Inductive reasoning is a form of reasoning using observation and past experiences.  For example, Angela got hurt in her past relationship because her boyfriend cheated on her.  So now, she reasons with herself to not have a boyfriend for a long while until she can trust another guy intimately again.


Deductive. Deductive reasoning is when the premises are true so the conclusion must be true.  For example, Glenn said he wanted to go to Usher's concert if he were to come to the bay area.  Usher is going to have a concert in the bay area.  Glenn is probably going to Usher's concert.

Chp. 10

3). Pick one concept, idea or exercise from the assigned reading, that we have no already discussed, that you found useful or interesting, and discuss it.

Another idea I found useful is using the prescriptive and descriptive conclusion in the appeal to emotion reasoning.  Using a prescriptive versus a descriptive conclusion can also help you determine whether the reasoning of the argument is good or bad.  Having a descriptive conclusion will make the argument bad.  Epstein states that this "wishful thinking" makes it a bad argument.  A Descriptive conclusion is saying what it is versus what it should be.  The descriptive conclusion states what you "wishfully" think it is, but just because you are making yourself believe it does not make it true.  Like in the example in the book, the man has wishful thinking by thinking the description of him his true, but we cannot be moved by our emotions in such a way to make everything we say or argue makes it true.  In comparison to a prescriptive conclusion, we are saying what it should be.  This helps us whether to believe the claims being stated in the argument and not using descriptive conclusion to convince us.

Pg. 195 Objectives

2). Pertaining to page 195, complete objective 1, 2, 3, 6 or 7. (Please choose only one to complete). 



#2: Find an advertisement that uses apple polishing.  Is it a good argument?

This is a Special K advertisement I found online.  This advertisement uses apple polishing in an appeal to vanity.  It is arguing that if you want to lose weight in a healthy way and feel good about your body, you should eat Special K.  This argument is not necessarily a bad argument.  It is relating your emotion by stating goals like fitting into your skinny jeans or feeling more fit.  It has a premise that you may want to be fit and healthy and Special K is the brand that may offer what you need to reach your goal.  So this appeals to the audience, argues appropriately, and is plausible.  It also has a prescriptive conclusion.  It says has that as a premise that if you want to feel a certain good way about yourself, then you should do this.  If you want to feel healthy and fit, then you should eat Special K. 

Appeal to Emotion

1). Discuss the idea of Appeal to Emotion. There are different aspects of Appeal to Emotion, which type of Appeal to Emotion strikes you, and why?

Appeal to emotion is about using our emotions for reasoning and making arguments.  It is us connecting our reasoning with our emotional connection to the argument being made.  We can connect to different emotions like pity, fear, vanity, spite, good feeling, and more.  These emotions reason us to make certain conclusive decisions about what we do in return to the argument.  For example, using the appeal to fear I believe is a common appeal people use to manipulate others.  Having to scare someone or make them fearful to do something gives reasoning to their reactions to the argument being made.  I think leaders of groups tend to use appeal to fear to make others follow their rule.  Your coach of your sports team can argue that you should practice and condition everyday to stay fit if you do not want to lose your next big game against your next opponent.  Here, you are scared to lose, so you do as your coach says because you believe his argument.

Past Concept - Further Discussion

3). Pick one concept in the class that we have covered so far in the class that you think needs further discussion.  Please do some additional web research on that particular topic and discuss what you have found.  Include weblinks in your blog post so the class can see what you have researched, and so the class can gain greater understanding of that particular topic.  (Note:  You might want to go back and read through your blog to see what you found difficult to understand from simply reading the book.  This will help you understand that topic a little more thoroughly, and help others in the class understand a bit more too - it's called community learning).  :)  



Argument Test
Looking at my past blog for this concept and after learning more, I thought this would be a good foundation concept to go back on for more discussion.  So, knowing that a good argument we need 3 components: . "The premises are plausible, 2. The premises are more plausible than the conclusion, 3. The argument is valid or strong" (p. 42, Epstein).  On my older post about this concept (Sept. 11), I actually had a claim using "always" which makes the argument week because I made it a generalized claim.  Before, I looked at is as a "sure thing" thinking it would make the claim even more 100%, but instead, it actually did not help the argument.


Now, adding on to an argument, there is also inductive and deductive arguments.  Inducting is when the argument is based on experience or observation and is deductive if the argument is based on a rule, law, or principle.  Breaking down a deductive argument, there are two kinds which are a syllogism or a conditional.  For a syllogism, it is a compile of claims that lead up to the argument.  For a condition, we have learned about this which is us saying "If (this happens, Then (this happens)".


website:[http://www.sjsu.edu/depts/itl/graphics/deduc/deduc.html]

Assignment #2

2). Since we are almost finished with assignment #2, please discuss the usefulness of the first or second major course assignment. Use specific examples.

Working on assignment #2, we were able to learn about an existing organization and applying what we have been learning in class.  It helps us analyze the types of claims and arguments people use.  We learn how to see and apply where we can find fallacies, reasonings, claims, emotion to appeal, and legitimacy of advertising.  It was useful to work as a group and discuss everything to have a better idea on the different components we have been learning.  It helps further our learning especially since we are discussion and interacting with one another to answer any questions or concerns we may have.  Instead of just seeing examples through the book and having the analysis from the book, we get to see our own examples and create or own analysis to test what we have learned.  My group has been a great group asking questions and communicating with one another.

Chapter 8

1).Please discuss, in detail, what you learned from reading Chapter 8.  Discuss at least 2 things you learned. 
Please explain the concepts and give a personal example or personal story for each.

Chapter 8 in all about making claims through quantities: from none to all, some and most, and all in between.  With quantities, people tend to generalize claims that can make the claim weak.  We can say "All the girls wear boots", but saying all, meaning every single girl in the world, wears boots, but in reality, there are probably a good number of girls that do not wear boots.  This then will not be a strong or valid claim.  We can also generalize by saying "Girls who have trendy hairstyles get it done at professional salons by hairstylists.  Nancy has a trendy hairstyle.  So, Nancy gets her hair done by a professional hairstylist"; however, this can be a weak claim as well.  We fail to leave room for other possibilities that Nancy can be doing her hair herself or know someone who does not work at a professional hair salon, but is really good with hair.  Generalizing claims can leave room for a stronger counter-argument because its almost like stereotyping-- its not 100% true.  There is always another outcome or possibility.

New Concept: Antecedent & Consequent

3). Pick one concept from either text, not already discussed, that you found useful or interesting and discuss it. Use either Chapter 6 or Chapter 7.

Affirming the Consequent

If (A) happened, then (B), so (A).  We must always consider the various factors of the consequent happening.  We cannot be narrow minded and only address one possibility.  For example: If I go to the gym, then I will be drained for the day.  So since I am now tired, I went to the gym.  Here, we are denying the possibility that I could have done something else that took away my energy like going to work or running errands all day.

Denying the Antecedent

If A happened, then (B).  So, if (A) did not happen, then (B) did not happen.  Once again, we are overlooking possibilities and other factors to causes of situations.  For example:  If I go to the gym, then I will be drained for the day. / I am not drained today, so I did not go to the gym.  There is the possibility that I did not work hard enough at the gym to drain my energy or even the case that I drank an energy drink or even maybe going to the gym gave my energy.  There are many things we need to consider and not entirely overlook.

Chp. 7: Directly & Indirectly Refuting an Argument

2). Please discuss, in detail, what you learned from reading Chapter 7.  Discuss at least 2 things you learned. 

In refuting arguments, our main purpose is to show that an premise/argument is weak.  Through refuting arguments, we can also test our premise/argument's strength by questioning if we can come up with a counter-argument.  By addressing counter-arguments will strengthen our premises and arguments.

Directly Refuting

Ways of refuting an argument are: "(To) show that at least one of the premises is dubious.  (To) show that the argument isn't valid or strong.  (To) show that the conclusion is false." (Epstein, p. 149).

Basically, we are finding the obvious details of the argument that are weak or false and counter-arguing it.  If we doubt an argument being made, we then try to show whether its invalid, weak, or false.  Simple and to the point.

Indirectly Refuting

Sometimes, it is not as obvious to see that the argument being made is invalid, weak, or false; however, in the contrary, we still may be able to see that there is something invalid, weak, or false with the argument, but not exactly sure what.  What can be happening is that there is absurdity in the claim.  Then here, we must reduce absurdity by "show[ing] that at lease one of the several claims is false or dubious, or collectively that are unacceptable, by drawing a false or unwanted conclusion from them" (Epstein, p. 150).  In other words, we must show where in the premises are doubtful and unacceptable to its purpose.  Sometimes, people are not arguing clearly and we must point out what makes its unacceptable as a clear argument.

Chapter 6: Conditional Claim & Contradictory

1).Please discuss, in detail, what you learned from reading Chapter 6.  Discuss at least 2 things you learned. 

Conditional Claim

In general, we know a condition is something that has a requirement in order for something to happen or exist.  It is the same way for claim.  A conditional claim can be determined by a "If A, then B" statement; however, you treat the entire statement as one claim, not as two separate claims.  "A" + "B" = one claim and both must have equal truth value.

Example:

If I go out tonight, then I would probably not have time to do my homework.

Contradictory of Conditional Claim

In contrast to the Condition claim, the Contradictory Conditional Claim a "If A but not B" statement.  In a conditional claim, we are saying that when one thing happens (A), then this will happen (B) ; however in the contradictory, we are saying if one thing happens (A), then this will not happen (B).

Example:

Even if I go out tonight, I would still probably have time to do my homework.

New Concept: Relevance

3). Pick one concept from the assigned reading, not already discussed, that you found useful or interesting and discuss it.

Relevance

In any good argument, we have learned many factors like knowing about the subject to argument well, to make reasonable legitimate arguments, and more.  In addition to maintaining a good and valid argument, we must remember to stay relevant.  We can make good claims, but for a different kind of conclusion.  We have to think about what we are trying to prove.  If we are trying to argue that fruits are good for your health and then make premises like "most fruits taste sweet and fresh" or "you can make delicious smoothies with fruits" it is not relevant to the argument you are trying to make.  You are then being irrelevant and it would not support you conclusion that "fruits are good for your health"  If you take away those arguments, it would not make the argument any weaker because its a premises for a different conclusion.  Instead we can come up with premises like "most fruits contain certain vitamins that are good for your body" or "eating fruits will (good health condition outcome here)".  Such claims relate to fruit and the health benefits it has.

Advertising on the Internet

2). Concerning Section C in Chapter 5, Advertising on the Internet. Please find a piece of advertising on the internet, provide a link on your blog, a screenshot, or include the advertisement in your post so the class can see what you are discussing. You should then relate the piece of advertising back to the concepts in Sections A & B in chapter 5 and discuss.

In this advertisement I found on the yahoo main page, is stating a Vegas 3-Night and Roundtrip for $136.  We do not have to not have to believe this advertisement, but that does not mean that it is false.  We also may think there is a lack of evidence, but that does not make the evidence given is false.  From my own personal experience and conclusion of beliefs I have to conclude about this advertisement is that this advertisement is not completely bogus.  Instead, I believe when it comes to advertisements, there is more to the advertisement we are not thinking about.  For example, when it says 3-nights in vegas and the nice pictures to compliment the ad, we naturally think a really nice hotel on the weekend, but instead it can be the cheapest hotel with the cheapest room and it can be the cheapest nights to stay and fly out to vegas.  In addition, with most advertisements, when we sign up, we get even more advertisements either in the mail or in our e-mails and most of us hate those junk mails filling up our inboxes.  It sounds like a really good deal, but there tends to be something that else we are not taking into consideration about the ad.

Repairing Arguments

1). In our last discussion week we talked about Violating the Principle of Rational Discussion (page 202) and Content Fallacies (page 201). This week I would like you to discuss the idea of repairing arguments. For this question, please come up with an argument that needs to be repaired. Look over the examples on pages 63-67. Come up with your own example and 'discuss' it as they do in the text. To accomplish this, you should understand the Principle of Rational Discussion and the concept of Repairing Arguments.


Blake is a tattoo artist.  He has 7 years of experience.  Therefore, he is a well-experienced tattoo artist.
Assuming the claim of "He has 7 years of experience" is true, the person arguing knows about the subject under discussion, and is able and willing to reason well, we can add to this argument to make it a stronger argument.  This argument is missing (a) premise(s) to help glue everything together.  In this argument, we could add "Any tattoo artist with experience at least over 3-5 years is well-experienced".  Then this would make the argument stronger and remains valid to show that Blake is well over 3-5 years and has much experience in the tattooing field.  Adding this claim would help this argument because its still plausible and plausible to the person arguing and is more plausible than the conclusion.  Thus, repairing this argument to become stronger and remain valid.

Concept Not Discussed:

3). Pick one concept from either text from this weeks reading, not already discussed, that you found useful or interesting and discuss it.

Use Communication Networks (Group Communication Chp. 11 pg.63-64)

“Networks are ‘who talks to whom about what’ in an organization” (Group Communication, pg. 63-64).  I think networking is key to getting anywhere in life.  It really helps knowing people and getting those connections by networking.  You can go anywhere and meet anyone and get connected to anything.  There are two types of networks:

Centralized Network: is when the communication goes through some people.  Sometimes even just one person and going through one person directly.  It is

 like when you work as an individual in a company and only need to go through your manager or your boss.  It also is said that "research indicates that there are many advantages to being in a centralized position in a network... Centralized persons are more likely to emerge as leaders" (Group Communications, pg. 64).

Decentralized Network: is when the communication goes through a lot of people through numerous amounts of connections through others.  

It is like when you use networks from all different places to make something happen.

In all types of networking, it takes skill to build up your different sources through your networks.  You must be able to go out and start a conversation with someone and really get to know what they are all about as well as they need to get to know you as well so you can exchange your opportunities for one another.  I think networking is a key skill for people to know how to use to be successful.  Knowing people really does help you get around because it opens up many opportunities, and the more networks you create, the more opportunities and connections you get!

Violating the Principle of Rational Discussion / Content Fallacies

2. Violating the Principle of Rational Discussion (page 202) and Content Fallacies (page 201).  Pick one, explain the fallacy in your own words, then give a real world example that you have heard in the past.  (You may need to do additional 'research' for the fallacy that you have chosen if the concept is not clear from the text.  You can 'google' the particular fallacy you have chosen for an additional explanation)


Violating the Principles of a Rational Discussion
In an argument, sometimes we are faced with an opposing person that has claims that totally throws off the whole argument/discussion you both are having.  When someone is just completely wrong and their claims/arguments against yours just totally does no fit with their conclusion, it just violates the whole purpose of the conversation because it does not even make sense anymore.  There are six different types of violations: 1. Beginning the Question: Your support/premises needs to be even more plausible than your conclusion in order for your conclusion to make sense.  2. Strawman: Putting words in people's mouths.  We all do it sometimes, but it can really turn an argument around. 3. Shifting the burden of proof: Prove me wrong; then you do not need to prove yourself right because they will be doing it for you. 4. Relevance:  Self-said.  Stay relevant because if the premise does not match your conclusion, it will not make any sense. 5. Slanters: Misleading and confusing choice of words to communicate your point.  6. Ridicule: Joking / Clowning on someone to be convincing.


One example out of these six that I've encountered recently is when my two friends (they are boyfriend and girlfriend) got in an argument about playing video games.  The boy plays Starcraft and has been playing that game pretty often lately.  Because of his constant attention to that game, the girl has been feeling lack of attention.  One day was the last straw for her because she wanted to spend time with him, but instead he ended up playing video games.  So, the girlfriend finally speaks up after one to two weeks of this pattern.  The boyfriend claimed he wanted to spend time with her, but he had to stay home, and since he had to stay home he did not want to be bored so he just played Starcraft.  The girlfriend told him that was a lie and he did not want to spend time with her because she believed that if he did, he could have invited her over.  This is an example of putting words in someone else's mouth because the girlfriend told her boyfriend how she believed how he felt.

Complex Arguments for Analysis

1). Concerning 221 - 225 Complex Arguments for Analysis: Page 225 contains exercises on the Structure of Arguments.  Please choose one of the 5 exercises and complete the exercise in one post to your blog.  After you have completed the exercise, discuss whether or not this exercise was useful.

#1

Argument: (1) People do not like living next door to such a mess. (2) He never drives any of them. (3) They all look old and beat up and leak oil all over the place. (4) It is bad for the neighborhood, and it will decrease property value.

Conclusion: My neighbor should be forced to get rid of all the cars in his yard.

Additional premises needed? Yes.

Identify any subargument: Yes, (3) can be a subargument for (2). and (4) can be a subargument for (3).  But (1) should be placed after (4) to be a better structure.

Good argument? Almost

This was a very useful exercise.  Doing this exercise made me see how ineffective an argument can be without its subarguments.  We continue to make claims/arguments and compile multiple different claims/arguments that we believe support our side, but we have no substance or reasoning that backs up our claim to make it a good argument.  This argument can be stronger if the structure was a little better.  Looking at each claim and seeing the reasoning for one person to believe the claim before, it helps to see the reasoning by putting "because" between (2) and (3) as well as putting "therefore" between (3) and (4).  Then, the argument becomes stronger.  Finally, concluding the argument with the "My neighbor should be forced to get rid of all the cars in his yard" would create a much better structured argument.

Argument Test

1). Concerning part "C" in chapter 3 of the Epstein text, The Tests for an Argument to Be Good - there are three tests an argument must pass in order for the argument to be good. There are many examples in the book on pages 42-45. Please come up with an argument just like the examples, and discuss it using the three tests on Page 42. Keep in mind that your test should be different from the examples in the book and that you should discuss the three criteria in detail. This post may be quite a bit more than 150 words. In addition, it is imperative that you understand the concepts contained within the 3 tests for an argument (page 42).


The three tests an argument must pass in order for the argument to be good is: "1. The premises are plausible, 2. The premises are more plausible than the conclusion, 3. The argument is valid or strong" (p. 42, Epstein).  These tests are independent of one another.  To know when an argument is weak, we will be able to figure out one possibility that the premise is true, but the conclusion is false.  For example, for the past year, Glenndale's dad always cooks homemade dinner when her mom comes home from her business trips.  Glenndale's mom is coming home from her business trip today.  Thus, Glenndale's dad is going to make homemade dinner.  This is a valid argument.  The premises are plausible.  The "always" states it to be a sure thing to the dad makes homemade dinner for the mom all the time.  There is no other possibility that can be given to make the premise or conclusion false.  Thus, this argument is a good valid argument.

Strong & Valid Argument

2). Discuss Strong versus Valid Arguments in detail. Give an example of each from everyday life.



For an argument to be good it must contain three parts: the premises are plausible, the premises are more plausible than the conclusion, and the argument is valid or strong (p. 42, Epstein).


A Strong Argument is when there is a possibility for the premises to be true and its conclusion to be false (co-existing), but is unlikely.  For example, I do not like chocolate ice cream.  Therefore, I will buy vanilla ice cream for the family.  The premises is true while the conclusion can be false because either the rest of the family does like chocolate ice cream so I may just buy chocolate ice cream and not be selfish or I could buy a totally different flavor from chocolate and vanilla.


A Valid Argument is when the proposition argument is completely false while the argument being made is true.  For example, Students need to pay for parking to park in the 10th street garage.  I park in the 10th street garage.  Therefore, I paid for parking.  This is a valid argument because the premises to be true and my conclusion to be false.

Concept Not Discussed

3). Pick one concept from either text, not already discussed, that you found useful or interesting and discuss it.


There are three different forces that affect the decision making of a group/team.
1. Cognitive Forces "include the perception, interpretation, evaluation, storage, retrieval, and integration of information input to an individual" (p. 38, Group Communication).  The interpretation of information that each individual in the group is very important because each person thinks and sees things different.  That is why it is important to discuss how each individual interprets the information with one another because the end result will be affected by the factor of the thought of each person.


2. Psychological Forces "refer to the personal motives, goals, attitudes, and values of group members" (p. 38, Group Communication).  How each group member feels personally is always a factor to a decision.  We all make a decision in regards on our attitude towards a situation.  For example, if it is hot outside, your goal is to have a cold drink instead of a hot drink to cool us down.


3. Social Forces "are communicative influence such as language use and persuasion" (p.39, Group Communication).  The way people communicate with one another is a big factor to decision making.  If one individual use of words confuses the second individual, there would be a lack of communication and throw people off of what he/she is trying to say.

Concept from the Reading

3). Pick one concept from the reading (either Epstein or the Small Group Comm book) and discuss it in detail.


Fallacy


A fallacy is a faulty argument with failure reasoning thus making the argument invalid.  There are also different types of fallacies: fallacy of relevance, fallacy of vacuity, fallacy of clarity, and some that can just be considered miscellaneous fallacies.  Fallacy of relevance pertains to a faulty claim/argument that has no relevance to the question or conclusion being made with.  Having irrelevant claims does not help clarify an answer or support a conclusion thus making it a fallacy.  There are things like Red Herrings which are claims that stray away from the subject and make the claim irrelevant.  Another fallacy, the fallacy of vacuity, is when there is a lack of an element to the argument/claim which makes it difficult to advance the argument any further.  Great arguments have evidence and support for the claim being made, so lacking those elements creates a fallacy because the argument cannot be supported.  Fallacy of clarity is when It lacks truth or purpose to the claim/argument and create a faulty statement thus making it a fallacy.  Not having enough information or reasoning for the claim loses the legitimacy of the argument.  A person can argue about anything, but not being able to stand strong on its support because it lacks information and detail make it a fallacy.


-Diamondkillr

Vague / Ambiguous Sentence

Use an example from everyday life: Describe a vague sentence or ambiguous sentence you have heard recently. Where did you hear this sentence? An advertisement? Was it a conversation with a friend? What qualified the sentence as vague or ambiguous?


A Vague or Ambiguous sentence is a sentence that is not a precise or clear.  This type of sentence can have various meanings to it and not give much detail and create some confusion or uncertainty.


I was working at my retail job today, Metropark, and I am one of the style consultants (aka sales associate).  At one point, I was at the fitting rooms and my lead asked me "Do you want to do sales?"  And I said "yes".  So, I thought as I was in charge of the sales floor and making sure all of the customers were attended to and helped.  Then, my lead directs me to our sales section and says "Remember, I told you to work on the sales".  Then it became clear to me that he meant that I had to maintain and keep everything organized in the sales section.  This conversation I had with my lead qualifies as a vague/ambiguous sentence because my lead was not clear that he was talking about the sales section while I thought he meant to work the sales floor.


-Diamondkillr

Subject & Objective Claims

1). Use an example from outside of the classroom. Discuss Subjective and Objective Claims. Give an example of a Subjective Claim you have heard or used recently AND give an example of an Objective Claim you have heard or used recently. Describe the situation. Describe the claims IN DETAIL.


Subjective: Use of personal feelings and emotions for judgement.
A use of a subjective claim I have encountered is through Yelp.com.  I work at a restaurant called the Boiling Crab and like many other restaurants, they all face the judgements and ratings of customers on Yelp.  Yelp reviewers/Customers rate places listed on Yelp.com to help other people have a better idea of the particular place.  Yelp reviews are the personal feelings and emotions judging their experience at restaurants.  So then, the other curious customers view Yelp to have an idea of how good a restaurant is in either the food or customer service.  Each posting on yelp serves as a subjective claim judging on their entire experience at the restaurant through the quality of their meal at the restaurant to how well their server took care of them as they feasted.  Whenever we have store meetings, we tend to mention Yelp reviews.  The customers posts on yelp help also critique my restaurant and help us continue to progress in creating a better and more enhanced experience for our customers to enjoy.



Objective: Does not use personal feelings and emotions for judgement.
A use of an objective claim I have encountered was in a situation of when one of my fellow employees was put on probation.  At my work, there are certain policies we must follow to ensure high level performance and the most efficiency.  One example is punching in the weight of the crab in our orders.    Us servers are to be sure to punch in the weight of each crab we give out to the tables so we do not undercharge anyone especially since crab is the most expensive item on our menu.  So, having a customer pay without the amount of the crab on their bill, we would be in a loss from that charge.  Thus, to ensure the servers to be extra careful and aware of punching in the weight of the crab, we are warned that we would be put in probation, break from work for 1-2 weeks, if we are at fault.  I have witness employees put on probation for being at fault for their incident of a "missed crab".  With this occurrence and evidence that someone forgot to take note of the weight of the crab on a customer's bill, my boss would have to make his objective claim that the employee must face punishment through probation.


-Diamondkillr