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

I found the various concepts under the Appeals to Emotion both interesting and useful. I as mentioned before many of these concepts were familiar, both from previous conversations and from previous readings. There were many that I had encountered such as; appeal to fear, appeal to pity, and appeal to vanity, but others such as appeal to nature, appeal to spite and appeal to novelty that were less familiar. What was interesting however is that each of these was based on a psychological strategy to convince or coherence but affecting or altering a specific emotion. I would not be surprised if specific legal and advertising professions required their employees/students to take classes in this powerful form of reasoning. Besides subjective and objective claims, these appeals are some of the more common concepts that we can incorporate in our college writing. I will definitely continue to write with a more critical eye and now intend to use more of the concepts we studied in this class in my future classes.

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

My favorite thing about the class was the interactive blogging. This exercise gave me the much needed time I needed to compose my thoughts and write a detailed explanation on my understanding of the reading and covered concepts. It would be nice to allow posts in an increment of less than 12 hours, but the time limit was not too restricting. My least favorite thing was taking a timed quiz. I don’t know what it was about seeing the minutes tick away, but it made the process of online tests more stressful and tense. I don’t know what can be done about this, except maybe to add more time. In addition, it would be helpful to be able to see what questions were missed, along with the actual question. This would be helpful in making sure we understand the concept for further assignments, projects and for the midterm or final.

What have you learned in this class over the course of the semester?

I wasn't sure what to expect from the course, but what I found interesting was learning the formal definition, and sometimes correct use, of many concepts that I had used previously in my writing assignments and daily conversation. The online course was helpful in that the blog interaction provided some clarity to some of the more difficult to comprehend concepts. For me the examples the book provided were extremely helpful in further defining the concept, as were my classmates examples. The online interaction offered a different perspective in analyzing concepts, which is what I find beneficial for retaining the details of a subject. It also presented the opportunity for crucial feedback on postings and sharing of ideas not previously considered. The expressive forms of writing often humorous and enjoyable to read and probably allowed many who would have remained quiet in a classroom setting, a more comfortable forum to communicate.

Topic not discussed: Cause and Effect in Populations

I found this part of the cause and effect concept very interesting, because in most science research papers it is necessary to support your arguments with statistics and/or published research. Stating an argument like ‘steroids causes change in behavior’ is not enough, you must support your argument by expanding the claim with verifiable data.  A regular cause and effect claim argues that one person, thing, or event caused another thing or event to occur; a c/e in population points to evidence to show a greater chance of cause and effect and gives a conclusion using statistical data. ‘People who continue to use anabolic steroids in intervals of _______ (# of dosage) for more than ______ (period of time), run the risk of severe mood alternation and addiction’. This type of argument can be done one of three ways: 1) a controlled experiment using a control group (one group gets steroids, the control group does not) 2) an uncontrolled experiment using representative samples of population groups to determine cause = effect (monitor a group of people who are work/live/ in the same environment – who uses/shows effects and who doesn’t use/show effects) and 3) an uncontrolled experiment using representative samples of population groups to determine how effect = cause (look at individuals who show effects (addiction, behavior) and analyze common thread for occurrence (steroid use, smoking, drinking, etc).  

Mission Critical Website

Since both of these websites originate from the same SJSU source I would have to say that both were helpful. However the main Mission Critical homepage offered more information and I liked how the concepts were broken down by categories, some of which we have read in class. Although we had already covered concepts such as: vagueness, ambiguity, premise, conclusion, validity and burden of proof, it was interesting to read the alternate definitions and use of the concepts. In addition, it appeared there were concepts not covered like: universal statements, but this was another term for the concept of general claims using “all” and “none”. There were some concepts that were unfamiliar such as: universal and non- universal syllogisms and a more familiar, but so far undiscussed concept of hasty generalizations – a fallacy that draws a conclusion (or assumption) about a population based on a sample that is not large enough. Example: I read where there have been no reported cases of HIV infection in Liberty Lake. The people of Liberty Lake must be free of the HIV virus. These examples as well as the exercises are always helpful, because they can clarify the concepts, give you detailed feedback for incorrect answers and give you a way to see how the concept is correctly used.

Cause and Effect Website

I think the website made more sense after reading the chapter. Reviewing the concept of inductive reasoning was helpful. Inductive reasoning is usually based on information derived from observation or proven by means of experiment. A use of inductive reasoning shows that if I observe that something is true many times, then I should conclude that it will be true in all instances. Key points are: a) make observations b) form conclusions from observation and proven data c) prove conclusions with deductive reasoning (the process of drawing a conclusion by starting with the cause and ending with the effect).

Applying the chapter information regarding normal conditions was helpful in understanding the difference in causal arguments. Things that would “normally” happen are crucial to determining that the causal argument is an “out of the ordinary” incident. I also liked the use of examples in explaining the two rules when dealing with causation: 1) the cause must precede the event in time and 2) even a strong correlation is insufficient to prove causation. In addition, explaining by eliminating reverse causation (things that happened before the incident) or post hoc ergo proper hoc (looking too hard for a cause) you can miss important factors in determining a real case for cause and effect. The exercise was the most helpful part of the website, showing the difference in difference and commonality. For me, examples clarify the concepts and hopefully, help be apply the correct use in my writing.

Not easy to understand - Reasoning by Criteria

Reading through the various reasoning concepts, the one that seemed the most unclear was the idea of reasoning by criteria. I understand that a ‘criteria’ can be a certain measurement, condition, or standard used in making a decision, but I was sure how this was to be utilized within an argument and I felt the suggested website did not provide an adequate example to expand on this concept. Upon further research, it appears that this is actually a claim or statement that suggests or offers a choice; as opposed to having a choice or decision already made.

The job guidelines are clearly defined; its possible that this applicant meets the necessary requirements.

Not: This applicant does not qualify.

The nursing program requires 40 hours of community service work for an agency or organization that you might recommend to your client.

Not: The San Jose Food Bank is an excellent agency.

Chapter 12 - Concept not discussed - Fallacy of Composition

One of the concepts covered in Chapter 12, but not covered previously fallacy of composition. As explained by Epstein, this is “to argue that what is true of the individual is therefore true of the group, or what is true of the group is therefore true of the Individual. Some analogies use a comparison between an individual or family and an agency or corporation. The example provided is:  It’s wrong for the government to run a huge deficit – just as its wrong for a family to overspend its budget.

 Another website defines this concept as, “an assumption that ‘the whole’ has the same simplicity as ‘its constituent parts’. They provide the following examples for clarification:

"A car makes less pollution than a bus. Therefore, cars are less of a pollution problem than buses."

"Atoms are colorless. Cats are made of atoms, so cats are colorless."

Politicians and the media often argue that the government must balance its budget; similarly a family must balance its budget. It makes the assumption that if a family/household were to continually spend more than its income, it would eventually encounter the same government collapse. The problem with comparing these two entities is that the differences may be so sizable that the analogy does not work; what is good for one is not necessarily good for the other.

http://www.don-lindsay-archive.org/skeptic/arguments.html

Chapter 12 - Reasoning by Analogy and Other Forms of Reasoning

Chapter 12 deals with ‘Reasoning by Analogy’ and the various guidelines used in evaluating the strength of the analogy and determining whether it’s a good argument. We find that this category of concept writing is utilized as a motive for drawing a correlation between two legal cases to show a justification or find reasoning for our actions or beliefs. The analogies themselves do not complete the argument, but form a premise foundation for the conclusion. Ultimately, a good analogy argument draws a valid similarity between both sides; it does not show differences. An example of analogy is: Studying is like working out; both take discipline and time, motivation, but the results are a proof of effort. There are various types of reasoning arguments that use specific types of structure. Reasoning by sign, shows the relationship between two or more things; omitting the presence of one, omits the other. Only two things are guaranteed in your lifetime, birth and death. Cause and Effect reasoning, an argument that provides an event or ‘cause’ to show the relationship of another event or ‘effect’. Smoking cigarettes can cause lung cancer; if not to the smoker directly then possibly to a child through second hand smoke.  Reasoning by example, an argument that uses an example to persuade or convince. Women should have a mammogram once a year. My friend is a breast cancer survivor because of early detection via a routine breast exam. Reasoning by criteria, is reasoning that compares against established criteria. The medical program has a strict set of guidelines that an applicant must meet before be accepted. Does this applicant have the proper certification? What is their education level?  Inductive reasoning: In the winter birds fly south to warmer weather. The weather is turning colder, so the birds will soon be migrating south. Deductive reasoning:  All dogs have fur. Sparky is a dog. Sparky has fur. (Not true, because Sparky is a Mexican hairless dog).

Discuss the idea of Appeal to Emotion. Which type strikes you, and why?

Chapter 10 discusses the concept of Appeal to Emotion, which is as way to sway someone into considering a specific point of view or evoke a sense of feeling which persuades them to do something. The chapter also expands on various subcategories - the appeal to fear, the appeal to vanity, the appeal to pity and the appeal to spite - each based on the use of emotionally loaded words to bend audience sentiment. These individual concepts are unique in that a picture can substitute the words required to convey opinion and induce feelings, possibly with the exception of the appeal to spite. Epstein writes, “An appeal to spite often invokes the “principle” that two wrongs make a right”. Or simply said it is an argument that includes an accusation of misconduct that is responded to by a rationalization that others have sinned, or might have sinned.

Jane:  I having a dinner party this Saturday and I’m inviting Julie and her husband.

Maggie: Wow, that’s very generous of you, considering they didn’t invite you to their dinner last month.

Jane: You’re right, I completely forgot about that. Well, I guess I will be crossing them off the invite list.

This example uses justification of spite to reverse a decision previously made. It is a bad argument because it assumes Julie intentionally did not invite Jane and that decision is based on implied decent behavior of reciprocation. Spite usually calls into play a moral dilemma.

Chapter 10 Exercise #2: An advertisement that uses Apple Polishing

Vanity as defined by Webster’s Dictionary is: an excessive pride in one's appearance, qualities, abilities, achievements, etc.; character or quality of being vain; conceit. Advertisers and product marketers can use a combination of appeal to emotion to suggest that their product quells each emotional argument.  A specific example of an appeal to emotion is an appeal to vanity, otherwise known as ‘Apple Polishing’. As Epstein explains, this is “a feel-good argument that appeals to our wanting to feel good about ourselves” (194). An advertisement that I saw recently in a magazine was for Lancome Paris - a facial serum. The product’s advertisement used several appeal to vanity tactics: 1) a side-by-side facial comparison (young and its time-elapsed older counterpart) and 2) statements that are presented as an argument for it use.    This is a patented age-reversal cosmeceutical solution that addresses the REAL AGE of the skin with targeted solutions. ’, ‘….it decelerates the aging process. Because you skin should never tell your age’.

Let’s face it, these products would not sell if it wasn’t for some concern based in fear or vanity.  The ad uses words (that I have highlighted) that are meant to evoke a sense of prideful concern in a woman’s physical facial appearance. However the argument is bad, because the conclusion is based on a command statement that is subjective. It is based on an assumption that visible aging is shameful and unwanted. In addition, the ad does not provide valid support for ‘age reversal’. Maybe if the product contained an SPF factor, we could justify the use as an skin protection agent, but as it is presented, it’s a high priced moisturizer. A polished waxed apple might look better than a dull organic one, but eating the wax they sell us is unhealthy.

Not already discussed - An Appeal to Fear

Now that I have read through this chapter, it’s amazing how often I see forms of Appeal to Emotion used in advertisements and more recently, political campaigning. The appeal to fear piqued my interest, because of the recent election. I was recently invited to participate in a focus group which asked a panel of registered voters their opinions on proposed gubernatorial commercials. We were shown a number of ads, from both sides, and asked to provide detailed reaction or response. The ads that were not directly aimed at tearing down their opponent were well received, and in most cases, presented an argument regarding the strengths and platform stance of the candidate; while other more negative ads commonly used an ‘appeal to fear’. An appeal to fear, as explained by Espstein, “can be your sole legitimate factor for making a decision”. I believe these advertisements are used more often in campaigning because they bring into question the candidates; experience and motive, honesty and integrity, and they evoke a sense of concern to issues that may directly involve you.  Here are a few of the ads we reviewed in the focus group.

http://www.youtube.com/watch?v=25EHHX2nUjU&feature=channel

http://www.youtube.com/watch?v=5qXKZf30Vio&feature=related

Discuss one additional class concept - Bad Appeal to Common Belief

I don’t know that this concept needed additional definition or explanation, because it appears that most class members understand the concept. Instead I chose to discuss it because of its frequent use by the organizations we researched and use in our daily interaction. The concept I chose was the Bad Appeal to Common Belief. As Epstein explains “It is usually a mistake to accept a claim as true solely because a lot of other people believe it” (p 97).

I found a website that appears to list everything you’d even want to know about fallacies, including this one. On this website the defined the above referenced concept as: Appeal to Widespread Belief also known as Bandwagon Argument, Peer Pressure, Appeal to Common Practice.

The website explains “The claim, as evidence for an idea, that many people believe it, or used to believe it, or do it. If the discussion is about social conventions, such as "good manners", then this is a reasonable line of argument. However, in the 1800's there was a widespread belief that bloodletting cured sickness. All of these people were not just wrong, but horribly wrong, because in fact it made people sicker. Clearly, the popularity of an idea is no guarantee that it's right. Similarly, a common justification for bribery is that "Everybody does it.”

This is a prime example for the mass hysteria that can be spread by misrepresented and uncontested propaganda: slavery, Japanese internment, the Holocaust, and more currently, refusing to vaccinate your child because of Autism related results.

http://www.don-lindsay-archive.org/skeptic/arguments.html

Chapter 8 What I Learned & All, Some, No, Only

Chapter 8 discusses the topic of General Claims, in which Epstein explains the importance of “knowing how to reason using general claims that assert something in a general way” (p 159). What I am finding is that I have read examples of these claims in various literature, but was never able to correlate the appropriate critical thinking concept, until now.

 The first concept I found interesting was the use of All and Some. All, as defined by Epstein, “means ‘Every single one, no exceptions’. Sometimes all meant as ‘Every single one, and there is at least one”(p 160). While Some, again defined by Epstein, “means ‘ At least one’. Sometimes some is meant as ‘At least one, but not all”. Epstein better defines some as “purposely vague” and used “when we can’t or don’t want to be precise” (p 160).

When writing any essay for school I tend to use my thesaurus when I get stuck for a substitute word or a more appropriate word for the situation. Epstein states “There are lots of different ways to say “all” in English”, and listed an example of ‘Every’. Here are a few more I found using my thesaurus: every one, each and every one, every one of, and every single one. Additional alternatives for ‘Some’ are: a number of, a quantity of, a few, a little, several and various.

The second concept I found interesting was the use of No and Only. No, as defined by Epstein, “means ‘not even one’ ‘every single one is not’. Only is defined using characters to describe the sentence structure as “Only S as P” means “All P are S”.

Example for No: No children are allowed in the bar. = Not even one child is allowed in the bar. However in the example that Epstein provided, shows us the Only does not mean All. Here is my example using a substitute word. Only 40 of the 50 people invited to the party responded. Ryland was invited to the party. So Ryland responded. This is not a valid argument, because assumes that Ryland was part of the ‘only 40’ group and not the 10 who didn’t respond.

Discuss the usefulness of the first or second major course assignment

I would like to discuss the second major course assignment on Social Organizations. Our group chose the animal rights advocacy group – PETA. One of the reasons we selected this organization was because we wanted to learn more about the group’s stance, beyond the associated imagery of theatrical use of protest and controversial advertising. There were many examples of advertising in which PETA crosses the line of decency. For example in 2003 they designed several advertisements, one a publicly displayed banner, in which they tried to draw a correlation of inhumane acts by the using a side-by-side picture comparison of Holocaust prisoners in a concentration camp to chickens caged in a processing plant. As you can imagine, this advertisement drew numerous outrage from various Jewish organizations and defamation groups. In analyzing this ad it was important to be able to apply the appropriate concept discussed in Critical Thinking and describe the key indicators that were helpful in identifying the claim and relating it to the assigned artifact.

Reasoning in a Chain using the Slippery Slope

I was listening to my sister the other day talking to my nephew about drinking and driving. He wanted to attend a party with some friends, but my sister was concerned there would be drinking. She let him go to the party (with some restrictions and conditions). After he left I asked her about her obvious concerns.

Her response was something similar to “reasoning in a chain with a slippery slope”. She said that she suspected that my nephew’s friends might drink, if they drank then my nephew may be tempted to drink, if my nephew drinks he might not think clearly, if he is not thinking clearly then he will not make good decisions.

While her form of reasoning seems valid for any parent who is concerned about their child, the conditionals used on their own were weak and there was no conclusion. Or if A is true, then C is not true, because if my nephew’s friends drink then my nephew will not make good decisions. If she had started the argument with just “my nephew drinking”, and excluded "might" in the conditionals, the argument would be stronger and the conclusion of “his decisions” would be true.

Chapter 7 Counterarguments - What I Learned

Upon reading Chapter 7, I was quickly reminded of a recent debate I watched for the California Governor’s Election. Both candidates, Meg Whitman and Jerry Brown, engaged the concepts talked about in the CounterArguments chapter. During the debate each: 1) raise objections and 2) refuted the argument of the other. I didn’t realize until I read the chapter of the formal step-by-step process to breaking down the argument. As Epstein summarizes, “Objections are raised: someone put forward a claim that, if true, make one of our claims false or at least doubtful. We then have to answer that challenge to sustain our argument.” More importantly to make a strong argument, all the premises must seem obvious and must support the conclusion. I believe as Esptein, that "If you can imagine someone else objecting, you can see how to give better support for doubtful premises”.

When I decided to go back to school, I made a list of pros and cons. Because I was an older returning student I had to weigh out the benefits and concerns by playing devil’s advocate to myself. I realize that there were a few family members who might oppose my decision, so I wanted to be prepared to support my decision. As it turns out everyone was very supportive. But utilizing the process of mentally debating myself with the argument, counterargument, counter-counterargument steps allowed me to be more prepared for a debate and strengthen my argument for returning to school.

Chapter 6 Compound Claims - What I Learned

A few years ago near my birthday, my boyfriend suggested “Either I will buy you a gift card to your favorite store or I will take you shopping for something you want”. Either sounded great and I figured that I would end up with birthday present purchased by him. This is an example of a compound claim. As Esptein suggests a compound claim is two or more claims that have been linked together to make one and the claim’s truth-value is dependent on the claims. However, the contradictory of this claim is “Neither I will neither buy you a gift card nor will I take you shopping for something you want”. I wasn’t aware at the time that my boyfriend HATES to shop and shopping for something I want with him wasn’t fun. We’ve learned to comprise and I just go shopping with my mom and/or friends and he pays the bill. It’s really much more fun this way.

I have some friends who have been dating for quite some time. My friend’s girlfriend wants to get married and recently issued him an ultimatum. She said, “Either we get engaged in the next 6 months or I’m breaking up with you”. I didn’t realize at the time that this was considered a false dilemma, because as Epstein explains in Critical Thinking Chapter 6, “a false dilemma is a bad use of excluding possibilities where the “or” claim is false or implausible. Espstein suggests that we should consider other possibilities besides the ones offered.

I was aware that my friend had previously indicated that he is not ready to be married and his girlfriend had made previous threats to leave. In the example above, the other possibilities would be that; my friend might leave the relationship first or his girlfriend decides to stay in the relationship unengaged.

Bad Appeal to Authority

This concept is closely related to the success of advertising on the internet. In some cases, companies will utilize a celebrity to endorse a product or practice, hoping to connect with the fans of that particular person. Many will encourage the purchasing of a product by providing supportive testimonial and sharing personal stories that may be closely related to their audience. In other cases, marketers will use so-called medical personnel (dressed in lab coats) or industry experts (in manufacturing facilities) to visually lend credibility by providing supportive research statistics and explanation of the beneficial properties of said product. If that doesn’t work, there are always the ‘sincere testimonials’ of the product users who have tried various other products, but finally found success in the advertised product or practice. Advertisers are gambling on the marketing concept of Appeal to Authority, to influence consumers into accepting the claims of these authority figures because of their status.

In addition to advertising, there are celebrities who host their own shows and who champion a cause or practice because it follows with their line of belief. The danger as Esptein explains in the definition of Bad Appeal to Common Belief is, “It is usually a mistake to accept a claim as true solely because a lot of other people believe it.” Consumers and fans may be likely to follow a practice or purchase a product, because celebrity is considered reputable and his/her guest sounds educated and well-informed. And while some endorsers do not intend to mislead or have a personal agenda or motive, their lack of questioning authority may lead to a blind-faith following of others.

QuickTrim - Internet Advertising

There are many diet products being sold on the market and through the internet that are specifically endorsed by celebrities who are idolized by young women. These companies may choose to use these celebs because of their shapely figures and visible star status, masking the questionable safety of the product.

Kim and Chloe Kardashian’s QuickTrim website is filled with claims that promote the product: “Helps Burn Calories….Supports Energy Levels and Supercharges Workouts”. However, each claim is followed with an * indicator, which direct us to a disclaimer found near the bottom of the website. It states: These statements have not been evaluated by the Food and Drug Administration (FDA). This product is not intended to diagnose, treat, cure or prevent any disease.

It is not a secret that most of these diet elixirs have some pretty powerful stimulants, laxatives, and diuretics, along with a mixture of herbs (which are not regulated by the FDA), that produce quick, albeit unsafe, results.  In addition, the Federal government requires these companies to provide product label information that is truthful and not misleading, but few consumers will investigate this information. QuickTrim and others are counting on that fact that we will not research the side effects, because we are so focused on imagery and ‘supportive’ testimonials.

 In cases such as this we should suspend judgment until we can find out more about the consequences of using the product. We should question the credibility of the person endorsing the product and analyze their motives.  And we should apply related knowledge and exercise critical thinking to become  advocates of our own health.

                                                                                                                   

https://www.getquicktrim.com/?mid=808148

Repairing an Argument

When an argument is defective we can repair the argument by adding a premise or conclusion that seems to have been assumed by the person giving the argument. By adding facts or additional information to repair the argument, we follow the Principle of Rational Discussion. Therefore we only add a premise if it makes the argument stronger and is more plausible than the conclusion.

Michael is a diabetic and requires a daily insulin injection. Michael will have to take insulin for the rest of his life.  We can add a premise that provides reasoning for Michael’s condition and insulin requirement.  He has Type 1 diabetes and his body unable to produce insulin in the quantities needed to maintain a normal blood glucose level. By adding this premise, the argument becomes valid, because the premise is plausible. By explaining what type of diabetes Michael has we are able to differentiate between forms of diabetes that may be reversible by lifestyle change and diet and Michael’s type that is due to genetic predisposition.

Organizational Culture

I have enjoyed reading the perspectives of group communication by authors O’Hair and Wieman. They have put into writing the concepts and methods which I knew existed through my own experiences, but never had a formal definition for. The latest concept was Organizational Culture. This is something that a good majority of us will experience as we enter or have entered the working world. Typically unaware, we enter an internal society that has formed a specific way of operating on a day-to-day basis. Companies will usually train their employees or have them attend an orientation to learn more about the company’s philosophy and mission, but rarely to they teach you about the internal subculture – this is something we all learn on our own.  All previous concepts tie into this culture; personal communication, group communication and effective leadership, but all of these are based on human nature. The most important thing I have learned in working for any organizational is that the first few weeks should be spent just taking in the environment around you. Study the people, listen to conversations and do not form opinions too quickly. These have are survival skills that have made my working experiences more enjoyable.

Content Fallacies - The Slippery Slope of Peer-Pressure and Drugs

Several months ago I was at my brother’s house and overheard a conversation (lecture) he was having with his two teenage girls.  He realized both were approaching impressionable ages and entering an environment (high school) that may pose problems. He decided to give a slippery slope sermon about  peer-pressure and drugs.  He started by telling them that as a father he has concerns about their lives and as a police detective he has concerns about the challenges of high school. High school is a new environment which may lead to the need for being accepted, popular or fitting-in. Peer-pressure might lead to smoking marijuana to fit-in, which may lead to taking other more potent drugs (Extasy), which leads to making poor choices or worse yet, addiction, which ends in having fewer options in life or possibly death.  As a slippery slope argument he addressed key points, in sequence, starting with the influence of peer pressure and ending with the possible consequence of taking drugs. While his premises might be considered strong because; marijuana is considered a “gate-way” drug , subsequent drugs may be more addictive, and that an individual may be less likely to make clear choices under a drug’s influence – his statements were subjective. He based his claims on job exposure, a father’s protective nature and secretly his own teenage experience; but he also knew that that ultimately each girl had the right to “make their own decisions” and that not all choices lead to ruin.

Exercise: Structure of Argument Analysis

#2: I’m on my way to class. (1)  I left 5 minutes late. (2) Traffic is heavy. (3) Therefore, I’ll be late for class. (4) So I might as well stop and get breakfast (5).

Argument? :  Yes

Conclusion:  I’m running late for class, so I’m going to stop and get breakfast.

The choice appears to be a combination of claim 4 and 5. Each claim is weak on its own, but combining them strengthens the statement providing a conclusion to the sequence of events presented.

Additional premises needed:  The premises seem to stand on their own, but if I was to add anything it would  be a connecting statement regarding the length or travel time of the typical commute to school.

Identify any subarguments:  Claims 1, 2, and 3 are independent and support conclusion.  Claims 2 and 3 are strong plausible statements regarding known factors for being late, while 1 implies direction and provides no direct support for tardiness.

Good argument:  All the premises are independent and 2 and 3 are factual. Claim 3 might be considered subjective and require more detail, however it adequately supports reasoning of conclusion.

I think this exercise was extremely helpful in dissecting an argument and identifying the key items for support. I intend to use these steps when working on upcoming projects.

Types of Leadership – Participative Leadership

In reading Chapter 3 Leadership and Decision Making, I found the section on Types of Leadership quite interesting. I don’t recall ever formally learning about the specific types of leadership, but I have worked with many leaders within these various categories. As the authors O’Hair and Weiman state, “each of these styles his its own advantages and disadvantages”, however in my experience, I believe Participative Leadership to be the most effective. This type of leadership invites open participation of ideas and encourages equal collaboration of team efforts. This leader would probably say “let’s work to together to solve this problem” and promote democratic decision making. I have noticed that many more companies seem to be utilizing this type of leadership to strengthen production and build employee satisfaction. The companies seem to recognize that their leaders may have limited knowledge about the day-to-day processes and acknowledge the value of their employees input. This collaboration is mutually beneficial to both and builds a shared respect.

The Tests for Agrument to Be Good

On May 29, 2009, my friends Alex and Reylan were engaged.
On July 10, 2010, Alex and Reylan were married.
Alex and Reylan will celebrate their 1st wedding anniversary on July 10, 2011.

The Tests for an Argument to Be Good
Test 1: The premises are plausible.
The first premise is true because it is based on a historical event and can be verified. It is a statement of fact and is plausible.

Test 2: The premises are more plausible than the conclusion.
The second premise is also based on a statement of fact. This statement can be validated with documentation to support credibility. There would be little reason to doubt plausibility, but researching any historical event can confirm credibility.

Test 3: The argument is valid or strong.
The argument may be considered valid, based on the calculated date and the likelihood of the couple celebrating their anniversary within the next year. An argument is considered valid if there is no possible way for its premises to be true and its conclusion false, at the same time (Epstein 39). In this case however, it is more likely to assume that the conclusion is false, therefore making the argument strong. The reason being, that there may be unforeseen circumstances which may prevent the couple from celebrating their anniversary. Strong arguments follow the criteria that the premises need to be true, but the conclusion can be false. A good argument should convince us to accept the conclusion without reservation. Evaluating the premises for credibility and studying the argument with a critical eye are essential.

Valid vs Strong Arguments

Years ago I met some friends that moved from Colorado to California. As young children they believed that they were moving to a city by the ocean, because most TV shows at the time had depicted California cities near the beach. They were sad to learn that San Jose was not located directly on the beach.

Here is a strong argument they might have heard to convince them:
California is a state bordered by an ocean. San Jose is a city in California. San Jose is a city located near the ocean.

While the above argument can be considered strong, because both premises are true, the conclusion can be considered somewhat false (especially to my friends who were looking forward to walking to the beach and not driving 1 hour). It this case the argument intended audience (my friends) would have been open to open to the possibility that San Jose was closer to the ocean, while most Californians would suspect otherwise.

A stronger argument would be:
California is one of 5 U.S. States that is bordered by the Pacific Ocean. Santa Cruz is a coastal city in California. Santa Cruz is bordered by the Pacific Ocean.

This argument is valid because it contains both true premises and a true conclusion that follows the premises. The information is both true and valid, because it follows a specific line of reasoning and fact. (Oh, by the way, my friends now live in Santa Cruz).

Discussion Question #1: Subjective and 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

About a month ago I was in a beauty salon getting my hair cut. As usual there were several conversations between the hairdressers and their clients within earshot. One client was being counseled by her hairdresser regarding ‘hair maintenance’. The hairdresser indicated, that in her opinion, “people should wash their hair every other day”. I could see from the look on her client’s face that she did not share the same view and I had to second the client’s opinion.

This hairdresser’s claim was subjective. The hairdresser did not appear to be persuading the client of her personal view, but merely voicing her opinion. Her statement could neither be proven wrong or right, because it was based on her personal preference, experience, and expression of beliefs.

Another statement I heard in the same salon, but on a previous visit was that, “after receiving a perm, you should not shampoo your hair for at least 24 hours to maximize the strength and duration of the curl”. This objective statement was not based on personal view, but on the standards set by the industry. The statement provides specific data to increase a successful result and the results of the statement can also be measured to substantiate the claim.

Both subjective and objective claims are used to convey the position of speaker; however the objective claim can be supported by widely recognized criteria, concrete methods, or viable evidence. An subjective claim on the other hand, is a statement made based on the feelings of the speaker and cannot be established as true or false.

Discussion Question #3 - Clarify Issues

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

Upon reading the 2nd Chapter of The Essential Guide to Group Communication a few key points stood out. I was amazed at how many of these concepts I unconsciously applied to previous group projects, however there were many others I feel could have made the group communication run more smoothly.

I have enjoyed reading all of your blog posts to-date, but find myself missing some of the interaction that might help explain some of the newer communication concepts. I admit that I have struggled with some of the questions and find myself over-thinking the parameters of the assignments and, to a point, my responses.

I have had to develop a new way of organizing my thoughts and seeking information to ’clarify issues’. It is important to get a clear understanding of any assignment or project, to ask questions as additional issues arise, and to define your role as participant. The textbooks do a very good job of explaining the concepts in a simplified format, but beyond these resources I have utilized the web to search for related definitions of the concepts and also contacted the instructor, via email, as a source for clarification. For me, clarifying issues has eliminated the stress of an assignment and ensured a more enjoyable class experience.

Discussion Question #2 - Vague or Ambiguous Sentence

2). 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?

While walking on campus the other day I overheard a conversation between two students. They were discussing their class schedules and how they went about selecting each class based on the specific instructor. As they spoke one student went on to say to the other, “I decided not to add that course, because I heard the homework was brutal”. I walked away wondering how the initial student and the one holding the conversation had come to that conclusion.

This statement is vague and subject to questioning. Who initially told the student that the homework was ‘brutal’? What is each student’s definition of brutal homework? What was each student’s schedule at the time of taking the course? What type of homework was required for this course? How does each student study or make time for homework? Did other students who were enrolled in the same course consider the homework to be ‘brutal’ as well? Were the students looking for an easier course or instructor?

Each student should provide detailed explanation on why they thought the homework was brutal.

Introductory Post

Hello fellow Comm 41 bloggers:

My name is Bev and I am a (slightly older) returning college student majoring in Occupational Therapy. I am new to the blogging world having never blogged or created a personal website, but I am enjoying the challenge. My previous communication experience includes several college courses, but I currently utilize a majority of my creative communication skills working with Alzheimer’s and dementia patients.
Before returning to school, I counseled groups of University students regarding loans and personal money management, and found that understanding the subject matter alleviated most of my public speaking fears.
I have never taken an online class, but am looking forward to the interaction (plus it’s really convenient since I live in Sacramento). I bike when I get the chance (and the weather is nice), but mostly exercise because I have to…not because I want.  It usually takes me several minutes to respond to my niece’s cryptic text messages, but would like to become faster and more tech savvy.