equality for animals

equality for animals Instructions: 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. Topics 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. Topic 3: 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 1 D Clarify 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 euphemisms o code words and double-speak o emotive language o prejudicial language o analogies o metaphors o hypostatizations 2. Portray the basic argument structure in the passage. E Preliminary 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. 3. Assess the concepts. F Define 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. G Assess Concepts 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)? 4. Assess the arguments. H Final Detailed Diagram of Argument & Assess Arguments 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)?