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Chapter 16: Critical Thinking and the Scientific Method
ACTIVITY #16.1 ELEMENTS OF THE SCIENTIFIC METHOD. (To reinforce concepts associated with the
scientific method.)
PREPARATION: Obtain a video that shows someone using the scientific method to reach a conclusion about
STEP 1: Tell the class you’re going to show a video, and you want them to take notes on it and identify the
STEP 2: Show the video
ACTIVITY #16.2: CREATING A HYPOTHETICAL EXPERIMENT. (To develop the ability to outline an
experiment.)
STEP 1: Have everyone think of a possible topic that could be researched experimentally. Give them a few
minutes, and have them make a note to themselves so they remember.
STEP 3: Choose a student to start. That student identifies his/her possible topic. The next student states a
research question about that topic, and so on. Each student must build on what the previous
STEP 4: Talk about how going through the scientific method can help to think critically or make an
argument about the topic.
ACTIVITY #16.3: DESIGNING AN EXPERIMENT. (To develop the students’ understanding of the elements of an
experiment, and to reinforce their understanding of the concepts.)
STEP 1: Have students form groups of 5.
STEP 2: Give each group the following instructions: “Each group is to design a scientific study to determine
STEP 3: Give all the groups time to design their experiment.
STEP 4: Reconvene as a whole class. Ask the representative of one group to present their design. Have the
ASSIGNMENTS
Chapters 5 and 7 through 11
FALLACY FEUD
Assignment: The class session before the fallacy feuds are scheduled you will be assigned one or more
There are a lot of different kinds of examples you might bring in. It could be from something you’ve read,
seen on TV, seen in a movie, heard on the radio, or heard in a lecture for a class. It could be from a
conversation you’ve had with someone else or overheard. It could be a plausible conversation you make up.
Evaluation: Each fallacy you are assigned and bring to class (or send to me) is worth up to 15 points. The
Multiple Chapters
CHAPTER EXERCISES
Purpose: (1) To reinforce your knowledge of concepts from the course. (2) To assess your understanding
of selected concepts. (3) To give you experience applying concepts related to argumentation and critical
Assignment: Turn in a short paper that meets the requirements indicated for each of the “Exercises”
described below. See the schedule for the due dates. The policy governing late assignments applies to the
deadlines for these entries.
Evaluation: This assignment will be evaluated on: (1) the accuracy of what you say about the concepts, (2)
fully describing each example, (3) the quality of your explanations applying the concepts to the incidents or the
Explanation of the concept (Part 1): 0 to 6 points
no clear explanation = 0 points
Application that explains how the example fits the concept
or
evaluates (Part 3): 0 to 6 points
Missing section = 0 points
assertion with limited or no development = 1 point
Adjustments
example doesn’t really fit the concept = minus 1 to 3 points
documented source with verbatim argument = plus 1 point
The exercises call for you to explain what different concepts mean in your own words. The purpose of
that explanation is to demonstrate you understand the meaning of the concepts, not that you can copy a
definition from the text to your paper. When you explain the meanings try to do it as if you were explaining the
concepts to someone who has never heard of them and whom you really want to fully understand the ideas.
A one-sentence definition of a concept is not adequate. A definition (in your own words) followed by an
explanation of what that means is better. Better still would be developing your explanation by discussing any of
the following:
When you use examples from conversations the general way you meet the standard that they not be made
up is by providing sufficient detail. Include who is talking to whom, the context of the conversation, what was
said as close to verbatim as you can, and any other details to help create the impression the incident actually
happened.
CHAPTER 3 EXERCISE:
Part 1: Explain what the concept of an arguer as abuser, seducer, or harasser is, in your own
words, and how that style differs from the arguer as lover. You’re only expected to develop
your explanation of one of the types, although you could compare it to the others to better
CHAPTER 7 EXERCISE:
Part 1: Explain what one of the forms of reasoning is in your own words, and what it takes to do
that form of reasoning well.
CHAPTER 9 EXERCISE:
Part 1: Explain what the concept of evidence is in your own words, including what kinds of
evidence there are and how to tell how good it is.
CHAPTER 11 EXERCISE:
CHAPTER 13 EXERCISE: Choose either of the following:
Part 1: Explain what discriminative listening is in your own words.
Part 2: Describe a specific occasion when you engaged in discriminative listening, including the
CHAPTER 13 EXERCISE:
CHAPTER 14 EXERCISE:
Part 1: Explain what dyadic argumentation is in your own words, including what it is used for and
what makes for good dyadic arguing.
CHAPTER 15 EXERCISE:
Part 1: Explain what the concept “communication rules” is in your own words, including how
they relate to group communication.
Chapter 5
ARGUMENT IDENTIFICATION
Purpose: (1) To reinforce your knowledge of the structure of arguments. (2) To develop your ability to
Assignment: You will be given a set of short arguments. You are to identify the conclusion and the
premises for each argument, and write each as a syllogism or enthymeme. Keep in mind that you may have to
Evaluation: This assignment will be evaluated based on how accurately you identify the premises and
conclusion of each argument. I will keep in mind that there are different ways to state unexpressed parts, so
Chapter 5
VALID AND INVALID SYLLOGISMS
Assignment: Write one valid and one invalid syllogism for each type of argument discussed in the text
(categorical, disjunctive, and conditional). That’s a total of six syllogisms. Clearly label the type each syllogism
INVALID CATEGORICAL SYLLOGISM
MAJOR PREMISE: Whatever you put for the major premise.
BE SURE TO INCLUDE THE CAPITALIZED HEADINGS FOR EACH TYPE OF SYLLOGISM AND
EACH PART OF THE SYLLOGISMS.
Each syllogism must be original, which means it is not the same, or nearly the same, as an example used in
the readings, in class activities, in the web tutorial, or presented to you in some other class. It can be an argument
that was actually made by someone else, or one that you make up. Each syllogism must be realistic, which means
If you use examples that actually happened you will probably need to fill in missing portions, because
people rarely talk or write in complete syllogisms.
This assignment must be typed or computer printed. Write each syllogism in a major premise, minor
premise, conclusion order and double space between each part. See the tentative schedule for the date this
assignment is due.
Chapter 7
ARGUMENT EVALUATION
Assignment: You will be given a set of brief arguments. You are to identify which form of reasoning each
uses, and write an evaluation of each argument based on the requirements of each form of reasoning described
Suggestions: There is one example of each of the five forms of reasoning. If you think an example could
be considered more than one form of reasoning, depending on the interpretation, explain why, identify both of
the forms of reasoning, and evaluate both of them. If you’re correct you’ll show better understanding of the
concepts.
Chapter 8
PROPOSITIONS AND STOCK ISSUES
Purpose: (1) To reinforce your knowledge of the three general types of arguments and the stock issues
that go with each. (2) To develop your ability to differentiate among the three general types of arguments and
Assignment: Turn in an outline for a realistic and original example of an argument for each type of
proposition (fact, value, policy) with each outline organized according to the stock issues of that type of
For each type of argument, identify the type of argument, the proposition, and each stock issue
before you write the content. Double space between each stock issue. If any example comes from an actual
argument all of the stock issues may not have been addressed in the presentation of that argument and you will
have to fill them in for this assignment.
Evaluation: Each correctly stated proposition that is about a significant subject is worth three points and
each correctly stated stock issue that fits with the rest of the argument is worth up to three points, and you get
two more points just for doing the assignment so the total assignment is worth 50 points. This assignment
