1. 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

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

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

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

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

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

7. 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

8. 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

9. 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

10. 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

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

12. 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

13. 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

14. 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.

15. 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…..

16. 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

17. 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…..

18. 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

19. D

20. B

21. A

22. 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.

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

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

25. Which is more important? Being Right or Being Polite

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

27. 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

29. 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.

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

31. 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

32. 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

33. 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

34. 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

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

38. 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!

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

40. 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.

41. Is something boring because of it
because of you?

42. 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

43. 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

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

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

47. 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?

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

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

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