Critical Reading and Thinking
Mayo Reading
WHY READ CRITICALLY?
Reading and thinking critically are not magical gifts but skills that can be learned. Knowing the qualities
of critical reading and reasoning can help you recognize faulty thinking in others and help you to keep
your own reasoning logical. It is not sufficient to say someone is wrong unless you have a logical
explanation for the person’s faulty conclusions. This doesn’t mean you have to challenge everything you
read or hear, but it does mean that you need to have ways of testing the reasoning of others before you
accept it as logical and reasonable.
Many people accept ideas without examining them simply because these ideas come from people who are
public figures or because the ideas are reported in sources such as TV, newspapers, or magazines which
believed to be authoritative. Attempts are made every day to persuade you to purchase certain products,
to vote for particular individuals, to take action regarding specific issues, or to accept certain beliefs.
Some of these attempts will contain distortions, lies, unsound conclusions, and illogical reasoning. This
problem is also complicated by the fact that some of these persuasive efforts will be made by wellintentioned people whose opinions you generally respect.
Remember that you can disagree with a person’s reasoning without attacking the person. Learning the
skills of separating fact from opinion, detecting bias and subjective evidence, and recognizing fallacies in
thinking can help you become a better critical reader and thinker.
In a discussion of reasoning and logic, the term ARGUMENT means a statement that has a conclusion
and the reason or reasons that are used to arrive at this conclusion. An argument is successful if it
provides reasons that convince readers or listeners that the conclusion is a good one.
FACT AND OPINION
When a question or dispute can be settled definitely one way or another, it is a statement of fact. Proof
for a fact can come from people who are experts about the subject, from measurements and research, from
your own observations, or from authoritative written sources.
When a question or statement cannot be proved to be definitely right or wrong, true or false, then it is a
statement of opinion. Statements about the future, even if the event seems certain to happen, are
statements of opinion. Obviously, some statements about the future are much more likely to be proved
than others, but until the predicted even actually occurs, the statements are still opinions.
Read these examples:
A. The Mayo Spartans have won more games this season so far than they had won last year at the
same time.
B. The Spartans are the best team around.
C. Mayo will certainly win a conference title this season.
D. While the Mayo Spartans have the best win/loss record in the conference this season, they will
have to produce an extraordinary effort to defeat the remaining teams on their schedule.
Statement A
Statement B
Statement C
Statement D
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is a fact; you could check the win/loss record.
is an opinion because there are many definitions of “best” and the word, as used here,
cannot be proved.
is an opinion because the event is still in the future; it is not a fact until after it has
occurred.
is both a fact and an opinion. You could prove that the Spartans have the best win/loss
record could be document and proved. The statement crosses the line into opinion when
the author says the team will have to be extraordinary to continue winning throughout the
remainder of the season.
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The statements that contain statements of both fact and opinion are often the hardest to sort out.
OBJECTIVE EVIDENCE AND BIAS
Sometimes the way that evidence is selected or omitted in support of an opinion leads to conclusions that
are biased, or one-sided, rather than fair and objective. Evidence supporting a fact or an opinion, in order
to be sound, should be based on information which is fair, complete, current, and as impartial as possible.
In weighing a fact or opinion, it is always necessary to consider who the writer is and what the motive or
purpose behind the fact or opinion might be. A reader must also consider the use made of evidence by
someone for an unstated reason, which may make the fact or opinion either fair or one-sided.
The following statement is followed by two sources. Which source would you most likely consider to be
fair and unbiased?
“Mayo High School has an impressive science department with a variety of advanced-level courses and
award-winning teachers and students.”
Source 1 – report by Rochester Community Science Education Panel
Source 2 – quote by a Mayo High School science student on a teacher evaluation form
Of the two sources presented above, the evidence from Source 1 is more likely to be fair and unbiased
since it comes from a panel composed of several individuals from the general community. Source 2
comes from only one individual who may have a personal interest in praising the teachers and
department.
When evaluating evidence, try to determine whether the author is in a position to personally gain in some
way form the public acceptance of the statement. This gain may take the form of power, votes, financial
profit, belief acceptance, reputation, or personal influence.
AUTHORITATIVE OR EXPERT EVIDENCE
When an expert or authority gives reasons for an opinion or statement in his/her special field of
knowledge, the reasons are more likely to be dependable than the reasons given by an average person. It
is important to examine the qualifications of a person whose evidence will have an influence upon the
facts and opinions you accept as true.
Decide which of the statements is made by an authority in that field.
“Most high school students can benefit from direct instruction to further develop their reading and
study skills in preparation for post-secondary education or employment.” Reading department
chairperson, Mayo HS
“You should really consider having that brain tumor removed as soon as possible before it kills
you.” Driver, Yellow Cab Co.
Obviously the first statement was made by an expert while the second was not. If, however, the second
speaker had said, “With all this traffic and bad weather, it will take an hour to get to the airport,” then it
would be an authoritative statement. Some people make the mistake of thinking that an authority in one
field is entitled to speak as an authority on many other matters as well. Be sure that you accept evidence
that come from an expert in the issue under consideration.
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QUOTING EXPERT EVIDENCE OUT OF CONTEXT
Quoting out of context involves distorting the meaning of an original statement. This can be done either
by citing only part of the original statement to support a one-sided position, or it can involve using a
quote in a context for which the quote was not intended. This selective quoting misrepresents both what
is said and the real intentions of the speaker or writer.
Type 1 – quoting only part of the original
Star Tribune “The Chinese Dragon, I’m afraid, is not a very good restaurant. The menu is remarkable
only for its lack of imagination; the pressed duck is distinguished only by its dryness; the
egg rolls are unique for their sogginess.” Dining Out column
Chinese Dragon ad: The Chinese Dragon is a very good restaurant. The menu is remarkable, the pressed
duck is distinguished, and the egg rolls are unique.” Quoted from the Star Tribune
Dining Out column
As you can see, the author of the ad has carefully selected some words and phrases from the original
review, taken them out of their original context, and given them a different meaning. This is an example
of intentional quoting out of context.
Type 2 – using a quote inappropriately
In the fall elections, Alaska voters were being asked to decide on an initiative that would have legalized
marijuana. In a poster printed for distribution, they quoted Ronal Reagan who said that government
overstepped its bounds when it tried to “protect us from ourselves.” Ronald Reagan was a conservative
who would never have sanctioned legalization of marijuana. To use his quote in such a context was
inappropriate.
As human beings, we tend to sometimes read or hear only what we wish to find in support of our own
beliefs and ideas, and we miss the meaning of the entire passage if it doesn’t reinforce our thinking. This
selective listening or reading, when repeated, can result in quoting out of context. The result is a
distortion of the meaning of the original statement.
INDUCTIVE AND DEDUCTIVE REASONING
Inductive Reasoning
Inductive reasoning yields conclusions that are based on evidence. You observe many related things and
conclude that a certain idea is true in each of these instances. You then make a generalization based on
the evidence. Many times such conclusions cannot be proven as absolutely right or wrong, but the more
evidence available, the more credible the generalization will be.
Example: You check with every person on the Principal’s Advisory Council and ask his or her
grade level. Every one of the people that you check with is a senior. You talk to the principal,
who verifies that each member is a senior. You then make the generalization that only seniors are
eligible to be on the Principal’s Advisory Council.
Deductive Reasoning
Deductive reasoning argues that a conclusion must follow from the one or two premises that precede it.
Some expressions that often accompany deductive reasoning are Therefore,” “it must follow that,” or “it
cannot be denied that.”
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SYLLOGISMS
It is easiest to understand the structure of a deductive argument by examining a classic one, called a
syllogism. Most spoken or written arguments you will encounter will be this short, clear, and organized.
Premise 1: All men are mortal.
Premise 2: Socrates is a man.
Conclusion: Socrates is mortal.
Here are some points to remember about syllogisms.
o First, a premise is referred to being either true or false, but a conclusion is
referred to being either sound (true) or unsound.
o A true premise is based on fact and can be proved.
o A false premise does not conform to fact; not everyone could accept it as correct
or accurate.
o Finally, a conclusion may be valid but not sound.
A good deductive argument contains true premises and a sound conclusion.
Many errors in deductive reasoning exist because either one or more of the premises is false, or because
the conclusion is invalid (it does not follow logically from the premises). Here are three examples to
illustrate some errors that may exist in deductive reasoning.
A false premise followed by an unsound, but valid, conclusion.
All vegetables are healthful to eat.
Mushrooms are vegetables.
All mushrooms are healthful to eat.
(Problem: some mushrooms are poisonous)
A false premise followed by a sound conclusion:
All vegetables are healthful to eat.
Oranges are vegetables.
Oranges are healthful to eat.
(Problem: orange is not a vegetable)
Two true premises followed by an invalid conclusion:
All good teachers can communicate.
This teacher can communicate.
This teacher is good.
(Problem: one quality ≠ good teaching)
Both kinds of reasoning, inductive and deductive, are used at different times to discuss the same case. In
our daily lives, we use both inductive and deductive reasoning in order to learn, to make decisions, and to
judge the quality of other people’s arguments.
Use of Logic
Logician’s definition of an argument: Any group of statements of which one is claimed to follow from
the other. The conclusion of an argument is that statement which is affirmed on the basis of the other
statements of the argument. These other statements which are offered as reasons for accepting the
conclusion are the premises of the argument. The premises and the conclusion constitute the structure of
an argument.
Below are two examples of deductive arguments. In each case (P) indicates that the statement which
follows is a premise, and (C) indicates that the statement that follows is a conclusion.
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1. (P) Any student who received an “A” on her position paper demonstrated that she constructed a
superior paper. (P) Since Agnes earned an “A”, (C) Agnes demonstrated that she had written a
superior paper.
2. (P) Anyone who is enrolled in Great Decisions is an intelligent person. (P) Laurence is enrolled in
Great Decisions, therefore,(C) Laurence is intelligent.
In order to have an argument at all, some statement must be marked out as a conclusion and some other
statements must be marked out as premises for that conclusion. Where premises are offered as supporting
evidence or justification of the conclusion, two questions arise.
1. Are the premises related properly to the conclusion? (This point refers to the form of the argument.)
If the premises are related to the conclusion the argument is valid. If not, the argument is invalid.
2. Are the premises true? (This part refers to the truth or falsity of the premises of the argument.) If the
premises are false, the argument is unsound; if the premises are true and the argument is valid, the
argument is sound.
To be acceptable, an argument must be valid, and the premises must be true. If the argument is valid and
the premise are true, you have employed sound logic.
(Note: Just because all the premises are true and the conclusion is true, it does not automatically follow
that the argument is valid.) You can have valid arguments which are NOT sound. When you construct a
position paper, at the very least you MUST employ valid logic (if you use logic). The persons you want
to persuade will determine how sound your argument is. Your credibility (and that of your sources) will
influence their decision.
EVALUATING ARGUMENTS
If the purpose of an argument is to convince you that the author of it is right in a particular belief and that
you ought to believe as he does or act as he suggests, then his argument is successful if he convinces you.
You must be aware, however, whether the author convinced you with emotional appeals or whether he
convinced you with factual statements.
The structure of a persuasive argument has the following components:
Thesis
Development of Argument: Premise(s) & Supporting Facts,
Opposing Viewpoint
Conclusion(s)
Call to action (optional)
A good argument involves more than factual statements. A persuasive speaker or writer knows that
people use more than reason when they make decisions; they also base decisions on feelings. Because
people think and feel all the time, the composer of a good argument combines reason with sentiment and
seems trustworthy. The good argument has a balance between facts and emotion.
A bad argument fails to prove its point or to convince people because the author has consciously or
unknowingly introduced errors in his reasoning that will not allow his conclusions to stand on the merits
of his evidence. The argument is lost if he makes appeals that are irrelevant to the issue, if he uses
devices intended to block clear thinking, or if he reaches his conclusion by a process which sound
reasoning cannot follow. Most often this type of argument will be purely emotional with few facts. What
facts there are may lead you to draw faulty conclusions.
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Occasionally, you may come away from an argument refusing to accept the conclusion, or you may
decide not to do what the author asks. In such cases, you are acting for reasons of your own. You may
not have been able to refute the logic the argument contains, but you have rejected the reasonable
conclusion.
THE R-E-T METHOD
The form and content of an argument can be checked by using the R-E-T method. Essentially, you ask if
the author has thought out the matter thoroughly.
1. Did the author give the RIGHT KIND of evidence?
2. Did the author give ENOUGH evidence to convince you to accept his conclusion?
3. Is the evidence TRUE?
Sometimes what seems like enough evidence for one person will fall short for a person who is more
cautious on the issue being considered. You must establish your personal tolerance level and know that
you have used logical thinking to evaluate the author’s evidence.
LOGICAL VULNERABILITY
Finally, we must realize that as much as we may attempt to be reasonable and logical in our thinking, we
have points of logical vulnerability. Some topics are so emotionally loaded for us that we have trouble
discussing them logically. These are points or beliefs about which we cannot or will not consider any
difference of opinion, regardless of how logical. It is worthwhile to reflect on our points of logical
vulnerability in order to identify them. An awareness of your own points of logical vulnerability can
prevent you from becoming unjustifiably self-righteous or arrogantly irrational. Often our vulnerability
comes from an insecure belief system that cannot or will not tolerate critique or examination. We must be
willing to submit our own beliefs to a scrutiny as rigorous as that which we apply to the beliefs of others.
We must also be wary of turning logical discussions of conflicting views into a competitive win/lose
situation that becomes emotional and illogical. Try to avoid emotional argument when examining logical
argument. Good critical thinking, reading, and reasoning involve learning skills, practicing those skills,
and then having the courage to apply them not only to the reasoning of others but to our own.
Sources:
McCart, William F., Sound Reasoning, Cambridge, MA., Educators Publishing Service, Inc. 1983
Niles, Oliver Stafford, et.al., Reading Tactics E. Glenview, IL., Scott, Foresman, and Co., 1981
Seech, Zachary, Logic in Everyday Life. Belmont, CA, Wadsworth Publishing Co. 1988
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Critical Thinking
The object of education is to prepare the young to educate themselves throughout their lives.
Robert M. Hutchins
A great many people think they are thinking when they are merely rearranging their prejudices.
William James
WHY THINK CRITICALLY?
Most of us take a certain number of "truths" for granted. One is that authority figures like doctors
and government leaders usually provide us with factual information and are generally equipped to make
the decisions that affect our lives. But when two doctors disagree as to whether surgery is necessary to
cure an illness, how can both be correct? We should rely on ourselves to some degree and seek the
information we need to make our own decisions.
The Chinese government's response to the 1989 rebellion at Beijing's Tiananmen Square shows
that contemporary might--that is, control over the media--does not "make right." The government
explained their repression of the revolt to the population at large as a crackdown on a handful of criminals
and "thugs." Western observers were simultaneously reporting the insurrection as a broad-based student
uprising for democratic reforms, but which "truth" got through to the Chinese populace? Can people
always rely on what they are told? Perhaps it is wise to withhold judgment until we receive the evidence
we need to arrive at our own decisions.
In our own country, people tend to assume that television and newspaper advertisements are
mostly factual. When I was a child, however, one cigarette company advertised their brand as being
without a "cough in a carload"; today, the harmful effects of cigarette smoking have been welldocumented. What "safe" product of today will be found dangerous tomorrow? Despite the claims and
arguments of manufacturers, not every laundry detergent can get clothes cleanest; not every automobile
can be the most fuel-efficient or trouble-free. Many of us also assume that persons with experience,
especially celebrities, know what's best. After all, if Bill Cosby advertises Jell-O, can Jell-O be bad?
Jell-O may be just fine, but it seems clear that we should maintain a healthful skepticism and insist on
evidence, not celebrity endorsements.
In the fifteenth century it was widely believed that the earth was flat. In the sixteenth century it
was widely believed that the sun revolved around the Earth. It seems that widely held beliefs are
invariably replaced by other widely held beliefs in the fullness of time. It is the hallmark of an educated
person to remain skeptical of accepted views and to regard even the most popular beliefs as working
assumptions. In the twentieth century astronomers widely believe that the universe began with a "big
bang" and has been expanding ever since. What views will replace these beliefs tomorrow?
In order to evaluate claims, arguments, and widely held beliefs, you must do something called
critical thinking. Critical thinking has many meanings. On one level, it means taking nothing for
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granted. It means not believing things just because they are in print or because they were uttered by
authority figures or celebrities. On another level, critical thinking refers to a process of thoughtfully
analyzing and probing the statements and arguments of others. It means examining definitions of terms,
examining the premises or assumptions behind arguments, and then scrutinizing the logic with which
arguments are developed.
Critical thinking skills involve:
• the development of skepticism about explanations and conclusions,
• the ability to inquire about causes and effects,
• refinement of curiosity,
• knowledge of research methods, and
• the ability to critically analyze arguments.
The emphasis on critical thinking reflects that your education is intended to provide you with
more than a data bank of useful knowledge. It is also meant to provide you with intellectual tools that
allow you to learn from and analyze information independently. With these tools, you can continue to
educate yourself for the rest of your life.
Schools also try to nurture academic freedom, so you need to learn how to question. You must
also learn to critically examine theory and research, the points of view of other people, and even your own
convictions and values. This does not mean you have to change your beliefs; it does mean you have to
support the view you express orally and in writing. If your definitions of terms are muddy, if your
premises are shaky, or if your arguments are illogical, your conclusions will be challenged and others may
point out the fallacies of your arguments. As a student, you need to learn to recognize the premises in an
argument, to consider whether you really accept the premises, and to understand whether the conclusions
you have drawn are logical.
SOME FEATURES OF CRITICAL THINKING
1.
BE SKEPTICAL. Politicians and advertisers want to convince you of their points of view.
Even research, as reported in the media or in textbooks, may take a certain slant. Have the
attitude that you will accept nothing as true until you have personally examined the evidence.
2.
EXAMINE DEFINITIONS OF TERMS. Some statements are true when a term is defined one
way but not another. Consider the statement, "Head Start programs raise children's intelligence."
The statement is true if intelligence is defined in terms of scores on intelligence tests. If
intelligence is defined as an inner potential, however, the statement is debatable. Some, that is,
might argue that Head Start programs only help children "live up to" their potentials, whatever
that potential may be.
3.
EXAMINE THE ASSUMPTIONS OR PREMISES OF ARGUMENTS. Consider the
statement "Abortion is murder." The current edition of Webster's New World Dictionary defines
murder as "the unlawful and malicious or premeditated killing of one human being by another."
The statement can be true, according to this dictionary, only if the victim is a human being. "Prolife" advocates usually argue that embryos and fetuses are human beings, whereas "pro-choice"
advocates usually argue that they are not.
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4.
BE CAUTIOUS IN DRAWING CONCLUSIONS FROM EVIDENCE. For example,
experimental evidence is the best way of determining cause and effect. Consider the statement,
"People who cohabit before getting married are more likely than noncohabitors to get divorced."
It may sound as if cohabitation is a cause of divorce, but cohabitors may differ from
noncohabitors in many ways--which brings us to our next suggestions for critical thinking.
5.
CONSIDER ALTERNATIVE INTERPRETATIONS OF RESEARCH EVIDENCE. For
example, cohabitors may be more likely to get divorced because they are more liberal and less
traditional than noncohabitors. There is no reason to assume that the experience of cohabitation
increases the likelihood of divorce. Also consider the commonly held belief that "alcohol causes
aggression." Many people behave more aggressively when they have been drinking, but does
their behavior support the hypothesis that alcohol causes aggression?
6.
DO NOT OVERSIMPLIFY. Consider the statement, "Most human behavior is learned." It has
a superficial ring of truth, but we need to specify the kinds of behavior patterns we are talking
about. Moreover, most behavior patterns involve complex interactions of genetic and
environmental influences.
7.
DO NOT OVERGENERALIZE. Consider the statement, "Patients profit from being given a
great deal of information about surgical procedures." This statement is reasonably accurate for
patients who strive to be in control of their lives. It does not apply to patients who have a "what
will be, will be" approach to life. Be wary of any arguments or statements that claim to apply to
all of the people all of the time.
8.
APPLY CRITICAL THINKING TO ALL AREAS OF LIFE. A skeptical attitude and a
demand for evidence are not simply academic exercises for school. They are of value in all areas
of life. Be skeptical when you are bombarded by television commercials, when political causes
try to sweep you in, when you see the latest cover story about UFO's on the tabloids at the
supermarket. How many times have you heard the claim, "Studies have shown that..." Perhaps it
sounds convincing, but ask yourself: Who ran the studies? Were the researchers neutral
scientists or biased toward obtaining certain results? Were there controls? Blinds? Who were
the subjects? Were they assigned to groups at random?
According to educator Robert M. Hutchins, "The object of education is to prepare the young to educate
themselves throughout their lives." One of the primary ways of educating yourself is through critical
thinking.
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MAYO HIGH SCHOOL
PAL BEG Critical Reading: Questions to Ask
Name:
Category
1.
Purpose
Authority
Logic
Bias
2.
3.
4.
5.
6.
INTERNAL
1. What are the author's qualifications to write on this topic?
2. Is the author an expert, or does s/he quote experts?
3. Was the author a witness or participant?
EXTERNAL
4. Is the publication reliable and reputable?
5. Do you have full publication data?
6. Is the information current? Does the information need to be current?
7. Is the article intended to be factual or editorial?
1.
2.
3.
4.
5.
6.
Can you identify any fallacies in logic?
What points has the author selected? Why?
What points has the author omitted? Why?
How has the author organized the information?
Is the reasoning logical and valid?
What, if any, irrelevant material or arguments are presented? Why?
1.
2.
3.
4.
5.
6.
Is the author biased or objective?
What, if any, are the author's affiliations?
Do historical reasons affect the objectivity of the author or his sources?
What other points of view may exist but have not been discussed?
What, if any, emotionally loaded language does the author use? Why? Give examples.
What, if any, figurative language (analogies, metaphors, similes, etc.) does the author use? Why?
Give examples.
Do the author's ideas and conclusions relate to your own experiences?
Does the author's conclusion mesh with any previous reading, listening, or viewing you have done
on this topic?
7.
8.
Evidence
1.
2.
3.
4.
5.
6.
1.
Gain
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Date:
Hour:
What to ask as you read:
Why did the author write this article? to persuade? to inform? to entertain? to explain? to refute?
to contrast? to record personal reactions?
Who is the intended audience?
What is the underlying thesis or premise of this article?
What is the author's point of view? (Pro, Con, Neutral?)
What conclusions, inferences, solutions, or implications does the author reach?
Does the type of article shape or limit the information?
2.
Are the statements fact, opinion, or a combination of both?
Is the evidence documented or undocumented?
Has the author provided necessary background material on the topic?
If the answer to #3 is no, would the information be difficult to find?
Does the author's argument pass the RET test?
-- Is the evidence the RIGHT kind of evidence?
-- Is ENOUGH evidence given?
-- Is the evidence TRUE?
What supporting FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics) does the author
give for his premise?
What does the author have to gain from this article? Power? Money? Influence? Reputation?
Promotion? Personal meaning?
What other factors may have influenced the author's writing?
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PAL BEG CRITICAL ANALYSIS
Name:
Topic:
Date:
Red Key Words/ Phrases
Flag
Hour:
What is the title?
Source
Data
Who is the publisher?
When was it
published?
Who is the author?
What is the author’s
purpose?
Who is the intended
audience?
Purpose
Does the type of article
shape or limit the
topic? Explain.
Briefly restate the
author’s premise(s).
Briefly restate the
author’s conclusion(s).
INTERNAL
Is the author qualified
to write on this topic?
Explain.
What sources/experts
does the author
quote? Are the
sources believable?
Authority
What, if any, are the
author’s affiliations?
Could this show bias?
EXTERNAL
Is the publication
trust-worthy?
Explain.
Is the information
current? Is it
important that it is
current? Explain.
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Critical Analysis
Page 2
Red
Flag
Title/Author
What fallacies, if any,
are present in the article?
Logic
Quote from the article
and name the fallacy.
Are you aware of any
points the author has
selected or omitted?
List any subjective
words and/or emotional
language the author used
in this article.
Bias
Is the author neutral,
moderately biased, or
extremely biased?
Explain.
What FIRES, if any,
does the author include?
List them here.
Are they documented?
Evidence
What non-facts, if any,
are included? List
recommendations,
opinions, etc.
Does the evidence pass
the RET test? Is it the
RIGHT KIND,
ENOUGH, & TRUE?
Explain.
Gain
Might the author or
organization have
anything to gain from
taking this position?
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Evaluating an Argument
Name:
Mayo Reading
Date:
Hour:
Evaluate each of these categories with as you read your chosen text. DO NOT simply restate what the
author has said in his/her article. To evaluate means to make a judgment about the author’s effectiveness,
accuracy, or persuasiveness. In the last section, give your overall evaluation of the author’s argument and
its effectiveness, being sure to support your general statements with specific reasons or examples.
Source Documentation:
Title of Article:
Author:
Date of Publication:
Publisher:
Premise/ Conclusion
What is the basic
assumption in this
argument, the premise on
which the argument is
built?
Are there any questions
that might be asked to
challenge the conclusion?
List the reasons given to
support the conclusion.
Documentation of
Supporting Facts
Opinions
Undocumented/
Questionable Statements
RET Test
Pass or Fail?
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Evaluating an Argument
Logical Development of
Argument: Do you
consider this to be a
convincing argument?
why or why not?
Page 2
Text Organization
Is the writing well
organized?
Language:
Appropriate to audience?
Biased?
Opposing Viewpoint(s)
Does the writer
acknowledge opposing
viewpoints?
Credibility
Now evaluate the author’s argument. Make general statements about the article as a whole; back up your
statements with specific examples you’ve used above. Your evaluation may be positive, negative, or
somewhere in between. Just be sure to support your evaluation.
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Evaluating an Argument
Name:
Mayo Reading
Date:
Hour:
Evaluate each of these categories with as you read your chosen text. DO NOT simply restate what the
author has said in his/her article. To evaluate means to make a judgment about the author’s effectiveness,
accuracy, or persuasiveness. In the last section, give your overall evaluation of the author’s argument and
its effectiveness, being sure to support your general statements with specific reasons or examples.
Source Documentation:
Title of Article:
Author:
Date of Publication:
Publisher:
Premise/ Conclusion
What is the basic
assumption in this
argument, the premise on
which the argument is
built?
Are there any questions
that might be asked to
challenge the conclusion?
List the reasons given to
support the conclusion.
Documentation of
Supporting Facts
Opinions
Undocumented/
Questionable Statements
RET Test
Pass or Fail?
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Evaluating an Argument
Logical Development of
Argument: Do you
consider this to be a
convincing argument?
why or why not?
Page 2
Text Organization
Is the writing well
organized?
Language:
Appropriate to audience?
Biased?
Opposing Viewpoint(s)
Does the writer
acknowledge opposing
viewpoints?
Credibility
Now evaluate the author’s argument. Make general statements about the article as a whole; back up your
statements with specific examples you’ve used above. Your evaluation may be positive, negative, or
somewhere in between. Just be sure to support your evaluation.
RC Handouts
91