1. (TCO 1) "Thinking about thinking" is the definition of what? (Points : 4)
Development of arguments
Measure of good sense
Development of critical skills
Writing for clarity
Critical thinking
Question 2.2. (TCO 1, 2, 4) In Chapter 1, we learned the definition of the term issue. The
first order of business when it comes to thinking critically about an issue is: (Points : 4)
formulating a proposal.
discovering what side you’re on.
determining exactly what the issue is.
realizing that all claims are equally valid.
Question 3.3. (TCOs 1, 2, 3) In Chapter 1, we learned the definition of the term
argument. The purpose of an argument is to (Points : 4)
explain complex ideas.
win adherents to a position.
refute the positions of other people.
, support or prove conclusions.
Question 4.4. (TCOs 2, 3) In Chapter 2, we learned the meaning of inductive arguments.
The strength or weakness of an inductive argument is based on (Points : 4)
how much support their premises provide for the conclusion.
requiring little translation into syllogistic form.
appearing in a standard form.
clear definition of critical words.
Question 5.5. (TCO 1, 2) In Chapter 2, we learned the meaning of the three modes of
persuasion, as defined by Aristotle. Ethos
refers to arguments based on (Points : 4)
logic and reason.
ethics and moral character.
emotions and passions.
experiment and observation.
, Question 6.6. (TCO 6) In Chapter 2, we learned how to analyze arguments. After
identifying the author's conclusion or thesis in a passage, the next step is to (Points : 4)
locate the reasons offered to support the conclusion.
separate the argument from nonargumentative material.
identify the prejudicial nature of the language of the passage.
gather more background information.
Question 7.7. (TCOs 6, 7, 8, 9) In Chapter 3, we learned about the key elements of an
argumentative essay. An author of a good argumentative essay should do all of
the following, EXCEPT (Points : 4)
state the issue.
state his/her position on the issue.
state his/her authority or expertise.
provide arguments that support his/her position on the issue.
Question 8.8. (TCOs 6, 8, 9) In Chapter 3, we learned the meaning of ambiguity and the
difference between semantic and syntactic ambiguous claims. When we say that a word,
phrase, or sentence is ambiguous, we mean that it (Points : 4)
has more than one meaning.
Development of arguments
Measure of good sense
Development of critical skills
Writing for clarity
Critical thinking
Question 2.2. (TCO 1, 2, 4) In Chapter 1, we learned the definition of the term issue. The
first order of business when it comes to thinking critically about an issue is: (Points : 4)
formulating a proposal.
discovering what side you’re on.
determining exactly what the issue is.
realizing that all claims are equally valid.
Question 3.3. (TCOs 1, 2, 3) In Chapter 1, we learned the definition of the term
argument. The purpose of an argument is to (Points : 4)
explain complex ideas.
win adherents to a position.
refute the positions of other people.
, support or prove conclusions.
Question 4.4. (TCOs 2, 3) In Chapter 2, we learned the meaning of inductive arguments.
The strength or weakness of an inductive argument is based on (Points : 4)
how much support their premises provide for the conclusion.
requiring little translation into syllogistic form.
appearing in a standard form.
clear definition of critical words.
Question 5.5. (TCO 1, 2) In Chapter 2, we learned the meaning of the three modes of
persuasion, as defined by Aristotle. Ethos
refers to arguments based on (Points : 4)
logic and reason.
ethics and moral character.
emotions and passions.
experiment and observation.
, Question 6.6. (TCO 6) In Chapter 2, we learned how to analyze arguments. After
identifying the author's conclusion or thesis in a passage, the next step is to (Points : 4)
locate the reasons offered to support the conclusion.
separate the argument from nonargumentative material.
identify the prejudicial nature of the language of the passage.
gather more background information.
Question 7.7. (TCOs 6, 7, 8, 9) In Chapter 3, we learned about the key elements of an
argumentative essay. An author of a good argumentative essay should do all of
the following, EXCEPT (Points : 4)
state the issue.
state his/her position on the issue.
state his/her authority or expertise.
provide arguments that support his/her position on the issue.
Question 8.8. (TCOs 6, 8, 9) In Chapter 3, we learned the meaning of ambiguity and the
difference between semantic and syntactic ambiguous claims. When we say that a word,
phrase, or sentence is ambiguous, we mean that it (Points : 4)
has more than one meaning.
