1. Critical Thinking Looking at the Reasons

2. Let’s review last week’s questions. What is the main _____? What is the main issue?

3. What are the 2 types of issues? Descriptive – “matter-of-fact” Prescriptive – according to rules; how the world should operate.

4. What is the _________? What is the conclusion?

5. Let’s add a new question to our list: What are the reasons?

6. When someone expresses an opinion, we expect to hear good reasons before we are willing to accept the opinion. Reasons are: Beliefs Evidence (e.g. statistics, facts) Comparisons (analogies & metaphors) Other Statements (e.g. quotations) that attempt to support the conclusion.

7. You cannot judge whether a conclusion is good until you identify and evaluate the reasons supporting the conclusion. Thus, identifying the reasons is a crucial 1 step in the critical thinking process. 1 crucial – of highest importance; decisive, critical

8. Step 1 in Identifying the Reasons Ask yourself, “Why?” Look at the conclusion and ask, “Why does the writer / speaker believe that?” This will help you decide if a statement qualifies as a reason.

9. (1) Should the Chinese educational system put so much emphasis on written English tests for entrance to a university? (2) Studies have shown that there is not always a correlation between test scores and speaking ability. (3) Moreover, fewer than 10% of Chinese college graduates will use English on the job. (4) Therefore, the relative importance of English test- scores for college entrance requirements should be reduced for Chinese students.

10. What is the issue? What is the conclusion? Why does the writer believe the conclusion? This question points us to the reasons. Note: The reasons in the example were made up for illustrative purposes, and do not necessarily represent the truth.

11. Words / Phrases that Identify Reasons Because / because of… Since… Due to… The evidence suggests… Studies have shown… In view of… As a result of… Moreover…

12. Types of Reasons Facts Statistics Research Findings Comparisons (Analogies and Metaphors) Real life examples (Case studies) Expert opinions (quotations)

13. A Few Tips The reasoning of an author / speaker may not always be straightforward and well-organized. Sometimes one or more reasons will support other reasons.

14. A Few Tips If you have the benefit of analyzing a written opinion, circle indicator words. Underline the issue, conclusion, and reasons – highlighting them in different colors, if possible. Make a list of all the reasons you have found.

15. Ambiguity in Language When the meaning of a word, phrase, or sentence is unclear, we say that it is “ambiguous”. Interpreting the issue, conclusion, and reasons is much more difficult when ambiguous language is used.

16. The nature of language is that it is flexible. Words can have different meanings in different contexts. Sometimes a speaker / writer is ambiguous due to being sloppy 1 with language. Other times, the ambiguity may be intentional. In any case, we need to watch out for ambiguous language, and discern the correct meaning before we can decide if we agree with someone. 1 sloppy = careless

17. Ambiguity: Identify Key Terms Does TV violence negatively affect children? What qualifies as “violence”? Define “negatively affect”? “Children” of what ages?

18. Ambiguity: Identify Key Terms Which East – Asian countries have the most freedom? Which countries are part of East – Asia? China, Japan, Korea? Any others? Define freedom.

19. Checking for Ambiguity Ask yourself: “What does that mean?” “Could that word / phrase / sentence be interpreted in more than one way?” If the answer to the previous question is yes, ask: “Does the statement still support the conclusion?”

20. Example School dress codes put limits on inappropriate clothing in order to ensure a focused learning environment. Students can get quite distracted if a classmate is wearing inappropriate clothing. Using a dress code during school does not limit freedom of expression. The dress code still allows students to wear what they wish, as long as it is deemed to be appropriate – unlike uniform dress codes. Therefore, schools should have dress codes.

21. Issue: Should schools have dress codes? Conclusion: Schools should have dress codes.

22. Reasons: Dress codes ensure a focused learning environment. Inappropriate clothing can distract students. Dress codes do not limit freedom of expression. Students can still wear what they wish. Key Phrases: Dress codes Inappropriate clothing Freedom of expression

23. Some Final Tips When preparing a speech or writing an essay, make sure your reasons: are well-thought-out, use good supporting information, avoid ambiguous language, logically support the conclusion.

24. What is the main issue? What is the conclusion? What are the reasons? What words or phrases are ambiguous?