Please read before bidding. 4 parts

This week’s discussion board assignment is in three parts.

1. In this module, we’re continuing our work on critical reading, and in particular, thinking about the specific form and nature of arguments. Your job in your first post is to locate a deductive argument by either of the writers (note that this is a dialog between two individuals), in the article “Arguments Against God“, New York Times, Gary Gutting, Feb 25, 2014. Please put the deductive argument into a form that we can see that it’s deductive — identify the premises and the conclusion. Then, tell us whether it is sound, and if not, which premises are not true, and why. Read the chapter carefully and review the module materials to be sure you understand the difference between inductive and deductive arguments, and valid and sound arguments. This is due Wednesday by 5pm.

2. In your second post, your job is to locate an inductive argument given by either of the writers in the article above. Identify the premises and the conclusion. Explain what kind of argument you’ve located, and what criteria you can give to show whether it’s a strong or weak argument. This is due by Sunday at 5pm.

3. In your third post, find another student, and offer a criticism of his/her first or second post. Note that a criticism is not necessarily negative; a critical response may either be positive or negative, but should add substantively to the discussion. If you agree, you might offer additional evidence that the student didn’t consider before, or otherwise add something substantial that was not there in the original. This is due by Sunday at 5pm.

You must post three times to receive a passing grade, and your final post is due by Sunday at 5PM. The discussion thread will close for grading at that time, though it will remain open during the entire term for your review. Please review the Discussion Protocol and Rubrics listed in the class syllabus for a description of meaningful posts that will earn the highest grade. Namely, I am looking for two things: (1) quality of engagement with the course material, as demonstrated by reference to the text or outside resources, and (2) originality of thought, as demonstrated by the student’s ability to synthesize the material from the lesson and then apply it to a novel concept.


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