Chapter 4: Introduction to Fallacies
ACTIVITY #4.1:ARGUMENTATIVE FALLACIES. (Do prior to reading chapter 4.) (To start students
thinking about fallacies.)
STEP 1: As students enter the class, put them into groups of three. Give each group a different set of
instructions below. (NOTE: The italicized parts are to identify the name of the fallacy for the
instructor’s benefit. DO NOT give that to the students.)
As each group presents their findings, ask students to identify problems they notice in the reasoning. After
they’ve had a chance to talk about each argument, talk about how each is flawed based on the type of fallacy
(NOTE: I got the arguments below from a book of fallacies years ago, and have since lost track of the source.
They’re not my original creations, but I’m unable to identify the source.)
HANDOUTS
As a group, identify the claim or conclusion, and the reasons in support of the conclusion (explicit or implied)
in the reasoning below. Also, make a decision as to whether this is a good argument or not, and why. Be ready
Appeal to Force (thinly veiled)
As a group, identify the claim or conclusion, and the reasons in support of the conclusion (explicit or implied)
Loaded language
As a group, identify the claim or conclusion, and the reasons in support of the conclusion (explicit or implied)
in the reasoning below. Also, make a decision as to whether this is a good argument or not, and why. Be ready
Hasty Generalization
Equivocation
As a group, identify the claim or conclusion, and the reasons in support of the conclusion (explicit or implied)
in the reasoning below. Also, make a decision as to whether this is a good argument or not, and why. Be ready
False Cause
As a group, identify the claim or conclusion, and the reasons in support of the conclusion (explicit or implied)
in the reasoning below. Also, make a decision as to whether this is a good argument or not, and why. Be ready
Hasty conclusion
As a group, identify the claim or conclusion, and the reasons in support of the conclusion (explicit or implied)
in the reasoning below. Also, make a decision as to whether this is a good argument or not, and why. Be ready
Poisoning the Well
As a group, identify the claim or conclusion, and the reasons in support of the conclusion (explicit or implied)
in the reasoning below. Also, make a decision as to whether this is a good argument or not, and why. Be ready
to have one member of the group present your findings to the class.
As a group, identify the claim or conclusion, and the reasons in support of the conclusion (explicit or implied)
in the reasoning below. Also, make a decision as to whether this is a good argument or not, and why. Be ready