logic and critical thinking freshman course fallacy

Introduction to Logic and Critical Thinking

(10 reviews)

Matthew Van Cleave, Lansing Community College

Copyright Year: 2016

Publisher: Matthew J. Van Cleave

Language: English

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Reviewed by "yusef" Alexander Hayes, Professor, North Shore Community College on 6/9/21

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness. read more

Comprehensiveness rating: 5 see less

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness.

Content Accuracy rating: 5

The book is accurate.

Relevance/Longevity rating: 5

While many modern examples are used, and they are helpful, they are not necessarily needed. The usefulness of logical principles and skills have proved themselves, and this text presents them clearly with many examples.

Clarity rating: 5

It is obvious that the author cares about their subject, audience, and students. The text is comprehensible and interesting.

Consistency rating: 5

The format is easy to understand and is consistent in framing.

Modularity rating: 5

This text would be easy to adapt.

Organization/Structure/Flow rating: 5

The organization is excellent, my one suggestion would be a concluding chapter.

Interface rating: 5

I accessed the PDF version and it would be easy to work with.

Grammatical Errors rating: 5

The writing is excellent.

Cultural Relevance rating: 5

This is not an offensive text.

Reviewed by Susan Rottmann, Part-time Lecturer, University of Southern Maine on 3/2/21

I reviewed this book for a course titled "Creative and Critical Inquiry into Modern Life." It won't meet all my needs for that course, but I haven't yet found a book that would. I wanted to review this one because it states in the preface that it... read more

Comprehensiveness rating: 4 see less

I reviewed this book for a course titled "Creative and Critical Inquiry into Modern Life." It won't meet all my needs for that course, but I haven't yet found a book that would. I wanted to review this one because it states in the preface that it fits better for a general critical thinking course than for a true logic course. I'm not sure that I'd agree. I have been using Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," and I think that book is a better introduction to critical thinking for non-philosophy majors. However, the latter is not open source so I will figure out how to get by without it in the future. Overall, the book seems comprehensive if the subject is logic. The index is on the short-side, but fine. However, one issue for me is that there are no page numbers on the table of contents, which is pretty annoying if you want to locate particular sections.

Content Accuracy rating: 4

I didn't find any errors. In general the book uses great examples. However, they are very much based in the American context, not for an international student audience. Some effort to broaden the chosen examples would make the book more widely applicable.

Relevance/Longevity rating: 4

I think the book will remain relevant because of the nature of the material that it addresses, however there will be a need to modify the examples in future editions and as the social and political context changes.

Clarity rating: 3

The text is lucid, but I think it would be difficult for introductory-level students who are not philosophy majors. For example, in Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," the sub-headings are very accessible, such as "Experts cannot rescue us, despite what they say" or "wishful thinking: perhaps the biggest single speed bump on the road to critical thinking." By contrast, Van Cleave's "Introduction to Logic and Critical Thinking" has more subheadings like this: "Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form" or "Propositional logic and the four basic truth functional connectives." If students are prepared very well for the subject, it would work fine, but for students who are newly being introduced to critical thinking, it is rather technical.

It seems to be very consistent in terms of its terminology and framework.

Modularity rating: 4

The book is divided into 4 chapters, each having many sub-chapters. In that sense, it is readily divisible and modular. However, as noted above, there are no page numbers on the table of contents, which would make assigning certain parts rather frustrating. Also, I'm not sure why the book is only four chapter and has so many subheadings (for instance 17 in Chapter 2) and a length of 242 pages. Wouldn't it make more sense to break up the book into shorter chapters? I think this would make it easier to read and to assign in specific blocks to students.

Organization/Structure/Flow rating: 4

The organization of the book is fine overall, although I think adding page numbers to the table of contents and breaking it up into more separate chapters would help it to be more easily navigable.

Interface rating: 4

The book is very simply presented. In my opinion it is actually too simple. There are few boxes or diagrams that highlight and explain important points.

The text seems fine grammatically. I didn't notice any errors.

The book is written with an American audience in mind, but I did not notice culturally insensitive or offensive parts.

Overall, this book is not for my course, but I think it could work well in a philosophy course.

Reviewed by Daniel Lee, Assistant Professor of Economics and Leadership, Sweet Briar College on 11/11/19

This textbook is not particularly comprehensive (4 chapters long), but I view that as a benefit. In fact, I recommend it for use outside of traditional logic classes, but rather interdisciplinary classes that evaluate argument read more

Comprehensiveness rating: 3 see less

This textbook is not particularly comprehensive (4 chapters long), but I view that as a benefit. In fact, I recommend it for use outside of traditional logic classes, but rather interdisciplinary classes that evaluate argument

To the best of my ability, I regard this content as accurate, error-free, and unbiased

The book is broadly relevant and up-to-date, with a few stray temporal references (sydney olympics, particular presidencies). I don't view these time-dated examples as problematic as the logical underpinnings are still there and easily assessed

Clarity rating: 4

My only pushback on clarity is I didn't find the distinction between argument and explanation particularly helpful/useful/easy to follow. However, this experience may have been unique to my class.

To the best of my ability, I regard this content as internally consistent

I found this text quite modular, and was easily able to integrate other texts into my lessons and disregard certain chapters or sub-sections

The book had a logical and consistent structure, but to the extent that there are only 4 chapters, there isn't much scope for alternative approaches here

No problems with the book's interface

The text is grammatically sound

Cultural Relevance rating: 4

Perhaps the text could have been more universal in its approach. While I didn't find the book insensitive per-se, logic can be tricky here because the point is to evaluate meaningful (non-trivial) arguments, but any argument with that sense of gravity can also be traumatic to students (abortion, death penalty, etc)

No additional comments

Reviewed by Lisa N. Thomas-Smith, Graduate Part-time Instructor, CU Boulder on 7/1/19

The text covers all the relevant technical aspects of introductory logic and critical thinking, and covers them well. A separate glossary would be quite helpful to students. However, the terms are clearly and thoroughly explained within the text,... read more

The text covers all the relevant technical aspects of introductory logic and critical thinking, and covers them well. A separate glossary would be quite helpful to students. However, the terms are clearly and thoroughly explained within the text, and the index is very thorough.

The content is excellent. The text is thorough and accurate with no errors that I could discern. The terminology and exercises cover the material nicely and without bias.

The text should easily stand the test of time. The exercises are excellent and would be very helpful for students to internalize correct critical thinking practices. Because of the logical arrangement of the text and the many sub-sections, additional material should be very easy to add.

The text is extremely clearly and simply written. I anticipate that a diligent student could learn all of the material in the text with little additional instruction. The examples are relevant and easy to follow.

The text did not confuse terms or use inconsistent terminology, which is very important in a logic text. The discipline often uses multiple terms for the same concept, but this text avoids that trap nicely.

The text is fairly easily divisible. Since there are only four chapters, those chapters include large blocks of information. However, the chapters themselves are very well delineated and could be easily broken up so that parts could be left out or covered in a different order from the text.

The flow of the text is excellent. All of the information is handled solidly in an order that allows the student to build on the information previously covered.

The PDF Table of Contents does not include links or page numbers which would be very helpful for navigation. Other than that, the text was very easy to navigate. All the images, charts, and graphs were very clear

I found no grammatical errors in the text.

Cultural Relevance rating: 3

The text including examples and exercises did not seem to be offensive or insensitive in any specific way. However, the examples included references to black and white people, but few others. Also, the text is very American specific with many examples from and for an American audience. More diversity, especially in the examples, would be appropriate and appreciated.

Reviewed by Leslie Aarons, Associate Professor of Philosophy, CUNY LaGuardia Community College on 5/16/19

This is an excellent introductory (first-year) Logic and Critical Thinking textbook. The book covers the important elementary information, clearly discussing such things as the purpose and basic structure of an argument; the difference between an... read more

This is an excellent introductory (first-year) Logic and Critical Thinking textbook. The book covers the important elementary information, clearly discussing such things as the purpose and basic structure of an argument; the difference between an argument and an explanation; validity; soundness; and the distinctions between an inductive and a deductive argument in accessible terms in the first chapter. It also does a good job introducing and discussing informal fallacies (Chapter 4). The incorporation of opportunities to evaluate real-world arguments is also very effective. Chapter 2 also covers a number of formal methods of evaluating arguments, such as Venn Diagrams and Propositional logic and the four basic truth functional connectives, but to my mind, it is much more thorough in its treatment of Informal Logic and Critical Thinking skills, than it is of formal logic. I also appreciated that Van Cleave’s book includes exercises with answers and an index, but there is no glossary; which I personally do not find detracts from the book's comprehensiveness.

Overall, Van Cleave's book is error-free and unbiased. The language used is accessible and engaging. There were no glaring inaccuracies that I was able to detect.

Van Cleave's Textbook uses relevant, contemporary content that will stand the test of time, at least for the next few years. Although some examples use certain subjects like former President Obama, it does so in a useful manner that inspires the use of critical thinking skills. There are an abundance of examples that inspire students to look at issues from many different political viewpoints, challenging students to practice evaluating arguments, and identifying fallacies. Many of these exercises encourage students to critique issues, and recognize their own inherent reader-biases and challenge their own beliefs--hallmarks of critical thinking.

As mentioned previously, the author has an accessible style that makes the content relatively easy to read and engaging. He also does a suitable job explaining jargon/technical language that is introduced in the textbook.

Van Cleave uses terminology consistently and the chapters flow well. The textbook orients the reader by offering effective introductions to new material, step-by-step explanations of the material, as well as offering clear summaries of each lesson.

This textbook's modularity is really quite good. Its language and structure are not overly convoluted or too-lengthy, making it convenient for individual instructors to adapt the materials to suit their methodological preferences.

The topics in the textbook are presented in a logical and clear fashion. The structure of the chapters are such that it is not necessary to have to follow the chapters in their sequential order, and coverage of material can be adapted to individual instructor's preferences.

The textbook is free of any problematic interface issues. Topics, sections and specific content are accessible and easy to navigate. Overall it is user-friendly.

I did not find any significant grammatical issues with the textbook.

The textbook is not culturally insensitive, making use of a diversity of inclusive examples. Materials are especially effective for first-year critical thinking/logic students.

I intend to adopt Van Cleave's textbook for a Critical Thinking class I am teaching at the Community College level. I believe that it will help me facilitate student-learning, and will be a good resource to build additional classroom activities from the materials it provides.

Reviewed by Jennie Harrop, Chair, Department of Professional Studies, George Fox University on 3/27/18

While the book is admirably comprehensive, its extensive details within a few short chapters may feel overwhelming to students. The author tackles an impressive breadth of concepts in Chapter 1, 2, 3, and 4, which leads to 50-plus-page chapters... read more

While the book is admirably comprehensive, its extensive details within a few short chapters may feel overwhelming to students. The author tackles an impressive breadth of concepts in Chapter 1, 2, 3, and 4, which leads to 50-plus-page chapters that are dense with statistical analyses and critical vocabulary. These topics are likely better broached in manageable snippets rather than hefty single chapters.

The ideas addressed in Introduction to Logic and Critical Thinking are accurate but at times notably political. While politics are effectively used to exemplify key concepts, some students may be distracted by distinct political leanings.

The terms and definitions included are relevant, but the examples are specific to the current political, cultural, and social climates, which could make the materials seem dated in a few years without intentional and consistent updates.

While the reasoning is accurate, the author tends to complicate rather than simplify -- perhaps in an effort to cover a spectrum of related concepts. Beginning readers are likely to be overwhelmed and under-encouraged by his approach.

Consistency rating: 3

The four chapters are somewhat consistent in their play of definition, explanation, and example, but the structure of each chapter varies according to the concepts covered. In the third chapter, for example, key ideas are divided into sub-topics numbering from 3.1 to 3.10. In the fourth chapter, the sub-divisions are further divided into sub-sections numbered 4.1.1-4.1.5, 4.2.1-4.2.2, and 4.3.1 to 4.3.6. Readers who are working quickly to master new concepts may find themselves mired in similarly numbered subheadings, longing for a grounded concepts on which to hinge other key principles.

Modularity rating: 3

The book's four chapters make it mostly self-referential. The author would do well to beak this text down into additional subsections, easing readers' accessibility.

The content of the book flows logically and well, but the information needs to be better sub-divided within each larger chapter, easing the student experience.

The book's interface is effective, allowing readers to move from one section to the next with a single click. Additional sub-sections would ease this interplay even further.

Grammatical Errors rating: 4

Some minor errors throughout.

For the most part, the book is culturally neutral, avoiding direct cultural references in an effort to remain relevant.

Reviewed by Yoichi Ishida, Assistant Professor of Philosophy, Ohio University on 2/1/18

This textbook covers enough topics for a first-year course on logic and critical thinking. Chapter 1 covers the basics as in any standard textbook in this area. Chapter 2 covers propositional logic and categorical logic. In propositional logic,... read more

This textbook covers enough topics for a first-year course on logic and critical thinking. Chapter 1 covers the basics as in any standard textbook in this area. Chapter 2 covers propositional logic and categorical logic. In propositional logic, this textbook does not cover suppositional arguments, such as conditional proof and reductio ad absurdum. But other standard argument forms are covered. Chapter 3 covers inductive logic, and here this textbook introduces probability and its relationship with cognitive biases, which are rarely discussed in other textbooks. Chapter 4 introduces common informal fallacies. The answers to all the exercises are given at the end. However, the last set of exercises is in Chapter 3, Section 5. There are no exercises in the rest of the chapter. Chapter 4 has no exercises either. There is index, but no glossary.

The textbook is accurate.

The content of this textbook will not become obsolete soon.

The textbook is written clearly.

The textbook is internally consistent.

The textbook is fairly modular. For example, Chapter 3, together with a few sections from Chapter 1, can be used as a short introduction to inductive logic.

The textbook is well-organized.

There are no interface issues.

I did not find any grammatical errors.

This textbook is relevant to a first semester logic or critical thinking course.

Reviewed by Payal Doctor, Associate Professro, LaGuardia Community College on 2/1/18

This text is a beginner textbook for arguments and propositional logic. It covers the basics of identifying arguments, building arguments, and using basic logic to construct propositions and arguments. It is quite comprehensive for a beginner... read more

This text is a beginner textbook for arguments and propositional logic. It covers the basics of identifying arguments, building arguments, and using basic logic to construct propositions and arguments. It is quite comprehensive for a beginner book, but seems to be a good text for a course that needs a foundation for arguments. There are exercises on creating truth tables and proofs, so it could work as a logic primer in short sessions or with the addition of other course content.

The books is accurate in the information it presents. It does not contain errors and is unbiased. It covers the essential vocabulary clearly and givens ample examples and exercises to ensure the student understands the concepts

The content of the book is up to date and can be easily updated. Some examples are very current for analyzing the argument structure in a speech, but for this sort of text understandable examples are important and the author uses good examples.

The book is clear and easy to read. In particular, this is a good text for community college students who often have difficulty with reading comprehension. The language is straightforward and concepts are well explained.

The book is consistent in terminology, formatting, and examples. It flows well from one topic to the next, but it is also possible to jump around the text without loosing the voice of the text.

The books is broken down into sub units that make it easy to assign short blocks of content at a time. Later in the text, it does refer to a few concepts that appear early in that text, but these are all basic concepts that must be used to create a clear and understandable text. No sections are too long and each section stays on topic and relates the topic to those that have come before when necessary.

The flow of the text is logical and clear. It begins with the basic building blocks of arguments, and practice identifying more and more complex arguments is offered. Each chapter builds up from the previous chapter in introducing propositional logic, truth tables, and logical arguments. A select number of fallacies are presented at the end of the text, but these are related to topics that were presented before, so it makes sense to have these last.

The text is free if interface issues. I used the PDF and it worked fine on various devices without loosing formatting.

1. The book contains no grammatical errors.

The text is culturally sensitive, but examples used are a bit odd and may be objectionable to some students. For instance, President Obama's speech on Syria is used to evaluate an extended argument. This is an excellent example and it is explained well, but some who disagree with Obama's policies may have trouble moving beyond their own politics. However, other examples look at issues from all political viewpoints and ask students to evaluate the argument, fallacy, etc. and work towards looking past their own beliefs. Overall this book does use a variety of examples that most students can understand and evaluate.

My favorite part of this book is that it seems to be written for community college students. My students have trouble understanding readings in the New York Times, so it is nice to see a logic and critical thinking text use real language that students can understand and follow without the constant need of a dictionary.

Reviewed by Rebecca Owen, Adjunct Professor, Writing, Chemeketa Community College on 6/20/17

This textbook is quite thorough--there are conversational explanations of argument structure and logic. I think students will be happy with the conversational style this author employs. Also, there are many examples and exercises using current... read more

This textbook is quite thorough--there are conversational explanations of argument structure and logic. I think students will be happy with the conversational style this author employs. Also, there are many examples and exercises using current events, funny scenarios, or other interesting ways to evaluate argument structure and validity. The third section, which deals with logical fallacies, is very clear and comprehensive. My only critique of the material included in the book is that the middle section may be a bit dense and math-oriented for learners who appreciate the more informal, informative style of the first and third section. Also, the book ends rather abruptly--it moves from a description of a logical fallacy to the answers for the exercises earlier in the text.

The content is very reader-friendly, and the author writes with authority and clarity throughout the text. There are a few surface-level typos (Starbuck's instead of Starbucks, etc.). None of these small errors detract from the quality of the content, though.

One thing I really liked about this text was the author's wide variety of examples. To demonstrate different facets of logic, he used examples from current media, movies, literature, and many other concepts that students would recognize from their daily lives. The exercises in this text also included these types of pop-culture references, and I think students will enjoy the familiarity--as well as being able to see the logical structures behind these types of references. I don't think the text will need to be updated to reflect new instances and occurrences; the author did a fine job at picking examples that are relatively timeless. As far as the subject matter itself, I don't think it will become obsolete any time soon.

The author writes in a very conversational, easy-to-read manner. The examples used are quite helpful. The third section on logical fallacies is quite easy to read, follow, and understand. A student in an argument writing class could benefit from this section of the book. The middle section is less clear, though. A student learning about the basics of logic might have a hard time digesting all of the information contained in chapter two. This material might be better in two separate chapters. I think the author loses the balance of a conversational, helpful tone and focuses too heavily on equations.

Consistency rating: 4

Terminology in this book is quite consistent--the key words are highlighted in bold. Chapters 1 and 3 follow a similar organizational pattern, but chapter 2 is where the material becomes more dense and equation-heavy. I also would have liked a closing passage--something to indicate to the reader that we've reached the end of the chapter as well as the book.

I liked the overall structure of this book. If I'm teaching an argumentative writing class, I could easily point the students to the chapters where they can identify and practice identifying fallacies, for instance. The opening chapter is clear in defining the necessary terms, and it gives the students an understanding of the toolbox available to them in assessing and evaluating arguments. Even though I found the middle section to be dense, smaller portions could be assigned.

The author does a fine job connecting each defined term to the next. He provides examples of how each defined term works in a sentence or in an argument, and then he provides practice activities for students to try. The answers for each question are listed in the final pages of the book. The middle section feels like the heaviest part of the whole book--it would take the longest time for a student to digest if assigned the whole chapter. Even though this middle section is a bit heavy, it does fit the overall structure and flow of the book. New material builds on previous chapters and sub-chapters. It ends abruptly--I didn't realize that it had ended, and all of a sudden I found myself in the answer section for those earlier exercises.

The simple layout is quite helpful! There is nothing distracting, image-wise, in this text. The table of contents is clearly arranged, and each topic is easy to find.

Tiny edits could be made (Starbuck's/Starbucks, for one). Otherwise, it is free of distracting grammatical errors.

This text is quite culturally relevant. For instance, there is one example that mentions the rumors of Barack Obama's birthplace as somewhere other than the United States. This example is used to explain how to analyze an argument for validity. The more "sensational" examples (like the Obama one above) are helpful in showing argument structure, and they can also help students see how rumors like this might gain traction--as well as help to show students how to debunk them with their newfound understanding of argument and logic.

The writing style is excellent for the subject matter, especially in the third section explaining logical fallacies. Thank you for the opportunity to read and review this text!

Reviewed by Laurel Panser, Instructor, Riverland Community College on 6/20/17

This is a review of Introduction to Logic and Critical Thinking, an open source book version 1.4 by Matthew Van Cleave. The comparison book used was Patrick J. Hurley’s A Concise Introduction to Logic 12th Edition published by Cengage as well as... read more

This is a review of Introduction to Logic and Critical Thinking, an open source book version 1.4 by Matthew Van Cleave. The comparison book used was Patrick J. Hurley’s A Concise Introduction to Logic 12th Edition published by Cengage as well as the 13th edition with the same title. Lori Watson is the second author on the 13th edition.

Competing with Hurley is difficult with respect to comprehensiveness. For example, Van Cleave’s book is comprehensive to the extent that it probably covers at least two-thirds or more of what is dealt with in most introductory, one-semester logic courses. Van Cleave’s chapter 1 provides an overview of argumentation including discerning non-arguments from arguments, premises versus conclusions, deductive from inductive arguments, validity, soundness and more. Much of Van Cleave’s chapter 1 parallel’s Hurley’s chapter 1. Hurley’s chapter 3 regarding informal fallacies is comprehensive while Van Cleave’s chapter 4 on this topic is less extensive. Categorical propositions are a topic in Van Cleave’s chapter 2; Hurley’s chapters 4 and 5 provide more instruction on this, however. Propositional logic is another topic in Van Cleave’s chapter 2; Hurley’s chapters 6 and 7 provide more information on this, though. Van Cleave did discuss messy issues of language meaning briefly in his chapter 1; that is the topic of Hurley’s chapter 2.

Van Cleave’s book includes exercises with answers and an index. A glossary was not included.

Reviews of open source textbooks typically include criteria besides comprehensiveness. These include comments on accuracy of the information, whether the book will become obsolete soon, jargon-free clarity to the extent that is possible, organization, navigation ease, freedom from grammar errors and cultural relevance; Van Cleave’s book is fine in all of these areas. Further criteria for open source books includes modularity and consistency of terminology. Modularity is defined as including blocks of learning material that are easy to assign to students. Hurley’s book has a greater degree of modularity than Van Cleave’s textbook. The prose Van Cleave used is consistent.

Van Cleave’s book will not become obsolete soon.

Van Cleave’s book has accessible prose.

Van Cleave used terminology consistently.

Van Cleave’s book has a reasonable degree of modularity.

Van Cleave’s book is organized. The structure and flow of his book is fine.

Problems with navigation are not present.

Grammar problems were not present.

Van Cleave’s book is culturally relevant.

Van Cleave’s book is appropriate for some first semester logic courses.

Table of Contents

Chapter 1: Reconstructing and analyzing arguments

• 1.1 What is an argument?
• 1.2 Identifying arguments
• 1.3 Arguments vs. explanations
• 1.4 More complex argument structures
• 1.5 Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form
• 1.6 Validity
• 1.7 Soundness
• 1.8 Deductive vs. inductive arguments
• 1.9 Arguments with missing premises
• 1.10 Assuring, guarding, and discounting
• 1.11 Evaluative language
• 1.12 Evaluating a real-life argument

Chapter 2: Formal methods of evaluating arguments

• 2.1 What is a formal method of evaluation and why do we need them?
• 2.2 Propositional logic and the four basic truth functional connectives
• 2.3 Negation and disjunction
• 2.4 Using parentheses to translate complex sentences
• 2.5 “Not both” and “neither nor”
• 2.6 The truth table test of validity
• 2.7 Conditionals
• 2.8 “Unless”
• 2.9 Material equivalence
• 2.10 Tautologies, contradictions, and contingent statements
• 2.11 Proofs and the 8 valid forms of inference
• 2.12 How to construct proofs
• 2.13 Short review of propositional logic
• 2.14 Categorical logic
• 2.15 The Venn test of validity for immediate categorical inferences
• 2.16 Universal statements and existential commitment
• 2.17 Venn validity for categorical syllogisms

Chapter 3: Evaluating inductive arguments and probabilistic and statistical fallacies

• 3.1 Inductive arguments and statistical generalizations
• 3.2 Inference to the best explanation and the seven explanatory virtues
• 3.3 Analogical arguments
• 3.4 Causal arguments
• 3.5 Probability
• 3.6 The conjunction fallacy
• 3.7 The base rate fallacy
• 3.8 The small numbers fallacy
• 3.9 Regression to the mean fallacy
• 3.10 Gambler's fallacy

Chapter 4: Informal fallacies

• 4.1 Formal vs. informal fallacies
• 4.1.1 Composition fallacy
• 4.1.2 Division fallacy
• 4.1.3 Begging the question fallacy
• 4.1.4 False dichotomy
• 4.1.5 Equivocation
• 4.2 Slippery slope fallacies
• 4.2.1 Conceptual slippery slope
• 4.2.2 Causal slippery slope
• 4.3 Fallacies of relevance
• 4.3.1 Ad hominem
• 4.3.2 Straw man
• 4.3.3 Tu quoque
• 4.3.4 Genetic
• 4.3.5 Appeal to consequences
• 4.3.6 Appeal to authority

Answers to exercises Glossary/Index

Ancillary Material

About the book.

This is an introductory textbook in logic and critical thinking. The goal of the textbook is to provide the reader with a set of tools and skills that will enable them to identify and evaluate arguments. The book is intended for an introductory course that covers both formal and informal logic. As such, it is not a formal logic textbook, but is closer to what one would find marketed as a “critical thinking textbook.”

About the Contributors

Matthew Van Cleave ,   PhD, Philosophy, University of Cincinnati, 2007.  VAP at Concordia College (Moorhead), 2008-2012.  Assistant Professor at Lansing Community College, 2012-2016. Professor at Lansing Community College, 2016-

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Everyday Psychology. Critical Thinking and Skepticism.

What are Logical Fallacies? | Critical Thinking Basics

Logical fallacies are errors in reasoning or flawed arguments that can mislead or deceive. They often appear plausible but lack sound evidence or valid reasoning, undermining the credibility of an argument. These errors can be categorized into various types, such as ad hominem attacks, strawman arguments, and false cause correlations.

Impact on Critical Thinking, Communication, and Social Interactions

The presence of logical fallacies hampers critical thinking by leading individuals away from rational and evidence-based conclusions. In communication, they can create confusion, weaken the persuasiveness of an argument, and hinder the exchange of ideas.

In social interactions, reliance on fallacious reasoning can strain relationships, impede collaboration, and contribute to misunderstandings.

Benefits of Identifying and Managing Logical Fallacies

Learning to identify logical fallacies enhances critical thinking skills, enabling individuals to analyze arguments more effectively and make informed decisions. In communication, recognizing fallacies empowers individuals to construct more compelling and convincing arguments, fostering clearer and more meaningful exchanges.

Moreover, the ability to manage logical fallacies promotes healthier social interactions by minimizing misunderstandings, encouraging constructive dialogue, and fostering a more intellectually robust and collaborative environment.

RETURN TO THE MAIN RESOURCE PAGE: CRITICAL THINKING BASICS

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Critical Thinking and Decision-Making  - Logical Fallacies

Critical thinking and decision-making  -, logical fallacies, critical thinking and decision-making logical fallacies.

Critical Thinking and Decision-Making: Logical Fallacies

Lesson 7: logical fallacies.

/en/problem-solving-and-decision-making/how-critical-thinking-can-change-the-game/content/

Logical fallacies

If you think about it, vegetables are bad for you. I mean, after all, the dinosaurs ate plants, and look at what happened to them...

Let's pause for a moment: That argument was pretty ridiculous. And that's because it contained a logical fallacy .

A logical fallacy is any kind of error in reasoning that renders an argument invalid . They can involve distorting or manipulating facts, drawing false conclusions, or distracting you from the issue at hand. In theory, it seems like they'd be pretty easy to spot, but this isn't always the case.

Watch the video below to learn more about logical fallacies.

Sometimes logical fallacies are intentionally used to try and win a debate. In these cases, they're often presented by the speaker with a certain level of confidence . And in doing so, they're more persuasive : If they sound like they know what they're talking about, we're more likely to believe them, even if their stance doesn't make complete logical sense.

False cause

One common logical fallacy is the false cause . This is when someone incorrectly identifies the cause of something. In my argument above, I stated that dinosaurs became extinct because they ate vegetables. While these two things did happen, a diet of vegetables was not the cause of their extinction.

Maybe you've heard false cause more commonly represented by the phrase "correlation does not equal causation ", meaning that just because two things occurred around the same time, it doesn't necessarily mean that one caused the other.

A straw man is when someone takes an argument and misrepresents it so that it's easier to attack . For example, let's say Callie is advocating that sporks should be the new standard for silverware because they're more efficient. Madeline responds that she's shocked Callie would want to outlaw spoons and forks, and put millions out of work at the fork and spoon factories.

A straw man is frequently used in politics in an effort to discredit another politician's views on a particular issue.

Begging the question

Begging the question is a type of circular argument where someone includes the conclusion as a part of their reasoning. For example, George says, “Ghosts exist because I saw a ghost in my closet!"

George concluded that “ghosts exist”. His premise also assumed that ghosts exist. Rather than assuming that ghosts exist from the outset, George should have used evidence and reasoning to try and prove that they exist.

Since George assumed that ghosts exist, he was less likely to see other explanations for what he saw. Maybe the ghost was nothing more than a mop!

False dilemma

The false dilemma (or false dichotomy) is a logical fallacy where a situation is presented as being an either/or option when, in reality, there are more possible options available than just the chosen two. Here's an example: Rebecca rings the doorbell but Ethan doesn't answer. She then thinks, "Oh, Ethan must not be home."

Rebecca posits that either Ethan answers the door or he isn't home. In reality, he could be sleeping, doing some work in the backyard, or taking a shower.

Most logical fallacies can be spotted by thinking critically . Make sure to ask questions: Is logic at work here or is it simply rhetoric? Does their "proof" actually lead to the conclusion they're proposing? By applying critical thinking, you'll be able to detect logical fallacies in the world around you and prevent yourself from using them as well.

How to teach students to identify logical fallacies

Teaching students about logical fallacies is a vital step to help them become adept critical thinkers. Logical fallacies can occur in our own thinking — when we jump to conclusions — and can also be employed willfully by people arguing in bad faith!

Students who can identify common logical fallacies will have the tools to both build stronger arguments and identify faulty arguments out in the wild. Let’s see just what makes an argument a logical fallacy before delving into some different examples.

What are logical fallacies (and what are they not)?

Logical fallacies are arguments in which the conclusion is the result of faulty reasoning. They are invalid arguments that can nevertheless sound convincing.

Arguments that can simply be disproved by facts are not logical fallacies. Logical fallacies have an error in how the argument is structured. Take these two examples:

Example 1: If you go out without an umbrella, you will get wet.

Example 2: If you go out without an umbrella, you will get wet. Then, you’ll drip water in the hallway, your father will slip on the puddle, and he’ll break his leg!

Although Example 1 isn’t necessarily a convincing argument — it might be sunny outside! — it isn’t a logical fallacy. Example 2, on the other hand, is a classic slippery slope fallacy: The argument advances from a reasonably plausible conclusion to a highly irrational one!

How to identify common logical fallacies

Below are some common logical fallacies that students might encounter, as well as some techniques for identifying them!

Appeal to emotion fallacy

What is the appeal to emotion fallacy.

As the name suggests, the appeal to emotion fallacy is an argument that relies on stirring up an emotional response in its audience to compensate for the lack of sound reasoning. You’ll find this fallacy everywhere, from over-sentimental advertisements to political rhetoric.

Inspiring emotion in your audience isn’t always a bad thing, of course. But when it is used in lieu of decent arguments, it can cloud the listener’s judgment.

How to identify an appeal to emotion fallacy

Sometimes outright appeals to emotion are easy to spot. Take this example of a politician’s expressive language:

“If my opponent wins, dark days are ahead. But vote for me and you will be able to breathe easy again!”

Metaphors, analogies, and evocative imagery are often used to appeal to our emotions but can be misleading if they aren’t backed up with facts and data.

Likewise, arguments based on anecdotal evidence or imaginative storytelling often rely on the appeal to emotion. We naturally empathize with the characters in stories, but students should be wary of generalizing arguments based on emotive responses!

Appeal to authority fallacy

What is the appeal to authority fallacy?

Appeals to authority fallacies leverage the supposed authority of a third party to persuade an audience. Often, the accredited authority is questionable or downright irrelevant to the point being made.

Take the example:

“My teacher has a PhD in Education and she says you shouldn’t drink coffee because it’s bad for your health.”

In this case, the speaker is not only failing to provide any argument for why coffee is bad for your health but also the supposed authority doesn’t have any expertise in this subject!

How to identify an appeal to authority fallacy

Students should first identify whether the argument relies on the authority of the person invoked. If so, they should assess the credibility of the given authority. Authorities given anonymously such as “scientists” or “experts” are a particularly bright red flag!

When writing essays (or claims on Kialo Edu), students should properly cite sources so that any appeals to authority that they make can be checked by readers. Students should be able to justify their choice of references and practice investigating claims accredited to others, to better avoid fallacious appeals to authority.

False cause fallacy

What is the false cause fallacy.

The false cause fallacy occurs when one incorrectly assumes a causal connection between two events. Take this example: 

“Every time I wear these socks, I get a great result on my test! So these socks must be lucky.”

Here, the speaker is drawing a causal link between the socks and the test results without any proof.

The false cause fallacy is captured in the academic adage “correlation is not causation.” After all, there are all kinds of funny and random correlations that exist!

How to identify the false cause fallacy

Students should be on the lookout for claims of a causal relationship between two events when there isn’t conclusive proof that one causes the other. They should be particularly dubious in cases where there isn’t even an attempt to explain the process by which the first event influenced the second.

When talking about possible causal relationships, students should use qualifiers like “might,” “may,” and “could” to acknowledge that there isn’t a proven connection. These arguments will be stronger since they avoid the false cause fallacy!

Slippery slope fallacy

What is the slippery slope fallacy?

The slippery slope fallacy suggests that once a particular thing happens, it will inevitably lead to something worse. Often, an initially innocuous event leads to potentially catastrophic consequences, as in the example given earlier that going outside without an umbrella will lead to your father breaking his leg!

How to identify the slippery slope fallacy

To identify the slippery slope fallacy, students should investigate whether a predicted chain of events is justified. Slippery slope arguments often also rely on the appeal to emotion, playing on the audience’s fear of the more extreme consequences.

Being clear-headed about the difference between the necessary and potential consequences of an event can help avoid making fallacious slippery slope arguments.

Straw man fallacy

What is the straw man fallacy.

The straw man fallacy involves misrepresenting the opposing position so one can argue easier against it — that is, creating a “straw man” that is easily knocked down. Let’s look at an example:

Student 1: I think school uniforms are good because they help build school spirit.

Student 2: So you think students shouldn’t be able to express their individuality and should all think the same thing?

In this case, Student 2 has completely misrepresented Student 1’s argument in order to make their position against school uniforms seem stronger.

How to identify the straw man fallacy

To identify a straw man fallacy, students should recognize when an argument misrepresents or oversimplifies the opposing view. This also helps students avoid making straw man fallacies when they acknowledge and listen to opposing arguments, even if they are in disagreement. 

When defending a particular position, students should try to consider the “steel man” argument against their point. To create convincing arguments, students should try to refute the strongest possible counter-argument.

We hope you found this overview of some of the most common logical fallacies useful. Helping students to build clear, well-reasoned arguments is something we’re passionate about at Kialo Edu. Our platform’s argument-mapping structure is designed to help students visualize and develop complex arguments, making it easier to avoid errors in thinking, from logical fallacies to cognitive bias .

If you’ve used Kialo Edu to teach logical fallacies, we’d love to hear from you! Reach out on any of our social media pages, or contact us at [email protected] .

Want to try Kialo Edu with your class?

Sign up for free and use Kialo Edu to have thoughtful classroom discussions and train students’ argumentation and critical thinking skills.

PHIL102: Introduction to Critical Thinking and Logic

Course introduction.

• Time: 40 hours
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The course touches upon a wide range of reasoning skills, from verbal argument analysis to formal logic, visual and statistical reasoning, scientific methodology, and creative thinking. Mastering these skills will help you become a more perceptive reader and listener, a more persuasive writer and presenter, and a more effective researcher and scientist.

The first unit introduces the terrain of critical thinking and covers the basics of meaning analysis, while the second unit provides a primer for analyzing arguments. All of the material in these first units will be built upon in subsequent units, which cover informal and formal logic, Venn diagrams, scientific reasoning, and strategic and creative thinking.

Course Syllabus

First, read the course syllabus. Then, enroll in the course by clicking "Enroll me". Click Unit 1 to read its introduction and learning outcomes. You will then see the learning materials and instructions on how to use them.

Unit 1: Introduction and Meaning Analysis

Critical thinking is a broad classification for a diverse array of reasoning techniques. In general, critical thinking works by breaking arguments and claims down to their basic underlying structure so we can see them clearly and determine whether they are rational. The idea is to help us do a better job of understanding and evaluating what we read, what we hear, and what we write and say.

In this unit, we will define the broad contours of critical thinking and learn why it is a valuable and useful object of study. We will also introduce the fundamentals of meaning analysis: the difference between literal meaning and implication, the principles of definition, how to identify when a disagreement is merely verbal, the distinction between necessary and sufficient conditions, and problems with the imprecision of ordinary language.

Completing this unit should take you approximately 5 hours.

Unit 2: Argument Analysis

Arguments are the fundamental components of all rational discourse: nearly everything we read and write, like scientific reports, newspaper columns, and personal letters, as well as most of our verbal conversations, contain arguments. Picking the arguments out from the rest of our often convoluted discourse can be difficult. Once we have identified an argument, we still need to determine whether or not it is sound. Luckily, arguments obey a set of formal rules that we can use to determine whether they are good or bad.

In this unit, you will learn how to identify arguments, what makes an argument sound as opposed to unsound or merely valid, the difference between deductive and inductive reasoning, and how to map arguments to reveal their structure.

Completing this unit should take you approximately 7 hours.

Unit 3: Basic Sentential Logic

This unit introduces a topic that many students find intimidating: formal logic. Although it sounds difficult and complicated, formal (or symbolic) logic is actually a fairly straightforward way of revealing the structure of reasoning. By translating arguments into symbols, you can more readily see what is right and wrong with them and learn how to formulate better arguments. Advanced courses in formal logic focus on using rules of inference to construct elaborate proofs. Using these techniques, you can solve many complicated problems simply by manipulating symbols on the page. In this course, however, you will only be looking at the most basic properties of a system of logic. In this unit, you will learn how to turn phrases in ordinary language into well-formed formulas, draw truth tables for formulas, and evaluate arguments using those truth tables.

Completing this unit should take you approximately 13 hours.

Unit 4: Venn Diagrams

In addition to using predicate logic, the limitations of sentential logic can also be overcome by using Venn diagrams to illustrate statements and arguments. Statements that include general words like "some" or "few" as well as absolute words like "every" and "all" – so-called categorical statements – lend themselves to being represented on paper as circles that may or may not overlap.

Venn diagrams are especially helpful when dealing with logical arguments called syllogisms. Syllogisms are a special type of three-step argument with two premises and a conclusion, which involve quantifying terms. In this unit, you will learn the basic principles of Venn diagrams, how to use them to represent statements, and how to use them to evaluate arguments.

Completing this unit should take you approximately 6 hours.

Unit 5: Fallacies

Now that you have studied the necessary structure of a good argument and can represent its structure visually, you might think it would be simple to pick out bad arguments. However, identifying bad arguments can be very tricky in practice. Very often, what at first appears to be ironclad reasoning turns out to contain one or more subtle errors.

Fortunately, there are many easily identifiable fallacies (mistakes of reasoning) that you can learn to recognize by their structure or content. In this unit, you will learn about the nature of fallacies, look at a couple of different ways of classifying them, and spend some time dealing with the most common fallacies in detail.

Completing this unit should take you approximately 3 hours.

Unit 6: Scientific Reasoning

Unlike the syllogistic arguments you explored in the last unit, which are a form of deductive argument, scientific reasoning is empirical. This means that it depends on observation and evidence, not logical principles. Although some principles of deductive reasoning do apply in science, such as the principle of contradiction, scientific arguments are often inductive. For this reason, science often deals with confirmation and disconfirmation.

Nonetheless, there are general guidelines about what constitutes good scientific reasoning, and scientists are trained to be critical of their inferences and those of others in the scientific community. In this unit, you will investigate some standard methods of scientific reasoning, some principles of confirmation and disconfirmation, and some techniques for identifying and reasoning about causation.

Completing this unit should take you approximately 4 hours.

Unit 7: Strategic Reasoning and Creativity

While most of this course has focused on the types of reasoning necessary to critique and evaluate existing knowledge or to extend our knowledge following correct procedures and rules, an enormous branch of our reasoning practice runs in the opposite direction. Strategic reasoning, problem-solving, and creative thinking all rely on an ineffable component of novelty supplied by the thinker.

Despite their seemingly mystical nature, problem-solving and creative thinking are best approached by following tried and tested procedures that prompt our cognitive faculties to produce new ideas and solutions by extending our existing knowledge. In this unit, you will investigate problem-solving techniques, representing complex problems visually, making decisions in risky and uncertain scenarios, and creative thinking in general.

Completing this unit should take you approximately 2 hours.

Study Guide

This study guide will help you get ready for the final exam. It discusses the key topics in each unit, walks through the learning outcomes, and lists important vocabulary terms. It is not meant to replace the course materials!

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Please take a few minutes to give us feedback about this course. We appreciate your feedback, whether you completed the whole course or even just a few resources. Your feedback will help us make our courses better, and we use your feedback each time we make updates to our courses.

If you come across any urgent problems, email [email protected].

Certificate Final Exam

Take this exam if you want to earn a free Course Completion Certificate.

To receive a free Course Completion Certificate, you will need to earn a grade of 70% or higher on this final exam. Your grade for the exam will be calculated as soon as you complete it. If you do not pass the exam on your first try, you can take it again as many times as you want, with a 7-day waiting period between each attempt.

Once you pass this final exam, you will be awarded a free Course Completion Certificate .

Saylor Direct Credit

Take this exam if you want to earn college credit for this course . This course is eligible for college credit through Saylor Academy's Saylor Direct Credit Program .

The Saylor Direct Credit Final Exam requires a proctoring fee of $5 . To pass this course and earn a Credly Badge and official transcript , you will need to earn a grade of 70% or higher on the Saylor Direct Credit Final Exam. Your grade for this exam will be calculated as soon as you complete it. If you do not pass the exam on your first try, you can take it again a maximum of 3 times , with a 14-day waiting period between each attempt.

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Logical Fallacies: How They Undermine Critical Thinking and How to Avoid Them

This paper explains how to recognize and steer clear of numerous common logical fallacies, ranging from ad hominem arguments to wishful thinking, that can damage an argument. Critical thinking is essential in the digital age, where we must question false or flawed claims. It helps us base our decisions on facts and evidence, not feelings or fallacious reasoning. Unfortunately, many employers struggle to find workers with this skill. To develop it, one must learn how to understand and evaluate the essence of an argument.

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Critical thinking skill has been a crucial issue in the context of higher education as the benchmark of qualified graduates. It is integrated in all aspects and involved in all of the courses as elaborated in the syllabus. Assessing the critical thinking becomes prominent to make sure that its quality is maintained. The real reflection of critical thinking can be traced through students’ ability to express their thought in the form of arguments. Good arguments must be supported not only by convincing claims and careful choice of supporting details but also on the rhetorical pattern which is free from fallacious statements. Identifying the fallacious statement which include recognizing the fallacy varieties assures the quality of their critical thinking. This study investigates the fallacious statements in the argumentative writing of the students of UIN Maulana Malik Ibrahim Malang who argue on global issues. The faulty reasoning is found in terms of the the discussion on the topics...

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This chapter introduces key concepts in critical thinking using films and music videos. It focuses on the critical thinking skills needed for the identification, analysis and evaluation of arguments. Based on 12 key questions, readers are introduced to core features of an argument such as “premise”, “conclusion” and “assumption”. The main types of arguments and the criteria for evaluating these arguments are also discussed. Throughout the chapter, films such as A Beautiful Mind, Bowling for Columbine and CSI: Miami, and music videos of John Lennon’s “Imagine”, Britney Spears’ “Toxic”, Michael Jackson’s “Billie Jean” and others are used to illustrate the concepts.

Abdulvahit Çakır

The aim of this study was to explore the impact of raising awareness about reasoning fallacies on the development of critical reading skills of the first grade students in the ELT department, Gazi Faculty of Education. It was evaluated via a 56-question reasoning fallacies test confining seven questions to each fallacy studied in this research. Although there are numerous kinds of fallacies, between 14 and 191 to be more precise, the common ones were chosen in accordance with the reasoning fallacies test for practical reasons. In addition to this, during the literature review, some other common fallacies were determined and included in this dissertation. This study compared the students trained explicitly about questioning the arguments and argumentative texts on the one side and the students in the ordinary reading classes following the regular syllabus in terms of awareness about reasoning fallacies. A true experimental design was used to collect data through pre- and post-tests. ...

Robert Gass

The ability to think, reason, and argue well depends, among other things, on students’ ability to identify and avoid informal fallacies. This exercise enhances students’ understanding of fallacies through an experiential activity in which they construct fallacies on their own and identify fallacies created by other students. In the process, they consider the ethical and practical considerations of encountering fallacies in "real life." The exercise can be used in a variety of college courses, including public speaking, logic, debate, argumentation, critical thinking, writing, rhetoric, and others.

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Critical thinking by definition can be explained as the determination of whether we should accept, reject, or suspend judgment about a claim and the degree of confidence with which we should accept or reject it. Critical thinking helps us to formulate a judgment as to whether a position, theory, or idea is incomplete or unclear, insufficiently supported by the contentions made in its behalf, or whether the argument is unconvincing, or simply wrong. One of the principle tenants of critical thinking is that the ideas, arguments, and conclusions being offered are critiqued and not the person making them. As you can tell from the dogma and discourse going on in the media these days, this isn’t a widely embraced approach amongst politicians, pundits, reporters, and the general public. It is perfectly acceptable to come to a conclusion about the person making the argument, but that comes much later and is based upon the position they took on the issue and the rationale they used to argue their point. It is also a measure of how often they are perceived as inaccurate, uninformed, or simply incorrect about an issue that they postulate, and what strategies they use routinely to manipulate the people they are endeavoring to persuade to their point of view.

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Introduction to Logic and Critical Thinking

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Critical Thinking and Logical Fallacies

Learning objectives.

• Identify logical fallacies

Many of the texts you’ll read in college will rely heavily on logical arguments.  Logic is highly valued as a way of persuading readers, since it can be confirmed to be true.

However, logic can be used badly.  When you’re reading, you’ll want to be able to pick out bad logic as well as good logic.  This video series helps us identify different types of “bad logic” in reading we might encounter.

Broken Logic

The Man Who Was Made of Straw

Getting Personal

The Gambler’s Fallacy

Have you encountered these types of bad logic, also called fallacies , in reading you’ve done so far?  Once you’re aware of them, they start to appear before your eyes, in text and in advertising of all types.

• Introductory Text: Critical Thinking and Logical Fallacies. Provided by : Lumen Learning. License : CC BY: Attribution
• Critical Thinking Part 2: Broken Logic. Authored by : techNyouvids. Located at : https://youtu.be/VRZk62QNOsM . License : CC BY: Attribution
• Critical Thinking Part 3: The Man Who Was Made of Straw. Authored by : techNyouvids. Located at : https://youtu.be/kgdDK4XMpm0 . License : CC BY: Attribution
• Critical Thinking Part 4: Getting Personal. Authored by : techNyouvids. Located at : https://youtu.be/W_veZ24nC3g . License : CC BY: Attribution
• Critical Thinking Part 5: The Gambler's Fallacy. Authored by : techNyouvids. Located at : https://youtu.be/K8SkCh-n4rw . License : CC BY: Attribution

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Summer Term 2024 

Summer Term courses will take place online and asynchronously from May 28, 2024 – June 28, 2024. The complete  schedule of available courses will be available in APR2 or our Guest Catalog  on April 22, 2024.

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Summer Term 2024 Course Selection

LEAD-TBD: Global Leadership ( Graduate students only ), .83 units, 500-level

In modern society, being a strong leader means connecting with diverse individuals. Due to technology, how organizations form and conduct business can allow people to connect from all over the world. Thus, understanding global leadership is imperative. This asynchronous online graduate course will focus on various components that influence global leadership, such as cultural awareness, self-awareness, resilience, collective leadership, cross-cultural competencies, patience, and other elements that are essential for leaders to understand. By using readings, discussion posts, videos, group and independent assignments, and a final research paper, students will gain a better understanding of what can make leaders more impactful for their teams.

ANTH-103ONL: Introduction to Archaeology, 1 unit, 100-level

What is archaeology, exactly? The subject fascinates many people, but very few of us really know what archaeologists do and why they do it. This course offers a general overview of the branch of anthropology that investigates ancient societies through the material remains they have left behind. Students will learn that archaeologist engage in detailed, systematic detective work aimed at answering a wide range of questions about human behavior. The course introduces students to the history of archaeology, the main goals of archaeological research, the basic techniques of excavation, site survey, and artifact analysis, as well as the famous discoveries and excavations that have broadened our knowledge about the human past.

CHEM-108ONL with lab: Culinary Reactions; 1.25 unit, Fulfills NS-L distribution, 100-level

Culinary Reactions is a natural science with lab course designed for non-science majors who wish to learn the scientific method by studying chemistry at the introductory level as it applies to the science of cooking. The hands-on pedagogy of this course allows students to explore everyday chemistry and related sciences behind cooking and dietary consumption with all their senses: visual, touch, smell, and taste. Students learn a wide range of chemical concepts from atoms and elements, chemical bonding and molecules, to chemical reactions taking place under various cooking conditions, all in the context of how chemicals function as life sustaining nutrients, flavors, and pure indulgence. With the acquired knowledge about physical and chemical properties of food ingredients, students will experiment with recipes to achieve tastier, more flavorful, and more visually appealing food and drinks. NO PASS/FAIL OPTION. Fulfills the NS-L distribution ( 2013 curriculum ) REQUIREMENTS: The labs for this course will be conducted in the student's home so access to a cooking area with cooking equipment is required (measuring cups/spoons, kitchen scale, oven, fridge, and cook top). This course requires students to have access to a computer running Windows or iOS connected to broadband internet.

CLAS-103ONL: Introduction to Ethnic Studies and Social Justice, 1 unit, Fufills DIV 13 requirement, 100-level

The goal of this course is to understand the contemporary web of social, political, economic, and direct actions that are affecting racial justice in the context of the United States. Students are going to be familiar with the histories of Latinos, African-Americans, Asian-Americans, and Native Americans who are deeply connected to the very foundation of the American nation class readings, individual and group projects are drawn from a broad, interdisciplinary approach to contextualize different migrations to the United States. We will become familiar with the way social, racial, economic, and religious hierarchies are played out in our society.

ENVS-3074ONL: Introduction to Environmental and Occupational Health, 1 unit, 200-level

What is the connection between the health of people, animals, and the environment? What are some health effects associated with exposure to hazardous air, water, pesticides, organic solvents (like cleaning agents and paints), dust, and physical hazards in the environment as well as the workplace? What can be done to mitigate these effects and prevent hazardous conditions? This course will introduce you to the study of environmental and occupational health with a focus on the types of environmental and occupational health hazards, the routes of exposure, and the ways of preventing and controlling these hazards. Doing so will also provide you with an overview of environmental and occupational health regulations. During the course, you will complete several experiential learning activities designed to strengthen your theoretical knowledge of key concepts and policies in the field of environmental and occupational health. These activities will range from conducting an environmental health risk analysis to performing an ergonomic risk assessment. This course counts towards the Public Health major and minor as an elective and towards the Environmental Studies Major as an ESP. Our Shared Environment (ENVS 101) is recommended.

GEOL-103ONL with lab: Dynamic Earth, 1 unit, Fulfills EL  and NSC-L requirement, 100-level

A fully online, introduction to the study of the Earth intended for students with little or no previous exposure to geology or other science. The course examines the materials from which the Earth is made and the forces that govern their distribution; it explores the formation, abundance and distribution of economically useful earth materials (oil, natural gas, coal, strategic metals, precious minerals, water resources) and examines natural hazards such as volcanoes, earthquakes, radiation exposure and floods. Laboratory is fully online and will provide exercises that support lecture materials covering rocks and minerals to earthquakes and mountains, etc.

GEOL-117ONL: Dynamic Ocean, 1 unit, Fulfills EL requirement, 100-level

This online course is an introduction to geological and physical oceanography which provides students with an understanding of the marine environment and natural and human impacts on it. Topics include ocean in Earth system, plate tectonics, marine sediments, atmosphere and ocean, currents, waves and tides, coastal ocean and shoreline processes. It also includes study of oceans and climate change, ocean's role in global warming, and ocean acidification. There are no prerequisites for this course.

Fulfills EL Requirement. Fulfills QLR Requirement.

GOVT-3093ONL: Contemporary Issues in European Politics, 1 unit, 200-level

This 4-week, 100% online course will allocate about 10 days to cover each of the following three sets of developments that have shaped the political landscape in Europe since the mid-2010s: (i) The Syrian civil war and the European refugee crisis; (ii) the rise of right-wing populism in Europe, Brexit, and COVID-19, and (iii) the Russia-Ukraine War and the future of Europe. Each of the three modules will consist of several asynchronous learning activities with deadlines scattered throughout the 10-day period. More specifically, each module will begin with a brief pre-recorded video explanation of the issue at hand complemented by reading assignments and audio/video clips. Next, we will form small groups for an online (and asynchronous) discussion of how the issue at hand is (and should be) addressed by policymakers. In other words, the emphasis will be on not only a consideration of the facts and processes/interconnections but also the outcomes involved. We will wrap up each module with a reaction paper and a brief self-reflection.

ITAL-3019ONL: Italian Culture and Cuisine, 1 unit, 200-level

TAUGHT IN ENGLISH: This course will provide an introduction to Italian culture and food, by focusing on regional specificities. More specifically, the course will be structured as a travel through Italy, from North to South, with an emphasis on main cities as well as small towns. Students will learn to appreciate Italy as a country with a rich historical, artistic and culinary tradition.

ND-207ONL: College Writing Workshop, .5 unit, 100-level

This half-credit course in developmental writing will focus on improving composition skills and building familiarity with the conventions of academic writing. An emphasis will be placed on mastering the steps of the writing process, improving grammar, addressing both lower and higher-level writing concerns, and increasing competency with citation. As a part of the course requirements, students will complete short writing assignments, respond to course readings, practice grammar and citation, and work independently to polish their writing assignments.

PCA-125ONL: Introduction to Theatre, 1 unit, 100-level

This course is designed to aid the student in an investigation into the various aspects of theatre performance and process. This course will explore the five main aspects of the theatrical event: director, actor, playwright, designers (costume, scenic, lighting), and audience. Throughout the course students will discover the relationship between text/literature and the artistic nature of theatre to make and enhance meaning.

PHIL-202ONL: Reasoning, 1 unit, Fulfills QLR requirement, 200-level

Reasoning, evaluating arguments, and making judgments are skills that play a large role in our everyday lives, and yet we are often only implicitly aware of these practices. When we think critically about what we believe and why we believe it, we empower ourselves to change our beliefs if they don't stand up to critical scrutiny; we also empower ourselves to make better, more persuasive arguments for our beliefs when they do. This course will study patterns of logical argumentation and common logical fallacies as they occur in areas such as advertising, news media, political rhetoric, and the sciences. It will also alert students to the psychological barriers that can impinge upon critical thinking, and the role that social identities and background experiences can play in the formation of beliefs.

SSES-115ONL: Introduction to Kinesiology, 1 unit, 100-level

This course surveys six primary sub-disciplines of Kinesiology using theoretical/conceptual, experiential, and professional lenses. Emphasis is on the role of physical activity in human development throughout the lifespan and our relationship with physical activity in daily life.

SSES-212ONL: Sociological Perspectives on Sport, 1 unit, 200-level

Sport plays a giant role in contemporary society worldwide. But few of us pause to think about the larger questions of politics, race, gender, culture, and commercialization that surround sport everywhere. By better understanding many of the sociological elements that are rooted in sport, students will be able to gain an appreciation of the complex nature of this important social institution…well beyond what happens on the field/court/sheet of play! SSES 212 will be a case study, unit-based course, that will utilize flexible, self-determined timelines. The course is structured to allow for students to thoughtfully reflect on the material they elect to explore while working around their other summer plans and obligations (fully asynchronous with access to professor via phone/text or Zoom by office hours/by appointment).

Resources and Policies

Registration

Late Registration

• Submit an add/drop ticket with proof of instructor consent.
• Any courses added during this time must be pre-paid prior to registration.
• The cost is $2,070 per course with a one-time $40 registration fee.
• For courses added during registration, a payment plan must be set up or payment must be made in full by Friday, May 10, 2024
• Contact  Student Financial Services  to make a payment or set up a payment plan.

Cancellation Policy

Any 1-unit course with fewer than five students registered at the end of the second day of classes may not be continued. If that happens, you can register for another course.

Summer Term Refund Policy: Please contact the Student Financial Services Office at 315-229-5581 for details. Please note there are non-refundable deposits and fees associated with special programs.

Opportunities for independent study, projects and internships are available with faculty sponsorship at both the undergraduate and graduate levels. To do any of these you must:

1. Have 2.5 minimum cumulative grade point average (GPA), 2. Find a Faculty sponsor, 3. Complete and submit an  independent study application form  to the Dean's Office (Vilas 103) for approval, with ALL signatures from faculty sponsor and department chair, 4. Pay tuition and registration fees at Student Financial Services, or have Student Financial Services certify your participation in a payment plan.

Completed applications must be approved  in advance  of summer term. You may not register for independent study or internships through the regular summer term registration process.

Note: Students taking an independent study or participating in an internship must be registered and have paid in full in order to receive a grade and course credit.

Student Accessibility Services was established to assist students at St. Lawrence University who have a learning difference and or medical disabilities. A student who has a learning difference and or medical disability must present written documentation by a licensed professional who has diagnosed the student according to the definition of disability as stated in Section 5, Part B of Public Law 94-142, November 1975.

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