Critical Reasoning

Week 1 Guided Learning Activity: Clarity, Bias, and Argument Structure

Directions: Type the letter answer into Canvas. You may also include the whole line. The letter

comes before the line or sentence

Example:

[A] Paris is the biggest city in France. [B] It is a major cultural center with many famous

museums. [C] The most famous of these museums is the Louvre.

In this passage, A = Paris is the biggest city in France. B = It is a major cultural center with many

famous museums. C = The most famous of these museums is the Louvre.

 

Section 1: Clarity, Completeness, Precision

Clarity, completeness, and precision are foundational to clear thought and action. In Questions

1–3, you will read a passage and identify which lines lack one of those qualities. To prepare, read

pages 4–6 in your textbook.

Passage: School Library Hours

[A] Two teachers are discussing whether the school library should remain open later in the

afternoon. [B] One teacher argues, “More library hours would help students who need a quiet

place to study after school.” [C] The other teacher adds, “Research indicates that students who

read for at least twenty minutes a day show significant vocabulary growth.” [D] The first teacher

then says, “Plus, the new library chairs are really comfortable.”

Question 1: Which line is the most precise?

a. A

b. B

c. C

d. D

Question 2: Which line is clear in meaning, but not precise?

a. A

b. B

c. C

d. D

Question 3: Which line is irrelevant to making the prediction?

a. A

b. B

 

 

c. C

d. D

 

 

Section 2: Cognitive Bias

Cognitive bias occurs when patterns of thought interfere with rational judgment. It’s easy to

notice in others, but harder to detect in ourselves. Read pages 9–17 to prepare for Questions 4–6.

Passage: “All the experts agree: Crest is the most tooth whitening toothpaste.”

Question 4: This passage is an example of

a. Self-interested thinking

b. Superiority bias

c. Group bias

d. Conformism

 

Passage: “Take it from me, a teacher, that all teachers and only teachers should make decisions

on education policy.”

Question 5: This passage is an example of

a. Self-interested thinking

b. Superiority bias

c. Group bias

d. Conformism

 

Passage: A car salesman says, “This car is exactly what you need in your life.”

Question 6: This passage is an example of

a. Self-interested thinking

b. Superiority bias

c. Group bias

d. Conformism

 

Section 3: Inference and Assumption

An inference is a conclusion drawn from some evidence. An assumption is a conclusion drawn

without evidence. Read pages 16–17 to prepare for Questions 7–9.

 

 

 

Passage: The school play didn’t start on time. The stage manager must have forgotten to cue the

actors. Productions that begin late are often the result of poor planning. I noticed some students

still adjusting props backstage right before the scheduled start, so the delay was probably caused

by last-minute setup.

Question 7: “The stage manager must have forgotten to cue the actors” is a(n)_____

a. Inference

b. Assumption

Question 8: “Productions that begin late are often the result of poor planning” is a(n)_____

a. Inference

b. Assumption

Question 9: “I noticed some students still adjusting props backstage right before the

scheduled start, so the delay was probably caused by last-minute setup” is a(n)_____

a. Inference

b. Assumption

 

Section 4: Identifying Premises and Conclusions

Arguments consist of premises (reasons) and conclusions (what the premises are meant to

prove). Read pages 31–37 before answering Questions 10–14.

Passage: School Gardening Programs

[A] Students who participate in school gardening programs tend to eat more fruits and

vegetables. [B] Surveys show that gardening activities increase students’ interest in

environmental issues. [C] Experiments also indicate that hands-on gardening improves teamwork

and communication skills. [D] Working with plants can reduce stress and boost overall

emotional well-being. [E] Therefore, implementing a gardening program is one of the most

effective ways to promote student growth and wellness.

Question 10: Which line is a premise in this argument?

a. A

b. B

c. C

d. D

e. E

 

 

Question 11: Which line is another premise in the argument?

a. A

b. B

c. C

d. D

e. E

 

Question 12: Which line is another premise in the argument?

a. A

b. B

c. C

d. D

e. E

Question 13: Which line is the conclusion?

a. A

b. B

c. C

d. D

e. E

Passage: Green Tea

[A] Researchers study the health effects of green tea. [B] Studies show that green tea contains

antioxidants that may reduce the risk of chronic diseases. [C] Green tea consumption is also

linked to improved mental alertness and focus. [D] Many people enjoy green tea simply because

of its calming flavor. [E] All of this means incorporating green tea into your daily routine is a

simple way to promote overall health.

 

Question 14: Which line is a premise in this argument?

a. A

b. B

c. C

d. D

e. E

Question 15: Which line is another premise in the argument?

a. A

b. B

c. C

d. D

e. E

 

 

Question 16: Which line is another premise in the argument?

a. A

b. B

c. C

d. D

e. E

 

Question 17: Which line is the conclusion?

a. A

b. B

c. C

d. D

e. E

 

Section 5: Argument or Explanation?

Arguments aim to persuade. Explanations aim to inform. Knowing the difference helps clarify

your reasoning. Read pages 46–50 before answering.

Passage: Regular physical activity releases endorphins, which are chemicals in the brain that

promote feelings of happiness. Exercise also reduces stress hormones like cortisol, helping

people feel calmer. Because physical activity improves mood and mental well-being, it should be

incorporated into daily routines.

Question 18: Regular physical activity releases endorphins…” is a(n) _____

a. Argument

b. Explanation

Question 19: “Exercise also reduces stress hormones like cortisol…” is a(n) _____

a. Argument

b. Explanation

Question 20: “Because physical activity improves mood and mental well-being…” is a(n) _____

a. Argument

b. Explanation