chapter 16 critical thinking answers

All of our Thinker's Guides are now published by Rowman and Littlefield Publishers. In this section, you find samples sections from each guide. For the full guides, visit Rowman and Littlefield, (rowman.com)

The Miniature Guide to Critical Thinking Concepts & Tools
The Thinker's Guide to Analytic Thinking
The Thinker's Guide to the Human Mind
The Thinker's Guide for Students on How to Study & Learn a Discipline
The Thinker's Guide to Ethical Reasoning
Student Guide to Historical Thinking
The Aspiring Thinker's Guide to Critical Thinking
How to Read a Paragraph: The Art of Close Reading
How to Write a Paragraph: The Art of Substantive Writing
A Glossary of Critical Thinking Terms and Concepts
The Art of Asking Essential Questions
The Nature and Functions of Critical & Creative Thinking
The Thinker's Guide to Scientific Thinking
Fact over Fake: A Critical Thinker's Guide to Media Bias and Political Propaganda
The Thinker's Guide to Fallacies: The Art of Mental Trickery
The Thinker's Guide to Clinical Reasoning
The Thinker's Guide to Engineering Reasoning
The Thinker's Guide to Intellectual Standards
Mass Media and Critical Thinking: Reasoning for a Second-Hand World
Critical Thinking and Emotional Intelligence
Critical Thinking and Command of Language
A "Third Wave" Manifesto: Keynotes of the Sonoma Conference
Thinking Critically About Identities
Richard Paul's Contributions to the Field of Critical Thinking Studies and to the Establishment of First Principles in Critical Thinking
Richard Paul and the Philosophical Foundations of Critical Thinking
Truth-seeking Versus Confirmation Bias: How Richard Paul's Conception of Critical Thinking Cultivates Authentic Research and Fairminded Thinking
Portaging Richard Paul's Model to Professional Practice: Ideas that Integrate
Richard Paul's Approach to Critical Thinking: Comprehensiveness, Systematicity, and Practicality
From Argument and Philosophy to Critical Thinking Across the Curriculum
Reflections on the Nature of Critical Thinking, Its History, Politics, and Barriers, and on Its Status across the College & University Curriculum Part I
Reflections on the Nature of Critical Thinking, Its History, Politics, and Barriers, and on Its Status across the College & University Curriculum Part II
Defining Critical Thinking
Critical Societies: Thoughts from the Past
Sumner's Definition of Critical Thinking
Our Concept and Definition of Critical Thinking
Critical Thinking: Basic Questions & Answers
A Brief History of the Idea of Critical Thinking
International Critical Thinking Manifesto
Distinguishing Between Inert Information, Activated Ignorance, Activated Knowledge
Critical Thinking: Identifying the Targets
Critical Thinking Development: A Stage Theory
The Elements of Reasoning and the Intellectual Standards
Becoming a Critic Of Your Thinking
Bertrand Russell on Critical Thinking
Valuable Intellectual Traits
Universal Intellectual Standards
Critical Thinking in the Engineering Enterprise: Novices Typically Don't Even Know What Questions to Ask
Critical Thinking Movement: 3 Waves
Critical Thinking and Nursing
Radio Show and Podcast: Critical Thinking for Everyone!
Strategy List: 35 Dimensions of Critical Thought
Newton, Darwin, & Einstein
The Critical Mind is A Questioning Mind: Learning How to Ask Powerful, Probing Questions
Three Categories of Questions: Crucial Distinctions
Complex Interdisciplinary Questions Exemplified: Ecological Sustainability
Ethical Reasoning Essential to Education
Engineering Reasoning
Accelerating Change
Natural Egocentric Dispositions
Critical Thinking in Everyday Life: 9 Strategies
Developing as Rational Persons: Viewing Our Development in Stages
How to Study and Learn (Part One)
How to Study and Learn (Part Two)
How to Study and Learn (Part Three)
How to Study and Learn (Part Four)
The Art of Close Reading (Part One)
The Art of Close Reading (Part Two)
The Art of Close Reading (Part Three)
Looking To The Future With a Critical Eye: A Message for High School Graduates
Reading Backwards: Classic Books Online
Liberating the Mind: Overcoming Sociocentric Thought and Egocentric Tendencies
30 Days to Better Thinking and Better Living through Critical Thinking - One-Week Sample
1 Table of Contents
2 Garbage and Powerful Ideas
3 Elements and Standards
4 Questions
5 Socratic Questioning
6 Designing Structures
7 Content as Thinking
8 Affective Dimension of Thinking....Ego and Non
9 Where Do We Stand
Card 1 - Teach for Depth of Understanding
Card 2 - The Elements of Thought
Card 3 - Questions for Socratic Dialogue
Card 4 - Intellectual Standards
Card 5 - Dimensions of Critical Thought
Card 6 - Intellectual Virtues
Poster 1 - Analysis of Thought
Poster 2 - Intellectual Standards
Poster 3 - Elements of Thought
Poster 4 - Elements, Standards, and Traits
Poster 5 - Parts of Thinking
Chapter 1 - The Critical Thinking Movement in Historical Perspective
Chapter 2 - Critical thinking Basic Questions and Answers
Chapter 3 - The Logic of Creative and Critical Thinking
Chapter 4 - Critical Thinking in North America
Chapter 5 - Background Logic, Critical Thinking, and Irrational Language Games
Chapter 6 - A Model for the National Assessment of Higher Order Thinking
Chapter 7 - Using Intellectual Standards to Assess Student Reasoning
Chapter 8 - Why Students - and Teachers - Don't Reason Well
Chapter 9 - Critical Thinking Fundamentals to Education for a Free Society
Chapter 10 - Critical Thinking and the Critical Person
Chapter 11 - Critical Thinking and the Nature of Prejudice
Chapter 12 - Ethics Without Indoctrination
Chapter 13 - Critical Thinking, Moral Integrity, and Citizenship Teaching for the Intellectual Virtues
Chapter 14 - Dialogical Thinking Critical Thinking Thought Essential to the Acquisition of Rational Knowledge and Passions
Chapter 15 - Power, Vested Interest, and Prejudice On the Need for Critical Thinking in the Ethics of Social and Economic Development
Chapter 16 - The Critical Connection Higher Order Thinking that Unifies Curriculum, Instruction, and Learning
Chapter 17 - Dialogical and Dialectical Thinking
Chapter 18 - The Art of Redesigning Instruction
Chapter 19 - Using Critical Thinking to Identify National Bias in the News
Chapter 20 - Socratic Questioning
Chapter 21 - Strategies Thirty-Five Dimensions of Critical Thinking
Chapter 22 - Critical Thinking in the Elementary Classroom
Chapter 23 - Critical Thinking in Elementary Social Studies
Chapter 24 - Critical Thinking in Elementary Language Arts
Chapter 25 - Critical Thinking in Elementary Science
Chapter 26 - Teaching Critical Thinking in the Strong Sense A Focus on Self-Deception, World Views, and a Dialectical Mode of Analysis
Chapter 27 - Critical Thinking Staff Development The Lesson Plan Remodeling Approach
Chapter 28 - The Greensboro Plan A Sample Staff Development Plan
Chapter 29 - Critical Thinking and Learning Centers
Chapter 30 - McPeck's Mistakes Why Critical Thinking Applies Across Disciplines and Domains
Chapter 31 - Bloom's Taxonomy and Critical Thinking Instruction Recall is Not Knowledge
Chapter 32 - Critical and Cultural Literacy Where E.D. Hirsch Goes Wrong
Chapter 33 - Critical Thinking and General Semantics On the Primacy of Natural Languages
Chapter 34 - Philosophy and Cognitive Psychology Contrasting Assumptions
Chapter 35 - The Contribution of Philosophy to Thinking
Chapter 36 - Critical Thinking and Social Studies
Chapter 37 - Critical Thinking and Language Arts
Chapter 38 - Critical Thinking and Science
Chapter 39 - Critical Thinking, Human Development, and Rational Productivity
Chapter 40 - What Critical Thinking Means to Me The Views of Teachers
Chapter 41 - Glossary An Educators Guide to Critical Thinking Terms and Concepts
Arabic - The Miniature Guide to Critical Thinking Concepts & Tools
Bulgarian - The Miniature Guide to Critical Thinking Concepts & Tools
French - Asking Questions
French - Elements of Thought
French - How Skilled Is Your Thinking
French - Miniature Guide to Critical Thinking Concepts & Tools
French - Scientific Thinking
French - Stages of Development
French - Strategic Thinking
French - Thinker's Guide to Engineering Reasoning
French - Tools for Taking Charge
French - Universal Intellectual Standards
German - Miniature Guide to Critical Thinking Concepts & Tools
Persian - Miniature Guide to Critical Thinking Concepts & Tools
Spanish - Miniature Guide to Critical Thinking Concepts & Tools
Spanish - Thinker's Guide to Analytic Thinking
Spanish - Thinker's Guide to Asking Essential Questions
Spanish - Thinker's Guide to How to Read a Paragraph
Spanish - Thinker's Guide to How to Write a Paragraph
Spanish - Miniature Guide to Critical Thinking for Children
Spanish - Thinker's Guide to How to Study and Learn a Discipline
Thai - Miniature Guide to Critical Thinking Concepts & Tools
Thai - The Aspiring Thinker's Guide to Critical Thinking
Turkish - Miniature Guide to Critical Thinking Concepts & Tools
Turkish - Miniature Guide to Critical Thinking for Children
Turkish - Thinker's Guide on How to Detect Media Bias and Propaganda
Korean - How to Read a Paragraph
Korean - How to Write a Paragraph
Korean - Thinker's Guide to Analytic Thinking
Persian - The Thinker's Guide to Clinical Reasoning

Introduction to Logic and Critical Thinking

(10 reviews)

Matthew Van Cleave, Lansing Community College

Publisher: Matthew J. Van Cleave

Language: English

Formats Available

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Learn more about reviews.

Reviewed by "yusef" Alexander Hayes, Professor, North Shore Community College on 6/9/21

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness. read more

Comprehensiveness rating: 5 see less

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness.

Content Accuracy rating: 5

The book is accurate.

Relevance/Longevity rating: 5

While many modern examples are used, and they are helpful, they are not necessarily needed. The usefulness of logical principles and skills have proved themselves, and this text presents them clearly with many examples.

Clarity rating: 5

It is obvious that the author cares about their subject, audience, and students. The text is comprehensible and interesting.

Consistency rating: 5

The format is easy to understand and is consistent in framing.

Modularity rating: 5

This text would be easy to adapt.

Organization/Structure/Flow rating: 5

The organization is excellent, my one suggestion would be a concluding chapter.

Interface rating: 5

I accessed the PDF version and it would be easy to work with.

Grammatical Errors rating: 5

The writing is excellent.

Cultural Relevance rating: 5

This is not an offensive text.

Reviewed by Susan Rottmann, Part-time Lecturer, University of Southern Maine on 3/2/21

Comprehensiveness rating: 4 see less

I reviewed this book for a course titled "Creative and Critical Inquiry into Modern Life." It won't meet all my needs for that course, but I haven't yet found a book that would. I wanted to review this one because it states in the preface that it fits better for a general critical thinking course than for a true logic course. I'm not sure that I'd agree. I have been using Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," and I think that book is a better introduction to critical thinking for non-philosophy majors. However, the latter is not open source so I will figure out how to get by without it in the future. Overall, the book seems comprehensive if the subject is logic. The index is on the short-side, but fine. However, one issue for me is that there are no page numbers on the table of contents, which is pretty annoying if you want to locate particular sections.

Content Accuracy rating: 4

I didn't find any errors. In general the book uses great examples. However, they are very much based in the American context, not for an international student audience. Some effort to broaden the chosen examples would make the book more widely applicable.

Relevance/Longevity rating: 4

I think the book will remain relevant because of the nature of the material that it addresses, however there will be a need to modify the examples in future editions and as the social and political context changes.

Clarity rating: 3

The text is lucid, but I think it would be difficult for introductory-level students who are not philosophy majors. For example, in Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," the sub-headings are very accessible, such as "Experts cannot rescue us, despite what they say" or "wishful thinking: perhaps the biggest single speed bump on the road to critical thinking." By contrast, Van Cleave's "Introduction to Logic and Critical Thinking" has more subheadings like this: "Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form" or "Propositional logic and the four basic truth functional connectives." If students are prepared very well for the subject, it would work fine, but for students who are newly being introduced to critical thinking, it is rather technical.

It seems to be very consistent in terms of its terminology and framework.

Modularity rating: 4

The book is divided into 4 chapters, each having many sub-chapters. In that sense, it is readily divisible and modular. However, as noted above, there are no page numbers on the table of contents, which would make assigning certain parts rather frustrating. Also, I'm not sure why the book is only four chapter and has so many subheadings (for instance 17 in Chapter 2) and a length of 242 pages. Wouldn't it make more sense to break up the book into shorter chapters? I think this would make it easier to read and to assign in specific blocks to students.

Organization/Structure/Flow rating: 4

The organization of the book is fine overall, although I think adding page numbers to the table of contents and breaking it up into more separate chapters would help it to be more easily navigable.

Interface rating: 4

The book is very simply presented. In my opinion it is actually too simple. There are few boxes or diagrams that highlight and explain important points.

The text seems fine grammatically. I didn't notice any errors.

The book is written with an American audience in mind, but I did not notice culturally insensitive or offensive parts.

Overall, this book is not for my course, but I think it could work well in a philosophy course.

Reviewed by Daniel Lee, Assistant Professor of Economics and Leadership, Sweet Briar College on 11/11/19

This textbook is not particularly comprehensive (4 chapters long), but I view that as a benefit. In fact, I recommend it for use outside of traditional logic classes, but rather interdisciplinary classes that evaluate argument read more

Comprehensiveness rating: 3 see less

To the best of my ability, I regard this content as accurate, error-free, and unbiased

The book is broadly relevant and up-to-date, with a few stray temporal references (sydney olympics, particular presidencies). I don't view these time-dated examples as problematic as the logical underpinnings are still there and easily assessed

Clarity rating: 4

My only pushback on clarity is I didn't find the distinction between argument and explanation particularly helpful/useful/easy to follow. However, this experience may have been unique to my class.

To the best of my ability, I regard this content as internally consistent

I found this text quite modular, and was easily able to integrate other texts into my lessons and disregard certain chapters or sub-sections

The book had a logical and consistent structure, but to the extent that there are only 4 chapters, there isn't much scope for alternative approaches here

No problems with the book's interface

The text is grammatically sound

Cultural Relevance rating: 4

Perhaps the text could have been more universal in its approach. While I didn't find the book insensitive per-se, logic can be tricky here because the point is to evaluate meaningful (non-trivial) arguments, but any argument with that sense of gravity can also be traumatic to students (abortion, death penalty, etc)

No additional comments

Reviewed by Lisa N. Thomas-Smith, Graduate Part-time Instructor, CU Boulder on 7/1/19

The text covers all the relevant technical aspects of introductory logic and critical thinking, and covers them well. A separate glossary would be quite helpful to students. However, the terms are clearly and thoroughly explained within the text,... read more

The content is excellent. The text is thorough and accurate with no errors that I could discern. The terminology and exercises cover the material nicely and without bias.

The text should easily stand the test of time. The exercises are excellent and would be very helpful for students to internalize correct critical thinking practices. Because of the logical arrangement of the text and the many sub-sections, additional material should be very easy to add.

The text is extremely clearly and simply written. I anticipate that a diligent student could learn all of the material in the text with little additional instruction. The examples are relevant and easy to follow.

The text did not confuse terms or use inconsistent terminology, which is very important in a logic text. The discipline often uses multiple terms for the same concept, but this text avoids that trap nicely.

The text is fairly easily divisible. Since there are only four chapters, those chapters include large blocks of information. However, the chapters themselves are very well delineated and could be easily broken up so that parts could be left out or covered in a different order from the text.

The flow of the text is excellent. All of the information is handled solidly in an order that allows the student to build on the information previously covered.

The PDF Table of Contents does not include links or page numbers which would be very helpful for navigation. Other than that, the text was very easy to navigate. All the images, charts, and graphs were very clear

I found no grammatical errors in the text.

Cultural Relevance rating: 3

The text including examples and exercises did not seem to be offensive or insensitive in any specific way. However, the examples included references to black and white people, but few others. Also, the text is very American specific with many examples from and for an American audience. More diversity, especially in the examples, would be appropriate and appreciated.

Reviewed by Leslie Aarons, Associate Professor of Philosophy, CUNY LaGuardia Community College on 5/16/19

This is an excellent introductory (first-year) Logic and Critical Thinking textbook. The book covers the important elementary information, clearly discussing such things as the purpose and basic structure of an argument; the difference between an argument and an explanation; validity; soundness; and the distinctions between an inductive and a deductive argument in accessible terms in the first chapter. It also does a good job introducing and discussing informal fallacies (Chapter 4). The incorporation of opportunities to evaluate real-world arguments is also very effective. Chapter 2 also covers a number of formal methods of evaluating arguments, such as Venn Diagrams and Propositional logic and the four basic truth functional connectives, but to my mind, it is much more thorough in its treatment of Informal Logic and Critical Thinking skills, than it is of formal logic. I also appreciated that Van Cleave’s book includes exercises with answers and an index, but there is no glossary; which I personally do not find detracts from the book's comprehensiveness.

Overall, Van Cleave's book is error-free and unbiased. The language used is accessible and engaging. There were no glaring inaccuracies that I was able to detect.

Van Cleave's Textbook uses relevant, contemporary content that will stand the test of time, at least for the next few years. Although some examples use certain subjects like former President Obama, it does so in a useful manner that inspires the use of critical thinking skills. There are an abundance of examples that inspire students to look at issues from many different political viewpoints, challenging students to practice evaluating arguments, and identifying fallacies. Many of these exercises encourage students to critique issues, and recognize their own inherent reader-biases and challenge their own beliefs--hallmarks of critical thinking.

As mentioned previously, the author has an accessible style that makes the content relatively easy to read and engaging. He also does a suitable job explaining jargon/technical language that is introduced in the textbook.

Van Cleave uses terminology consistently and the chapters flow well. The textbook orients the reader by offering effective introductions to new material, step-by-step explanations of the material, as well as offering clear summaries of each lesson.

This textbook's modularity is really quite good. Its language and structure are not overly convoluted or too-lengthy, making it convenient for individual instructors to adapt the materials to suit their methodological preferences.

The topics in the textbook are presented in a logical and clear fashion. The structure of the chapters are such that it is not necessary to have to follow the chapters in their sequential order, and coverage of material can be adapted to individual instructor's preferences.

The textbook is free of any problematic interface issues. Topics, sections and specific content are accessible and easy to navigate. Overall it is user-friendly.

I did not find any significant grammatical issues with the textbook.

The textbook is not culturally insensitive, making use of a diversity of inclusive examples. Materials are especially effective for first-year critical thinking/logic students.

I intend to adopt Van Cleave's textbook for a Critical Thinking class I am teaching at the Community College level. I believe that it will help me facilitate student-learning, and will be a good resource to build additional classroom activities from the materials it provides.

Reviewed by Jennie Harrop, Chair, Department of Professional Studies, George Fox University on 3/27/18

While the book is admirably comprehensive, its extensive details within a few short chapters may feel overwhelming to students. The author tackles an impressive breadth of concepts in Chapter 1, 2, 3, and 4, which leads to 50-plus-page chapters that are dense with statistical analyses and critical vocabulary. These topics are likely better broached in manageable snippets rather than hefty single chapters.

The ideas addressed in Introduction to Logic and Critical Thinking are accurate but at times notably political. While politics are effectively used to exemplify key concepts, some students may be distracted by distinct political leanings.

The terms and definitions included are relevant, but the examples are specific to the current political, cultural, and social climates, which could make the materials seem dated in a few years without intentional and consistent updates.

While the reasoning is accurate, the author tends to complicate rather than simplify -- perhaps in an effort to cover a spectrum of related concepts. Beginning readers are likely to be overwhelmed and under-encouraged by his approach.

Consistency rating: 3

The four chapters are somewhat consistent in their play of definition, explanation, and example, but the structure of each chapter varies according to the concepts covered. In the third chapter, for example, key ideas are divided into sub-topics numbering from 3.1 to 3.10. In the fourth chapter, the sub-divisions are further divided into sub-sections numbered 4.1.1-4.1.5, 4.2.1-4.2.2, and 4.3.1 to 4.3.6. Readers who are working quickly to master new concepts may find themselves mired in similarly numbered subheadings, longing for a grounded concepts on which to hinge other key principles.

Modularity rating: 3

The book's four chapters make it mostly self-referential. The author would do well to beak this text down into additional subsections, easing readers' accessibility.

The content of the book flows logically and well, but the information needs to be better sub-divided within each larger chapter, easing the student experience.

The book's interface is effective, allowing readers to move from one section to the next with a single click. Additional sub-sections would ease this interplay even further.

Grammatical Errors rating: 4

Some minor errors throughout.

For the most part, the book is culturally neutral, avoiding direct cultural references in an effort to remain relevant.

Reviewed by Yoichi Ishida, Assistant Professor of Philosophy, Ohio University on 2/1/18

This textbook covers enough topics for a first-year course on logic and critical thinking. Chapter 1 covers the basics as in any standard textbook in this area. Chapter 2 covers propositional logic and categorical logic. In propositional logic, this textbook does not cover suppositional arguments, such as conditional proof and reductio ad absurdum. But other standard argument forms are covered. Chapter 3 covers inductive logic, and here this textbook introduces probability and its relationship with cognitive biases, which are rarely discussed in other textbooks. Chapter 4 introduces common informal fallacies. The answers to all the exercises are given at the end. However, the last set of exercises is in Chapter 3, Section 5. There are no exercises in the rest of the chapter. Chapter 4 has no exercises either. There is index, but no glossary.

The textbook is accurate.

The content of this textbook will not become obsolete soon.

The textbook is written clearly.

The textbook is internally consistent.

The textbook is fairly modular. For example, Chapter 3, together with a few sections from Chapter 1, can be used as a short introduction to inductive logic.

The textbook is well-organized.

There are no interface issues.

I did not find any grammatical errors.

This textbook is relevant to a first semester logic or critical thinking course.

Reviewed by Payal Doctor, Associate Professro, LaGuardia Community College on 2/1/18

This text is a beginner textbook for arguments and propositional logic. It covers the basics of identifying arguments, building arguments, and using basic logic to construct propositions and arguments. It is quite comprehensive for a beginner book, but seems to be a good text for a course that needs a foundation for arguments. There are exercises on creating truth tables and proofs, so it could work as a logic primer in short sessions or with the addition of other course content.

The books is accurate in the information it presents. It does not contain errors and is unbiased. It covers the essential vocabulary clearly and givens ample examples and exercises to ensure the student understands the concepts

The content of the book is up to date and can be easily updated. Some examples are very current for analyzing the argument structure in a speech, but for this sort of text understandable examples are important and the author uses good examples.

The book is clear and easy to read. In particular, this is a good text for community college students who often have difficulty with reading comprehension. The language is straightforward and concepts are well explained.

The book is consistent in terminology, formatting, and examples. It flows well from one topic to the next, but it is also possible to jump around the text without loosing the voice of the text.

The books is broken down into sub units that make it easy to assign short blocks of content at a time. Later in the text, it does refer to a few concepts that appear early in that text, but these are all basic concepts that must be used to create a clear and understandable text. No sections are too long and each section stays on topic and relates the topic to those that have come before when necessary.

The flow of the text is logical and clear. It begins with the basic building blocks of arguments, and practice identifying more and more complex arguments is offered. Each chapter builds up from the previous chapter in introducing propositional logic, truth tables, and logical arguments. A select number of fallacies are presented at the end of the text, but these are related to topics that were presented before, so it makes sense to have these last.

The text is free if interface issues. I used the PDF and it worked fine on various devices without loosing formatting.

1. The book contains no grammatical errors.

The text is culturally sensitive, but examples used are a bit odd and may be objectionable to some students. For instance, President Obama's speech on Syria is used to evaluate an extended argument. This is an excellent example and it is explained well, but some who disagree with Obama's policies may have trouble moving beyond their own politics. However, other examples look at issues from all political viewpoints and ask students to evaluate the argument, fallacy, etc. and work towards looking past their own beliefs. Overall this book does use a variety of examples that most students can understand and evaluate.

My favorite part of this book is that it seems to be written for community college students. My students have trouble understanding readings in the New York Times, so it is nice to see a logic and critical thinking text use real language that students can understand and follow without the constant need of a dictionary.

Reviewed by Rebecca Owen, Adjunct Professor, Writing, Chemeketa Community College on 6/20/17

This textbook is quite thorough--there are conversational explanations of argument structure and logic. I think students will be happy with the conversational style this author employs. Also, there are many examples and exercises using current events, funny scenarios, or other interesting ways to evaluate argument structure and validity. The third section, which deals with logical fallacies, is very clear and comprehensive. My only critique of the material included in the book is that the middle section may be a bit dense and math-oriented for learners who appreciate the more informal, informative style of the first and third section. Also, the book ends rather abruptly--it moves from a description of a logical fallacy to the answers for the exercises earlier in the text.

The content is very reader-friendly, and the author writes with authority and clarity throughout the text. There are a few surface-level typos (Starbuck's instead of Starbucks, etc.). None of these small errors detract from the quality of the content, though.

One thing I really liked about this text was the author's wide variety of examples. To demonstrate different facets of logic, he used examples from current media, movies, literature, and many other concepts that students would recognize from their daily lives. The exercises in this text also included these types of pop-culture references, and I think students will enjoy the familiarity--as well as being able to see the logical structures behind these types of references. I don't think the text will need to be updated to reflect new instances and occurrences; the author did a fine job at picking examples that are relatively timeless. As far as the subject matter itself, I don't think it will become obsolete any time soon.

The author writes in a very conversational, easy-to-read manner. The examples used are quite helpful. The third section on logical fallacies is quite easy to read, follow, and understand. A student in an argument writing class could benefit from this section of the book. The middle section is less clear, though. A student learning about the basics of logic might have a hard time digesting all of the information contained in chapter two. This material might be better in two separate chapters. I think the author loses the balance of a conversational, helpful tone and focuses too heavily on equations.

Consistency rating: 4

Terminology in this book is quite consistent--the key words are highlighted in bold. Chapters 1 and 3 follow a similar organizational pattern, but chapter 2 is where the material becomes more dense and equation-heavy. I also would have liked a closing passage--something to indicate to the reader that we've reached the end of the chapter as well as the book.

I liked the overall structure of this book. If I'm teaching an argumentative writing class, I could easily point the students to the chapters where they can identify and practice identifying fallacies, for instance. The opening chapter is clear in defining the necessary terms, and it gives the students an understanding of the toolbox available to them in assessing and evaluating arguments. Even though I found the middle section to be dense, smaller portions could be assigned.

The author does a fine job connecting each defined term to the next. He provides examples of how each defined term works in a sentence or in an argument, and then he provides practice activities for students to try. The answers for each question are listed in the final pages of the book. The middle section feels like the heaviest part of the whole book--it would take the longest time for a student to digest if assigned the whole chapter. Even though this middle section is a bit heavy, it does fit the overall structure and flow of the book. New material builds on previous chapters and sub-chapters. It ends abruptly--I didn't realize that it had ended, and all of a sudden I found myself in the answer section for those earlier exercises.

The simple layout is quite helpful! There is nothing distracting, image-wise, in this text. The table of contents is clearly arranged, and each topic is easy to find.

Tiny edits could be made (Starbuck's/Starbucks, for one). Otherwise, it is free of distracting grammatical errors.

This text is quite culturally relevant. For instance, there is one example that mentions the rumors of Barack Obama's birthplace as somewhere other than the United States. This example is used to explain how to analyze an argument for validity. The more "sensational" examples (like the Obama one above) are helpful in showing argument structure, and they can also help students see how rumors like this might gain traction--as well as help to show students how to debunk them with their newfound understanding of argument and logic.

The writing style is excellent for the subject matter, especially in the third section explaining logical fallacies. Thank you for the opportunity to read and review this text!

Reviewed by Laurel Panser, Instructor, Riverland Community College on 6/20/17

This is a review of Introduction to Logic and Critical Thinking, an open source book version 1.4 by Matthew Van Cleave. The comparison book used was Patrick J. Hurley’s A Concise Introduction to Logic 12th Edition published by Cengage as well as... read more

Competing with Hurley is difficult with respect to comprehensiveness. For example, Van Cleave’s book is comprehensive to the extent that it probably covers at least two-thirds or more of what is dealt with in most introductory, one-semester logic courses. Van Cleave’s chapter 1 provides an overview of argumentation including discerning non-arguments from arguments, premises versus conclusions, deductive from inductive arguments, validity, soundness and more. Much of Van Cleave’s chapter 1 parallel’s Hurley’s chapter 1. Hurley’s chapter 3 regarding informal fallacies is comprehensive while Van Cleave’s chapter 4 on this topic is less extensive. Categorical propositions are a topic in Van Cleave’s chapter 2; Hurley’s chapters 4 and 5 provide more instruction on this, however. Propositional logic is another topic in Van Cleave’s chapter 2; Hurley’s chapters 6 and 7 provide more information on this, though. Van Cleave did discuss messy issues of language meaning briefly in his chapter 1; that is the topic of Hurley’s chapter 2.

Van Cleave’s book includes exercises with answers and an index. A glossary was not included.

Reviews of open source textbooks typically include criteria besides comprehensiveness. These include comments on accuracy of the information, whether the book will become obsolete soon, jargon-free clarity to the extent that is possible, organization, navigation ease, freedom from grammar errors and cultural relevance; Van Cleave’s book is fine in all of these areas. Further criteria for open source books includes modularity and consistency of terminology. Modularity is defined as including blocks of learning material that are easy to assign to students. Hurley’s book has a greater degree of modularity than Van Cleave’s textbook. The prose Van Cleave used is consistent.

Van Cleave’s book will not become obsolete soon.

Van Cleave’s book has accessible prose.

Van Cleave used terminology consistently.

Van Cleave’s book has a reasonable degree of modularity.

Van Cleave’s book is organized. The structure and flow of his book is fine.

Problems with navigation are not present.

Grammar problems were not present.

Van Cleave’s book is culturally relevant.

Van Cleave’s book is appropriate for some first semester logic courses.

Chapter 1: Reconstructing and analyzing arguments

1.1 What is an argument?
1.2 Identifying arguments
1.3 Arguments vs. explanations
1.4 More complex argument structures
1.5 Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form
1.6 Validity
1.7 Soundness
1.8 Deductive vs. inductive arguments
1.9 Arguments with missing premises
1.10 Assuring, guarding, and discounting
1.11 Evaluative language
1.12 Evaluating a real-life argument

Chapter 2: Formal methods of evaluating arguments

2.1 What is a formal method of evaluation and why do we need them?
2.2 Propositional logic and the four basic truth functional connectives
2.3 Negation and disjunction
2.4 Using parentheses to translate complex sentences
2.5 “Not both” and “neither nor”
2.6 The truth table test of validity
2.7 Conditionals
2.8 “Unless”
2.9 Material equivalence
2.10 Tautologies, contradictions, and contingent statements
2.11 Proofs and the 8 valid forms of inference
2.12 How to construct proofs
2.13 Short review of propositional logic
2.14 Categorical logic
2.15 The Venn test of validity for immediate categorical inferences
2.16 Universal statements and existential commitment
2.17 Venn validity for categorical syllogisms

Chapter 3: Evaluating inductive arguments and probabilistic and statistical fallacies

3.1 Inductive arguments and statistical generalizations
3.2 Inference to the best explanation and the seven explanatory virtues
3.3 Analogical arguments
3.4 Causal arguments
3.5 Probability
3.6 The conjunction fallacy
3.7 The base rate fallacy
3.8 The small numbers fallacy
3.9 Regression to the mean fallacy
3.10 Gambler's fallacy

Chapter 4: Informal fallacies

4.1 Formal vs. informal fallacies
4.1.1 Composition fallacy
4.1.2 Division fallacy
4.1.3 Begging the question fallacy
4.1.4 False dichotomy
4.1.5 Equivocation
4.2 Slippery slope fallacies
4.2.1 Conceptual slippery slope
4.2.2 Causal slippery slope
4.3 Fallacies of relevance
4.3.1 Ad hominem
4.3.2 Straw man
4.3.3 Tu quoque
4.3.4 Genetic
4.3.5 Appeal to consequences
4.3.6 Appeal to authority

Answers to exercises Glossary/Index

Ancillary Material

About the book.

This is an introductory textbook in logic and critical thinking. The goal of the textbook is to provide the reader with a set of tools and skills that will enable them to identify and evaluate arguments. The book is intended for an introductory course that covers both formal and informal logic. As such, it is not a formal logic textbook, but is closer to what one would find marketed as a “critical thinking textbook.”

About the Contributors

Matthew Van Cleave , PhD, Philosophy, University of Cincinnati, 2007. VAP at Concordia College (Moorhead), 2008-2012. Assistant Professor at Lansing Community College, 2012-2016. Professor at Lansing Community College, 2016-

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Critical Thinking Exercise : Question Answers and Grammar

Share this article, critical thinking, ways with words, a. the words in the crossword puzzle are from the text. find them from the text to solve the puzzle based on the meaning clues given below., 1. unquestionable, impossible to doubt, 2. never done or known before, 3. emergence or origination, 4. obviously or clearly, 5. impossible to achieve or overcome, 6. moved with a violent, irregular action, 7. appropriate or suitable, 8. force back, 9. conservative, 10. up to now, b. find the words from the text that mean the following..

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Comprehension

Answer these questions., a. what’s the difference between the body and the soul, b. what do you understand by the psychologists’ saying that there is no such thing as mind, c. how can a mental activity be reduced to a physical activity, d. how are mind and body related, e. what is the relation between mind and memory does memory survive a person’s death, f. how is our power on the earth’s surface entirely dependent upon the sun, a. do you believe that soul really exists write your arguments in support of your answer., b. if you want to change your body, you first have to change your mind. discuss., write critically on the given topics., a. the existence of god, a. rewrite the following sentences using ‘used to’. you can make an affirmative/ negative statement or a question., a. i/live in a flat when i was a child., b. she/love eating chocolate but now she hates it., c. he/go to fishing in the summer, d. my sister/play tennis when she was at school., e. he/play football every weekend, f. my grandfather/speak five languages., g. i/not hate school from the beginning., h. you/live in kathmandu, i. he/play dandibiyo when he was a small child., j. she/wear a frock when she was small but nowadays she wears jeans., b. write a short paragraph describing your past habits., don't miss our nepali guide.

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Critical-Thinking Questions about Case Studies

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Understanding Business, 10th Edition

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CTEA Chapter 16
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Week 16
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Critical thinking questions on Chapter 11

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Chapter 16- Critical Thinking Flashcards
Chapter 16: Critical Thinking and Decision Making. 68 terms. vinny477. Preview. Chapter 18. 37 terms. Agnes2020. Preview. Psych 1000 chapter 5: Sensation and Perception. ... -the learner trusts that experts have the right answers for every problem Thinking is concrete not always true bc we don't have the right answers but this is the basic level.
Chapter 16- Critical Thinking Flashcards
Chapter 16: Critical Thinking and Decision Making. 68 terms. vinny477. Preview. Chapter 4 - Sensory and Perception. 57 terms. Rhm186. Preview. Cognitive Psychology and Biases. 14 terms. ... In _____ _____ _____ the learner trusts that experts have the right answers for every problem. Thinking is concrete.
Intro Chapter 16 (Critical Thinking) Flashcards
Context. The environment, situation, or occasion that impacts a related thought or topic. Critical Thinking. A combination of skills and dispositions to maximize one's ability to purposely reflect and think deeply. Deductive Reasoning. Using generalizations to create specific conclusions. Dispositions. Personal traits or qualities.
Chapter 16
Terms in this set (28) critical thinking. an analytical process that can help someone think through a problem in an organized and efficient manner. diagnosis. a description or label for a patient's condition that assists a clinician in further evaluation and treatment. differential diagnosis.
Answer Key Chapter 17
Critical-Thinking Questions about Case Studies; What Should the Nurse Do? Competency-Based Assessments ... Chapter 16; Chapter 17; Chapter 19; Chapter 22; Chapter 24; Chapter 26; Chapter 30; Chapter 33; Chapter 34; Chapter 36; Index; Check Your Understanding Questions. 1. Answers will vary but should include at least three options from the ...
Critical Thinking (5.2, 5.3, 5.4)
The questions come from the textbook "The Power of Critical Thinking" (sixth edition) by Lewis Vaughn. The answers were reviewed by the professor during class ... 16. Appeal to ignorance . 17. Ster eot yp in g . 18. Appeal to popularity . 19. ... CHAPTER 1 EXERCISES. It included answers for exercises 1.2, 1.3, 1.5, 1.6. Critical Thinking 38% (8) 2.
Library for Everyone
Chapter 1 - The Critical Thinking Movement in Historical Perspective; Chapter 2 - Critical thinking Basic Questions and Answers; Chapter 3 - The Logic of Creative and Critical Thinking; Chapter 4 - Critical Thinking in North America ... Chapter 16 - The Critical Connection Higher Order Thinking that Unifies Curriculum, Instruction, and Learning ...
Introduction to Logic and Critical Thinking
Introduction to Logic and Critical Thinking - Open Textbook ...
Chapter 16
The Critical Thinking Book Support Website. Student Resources Chapter 16: Decision Making: A General Model. After Chapter 16: Section 2: 16.1: Tutorial: Selecting the Best Framed Decision Question: 10 points: 16.2: Quiz: Selecting the Best Framed Decision Question: Points = 20 x Percent Score: 16.3:
PDF James Madison Critical Thinking Course Answer Guide Table of Contents
ro. does not have a secret entrance.Thus, Detective Wise has solved the crime.4. d. f it is a mansion worthy of a mystery, then there is a secret entrance into the room. If there is a secret entrance into the room, then Clarke would know about the entrance.
Answers to Critical Thinking Questions
Answers to Critical Thinking Questions (See related pages) Bacteria thrive at temperatures over 40°F but under 135°F. Bacteria cause foodborne illness by releasing toxins. ... Home > Chapter 16 > Answers to Critical Thinking Questions ...
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Ch. 16 Critical Thinking Questions
Introduction; 5.1 Confronting the National Debt: The Aftermath of the French and Indian War; 5.2 The Stamp Act and the Sons and Daughters of Liberty; 5.3 The Townshend Acts and Colonial Protest; 5.4 The Destruction of the Tea and the Coercive Acts; 5.5 Disaffection: The First Continental Congress and American Identity; Key Terms; Summary; Review Questions; Critical Thinking Questions
Critical Thinking Exercise : Question Answers and Grammar
a. Convergent thinking Convergent thinking is the type of thinking that focuses on coming up with the single, well-established answer to a problem. It is oriented toward deriving the single best, or most often correct answer to a question. b. Divergent thinking Divergent thinking is a thought process or method used to generate creative ideas by ...
Solved Chapter 16
Transcribed image text: Chapter 16 - Assignment Using the knowledge you have gained from reading the textbook, apply critical thinking skills to answer the following questions: 1. Mr. Tim calls and he is upset about a bill that he received from your facility. When looking up Mr. Tim's information, you find the claim was denied and the reason ...
CTEA Chapter 16
Suggested Answers to Critical Thinking Exercises, Chapter 16, End-of-Life Care You are a nurse case manager for a large home care agency that also operates a hospice program. During your admission visit, your 79-year-old patient with a diagnosis of amyotrophic lateral sclerosis (ALS, Lou Gehrig disease) tells you that he does not want to live ...
Chapter 016
Chapter 16: Health and Wellness Answer Key for Critical Thinking Exercises. Answer: By coming to the walk-in clinic, G. S. has acknowledged that she might be susceptible to disease or illness and that there may be serious consequences to her shortness of breath. Answer: Several risk factors should be addressed: High blood pressure.
Unit 16 : Critical Thinking Full Exercise
Grammar. A. Rewrite the following sentences using 'used to'. You can make an affirmative/ negative statement or a question. a. I/live in a flat when I was a child. I used to live in a flat when I was a child. b. She/love eating chocolate but now she hates it.
Solved Chapter 16 Critical Thinking Assignment Points 20 Due
Question: Chapter 16 Critical Thinking Assignment Points 20 Due Wednesday by 11:59pm Submitting a file upload Answer the following critical thinking question from chapter 16 by using your textbook with citations (see the example listed) Minimum requires are 2/4 substantial double-spaced paragraphs. Always support your answers.
Chapter 16
Understanding Business, 10th Edition answers to Chapter 16 - Using Effective Promotions - Critical Thinking - Page 459 4 including work step by step written by community members like you. Textbook Authors: Nickels, William G.; McHugh, James M.; McHugh, Susan M., ISBN-10: 007352459X, ISBN-13: 978--07352-459-7, Publisher: McGraw-Hill Education
Ch. 16 Critical-Thinking Questions about Case Studies
Critical-Thinking Questions about Case Studies; What Should the Nurse Do? Competency-Based Assessments; ... Answer Key. Chapter 2; Chapter 5; Chapter 6; Chapter 8; Chapter 9; Chapter 10; Chapter 16; Chapter 17; Chapter 19; Chapter 22; Chapter 24; Chapter 26; Chapter 30; Chapter 33; Chapter 34; Chapter 36; Index; Critical-Thinking Questions ...
Critical Thinking Chapter 2 Flashcards
Critical Thinking Chapter 2. According to the text's definition of critical thinking, what factors must be present for critical thinking to be realized? Click the card to flip 👆. For critical thinking to be realized, the process must be systematic, it must be a true evaluation or formulation of claims, and it must be based on rational standards.
Chapter 16
Understanding Business, 10th Edition answers to Chapter 16 - Using Effective Promotions - Critical Thinking - Page 458 1 including work step by step written by community members like you. Textbook Authors: Nickels, William G.; McHugh, James M.; McHugh, Susan M., ISBN-10: 007352459X, ISBN-13: 978--07352-459-7, Publisher: McGraw-Hill Education