CM 220 Unit 2 Seminar

Linda Morris Freshwater, MA., MFAGeneral Education, Composition

Kaplan University

1

Today’s Agenda

• Quick comma review• Unit overview• Thesis workshop• Logical fallacy discussion• Discussion about graphic cigarette warning

labels article

2

COMMASGrammar workshop

3

Commas

When to use

• Before coordinating conjunctions

• After introductory words, phrases, and clauses

• To separate items in a series• To set off “nonessential”

items• See handout posted in Doc Sharing’s grammar folder for

links to helpful resources in the KU Writing Center, Purdue OWL, and Capital Community College Foundation

When not to use• Between subject and verb or verb

and object• After coordinating conjunctions• Before coordinating conjunctions

that don’t link independent clauses

• To set off essential phrases and clauses

• Before the first or after the last item in a series

4

Examples of Correct Usage

• Everyone in our class was assigned to an editing group, but only three of the groups could work together efficiently.

• While waiting to put my tax return in the box, I began to lose my temper.

• She bought pens, pencils, and paper at the supply store.

• Susie, who is a nurse, wanted to go to the beach for vacation.

5

Incorrect Comma Usage

• Numerous psychological and social factors, have a strong influence on how people age.

• She enjoyed gardening, and exercising. • People, who are good shoppers, spend many

hours planning their purchases.• She enjoyed, gardening, exercising, and

traveling.

6

OVERVIEW OF ASSIGNMENTSUnit 2

7

UNIT 2 Reading

• Unit 2 overview with discussion of advertising and deceptive argument (under the icon.)

• The Kaplan Guide to Successful Writing, pp. 5-6 in Ch. 1 (logical fallacy chart), pp. 36-43 in Ch. 6

• Fallacy Gallery [posted in Doc Sharing; see also Prezi version in Course Announcements]

• Netemeyer, Andrews, and Burton article on antismoking advertising [available in Kaplan library, Academic Search Premier database]

• O’Hegarty, et. al article on cigarette warning labels [find link by clicking on Reading icon for unit 2]

8

Unit 2 Activities

• Invention Lab: Develop research questions and a potential working thesis statement

• Project: Revision of thesis statement, “elevator pitch” of big idea and research strategy

• Tech Lab: Slide presentations, traditional and animated options like Animoto

**Note: The tech labs are meant to prepare you for the unit 7 Invention Lab and final project—no tech assignment due before then. Review the video included in the tech lab introductory instructions.

9

Tech Lab: Slide Presentations

10

Research for Unit 2 Project

• You will not need actual sources this week; however, review the library databases to see which ones might be helpful.

• ERIC (education)• Academic Search Premier (general interest)• Health Source: Consumer• CQ Researcher (controversial issues)• GreenFile (environment)

11

THESIS STATEMENTSUnit 2

12

What is a THESIS?• The main idea expressed in a written or visual work• It may be stated or implied• The author’s hypothesis or argument encapsulated in

a sentence is the THESIS STATEMENT

13

Thesis Statement

• A thesis statement is composed of two parts: your topic + some point you want to make about your topic.

• Once you’ve chosen your topic, find a research question that you’d like to answer. That will give you your point.

• Without a thesis, your paper lacks direction.

14

Research Question• This is a question YOU would like to answer through

your research. • It can help you LIMIT your topic/big idea and provide

you with a focus for a paper or argument.• It should be appropriate to the subject and

limitations of the assignment.

15

Sample Research Questions

• WHO benefits from decreased dependence on foreign oil?• WHAT is the best type of alternative fuel vehicle?• WHEN is the best time to invest in alternative fuel vehicles?• WHERE is the engine in an electric car?• HOW does an electric car work?• WHY does the US support offshore drilling?• SHOULD the US government offer tax incentives?

16

Research Question to Thesis

17

Preliminary Thesis (hypothesis)

• This is your INITIAL argument, what you think may be the answer to your research question.

• Remember that a preliminary thesis CAN and WILL change.• It will be TESTED and REFINED through research. • If you are arguing a position, that position should be clear in

the thesis.• Good persuasive thesis statements often include clauses

beginning with “since, because, therefore” that indicate why you feel something should or should not be done.

18

Thesis Workshop

• Share your ideas. What are some potential BIG IDEAS you might like to focus on this term?

• What are some possible RESEARCH QUESTIONS you might like to explore with this topic?

• What are some PRELIMINARY THESIS STATEMENTS you might wish to pursue?

19

LOGICAL FALLACIESUnit 2

20

What is an ARGUMENT?

• An argument is an issue that has at least TWO SIDES.

• In order to present your side of the argument, you must know the various positions on your issue. If you don’t know the arguments for the other side, you leave yourself open to be blindsided by an attack.

21

What is a Deceptive Argument?

• Deceptive arguments may mislead you, causing you to believe the wrong information.

• Because deceptive arguments often confuse and distract people, they may take attention from important issues. Deceptive arguments are often more emotionally charged, gaining bigger headlines.

22

Recognizing and Avoiding Deceptive Arguments

• When researching, you need to read the information carefully and to apply your best critical thinking skills to what the author is saying.

• Analyze and find the “holes” in the arguments that you are reading. Decide which arguments are valid and which are not.

• With practice, you will become better at detecting deceptive arguments.

23

Logical Fallacies

• Bandwagon• Slanters• Persuasive

Definitions• Personal

Attacks• Post Hoc• Scare Tactics• Slippery Slope

24

•Strawman•Testimonials•Generalizations•Categorical Statements•Begging the Question•False Analogy•Appeal to Authority

Bandwagon: the idea that everybody does it or believes it

80 percent of Americans dislike the idea of increased taxes; therefore, the government should reduce taxes in order to improve our economy.

What is weak in this argument?

25

Slippery Slope: If A happens, then B will occur

If we legalize same sex marriage, then eventually people will be allowed to marry their family members or even more than one person; therefore, same sex marriage should not be legalized.

What is weak in this argument?

26

Ad hominem: an attack on the character of a person rather than her/his opinions or arguments

Green Peace's strategies aren't effective because they are all liberals and hippies.

What is weak in this argument?

27

Post hoc ergo propter hoc: assumes that if 'A'

occurred after 'B' then 'B' must have caused 'A.'

After President Clinton raised taxes, our economy went into decline; therefore the increase in taxes caused our economic downturn.

What is weak in this argument?

28

Appeal to Authority: If X says so, it must be so.

President Ronald Reagan supported the death penalty; therefore, we should continue to support capital punishment.

What is weak in this argument?

29

Begging the Question: accept this conclusion without evidence (also may present an argument where the

premise and conclusion are the same)

Active euthanasia is morally acceptable. It is a decent, ethical thing to help another human being escape suffering through death.

What is weak in this argument?

30

DISCUSSION OF READINGUnit 2

31

Applying what you know. . .

Let’s review the article by O’Hegarty, et al. • The article concludes that the U.S. should use graphic

warnings on cigarette packages because these are likely to be effective in encouraging people not to smoke.

• Is their research valid? Does it have any weaknesses? Could the hypothesis be tested further? Would the use of graphic warnings be an example of the “appeal to fear” fallacy and, if so, would using them in an anti-smoking campaign be ethical?

• What were drawbacks that study participants noted with some of the ads?

• Does their argument rely on any LOGICAL FALLACIES?

32

Canadian Warnings

33

How do We Avoid Fallacies in Our Writing?

• Imagine you disagree with your own argument. Which of your arguments would not convince you and why? Which arguments are “fishy” or weak?

• List your argument. List the evidence you provide for each claim. Look critically at this evidence.

• Ask yourself which fallacies you are prone to make. Look for these in your arguments.

• Review your argument for absolutes and sweeping generalizations (all, every, never, always)

• Review the types of Logical Fallacies listed in the handbook on pp. 5-6 and review your argument for these problems.

34