Critical Thinking Skills - Developing Effective Analysis and Argument(2)

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Denoted and connoted meanings (2) That's a great car you got for your birthday. 1 got this CD for mine. This CD is like gold. The denoted meaning in Example 3 is that the person received a CD as a birthday gift. The connotations of the messages are more complicated. By associating the CD with gold, the CD appears to be rare and therefore more valuable. This confers some importance to the gift and/or to the receiver of the gift. This may be because the CD really is rare. Alternatively, the author may be trying to create the illusion that the gift of a CD is just as good as the more obviously expensive gift of the car. Products which have no connections with gold often contain the word 'gold' in the name. Alternatively, marketing materials locate a golden image such as a wedding ring prominently where it will catch the eye. The association with gold immediately suggests excellence, wealth, or scarcity. Terms such as 'golden age' suggest a better time. A golden wedding ring suggests a lasting relationship. This may encourage the audience to associate the product with the romance of weddings. The idea of a lasting relationship is useful when encouraging the idea of a long-term relationship between the audience as purchasers and the product being sold. items and ideas that carry positive meanings. Rival political opponents and their campaign messages are associated with negative messages. Latent messages often depend upon shared social, cultural and ideological values. As we saw above, if the audience is able to make the links for themselves, the intended message can be more powerful. One well-chosen key word or concept can evoke multiple associations, producing an effective latent message. Latent messages may be conveyed through a number of means such as: Playing patriotic music in the background to a political broadcast, to suggest that a particular party is the most patriotic. Using an image of a bird flying in an open sky, to suggest freedom and unlimited choice as a consequence of acting in the way that the argument suggests. Baking bread when showing viewers around a house that is for sale, to suggest a feeling of home and well-being. Stereotyping When an idea or a set of people are continually linked to a small number of associations, such as adjectives, job roles or forms of behaviour, this is known as stereotyping. The more that the group is linked to that set of associations, the harder it is to conceptualise members of that group as individuals. Latent messages Latent messages may rely on connotations. In everyday life, we may be familiar with latent messages through the notion of 'reflected glory'. Most of us are familiar with people who don't argue explicitly: 'I am important', but imply it by mentioning all the important people they have met, or significant jobs held by friends and family. Latent messages are used a great deal in advertising and political campaigning. The product being sold, or the candidate for election, or a political argument, are linked with On the left, we have the men's bathrooms, no doubt for the doctors, and over there are the ladies' bathrooms for the nurses. For decades in Britain, there was a stereotype that doctors were men and nurses were women. Such stereotypes are now challenged. Stereotyping often accompanies the 'in-group' and 'out-group' behaviour described on p. 114. 96 Critical Thinking Skills O Stella Cottrell (2005), Critical Tlzinkifzg Skills, Palgrave Macmlllan Ltd
- - Activities: Associations and stereotypes Activity ,: Word z - . J - . L- 1.1- #__I_.. tor me mule ueluw, luerlilly wrllrll S ~ UI L LUIIL~ULS is associat .ed with ea ch key wo~ rd. Bssociati "-1 A..l....:..:- lhich word! s or concel )ts are use( 1 the most to sell ifferent typ es of prod1 JC~. What i we the ass( ~ciations f the word! j used Key worc i concept 1 mountain A innocence, caring, love, tenderness, softness 2 child B danger, bravery, speed, unstoppable 3 fruit extract C romance, marriage, happiness, being special or chosen 4 wall of fire D man being independent; a place women aren't meant to 90 5 monkey E healthiness, vitamins, wellbeing, flowing hair 6 ring F natural freshness, refreshingly cool, outdoors, hardiness 7 shed or den G humour, playfulness, tricks Key word or concept used in advert Associations given to the word or con Activity: Stereotypes Identify M )types are being perp the followi 1 We'll c -" _ JCLUldLt! Llle 1UU111 fJll ~k as they I lave two g irk. . . . . .. 2 There are uniforn ns here for the pilots, and ladles, your stewards' costumes are over there. 3 We ha d better m ake sure tb \ere is roast beef on the menu so that the British tourists have something they are able tc ) eat. 4 We should have expected tl hat he cou Idn't contr~ ol his temp ler, seeing he has red hair. 5 We'll play some Reggae for the visitor! i from the Caribbean and some flamenco r nusic for tl lose from ! --..!-I- -- '.I La.- ...-..-,.,. -..-., $,. ^*h"II $-.-, :- th- rrr\. 6 We should have ex~ected tluuv~t. a> 11 le~e vvrlc: >U Illal IY luucuall I ~ I> I 11 I u IC LIUV vd. , .. , . . 7 There' s no point providing ' washing m achines in student ha Ils of residf mce. It wo UICI be better to glve tnem a big la1 ~ndry bag ! 50 they car I carry thei r laundry h lome to thc ir parents to clean. " 7, .,L L - ._ I--L:-- -" .*--.. ,.I--.. --a L-2.L -.*:.- u I ney won r ue InLeresieu III I~SIIIUII UI LUIIIUULVI>. LII~Y ale UULII IVLII~ d now. L - - ,---n.-rmm-"-rfhe answers are'ori-p. 164; ' . - n - . w O Stella Cottrell (2005), Critical Tilinking Skills, PaIgrave Macmillan Ltd Reading between the lines 97
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Critical Thinking Skills Developing
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Contents Introduction Glossary Ackn
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10 Critical, analytical writing: Cr
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people are referring to when they m
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'false premises'. Finally, it exami
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predicated on a Marxist interpretat
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Chapter 1 What is critical thinking
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Reasoning Knowing our own reasons C
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Underlying skills and attitudes Cri
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Personal strategies for critical th
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The idea or the action, not the per
Page 25 and 26: Barriers to critical thinking (2) L
Page 27 and 28: Critical thinking: Knowledge, skill
Page 29 and 30: ther D low esser - - See PL--*--- k
Page 31 and 32: Chapter 2 How well do you think Dev
Page 33 and 34: Activity: Argument and disagreement
Page 35 and 36: Non-arguments: Explanations and sum
Page 37 and 38: There were many reasons why the stu
Page 39 and 40: Activity: Selecting out the argumen
Page 41 and 42: This chapter has looked at ways of
Page 43 and 44: Chapter 5 How well do they say it C
Page 45 and 46: Internal consistency larity and int
Page 47 and 48: Logical consistency clear and consi
Page 49 and 50: lndependent reasons and joint reaso
Page 51 and 52: Intermediate conclusions In I anger
Page 53 and 54: -- Activity: Intermediate conclusio
Page 55 and 56: Activity: Summative and logical con
Page 57 and 58: Activity: Logical order L 8,"L I ne
Page 59 and 60: Answers to activities in Chapter 5
Page 61 and 62: - Answers to activities in Chapter
Page 65 and 66: Chapter 6 Reading between the lines
Page 67 and 68: Activity: Identify the underlying a
Page 69 and 70: Implicit assumptions used as reason
Page 71 and 72: False premises Predicating an argum
Page 73 and 74: Implicit arguments ~plicit and impl
Page 75: Denoted and connoted meanings (I) A
Page 79 and 80: This chapter looked at some aspects
Page 85 and 86: Chapter 7 Does it add up Identifyin
Page 87 and 88: Correlations and false correlations
Page 89 and 90: Not meeting the necessary condition
Page 91 and 92: Activity: Necessary and sufficient
Page 93 and 94: Activity: False analogies Activity
Page 95 and 96: Other types of flawed argument Ther
Page 97 and 98: Emotive language; Attacking the per
Page 99 and 100: 1 Misrepresentation and trivialisat
Page 101 and 102: This chapter introduces many of the
Page 105 and 106: Chapter 8 Where's the proof Finding
Page 107 and 108: Searching for evidence Critical thi
Page 109 and 110: Reputable sources For academic stud
Page 111 and 112: Currency and reliability Currency I
Page 113 and 114: Relevant and irrelevant evidence Re
Page 115 and 116: - Representative samples 1 I Most r
Page 117 and 118: Certainty and probability Certainty
Page 119 and 120: Generalisations are useful as they
Page 121 and 122: Facts and opinions Opinion An opini
Page 123 and 124: - Triangulation What is triangulati
Page 125 and 126: This chapter has looked at some key
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Chapter 9 Critical reading and note
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Identifying the theoretical perspec
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Categorising and selecting Critical
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Making notes to support critical re
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Concise critical notes: Analysing a
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Concise critical notes: Articles an
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Activity: critical selection - Note
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Commentary on critical selection ac
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I Note your source of information (
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Answers to activities in Chapter 8
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Chapter 10 Critical, analytical wri
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Characteristics of critical, analyt
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I Activity: Setting the scene for t
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Words used to introduce the line of
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Signposting alternative points of v
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Words used to signpost conclusions
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Activity: Writing conclusions N Act
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Answers to activities in Chapter 10
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Checklist for Essay 1 Use this chec
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Evaluate Essay 1 (continued) known
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Commentary for Essay 1 The numbers
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---- --A - Checklist for evaluating
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Evaluate Essay 2 (continued) or pro
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Commentary on Essay 2 The numbers o
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Evaluating your writing for critica
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-- This chapter provided the opport
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Texts for activities in Chapters 8,
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T -- ------ Practice 1: Features of
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- - Practice 1: Features of an argu
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Practice 1: Features of an argument
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Answers to Practice 1: Features of
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Practice 2: Finding flaws in the ar
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Answers to Practice 2: Finding flaw
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Practice 3: Features of an araument
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I Answers to Practice 4: Finding fl
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Bibliography Arnheim, R. (1954, 197
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abstracts, using, 128 academic writ
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eading and accurate interpretation,
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