In this paper, it is shown (1) that there are two schemes for argument from analogy that seem to be competitors but are not, (2) how one of them is based on a distinctive type of similarity premise, (3) how to analyze the notion of similarity using story schemes illustrated by some cases, (4) how arguments from precedent are based on arguments from analogy, and in many instances arguments from classification, and (5) that when similarity is defined by means of (...) episode schemes, we can get a clearer idea of how it integrates with the use of argument from classification and argument from precedent in case-based reasoning by using a dialogue structure. (shrink)

We designed scaffolded tasks that targeted the skill of identifying reasoning errors and conducted a study with 472 middle school students. The study results showed a small positive impact of the scaffolding on student performance on one topic, but not the other, indicating that student skills of writing critiques could be affected by the topic and argument content. Additionally, students from low-SES families did not perform as well as their peers. Student performance on the critique tasks had moderate or strong (...) correlations with students’ state reading and writing test scores. Implications of the scaffolding and critique task design are discussed. (shrink)

The dialectical approach to teaching critical thinking is centred on a comparative evaluation of contending arguments, so that generally the strength of an argument for a position can only be assessed in the context of this dialectic. The identification of fallacies, though important, plays only a preliminary role in the evaluation to individual arguments. Our approach to fallacy identification and analysis sees fallacies as argument patterns whose persuasive power is disproportionate to their probative value.