Think Critically 3rd Edition By Gittens – Test Bank

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Sample Questions Posted Below

 

Chapter 5: Analyze Arguments and Diagram Decisions

Multiple Choice Questions

1. In the context of argument making, what do we mean by the word claim? A claim is ________.

(a) the statement the maker of the argument is seeking to show to be true or probably true

(b) the statement the maker of the argument knows is false, but yet wants to convince others is

true

(c) the statement the maker of the argument wants to be true, but knows that it is definitely not

true

(d) the statement the maker of the argument is trying to prove to be false or very probably false

Answer: a

Question Title: TB_05_01 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

2. In the context of argument analysis, which of pair of words can be used interchangeably?

(a) reason, premise

(b) assertion, fact

(c) assumption, idea

(d) claim, conclusion

Answer: d

Question Title: TB_05_02 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

3. Why does an argument maker provide a reason or reasons for a claim? The reason or reasons provide

the basis by which the argument maker intends to show that ________.

(a) the claim is true or probably true

(b) the claim is false or probably false(c) the audience is not listening to the statement

(d) the statement is unreasonable

Answer: a

Question Title: TB_05_03 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

4. Identify the claim in this passage: “The jury is confused, and all confused groups of people ought to be

allowed to ask for guidance. So the jury ought to ask the judge for guidance.”

(a) The jury is confused.

(b) All confused groups of people ought to be allowed to ask for guidance.

(c) The jury is a group of people.

(d) The judge is the only person from whom a jury may seek guidance.

(e) The jury ought to ask the judge for guidance.

Answer: e

Question Title: TB_05_04 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 1–Easy

5. Identify the implicit assumption in this passage: “The group of people known as the jury is confused.

So the jury ought to ask the judge for guidance.”

(a) The jury is confused.

(b) All confused groups of people ought to be allowed to ask for guidance.

(c) The jury is a group of people.

(d) The judge is the only person from whom a jury may seek guidance.

(e) The jury ought to ask the judge for guidance.

Answer: bQuestion Title: TB_05_05 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 1–Easy

6. Identify the explicit reason in this passage: “The jury is confused. So it ought to ask the judge for

guidance.”

(a) The jury is confused.

(b) All confused groups of people ought to be allowed to ask for guidance.

(c) The jury is a group of people.

(d) The judge is the only person from whom a jury may seek guidance.

(e) The jury ought to ask the judge for guidance.

Answer: a

Question Title: TB_05_06 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 1–Easy

7. Which statement in the following passage is not an explicit or implicit premise of the argument? “The

jury ought to ask the judge for guidance because it is confused, and all confused groups of people ought

to be allowed to ask for guidance.”

(a) The jury is confused.

(b) All confused groups of people ought to be allowed to ask for guidance.

(c) The jury is a group of people.

(d) The judge is the only person from whom a jury may seek guidance.

(e) The jury ought to ask the judge for guidance.

Answer: e

Question Title: TB_05_07 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.Skill Level: Analyze It

Difficulty Level: 1–Easy

8. In the context of applying our analytical skills to arguments, what is the purpose of the tool called

“argument mapping”? Mapping is used ________.

(a) to display how someone’s reasoning flows from initial statements to the conclusion the person

regards as being supported by those statements

(b) to help understand why people always look up the answer for things that they should be able

to figure out themselves

(c) to reveal how to get from one area of town to another area of town that may or may not be

difficult to find

(d) to display the differences between how children and adults make decisions

Answer: a

Question Title: TB_05_08 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Remember, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Remember the Facts

Difficulty Level: 2–Moderate

9. Zack wants to map an abandoned line of reasoning. Which shape should Zack use?

(a) line with one arrowhead

(b) orange oval

(c) green rectangle

(d) red hexagon

(e) large purple arrow

(f) blue cloud

Answer: d

Question Title: TB_05_09 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy10. Zack wants to map the conclusion of an argument. Which shape should Zack use?

(a) line with one arrowhead

(b) orange oval

(c) green rectangle

(d) red hexagon

(e) large purple arrow

(f) blue cloud

Answer: c

Question Title: TB_05_10 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

11. Zack wants to map the flow of a line of reasoning from one oval to another. Which shape should Zack

use?

(a) line with one arrowhead

(b) orange oval

(c) green rectangle

(d) red hexagon

(e) wide purple arrow

(f) blue cloud

Answer: a

Question Title: TB_05_11 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy12 Zack is mapping the argument: “The jury ought to ask the judge for guidance because a confused jury

has a duty to ask for guidance.” When analyzing the argument Zack determined that it relied on an

assumption that was unspoken, namely that the jury is confused. Which shape should Zack use to map

that implicit assumption?

(a) line with one arrowhead

(b) orange oval

(c) green rectangle

(d) red hexagon

(e) wide purple arrow

(f) blue cloud

Answer: f

Question Title: TB_05_12 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Apply, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Apply What You Know

Difficulty Level: 1–Easy

13. Jillian is mapping her co-worker’s reasoning process. She puts a few words in brackets.

What do the braces signify about the words they enclose?

(a) The words are Jillian’s interpretive comments.

(b) The words are a counterargument Jillian thought her co-worker should have considered.

(c) The words express some good ideas that the co-worker failed to include.

(d) Those words clarify what the co-worker meant.

(e) Those words indicate where Jillian disagreed with the point her co-worker was making.

Answer: d

Question Title: TB_05_13 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Apply, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Apply What You Know

Difficulty Level: 1–Easy14. When initiating the process of mapping the arguments in a complex conversation between two

individuals, which of the following questions is the best place to start?

(a) How many arguments does the first person make?

(b) What main conclusion is each person advocating?

(c) Does either person have anything worthwhile to add?

(d) How can the analyst briefly summarize each person’s side of the debate?

(e) Do either of the individuals use counterarguments?

Answer: b

Question Title: TB_05_14 Given more complex conversations containing multiple arguments, pro and

con, made in a given context, analyze and map those arguments including the divergent conclusions being

advocated and the counterarguments presented to the reasons advanced, Apply, LO 5.3

Topic: Analyzing Arguments in Context

Learning Objective: 5.3 Given more complex conversations containing multiple arguments, pro and con,

made in a given context, analyze and map those arguments including the divergent conclusions being

advocated and the counterarguments presented to the reasons advanced.

Skill Level: Apply What You Know

Difficulty Level: 2–Moderate

15. In the context of a discussion between two people where each is presenting arguments, what does the

term regardless of often suggest?

(a) a claim

(b) an unspoken assumption

(c) an implicit reason

(d) an abandoned line of reasoning

(e) a counterargument

Answer: e

Question Title: TB_05_15 Given more complex conversations containing multiple arguments, pro and

con, made in a given context, analyze and map those arguments including the divergent conclusions being

advocated and the counterarguments presented to the reasons advanced, Remember, LO 5.3

Topic: Analyzing Arguments in Context

Learning Objective: 5.3 Given more complex conversations containing multiple arguments, pro and con,

made in a given context, analyze and map those arguments including the divergent conclusions being

advocated and the counterarguments presented to the reasons advanced.

Skill Level: Remember the Facts

Difficulty Level: 1–Easy

16. In the middle of a discussion with her colleagues, Sharon says “never mind … moving on.” We can

safely analyze that as an indication that she has ________.(a) won the argument

(b) forgotten her own opinion

(c) decided that the discussion was over

(d) abandoned a line of reasoning

Answer: d

Question Title: TB_05_16 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Understand, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

17. If you see a gray diamond shape on a map, it indicates that ________.

(a) the person who made the map could not figure out how to analyze that statement

(b) the map represents a decision-making process

(c) all the options under consideration are unacceptable

(d) the analyst has resolved the watershed situation, which had triggered the need to make a

decision

Answer: b

Question Title: TB_05_17 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Understand, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

18. Jillian is mapping her co-worker’s decision-making process. She puts a few words in braces alongside

a shaded rectangle. What does the use of the braces signify about the words the braces enclose?

(a) The enclosed words are Jillian’s interpretive comments.

(b) The enclosed words indicate that a decision needs to be made.

(c) The enclosed words are good ideas that the co-worker failed to include.(d) Those enclosed words clarify what the co-worker meant.

(e) Those enclosed words indicate where Jillian disagreed with the point her co-worker was

making.

Answer: a

Question Title: TB_05_18 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Understand, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

19. Two friends wanted to decide where to go for dinner. Their conversation went like this: “We need to

get something to eat. How about Sharky’s so we can watch the game on TV? No, Sharky’s is too noisy.

Ok, how about we get pizza at the Pie Hub? The Hub is great with me.” In that conversation the statement

“The Hub is great with me” would be analyzed and mapped as __________.

(a) a counterargument

(b) the chosen alternative

(c) a rejected alternative

(d) a reason

(e) a recognition of the need to decide

Answer: b

Question Title: TB_05_19 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy

20. Two friends wanted to decide where to go for dinner. Their conversation went like this: “We need to

get something to eat. How about Sharky’s so we can watch the game on TV? No, Sharky’s is too noisy.

Ok, then let’s get pizza at the Pie Hub? Sounds good to me.” In that conversation the statement “Sharky’s

is too noisy” would be analyzed and mapped as __________.(a) a counterargument

(b) the chosen alternative

(c) a rejected alternative

(d) a reason

(e) a recognition of the need to decide

Answer: a

Question Title: TB_05_20 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy

Short Answer Questions

21. To what process does the expression “make an argument” refer?

Answer: Consistent with common usage, we will use the expression “make an argument” to refer to the

process of giving one or more reasons in support of a claim.

Question Title: TB_05_21 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

22. Explain what claim and reason mean in the context of argument making.

Answer: The term claim refers to the statement that the maker of the argument is seeking to show to be

true or probably true. The other sentences in the argument, namely those that are used to show that the

claim is true or that it is probably true, constitute the reason or reasons.

Question Title: TB_05_22 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and ClaimsLearning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

23. For the purpose of making a complete, accurate, and objective analysis, what rule of thumb helps us

know how many arguments a person is making?

Answer: The number of arguments depends on the number of independent reasons the argument maker

intends.

Question Title: TB_05_23 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Apply, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Apply What You Know

Difficulty Level: 2–Moderate

24. Which three objects signify the most basic elements in argument analysis and mapping?

Answer: One is the rectangle, which is used to represent the argument’s conclusion. The second is the

oval used to represent the argument maker’s reason for that conclusion. And the third is the arrow going

from the reason (oval) to the conclusion (rectangle). The arrow shows the person who made the argument

intends to support that claim with that reason.

Question Title: TB_05_24 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

25. Why and how is the cloud shape used in argument and decision mapping?

Answer: When we give reasons, we naturally assume that the others in our conversation understand us.

Much is left unsaid because it very often does not need to be said, given factors like context, shared

experiences, common knowledge, and similarities of cultural backgrounds. The cloud shape is used to

express unspoken or implicit statements.Question Title: TB_05_25 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Understand, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Understand the Concepts

Difficulty Level: 2–Moderate

26. When a person is using a positive statement to be sarcastic or ironic, the person intends that the

statement should not be taken literally. In context the speaker expects that the listener will recognize the

irony or sarcasm. How should the analyst handle statements that are spoken ironically or sarcastically?

Answer: Before mapping an ironic or sarcastic comment, switch the statement from the positive that was

spoken to the negative that was intended (or from the negative spoken to the positive that was intended).

Question Title: TB_05_26 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Apply, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Apply What You Know

Difficulty Level: 2–Moderate

27. When mapping arguments or decisions, what is the evaluative role that the analysis should play?

Answer: None. The analyst’s job is to represent the arguments being made as accurately, completely, and

objectively as possible. There is no evaluative role for the analyst. And, apart from clarifying the

speaker’s intent, the analyst is expected not to be making any improvements on the speaker’s arguments

either.

Question Title: TB_05_27 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Analyze, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Analyze It

Difficulty Level: 2–Moderate28. How are decision maps related to argument maps?

Answer: Decision maps can be thought of as argument maps used to analyze and depict the deliberations

involved in individual or group decision making.

Question Title: TB_05_28 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy

29. When mapping a decision, how many rectangles should the analyst use?

Answer: At least two. One for the chosen conclusion, and one for each of the options that were identified

in the decision-making process but were not the one selected.

Question Title: TB_05_29 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy

30. What is the speaker’s claim in the following passage: “So, let me get this right. You’re Harvey’s

sister’s husband. And you’re saying that Harvey is actually my uncle. So, this makes his sister my aunt.”

Answer: The speaker’s conclusion is that Uncle Harvey’s sister is the speaker’s aunt.

Question Title: TB_05_30 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Analyze, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.Skill Level: Analyze It

Difficulty Level: 2–Moderate

31. How would the statement “I’m not convinced” in the following passage be analyzed and mapped?

“People believe that small class sizes are essential for better learning. They think that because they have

seen statistical studies showing that in schools with a richer teacher to student ratio the students’ scores on

standardized tests tend on average to be higher. I’m not convinced. I say that a good teacher with a large

group can be just as effective as a lousy teacher with a small group. And I can give you examples of kids

who did really well on standardized tests even though their schools did not have a rich teacher to student

ratio.”

Answer: The statement “I’m not convinced” is a signal that the speaker is about to present a

counterargument. That statement is not itself the counterargument, so it does not go inside a wide arrow

on the argument map. Rather, the analyst should put “[Small classes are not essential]” in a rectangle

along with “I’m not convinced” to indicate and to clarify the speaker’s conclusion.

Question Title: TB_05_33 Given more complex conversations containing multiple arguments, pro and

con, made in a given context, analyze and map those arguments including the divergent conclusions being

advocated and the counterarguments presented to the reasons advanced, Apply, LO 5.3

Topic: Analyzing Arguments in Context

Learning Objective: 5.3 Given more complex conversations containing multiple arguments, pro and con,

made in a given context, analyze and map those arguments including the divergent conclusions being

advocated and the counterarguments presented to the reasons advanced.

Skill Level: Apply What You Know

Difficulty Level: 3–Difficult

32. Which statement or statements in the following passage are reasons, which result in the realization

that a decision is being invited, and how would the analyst map that realization? “Ah, well, I found that,

um, I saw a very dear friend of mine in trouble and, ah . . . I didn’t like the uh, the uh, prospects for him if

he didn’t get a live donor. I didn’t like the idea of him being on dialysis or waiting for a kidney for several

years. And I love him and I love his wife and his baby daughter. And I felt that I’ve got two kidneys, I

don’t need both and it was, it was a decision that I made in about 60 seconds or so.”

Answer. The statements “I didn’t like the prospects for [my friend] if he didn’t get a live donor” and “I

love him and I love his wife and his baby daughter” are expressions of reasons that led the speaker to the

realization that he needed to make a decision. The speaker never actually vocalizes a statement that says

that a decision is needed. Instead, the speaker talks about how it took 60 seconds or so to deliberate about

what he could do for his friend. The decision map would put “Should I or should I not donate a kidney for

my friend” is a cloud shape and locate that cloud shape inside of a diamond.Question Title: TB_05_32 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups, include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups, include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 3–Difficult

True or False Questions

33. For the purpose of analyzing the reasons people give for the claims they are making, we use the term

argument making to refer to engaging in a verbal confrontation or quarrel.

Answer: False

Question Title: TB_05_33 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

34. Thinking about the potential benefits of the process, one reason for using argument and decision

mapping is to be able to share with others our analysis of the arguments being made.

Answer: True

Question Title: TB_05_34 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Analyze, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Analyze It

Difficulty Level: 2–Moderate

35. It is important for the sake of accuracy and completeness that the person doing the analysis and

mapping should improve the participants’ arguments whenever possible.Answer: False

Question Title: TB_05_35 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons,

Remember, LO 5.2

Topic: Mapping Claims and the Reasons for Them

Learning Objective: 5.2 Display the analyses of arguments using argument maps, showing where

appropriate the final conclusion, various lines of reasoning used, and implicit but unspoken reasons.

Skill Level: Remember the Facts

Difficulty Level: 1–Easy

Fill in the Blank Questions

36. The expressions “Is justified because” and “Let’s assume that” generally are used by argument

makers to signal _____________.

Answer: reasons

Question Title: TB_05_36 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Understand, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Understand the Concepts

Difficulty Level: 1–Easy

37. Dale notices that one of the lines of reasoning on a complex decision map ends at a red hexagon

instead of ending at a green rectangle. This tells Dale that the line of reasoning has been ____________.

Answer: abandoned

Question Title: TB_05_37 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Analyze, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Analyze It

Difficulty Level: 1–Easy38. Evelyn is analyzing and mapping the written transcript of a committee’s complex decision-making

conversation. She interprets the statement “We need to find some way to prevent that from happening” as

indicating that one member of the committee realized that further deliberation was needed. To show this

on her decision map, Evelyn will put that statement inside of a __________.

Answer: diamond

Question Title: TB_05_38 Apply argument-mapping techniques to display analyses of decision making

by individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that

are abandoned, options which were considered but not accepted, Remember, LO 5.4

Topic: Analyzing and Mapping Decisions

Learning Objective: 5.4 Apply argument-mapping techniques to display analyses of decision making by

individuals or groups; include statements that indicate that a decision is needed, lines of reasoning that are

abandoned, options which were considered but not accepted.

Skill Level: Remember the Facts

Difficulty Level: 1–Easy

Essay Questions

39. Explain why correctly analyzing arguments and decisions requires attention to purpose and context.

Use your own examples or examples from the text.

Answer: See the “Accuracy Depends on Context and Purpose” section of “Analyze Reasons and Claims.”

Question Title: TB_05_39 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 2–Moderate

40. In the context of argument analysis what do the authors of the textbook mean when they say “over-

simplification masks reality”?

Answer: Our analytical and interpretive work would be easier if speakers would always be clear about

their reasons, if speakers always knew their own minds, and if people never withheld their reasons, lied,

or concealed their reasons behind political correctness. But that is not the way the world is. And critical

thinking, if it is of any value at all, must be applicable to the world as it is, and not as we might wish it

were. In reality, the rationale people offer for what they believe or what they decide is often murky, even

in their own minds. As we will see in Chapter 10 “Snap Judgments,” we humans are not always fullyreflective and thoughtful when we make decisions. One of the major benefits of asking why, and of

pursuing that question beyond the first or second quick response, is to open up the structure of the

reasoning behind a given claim or decision. Obviously, asking why helps us with our analysis. But there

is another benefit too. Asking “why” can help the speaker. Being pushed to explain our thinking leads

truth-seeking critical thinkers to a clearer understanding of their own beliefs and decisions. Ask “why.”

And then ask for clarification. Analysis is an active skill. Analysis includes digging below what people

first say. We should not be afraid of asking ourselves or others why we think what we think. Like good

investigators, analytical people probe. Getting people to explain their own reasons provides the analyst

with the material necessary for a fair-minded, complete, and accurate analysis. Guessing at another

person’s reasons, or worse mistaking our own reasons for the other person’s reasons, only leads to

misunderstanding. Guesswork and misattribution are marks of weak critical thinking.

Question Title: TB_05_40 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 2–Moderate

41. Explain what the authors of this critical thinking textbook mean by saying “specialized vocabulary

poses major problems for talking with people about their critical thinking.”

Answer: See “About Technical Vocabulary” box in the section “Analyzing Reasons and Claims.”

Question Title: TB_05_41 Identify the reason or reasons, explicit or implicit, a person is using to argue

that a given claim is true or very probably true, Analyze, LO 5.1

Topic: Analyze Reasons and Claims

Learning Objective: 5.1 Identify the reason or reasons, explicit or implicit, a person is using to argue that

a given claim is true or very probably true.

Skill Level: Analyze It

Difficulty Level: 2–Moderate