Introduction
We have been exploring types of logical fallacies in class this week. Logical fallacies often make arguments less effective and make the author less credible. The use of logical fallacies often also attempts to hide the main issue. We must learn and understand these fallacies so that we can avoid using them in our discussions and writings and so that we can recognize when another person is using them. The goal is to learn how to spot and discredit the users of these fallacies to win our arguments with facts. We will use various online sources to discover the types of fallacies, how they are used, and how we can avoid using them.
Task
You will work in small groups as directed and assigned a particular logical fallacy. Each group will research their assigned logical fallacy, define it, find an example in media of its use (i.e., TV commercial, radio commercial, print ad, newspaper article, etc.), and then describe why that example fits the assigned fallacy and how it can be corrected.
Once those steps have been completed, each group will then develop their own example of their assigned logical fallacy.
Example:
Logical Fallacy: Slippery Slope
Definition: A conclusion is made that if A occurs, then B and C will occur, leading to XYZ happening.
Media Example: The main character gets irritated waiting on hold and decides to play racketball to get rid of some of his anger, but isn't paying attention and gets hit in the eye with the ball. He receives an eyepatch, then a group of people see him and beat him up thinking he's tough because of the eyepatch, leading to him waking up in a ditch all because he got angry waiting on hold.
Student Example:
Lisa: "Can I have a piece of candy?"
Taylor: "Sorry, Lisa. If I give you a piece of candy, then others will ask for some. If others ask, I will have to share with them, too. Soon, everyone in the class will ask for some candy, and there won't be any left for me!"
Process
Task 1: Research assigned logical fallacy with your group members.
Task 2: Search online to find an example of your logical fallacy in media. You can use TV or radio commercial, newspaper or magazine articles, TV shows, etc. Make sure you link to the example you are using as you will need it when your group presents in front of the class.
Task 3: Work as a group to determine how to correct the fallacy in your example.
Task 4: Work as a group to develop a new example of your assigned fallacy. It does not need to be longer than one sentence as long as it clearly demonstrates the fallacy you were assigned. You should also develop a way to correct your example to get rid of the fallacy and change it into a useable argument.
Task 5: Present your findings to the class. First, you will say what fallacy you were assigned and issue a definition. You will then have access to the SmartBoard or other technology to show the media example that you found. Once you illustrate the fallacy in your example, show how to correct it. Perform the same steps for the example that your group created, and how to correct it to make a strong argument.
Task 6: Take notes on the other fallacies when it is not your groups turn to present.
https://www.youtube.com/results?search_query=logical+fallacies+commercials
Evaluation
WebQuest Rubric:
Total Points Possible: 50
|
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10 |
5 |
0 |
|
Definition |
Correct, clear, well-developed definition. |
Mostly correct and clear definition. |
Incorrect or unclear definition. |
|
Media Example |
Appropriate media example clearly exemplifies assigned fallacy. |
Media example provided must be explained as to how it fits assigned fallacy. |
No media example provided, or media example provided does not fit assigned fallacy. |
|
Student Created Example |
Appropriate student example created by the group and clearly exemplifies assigned fallacy. |
Student created example mostly illustrates the assigned fallacy but could use clarification. |
No student example was provided, or student example provided does not fit assigned fallacy. |
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Correction of Both Examples |
Both media and student created examples were corrected in a manner that removed the fallacy. |
One example was corrected in a manner that removed the fallacy. |
No corrections of the media or student created fallacies were corrected. |
|
Presentation & Participation |
Each student in the group actively participated in the WebQuest & presentation, speaking at least once. |
Most students in the group participated in the WebQuest and presentation. |
Not every group member participated in the WebQuest or presentation. |
Conclusion
We should now understand what logical fallacies are and why we should avoid using them. Logical fallacies should be avoided when making arguments as they discredit the user's authority on the issue. They are frequently used to cover the real problem or to disguise the user's lack of knowledge. By knowing the different types of logical fallacies, we can avoid using them in our writing and discussions and build stronger arguments that our readers will consider more credible.