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Arguing Reasoning And Thinking Well 1st Edition Edition
Robert H. Gass Digital Instant Download
Author(s): Robert H. Gass, John S. Seiter
ISBN(s): 9781351242479, 1351242482
Edition: 1st Edition
File Details: PDF, 10.23 MB
Year: 2019
Language: english
Arguing, Reasoning, and Thinking Well

Arguing, Reasoning, and Thinking Well offers an engaging and accessible introduction to argumentation
and critical thinking. With a pro-social focus, the volume encourages readers to value civility when
engaged in arguing and reasoning. Authors Gass and Seiter, renowned for their friendly writing style,
include real-world examples, hypothetical dialogues, and editorial cartoons to invite readers in. The
text includes a full chapter devoted to the ethics of argument, as well as content on refutation and
formal logic. It is designed for students in argumentation and critical thinking courses in communi-
cation, philosophy, and psychology departments, and is suitable for students and general education
courses across the curriculum.

Robert H. Gass is a Professor Emeritus of Communication Studies at California State

University Fullerton.

John S. Seiter is a Distinguished Professor of Communication Studies in the Department of

Languages, Philosophy, and Communication Studies at Utah State University.
Arguing, Reasoning, and
Thinking Well

Robert H. Gass and John S. Seiter

First published 2019
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
 2019 Taylor & Francis
The right of Robert H. Gass and John S. Seiter to be identified as
authors of this work has been asserted by them in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
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Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
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Library of Congress Cataloging-in-Publication Data
Names: Gass, Robert H., author. | Seiter, John S., author.
Title: Arguing, reasoning, & thinking well / Robert H. Gass, John S. Seiter.
Description: First edition. | New York, NY : Routledge, 2019. |
Includes bibliographical references.
Identifiers: LCCN 2018060732| ISBN 9780815374329 (hardback) |
ISBN 9780815374336 (paperback) | ISBN 9781351242493 (ebk)
Subjects: LCSH: Persuasion (Rhetoric) | Reasoning.
Classification: LCC P301.5.P47 G38 2019 | DDC 808—dc23
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To my parents, Delores and Richard, who loved me beyond reason.
John S. Seiter

To my dear old mom, Lorena P. Gass, who encouraged my education

every step of the way. I hope I’ve made you proud.
Robert H. Gass
Contents

Preface viii
Acknowledgments x

1 Why Study Argument? 1

2 Arguing Ethically 18

3 Argument Theories, Models, and Definitions 38

4 The Nature of Critical Thinking 62

5 Building Blocks of Argument 82

6 Evidence and Proof 106

7 Informal Reasoning 126

8 Fallacies in Reasoning, Part 1: The “Big Five” 148

9 Fallacies in Reasoning, Part 2 163

10 Judgment, Decision Making, and Problem Solving 185

11 Deductive Reasoning 206

12 Effective Advocacy and Refutation 230

Appendix: Sample Debate Formats for In-Class Debates 254

Author Index 256
Subject Index 264
Preface

If 18th-century Europe represented the Age of Reason, then 21st-century America may be aptly
titled the age of unreasonableness. Indeed, we live in what has been dubbed the “post-truth” era
(Oxford Dictionaries, 2016) and a “post-fact society” (Manjoo, 2008). Where facts were once
considered stubborn and persistent, they must now compete with “alternative facts.” Where
truth once reigned over falsehoods, it has been subverted by assertions that “truth is not truth”
(see Giuliani, 2018).
In addition, we live in an era where people all too commonly have strong opinions on
issues, yet possess little knowledge or understanding of those issues (Somin, 2016). By way
of illustration, at a town hall meeting hosted by representative Bob Inglas, a Republican
from South Carolina, an attendee reportedly told the congressman, “keep your government
hands off my Medicare” (cited by Ceska, 2009). But Medicare is, after all, a government
program. As another example, many Americans support the U.S. Constitution wholeheart-
edly, yet 37 percent of those polled in a recent survey could not identify a specific right
guaranteed by the First Amendment (Annenberg Public Policy Center, 2017). The same
survey revealed that 33 percent of Americans could not name any of the three branches of
government (Annenberg Public Policy Center, 2017).
True, we are living in the information age, technology age, or digital age depending on
the terminology one prefers. Information, however, exists alongside misinformation campaigns.
Technology, especially social media, is often used as a platform to promote hate, instill fear, and
sow discord. Facebook, Instagram, Twitter, and other social media platforms rely on algorithms
to curate and filter news, a practice that tends to isolate users into bubbles of like-minded others.
Despite all the information and technology available, we seem to be less informed, more opin-
ionated, more intellectually lazy, and more verbally aggressive than ever.
A major contributor to these problems is that we often lack the ability, knowledge, or moti-
vation to think, reason, and argue well. What’s more, while readily pointing fingers at others’
opinions and behaviors, we don’t always question our own. For instance, when flitting from
link to link online, we may lose the capacity for sustained, in-depth thinking. When witnessing
multiple TV pundits talking over one another, we may assume that pontificating is what wins
the day. When watching reality TV (“talk to the hand”), we may come to accept that rudeness
trumps reasoning.
The ability to think, reason, and argue—not just make assertions—is in high demand and short
supply. Aristotle called humans the “rational animal.” But he never lived to watch an episode of
Big Brother or Real Housewives. A survey by Hart Research Associates asked 400 employers what
 Preface ix

skills they valued most in new hires (2013). The results showed that nearly all those surveyed
(93 percent) agreed that, “a candidate’s demonstrated capacity to think critically, communicate
clearly, and solve complex problems is more important than their undergraduate major” (Hart
Research Associates, 2013, p. 1). Clearly, then, the ability to argue, think, and reason well is
a desideratum.
In writing this text, our goal is to improve your arguing, thinking, and reasoning skills. At
the same time, we hope to instill a desire to grapple with arguments, not avoid them or escalate
them. We strive to improve your ability to advance a cogent, well-reasoned case, while avoid-
ing verbal aggression. We also seek to improve your reasoning skills in a variety of ways, such as
evaluating the credibility of sources, applying tests of evidence, exposing fallacies in reasoning,
and refuting opposing arguments.
We realize this is a tall order. Our approach relies on a readable, accessible writing style.
Along the way, we also present theories and concepts, offer social scientific evidence, and pro-
vide numerous examples and illustrations of reasoning, both good and bad, to show how the
material applies to ordinary, everyday arguments. We rely on excerpts from arguments in the
public sphere, along with hypothetical dialogues, and a dose of humor here and there to (hope-
fully) hold your attention. This approach has served us well in our other text, Persuasion, Social
Influence, and Compliance Gaining, which is now in its 6th edition.
As you read this text, we hope that you learn a good deal about the nature of argument,
improve your arguing skills, and have fun in the process.

References
Annenberg Public Policy Center (2017, September 12). Americans are poorly informed about basic constitutional
provisions. Retrieved on August 29, 2018 from: www.annenbergpublicpolicycenter.org/americans-
are-poorly-informed-about-basic-constitutional-provisions?utm_source=news-release&utm_
medium=email&utm_campaign=2017_civics_survey&utm_term=survey&utm_source=Media&
utm_campaign=e5f213892a-Civics_survey_2017_2017_09_12&utm_medium=email&utm_
term=0_9e3d9bcd8a-e5f213892a-425997897.
Ceska, B. (2009, September 5). Keep your goddamn government hands off my Medicare. Huffington
Post. Retrieved on August 29, 2018 from: www.huffingtonpost.com/bob-cesca/get-your-goddamn-
governme_b_252326.html.
Giuliani, R. (2018, August 19). Interview with Chuck Todd on Meet the Press. New York: NBC.
Hart Research Associates (2013). It takes more than a major: Employer priorities for college learning and stu-
dent success. Washington, DC: American Association of Colleges & Universities and Hart Research
Associates.
Manjoo, F. (2008). True enough: Learning to live in a post-fact society. Hoboken, NJ: John Wiley.
Oxford Dictionaries (2016). Word of the year 2016 is post-truth. Retrieved on August 29, 2018 from:
https://en.oxforddictionaries.com/word-of-the-year/word-of-the-year-2016.
Somin, I. (2016). Democracy and political ignorance: Why smaller government is smarter. Stanford, CA: Stanford
University Press.
Acknowledgments

We are extremely grateful to the folks at Routledge/Taylor & Francis for their assistance with
this project. In particular, we appreciate Laura Briskman for sharing our early vision for the book.
We also thank Nicole Salazar for her legendary patience, and Brian Eschrich, Judith Harvey, and
Sonnie Wills, who helped us with editing and other essentials down the home stretch.
John Seiter is grateful to Matthew Volk, Dave Aadland, Adam Milroy, Sidi Becar Meyera,
and Charlie Huenemann for helping with materials, feedback, and ideas. In addition, he’ll never
forget how kind his friends and colleagues at Utah State University are. Thanks, especially, to
Jennifer Peeples and Bradford Hall for tolerating him throughout all of these years. John is also
forever grateful to his first argumentation teacher and forensics coach Pat Ganer, who gave him
a “D” on his first debate assignment, yet managed to light a spark all the same. Most importantly,
for all her love and support, John Seiter thanks Debora––his kindred spirit, devil’s advocate, and
guardian angel all rolled into one amazing wife.
Robert Gass expresses endless thanks to Susan, his high school sweetheart, for matching
wits with him, making him laugh, and sharing the journey with him. He is also grateful to the
marvelous instructors and debate coaches who taught him about argumentation over the years;
Daniel Miller at Cal. Poly Pomona, Lucy Keele at Cal. State Fullerton, Donn Parson at the
University of Kansas, Pat Ganer at Cypress College, and all his fellow Jayhawk debate assistants.
He also gained a wealth of knowledge from his colleagues, John Reinard, Jeanine Congalton,
Jon Bruschke, and Erika Thomas with whom he coached debate and taught argumentation
classes at Cal. State Fullerton.
Chapter 1

Why Study Argument?

“Kiddie” Arguments
One of the authors was enjoying a cheeseburger at a local fast food chain when two toddlers,
accompanied by their parents, took a seat in a nearby booth. It wasn’t long before an argument
broke out:

“Yes, you did.”

“No, I didn’t.”
“Did too.”
“Did not.”
“Did too.”

And so it went.
Listening to little tykes argue is both fascinating and frustrating. Their arguing skills are under-
developed, yet they understand that arguing is supposed to be a back and forth process. They try
to emulate the give and take format they see adults using. Although they may imitate the form
of adult arguments, children’s arguments are typically lacking in substance. They know they are
supposed to refute their opponent’s arguments, but they don’t quite know how. They may add
snappy comebacks to their argumentative repertoire, such as “I know you are but what am I?”
but their arguments remain superficial. Unfortunately, not all people outgrow this. Indeed, in
the fast food restaurant, it wasn’t the toddlers who were arguing. It was their parents. The two
children, along with the author, sat quietly soaking it all in.

Arguing as a Developmental Process

Child prodigies are fascinating. Pablo Picasso learned to draw before he learned to speak. He
was admitted to Barcelona’s School of Fine Arts when he was 13. Garry Kasparov, considered
by many to be the greatest chess player of all time, began playing at the age of five and was the
USSR chess champion at 13. And then there’s Wolfgang Amadeus Mozart, who wrote his first
symphony when he was only eight.
Feeling old? If so, you can take solace in the fact that, when it comes to arguing, there
are no childhood geniuses.1 You won’t, for instance, find any eight-year-old “whizz kids”
2 Why Study Argument?

presenting cases before the Supreme Court. This is because the ability to think, reason, and
argue well is a developmental process. As Mercier and Sperber observed, “there is no evidence
that [reasoning] occurs in preverbal children” (2011, p. 57). As their cognitive functioning
and language abilities improve, children improve their argumentation skills (Amsterlaw,
2006; Jasna, 1992; Kuhn & Udell, 2003; Ricco, 2015). Young-uns soon learn to make more
substantive arguments. For example, most kids quickly learn to invoke the “fairness prin-
ciple” as an effective strategy. If a parent says, “Lulu, it’s your bedtime,” the child might
respond, “That’s not fair! Henry gets to stay up late.”
Children also learn social norms that govern arguing, such as not engaging in name-calling,
taunting, or hazing (okay, some kids learn these norms), and they develop what has been called
a theory of mind (Wellman, 1992). That is, they begin to see things from another person’s point
of view, a crucial skill that helps them tailor their arguments to a particular audience. As a result,
after asking her mom, “Can I stay up an hour later to watch this show?” Lulu might add, “It’s
educational!” Lulu’s argument demonstrates perspective-taking.
Argumentation skills continue to develop during the teen years. One study (Weinstock,
Neuman & Glassner, 2006) found that students’ ability to identify informal fallacies improved with
grade level. Another study demonstrated that adolescents (7th and 8th graders) were proficient in
advancing arguments for their own side, but were not as adept as young college students (freshman
and sophomores) at refuting the arguments of the opposing side (Felton & Kuhn, 2001).

The Importance of Context and Culture

While the ability to argue is learned, it is important to keep in mind that this ability is learned
somewhat differently across cultures and over time. Arguing is contextual and is situated in a
particular culture, time, and place. By way of example, what might have been perceived as a
cogent argument for the use of torture in the 1500s, during the Spanish Inquisition, would
not be perceived as a reasonable argument today. Moreover, while arguments for a number of
questionable medical practices—e.g., bloodletting or lobotomies—might have held water at one
time or another, they’d certainly be considered unreasonable today.
What’s more, culture and context not only influence perceptions about the content of argu-
ments, but also perceptions about whether, when, and how to disagree. Likewise, orientations
toward arguing, such as whether to be direct and assertive or avoid confrontation, vary between
Asian and Western cultures (Xie, Hample & Wang, 2015). We address these differences in more
detail in Chapter 4.

Adult Arguers
Research suggests that arguing ability continues to develop into adulthood (Grossman, Na,
Varnum, Park, Kitayama & Nisbett, 2010; Kuhn & Udell, 2003; Moshman, 1998). By the
time most people finish high school or enter college they have acquired basic argumentation
skills. You may be asking yourself, then, “If I’ve got the basics down, why do I need this
book?” The answer is that it is one thing to develop basic argumentation skills, and another
thing altogether to become a skillful arguer. Parents, for instance, frequently resort to a fallacy
called appealing to the crowd when they utter remarks such as “I don’t care if your friends ride
their skateboards in the street. If they jumped off a cliff would you do it too?” Other examples
 Why Study Argument? 3

Figure 1.1 Sometimes people act first, and think second.

 Peter Mueller/The New Yorker Collection/www.cartoonbank.com.

of adult arguers making rather childish arguments are just a couple of clicks away on your
remote control. The Judge Judy show, for example, relies on plaintiffs’ and defendants’ feeble
arguments as a form of entertainment. Other low-brow TV fare also appeals to people’s baser
argumentative urges. Hey, we love to watch these shows too, but we don’t expect to hear
exemplary reasoning when doing so.

Faux Reasoning
Unfortunately, in everyday life the situation isn’t much better. Consider the sham conversation
below.

Naomi: “Why?”
Bernie: “Because.”
Naomi: “Because why?”
Bernie: “Just because.”
4 Why Study Argument?

Figure 1.2 “Punny reason giving.”

J.C. Duffy, Fusco Brothers, 10/23/2008 Cartoonist Group, image 27509. © J.C. Duffy/Fusco Brothers/cartoon-
istgroup.com.

Although Bernie offers the semblance of an argument, it is not an actual argument. Perhaps
he can’t come up with a good reason or maybe he is being cognitively lazy. The slang phrase
“I want this because of reasons,” which was also a popular meme, embodies this same empty
reasoning. The phrase, which is sometimes shortened to “because of reasons,” is used ironically
to acknowledge that a person should have reasons, but cannot be bothered to come up with any.
Another faux argument involves making a questionable claim, and then adding “I’m just
sayin’” as a means of shirking any obligation to provide proof. Imagine, for example, two office
gossips discussing their boss’s attire:

Ralph: “Is Lester on the prowl? He’s sporting a new wardrobe.”

Amos: “I don’t think so. He and his wife just celebrated their 20th anniversary.”
Ralph: “Still . . . that’s an awfully nice suit he has on. I’m just sayin’.”

Think about Ralph’s claim for a moment. By adding “I’m just sayin’,” he isn’t strengthening his
argument. The phrase is tacked on to avoid offering additional reasons or proof.
The proverbial response, “Whatever . . .” (accent on the ever) also entails a pretext of reason-
ing. “Whatever . . .” is a way of conveying annoyance or disdain without conceding or refuting
the point. If you’ve ever used this response, you should know that people find it irritating. In
fact, in one series of polls, “whatever” was voted the “most annoying” word for seven years in a
row (Marist Poll, 2015)! Other tired tropes, such as “It is what it is,” can be aggravating as well.
Although offered as an excuse for doing nothing, it relies on circular reasoning, a topic we will
cover later in this book.

Angry Argument
Worse still, some adult arguers don’t simply offer empty arguments, they get mad too. They
resort to verbal aggression, such as threats or name calling. Participants on reality shows, such as Big
Brother or Real Housewives, often rely on such tactics. The dialogue below illustrates a hypothetical
encounter characterized by aggressiveness.
 Why Study Argument? 5

Vic: “Oh yeah?”

Rex: “Yeah!”
Vic: “Sez who?”
Rex: “Sez me. Wanna make somethin’ of it?”
Vic: “I’d like to see you try.”
Rex: “Keep yappin’ and I’ll slap the ugly right off your face.”
Vic: “Bring it on, fool.”
Rex: “So you’re admittin’ you’re ugly?”
Vic: “Not as ugly as you’re gonna be.”

The form of the above argument involves point–counterpoint, but there is little or no substance
to the “arguments.” Blustering and threats have replaced reasoning and rationality. Argumentation
scholars (Infante, 1987; Infante & Rancer, 1982; Infante & Wigley, 1986) view verbal aggression
as a skill deficiency. When arguers lack appropriate argumentation skills, they resort to name calling
and put downs. We will have more to say about verbal aggression in the following chapter.

Aims and Goals of This Book

Improving Your Knowledge and Skills in Argumentation

The good news is that it is quite possible to improve your arguing, reasoning, and thinking
skills. Hence this book. One of our primary reasons for writing this text is to help increase your
knowledge and understanding of basic principles and processes of argumentation which, in turn,
will improve your argumentation skills. Whatever your current level or ability, you can improve.
In this respect, arguing is analogous to dancing. You might already have a decent “Moonwalk”
or “Tango,” but there is always room for improvement. First, you’ll need a better understanding
of how argumentation works. Then you’ll need practice. And lots of it. Just as one can’t learn to
scuba dive solely by reading about it, you can’t become a more competent arguer without prac-
ticing your skills. As van Gelder (2005) emphasized, “for students to improve they must engage
in critical thinking itself. It is not enough to learn about critical thinking” (p. 43). At best then,
we can point you in the right direction. But, ultimately, you’ll need to complete the journey
yourself. We promise it’ll be worth your while!

Improving Your Thinking and Reasoning Ability

Our second goal is to improve your critical thinking ability. Critical thinking and argumentation
go hand in hand. Before you can develop a cogent argument, you need to understand the issues
surrounding a controversy. That requires researching the issues and analyzing them in depth and
detail. Unfortunately, not everyone understands this. Indeed, according to a survey of 400 com-
panies, fewer than 1 in 3 employers rated college graduates as excellent in critical thinking skills
(Schoeff, 2007). Another survey revealed that 93 percent of employers agreed that “a candidate’s
demonstrated capacity to think critically, communicate clearly, and solve complex problems is
more important than their major” (Hart Research Associates, 2013, p. 1).
What’s more, some people are convinced that they are “right” and that conviction alone
is enough to prevail in any argument.2 Not so. When pondering an important issue, it is
worth taking differing perspectives into account. Strong convictions aren’t sufficient for
6 Why Study Argument?

winning an argument. In fact, they may even blind people from recognizing weaknesses in
their own positions.

Improving Your Ability to Argue Appropriately

Arguing well isn’t just about winning either. Our third goal in writing this book is to help you
improve your ability to argue in socially appropriate ways. Arguing well isn’t about winning at
all costs. To be a competent arguer you must argue effectively and appropriately, which means that
in addition to advancing a well-reasoned case, you should make arguments that are suitable for
your audience, the context, and existing social norms. People who are rude, boorish, or verbally
aggressive may win the battle but lose the war. They may prevail in a particular argument, but
damage their relationships, identities, or reputations in the long run. A competent arguer, then,
demonstrates respect for others, without resorting to name calling, threats, or ultimatums. All
three of the above goals––improving your argumentation skills, cultivating your critical thinking
skills, and learning to argue in appropriate ways––are major themes of this text. More about the
positive side of arguing is explained in Box 1.1.

Box 1.1 Arguing Is a Prosocial Endeavor

The Common Sense View of Argument

Arguing is not a dirty word, although many people seem to think so. In everyday life the
word “argument” often carries a negative connotation. Some people equate having an
argument with having a fight. Rather than using the word “argument” to refer to an inter-
action, people often opt for euphemisms such as, “We were merely having a discussion.”
Words such as “discussion,” “quarrel,” “tiff,” or “spat” sound less pejorative. In everyday
parlance, being labeled “argumentative” also has a negative connotation. “Floyd is an
argumentative person” someone might say, meaning that Floyd is hard to get along with.

Emotional Excess
These negative connotations are understandable. Sometimes arguing is associated with an
excess of emotion. When some people argue, they become angry, scornful, and vehement.
These are the parents you see, for example, hurling expletives at the referee during their
eight year old’s soccer match. However, such behavior is actually the result of a lack of
argumentation skills. Screamers lack argumentative competence. Their hostility is a sign
of a skill deficiency.

Emotionlessness
Sometimes arguing is associated with an absence of emotion. When some people argue,
they become cold and calculating. They lack compassion. Imagine an inflexible
 Why Study Argument? 7

professor who says to a student, “Your paper is five minutes late. That’ll cost you a
letter grade.” When the student begins to explain, the professor states matter-of-factly,
“It’s in the syllabus. I suggest you read it.” Other examples include a lawyer who enjoys
humiliating witnesses, a boss who turns every minor request by an employee into a
performance review, or a parent who translates every mistake a child makes into an “I
told you so” lecture.
Being cold and calculating, however, is not an intrinsic feature of arguing. An absence
of emotion also may reflect a skill deficiency. To argue appropriately, we must demonstrate
respect for the other person and tolerance for his or her point of view. Arguing compe-
tently and appropriately requires using our heads and our hearts.

An Enlightened View of Argument

Our view is that arguing is actually a prosocial form of human interaction. First and fore-
most, arguing is a peaceful means of managing conflicts. Arguing is democratic; all the
participants get to have their say. That doesn’t guarantee that they will leave with a warm,
fuzzy feeling. Still, arguing is one of the best ways of handling disagreements. People can
disagree, but in constructive ways.
Arguing also clears the air. When we argue with other people, we get issues out into
the open. As Makau and Marty (2001) emphasized, “Whether within families, organiza-
tions, or nation-states, efforts to suppress or otherwise avoid addressing disagreements
almost inevitably lead to even greater conflict” (p. 8). Arguing lets people know where
they stand in the relationship. This doesn’t mean that every argument produces a happy
ending. People may disagree so fundamentally over an issue that it ends their relationship.
But that is better than perpetuating a relationship that is fundamentally flawed for the sake
of avoiding conflict.
Arguing also signifies respect and tolerance. When one person has all the power
in a relationship, there is no need to argue. The person who holds all the cards can
simply order the other person to do his or her bidding. In a relationship character-
ized by equality, each party wants to convince the other person, not compel him or her
(Ehninger, 1970).
Arguing with another person is a sign of respect for her or his intelligence. Arguing
requires rational actors. To argue with another person is to acknowledge that she or he is
capable of understanding good reasons when they are put forth. The boss who yells, “I’m
not paying you to think. I’m paying you to do what you’re told” is not displaying respect.
Giving orders is efficient, arguing is not. Saying “Because I’m the boss,” implies that the
recipient of the message doesn’t deserve an explanation.
The enlightened view of argument offered here does not suggest that arguing is always
enjoyable, although it often can be. Arguing can be unpleasant, even when all the parties
to an argument are arguing effectively and appropriately. We can all recall arguments that
we dreaded having. We can all recall arguments that ended badly, with one or both parties
feeling wounded. We become emotionally involved in arguments. Our egos are at stake,
not just our arguments.
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 Finance - Study Plan
First 2025 - University

Prepared by: Lecturer Smith

Date: August 12, 2025

Module 1: Best practices and recommendations

Learning Objective 1: Research findings and conclusions
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 2: Learning outcomes and objectives
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 2: Diagram/Chart/Graph]
Learning Objective 3: Case studies and real-world applications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 3: Diagram/Chart/Graph]
Learning Objective 4: Experimental procedures and results
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 5: Key terms and definitions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Learning outcomes and objectives
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Experimental procedures and results
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 7: Literature review and discussion
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Practical applications and examples
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 9: Practical applications and examples
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Review 2: Literature review and discussion
Remember: Fundamental concepts and principles
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 11: Current trends and future directions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Case studies and real-world applications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 13: Interdisciplinary approaches
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Key terms and definitions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Historical development and evolution
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 16: Current trends and future directions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Comparative analysis and synthesis
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Interdisciplinary approaches
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Theoretical framework and methodology
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Part 3: Study tips and learning strategies
Remember: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Study tips and learning strategies
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 23: Fundamental concepts and principles
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 24: Historical development and evolution
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Theoretical framework and methodology
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Problem-solving strategies and techniques
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 27: Diagram/Chart/Graph]
Definition: Ethical considerations and implications
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 28: Diagram/Chart/Graph]
Key Concept: Study tips and learning strategies
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Historical development and evolution
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Lesson 4: Experimental procedures and results
Definition: Study tips and learning strategies
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 31: Diagram/Chart/Graph]
Practice Problem 31: Critical analysis and evaluation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 32: Diagram/Chart/Graph]
Key Concept: Learning outcomes and objectives
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Assessment criteria and rubrics
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 34: Problem-solving strategies and techniques
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Current trends and future directions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Key Concept: Learning outcomes and objectives
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 37: Diagram/Chart/Graph]
Important: Practical applications and examples
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Historical development and evolution
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Comparative analysis and synthesis
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Exercise 5: Best practices and recommendations
Important: Research findings and conclusions
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Practical applications and examples
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Comparative analysis and synthesis
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Best practices and recommendations
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 44: Problem-solving strategies and techniques
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 45: Diagram/Chart/Graph]
Key Concept: Case studies and real-world applications
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Key terms and definitions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 47: Diagram/Chart/Graph]
Key Concept: Fundamental concepts and principles
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 48: Diagram/Chart/Graph]
Key Concept: Learning outcomes and objectives
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Experimental procedures and results
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Discussion 6: Theoretical framework and methodology
Note: Study tips and learning strategies
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Ethical considerations and implications
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Problem-solving strategies and techniques
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Historical development and evolution
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Historical development and evolution
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Assessment criteria and rubrics
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 56: Ethical considerations and implications
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 57: Diagram/Chart/Graph]
Remember: Ethical considerations and implications
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 58: Study tips and learning strategies
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 59: Diagram/Chart/Graph]
Important: Experimental procedures and results
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 60: Diagram/Chart/Graph]
Quiz 7: Study tips and learning strategies
Important: Study tips and learning strategies
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Critical analysis and evaluation
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 62: Practical applications and examples
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Critical analysis and evaluation
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Study tips and learning strategies
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Learning outcomes and objectives
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Problem-solving strategies and techniques
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Theoretical framework and methodology
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Key terms and definitions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 69: Diagram/Chart/Graph]
Important: Problem-solving strategies and techniques
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 70: Diagram/Chart/Graph]
Summary 8: Learning outcomes and objectives
Definition: Study tips and learning strategies
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 71: Ethical considerations and implications
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Statistical analysis and interpretation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Assessment criteria and rubrics
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Assessment criteria and rubrics
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 75: Interdisciplinary approaches
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 76: Best practices and recommendations
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 78: Diagram/Chart/Graph]
Key Concept: Experimental procedures and results
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Learning outcomes and objectives
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Quiz 9: Research findings and conclusions
Note: Current trends and future directions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Key terms and definitions
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Theoretical framework and methodology
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Learning outcomes and objectives
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 84: Practical applications and examples
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
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