Presenting a Logical and Reasonable Case Using Logical and Reasonable Arguments
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- Brittney Marsh
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1 Using Logical and Reasonable Arguments Students can get bogged down with details and need help creating a coherent "package" to present their ideas. These Tip Sheets should help students visualize their thinking and learning as they progress through the stages of building a logical and reasonable case using logical and reasonable arguments. The steps for building a case are outlined in basic steps and questions. The Tip Sheets then map students' thinking patterns to help them "see" their thinking and work through the steps of building and supporting their case using logical and reasonable arguments. Putting thoughts together using logic and reason can be particularly challenging when faced with "messy" issues. The graphic organizer helps students record and organize thoughts as they construct a framework for their case. Using the checklists, students can test their arguments for sound logic and reasoning based on their experiences with the content and the construction of their case. These resources help students evaluate arguments, question claims, identify logical structures, and analyze the validity of arguments. Students will build a logical and reasonable case, construct logical and reasonable arguments, and then analyze those arguments and evidence for validity. This thinking skill includes these resources: Presenting a Logical and Reasonable Case, Text Outline Presenting a Logical and Reasonable Case, Student Tip Sheet Presenting a Logical and Reasonable Case, Graphic Organizer Presenting a Logical and Reasonable Argument, Checklist Presenting a Logical and Reasonable Argument, Graphic Organizer Analyzing Logic and Reason, Checklist 2003 Iowa Public Television.
2 Tip Sheet Stage 1: Finding the Barriers 1. In my review and research of current conditions, what general problems do I see? What policies or laws contribute to these problems? What systems contribute to the problems? What obstacles exist that prohibit existing systems or policies from being effective? What societal attitudes need to change? 2. In my review and research of current conditions, what's missing from the big picture? What new policies or laws would help the situation? What circumstances exist in the environment or situation that need help? What can be added to help the current situation? What should not be changed? Stage 2: Explaining the Solution 3. What is my solution? Is it a new law or a new system? Does it fix an existing law or system? What does my solution do? 4. How does my solution work? What is my goal with this solution? What are the steps to my solution? What resources do I need? - How much will it cost? What is the funding source? - Where will it be? - How long will it take? Who is involved? What will they do? - Who will create the system? - Who will keep it going? - Who will enforce the new policies or laws? 5. What does my solution look like? How are problems solved? How are needs met? What are the advantages or added benefits? 2
3 Stage 1: Finding the Barriers Step #1 In my review and research of current problems, what problems do I see? What societal attitudes need to change? What systems contribute to the problems? What obstacles exist that prohibit existing systems or policies from being effective? What policies or laws contribute to these problems? Step #2 In my review and research of current problems, what's missing from the big picture? What new policies or laws would help the situation? What can be added to help the current situation? What circumstances exist in the environment or situation that need help? What should not be changed? What works? I'm ready to explore solutions! 3
4 Stage 2: Explaining the Solution Step #3 What is my solution? Is it a new law or a new system? Does it fix an existing law or system? What does my solution do? Step #4 How does my solution work? What is my goal with this solution? What are the steps to my solution? What resources do I need? - How much will it cost? - What is the funding source? - Where will it be? - How long will it take? Who is involved? What will they do? - Who will create the system? - Who will keep it going? - Who will enforce the new policies or laws? Step #5 What does my solution look like? How are problems solved? What are the advantages or added benefits? How are needs met? I'm ready to present my case! 4
5 Graphic Organizer NAME DATE DIRECTIONS: Use the space below to build the necessary parts of your case. Use the spaces to record information, thoughts, and arguments. Keep in mind that the information you record will be "messy" with conflicting ideas and controversies, and you will have several arguments to prove in your case. Stage 1: Finding the Barriers Problems (what's wrong): Strengths (what's right): Needs (what's necessary): Stage 2: Explaining the Solution My solution and how it works (who, what, when, where ): How my solution solves the problems: How my solution meets the needs: Added benefits or advantages to my solution: 5
6 Presenting a Logical and Reasonable Argument Checklist DIRECTIONS: Use the following checklist to test the validity of your logic and reasoning for each argument. If you discover a flaw in your reasoning or your support, be sure to resolve the logical error. Once you have reviewed these questions for each argument, then you are ready to present your case. The Argument What argument do I want to prove? Does anything seem wrong with this logic? Is this argument fair? Reasonable? Balanced? Informed? What assumptions, perspectives, viewpoints, biases may be present? Do these influence the validity or strength of the argument? The Support What facts, statistics, examples, comparisons, or expert viewpoints support my argument? Can I find numbers or statistics to support my argument? What statistics support my argument? Are these statistics used in a fair and reasonable manner? Are the statistics used in the manner in which they were intended by the source? Is the source biased? Are my statistics true for the whole picture? Are my statistics presenting an honest view of what is really happening? or does it demonstrate the exception rather than the whole picture? Am I using specific names of experts for my evidence? Am I quoting an expert? Is this expert qualified to address this particular concept? Are there more accounts or interpretations of this concept or event? How do sources differ from each other in their accounts or interpretations of this concept or event? Which source is more accurate? How do I know? What tables, charts, and graphs could I use to help me explain my argument? Do the visual displays of the data fairly represent the facts? What information exists that proves the other viewpoint? Do I fairly and reasonably explain my position in light of contradicting information? The Conclusion What is the conclusion of my argument? What do I want the reader/listener to think, believe, or do? Are there any comparisons or similarities drawn about groups, individuals, or circumstances? What questions can I ask to test the accuracy of these comparisons? Are any generalizations drawn about groups, individuals, or circumstances? What questions can I ask to test the accuracy of these generalizations? Are all statements, arguments, and evidence true? Are the uses of the statements, arguments, and evidence valid? Is this argument effective? Is this argument persuasive? Would this argument influence the reader/listener to think, believe, or do something? 6
7 Presenting a Logical and Reasonable Argument DIRECTIONS: Use the spaces to record your argument, support or evidence, and conclusion for each argument. Keep in mind that the argument must be stated fairly, that your evidence must support your argument, and that your conclusion should logically follow your reasoning. You will have several arguments to prove in your case. The Argument What argument do I want to prove? Graphic Organizer NAME DATE The Support / Evidence What facts, statistics, examples, comparisons, or expert viewpoints support my argument? What facts, statistics, examples, comparisons, or expert viewpoints do not support my argument? The Conclusion What is the conclusion of my argument? What do I want the reader/listener to think, believe, or do? 7
8 Analyzing Logic and Reasoning Checklist DIRECTIONS: Use the following checklist to test the validity of your logic and reasoning for each argument. If you answer "no" to any of these questions, be sure to revise your argument and/or support to resolve the logical error. If you have answered "yes" to all of the following questions for each argument, then you are ready to present your case. If...then Have I used "if...then" statements when presenting my ideas? Have I been specific with my statements and connected my ideas? Fallacies Have I avoided logical fallacies such as unsupported claims, hasty generalizations, limited perspectives, unqualified sources, and inflammatory or biased language? Do the similarities and differences prove a point? Support Do I use multiple forms of support to prove each idea? Am I using strong forms of support to prove my points? Generalizations Are generalizations truly summarizing the situation? Do I point out when I use generalizations and that they may not apply in all circumstances? Have I explored and tested the generalizations used by my sources to be fair and reasonable? Do I limit my use of generalizations? Conclusions Are my conclusions based on sound logic and reasoning rather than my personal values? Are the conclusions of my sources based on sound logic and reasoning rather than their personal values? Are the conclusions of others treated logically and fairly? Are my conclusions based on my previous arguments? Have I constructed my arguments to prove my conclusions? Argument Have I eliminated all non-essential, distracting, or unrelated segments of my argument? Have I followed the rules of sound logic and reasoning? Are both the logic and the statements true, fair, and correctly communicated based on the rules of effective persuasion? 8
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L1. Leadership and Teamwork: Our graduates will develop leadership skills and be able to work with internal and external stakeholders effectively. L11. Out students will have high-performance leadership