equality for animals
Choose and analyse one (1) of the articles below using the Module 3 Passage/Article Analysis Steps following the format taught in lectures. Write a 1,000 word, double-spaced, “Assessment Essay” following the format taught in lectures. USE THE SAME ARTICLE THAT YOU DID FOR ANNOTATION/SUMMARY ASSIGNMENT.
Choose and analyse one (1) of the following articles. Articles are posted in the “Module 3 Assignment Room” in the “Coaching and Mentoring Hall” on the Moodle course site.
Singer, P. 1979. “Equality for Animals?” Excerpted from Practical Ethics, Cambridge, 1979, chap. 3.
MODULE 3 PASSAGE/ARTICLE ANALYSIS TECHNIQUES OR STEPS
Adapted from Saindon & Krek, Critical Thinking, p. 213, Table 8.1
Step Name Sub Step Activity
Clarify key concepts and unclear claims and phrases. Critical Thinking, pp. 217-218; For review, pp. 36-46.
– Make a note of:
o vague and ambiguous terms,
o code words and double-speak
o emotive language
o prejudicial language
Portray the basic argument structure in the passage.
Diagram of Argument
Identify the main and sub-arguments in the passage and supply missing premises. Critical Thinking, pp. 219-223; For review, chapter 3.
– Identify and state the main conclusion of the passage/article (stated or unstated).
– Identify and state the main stated premises or main stated reasons for believing the main conclusion.
Assess the concepts.
Determine and define author’s use of concepts. Method outlined in lecture.
– State the 2 most main concepts around which the passage/article turns.
– Formulate the most main conceptual question around which the passage/article turns.
– Determine what the author means by the concepts, that is, give the author’s definitions of the concepts, in chart or list form. See method outlined in lecture.
– Complete a brief analysis (using the Conceptual Analysis Techniques taught in module 2) of the main concepts in the main conceptual question of the passage/article, the question that you formulated above. Use your results to give a tentative answer to the conceptual question.
Assess author’s use of concepts. Method outlined in lecture.
– Keeping your own analysis in mind, examine the author’s use of these same concepts. Answer the following 4 questions about the author’s use of the concepts:
o Are they clearly defined?
o Are they used in a sense that it too narrow or too wide?
o Are they used consistently or do they shift in meaning throughout the passage?
o Can their weaknesses be strengthened (i.e., positively criticized)?
Assess the arguments.
Final Detailed Diagram of Argument
Assess the specific arguments and overall argument. Critical Thinking, pp. 223-227; For review, chapters 5 & 7. Follow the method taught in class.
– Diagram a final, detailed diagram of the argument, including sub-arguments and unstated assumptions.
o Identify and state any reasons stated by the author in defense of the main premises in the preliminary argument from step 2 above.
o Separate out sub-arguments. Give the sub-arguments names.
o Identify and state any non-trivial or controversial unstated assumptions or unstated premises.
– Evaluate the specific arguments and overall argument by answering the following questions:
o Does the argument violate any of the three criteria for a good argument?
o Are there any clear and serious fallacies? If so, neutral the most clear and evident fallacy using the 6-step process for neutralizing fallacies.
o Can some of the arguments be made stronger (i.e., positively criticized)?