Student View | Instructor View | Information Center View | Home
Critical Thinking
Student View

Chapter Outline
Multiple Choice Quiz
True or False
Glossary
Web Links
PowerPoint Tutorials

Feedback
Help Center



Language

Chapter Outline

Following are the main learning objectives from the chapter.

The Role of Language in the Assessment of Arguments

(See pgs. 97-98)

A. Students should be aware of the various ways we depend on language in our thinking. For instance, students should . . .

1. be aware that we use language to clarify our thoughts and gain control over our world;

2. be aware of language as a means of communicating with others;

3. be aware that language is often used to influence the thinking of others.

Deciding Whether a Premise is True or False

(See pgs. 99-101)

A. Students should understand how the use of language effects the truth of statements. To this end, students should . . .

1. examine the language in statements carefully by . . .

a. asking whether the language in a given statement is an accurate reflection of reality;

b. asking whether the language is a reflection of the writer's point of view.

1) Students should be aware of how elements of language (choice of words, grammatical structure, punctuation, etc.) can be used to slant an argument.

2) Students should understand the importance of using precision, accuracy, and well-defined language in forming and evaluating statements.

3) Students should be able to determine whether an author's personal viewpoints are defended or whether they are merely asserted in emotionally charged and manipulative language.

Precision and Personal Viewpoint in Our Own Arguments

(See pgs. 101-102)

A. Students should recognize the importance of using precise language in the defense of their own views. To this end they should . . .

1. be aware of the influence of geography, reading habits, political views, and religious beliefs on the meaning of words;

2. understand that the use of some terms may require that they be defended.

B. Students should be able to recognize imprecise uses of language.

C. Students should understand the importance of carefully defining the words they use.

Finding the Right Words: The Need for Precision

(See pgs. 104-109)

A. Students should understand that a failure to use precise language often leads to confusion and misunderstanding.

B. Student should understand the concept of Vagueness and be able to identify instances of vague words. To this end, students should understand that . . .

1. A word (or group of words) is vague when its meaning is fuzzy or inexact;

2. Vague words typically divide things into three classes including:

a. Those things to which the word clearly applies;

b. Those things to which the word clearly does not apply;

c. Those things to which the word may or may not apply (i.e. borderline cases)

3. Vagueness admits of degrees. Though nearly all words are vague, some are more so than others.

4. Though vague words are not always inappropriate, vague words should generally be avoided.

C. Students should understand the concept of overgenerality and be able to identify instances of overgeneral words. To this end, students should learn to . . .

1. distinguish overgenerality from vagueness and understand that . . .

a. words are overgeneral if they are not specific enough in a given context.

D. Students should understand the concept of ambiguity and be able to identify instances of ambiguous words and expressions. To this end, students should . . .

1. understand that word or expression is ambiguous when it has two or more distinct meanings and where the context does not make clear which meaning is intended;

2. understand how the use of ambiguous terms and expressions can contribute to misunderstanding and destroy the effectiveness of arguments;

3. be able to distinguish ambiguity from vagueness and overgenerality;

4. understand the distinction between a semantic ambiguity and a syntactical ambiguity or amphiboly.

5. understand how ambiguity can lead to a verbal dispute and be able to distinguish such a case from a factual dispute.

The Importance of Precise Definitions

(See pgs. 110-120)

A. Students should understand that arguments often depend upon clear and accurate definitions and note that . . .

1. terms often need to be defined before a position is advanced.

B. Students should be familiar with the different types of definitions. Students should be able to identify. . .

1. a stipulative definition;

2. a persuasive definition;

3. a lexical definition;

4. a precising definition.

C. Students should be able to apply the different strategies for defining. To this end, students should . . .

1. be proficient at giving illustrations;

a. be able to develop ostensive definitions and enumerative definitions;

2. be proficient at using a dictionary;

a. be able to trace a term's etymology;

3. be able to provide a synonym for a word;

4. be able to define a term by genus and difference;

a. avoid making definitions too broad;

b. avoid making definitions too narrow;

c. avoid personal preferences, metaphorical language, and emotionally charged language;

d. avoid technical jargon and circular definitions;

5. Understand that a good definition can combine several of the methods.

Emotive Language: Slanting the Truth

(See pgs. 122-129)

A. Students should understand the impact of emotive force on the meaning of words and phrases and . . .

1. understand and recognize the difference between conveying information and appealing to feelings.

B. Students should understand the concepts of denotation and connotation and be able to . . .

C. recognize when an author appears to be using an emotive word unfairly to manipulate the reader;

D. recognize when a is term likely to call for justification;

E. identify when there is a more neutral way to make the same point;

F. identify whether or not emotive language is important to an argument, description, or explanation;

Euphemisms and Political Correctness

(See pgs. 134-135)

A. Students should understand euphemisms and how they are used to alter or obscure the meaning of a passage. To this end, students should . . .

1. recognize when euphemisms are used to manipulate or confuse an audience;

2. recognize when euphemisms serve the function of making language more accurate;

3. recognize instances of political correctness.





(c)2002 McGraw-Hill Higher Education
Any use is subject to the Terms of Use and Privacy Policy.
McGraw-Hill Higher Education is one of the many fine businesses of The McGraw-Hill Companies.