Unit F501: Introduction to Critical Thinking  The language of reasoning  Credibility Unit F502: Assessing and Developing Argument  Analysis of argument  Evaluating arguments  Developing one’s own reasoned arguments Introduction day Morning Unit Two what is an argument Intro What is an argument Girl V dad How to deconstruct an argument Look through paper two & question Afternoon Unit One Credibility criteria Application Head boy Fran lee Dogs fighting Look through paper one

Unit F502: Assessing and Developing Argument  Analysis of argument  Evaluating arguments  Developing one’s own reasoned arguments

If you were an ANIMAL what ANIMAL would you be? Why?

Morning Session Introduction Unit 2 What is an Argument? Daughter & Father Deconstruct an Argument -key terms and examples Look at exam paper

Arguments Critical Thinking Analyse Evaluate Present Critical Thinking students develop the skills that allow them to Analyse Evaluate Present Arguments

Critical Thinking Analyse – To identify the structure of an argument What is the Conclusion ? What are the Reasons to support this ?

What is an ‘Argument’? Objectives To understand what is meant by the term ‘argument’ To start to be able to identify the components of an argument

What is an ‘Argument’? A Starter Think back to the last argument you had With a partner share What was it about Who was it with What were you aiming to achieve An argument is – An attempt to persuade someone of something

How can we spot an ‘Argument’? Look at the examples below, which are ‘arguments’ ( attempts to persuade) I like cheese My mum makes the best cakes, she was taught by my Gran Man U suck I want that shirt because it is cheap I hate TV soaps because they are boring Where is the cathedral? Using these examples can we define what makes something an argument? Must have statement and reason /evidence

An ‘Argument’ you may have had! Look at the argument between the father and daughter Is this discussion an argument or simply a row? What is the father trying to persuade his daughter, can you find three reasons he gives in support of this? What is the daughter trying to persuade her father, can you find three reasons he gives in support of this? Who do you think has the stronger argument? V

What is an ‘Argument’? A Plenary What advice would you give the daughter in order to strengthen her argument (attempt to persuade)

Call out the letters of the Alphabet and complete the Actions A Touch Nose with Left Hand H O Draw the letter O in the Air V Clap Hands Together B I P W C Touch Left Ear with Left Hand J Draw the Letter J in the air Q Touch both Ears X Make an X Sign with both Hands D Left Thumbs down K Right hand in the Air R Touch both Ears with Opposite Hands Y Touch both Ears E Right Thumbs Up L Both Hands in the Air S Left Hand in the Air Z Thumbs Up Sigh with both Hands F M T G N U

How to deconstruct an ‘Argument’? At its simplest an argument consists of a reason and a conclusion Key Terms Argument – The presentation of one or more reasons to support a conclusion Conclusion – A claim that is supported by one or more reasons Reason – A claim which supports a conclusion Argument Indicator – A word or phase that provides a link between a reason and a conclusion Objectives To be able to identify a conclusion in an argument To be able to identify the reasons given in support

How to deconstruct an ‘Argument’? A Starter True or false The person with the best reasons/evidence will always ‘win’ the argument In pairs discuss whether you believe this statement to be true or false and be ready to feedback your beliefs.

Conclusions/Reasons Smoking isn’t illegal. Millions of people get huge pleasure from it. Therefore smokers should not be made to feel that they are committing a crime whenever they light up. Reasons – Smoking isn’t illegal\Millions of people get pleasure from it Conclusion – Therefore Smokers should not be made to feel they are committing a crime…..

Conclusion Indicators Conclusions can often be identified by conclusion indicators These are words or phases which indicate a conclusion is being given Conclusion Indicators Therefore It follows (that) Thus Shows (that) So Proves (that) Hence Indicates (that) Consequently Demonstrates (that) In conclusion For these reasons we see (that) We conclude (that) Must , need to As a result Ought to should

Conclusions/Reasons There has been an increase in the number of teenage girls who smoke. Teenage girls tend to buy those brands that are most frequently advertised. It must be advertising that has caused this increase in the number of teenage girls who smoke. Reasons – There has been an increase in the number of teenage girls who smoke/Teenage girls buy those brands that are most frequently advertised. Conclusion – Therefore it must be advertising that has caused the increase in teenage girls who smoke…..

Conclusions/Reasons Some of the Antarctic ice-caps are melting. This must be an indication of global warming. If the ice-caps continue to melt, sea levels will rise resulting in catastrophic flooding of many of our coastal areas. We should take action now to reduce the causes of global warming Reasons – Ice caps are melting – this is an indication of global warming – if ice caps melt=floods=catastrophe Conclusion – Therefore we should take action to reduce the causes of global warming

D

B

A

How to deconstruct an ‘Argument’? In pairs work through the examples highlight the conclusion and then the reasons How to deconstruct an ‘Argument’? A Plenary Write your own short argument, with a conclusion and two reasons in support for your partner to deconstruct.

In your groups look through Paper Two and formulate one question you would like to ask

Unit F501: Introduction to Critical Thinking  The language of reasoning  Credibility

Which is more important? Being Right or Being Polite

Afternoon Session Unit One What is Credibility Criteria Examples- Head boy Fran lee Dogs Look at Exam Paper

Credibility of Evidence What criteria do we use to evaluate credibility? Objectives To understand the different Credibility criteria available’ To apply these criteria to evidence to assess its credibility

CRAVEN CRAVEN - the acrostic for the criteria that can be applied when assessing evidence. Some evidence may be measured using just one ‘criterion’ from the CRAVEN criteria. Some may be examined using more than one depending on the source of the evidence.

C R A V E N CRAVEN Circumstantial or context Reputation Ability to see or perceive V Vested Interest E Expertise N Neutrality

Critical Thinking Credibility of Evidence 1 Criteria to use (Criterion singular) Reputation-Does the source have a reputation for reliability, e.g. the difference between The Sun and the BBC Ability to observe-Could the source see what it claims has happened Vested Interest-Does the source have a reason to be biased e.g. someone accused of war crimes who denies any responsibility Neutrality-Opposite of Vested Interest, does the source have a neutral outlook on the claim Expertise/Training-Does the source have relevant training or expertise that would support their claim, e.g. a Doctor giving a medical opinion

Critical Thinking Credibility of Evidence 2 Criteria to use (Criterion singular) Nature of the claim-Is the claim itself credible, or very unlikely, e.g. when someone claims to have witnessed a miracle Credible reasons for the claim-Can the source support their claim with credible reasons, or is it not supported Corroboration-Is there corroboration of the claim from independent sources, e.g. it is backed up elsewhere You need to be able to use the Criteria in deciding which sources and authorities are credible/reliable and on what grounds

Using Credibility Criteria When assessing the credibility of a source you should use whatever criteria you think is relevant, and often will use at least two. EG – An Eye Witness Report Emphasis on the high credibility of direct observation But also Vested Interest – Did the eyewitness have anything to gain by including or excluding evidence Bias – Did the eyewitness observe a friend and try to present them in the best light? Expertise – Did the eyewitness have any relevant expertise which may increase the credibility of the evidence Reputation – Has the eyewitness got a reputation for honesty or dishonesty Corroboration – Is the evidence given by the eyewitness supported by other sources of evidence Selectivity – Did the eyewitness see only part of the event? Context – Did the context allow for a clear view of the event? Here we can see combining different criteria improves our assessment of credibility of evidence

Key Terms Argument – A reason or reasons that support a conclusion Evidence – Information used to support an argument Source – Where evidence comes from e.g. eye witness Credibility – Believability, a cr4edable source is a believable source Credibility Criteria – criteria used to assess the credibility of sources and evidence Neutrality – Impartial, not taking sides Vested Interest – Having something to gain from a particular outcome Bias – Favouring a particular view Expertise – Specialist knowledge Reputation – What is generally thought about a person’s character or Standing Observation – Direct observation of an event by an eyewitness Eye witness account – A report by someone who has personally observed an event Corroboration – Confirming, giving support to, Corroborative evidence is evidence that supports each other, point in the same direction. Selectivity – The choice of evidence to support an argument Context – The setting or situation in which evidence is produced Truth – Something that is accurate or correct

What could each one of these represent? 1) 2) 3)

Credibility of Evidence Was the Head Boy guilty? Objectives To revisit the credibility criteria available To continue to apply the criteria to worked examples To come to a conclusion to if the Head Boy is guilty!

Head Boy Accused of Theft Read the passage ‘Head Boy Accused of Theft’ and answer the questions that follow.

Head Boy Accused of Theft Questions: Using the criterion of reputation, discuss whether it seems likely that David stole the chocolates from the post office. Using the criterion of ability to see, assess the evidence that David is the culprit. What vested interest might David or any of the others involved have in presenting false or insecure evidence? To what extent can the criterion of expertise be used to support the claims of any of those involved? To what extent can the deputy head be regarded as a neutral source of evidence? Without repeating point already made, examine aspects of the circumstances of the case that could suggest that David is guilty, and others that might suggest that he is not guilty.

Is something boring because of it because of you?

Credibility of Evidence Can we apply the criteria? Objectives To apply the criteria to multiple evidence to assess its credibility To make judgements on the evidence To start to come to conclusions based on the evidence

If this is the correct answer, what is the question? The tops of the mountains 47 Because light travels faster She could have said so much more

Table for assessing Multiple Evidence Evidence Letter Criterion applied Effect on credibility Corroboration with….

Table for assessing Multiple Evidence Fran Lee Evidence Letter Criterion applied Effect on credibility Corroboration with…. F P N M D

Reviewing the tables of evidence What criterion could be applied to the evidence of: P – The police officer D – The Dutch tourist Which witness is the most credible and why? Who hit Fran Lee?

Table for assessing Multiple Evidence Two Dogs Fighting Evidence Letter Criterion applied Effect on credibility Corroboration with…. A B C D J

In your groups look through Paper One and formulate one question you would like to ask

Reflection Think back over the day Note down Two new things your neighbour has learnt today