ARW: Monday's class & tutorials

Dear AC & AI,

I hope that tutorials will continue to be busy next week, especially with your first essay in the ELP/ICU due Wednesday. You should book early to avoid disappointment.

Also, please be sure to bring the most recent draft of your essay to class on Monday.

Have a beaut weekend!

Owen

ARW Summer Reading List: Recommendations Only (Not incl. graded readers)

ARW Summer Reading List: Some of the Possibilities Open to You

The following list is an attempt to give you some direction as yousearch for a book or books to read during the summer. It includes fiction and non-fictionand covers a wide range of subject matter. It is hoped there is something tointerest everyone and something at everyone's level of reading ability. You arefree to choose from this list or seek out other books.
Remember,choose something that interests you.

NON-FICTION
Education
Why Children Fail J Holt. Early childhood and education. Readable.
Making the Most of College: Students Speak Their Minds. R J Light. Improve your college education.
Closely Observed Children. M Armstrong. Child centred learning in school. A teacher's school diary

Religion
The Buddhist Religion: A Historical Introduction. R Robinson. Slender and readable introduction.
The Hindu World. P Bahree. The cultural context of Hinduism. Very readable.
What Everyone Should Know About Islam and Muslims. S Haneef. A readable reference to Islam.
The Jewish People: Their History and Religion. D J Goldberg and J D Raynor. An introduction.

Philosophy
Philosophy Made Simple. R H Popkin. Readable introduction to philosophy eg. Ethics, knowledge etc.
Philosophy and the Meaning of Life. K Britton.A readable introduction for the beginner.

Politics
In Defence of Politics. B Crick. A readable description of the political process.
World Political Systems: An Introduction to Comparative Government. J & D Derbyshire. An introduction to political systems and ideologies.
The Third Way: The Renewal of Social Democracy. A Giddens. Political philosophy. Readable.
Stupid White Men. M Moore. Humor & political commentary. Modern America.
Plan Of Attack. Bob Woodward. Political commentary on the Bush presidency.

History
Introduction to History. A Marwick. The nature of historical study and the meaning of 'history'.
Exploring the World of the Celts. S James. General introduction to the Celts.
Medieval Civilisation. J Le Goff. Society and culture inmedieval Europe.
The Rise and Fall of the Great Powers. P Kennedy. 698 pages. Five centuries of world history.
The People's Peace: British History 1945-1990. K O Morgan. Britain after World War II.
The Unfinished Journey: America since World War II. W H Chafe. Changes in society since 1945.
Africa. P Martin & D O'Meara. Introduction to the history and contemporary society of Africa.
Magomero: Portrait of an African Village. L White. A history of David Livingston's African village.
The Near East Since the First World War. M E Yapp.Individual national histories.
The Penguin History of India. R Thapar & P Spear. Two short volumes for the beginner.
Red Star Over China. E Snow. A classic on the progress of the progress of the Chinese revolution.
Visions of the Future. R Heilbroner. 120 pages. Easy reading. Historical views of the future.
Guns, Germs and Steel. Jared Diamond. 425 pages. Demanding. World history/culture

Biography/Autobiography
One of Us: A Biography of Margaret Thatcher. H Young.
The Jail Diary of Albie Sachs. A Sachs. Solitaryconfinement in a South African prison.
An Evil Cradling. B. Keenan. Experiences as a hostage in Lebanon.
Muhammad Ali: His Life and Times. T Hauser. The life of the world's greatest boxer.
Mrs Humphrey Ward. J Sutherland. Charity worker, hypochondriac, and anti-sufferagette.
Some Lives! A GP's East End. D Widgery. A doctor's struggle against poverty in London.
Henry II. W L Warren. One of the most important kings of medieval England.
Gandhi: The Traditional Roots of Charisma. S Rudolph & L Rudolph. A great figure of the 20th century.
Kitchen Confidential: Adventures in the Culinary Underbelly. A.Bourdain. Life as an international chef.
Tuesdays with Morrie: An Old Man, a Young Man, and Life's Greatest Lesson. Mitch Albom. Teacher-student relationship, wisdom and courage inthe face of death.
The Goshawk. T S White. One man's attempt to train a hawk. Beautifully written and easy reading.

Japan
The Roads to Sata: A 2000-mile Walk Through Japan. A Booth. 281 pages. Observations on contemporary/traditional Japan
Lost Japan. Alex Kerr. 263 pages. Loss of traditionalculture. A personal witness to 30 years of change.
The Lady and the Monk: Four Seasons in Kyoto. P Iyer. 384 pages. One man's romance with Japan.
The Enigma of Japanese Power. Karel van Wolferen. 592 pages. Demanding. The Social and Political Landscape of Modern Japan.
Japan Pop! T Craig (ed.). 326 pages. Non-fiction. Articles on popular culture in Japan
Embracing Defeat. John Dower. 564 pages. Serious. History of immediate post-WWII Japan.
The Emptiness of Japanese Affluence. Gavan McCormack. Modern Japanese culture
Brrrm! Brrrm! C James. Funny but serious attempt to understand Japanese culture and difference.
Underground in Japan. R Ventura. The harsh reality ofbeing a foreign worker in Japan.

Economics/Business
History of Economic Thought. W J Butler. Guide to changes in economic thought and policy.
Small is Beautiful: A Study of Economics as if People Mattered. E F Schumacher. Alternative view of economic structures for a more human society.
Troubleshooter. J Harvey Jones. Light but serious. A look at businesses in trouble and proposed solutions.
The Zurich Axioms. M Gunther. Readable guidelines to investment and wealth creation.
Rich Dad Poor Dad: What the Rich Teach Their Kids About Money -That the Poor and Middle Class Do Not. R T Kiyosaki. How to become amillionaire.
How the Other Half Dies - The Real Reasons for World Hunger. S George. International business and the causes of world hunger.
The Third World Tomorrow. P Harrison. Appropriate technology for the developing world.
One Up On Wall Street: How to Use What You Already Know to Make Money in the Market. Peter Lynch. Easy reading on investing your money in the stockmarket.

Language
The Language Instinct: How the Mind Creates Language. S. Pinker. Readable introduction to linguistics.
Language and Society: An Introduction Sociolinguistics. S Romaine. Readable introduction.

The Arts
Impressionism. P Pool. A good basic introduction to the art movement.
How to Look at Modern Art. P Yenawine. Explore your reactions to modern artists. Introductory text.
Bach. M Boyd. Biography.
Romantic Music. L Plantings. Readable introductionto 19th C music.
We Called It Music. E Condon. A funny and insightful view of jazz before World War II.
Revolution in the Head: The Beatles' Music and the Sixties. I MacDonald. Analysis of Beatles' songs.
Ballet and Modern Dance. S Au. Great performers and performances.
The Cambridge Guide to Asian Theatre. J Brandon.Excellent short introduction.
Women of Fashion. V Steele. Influential women in the world of fashion.
The Unknown Craftsman: A Japanese Insight Into Beauty. S Yanagi. Valuing craftsmanship.
Rolling Stone Illustrated History of Rock & Roll. Ed. DeCurtis,Henke, & George-Warren. 720 pages. Reference book. Lots of small articles.

Science and Technology
Great Scientific Experiments. R Harre. Twenty experimentsthat changed the world.
Asimov's Guide to Science. I Asimov. Basic principlesof the physical and biological sciences.
Science and Social Change 1700-1900. C Russell.How science affects the social structures of society.
The Structure of Scientific Revolutions. T S Kuhn. Replacing old paradigms. Philosophy of science.
The Mathematical Experience. P J Davis. What it is like to be a mathematician. For non-mathematicians.
Mathematics, a Human Endeavour: A Book For Those Who Think They Don't Like the Subject. H R Jacobs. Best seller.
Innumeracy. J A Paulos. Mathematics for the everyday world.
The Particle Garden. G Kane. Introduction to particle physics.
Einstein for Beginners. J Schwartz & M McGuinness. Cartoon introduction to the man and his ideas.
Was Einstein Right? C Will. Accessible guide for the non-scientist.
Relativity for the Layman. J A Coleman. Classic of popular science. Readable.
Success in Chemistry. J Macqueen. An excellent basic coverage.
Usborne Introduction to Chemistry. J Chisolm & M Johnson. Illustrated and simple introduction.
Butter Side Up or The Delights of Science. M Pike. Introducing applied chemistry.
Megaliths, Myths and Men: An Introduction to Astro-Archaeology. P L Brown. Stonehenge, the pyramids and other ancient monuments.
The Astronomical Scrapbook. J Ashbrook. Short readable articles on the history of astronomy.
A History of Japanese Astronomy. S Nakayama. Development of astronomy in Japan.
New Guide to the Planets. P Moore Non-technical introductionto the solar system.
We Are not Alone. W Sullivan. Does life exist on other planets?
Heavenly Bodies: Beginner's Guide to Astronomy. I Nicolson. A simple outline.
The Guiness Book of Astronomy. P Moore. Informative guide to the solar system.
History of Life. R Cowen. Palaeontology.
Dorling Kindersley Eyewitness Guides: Volcano. S van Rose. Phenomena associated with volcanoes.
The Double Helix. J D Watson. The story of the discovery of the structure of DNA.
The Red Queen Hypothesis. M Ridley. Readable. Sex and the evolutionary battle between men and women.
The Origin of Humankind. R Leakey. Brief and readable view of human fossils.
Human Evolution: An Illustrated Guide. R Lewin. Excellent general review.
How the Leopard Changed Its Spots. B Goodwin. Genes and an alternative view of human development.
The Body in Question. J Miller. Exploration of thefunctioning of our bodies.
Nature and Nurture in Psychology. R Plomin & G McClearn. Readable account of the debate.
Bugs in the System: Insects and Their Impact on Human Affairs. M R Berenbaum. Simple introduction to insects.
The Private Life of Plants. D Attenborough. Readable account of the different aspects of plant life.
Carnivourous Plants. A Slack. Plants that eat living creatures.
Life: An Unauthorised Biography. R Fortey. 371 pages. Natural history-the life of the earth.
The Diversity of Life. E O Wilson. Thebiodiversity crisis.
1001 Ways to Save the Planet. B Vallely. A practical guide to a cleaner environment.
Why Big Fierce Animals Are Rare. P Colinvaux. Readable guide to how the living world works.
Introduction to Physical Anthropology. R Jurmain & H Nelson. An introduction to physical differences between peoples.
Science: Good, Bad, and Bogus. M Gardner. Improbable claims and bad science.
The Prevalence of Nonsense. A Montagu & E. Darling. Myths and common fallacies exposed.
The Mismeasure of Woman: Why Women are Not the Other Sex, the Inferior Sex, or the Opposite Sex. Carol Tavris. Bad scienceand myths about women.

Ethics
Philosophical Medical Ethics. R Gillon. General introduction to medical ethics.
Life's Dominion: An Argument about Abortion and Euthanasia. R Dworkins. Two critical ethical issues.
A Question of Life. M Warnock. Readable book on the ethical problems of human fertilisation, embryology, and the ethics of assistedreproduction.
When Did I Begin? N D Ford. Ethics. When does anembryo become a human being?
Animal Rights. A Linzey. The case for animal rights. Short and readable.
How much is Enough? A T Durning. Rising consumptionversus environmental protection.

Travel/Adventure
Around the World in 80 Days. M Palin. Readable and amusing journey around the world.
Quest for Adventure. C Bonington. Descriptions of great adventures e.g. Apollo 11, climbing Everest etc.
Inside the Third World. P Harrison. Travel and experiences of development in Africa.
Riding the Iron Rooster: By Train Through China. P Theroux. An amusing and observant guide to China.
Notes from a Small Island. Bill Bryson. 352 pages .Funny insights travelling around modern Britain
Travels in Small Town America. Bill Bryson. 293 pages. A humourous view of small town USA.
No Full Stops in India. Mark Tully. 336 pages. History/Politics/ Travel. Observations on modern India.
In the Land of Oz. Howard Jacobson. Humour and travel in Australia.
My Family and Other Animals. Gerald Durrell. True and hilarious adventures with animals.

FICTION

Human Interest
A Boy's Own Story. E White. Family and society unableto cope with a boy who is 'different'.
The Periodic Table. P Levi. Life and death in a Nazi concentration camp.
Midnight's Children. S Rushdie. A masterpiece. Life, love and intrigue. The story of India since independence. Not an easy read but certainly rewarding.
Kitchen. B Yoshimoto. Novella. Themes of food, trans-sexuality and family life in contemporary Japan.
Man and Boy. Tony Parsons. 344 pages. Medium. Human relationships. Love between father and son.
The Woman who Walked into Doors. Roddy Doyle. 226 pages. Serious. Inner city life in contemporary Ireland. Family violence (battered wives)
The Run of the Country. Shane Connaughton. 247 pages. Serious. Family relationships, sectarianism, coming-of-age in contemporary Ireland.
The Cider House Rules. John Irving. 587 pages. Abortion, human nature.

Science Fiction
The Foundation Trilogy. I Asimov. The long galactic future.
The Day of the Triffids. J Wyndham. The day the plants takeover the earth. Light reading.
2001: A Space Odessey. A C Clarke. A science fiction classic. Man and machine in outer space.
Sphere. M Crichton. Spaceship beneath the Pacific.
The White Mountains. J Christopher. 21st century adventure as three boys explore a world. Light.
The Invisible Man. H. G. Wells. Science fiction classic.

Fantasy Fiction <br> The Lord of the Rings. J R R Tolkien. Adventure, romance, good versus evil in mythical world.
The Hobbit. J R R Tolkien. An introduction to the world and themes of The Lord of the Rings.
Little, Big. J Crowley. A novel of change and transfiguration.

Children's Literature
A Wizard of Earthsea. U K LeGuin. First book in a quartet. Explorations of magic and the gaining of wisdom. A real classic of children's literature.
The Lion, the Witch and the Wardrobe. C. S. Lewis. Short. Light. Very popular child fantasy adventure. One of a series of 7 books.
Harry Potter and the Sorcerer's Stone. J. K. Rowling. First book in a series of 5 to date. Light. Modern children's classic. Schoolboy wizardry.
Charlie and the Chocolate Factory. R Dahl. 155 pages. Classic of children's fiction. Very easy reading.
Danny the Champion of the World. R Dahl 205 pages. Classic children's fiction. Very easy reading.
Shane. J Schaefer. 160 pages. Western.

Romantic Fiction
Advances. A Burgh. Romance in the world of publishing.
A Better World than This. M Joseph. Heart-warming novel of a woman seeking her dream.
The Chatelaine. C Lorrimer. Powerful story of a girl's early love.
Csardas. D Pearson. Epic story of love and struggle in Hungary.
Bridget Jones's Diary. Helen Fielding. 307 pages. Light. Comedy. Satire on modern human relations.
Secrets. D Steel. Romantic Hollywood novel.

Crime Fiction
Murder On The Orient Express. A Christie. Light. Hercule Poirot investigates murder on train.
A Fatal Inversion. B Vine. Psychological thriller.
The False Inspector Dew. P Lovesy. A readable and clever murder mystery.
Points and Lines. S Matsumoto. Detective story.
The Adventures of Sherlock Holmes. Sir Arthur Conan Doyle. Readable classic.

Adventure/Thriller
The Eagle Has Landed. Jack Higgins. Light. War and Adventure. A daring mission during World War II
Where Eagles Dare. Alistair MacLean. 219 pages. Medium. World War II rescue mission.
The Day of the Jackal. F Forsyth. Thriller. An attempt on the life of the president of France.
The Spy Who Came in from the Cold. J LeCarre. Superbly plotted spy story.
From Russia With Love: a James Bond novel. James Bond, British spy, saves the world.
The Firm. John Grisham. 512 pages. Legal thriller.
Not a Penny More, Not a Penny Less. J. Archer. 320 pages. Victims plan to get even.
The Hunt For Red October. T Clancy. Cold war drama at sea. Fast action.
When the Lion Feeds. Wilbur Smith. Classic thriller set in Africa.
Rangers of the Lone Star. Zane Grey. Classic Western.
Lonesome Dove. Larry McMurtry. Classic Western.
Da Vinci Code. Dan Brown. Investigative thriller set in the art world.
Reflex. D Francis. Light. Thriller.

Short Stories
Time and the Hunter. I Calvino. Short stories inspiredby science.
East, West. SalmanRushdie. 216 pages. Difficult. Short stories. Various themes on culture anddifference in India and the
West.

Poetry
The Rattle Bag. S Heaney & T Hughes (ed). Avaried collection for young readers. Great fun.
The Oxford Book of Comic Verse. J Cross (ed). Varied and humorous collection.
The Nation's Favourite Poems. BBC. The 100 best loved poems in Britain.
Song of Lawino and Song of Ocol. Okotp'Bitek. Two brilliant long poems by a Ugandan poet. African woman with traditional values versus man with modern ideas. Woman wins. Beautifully written.

Film Scripts
Lock, Stock & Two Smoking Barrels. GuyRitchie. 145 pages. Comedy & crime. Murder and mayhem
Nottinghill. Richard Curtis. 196 pages. Love story/humour.Bookshop owner falls in love with Hollywood goddess.

Novels Mentioned in the ELP Reader
The Boys From Brazil. I Levin. Detective thriller. The political exploitation of cloning.
Brave New World. A Huxley. Science fiction. A disturbing view of future society
Nineteen Eighty-Four. G Orwell 325 pages. Science fiction. Serious. Totalitarianism in a future society (also see AnimalFarm 129 pages by Orwell)
Galapagos. Kurt Vonnegut. 269 pages. Science fiction/satire. The future of humankind.


Note: Many of the above authors have written other books whichare equally interesting. Additionally, some of these books are part of aseries, for example, books about James Bond or Harry Potter. If you enjoy onebook by an author, do seek out other books.

PWT: Argumentation Help Pack

I. PWT Content - Details

To assess your ability to be a critical reader (i.e. identifying strong and/or weak points in a text) using some of the concepts discussed in The Little Brown Compact Handbook Sections 11a & 11b (pp. 95-102):

• Syllogisms
• Inductive/ deductive conclusions
• A reasonable argument
• Recognizing claims and assumptions in an argument
• Strong vs. weak evidence
• Expert opinion, Emotional appeals, Facts and statistics
• Fallacies

No. of Questions - Details

There are two types of questions in this exam:

Part A: Nine comprehension questions.

Part B: Thirteen application questions. You will read several short passages, and then evaluate their strengths and/or weaknesses.

II. Basics on understanding and writing a reasonable argument (Adapted from Hacker, "A Writer's Reference")

• A reasonable argument

• Expert opinion, Emotional appeals, Facts and statistics

Introduction You know there is a debatable issue. This means there are two or more reasonable ways to view this issue. So people might disagree about the right way to view the issue. The issue might be a problem that needs a solution. It might be a confusing idea that needs explanation. Your goal is to convince your readers that your solution or explanation is the correct one. You do this by showing you understand the issue very well and have the best solution.	3) In your introduction, establish credibility and state your thesis. Why should your readers believe you? Because you are credible—believable. You have studied the issue and understand it well. Convince them that you have enough knowledge of the issue and that you are fair-minded. That is, you are open-minded. You are willing to discuss the issue with people who disagree with you. Stating your thesis means you clarify what the issue is and tells the reader what your position is, in simple terms. That way, your position is easy to see and consider. Don’t make the reader try to figure out your position by reading between the lines. Be clear and open about what you believe to be true.	6) Anticipate objections; countering opposing arguments. Again, it’s important to know your audience. You have to know what they already believe about the issue. To convince them, you have to show that you know their side too. Prepare to answer objections as you imagine the reader raising them as they read your argument. Again, it’s important to be seen as fair-minded and knowledgeable.
1) Examine your issue’s social and intellectual context. Every issue exists in a social context. That means that certain people in society are especially concerned about this issue. Every issue exists in an intellectual context. That means that certain people are thinking about it. Who are they and what do they think? You are going to be writing to these people, trying to convince them that your understanding of the issue is true. You need to understand who your audience is, and what they already think about this issue.	4) Back up your thesis with persuasive lines of argument. Reasonable arguments in English are linear. That means they go in straight lines from introduction to conclusion. The thesis is stated in the introduction and then good reasons are given, one after another, to support the thesis.	7) Build common ground. This was covered a bit in 3). If you show the readers that you share some of their values, they will be more open to your ideas. Readers also want to believe that they are intelligent and decent. If you show that your position is the intelligent, decent position on the issue, readers will be more readily convinced and willing to share your position.
2) View your audience as a panel of jurors. After they listen to all your reasons, they are going to decide if your understanding of the issue is true. They are skeptical until they have finished reading your argument. They are suspending belief. So you must convince them—give them a basis for belief in your ideas. Therefore, you must first do 1) well—know your audience and know what they think already.	5) Support your claims with specific evidence. You want your reader to believe you. You must give them a basis for believing you so that you overcome their skepticism. Therefore, you must support your thesis with good reasons, and support your reasons with specific evidence. Documenting, or citing outside evidence gives readers the opportunity to check the evidence themselves and see if it’s credible. Kinds of evidence: Facts and statistics. A fact is something usually accepted as true by everyone because it has been verified historically or scientifically. People don’t usually argue with facts. A statistic is a numerical fact—a number. Percentages, population numbers, amounts of money, etc. Examples and illustrations. These, working together with facts and statistics give a human element to an argument. Sometimes the reader can identify emotionally with an example much easier than a fact. Expert opinion. Use arguments that experts have made to show that you have experts on your side who have studied the issue too, and agree with your position. This adds credibility.	8) Assumptions Unlike claims and evidence which are always stated outright, assumptions are (usually) unstated. Assumptions are ideas or beliefs that are thought to be true, but not proved. Assumptions tie the evidence to the claims, and must be accepted if the whole argument is to be considered true. 9) + NP (Homan) 1) Definition of argument 2) Four main elements a. Subject b. Claims c. Evidence 1. Facts 2. Statistics 3. Examples 4. Expert opinions 5. Appeals to readers’ beliefs or needs d. Assumptions 3) Induction 4) Deduction 5) Points to be aware of when making an argument: Emotional appeals-- a. Insulting words b. Biased language c. Sarcasm d. Exclamation points

10) Summary of AC/AI Class Study Guide: A Reasonable Argument

Features of a Reasonable (i.e. good) Argument	4. Credibility Credibility is the quality that something makes people believe or trust it. If you have it, people believe you. It is important that you are open-minded. (Mai) The credibility is essential element for argumentation. It is used to convince readers that you have enough knowledge of the issue and that you are open-minded. Using expert opinion is helpful to add credibility to your argumentation.(Chihiro) The credibility is believable when you have enough knowledge of the issue. (Kanako)	8. Objections A reason why you do not like or are opposed to something; a statement about this. Objections are opposing arguments your audience already believe about the issue.You have to know and prepare to answer objections in order to convince them of your ideas. (Keiko) Objection give the image of own argument to reader by preparing between objection and own argument. (Natsumi)
1. Issue (LBH, the subject, p. 95) Good issue is a problem or idea that can be or will be discussed and is limited enough to research and argue. Writers have to understand the issue and the audience's belief about that to convince the audience. The issue is a controversial problem to be examined and solved in suitable time and space. Issue, especially a good issue, is a controversial idea or problem which is to be explained or solved. Every issue exists in a social and intellectual context. (Kensuke) The issue is a starter of an argument and it is open to discussion with the space and time available. (Kentaro)	5. Expert opinion If you can show that expert has similar opinion, your credibility is improved. Expert opinion is a verdict by the authority who studies in the field and has good reasons to support. By quoting expert opinion, we can make our own opinions be added credibility.	9. Assumptions (LBH, p. 97) An explanation of the connection between a claim and an evidence. An assumption is a thing which relates evidence to a claim. In order to understand your argument, readers need to interpret your assumption
2. Thesis (LBH, claims, p. 96) Thesis is an idea or an opinion showing the readers what the issue is, and telling them what author's opinion is. It is supported by reasons. It is often stated in the introduction. Thesis is an opinion based on facts and arguable on the basis of facts. The thesis means you clarify what the issue is and tells the reader what your position is, in simple terms. (Ayumi) The thesis is argument or opinion. In essay, people use it as main subject. So it is needed in essay.	6. Statistics Statistic is the fact that making people believe in using number, percentages, population numbers, amounts of money, etc. It is working together with examples, illustrations and facts. Good statistic is the specific evidence which supports our claims to make readers believe us. It represents a numerical fact by using a number, percentages, population numbers, amounts of money, etc. Statistics is a kind of example shown in numbers. Statistics is a numerical and strong fact that is likely to be accepted as truth.	10. Common ground Showing that our issues concerns the reader.
3. Reasons/Evidence (5-8 opposite, LBH, evidence p. 96) Reasons are important to make people decide whether your understanding of issues are true or not. For that reasons must have evidence such as facts, statistics, examples and so on. Good reason make audience convinced. (Tommy) The reasons are evidence include facts, statistics, examples, expert opinions, appeals to readers' beliefs or needs for supporting the claim, opinion.(Ryuichi) The reasons make your opinion obvious and have strong similarity to the credibility, they make you reliable.(Kota)	7. Examples or illustrations Missing details - students responsible did not do this section.

III. Logical Fallacies
1) NP (Homan)
Below is a basic outline of the fallacies were covered--

Evasions:
a. Begging the Question
b. Non Sequitur
c. Red Herring

d. Appeal to fear or pity

Other fallacies not covered in NP--
e. Bandwagon
f. Ad hominem

See: LBH pp. 100 - 101

Oversimplifications:
g. Hasty generalisation iii. If there weren't so many beer vending machines, there would be much less teenage drinking.
h. Sweeping generalisation ii. Mariko got into Tokyo University, so she must be smart.
i. Reductive fallacy
j. Post hoc fallacy i. No wonder the movie is popular, Jet Li is in it.
h. Either/ or fallacy

See: LBH pp. 101 - 102

2) Critical Analysis - simple arguments - Spot the Fallacies - ANSWER KEY
A. Map the claim, evidence, & assumption
B. Identify which of the following arguments contain errors. Name the error (the fallacy) present e.g. sweeping generalisation (Use LBH 100-102)

1. A truly successful marriage demands a maturity that few people under twenty-five possess. valid assumption (qualified by ‘few’)
2. Since all kittens have fur and this animal has fur, it must be a kitten. fallacious—conclusion does not follow - non sequitur (Latin: "It does not follow")
3. Employees are like nails. Just as nails must be hit on the head in order to make them work, so must employees. fallacious—non sequitur
4. My sister Gloria is convinced that superstition can be a positive force. “It gives you a sense of control by making you think you can work out what's going to happen next,” she says. “And it also makes you feel lucky. To take a risk or to enter into a chancy situation, you really have to believe in your own luck. In that sense, it's a very useful way of thinking, because the alternative is fatalism, which is to say, ‘Oh, there's nothing I can do.’ At least superstition makes people do things.” fallacious—either or
5. According to a local plumber, John Smith, the Toto® toilet is the best in the world in terms of flushability, water savings and resale value. valid—expert opinion
6. German people aren't good at dancing. Greta is German, so she’s a bad dancer. fallacious—stereotype
7. A good student is like a cat. Cats, like good students, are curious but skeptical. Cats also remain aloof until they are convinced by good evidence that something is reliable. Most of all, cats are loyal and friendly if you give them food to eat and if you drop them, they always land on their feet. They really like it when you scratch behind their ears. However, if you step on their tails, they don’t like that. fallacious—non sequitur (breaks down towards the end)
8. I asked three of my friends what they thought of the new classroom building that will be built next year, and they agreed it is a good idea. The plan is therefore generally popular. fallacious—hasty generalization
9. If we don't drill for more oil, we will have an energy crisis. fallacious—either or
10. A large number students were late for class during C-week, including many students who are never late. The slightly different schedule is most likely the cause of most of the late arrivals. valid—cause and effect (qualified by ‘many’ ‘most’ and ‘most likely’)
11. John has been proven to be a liar numerous times, so I don't accept John's arguments about capital punishment. fallacious—ad hominem
12. Overweight smokers often have heart disease. valid—assumption/cause and effect (qualified by ‘often’)
13. People watch television because they are too lazy to talk or read or because they want mindless escape from their lives. fallacious—either or
14. Racial tension frequently occurs when people with different backgrounds are forced to live side by side in extreme conditions. valid—assumption (qualified by ‘frequently’)
15. Students’ persistent complaints about the grading system prove that it is unfair. fallacious—bandwagon
16. Most Asian young people in America tend be very good students. Statistics show that Asians, particularly the children of immigrants, outperform other minorities in all academic areas. valid (qualified by ‘most’ and ‘tend to’)
17. Tens of thousands of Japanese have seen lights in the night sky which they could not identify. The existence of life on other planets is fast becoming certainty! fallacious—cause and effect? argument with missing claim?
18. That type of car is poorly made; a friend of mine has one, and it continually gives him trouble. fallacious—hasty generalization
19. Tomoko is riding her bike in Tokyo. A car comes up behind her and the driver starts beeping his horn and then tries to force her off the road. As it speeds passes her, she sees that the car has a Wakayama license plate and concludes that all Wakayama drivers are jerks. fallacious—hasty generalization
20. We need a strong military in order to deter our enemies. If you don't support this new spending bill to develop better airplanes, our enemies will think we are weak and, at some point, will attack us - killing millions. fallacious—either or
21. Who cares what you think about movies? You're just an ignorant American who doesn't know anything about real culture. fallacious—ad hominem
22. Atheism is an evil philosophy. It is practised by Communists and murderers. fallacious—ad hominem
23. Cell phone use should be outlawed while driving because this behavior causes accidents. In fact, in the past year in Los Angeles it was determined to be a major cause in over 30,000 accidents. According to Ben Gibson of the Insurance Investigation Bureau, it is by far the single leading cause of automobile accidents. valid argument based on statistics and expert opinion
24. "Smoking cigarettes is dangerous, but nearly everything in life has some danger, such as driving a car or crossing the street. So, if you are willing to drive a car, you should also be willing to smoke." fallacious—non sequitur
25. In a recent survey at ICU, 450 first year students replied that Program Wide Tests were a major source of stress and should be eliminated. This common opinion should be taken into account when curriculum changes are being considered this fall. valid—inductive reasoning based on sufficient, representative, relevant evidence, tempered with a qualified conclusion.

IV. Critical Analysis - complex argument

Article: "Deletion of English from Entrance Exams Urged" (Daily Yomiuri)

In a bid to take the dread out of learning the language, English should be eliminated from entrance examinations for high schools and universities, a member of an advisory panel to the education minister said Wednesday. "What has caused many students to dislike English so intensely is that it is included in entrance examinations," Tetsuo Tamura was quoted as telling a meeting of the Central Council for Education. "If English is removed from entrance examinations, English education at middle and high schools would change for the better." Tamura is president of Shibuya Kyoiku Gakuen, which operates middle and high schools in Tokyo and Chiba Prefecture. Analysts said Tamura's remark may intensify discussions on English education in Japan because it is said that while the content of entrance examinations has long been debated, English education in Japan has yet to give students skills that are applicable to the real world. The current panel—the council's 15th—issued its first report in July and resumed discussions this month. Reform of entrance examinations is one of its main issues, in addition to the introduction of a unified education system from middle school through high school and the adoption of a system that allows students to advance to higher classes based on ability. Tamura said English should be taught because it is an important language, not because it is an entrance examination subject. He said English skill should also be measured by other methods. High school students should have greater opportunities to learn other languages, such as Chinese and Korean, he said. According to the sources, the other panelists did not respond directly to Tamura's comments. Instead, their discussions centered on changes within the existing framework of the exams.

The entrance examination system has already diversified and can be reformed without changing the current system, one panelist said. Reactions by experts have been mixed. "At the middle school level. it is enough to introduce simple English questions that measure whether a student can shop or order a meal at a restaurant," said Yachiyo International University Prof. Toshi Marks. "For this reason. English should be deleted from high school entrance examinations. At the high‑school level, English should be regarded as one of many foreign languages, and university entrance examinations should just check a student's grasp of English expressions and reading skill levels," she said. Marks said the training of English teachers should be reformed to change the nation's English education System. "Simply deleting English from entrance examinations will not necessarily mean that students will like learning English any more than they do now, said Yoshihisa Miyakawa, a professor at Ochanomizu University and author of a vocabulary book popular with students studying for university examinations. "If English is dropped from entrance examinations, some students will not be able to keep up with the rest of the class after entering higher education," he said. "Criticized practices, such as the memorization of words, are fundamental ways of increasing knowledge of English," he added. According to a survey conducted in March 1995 by the National Institute for Educational Research covering 17,060 elementary, middle and high school students in six prefectures, 40 percent of middle school senior students listed English as a subject they disliked following mathematics. Nearly one in three students in other grades also said they disliked English.

Basic Analysis

Critical Evaluation

1) The three basic parts of the argument are: a. Claim: Japanese students hate English b. Evidence: It is included in the entrance examinations c. Assumption: Students would like English if it was not on entrance exams.

2) Use your critical thinking skills to critically evaluate this argument: a. What kind of evidence is given? b. Are the people supplying the evidence in an authoritative position? c. Is the establishment of evidence reliable? Why/why not? d. Is the survey information or results complete? Why/why not? e. Does Tamura have enough facts to support his claim? Why/why not? f. How persuasive is this argument? g. How reliable is the evidence? Is it specific? Is it factual? Is there enough? h. How credible is the assumption? Does it tie the evidence to the claim? i. Can you find a "fallacy" in this argument? Is so, explain what it is.

3) A critically analysis of this argument. Based on ideas from above and the analysis notes below.

Sample pre-writing notes:

Tamura: English should be eliminated from entrance examinations for high schools and universities. Many students dislike English because it is included in entrance examinations. If English is removed from entrance examinations, English education at middle and high schools would change for the better. English should be taught because it is an important language, not because it is an entrance examination subject. English should be measured by other methods.

Analysts: English education in Japan has yet to give students skills that are applicable to the real world.

Marks: The training of English should be reformed to change the nation's English education system.

Miyakawa: Simply deleting English from entrance examinations will not necessarily mean that students will like learning English any more than they do now. If English is dropped from entrance examinations, some students will not be able to keep up with the rest of the class after entering higher education. Criticized practices, such as the memorization of words, are fundamental ways of increasing knowledge of English. Sample Critical Analysis: "Deletion of English from Entrance Exams Urged"

Sample Critical Analysis - "Deletion of English from Entrance Exams Urged"

The argument presented for dropping English from entrance examinations is weak in several ways. First, the evidence given to support the claim that "English should be eliminated from entrance examinations for high schools and universities is neither reliable nor specific. Tetsuo Tamara, president of Shibuya Kyoiku Gakuen was quoted as saying that "what has caused many students to dislike English so intensely is that it is included in entrance examinations." Even though Tamura may have authority, this is only his personal opinion. There are no facts or hard evidence to stand behind the claim. The real reasons may be due to teaching materials, the teachers and or the class environment. The only other evidence was a survey done by the National Institute for Educational Research. Although the survey includes a large sample of students, the finding are meaningless. It told us that "students listed English as a subject they dislike", but it does not state reasons why, therefore this evidence is not reliable enough to support the claim. Next, the assumption "if English is removed from entrance examinations, English education at middle and high schools would change for the better", is not credible. How can we be sure that this will be the outcome? Again it is a personal opinion gathered from unreliable evidence. Finally, it seems that the argument is focused on false cause. We are led to believe that the cause for the dislike of English in high schools is because it is tested on the entrance examinations. The argument simply assumes this cause-effect relationship instead of presenting evidence. For these reasons this argument is not valid.

V. NP (Fukao) Propaganda and news media

Purpose: to raise students' awareness toward information they encounter in their everyday life.

The lecture first showed many war propaganda posters, pictures, and some advertisements, and asked students whether they thought they were propaganda or not. Various definitions of propaganda were then introduced to show that there is no agreed upon definition of the term.

Then the lecture examined whether or not news can be considered as propaganda.

The main part of the lecture focused on explaining the model developed by Herman and Chomsky. They developed a model called "The Propaganda Model" in 80's, the main claim of that is that there are systematic biases in the news media. The possible news materials go through 5 filters before they get printed or broadcast, and these filters serve to create the biases. They are 1) corporate ownership of the media, 2) advertising as the main funding source, 3) government and business as the major sources of news, 4) negative responses and pressure to the media content from corporations, and 5) anti-communism ideology (=unchallenged ideology).

ARW: Some missing argumentation homework

Dear AC & AI,

Not all students in our class have contributed to the class summary about the features of a reasonable argument. If you have your individual answers and collective answers of the class as well, you will have much more knowledge to draw on to prepare for the PWT. If you have not contributed yet, you need to add your answers before class on Wednesday.

AC Class Study Guide: A Reasonable Argument

AI Class Study Guide: A Reasonable Argument

Argument is writing that attempts to solve a problem, open readers' minds to an opinion, or move readers to action. Your class will collaboratively summarise (i.e. explain in your own words) the main features of a reasonable argument. You should try to include all of these features in your own writing. Your knowledge of a reasonable argument will be also be tested on the PWT. Click a link above to go to your class page.

:-)wen

Summer Reading Assignment 2007 During the holidays I would like you to read several books in English. You can read fiction or non-fiction. One of the most enjoyable ways for Program A students to improve their English is to read lots and lots (at least one a week) of books written for second language learners. You can find these in most bookshops that sell English language books (even Loft in Omiya has them!) and you can usually find them in the English Language Teaching (ELT) section. They are known as ‘graded readers’ and all the major book companies publish them. What is a graded reader? A graded reader is a book for second language students (such as you). They vary from very easy (much too easy for you) to challenging. There are basically two types of graded reader: 1) A ‘classic’ work of literature has been re-written to make it easier for second language readers. Be very careful about choosing these. 2) Original stories written especially for second language learners – I strongly recommend these.

How to choose a book Go to a bookshop and have a look at the range of books on offer. Choose something that looks a little easy – read one or two pages. If it is too difficult, try another book. The aim is to enjoy reading in English, so choose a book that is just below your level. That way, you can read quickly and enjoy the story. Remember that short books are not always ‘easy’, and long books are not always ‘difficult’. You may choose to read a mix of graded readers and non-graded readers. If you really prefer, you can, of course, choose to read a book which is not a graded reader. If so, you may find this list of recommended books useful: http://subsite.icu.ac.jp/elp/booklist.html Keep in touch with your section-mates over the summer and get their advice about what they are reading. Are there any books that they have really enjoyed and would recommend? You could also swap books with each other – even if you have to send them in the post, it’s probably cheaper than buying them. After the holidays In the first week of the Autumn tern, I would like you to give a short presentation to three classmates about two of the books that you have read. You should prepare brief note-cards and practice speaking about your books. Say why you chose the book. Briefly explain what type of book it is (fiction, horror, etc). Tell your group about your book. If it is a work of fiction, describe the main characters and explain what the story is about. If it is non fiction, teach your friends something you think they would like to know about too. VERY IMPORTANT: Bring the books with you to show your section mates.

Argumentation: Rocketboom on Logical Fallacies

Dear Class, This video shows real-life examples of fallacies. It should help you understand why it is important to be able to identify weak arguments, and therefore, be able to take control of a conversation. To watch it, click Rocketboom on Logical Fallacies, wait a little bit, and then click the play button. Best, Owen.

Rocketboom on Logical Fallacies

ARW: Spot the fallacies

Dear ACers,

I am sending this 'Spot the Fallacies' handout by email as a number of students were absent from class on Friday. As always, if you were absent you need to contact your buddy to find out what you need to do.

Have a good weekend!

Owen

Spot the Fallacies
A. Map the claim, evidence, & assumption
B. Identify which of the following arguments contain errors. Name the error (the fallacy) present e.g. sweeping generalisation (Use LBH 100-102)

1. A truly successful marriage demands a maturity that few people under twenty-five possess.

2. Since all kittens have fur and this animal has fur, it must be a kitten.

3. Employees are like nails. Just as nails must be hit on the head in order to make them work, so must employees.

4. My sister Gloria is convinced that superstition can be a positive force. "It gives you a sense of control by making you think you can work out what's going to happen next," she says. "And it also makes you feel lucky. To take a risk or to enter into a chancy situation, you really have to believe in your own luck. In that sense, it's a very useful way of thinking, because the alternative is fatalism, which is to say, 'Oh, there's nothing I can do.' At least superstition makes people do things."

5. According to a local plumber, John Smith, the Toto® toilet is the best in the world in terms of flushability, water savings and resale value.

6. German people aren't good at dancing.

7. A good student is like a cat. Cats, like good students, are curious but skeptical. Cats also remain aloof until they are convinced by good evidence that something is reliable. Most of all, cats are loyal and friendly if you give them food to eat and if you drop them, they always land on their feet. They really like it when you scratch behind their ears. However, if you step on their tails, they don't like that.

8. I asked three of my friends what they thought of the new classroom building that will be built next year, and they agreed it is a good idea. The plan is therefore generally popular.

9. If we don't drill for more oil, we will have an energy crisis.

10. A large number students were late for class during C-week, including many students who are never late. The slightly different schedule is most likely the cause of most of the late arrivals.

11. John has been proven to be a liar numerous times, so I don't accept John's arguments about capital punishment.

12. Overweight smokers often have heart disease.

13. People watch television because they are too lazy to talk or read or because they want mindless escape from their lives.

14. Racial tension frequently occurs when people with different backgrounds are forced to live side by side in extreme conditions.

15. Students' persistent complaints about the grading system prove that it is unfair.

16. Most Asian young people in America tend be very good students. Statistics show that Asians, particularly the children of immigrants, outperform other minorities in all academic areas.

17. Tens of thousands of Japanese have seen lights in the night sky which they could not identify. The existence of life on other planets is fast becoming certainty!

18. That type of car is poorly made; a friend of mine has one, and it continually gives him trouble.

19. Tomoko is riding her bike in Tokyo. A car comes up behind her and the driver starts beeping his horn and then tries to force her off the road. As it speeds passes her, she sees that the car has a Wakayama license plate and concludes that all Wakayama drivers are jerks.

20. We need a strong military in order to deter our enemies. If you don't support this new spending bill to develop better airplanes, our enemies will think we are weak and, at some point, will attack us - killing millions.

21. Who cares what you think about movies? You're just an ignorant American who doesn't know anything about real culture.

22. Atheism is an evil philosophy. It is practised by Communists and murderers.

23. Cell phone use should be outlawed while driving because this behavior causes accidents. In fact, in the past year in Los Angeles it was determined to be a major cause in over 30,000 accidents. According to Ben Gibson of the Insurance Investigation Bureau, it is by far the single leading cause of automobile accidents.

24. "Smoking cigarettes is dangerous, but nearly everything in life has some danger, such as driving a car or crossing the street. So, if you are willing to drive a car, you should also be willing to smoke."

25. The war in Iraq is the same as the war in Vietnam, so the US should withdraw military forces as soon as possible because they can't win.

26. In a recent survey at ICU, 450 first year students replied that Program Wide Tests were a major source of stress and should be eliminated. This common opinion should be taken into account when curriculum changes are being considered this fall.

ARW tutorials June 4 - 8

Hi Folks, Come along to tutorial next week, especially especially if you have an NS ARP 1 or 2 to show me. Thanks, Owen .

Essay text: Shift Happens. What is the meaning of its message, for YOU?!

Please collect your RCA homework handout

Dear AC,

Izumi-san gave me a handout to give you for RCA, which I did not
remember to give to you in ARW. Sorry for the problem, please collect
the handout from your ILC mailbox as soon as you can.

Best,

Owen

III. NP (Fukao) Propaganda and news media

Purpose: to raise students' awareness toward information they
encounter in their everyday life.

The lecture first showed many war propaganda posters, pictures, and
some advertisements, and asked students whether they thought they
were propaganda or not. Various definitions of propaganda were then
introduced to show that there is no agreed upon definition of the term.

Then the lecture examined whether or not news can be considered as
propaganda.

The main part of the lecture focused on explaining the model
developed by Herman and Chomsky. They developed a model called "The
Propaganda Model" in 80's, the main  claim of that is that there are
systematic biases in the news media. The possible news materials go
through 5 filters before they get printed or broadcast, and these
filters serve to create the biases. They are 1) corporate ownership
of the media, 2) advertising as the main funding source, 3)
government and business as the major sources of news, 4) negative
responses and pressure to the media content from corporations, and 5)
anti-communism ideology (=unchallenged ideology).

Argumentation: Features & Logical Fallacies

This week's NP lecture was an introduction to argumentation using points from LBH pp 95-102.
Below is a basic outline of the principles covered:

1. Definition of argument

2. Four main elements:

a. Subject

b. Claims

c. Evidence

1. facts

2. Statistics

3. Examples

4. Expert opinions

5. Appeals to readers’ beliefs or needs

d. Assumptions

3. Induction

4. Deduction

5. Points to be aware of when making an argument

Emotional appeals

a. Insulting words

b. Biased language

c. Sarcasm

d. Exclamation points

Logical fallacies

The following fallacies were covered:

Begging the Question

Non Sequitur

Red Herring

Appeal to fear or pity

Making the Most of You and ICU

NP Lecture with Ken Enochs, April 23^rd and 24^th

I. Why college?

A. Specifically, why have you chosen ICU?

B. Complete the following: “As an adult, I want others to think I am . . .”

___educated 教養がある	___efficient 効率的	___punctual 時間を守る
___hardworking 勤勉	___productive生産的	___creative 創造的
___articulate 雄弁な	___respected 尊敬される	___reliable 頼れる
___honest 正直	___interesting 興味深い	___conscientious真面目
___well-liked 人に好か れる	___understanding人の 気持ちがわかる	___trustworthy 信頼で きる

Which of these qualities do you feel you possess now? Circle them.

II. Having the right attitude

A. How often do you find yourself saying the following? What should you say? Instead say

“I can’t do it.”  __________________

___ Never ___ Sometimes ___ Often

“I don’t have the time.”  __________________

___ Never ___ Sometimes ___ Often

“l’ll do it later.”  __________________

___ Never ___ Sometimes ___ Often

“I got in, and that’s enough.”  __________________

___ Never ___ Sometimes ___ Often

B. According to John Langan, author of Ten Skills You Really Need to Succeed in College, what attitude is essential for college success?

C. What does Laurence Gonzales, author of Deep Survival, say is an essential attitude in serious survival situations?

III. What is a college “education”?

A. What was the Ken’s friend told when he went off to college?

“Don’t let your __________ get in the way of your college _____________.”

(interfere with)

How would you translate the above into Japanese?

B. What does Richard Light, author of Making the Most of College, say about non-study activity?

IV. Practical advice for making the most of college

1. Get ____________

(Especially through the _____)

2. Work ______________

3. ___________________ your time

a. Use your _____________

b. Keep a monthly calendar

c. Have a _________ ____________

d. Have a daily “to do” list

4. ___________ with your professors

5. Study ____________

6. Take classes that require ________________

V. In conclusion . . .

• College is when you develop the to be a successful adult.

• You need the right

• A college “ ” means more than just .

• The above practical advice will ensure a college experience.

ELP Reader
Meiland
College Thinking: How to Get the Best Out of College

I. Before reading & Chapter One: Introduction

General advice about reading

When you are given a reading assignment to do, what do you do first? Do you start with the first word of the first sentence of the first page and read every word until the last one of the last sentence of the last page? No. Why? Because this type of reading can slow you down and, in fact, make it more difficult for you to understand the difference between important ideas and small details. Furthermore, since everything you read is new and difficult, you don't know what to expect and can easily become lost in a forest of words.

Therefore, before you read anything, you should look it over from beginning to end and examine it to give you ideas about the content, the level of difficulty, and the importance of the piece. You will then be able to decide how to read it: carefully with much thought, quickly for general ideas, or casually for pleasure. In the case of a book, you’ll want to look at the front and back covers, the Preface, and the Table of Contents, in addition to the main text itself.

Certain chapters from the book, College Thinking, form the core reading of this unit on Educational Values and thus should be read carefully for full comprehension. Consequently, you will be asked to go through the reading in several different ways and for several different purposes: for general ideas about content by reading the headings, for basic comprehension, for fuller comprehension and understanding of the organization, and finally for writing activities.

See also: Previewing a Book & Previewing a Reading Assignment, SGW 92-93.

Before you start reading College Thinking

1. What is the complete title of the book? From the title, what do you think the book is about?

2. When was it written?

3. What is the author’s title?

4. How many main parts are there in the book? How many chapters? Where can you find this information?

5. According to the first paragraph, what was the author’s main intention in writing this book?

Chapter 1: Introduction

Now read the Introduction. A good introduction briefly describes the most important ideas in a text and shows how these ideas are organized. The following study questions may help you as you do the reading.

Study Questions for Chapter 1

1. What is Part 1 of the book about? What is the main idea in Part One?

2. What information is covered in Part 2? In Part 3?

3. From paragraph 2 on page 5 (“So far I...”) to the end of Chapter 1, the author discusses the controlling idea of the book. Most of the information presented in the book is directly related to this idea. In other words, this idea controls the development of the other ideas in the book. Because this controlling idea is so important, it is necessary for you to keep it in mind as you are reading. Using your own words, write down what you think is the controlling idea of College Thinking --

ELP Reader
Meiland
College Thinking: How to Get the Best Out of College

II. Before reading & Chapter 2: The Difference Between High School and College

General advice about annotating (or marking) the text

Marking a text as you read is key to understanding the ideas and issues raised in the text. And makes it quick and easy to review a text for discussion, writing an assignment, or studying for a test.

You can mark a text in many ways: write a question, an objection, or supporting comment, summarise an idea or write an idea in your own words, underline a key word or idea, draw a line connecting two or more ideas, use colours to code different information e.g. blue = unknown key word, purple = main idea, yellow = supporting reason, orange = objection. There are almost limitless ways to mark a text, the most important thing is that you develop a system over time that works well for you.

A good way to check whether you are marking effectively is to re-read your marking up and if your markings allow you to quickly review and understand the main ideas in that section, then that is a positive sign that you are marking up effectively.

See also: Marking a Text, SGW 92-93

Pre-reading Questions

Try give two (2) specific examples in your answer to each question:

1. What did you like/dislike about high school?

2. How do you expect university to be different from high school?

3. What criteria should Japanese universities use in selecting incoming students?

4. What do you think your teachers expect from you in your ELP classes?

5. What are your expectations of your ELP teachers?

6. What do you think should be the purpose of a university education?

7. Some of our beliefs are rational, i.e. we have reasons to support these beliefs. Other beliefs are irrational and we have no reasons (or at least we may not have thought about any good reasons) to support them. Examine the following commonly accepted beliefs. Do you think that they are rational or irrational? If they are rational, what are the reasons that support these beliefs? If they are irrational, why do so many people believe them?

a. The Earth is round.

b. A college education is important.

c. Tokyo University is the best university in Japan.

d. We should show respect for old people.

e. Smoking is dangerous to your health.

f. It is important for Japanese to learn English.

8. What makes a reason (for holding a belief) a good reason?

Study Questions for Chapter 2

1. What, according to Meiland, is the most common method of study for high school students.

2. How does the typical student view the difference between high school and college.

New Types of Intellectual Work

3. How is college work a “different kind” of intellectual activity from high school work?

4. What is the distinction between a normative statement and a descriptive statement?

5. What is W. K. Clifford’s philosophy with regard to accepting information from others?

6. What does the author mean by “rational justification of belief”?

7. What is the difference in treatment of “theories” between high school and university study?

Basis of Belief

8. What must we do to ensure our beliefs are true?

9. What two questions should college work be concerned with, as stated by Meiland?

10. What is the point being made in the example of the kidnapped businessman?

11. To be successful in college, what attitude should you maintain?

12. Why is it important to examine even the most “obvious” held belief?

College as a Subversive Institution

13. Why might colleges be labeled as “subversive” institutions in society?

14. Why have college professors come under attack by certain segments of society?

15. Socrates was put to death for his beliefs. What were they? What other individuals can you think of who were punished for their beliefs?

16. What is meant when referring to college as an “ivory tower”? What reason does the author give to argue against this belief?

17. Explain the difference in attitudes between “doubting the belief” and “suspending the belief.”

18. Which attitude appears to be the more reasonable one and why?

Why Reasons Matter

19. Using your own words, explain the five justifications given to support the importance of backing up or supporting ones beliefs through reasons.

20. The five justifications give support or reasons to illustrate the importance of each. What are these supporting points or reasons?

21. Explain Socrates’ logic with reference to the importance of having a justified belief as opposed to just a belief.

22. What example does he give to illustrate his logic?

23. Do you think beliefs should always be justified? Why or why not?

24. How can you as individuals go about the process of justifying, defending, or testing beliefs and information in your classes at ICU?

Beyond Chapter 2

1. What examples does the author give of teachers/students who have been threatened or punished for questioning established beliefs? Can you think of any similar examples (in the past or more recently) in Japan?

2. Have you gathered any evidence at ICU of "college as a subversive institution"? Explain.

3. Can you think of a time when you questioned your parents' (or another family member's) beliefs? Did you discuss it with them? If so, what happened?

4. What generally accepted beliefs are being threatened these days in Japan?

5. Explain the difference between doubting a belief and suspending a belief. Which does the author recommend?

6. Do you think ICU is an "Ivory Tower" (or an Isolated Crazy Utopia)? Do you think what happens here can have any real impact on Japanese society? Be specific.

7. How do "beliefs based on good reasons help us to get along better in the world"? Can you think of examples from outside the text?

8. What is the third reason Meiland gives to explain why it is important to have reasons for our beliefs? Do you think this reason applies to Japanese as well as non-Japanese?

9. Perhaps everyone has some beliefs for which they cannot give good reasons. Do you? Discuss. (examples: superstitions, religious beliefs, etc.)

10. Are there any ideas in College as a Subversive Institution or Why Reasons Matter with which you disagree? Discuss.