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.