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These tasks will be initialed by your tutor at the beginning of the tutorial, and then returned to you.Critical Thinking (first half of course): Assessment item 2: “I believe….” Task Weighting: 10% Word Count: 500 words Learning Outcomes: 1, 5, 7 For this task you choose one of the belief statements listed below and identify (1) underlying assumptions and (2) unforeseen consequences of holding that belief.You should then identify and name any fallacies that you can find in the argument, with brief explanations for each one that you identify.
You can do the exercises online and the program tells you whether your answers are right or wrong.
( the program uses slightly different symbolism to ours.
You will often encounter different symbolism when looking through different textbooks and websites.
You can find a list of the most common symbols in the pdf document below called “ It is perfectly natural to feel puzzled by the material conditional interpretation of the English indicative conditional.
So, if you analysed the statement “That there is a God” in the first assignment, you will be arguing in this assignment that there is not a God.
One reason for this is to help you occupy other points of view than your own. ) Optional Readings: Small, D., Loewenstein, G., and Slovic, P.The course aims to help students to understand and develop the skills required for critical thinking, and to encourage them to explore the ways in which these skills can further the pursuit of both their academic and nonacademic projects.Topics covered may include: inductive and deductive reasoning, common fallacies, the use of rhetoric.Course Description This course is split into two components.The first aims to introduce students to practices of argumentation, critical analysis, and evaluation.You may contact me ([email protected]) for approval of an alternative statement if you do not feel you can do the activity with one of the options below.We will have a go at a version of this activity in tutorials the week before it is due.Completing the earlier assignment should have helped you discover ways in which the claim is vulnerable (for example because one of its underlying assumptions is, or because it has hard-to-swallow consequences). (2007) “Sympathy and Callousness: The impact of deliberative thought on donations to identifiable and statistical victims” . Below you will find information about the prescribed weekly readings and tutorial tasks, as well as the slides for the lectures. In addition to the tutorial tasks, you should try to complete all of the exercises at the end of every chapter.Elementary Logic (second half of course) Assessment Item 6: Exam 1 Weighting: 20% Duration: 55 minutes Learning Outcome: 6 Assessment Item 7: Exam 2 Weighting: 20% Duration: 55 minutes Learning Outcome: 6 Readings and resources for the first part of the course (on critical thinking) will be posted to the Wattle site. If you want to do well in formal logic, then you must practise doing it.The readings for the first part of the course are optional, but will often be quite helpful. Extracts from chapter 3, “Informal Fallacies”, in Task: Bring to the tute an example of one of the fallacies discussed in the previous week’s lectures. Extracts from chapter 3, “Informal Fallacies”, in Task: When our emotions and our critical reflection come into conflict, should we ever act on our emotion? CTW uses brackets in a slightly different way than we do.The second part of the course (on elementary logic) will involve working through chapters from Brian Garrett’s textbook Task: Choose one of the following positions and identify the assumptions and consequences of holding it: “Australia should seek to limit its immigrant population” or “Australia should not seek to limit its immigrant population”. “Deductive Reasoning” in Task: Bring to the tute an example of one of the discussed Fallacies of Relevance in the popular media (newspaper, magazine, blog, etc). The example should be from the popular media (newspaper, magazine, blog, etc). For example, we would write the conjunction A&B without brackets.