LS 09/22

Understanding Argument Structure

• Components of an Argument:

  • Reasons/Premises (µ): These are the statements that provide support for the conclusion. They are often denoted as $P1, P2, P3$.

    • Standard Form Indicators: Conjunctions such as "since" and "because" typically introduce premises.

  • Conclusion (C): This is the main point or claim that the argument aims to establish. It is supported by the premises.

    • Standard Form Indicators: Conjunctions like "thus," "therefore," and "hence" usually introduce conclusions.

• Criticism/Counterargument (-C): These are challenges or objections raised against the premises or the conclusion of an argument. They aim to weaken or refute the argument.

Argument Strength and Credibility

• Strengthening Arguments: An argument's strength is enhanced when its premises provide strong, relevant, and credible support for its conclusion.

• Assessing Authority: The credibility of the sources or authorities cited in an argument significantly impacts its strength.

• Abuse of Credibility: This occurs when one dismisses an argument or its proponent using personal attacks (e.g., "only an idiot would believe that"), rather than addressing the merits of the argument itself. This is an example of an ad hominem fallacy.

Qualifiers and Nuance in Arguments

• Guarding Statements: This involves using language that limits the extent or indicates the probability of a claim, rather than making an absolute assertion.

  • Examples include phrases like "it is probable that," "to some extent," or "it seems likely that."

• Commitment Discounting: This refers to reducing the strength of a claim or backing away from a strong assertion, often in response to a counterargument or new information.

Example of Argument Analysis: Plagiarism Scenario

Considering an argument regarding academic integrity:

• Premise 1: That paper did not include quotation marks.

• Premise 2 (Implicit/Underlying Assumption): The absence of quotation marks for borrowed text indicates a failure to properly attribute sources.

• Conclusion: That paper is plagiarized.

Discussion Points for the Example:

• Critique: While the absence of quotation marks is a strong indicator, an argument could explore alternative explanations, such as the student genuinely forgot to include them, rather than intentionally plagiarizing. However, academic standards generally equate failure to cite with plagiarism, regardless of intent, emphasizing the importance of proper scholarly practice.

• Strengthening the Argument: The argument for plagiarism is strengthened by established academic policies and conventions that define plagiarism as presenting someone else's work or ideas as one's own, even if unintentionally.

• Counterargument (potential): The student might claim forgetfulness as a counterargument. However, the academic response would typically be that the outcome (unattributed work) still constitutes plagiarism.