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| states explicitly the terms of a metaphor and concludes that two ideas or events not neccessarily the same but alike in some ways will be alike in others. |
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| unrestrained, spontaneous generation of ideas. |
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| discerning or discriminating thought characterized by fairness, open-mindedness. |
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| unrestrained, spontaneous, continuous generation of complete sentences for a set length of time. |
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| figure of speech that imaginatively implies a comparison between one object and another. |
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| a virtual community in which individuals can create websites such as MySpace or Facebook. |
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| set of assumptions about the world and the behavior of people in it. |
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| clearly stated or explained, distinctly expressed. |
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| information that can be verified |
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| suggested or hinted at, not directly expressed. |
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| a conclusion about something we don't know based on what we do know. |
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| an inference that expresses either approval or disapproval. |
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| a rational piece of discourse, written or spoken, which attempts to persuade the reader or listener to believe something; composed of at least one premise in support of a conclusion. |
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| the key assertion in an argument, the statement that the other assertions support; the point one hopes to make when presenting an argument. |
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| an attempt to clarify why soemthing has happened or why you hold a given opinion. |
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| missing, unstated premises and conclusions in arguments; assertions that are neccessary to recognize in order to fully understand an argument. |
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| words or phrases that indicate, or signal, the logical relationship between assertions in an argument. "Therefore" and its synonyms signal a conclusion; "because" and its synonyms signal a premise. |
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| a principle of argument that advocates economy, maintaining that the simplest line of reasoning is usually the best. |
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| a provisional judgement or belief, requiring proof or support; a first step in developing an argument. |
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| a reason that supports the conclusion in an argument. |
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| an argument reduced to its essence, its principal premises and conclusion listed in a simple outline form, with premises numbered and conclusion stated at the end. |
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| a statement that grants the opposing view. |
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| an opposing view in an argument. |
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| a method of argument that systematically weighs contradictory ideas. |
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| the ability to see and understand an idea or issue from the other person's point of view. |
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| any topic of concern and controversy. |
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| a particular aspect of the issue under consideration. |
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| an explanation of why a position is false or weak. |
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| the art of using language to good effect, to prove, to convince, to persuade. |
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| an explicit effort to see ideas from an opponent's point of view; the cultivation of empathy with the opposition; a concept derived from the research of psychologist Carl Rogers. |
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| a statement of a writer's position; in argument, a response to the question at issue. |
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| noun phrases placed beside nounds to elaborate on their meaning, useful for defining, indentifying, explaining, and describing terms within the sentence |
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| the suggestive or associative implications beyond the literal, explicit sense of a word |
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| an indirect, less expressive word or phrase, for a sensitive or controversial idea. |
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| Appeal to authority (2 forms) |
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| Appeals to an authority who is not an expert on the issue under discussion. Ex: Abortion to save the mother is irrelevant because a pediatric surgeon has never seen a case in which such a dilemma has risen. |
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| Appeals to people's desire for prestige and exclusivity. Ex. Pamilla's not for everyone. The best never is. |
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| Implicitly threatens the audience. Ex: Will there be a job waiting when you leave college? |
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| Attempts to win sympathy. Ex: Professor Hall, I must get an A in your course. If you don't give me an A, I won't be able to go to law school. |
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| Offers no actual support; may restate as a premise the conclusion in different words. Ex: The reason he is so strong is because of his strength. |
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| Asks a question that contains an assumption that must be proven. Ex: Have you started to pay your fair share of taxes yet? |
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| Uses a single word to assert a claim that must be proven. Ex: Reactionary, negligent, warmonger, deadbeat. |
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| Judges and labels the same act differently depending on the person or group who performs the act. Ex: China and Cuba both restrict religious freedoms and limit free speech. China has favored-nation status wheras Cuba is not recognized by the United States. |
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| Shifts the meaning of a term within a single argument. Ex: We are told that to discriminate in employment or housing is punishable by law. But we must discriminate when we hire an individual or rent an apartment. |
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| Persuasive but does not logically support its conclusion. Ex: Senator Smith was expelled from college for cheating on an exam. His wife divorced him because of numerous affairs. Therefore, he is a man without honor, a politician who cannot be trusted, and we should not support his National Health Bill. |
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| Compares two or more things that are not in essence similar and suggests that since they share certain characteristics, they share others as well. Ex: I don't want to die falling off a rock. But you can kill yourself falling in the bathtub too. |
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| Falso cause (post hoc, ergo propter hoc) |
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| Claims a causal relationship between events solely on the basis of a chronological relationship. Ex: I joined the Confederacy for two weeks. Then I deserted. The Confederacy fell. |
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| Generalizes from a sample that is too small or in some other way unrepresentative of the target population. Ex: Students in Professor Hall's eight o'clock freshman composition class are often late. Today's college students are irresponsible and unreliable. |
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| Personal attack (ad hominem) |
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| Attacks the person representing the argument rather than the argument itself. Ex: Because Rachel Carson has no children, she cannot have concern for the effect of insecticides and pesticides on future generations. |
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| Discredits an argument because the behavior of the person proposing it oes not conform to the position he's supporting. Ex: A teenager to his father: Don't tell me not to drink. You drink all the time. |
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| Makes an assertion that will intimidate the audience and therefore discourage an open discussion. Ex: Every patriotic American supports legislation condemning the desecration of the flag. |
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| Shifts the discussion from the issue to a different topic. Ex: While the hospital bond issue has merit, there are too many bond issues on this ballot. |
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| Claims that an action should be avoided because it will lead to a series of extremely undesireable consequences. Ex: What seems like reasonable restrictions on guns with no legitimate civilian purpose will lead inevitably to total prohibition of gun ownership that ends in virtual slavery at the hands of a totalitarian regime. |
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| Creates and then attacks a distorted version of the opposition's argument. Ex: The Democratic candidate wants the federal government to house everyone, feed everyone, care for everyone's children, and provide medical care for everyone. And he's going to take 50 percent of every dime you make to do it. |
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| the part of a hypothetical argument that establishes a condition. |
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| a deductive argument composed of three classes; the argument has two premises and one conclusion derived from the two premises. |
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| anything that directly produces an effect. |
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| in logic all of the individual things- persons, objects, events, ideas- that share a determinate property. |
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| the part of a hypothetical argument that results from the antecedent. |
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| a mutual relationship or connection between two or more things, but not necessarily a direct cause-effect relationship. |
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| a pattern of reasoning in which the conclusion follows of necessity from the premises if the reasoning is valid. |
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| a branch of medical research devoted to determining the incidence, distribution, and possible control of disease. |
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| a relationship between classes in which classes share no members. |
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| a tentative generalization, an unproved theory or proposition we are interested in proving. |
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| a common type of deductive argument concerned with conditions. |
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| a relationship between classes in which every member of one class is a member of another class. |
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| a pattern of reasoning in which the conclusion follows only with some degree of probability. |
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| a condition without which the consequence cannot occur; for example, fire cannot occur without oxygen. |
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| a relationship between classes in which classes share at least one member. |
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| refers to some members of a designated class. |
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| includes everything being asserted about the subject. |
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| what is to be determined about the target population. |
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| the surveyed members of the target population. |
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| describes a deductive argument whose premises are acceptable and whose structure is valid. |
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| Statistical generalization |
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| a prediction about the distribution of a particular feature in a given group. |
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| that part of the sentence about which something is being asserted. |
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| one condition, among others, that leads to a particular consequence; for example, a match is one way to start a fire but not the only way. |
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| the group about which the conclusion will be drawn. |
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| refers to all members of a designated class. |
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| the conclusion follows of necessity from the premises; the form of the argument is correct. |
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