summarize the argument

see require

Last year, when Joe Biden cemented his status as the presumptive Democratic Presidential nominee, his work on the 1994 Violent Crime Control and Law Enforcement Act became the subject of deserved—if somewhat belated—criticism. While the intervening years have revealed it to be a highly problematic piece of legislation, those of us who were alive at the time remember the early 1990s as an era during which anxiety over violent crime seemed to be at an all-time high. Even worse, many criminologists at the time had predicted that things would only get worse.

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The long-promised crime wave, however, never materialized. On the contrary, data would later reveal that violent crime began to decline in 1990 and plummeted throughout the decade. Here’s the thing, though: no one knows exactly why. Just about everyone in politics, law enforcement, and/or corrections has tried to take credit at one point or another, but none of their explanations match up with the data. Not all of the data, anyway.

Your mission, should you choose to accept it (as if you had a choice), is to use what you learned from the chapter on causality and experimental design to evaluate two possible explanations.

The first possible explanation comes from Kevin Drum, a writer at the magazine Mother Jones. Although Drum is by no means a social scientist, he does a decent job of articulating the work of a handful of legitimate criminologists.

The second possible explanation comes from Stephen D. Leavitt, author of Freakonomics, among other things. For the record, I have a love/hate relationship with Leavitt’s work. His research ranges from laughable to offensive, but he does such a good job of explaining his methods that I can’t help but refer to his work in at least two of my classes. Also, you should note that this piece, which was first published in 1997, has not aged well. Just to give you an idea of how much the world has changed in the interim, Rudy Guiliani was still considered a respectable politician when it initially hit shelves. Anyhow, I left some sarcastic notes in the margins, which you may or may not find helpful.

Your Assignment

After reading Drum’s article and the chapter from Leavitt’s book, you will write three blurbs, each of which should be approximately 250-500 words (yielding a total of about 750-1500 words). In the first blurb, you will use the criteria outlined in the textbook chapter to evaluate the extent to which Drum succeeds in establishing a causal relationship between lead and crime rates (6 points). In the second blurb, you will use those same criteria to evaluate the extent to which Leavitt succeeds in establishing a causal relationship between abortion in crime rates (6 points). Finally, in the third blurb, you will offer your opinion as to whether Drum or Leavitt makes the better case (8 points). The content of this third blurb should be based on the criteria necessary for establishing causality between two variables, not how you feel about one or both of the writers (or, for example, leaded gasoline).

Forum Discussions/Learning Responses

Communication courses, even online, require interactions between participants. This class

allows for discussion amongst all class participants through forum discussions. These

discussions are a required part of online courses, specifically this course, and make up a large

part of the grade for the course. There will be at least one forum discussion each week and

sometimes two.

Forum discussions/learning responses will open on Monday morning and close the following

Sunday at 11:59 pm. Initial posts to the forum are due by Wednesday of any given week to

allow for discussion throughout the rest of the week. You will always be required to respond to

at least two other forum posts for discussions (two is the minimum, which is average work).

Your responses should also be made throughout the week, not all on the same day.

Some forums will be Learning Responses, not discussions. Learning responses are designed to

measure your understanding of a particular theory or unit and do NOT require a response to

others. Make sure you read the instructions for each forum assignment to know if you are

engaging in a discussion or a response. You may respond to others in learning responses, but it

is not required.

● Initial posts should answer all of the questions posed in the discussion prompt, and be

written academically, using in-text citations and an APA reference list at the end of the

post. These are not opinion or journal responses – they are assignments that

demonstrate your knowledge of the topics being discussed. Please read the rubric to

best understand how points are assigned to learning responses. Posts should create

discussion and provide support for the arguments you make in the posts.

● Responses to posts need to be made using the reply button. This will keep discussions

threaded and make discussions easier to follow. Do not create a new post to reply to

someone. Reply posts should promote discussion as well. Responses such as “I agree”,

“That’s cool,” or “I like your answer” are not sufficient. While you may agree or disagree

with a post, you need to develop the reply to include why you agree or disagree. If you

agree, you should indicate what you agree with and then add new material (an “and

also” thought or point), ask questions, or create more discussion about posts. If you

disagree, you should point out specifically what you disagree with, provide an alternate

perspective, and provide support for that perspective. If someone asks you a pointed

question, you should answer that question.

Your grade for discussion forums (except for the Self Introduction Forum) will be based on the

rubric below or a similar rubric. Please familiarize yourself with the scoring procedure to

maximize your score on each forum.

Instructors will participate in forums at different levels. In some forums, I will post an initial

answer as well as participate in the discussion. Sometimes I may not participate at all. If your

forum post is lacking something I may prompt you to add to it, and I will intervene if discussions

become inappropriate.

Disagreement (even with me) is acceptable in discussions, but please follow the rules of

etiquette from the syllabus for all forum posts.

IDEBATE Press Books

ARGUING USING
CRITICAL THINKING

Jim Marteney
Los Angeles Valley College

Los Angeles Valley College

Arguing Using Critical Thinking

Jim Marteney

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TABLE OF CONTENTS

There is a quote that has been passed down many years and is most recently accounted to P.T. Barnum, “There is a sucker born
every minute.” Are you that sucker? If you were, would you like to be “reborn?” The goal of this book is to help you through that
“birthing” process. Critical thinking and standing up for your ideas and making decisions are important in both your personal and
professional life. How good are we at making the decision to marry? According to the Centers for Disease Control, there is one
divorce in America every 36 seconds. That is nearly 2,400 every day. And professionally, the Wall Street Journal predicts the
average person will have 7 careers in their lifetime. Critical thinking skills are crucial.

Critical thinking is a series learned skills. In each chapter of this book you will find a variety of skills that will help you improve
your thinking and argumentative ability. As you improve, you will grow into a more confident person being more in charge of your
world and the decisions you make.

ProgramPage

Licensing

Acknowledgements

1: Standing Up For Your Point Of View

1.1: Arguing Can Be Constructive
1.2: Defining a Conflict
1.3: Types of Conflicts
1.4: Relationship Argumentation
1.5: Behavioral Approaches to Conflict
1.6: Responses to Conflict
1.7: Solving Conflict Through Understanding
1.8: Winning by Losing
1.9: The Focus of This Chapter

2: Communicating An Argument

2.1: Our Communication “Frames” Our Arguments
2.2: Defining Communication
2.3: The Communication Model
2.4: Verbal and Nonverbal Communication
2.5: The Influence of the Structure of Language
2.6: Using Words in an Argument
2.7: Creating Mutual Understanding
2.8: Ambiguity
2.9: Euphemisms
2.10: Double Speak
2.11: Impact of Language on Argumentation
2.12: One Last Thought On Language
2.13: Your Communication Style
2.14: The Focus of This Chapter

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3: Clash

3.1: Responding to an Argument
3.2: Skepticism
3.3: Fight or Flight?
3.4: Ways to Disagree
3.5: Two Sides to an Argument
3.6: Toulmin Approach to Argument
3.7: Counter Argument Strategies
3.8: No Absolute Certainties
3.9: Arguing from the Con-Side
3.10: Using Toulmin To Develop Con Strategies
3.11: Creating A Counter Argument
3.12: Con side Case Alternatives
3.13: The Focus of This Chapter

4: Claims

4.1: The Topics of Argumentation
4.2: Defining a Claim
4.3: Characteristics of a Claim
4.4: Types of Claims
4.5: The Argumentative Burdens
4.6: There Are No Ties In An Argument
4.7: Manipulation by Reversing the Burdens
4.8: Fake News Stories and Manipulation of Burdens
4.9: We Want to Believe
4.10: The “Magic” of the Internet
4.11: The Focus of This Chapter

5: Building Your Case With Issues, Analysis And Contentions

5.1: The Skill of Knowing What Questions to Ask
5.2: Assumptions and Inferences
5.3: Challenging Our Assumptions
5.4: Issues
5.5: The Seven Stock Issues of a Policy Claim
5.6: Contentions
5.7: Analyzing a Policy of Claim with Issues and Contentions
5.8: Creating a Case
5.9: Quick Review
5.10: The Focus of this Chapter

6: Evidence

6.1: The Building Blocks of an Argument
6.2: Defining Evidence
6.3: Checking on the Domain Indicators
6.4: Using Evidence
6.5: Testing of Fake News Sources

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6.6: The Focus of this Chapter

7: Reasoning

7.1: The Logic of Our Arguments
7.2: Overview of Reasoning
7.3: Types of Reasoning
7.4: Fallacies
7.5: The Focus of this Chapter

8: Validity Or Truth

8.1: The Critical Thinker’s Approach
8.2: Plato and Aristotle
8.3: The Rhetorical Process
8.4: Defining An Argument
8.5: Truth
8.6: Validity
8.7: Truth vs. Validity
8.8: Differences Between Truth and Validity
8.9: Critical Thinking Defined
8.10: Critical Thinking Skills
8.11: The Focus of This Chapter

9: Changing Beliefs, Attitudes and Behavior

9.1: Challenging Stasis
9.2: Beliefs
9.3: Values
9.4: Value Systems
9.5: How Are Values Learned?
9.6: Attitudes
9.7: Resisting Change
9.8: Cognitive Dissonance
9.9: Audience Analysis
9.10: Motivation
9.11: Targeting by Using the Needs Theory in Persuasion
9.12: Targeting Strategy
9.13: Elaboration Likelihood Model of Targeting
9.14: Changing Attitude and Stasis
9.15: Last Important Thought
9.16: The Focus of this Chapter

10: Decision Making – Judging an Argument

10.1: There Are No Ties in an Argument
10.2: Human Nature and Decision-Making
10.3: Involuntary Decision-Making
10.4: Voluntary Decision-Making
10.5: Influences on Voluntary Decision-Making

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https://socialsci.libretexts.org/Bookshelves/Communication/Argument_and_Debate/Arguing_Using_Critical_Thinking_(Marteney)/10%3A_Decision_Making_-_Judging_an_Argument

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10.6: Groupthink
10.7: Decision Making and Probability
10.8: Threshold of Decision Making
10.9: Key Guidelines for Critical Decision Making
10.10: Our Critical Decision-Making Style
10.11: The Focus of This Chapter

11: Discovering, Examining and Improving Our Reality

11.1: Is What We Are Arguing Real or an Illusion?
11.2: What is Reality
11.3: The Perception Process
11.4: Selecting and Sorting Filters
11.5: Psychological Factors Influencing Our Interpretation
11.6: Reality Testing
11.7: Stasis
11.8: The Focus of This Chapter

12: The Foundations of Critical Thinking

12.1: Just How “Smart” are You
12.2: Defining Intelligence
12.3: Measuring Intelligence
12.4: Emotional Intelligence
12.5: Knowledge and Literacy
12.6: Thinking vs. Intelligence
12.7: Patterns of Thinking
12.8: Edward de Bono’s Six Hats of Thinking
12.9: The Critical Thinking Process
12.10: The Focus of This Chapter

Index

Glossary

Detailed Licensing

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