Philosophy 243: Introduction to Logic

Spring, 2010
Professor Robert OConnor
Teaching Assistant: Esther Hesse
Blanchard 501; Ex. 5891
Hours: MTWR, 2 - 4
Robert.Oconnor@wheaton.edu
DESCRIPTION: An introduction to both formal and informal logic, with attention
to critical analysis and writing. Application will be made to philosophical
and other areas of reasoning.
OBJECTIVES:
i) To enable the student to identify and understand the structure and force
of arguments as presented primarily in an informal mode.
ii) To enable the student to identify and evaluate the reasons and
arguments given in support of the claims presented or positions
adopted.
iii) To enable the student to identify and address errors in informal modes
of reasoning.
iv) To enable the student to recognize various argument forms and to
assess the validity of each.
v) To enable the student to articulate an argument supporting her own
beliefs with regard to any broadly philosophical issue.
REQUIREMENTS:
i) Readings: The student is expected to complete the readings prior to the
class for which they are assigned.
ii) Problem sets: For each reading, the instructor has assigned a set of
exercises to be completed by the following class period.
iii) Writing Exercises: Every other week, the student will write a short essay
to be assigned by the instructor, roughly according to the
parameters provided in the text.
iv) Quizzes: There will be a quiz on alternate weeks covering any material
from book and class discussion from the previous quiz date to the
immediately preceding class.
v) Essay: The student will be required to write a short position paper
concerning an issue of her own interest. The essay is to be based on
an in-depth analysis of an argument in support of some specific
position. The particular issue may be drawn from any source.
After evaluating the strength of that particular argument, the
student will present the case for her own position.

vi) Media Project: Throughout the course of the quad, the student will
collect and analyze five items from any media source, and then
provide a write-up identifying (i) the issue discussed, (ii) the
argument given for the position taken, (iii) any irrelevant reasons or
errors in logic, and (iv) an appraisal of the strength of the
argument. I may ask students to present their findings to the class.

DISTRIBUTION:
Writing Exercises
Quizzes
Essay
Media Project
Total
SCALE:
93-100
90-92
88-89
83-87
TEXT:

A
AB+
B

15%
60%
15%
10%
100%

80-82
70-79
60-69
0-59

BC
D
F

Moore & Parker, Critical Thinking, 9th ed. (Mayfield)

READINGS:
Week Day
1
M

3 @ 5%
4 @ 15%
1 @ 15%
5 @ 2%

Chap.
1

Pages
1-21

Topic
Issues & Arguments

3
3

68-75
75-82

Vagueness
Ambiguity

41-54

Argument Structure

147-160

Rhetoric

160-168

Writing Exercise #1
Comparisons

M
W

1-5
8

254-262

Quiz #1
Categorical Claims

263-268

Categorical Inference

273-281

Categorical Syllogisms

Assignment
1-3
1-4
3-3
3-6
3-7
2-4
2-5
2-7
5-10
5-12
Lewis, Chapter 3
5-18
5-20
8-1
8-2
8-3
8-4
8-8
8-11

W
F
M

8
8
9

297-312

314-321

322-326

328-332

F
M

9
6

183-199

Syllogisms (cont.)
Quiz #2
Symbolizing TruthFunctional Claims
Truth-Functional Args.
Short Truth Tables
Writing Exercise #2
Truth-Functional Args.
Group I Rules
Truth-Functional Args.
Some Gr. II Rules
Quiz #3
Psychological Fallacies

211-228

More Fallacies

Writing Exercise #2
Fallacies (cont.)

10

346-364

Inductive Arguments
Analogical Arguments

W
F

11
6-11

385-410

Causal Arguments
Quiz #4

8-12
8-19
9-1
9-2
9-4
9-5
Lewis, Chapter 8
9-6
9-7
9-9
9-10
6-2
6-5
7-2
7-4
Lewis, Chapter 8
7-5
7-6
7-7
10-3
10-16
10-17
11-5