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REVIEW/REMINDERS
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*   an ARGUMENT (in the world of critical thinking) is
    a GROUP OF STATEMENTS that INCLUDE the following:
    *   one or more of this group of statements are intended as 
        SUPPORT for that argument. 

        These SUPPORTING statements are called PREMISES

    *   one statement is what the argument is intended to 
        CONVINCE or PERSUADE. 

        This statement is called the CONCLUSION.

*   SO, within the set of statements making up an argument:
    *   the premise statement(s) and the conclusion statement should
        be RELATED or LINKED in some way.

    *   the premise statement(s) should be presented with the INTENT of
        persuading one to support the conclusion statement

    *   the conclusion statement should be something DERIVED from the premise
        statement(s), and not be a simple observation.

    *   the conclusion statement should NEED (or at least USE) the
        premise statements in order to be argued effectively

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*   some examples of sets-of-statement(s) that are NOT ARGUMENTS:

    *   reports - simply convey information, but do not try to persuade

        *   weather reports, news reports

        *   The low temperature will be 11 degrees Celsius tomorrow,
            and the high temperature will be 18 degrees Celsius tomorrow.
            It will be partly cloudy and humid.

    *   unsupported assertions - a statement without premises,
        statements that don't follow from or imply any other
        statements

        *   It's going to rain today. I like chocolate.

        *   [yes, this is from the silly extreme -- BUT neither
            follows from nor implies the other, and there is
	    no attempt to persuade...]

    *   conditional statements - an "if-then" statement with 
        antecedents (the "if" part) and consequents (the "then"), 
        but make no claim to persuasion. 
        *   [CAN be hard to determine whether there is an IMPLIED
            argument inside...!]

        *   If it is sunny, then we will picnic in the park.

            *   antecedent: if it is sunny
            *   consequent: then we will picnic in the park

        *   If money_left > 0, then buy next list item.

            *   antecedent: if money_left > 0
            *   consequent: then buy next list item

    *   illustrations - providing an example or two of how a statement
        may be true does not necessarily make an argument.
        *   [CAN be hard to determine whether the arguer intends
            to make an argument with the examples or not]

        *   (from the text) "Many wildflowers are edible. For example,
	    daisies and day lilies are delicious in salads."

        *   in an illustration, the purpose is not to provide
	    CONVINCING evidence for a conclusion, but a few notable
	    or representation examples of a claim.

    *   explanations - explaining why a statement may be true does not
        necessarily try to prove or persuade that it is true.
 
        *   (from the course text) "The Titanic sank because it
	    hit an iceberg."

            CAN rephrase: "Because it hit an iceberg, the Titanic sank."

            *   this is not trying to persuade you that the Titanic sank,
	        (that is rather common knowledge), it is just explaining
		about its sinking

*   a few BASIC TESTS to HELP in determining if a set-o-statements is
    an argument:
    *   the common knowledge test
        *   is the statement that would be considered the conclusion
	    instead simply a matter of common knowledge 

    *   the past event test
        *   is the statement that's meant to be the conclusion a matter of
	    easily confirmable past history?

    *   the author's intent test
        *   is the statement that's meant to be the conclusion a matter of
            how the particular fact came to be?

    *   principle of charity test
        *   is the so-called argument so vaguely or poorly supported
	    that it would be kinder to say it is not an argument
	    (rather than, it is a baaad argument)

*   next: we will start discussing the course text's
    Chapter 3 - Basic Logical Concepts