Presentation 2a: Identifying Statements and Arguments
Summary
TLDRThis lecture introduces the concept of arguments and statements in reasoning. It explains that an argument is a set of statements where the premises support the conclusion. The lecture teaches how to distinguish statements from other expressions using the 'It is true that' test and identifies premise and conclusion indicators, such as 'because' and 'therefore', which signal parts of an argument. It also provides an exercise to practice identifying these components in a given argument.
Takeaways
- đŹ Arguments consist of statements, one of which is the conclusion, supported by the premises.
- đ The difference between statements and other expressions (interrogatives and imperatives) is that only statements assert that something is the case.
- đ Statements are also called declarative sentences, and they are the building blocks of arguments.
- đ An argumentâs purpose is to provide reasons for accepting a conclusion, rather than just stating it.
- đ§ Premises and conclusions can be identified using specific words and phrases known as 'premise and conclusion indicators.'
- đ Words like 'because,' 'since,' and 'for' are common premise indicators, while 'therefore,' 'so,' and 'hence' often signal conclusions.
- â ïž Some indicator words, like 'since,' can be used in non-argumentative contexts, making it important to interpret their function in context.
- â A simple test for identifying statements is to append 'It is true that' to see if the result is grammatical.
- đ Premise and conclusion indicators help recognize when an argument is being presented and which statements play which roles.
- đ Example exercise: In 'People who study hard will pass. Isabelle studies hard, so she will pass,' the conclusion is 'Isabelle will pass,' indicated by the word 'so.'
Q & A
What is the main focus of lecture 2a?
-The main focus of lecture 2a is on identifying statements and arguments, explaining what they are, and how to analyze them.
What is an argument according to the lecture?
-An argument is a set of statements where one statement (the conclusion) is supposed to be supported by the others (the premises).
How does the lecture illustrate the concept of an argument?
-The lecture uses the example of three statements: 'Itâs raining', 'If itâs raining, then it is wet outside', and 'So, it is wet outside', where the first two statements are meant to support the last one.
What is the purpose of arguments as explained in the lecture?
-The purpose of arguments is to provide reasons for accepting a conclusion, not just telling someone what to believe but also why they should believe it.
What is a statement as defined in the lecture?
-A statement is a sentence or part of a sentence that asserts something is the case, also known as a declarative sentence.
How can you test if an expression is a statement according to the lecture?
-You can test if an expression is a statement by appending 'It is true that' to the beginning of it and checking if the result is grammatical.
What are the three types of sentences or parts of sentences mentioned in the lecture?
-The three types of sentences or parts of sentences mentioned are declarative sentences (statements), interrogative sentences (questions), and imperative sentences (commands).
What is the role of statements in arguments?
-Statements play the roles of premises and conclusions in arguments, as they are what an argument aims to convince someone of and what it takes for granted.
What are premise and conclusion indicators?
-Premise and conclusion indicators are words and phrases that suggest whether a statement is a premise or conclusion in an argument.
Can you provide an example of a premise indicator from the lecture?
-An example of a premise indicator is 'because', 'since', 'for', 'after all', etc.
Can you provide an example of a conclusion indicator from the lecture?
-An example of a conclusion indicator is 'therefore', 'so', 'thus', 'hence', etc.
How does the lecture suggest identifying arguments in practice?
-The lecture suggests identifying arguments by looking for premise and conclusion indicators and understanding whether some statements are intended to support others.
Outlines
đĄ Introduction to Arguments and Statements
In this opening, the lecture introduces the concept of arguments as bits of reasoning and explains the difference between statements and other expressions. The speaker outlines the goal of the lecture: to distinguish between statements and non-statements and to identify premises and conclusions in arguments. An example of a simple argument about rain is provided to illustrate how statements form an argument by supporting a conclusion.
đ§ Importance of Critical Thinking
The lecture highlights how arguments help us think critically, referencing an example from a previous week about choosing a major. Arguments provide reasons for accepting a conclusion, and the ability to evaluate arguments helps us determine if there is sufficient reason to believe a conclusion. This segment emphasizes the relevance of learning how to understand and assess arguments in everyday reasoning.
đ Defining Statements
Statements, also known as declarative sentences, are defined as expressions that assert something is the case. The lecture contrasts statements with interrogative (questions) and imperative (commands) sentences, explaining that only statements can make up arguments. A test for identifying statements is introduced: appending 'It is true that' to the beginning of a sentence to see if it remains grammatical. Examples of true, false, and non-statements are given.
𧩠Identifying Arguments
The lecture returns to arguments, explaining that identifying them 'in the wild' requires recognizing when statements are intended to support one another. Certain words, called premise and conclusion indicators, can signal the presence of arguments. Examples of indicators like 'therefore' for conclusions and 'after all' for premises are provided to help the listener identify arguments more easily.
đ Premise Indicators
Premise indicators are expressions that signal a premise is being presented. Common examples include 'because,' 'since,' and 'for.' The lecture explains that these words can sometimes be used in non-premise contexts, as in 'since noon,' so it's important to understand the context in which they are used. This segment reinforces the need to be cautious when identifying premises based solely on indicator words.
đ Conclusion Indicators
Conclusion indicators, such as 'therefore,' 'so,' and 'hence,' are terms that signal a conclusion is being drawn. Just like with premise indicators, these terms can sometimes be used in non-argumentative contexts, like hesitation ('so... do you want to go out for lunch?'). The lecture provides examples of when these terms indicate a conclusion versus when they do not, encouraging careful reading of context.
đ Exercise: Identifying Premises and Conclusions
In this exercise, the task is to identify the premises, conclusion, and indicators in a simple argument about Isabelle passing her Critical Thinking class. The word 'so' is identified as a conclusion indicator, and the two premises are 'People who study hard will pass' and 'Isabelle studies hard.' The conclusion is that 'Isabelle will pass Critical Thinking.' This exercise demonstrates that premises and conclusions can sometimes occur in the same sentence.
đ Summary of Key Learnings
The lecture concludes by summarizing the key points covered: arguments consist of statements, and statements can be identified by the 'It is true that' test. We learned how to identify premises and conclusions in arguments through the use of indicators. The lecture emphasizes the importance of these skills for understanding and evaluating arguments in critical thinking. The session ends with a thank you to the viewers.
Mindmap
Keywords
đĄArgument
đĄStatement
đĄPremise
đĄConclusion
đĄPremise Indicator
đĄConclusion Indicator
đĄDeclarative Sentence
đĄInterrogative Sentence
đĄImperative Sentence
đĄCritical Thinking
Highlights
Arguments are sets of statements, with one statement (the conclusion) supported by others (the premises).
The difference between statements and other expressions, like interrogative or imperative sentences, is that statements assert that something is the case.
A useful test to identify a statement is to append 'It is true that' to an expression; if the result is grammatical, it's a statement.
Premise and conclusion indicators help identify the structure of an argument, such as 'because' for premises and 'therefore' for conclusions.
An example of an argument: 'Itâs raining. If itâs raining, then it is wet outside. So, it is wet outside.'
Premise indicators include words like 'because,' 'since,' and 'for,' while conclusion indicators include words like 'therefore,' 'so,' and 'hence.'
Interrogative sentences ask questions and imperative sentences give commands, both of which are not statements.
Statements are also referred to as declarative sentences because they declare something to be the case.
Even false statements like 'Elephants fly' are still considered statements because they assert that something is the case.
The purpose of arguments is to provide reasons for accepting a conclusion, rather than just stating what to believe.
An argumentâs strength lies in whether the premises provide sufficient reason to believe the conclusion.
Premise indicators are not always present, and some words like 'since' or 'assuming' can function in ways that donât indicate premises.
Similarly, conclusion indicators like 'so' or 'therefore' can be used in non-conclusion contexts, such as signaling hesitation.
The exercise example: 'People who study hard will pass Critical Thinking. Isabelle studies hard, so she will pass.' identifies 'so' as a conclusion indicator.
Identifying arguments in everyday language can be challenging, but understanding premise and conclusion indicators helps clarify the structure.
Transcripts
Hello, and welcome to lecture 2a:Â Â
Identifying Statements and Arguments. This week, we will talk about arguments---that is, Â
bits of reasoning---and how to analyze them---how to understand whatâs going on with them. Â
This lecture explains what arguments and statements are. Â
We will learn how to tell the difference between statements and other expressions. Â
Weâll also learn how to identify the premises and conclusions of arguments---and hence Â
arguments themselves---using particular words and phrases, which weâll call Â
âpremise and conclusion indicatorsâ. An argument is a set of statements, Â
one of which (the conclusion) is supposed to be supported by the others (the premises). Â
Hereâs an example of three statements that make up an argument: Â
Itâs raining. If itâs raining, Â
then it is wet outside. So, it is wet outside. What makes these statements an argument Â
is that the first two statements are supposed to support the last statement. Â
Last week, we encountered this argument---an argument for the claim that you should choose Â
the major that interests you most. We talked about how it works and how we might assess it. Â
The exercise provided us an example of our critical thinking skills at work. Â
As illustrated by the previous example, the purpose of arguments Â
is to provide reason for accepting a conclusion. Â
When you provide an argument to someone, you donât just tell them what to believe, Â
but also why they should believe it. This is why understanding arguments is Â
important. It helps us evaluate whether there is in fact reason to believe a conclusion. Â
Letâs look at our definition of an argument again. Â
According to the definition, arguments are composed of statements. Â
Statements are sentences or parts of sentences that say that something is the case. Â
For example, the sentence âSpot is a good dogâ is a statement. It says that something is the case, Â
namely, that Spot is a good dog. The function of statements in Â
language is to assert thingsââto say that something is the case. Â
Another term used for statements is âdeclarative sentencesââââbecause these are sentences that Â
âdeclareâ something, that say that something is the case. Â
Statements can be contrasted with two other kinds of sentences Â
(or parts of sentences). Interrogative sentences Â
(or parts of sentences) are sentences (or parts of sentences) that ask a question. Â
For example, âIs Spot a good dog?â is an interrogative sentence. Â
Imperative sentences (or parts of sentences)Â are sentences (or parts of sentences)Â Â
that issue a command. For example, âBe a good dog, Â
Spot!â is an imperative sentence. Notice that interrogative sentences Â
and imperative sentencesââsentences that ask questions or issue commandsââdonât Â
state that something is the case. They donât say that Spot is a good dog or that anything Â
else is the case. Only statements do that. Okay, so what weâre interested in is statements, Â
since statements are what make up arguments. That makes sense, since the whole point of an Â
argument is to convince you that one thing is the case based on other things being the Â
case. Only statements can play the roles of being what an argument is aiming to convince you of and Â
what it is taking for granted, i.e., the roles of conclusion and premises. Â
So, in order to identify argumentsââin order to know when weâve encountered an argumentââit Â
helps to be able to identify statements. Â
Here is a test that will tell you whether an expression is a statement. Â
If youâre not sure whether some expressionââcall it Ï (âphiâ)ââis a statement, try appending Â
âIt is true thatâ to the beginning of it. If âIt is true that Ï (phi)â is grammatical, Â
then Ï (phi) is a statement. For example, take the sentence âElephants fly.â Â
Add âIt is true thatâ before it and see if the result is grammatical. Since âIt is true that Â
elephants flyâ is grammatical, the original sentence, âElephants flyâ is a statement. Â
Note that it doesnât matter that the statement is in fact falseââitâs still a statement. Â
What if we run the test on another sentence: âDo you like ice cream?â Â
We append âIt is true thatâ to the beginning of the sentence, giving us Â
âIt is true that do you like ice cream?â This is ungrammatical, so, using our test, Â
we can tell that âDo you like ice cream?â is not a statement. Â
Now take the sentence âI like ice cream.â Letâs append âIt is true thatâ to it, giving Â
us âIt is true that I like ice cream.â This is grammatical, so the sentence Â
is a statement. Note that it doesnât matter that âI like ice creamâ expresses Â
an opinion. It is still a statement. It still says that something is the case, Â
namely, that I like ice cream. And I do. Yum. Okay, so now that we know what statements are, Â
letâs go back to arguments. Again, an argument is a set of statements, Â
one of which is supposed to be supported by the others. Â
Spotting or identifying arguments in the wild can be challenging. Â
You have to figure out whether some statements are intended to support Â
some other statement. There is no foolproof mechanical way to do this. Â
But there are expressions that suggest that a statement is a conclusion or a Â
premise in an argument. Here are some examples: Â
The grass is healthy. Therefore, it rained this past week. Â
Here, the word âthereforeâ indicates that what follows is the conclusion of an argument. Â
Winter is coming. After all, itâs snowing. The words âafter allâ indicate that what Â
follows is a premise of an argument. These phrases are premise and conclusion Â
indicatorsââthey flag statements as premises or conclusions. Â
We will say that premise indicators are expressions that indicate a premise, Â
and that conclusion indicators are expressions that indicate a conclusion. Â
Here are some examples of words and phrases that often indicate that a premise follows: Â
because, since, for, after all, first, second, etc., Â
firstly, secondly, etc., on the assumption that, assuming that, Â
in view of the fact that, this follows from, Â
this is shown/indicated/suggested/supported by, Â
and this can/may be inferred/deduced/derived from. Â
Of course, this list is not exhaustive. There are many other ways to signal a premise. Â
Note that words that sometimes function as premise indicators can occur in the absence of a premise. Â
This is because they can also have other uses. Â
For example, we can use âsinceâ to say âIâve been here since noon.â Â
âNoonâ is not a premise here and âsinceâ is not functioning as a premise indicator. Â
Hereâs another example: âIâm assuming that you donât want to go to lunch.â Â
âYou donât want to go out to lunchâ is not a premise. Â
âIâm assuming thatâ is not functioning as a premise indicator. Â
Here are some expressions which sometimes serve as conclusion indicators: Â
therefore, so, thus, hence, consequently, in consequence, Â
it follows that, this Â
suggests/proves/demonstrates/entails/implies/shows that, Â
and as a result. Again, there are many Â
other ways to indicate a conclusion. And, again, note that these expressions can be Â
used in ways that donât indicate a conclusion. For example, someone might use âsoâ Â
to signal hesitation, as in âsoâŠÂ do you want to go out for lunch?â Â
In the online exercises, you will sometimes be asked Â
to identify premises, conclusions, and premise and conclusion indicators. Â
Letâs do an exercise together. Our task is to identify the premises Â
and conclusion of the following argument, as well as any premise and conclusion indicators. Â
People who study hard will pass Critical Thinking. Isabelle studies hard, so she will pass. Â
Feel free to pause this video to think about the exercise. Â
Ready? Letâs start with a conclusion indicator. Â
This is the word âsoâ. There are no premise indicators. Â
Now letâs do the premises. The premises are: Â
âPeople who study hard will pass Critical Thinkingâ Â
and âIsabelle studies hard.â Â
And the conclusion is âIsabelle will pass Critical Thinking.â Â
Notice here that one of the premises and the conclusion Â
occur in the same sentenceââthat is okay. Â
Letâs summarize what weâve done. In this presentation, we saw that arguments Â
are made up out of statements. We learned how to identify statements Â
by appending âIt is true thatâ to expressions to see if the result is grammatical. Â
We learned how to identify which statements form parts of arguments by looking for Â
premise and conclusion indicators. The end. Thanks for watching!
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