Question #2

#3: The advertisement that I believe is a good example of appealing to ones fear would have to be the anti drug commercials. Within each one of these commercials it shows a small clip of how teens are not in control of their own actions when they are under the influence of drugs. It also shows that teens are not able to think for themselves while under the influence and also how other people can in a way control you and have you do or say things you wouldn’t normally do when you are not under the influence. This I believe shows appealing to the viewers fear by telling them that if they choose to do drugs, they will not be in control of their lives. To me, I find me not being in control of my actions a scary thought and therefore would have to say that seeing this commercial would have a great appeal to my sense of fear.

Quesion #1

According to our book, “Critical Thinking” by Richard L. Epstein, the definition of an appeal to emotion within an argument is “just a premise that says, roughly, you should believe or do something because you feel a certain way. There are four different ways that you could appeal to someone else’s emotions. There is appeal to pity, appealing to fear, appeal to spite, and also appeal to vanity. All four of these are great tactics to get someone to agree with you statement or argument. The one that strikes me the most is appeal to pity. I think this strikes me the most out of the four because I seen this used a lot within our groups last paper we did. We did our paper on the ASPCA, and after doing research we came to the conclusion that they play of peoples emotions and/or their pity for the animals in order to get them to donate.

Question 3

The second part of section C in chapter eight discussed vague generalities and how we tend to talk about a amount of something without actually stating the exact amount. It discusses the difference between using the word all and the word some. The book goes to state that even with these two words stated, we are able to depict what someone is trying to say due to the fact that it gives enough precision. It goes on to state that when using other words such as almost, many and few, the statement becomes too vague in order to make it into a valid statement. It also states that there are two vague generalities which are almost all and very few that can in turn be used in a strong argument. I found that this concept can be very useful to know when stating specific details or even when talking to someone. Overall I think that this was by far the most interesting section within chapter eight.

Question 2

I thought that the second written group assignment that we had to do was very useful. As our group worked together to write the paper I found that we were in turn teaching one another how to better understand the concepts that we needed to relate from the book into the assignment. Even though it did take us a few times meeting together to get it finished, I found that it was a great way to improve not only our understanding of the assignment but I found that it also helped me become a better writer. I think this is because everyone has their own ideas and we are able to discuss among one another to try and find what fit’s the best within the paper. Overall I think that the second written group assignment was very useful not only to better understand the books concepts that we had incorporate within our paper but it was also a fun experience to be able to get together with people from class and get to know them.

Question 1

The concept that I found interesting and useful in chapter eight would have to be section C. This section of the chapter titled, Between One and All, breaks down the difference between precise generalities and vague generalities. The part on precise generalities I found to be really helpful and it was quite easy to understand the concept that they were discussing. They told you how to make a statement with out making a weak and/ or not valid statement. We can see these type of statements all the time. For example, after a test teachers tend to tell the class a percentage of people who got A’s and B’s. but you can not take that statement and then say that means my friend in the same class got a A. You can not state this to be true because there is that remainder percentage that she did not get that grade.

Question #3

In the book Critical Thinking, by Richard L. Epstein and Carolyn Kernberger, I found that section B in chapter five, titled, Criteria for Accepting or Rejecting Claims, interesting. This is because it gave you a lot of examples on when you should use your personal experience or other sources when you are trying to reject a claim or if you are accepting the claim. It also gave you a summary in the end, which made it really clear on when you should accept or reject a claim based on your personal experience and also when to accept and reject a claim when basing it on other sources. Along with the summary I also found that the exercises they listed were also very helpful. They made it easier to understand when you should use personal experience or when it would be better to use another source. I found this section to be very helpful and very easy to understand.

Question #2

We all are always forced to look at random advertisements, whether it be on T.V. or when you are on the computer on Facebook. They always have the little side advertisements stating a bunch of claims, that most of the time are not true. With the advertisement that I decided to use is a vintage ad, it still has the same untrue claims. The add uses a movie star to promote the shampoo and states that in order to get hair like hers, to use the shampoo. The movie star also makes a claim that the shampoo takes our all the film in her hair. It is obvious that you can not just use shampoo and get hair shown in the picture. How did they come up with that information? Did they actually test it on others? Therefore, I reject this claim based on that the claim contradicts other claims that I know to be true.