This new and expanded edition of The Logic of Real Arguments explains a distinctive method for analysing and evaluating arguments. It discusses many examples, ranging from newspaper articles to extracts from classic texts, and from easy passages to much more difficult ones. It shows students how to use the question 'What argument or evidence would justify me in believing P?', and also how to deal with suppositional arguments beginning with the phrase 'Suppose that X were the case.' It aims to (...) help students to think critically about the kind of sustained, theoretical arguments which they commonly encounter in the course of their studies, including arguments about the natural world, about society, about policy, and about philosophy. It will be valuable for students and their teachers in a wide range of disciplines including philosophy, law and the social sciences. (shrink)

For more than six decades, and for thousands of students, Introduction to Logic has been the gold standard in introductory logic texts. In this 15th Edition, Carl Cohen and Victor Rodych update Irving M. Copi's classic text, improving on its many strengths and introducing new and helpful material that will greatly assist both students and instructors.

An inviting alternative to traditional texts in introductory logic, The Art of Reasoning is widely acclaimed for its conversational tone and accessible exposition of rigorous logical concepts.

Offering an innovative approach to critical thinking, Good Reasoning Matters! identifies the essential structure of good arguments in a variety of contexts and also provides guidelines to help students construct their own effective arguments. In addition to examining the most common features of faulty reasoning--slanting, bias, propaganda, vagueness, ambiguity, and a common failure to consider opposing points of view--the book introduces a variety of argument schemes and rhetorical techniques. This edition adds material on visual arguments and more exercises.

The book also comes with an exhaustive array of study aids that enable the reader to monitor and enhance the learning process.

In writing this book I have received a considerable variety of assistance, which I am glad to acknowledge.

How are dependent (or linked) premises to be distinguished from independent (or convergent) premises? Deductive validity, sometimes proposed as a necessary condition for depende'nce, cannot be, for the premises of both inductive and deductive but invalid arguments can be dependent. The question is really this: When do multiple premises for a certain conclusion fonn one argument for that conclusion and when do they form multiple arguments? Answer: Premises are dependent when the evidence they offer for their conclusion is more than (...) the ordinary sum of their probabilities. Ordinary sums are defined in the paper. (shrink)

Sometimes logical support for a conclusion is provided exclusively by premises which are independently relevant to that conclusion. At other times, support is provided exclusively by independently irrelevant premises. On still other occasions, relevant and irrelevant premises may collectively offer a distinctive pattern of support. This paper provides a rigorous account of some of these differences in terms of a tripartite classification of convergent, linked and hybrid arguments. These various arguments are defined, diagrammed, and some of their logical properties are (...) explored. (shrink)

There are many radically different ways of understanding the distinction between linked and convergent arguments. This paper provides a generic model which enables one to articulate in a rigorous manner the important differences as well as the underlying similarities that exist between competing proposals. In addition, the paper offers a TRUE (Type Reduction Upon Elimination) test for distinguishing linked from convergent arguments which best captures the informal intuition that linked arguments are especially vulnerable to local criticisms pertaining to premise acceptability.

In this paper I demonstrate that most textbook accounts of the linked/convergent distinction fail to conform to the widespread intuition that all valid arguments ought to be classified as linked arguments. I also show that standard textbook accounts of linkage and convergence cannot provide a satisfactory treatment of fallacies of irrelevance and, due to their general insensitivity to the epistemic context in which arguments are offered, must be supplemented by subjective accounts of linkage and convergence which appeal exclusively to authorial (...) beliefs and intentions. (shrink)

A guide to developing logical thought and expression through discussion and exercises.

William Baird collection in Social Sciences is the gift of the Estate of William Cameron Baird.

Dialectical Situations and Argument Analysis.

Most recent writers of informal logic texts draw a distinction between "linked" and "convergent" arguments. According to its inventor, Stephen Thomas, the distinction is of the utmost importance; it "seems crucial to the analysis and evaluation of reasoning in natural language." I argue that the distinction has not been drawn in any way that makes it both clear and of any real originality or importance. Many formulations are obscure or conceptually incoherent. One formulation of the distinction does seem tolerably clear (...) and I develop another, but neither promises to make it matter much. We can well do without it. (shrink)

This new and expanded edition of The Logic of Real Arguments explains a distinctive method for analysing and evaluating arguments. It discusses many examples, ranging from newspaper articles to extracts from classic texts, and from easy passages to much more difficult ones. It shows students how to use the question 'What argument or evidence would justify me in believing P?', and also how to deal with suppositional arguments beginning with the phrase 'Suppose that X were the case.' It aims to (...) help students to think critically about the kind of sustained, theoretical arguments which they commonly encounter in the course of their studies, including arguments about the natural world, about society, about policy, and about philosophy. It will be valuable for students and their teachers in a wide range of disciplines including philosophy, law and the social sciences. (shrink)