Think Critically 3rd Edition By Gittens - Test Bank

Think Critically 3rd Edition By Gittens – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 5: Analyze Arguments and Diagram Decisions

 

Multiple Choice Questions

 

1. In the context of argument making, what do we mean by the word claim? A claim is ________.

(a) the statement the maker of the argument is seeking to show to be true or probably true

(b) the statement the maker of the argument knows is false, but yet wants to convince others is true

(c) the statement the maker of the argument wants to be true, but knows that it is definitely not true

(d) the statement the maker of the argument is trying to prove to be false or very probably false

 

Answer: a

 

Question Title: TB_05_01 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

2. In the context of argument analysis, which of pair of words can be used interchangeably?

(a) reason, premise

(b) assertion, fact

(c) assumption, idea

(d) claim, conclusion

 

Answer: d

 

Question Title: TB_05_02 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

3. Why does an argument maker provide a reason or reasons for a claim? The reason or reasons provide the basis by which the argument maker intends to show that ________.

(a) the claim is true or probably true

(b) the claim is false or probably false

(c) the audience is not listening to the statement

(d) the statement is unreasonable

 

Answer: a

 

Question Title: TB_05_03 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

4. Identify the claim in this passage: “The jury is confused, and all confused groups of people ought to be allowed to ask for guidance. So the jury ought to ask the judge for guidance.”

(a) The jury is confused.

(b) All confused groups of people ought to be allowed to ask for guidance.

(c) The jury is a group of people.

(d) The judge is the only person from whom a jury may seek guidance.

(e) The jury ought to ask the judge for guidance.

 

Answer: e

 

Question Title: TB_05_04 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 1–Easy

 

 

5. Identify the implicit assumption in this passage: “The group of people known as the jury is confused. So the jury ought to ask the judge for guidance.”

(a) The jury is confused.

(b) All confused groups of people ought to be allowed to ask for guidance.

(c) The jury is a group of people.

(d) The judge is the only person from whom a jury may seek guidance.

(e) The jury ought to ask the judge for guidance.

 

Answer: b

 

Question Title: TB_05_05 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 1–Easy

 

 

6. Identify the explicit reason in this passage: “The jury is confused. So it ought to ask the judge for guidance.”

(a) The jury is confused.

(b) All confused groups of people ought to be allowed to ask for guidance.

(c) The jury is a group of people.

(d) The judge is the only person from whom a jury may seek guidance.

(e) The jury ought to ask the judge for guidance.

 

Answer: a

 

Question Title: TB_05_06 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 1–Easy

 

 

7. Which statement in the following passage is not an explicit or implicit premise of the argument? “The jury ought to ask the judge for guidance because it is confused, and all confused groups of people ought to be allowed to ask for guidance.”

(a) The jury is confused.

(b) All confused groups of people ought to be allowed to ask for guidance.

(c) The jury is a group of people.

(d) The judge is the only person from whom a jury may seek guidance.

(e) The jury ought to ask the judge for guidance.

 

Answer: e

 

Question Title: TB_05_07 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 1–Easy

 

 

8. In the context of applying our analytical skills to arguments, what is the purpose of the tool called “argument mapping”? Mapping is used ________.

(a) to display how someone’s reasoning flows from initial statements to the conclusion the person regards as being supported by those statements

(b) to help understand why people always look up the answer for things that they should be able to figure out themselves

(c) to reveal how to get from one area of town to another area of town that may or may not be difficult to find

(d) to display the differences between how children and adults make decisions

 

Answer: a

 

Question Title: TB_05_08 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Remember, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Remember the Facts

Difficulty Level: 2–Moderate

 

 

9. Zack wants to map an abandoned line of reasoning. Which shape should Zack use?

(a) line with one arrowhead

(b) orange oval

(c) green rectangle

(d) red hexagon

(e) large purple arrow

(f) blue cloud

 

Answer: d

 

Question Title: TB_05_09 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

10. Zack wants to map the conclusion of an argument. Which shape should Zack use?

(a) line with one arrowhead

(b) orange oval

(c) green rectangle

(d) red hexagon

(e) large purple arrow

(f) blue cloud

 

Answer: c

 

Question Title: TB_05_10 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

11. Zack wants to map the flow of a line of reasoning from one oval to another. Which shape should Zack use?

(a) line with one arrowhead

(b) orange oval

(c) green rectangle

(d) red hexagon

(e) wide purple arrow

(f) blue cloud

 

Answer: a

 

Question Title: TB_05_11 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

12 Zack is mapping the argument: “The jury ought to ask the judge for guidance because a confused jury has a duty to ask for guidance.” When analyzing the argument Zack determined that it relied on an assumption that was unspoken, namely that the jury is confused. Which shape should Zack use to map that implicit assumption?

(a) line with one arrowhead

(b) orange oval

(c) green rectangle

(d) red hexagon

(e) wide purple arrow

(f) blue cloud

 

Answer: f

 

Question Title: TB_05_12 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Apply, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Apply What You Know

Difficulty Level: 1–Easy

 

 

13. Jillian is mapping her co-worker’s reasoning process. She puts a few words in brackets.

What do the braces signify about the words they enclose?

(a) The words are Jillian’s interpretive comments.

(b) The words are a counterargument Jillian thought her co-worker should have considered.

(c) The words express some good ideas that the co-worker failed to include.

(d) Those words clarify what the co-worker meant.

(e) Those words indicate where Jillian disagreed with the point her co-worker was making.

 

Answer: d

 

Question Title: TB_05_13 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Apply, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Apply What You Know

Difficulty Level: 1–Easy

 

 

14. When initiating the process of mapping the arguments in a complex conversation between two individuals, which of the following questions is the best place to start?

(a) How many arguments does the first person make?

(b) What main conclusion is each person advocating?

(c) Does either person have anything worthwhile to add?

(d) How can the analyst briefly summarize each person’s side of the debate?

(e) Do either of the individuals use counterarguments?

 

Answer: b

 

Question Title: TB_05_14 Given more complex conversations containing multiple arguments, pro and con, made in a given context, analyze and map those arguments including the divergent conclusions being advocated and the counterarguments presented to the reasons advanced, Apply, LO 5.3

Topic: Analyzing Arguments in Context

Learning Objective: 5.3 Given more complex conversations containing multiple arguments, pro and con, made in a given context, analyze and map those arguments including the divergent conclusions being advocated and the counterarguments presented to the reasons advanced.

Skill Level: Apply What You Know

Difficulty Level: 2–Moderate

 

 

15. In the context of a discussion between two people where each is presenting arguments, what does the term regardless of often suggest?

(a) a claim

(b) an unspoken assumption

(c) an implicit reason

(d) an abandoned line of reasoning

(e) a counterargument

 

Answer: e

 

Question Title: TB_05_15 Given more complex conversations containing multiple arguments, pro and con, made in a given context, analyze and map those arguments including the divergent conclusions being advocated and the counterarguments presented to the reasons advanced, Remember, LO 5.3

Topic: Analyzing Arguments in Context

Learning Objective: 5.3 Given more complex conversations containing multiple arguments, pro and con, made in a given context, analyze and map those arguments including the divergent conclusions being advocated and the counterarguments presented to the reasons advanced.

Skill Level: Remember the Facts

Difficulty Level: 1–Easy

 

 

16. In the middle of a discussion with her colleagues, Sharon says “never mind … moving on.” We can safely analyze that as an indication that she has ________.

(a) won the argument

(b) forgotten her own opinion

(c) decided that the discussion was over

(d) abandoned a line of reasoning

 

Answer: d

 

Question Title: TB_05_16 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Understand, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

17. If you see a gray diamond shape on a map, it indicates that ________.

 

(a) the person who made the map could not figure out how to analyze that statement

(b) the map represents a decision-making process

(c) all the options under consideration are unacceptable

(d) the analyst has resolved the watershed situation, which had triggered the need to make a decision

 

Answer: b

 

Question Title: TB_05_17 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Understand, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

18. Jillian is mapping her co-worker’s decision-making process. She puts a few words in braces alongside a shaded rectangle. What does the use of the braces signify about the words the braces enclose?

(a) The enclosed words are Jillian’s interpretive comments.

(b) The enclosed words indicate that a decision needs to be made.

(c) The enclosed words are good ideas that the co-worker failed to include.

(d) Those enclosed words clarify what the co-worker meant.

(e) Those enclosed words indicate where Jillian disagreed with the point her co-worker was making.

 

Answer: a

 

Question Title: TB_05_18 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Understand, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

19. Two friends wanted to decide where to go for dinner. Their conversation went like this: “We need to get something to eat. How about Sharky’s so we can watch the game on TV? No, Sharky’s is too noisy. Ok, how about we get pizza at the Pie Hub? The Hub is great with me.” In that conversation the statement “The Hub is great with me” would be analyzed and mapped as __________.

(a) a counterargument

(b) the chosen alternative

(c) a rejected alternative

(d) a reason

(e) a recognition of the need to decide

 

Answer: b

 

Question Title: TB_05_19 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy

 

 

20. Two friends wanted to decide where to go for dinner. Their conversation went like this: “We need to get something to eat. How about Sharky’s so we can watch the game on TV? No, Sharky’s is too noisy. Ok, then let’s get pizza at the Pie Hub? Sounds good to me.” In that conversation the statement “Sharky’s is too noisy” would be analyzed and mapped as __________.

(a) a counterargument

(b) the chosen alternative

(c) a rejected alternative

(d) a reason

(e) a recognition of the need to decide

 

Answer: a

 

Question Title: TB_05_20 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy

 

 

Short Answer Questions

 

21. To what process does the expression “make an argument” refer?

 

Answer: Consistent with common usage, we will use the expression “make an argument” to refer to the process of giving one or more reasons in support of a claim.

 

Question Title: TB_05_21 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

22. Explain what claim and reason mean in the context of argument making.

 

Answer: The term claim refers to the statement that the maker of the argument is seeking to show to be true or probably true. The other sentences in the argument, namely those that are used to show that the claim is true or that it is probably true, constitute the reason or reasons.

 

Question Title: TB_05_22 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

23. For the purpose of making a complete, accurate, and objective analysis, what rule of thumb helps us know how many arguments a person is making?

 

Answer: The number of arguments depends on the number of independent reasons the argument maker intends.

 

Question Title: TB_05_23 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Apply, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Apply What You Know

Difficulty Level: 2–Moderate

 

 

24. Which three objects signify the most basic elements in argument analysis and mapping?

 

Answer: One is the rectangle, which is used to represent the argument’s conclusion. The second is the oval used to represent the argument maker’s reason for that conclusion. And the third is the arrow going from the reason (oval) to the conclusion (rectangle). The arrow shows the person who made the argument intends to support that claim with that reason.

 

Question Title: TB_05_24 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

25. Why and how is the cloud shape used in argument and decision mapping?

 

Answer: When we give reasons, we naturally assume that the others in our conversation understand us. Much is left unsaid because it very often does not need to be said, given factors like context, shared experiences, common knowledge, and similarities of cultural backgrounds. The cloud shape is used to express unspoken or implicit statements.

 

Question Title: TB_05_25 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 2–Moderate

 

 

26. When a person is using a positive statement to be sarcastic or ironic, the person intends that the statement should not be taken literally. In context the speaker expects that the listener will recognize the irony or sarcasm. How should the analyst handle statements that are spoken ironically or sarcastically?

 

Answer: Before mapping an ironic or sarcastic comment, switch the statement from the positive that was spoken to the negative that was intended (or from the negative spoken to the positive that was intended).

 

Question Title: TB_05_26 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Apply, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Apply What You Know

Difficulty Level: 2–Moderate

 

 

27. When mapping arguments or decisions, what is the evaluative role that the analysis should play?

 

Answer: None. The analyst’s job is to represent the arguments being made as accurately, completely, and objectively as possible. There is no evaluative role for the analyst. And, apart from clarifying the speaker’s intent, the analyst is expected not to be making any improvements on the speaker’s arguments either.

 

Question Title: TB_05_27 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Analyze, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Analyze It

Difficulty Level: 2–Moderate

 

 

28. How are decision maps related to argument maps?

 

Answer: Decision maps can be thought of as argument maps used to analyze and depict the deliberations involved in individual or group decision making.

 

Question Title: TB_05_28 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy

 

 

29. When mapping a decision, how many rectangles should the analyst use?

 

Answer: At least two. One for the chosen conclusion, and one for each of the options that were identified in the decision-making process but were not the one selected.

 

Question Title: TB_05_29 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy

 

 

30. What is the speaker’s claim in the following passage: “So, let me get this right. You’re Harvey’s sister’s husband. And you’re saying that Harvey is actually my uncle. So, this makes his sister my aunt.”

 

Answer: The speaker’s conclusion is that Uncle Harvey’s sister is the speaker’s aunt.

 

Question Title: TB_05_30 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Analyze, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Analyze It

Difficulty Level: 2–Moderate

 

 

31. How would the statement “I’m not convinced” in the following passage be analyzed and mapped? “People believe that small class sizes are essential for better learning. They think that because they have seen statistical studies showing that in schools with a richer teacher to student ratio the students’ scores on standardized tests tend on average to be higher. I’m not convinced. I say that a good teacher with a large group can be just as effective as a lousy teacher with a small group. And I can give you examples of kids who did really well on standardized tests even though their schools did not have a rich teacher to student ratio.”

 

Answer: The statement “I’m not convinced” is a signal that the speaker is about to present a counterargument. That statement is not itself the counterargument, so it does not go inside a wide arrow on the argument map. Rather, the analyst should put “[Small classes are not essential]” in a rectangle along with “I’m not convinced” to indicate and to clarify the speaker’s conclusion.

 

Question Title: TB_05_33 Given more complex conversations containing multiple arguments, pro and con, made in a given context, analyze and map those arguments including the divergent conclusions being advocated and the counterarguments presented to the reasons advanced, Apply, LO 5.3

Topic: Analyzing Arguments in Context

Learning Objective: 5.3 Given more complex conversations containing multiple arguments, pro and con, made in a given context, analyze and map those arguments including the divergent conclusions being advocated and the counterarguments presented to the reasons advanced.

Skill Level: Apply What You Know

Difficulty Level: 3–Difficult

 

 

32. Which statement or statements in the following passage are reasons, which result in the realization that a decision is being invited, and how would the analyst map that realization? “Ah, well, I found that, um, I saw a very dear friend of mine in trouble and, ah . . . I didn’t like the uh, the uh, prospects for him if he didn’t get a live donor. I didn’t like the idea of him being on dialysis or waiting for a kidney for several years. And I love him and I love his wife and his baby daughter. And I felt that I’ve got two kidneys, I don’t need both and it was, it was a decision that I made in about 60 seconds or so.”

 

Answer. The statements “I didn’t like the prospects for [my friend] if he didn’t get a live donor” and “I love him and I love his wife and his baby daughter” are expressions of reasons that led the speaker to the realization that he needed to make a decision. The speaker never actually vocalizes a statement that says that a decision is needed. Instead, the speaker talks about how it took 60 seconds or so to deliberate about what he could do for his friend. The decision map would put “Should I or should I not donate a kidney for my friend” is a cloud shape and locate that cloud shape inside of a diamond.

 

Question Title: TB_05_32 Apply argument-mapping techniques to display analyses of decision making by individuals or groups, include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups, include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 3–Difficult

 

 

True or False Questions

 

33. For the purpose of analyzing the reasons people give for the claims they are making, we use the term argument making to refer to engaging in a verbal confrontation or quarrel.

 

Answer: False

 

Question Title: TB_05_33 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

34. Thinking about the potential benefits of the process, one reason for using argument and decision mapping is to be able to share with others our analysis of the arguments being made.

 

Answer: True

 

Question Title: TB_05_34 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Analyze, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Analyze It

Difficulty Level: 2–Moderate

 

 

35. It is important for the sake of accuracy and completeness that the person doing the analysis and mapping should improve the participants’ arguments whenever possible.

 

Answer: False

 

Question Title: TB_05_35 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons, Remember, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Remember the Facts

Difficulty Level: 1–Easy

 

 

Fill in the Blank Questions

 

36. The expressions “Is justified because” and “Let’s assume that” generally are used by argument makers to signal _____________.

 

Answer: reasons

 

Question Title: TB_05_36 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

 

 

37. Dale notices that one of the lines of reasoning on a complex decision map ends at a red hexagon instead of ending at a green rectangle. This tells Dale that the line of reasoning has been ____________.

 

Answer: abandoned

 

Question Title: TB_05_37 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy

 

 

38. Evelyn is analyzing and mapping the written transcript of a committee’s complex decision-making conversation. She interprets the statement “We need to find some way to prevent that from happening” as indicating that one member of the committee realized that further deliberation was needed. To show this on her decision map, Evelyn will put that statement inside of a __________.

 

Answer: diamond

 

Question Title: TB_05_38 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted, Remember, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are abandoned, options which were considered but not accepted.

Skill Level: Remember the Facts

Difficulty Level: 1–Easy

 

 

Essay Questions

 

39. 39. Explain why correctly analyzing arguments and decisions requires attention to purpose and context. Use your own examples or examples from the text.

 

Answer: See the “Accuracy Depends on Context and Purpose” section of “Analyze Reasons and Claims.”

 

Question Title: TB_05_39 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 2–Moderate

 

 

40. In the context of argument analysis what do the authors of the textbook mean when they say “over-simplification masks reality”?

 

Answer: Our analytical and interpretive work would be easier if speakers would always be clear about their reasons, if speakers always knew their own minds, and if people never withheld their reasons, lied, or concealed their reasons behind political correctness. But that is not the way the world is. And critical thinking, if it is of any value at all, must be applicable to the world as it is, and not as we might wish it were. In reality, the rationale people offer for what they believe or what they decide is often murky, even in their own minds. As we will see in Chapter 10 “Snap Judgments,” we humans are not always fully reflective and thoughtful when we make decisions. One of the major benefits of asking why, and of pursuing that question beyond the first or second quick response, is to open up the structure of the reasoning behind a given claim or decision. Obviously, asking why helps us with our analysis. But there is another benefit too. Asking “why” can help the speaker. Being pushed to explain our thinking leads truth-seeking critical thinkers to a clearer understanding of their own beliefs and decisions. Ask “why.” And then ask for clarification. Analysis is an active skill. Analysis includes digging below what people first say. We should not be afraid of asking ourselves or others why we think what we think. Like good investigators, analytical people probe. Getting people to explain their own reasons provides the analyst with the material necessary for a fair-minded, complete, and accurate analysis. Guessing at another person’s reasons, or worse mistaking our own reasons for the other person’s reasons, only leads to misunderstanding. Guesswork and misattribution are marks of weak critical thinking.

 

Question Title: TB_05_40 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 2–Moderate

 

 

41. 41. Explain what the authors of this critical thinking textbook mean by saying “specialized vocabulary poses major problems for talking with people about their critical thinking.”

 

Answer: See “About Technical Vocabulary” box in the section “Analyzing Reasons and Claims.”

 

Question Title: TB_05_41 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 2–Moderate

 

 

Prompt Title

“Why Are You Deciding to Do That?”

Prompt Type Check appropriate type

Expository x

Descriptive

Narrative

Persuasive

Assessment Goals Briefly summarize and describe the assessment goals for this prompt (e.g., Student Understanding, Critical Thinking, Integrating Concepts, Writing Quality, Other)

Student understanding and application of critical thinking concepts: Analysis of arguments, particularly when the analyst does not respect or agree with the arguments being made. Iterative process of making and refining argument maps. Process of checking argument maps through further interaction with the argument maker, with awareness that the argument maker might at that time want to amend the original arguments.

Instructor Requirements

Prompt

“Why do you decide to do that?” – Strong, weak and why?   The Reflective Log Exercise at the end of this chapter asks you to pose the following question “Why do you decide to do that?” and use follow up questions to elicit a response that is elaborate enough to use the strategy that is being introduced to map and analyze an argument (reason(s) + claim). In this activity we ask that you replicate the reflective log activity and this time ask someone whose thinking you do NOT respect.   Assignment Instructions:   Identify a choice that has been made by someone  whose thinking you do NOT respect Ask that person, “Why do you decide to do that?” After that individual gives his or her initial response, ask that she or he elaborate so that you can understand his or her thinking. Explain why you decided to ask that person about that particular decision, describe the context within which your conversation occurred and write down the questions you used to get a full and accurate understanding of that person’s reasoning. Write that person’s response as fully as possible. Capture not only the option chosen, but the other options considered and the reasons leading to rejecting those options and selecting the option chosen. Carefully analyze what the person said, but do not evaluate. Create a map of the decision the person made, showing the reasoning process as objectively and fair-mindedly as possible, whether you agree or disagree with it. In fact, go out of your way not to reveal your evaluation of the person’s decision–be as analytical as possible without being evaluative. Share a draft of the map with the person you had the conversation with and explain to that person how to evaluate the map of their decision that you have prepared. Listen to the person’s comments about the accuracy of your analysis as it is revealed in the draft decision map you made. Note all of the amendments or revisions he or she wants to offer. Make another draft of the decision map and explain the differences that you see when comparing them side by side. Describe what you learned by allowing the individual to view and comment on your analysis. Did the person change his or her story?  Did the person add more reasons in favor of the selected choice, or add more reasons opposed to rejected choices? Did the person, ask you to remove argument strands that looked like weak reasons, or ask you to bolster argument strands that looked flimsy? Use the Holistic Critical Thinking Scoring Rubric from Chapter 1 to evaluate this individual’s decision making. Provide an explanation for the rubric score you would assign to this individual for this decision.

Length of Response (in words)

Minimum

Maximum

Expected (Avg.)

Comments

600

850

700

Planned Scoring

Holistic

Trait 1

Trait 2

Trait 3

Trait 4

Trait 5

Trait Name

Ideas

Organization

Conventions

Voice

Focus & Coherence

Score Points

Weighted Average

4

4

4

4

4

Trait 1 Rubric:  Ideas Specific Trait

Score Point

Description of Student Response

 

	4		Consistently does all or almost all of the following: ·         Presents a sophisticated and insightful interpretation and analysis of the person’s point of view and arguments pro and con.  Accurately interprets the speaker’s presentation of evidence, statements, questions, information, or the points of view of others. ·         Limits the presentation and mapping to the other person’s point of view.
	3		Does most or many of the following: Presents an adequate, appropriate interpretation and analysis of the person’s point of view and arguments pro and con.   Accurately interprets most of the speaker’s presentation of evidence, statements, questions, information, or the points of view of others accurately. ·         Limits the presentation and mapping to the other person’s point of view.
	2		Does most or many of the following: Presents a vague, confusing, overly general, or simplistic interpretation and analysis of the person’s point of view and major arguments pro and con. Misinterprets several the speaker’s presentations of evidence, statements, questions, information, or the points of view of others accurately. ·         Confounds the presentation or the mapping by including commentary or opinions that go beyond the other person’s point of view.
	1		Consistently does all or almost all of the following: ·         Presents an inaccurate interpretation and incomplete analysis of the person’s point of view and major arguments pro and con. Offers biased interpretations the speaker’s presentation of evidence, statements, questions, information, or the points of view of others. ·         Confounds the presentation or the mapping by including commentary or opinions that go beyond the other person’s point of view
Trait 2 Rubric:  Organization
Score Point		Description of Student Response
4		·         Organization is effective and demonstrates a logical flow of ideas within the response. ·         Transitions effectively connect concepts. ·         May contain an effective introduction and/or conclusion.
3		·         Organization is clear and appropriate. ·         Transitions appropriately connect concepts. ·         May contain an appropriate introduction and/or conclusion.
2		·         Organization is skeletal or otherwise limited, which may impede the reader’s ability to follow the response. ·         Some simple or basic transitions are used but may be inappropriate or ineffective. ·         May contain a minimal introduction and/or conclusion.
1		·         Response lacks a clear plan. ·         Transitions are lacking or do not link ideas. ·         Both the introduction and conclusion are minimal and/or absent.

 

 

Trait 3 Rubric:  Conventions
Score Point	Description of Student Response
4	·         Demonstrates sophistication and skill with a wide variety of conventions. ·         May contain minor editing errors in grammar, spelling, punctuation, or sentence construction. ·         Errors do not interfere with the reader’s understanding.
3	·         Demonstrates adequate control over a variety of conventions. ·         Response may contain some errors in grammar, spelling, punctuation, and/or sentence construction. ·         Most errors do not interfere with the reader’s understanding.
2	·         Although basic conventions may be mostly controlled, overall the response demonstrates inconsistent control over conventions. ·         May not use a variety of conventions, OR may only use basic conventions. ·         May contain a substantial number of errors in grammar, spelling, punctuation, and/or sentence construction. ·         Some errors interfere with the reader’s understanding.
1	·         Demonstrates a lack of control over basic conventions. ·         May contain a large number of errors in grammar, spelling, punctuation, and/or sentence structure OR the errors are severe. ·         Errors interfere with the reader’s understanding OR the response is minimal and has a density of errors.

 

 

Trait 4 Rubric:  Voice
Score Point	Description of Student Response
4	·         Voice is appropriately authoritative, indicating a high level of comfort with the material. ·         Words are precise and well-chosen. ·         Sentences are varied and have a natural fluidity.
3	·         Voice is appropriate and clear. ·         Words are appropriate to the subject matter. ·         Sentences are appropriate and varied, making the response easy to read.
2	·         Voice may be artificial or uneven. ·         Word choice, overall, may be appropriate for the subject matter, but original writing may indicate a limited vocabulary range. ·         Sentences may be choppy, rambling, or repetitive in a way that limits fluency.
1	·         Voice may be lacking or inappropriate. ·         Original writing may be simplistic, vague, inappropriate, or incorrect. ·         Sentences may be limited in variety or may comprise awkward fragments or run-ons that produce a halting voice.

 

 

Trait 5 Rubric:  Focus & Coherence
Score Point	Description of Student Response
4	Response persuasively justifies its conclusions through logic and examples.  References to people, events, places, relationships, etc. effectively demonstrate a strong command of the relevant concepts in critical thinking.
3	Response justifies its conclusions through some combination of logic and examples. References to people, events, places, relationships, etc. effectively demonstrate a good command of the relevant concepts in critical thinking.
2	Response provides some justification for its conclusions. Some combination of logic and examples are present but are inconsistent or somewhat ineffective. References to people, events, places, relationships, etc. demonstrate only a partial understanding of the relevant concepts in critical thinking.
1	Response provides no significant justification for its conclusions. Logic and examples are absent, inconsistent, and/or ineffective. References to people, events, places, relationships, etc. demonstrate no more than a weak grasp of the relevant concepts in critical thinking.