Questions and Discussions
Deductive reasoning is a logical process of reasoning from argumentative statements to get an intended conclusion. It exists in the same direction as the conditionals, linking the premises with conclusions. True premises result in clear terms that guide applying the rules of deductive logic to reach a conclusion that is always true. Moreover, premises can either be major or minor and when linked, forms a statement of a case within a class of people that requires logical reasoning to come up with a conclusion (Bronkhorst et al. 2). A conclusion is reached when the general rules of the entirety of a closed discourse are applied reductively, considering the range of the conditionals until there is no uncertainty remains. However, for inductive reasoning, the premises are the source of evidence for the truth of an intended conclusion. It progresses from known particulars to universal conditionals resulting in a probable conclusion whose validity is determined by the evidence given.
The counterclaim that developmental classes do not count toward the credit needed for graduation can be refuted in that not all college students joined the college with only the intention of graduating with a certificate of their professional course but rather, some find other additional skills crucial to better their future careers once they have graduated. Moreover, the claim that books for developmental classes are often expensive cannot be used as a generalized conclusion. Students can access references for developmental classes from online sites that are all over the internet (Bronkhorst et al. 2). Additionally, all people are not financially equal, some students can comfortably afford the books. The counterclaim that ‘most students have already learned the skills in high school; if they need extra help, they can visit the writing center,’ can be refuted. All college students did not attend the same high school that had a similar curriculum. Some had the chance to learn the developmental classes while others missed and do not have even the basics that can make them learn by themselves at a writing center.
An argument can be logically resolved in a traditional or Rogerian model. The two models have the following differences in terms of strategy, ethos, and logo; for a traditional argument model, a writer gives a reason to prove a claim, while for the Rogerian model, a writer states the claims of an opponent to show its validity and how it should be understood. A writer establishes their character in the traditional argument by showing competence, goodwill, and minding fairly, while in Rogerian argument, the writer creates an ethos of the opponent and enhances self-character by empathizing. In a traditional argument, a writer appeals to establish claims through reasoning and refute the claims of the opponent, while in Rogerian argument, a writer explains a fashion for analysis to validate the position of either side of the conditions.
A Rogerian argument model can be used in an argument situation where there emerge disagreements by other parties to the reasons placed concerning an argument (Bronkhorst et al. 12). For example, in an issue concerning access to the internet, ‘should usage of internet have age limits?’ While using the Rogerian model of argument, I can be argued that with the growing technology, there should be no limits to access internet services so that individuals learn new ideas as they grow. Other parties can disagree with these stipulations, which I can validate using the Rogerian model that through guidance and instruction access to internet services can be allowed to persons of all ages.
Richard Rodriguez in his book, “The Achievement of Desire” establishes the credibility of the ethos by discussing the difficulties he faced while at the schools in America, such as being unable to understand a stray of English words. He says he was surrounded by white children who were better up than him. He also provokes emotions by highlighting how he faced postcolonial struggles after being assimilated as an American citizen that produced many discourses before being considered as an authentic American. In terms of logical premises, Rodriguez states that parents have higher amounts of knowledge that they can share with their children. Although his parents were not academically intelligent, they were wise in other ways. Moreover, Rodriguez stated that education was not all about gaining the knowledge of books but also developing opinions for perfecting life goals. He opposes his counterclaims by stating that education, however, guided him to achieve most of his dreams in America. On the part of acknowledging his parents, although they play a larger part in assisting their children, he had minimal time interacting with them.