english 121

Week 9 – Fallacies
Mathew Siegel
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Before completing this Discussion, be sure to check out the Fallacies link and document on the Modules.

The goal for this week’s discussion thread is to get a class wide discussion on Fallacies going. As such, you are going to make both an initial post and a response post to at least one of your peers.

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Fallacies are something we have to be aware of for two main reasons: First, we want to avoid using fallacies in our writing, and second, we want to make sure our sources aren’t using fallacies to support their arguments. Fallacies weaken points and arguments for a number of reasons, and these reasons can differ from topic to topic.

For your post, I want you to pick 2 total fallacies (either from the Purdue OWL link or the Document uploaded to the Modules – many are the same but some are unique to each document) and come up with another example of them. Specifically, I’d like you to try and come up with an example of them related to your topic and how you plan on avoiding it or countering it (Fallacies can be a great point to attack in a counterargument!).

For example, if I was doing a topic on Increased Funding for English Education, I could write a post that looks

Topic: English Education

Fallacy: Slipper Slope

Example: A lot of the sources I found talk about the risk of losing funding for English Education, but many do so in a way that I believe is a “Slippery Slope” fallacy. They say that if we don’t increase funding for English, more and more children will struggle with reading, and soon enough we’ll have a nation of illiterates. This is clearly a slippery slope fallacy and something I plan on avoiding in my paper by keeping my argument grounded in more fact and statistical evidence rather than exaggeration and emotion.

Try an organize your post the same way I did above for consistency and ease in locating information. Remember, you need to do 2 of these. Aim for a total of at least 250 words.


Response Post

Just like we did with last week’s , I’m requiring you to provide feedback on at least one other student’s notes/observations. Remember, I want you to go beyond saying “I agree” or “Looks good”. If you’re familiar with a topic, offer another potential example that you can think of, maybe a different fallacy. Raise a critical thinking question that might help your classmate consider a solution to avoiding that fallacy or a potential counterargument topic (though we’ll be talking more about counterarguments next week).

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