The importance of precise language reflects an accurate and comprehensible use of arguments. This leads to clearly communication of ideas and avoid misinterpretations as well. To illustrate, “She is successful”. It is not giving enough information to know if it refers to an economic, health or educational context. For this reason, there are some types of definition that can be implement to make arguments coherent: a lexical definition defines the meaning of a word in the dictionary, a stipulative definition gives a new or particular meaning to a word in a specific context, and a precise definition helps to make vague terms more specific. With these definitions in mind, the arguments become more solid and understandable.
Another important aspect is emotive language, which uses words that provoke feelings such as sadness, excitement, anger or fear. If this occurs, the arguments are not focused on facts and are not based on logic and reason. Although emotions are part of communication, when analyzing arguments, emotive language can be used to manipulate or distract the audience. For instance, if someone calls a group of peaceful protesters a “violent crowd” it changes the public's perception, even if there is no violence. This type of language can slant the argument, since it is more about emotions than logic. This is why it is important to be neutral and provide meaningful evidence.
Furthermore, it is essential to be careful of logical fallacies, which are errors in thinking that make arguments weak or dishonest. Some fallacies are called fallacies of relevance, such as ad hominem, which occurs when someone attacks the person rather than their idea, or the slippery slope, where a person says that a small action will lead to a terrible result, even though there is no real evidence. There are also fallacies of insufficient evidence, such as hasty generalization, which means making a large conclusion based on very little information. Another is the appeal to ignorance, where someone believes something to be true only because nothing has been shown to be false. To summarize, these types of arguments may seem convincing, but they are not supported by real evidence. A good argument needs facts, not speculation.
Moreover, diagramming is a technique to know how a person's reasoning works. This strategy separates the premises, which are the reasons, from the conclusion, the main idea. Additionally, diagramming also identifies when the argument contains weak evidence or hidden fallacies.
Premise 1: Reading enhances vocabulary.
Premise 2: Students who read more have better results in language tests.
Conclusion: Therefore, students should read more to enhance their academic performance.
Finally, when arguments are longer, it is important to use effective techniques such as summarizing and paraphrasing. They help to clearly express the main ideas without copying the original. In summarizing, it is better to read the whole argument carefully, identify the central points and write a shorter version using only the most important ideas. In paraphrasing, it is essential to understand the message completely, and explain it in a new way in your own words. For example, sentence structure and vocabulary can be changed, but the meaning must be kept. In sum, both skills require critical thinking, since the new information that is expressed must be meaningful and clear without changing the original message.
Another important aspect is emotive language, which uses words that provoke feelings such as sadness, excitement, anger or fear. If this occurs, the arguments are not focused on facts and are not based on logic and reason. Although emotions are part of communication, when analyzing arguments, emotive language can be used to manipulate or distract the audience. For instance, if someone calls a group of peaceful protesters a “violent crowd” it changes the public's perception, even if there is no violence. This type of language can slant the argument, since it is more about emotions than logic. This is why it is important to be neutral and provide meaningful evidence.
Furthermore, it is essential to be careful of logical fallacies, which are errors in thinking that make arguments weak or dishonest. Some fallacies are called fallacies of relevance, such as ad hominem, which occurs when someone attacks the person rather than their idea, or the slippery slope, where a person says that a small action will lead to a terrible result, even though there is no real evidence. There are also fallacies of insufficient evidence, such as hasty generalization, which means making a large conclusion based on very little information. Another is the appeal to ignorance, where someone believes something to be true only because nothing has been shown to be false. To summarize, these types of arguments may seem convincing, but they are not supported by real evidence. A good argument needs facts, not speculation.
Moreover, diagramming is a technique to know how a person's reasoning works. This strategy separates the premises, which are the reasons, from the conclusion, the main idea. Additionally, diagramming also identifies when the argument contains weak evidence or hidden fallacies.
Premise 1: Reading enhances vocabulary.
Premise 2: Students who read more have better results in language tests.
Conclusion: Therefore, students should read more to enhance their academic performance.
Finally, when arguments are longer, it is important to use effective techniques such as summarizing and paraphrasing. They help to clearly express the main ideas without copying the original. In summarizing, it is better to read the whole argument carefully, identify the central points and write a shorter version using only the most important ideas. In paraphrasing, it is essential to understand the message completely, and explain it in a new way in your own words. For example, sentence structure and vocabulary can be changed, but the meaning must be kept. In sum, both skills require critical thinking, since the new information that is expressed must be meaningful and clear without changing the original message.