PHI 103 Week 3 Assignment: Counterargument Paper
PHI 103 Week 3 Assignment: Counterargument Paper
This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one’s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.
Here are the steps to prepare to write the counterargument paper:
- Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
- Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
- Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
- Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
- Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.
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In your paper,
- Present a revised argument in standard form, with each premise and the conclusion on a separate line.
- Present a counterargument in standard form, with each premise and the conclusion on a separate line.
- Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
- Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center’s Introductions and Conclusions.
- Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
- Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
- For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
- Present the best objectionto your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
- See the “Practicing Effective Criticism” section of Chapter 9 of your primary textbook for more information about how to present an objection.
For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.
For an example of how to complete this paper, take a look at the following Week Three Annotated Example. Let your instructor know if you have questions about how to complete this paper.
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In this class, you have three tutoring services available: Paper Review, Live Chat, and Tutor E-mail. Click on the Ashford Writing Center (AWC) tab in the left-navigation menu to learn more about these tutoring options and how to get help with your writing. |
The Counterargument Paper- PHI 103 Week 3 Assignment: Counterargument Paper
- Must be 500 to 800 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at the APA Essay Checklist for Students webpage).
- Must include a separate title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must use at least two scholarly sources in addition to the course text.
- The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
- Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at the APA References List webpage).
- Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
- Attached is the textbook
PHI 103 Week 3 Assignment: Counterargument Paper
Section 1.1 What Is Critical Thinking?
impact: a favorite toy, a first love, a painful loss. Many interpret gut feelings as revelations of what they need to do. It is thus easy to assume that emotions can lead us to truth. Indeed, emotions can reveal phenomena that may be otherwise inaccessible. Empathy, for example, permits us to share or recognize the emotions that others are experiencing (Stein, 1989).
The problem is that, on their own, emotions are not reliable sources of information. Emotions can lead you only toward what feels right or what feels wrong—but cannot guarantee that what feels right or wrong is indeed the right or wrong thing to do. For example, acting self- ishly, stealing, and lying are all actions that can bring about good feelings because they satisfy our self-serving interests. By contrast, asking for forgiveness or forgiving someone can feel wrong because these actions can unleash feelings of embarrassment, humiliation, and vulner- ability. Sometimes emotions can work against our best interests. For example, we are often fooled by false displays of goodwill and even affection, and we often fall for the emotional appeal of a politician’s rhetoric.
The best alternative is the route marked by logical reasoning, the principal tool for developing critical thinking. The purpose of this book is to help you learn this valuable tool. You may be wondering, “What’s in it for me?” For starters, you are bound to gain the peace of mind that comes from knowing that your decisions are not based solely on a whim or a feeling but have the support of the firmer ground of reason. Despite the compelling nature of your own emo- tional barometer, you may always wonder whether you made the right choice, and you may not find out until it is too late. Moreover, the emotional route for decision making will not help you develop confidence in your own judgments in the face of uncertainty.
In contrast, armed with the skill of logical reasoning, you can lead a life that you choose and not a life that just happens to you. This power alone can make the difference between a happy and an unhappy life. Mastering critical thinking results in practical gains—such as the ability to defend your views without feeling intimidated or inadequate and to protect yourself from manipulation or deception. This is what’s in it for you, and this is only the beginning.
Everyday Logic: Evidence, Beliefs, and Good Thinking
It is wrong always, everywhere, and for anyone to believe anything on insufficient evidence. —W. K. Clifford (1879, p. 186)
British philosopher and mathematician W. K. Clifford’s claim—that it is unethical to believe anything if you do not have sufficient evidence for it—elicited a pronounced response from the philosophical community. Many argued that Clifford’s claim was too strong and that it is acceptable to believe things for which we lack the requisite evidence. Whether or not one absolutely agrees with Clifford, he raises a good point. Every day, millions of people make deci- sions based on insufficient evidence. They claim that things are true or false without putting in the time, effort, and research necessary to make those claims with justification.
You have probably witnessed an argument in which people continue to make the same claims until they either begin to become upset or merely continue to restate their positions without adding anything new to the discussion. These situations often devolve and end with state- ments such as, “Well, I guess we will just agree to disagree” or “You are entitled to your opin- ion, and I am entitled to mine, and we will just have to leave it at that.” However, upon further reflection we have to ask ourselves, “Are people really entitled to have any opinion they want?”
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