The purpose of this interactive lesson is for students to analyze the …
The purpose of this interactive lesson is for students to analyze the evidence in support of a claim in an argument, and to evaluate whether the argument is supported. Adult students preparing for the GED extended response and who place at least at a Grade 8 reading / writing level will find this tool useful. This lesson can also be a stand alone primer for those wanting to evaluate / present better arguments at work and in life. This lesson is designed for a face-to-face, instructor-led classroom setting.
This course focuses on reading, analyzing, and writing college-level essays with emphasis …
This course focuses on reading, analyzing, and writing college-level essays with emphasis on argument, analysis, and research. Students study writing as a process, explore different writing strategies, summarizing, editing, and critiquing. The course seeks to improve the student’s ability to understand serious and complex prose and to improve the student’s ability to write an exposition that is thoughtful and clear, including the production of a well-documented research paper.
How Arguments Work takes students through the techniques they will need to …
How Arguments Work takes students through the techniques they will need to respond to readings and make sophisticated arguments in any college class. This is a practical guide to argumentation with strategies and templates for the kinds of assignments students will commonly encounter. It covers rhetorical concepts in everyday language and explores how arguments can build trust and move readers.
This is an Open Educational Resource intended for use in Introduction to …
This is an Open Educational Resource intended for use in Introduction to Philosophy. After surveying the major subfields of philosophy, we introduce argument analysis and conceptual analysis. A future revision will include phenomenology. Each practice is paired with examples. The text has been designed to facilitate remixing and revision to suit the interests of specific instructors. An instructor may, for example, replace or add to the examples in the text or pair the text with primary sources of their choosing. Furthermore, the text should facilitate Open Educational Practices, as students may themselves contribute to a growing corpus of examples.In contrast with traditional approaches to introductory texts in philosophy, which may be generally categorized as historical or topical, we have emphasized a "how to" approach, explaining philosophical methods and practices. We have aimed for brevity and readability, leaving some development of detail and nuance to classroom discussions.
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