Question

How does the Negative build the argument that the Affirmative’s position is incorrect? A. The Negative brings up alternative city models that the Affirmative fails to acknowledge. B. The Negative denies the Affirmative’s assertion that general city government is in need of reform. C. The Negative calls into question the use of the sample cities presented by the Affirmative. D. The Negative demonstrates that the Affirmative is uninformed about the true workings of city government.

Short answer

C. The Negative calls into question the use of the sample cities presented by the Affirmative.

Step-by-step solution

Read all the options

Carefully read each of the given options (A to D) and understand their meaning.

Identify which option provides evidence to refute the Affirmative's argument

Look for the option which directly contradicts the Affirmative's position by presenting evidence against it.

Choose the best option to answer the question

According to the analysis, the best choice will be the one that describes how the Negative brings up evidence to refute the Affirmative's argument. In this case, the best choice is: C. The Negative calls into question the use of the sample cities presented by the Affirmative.

Key concepts

Critical Thinking

Critical thinking is the ability to analyze information objectively and make a reasoned judgment. It involves evaluating data, facts, observable phenomena, and research findings to form a logical conclusion. In the context of debate, critical thinking is paramount. When viewers think critically in a debate, they must consider the arguments of both the Affirmative and Negative positions with skepticism, assessing the validity of the arguments presented before making a decision.

Applying Critical Thinking in Debates

Using the provided exercise as a reference, a student must dissect the argument and strategically identify the strengths and weaknesses. For instance, when the Negative challenges the selection of cities used by the Affirmative as evidence, a person engaging in critical thinking would assess whether this criticism undermines the credibility of the samples and therefore, the validity of the Affirmative’s broader argument. To improve one's critical thinking skills, students should practice questioning the reliability and relevance of information, considering opposing viewpoints, and seeking out additional evidence that may support or refute an argument.

Evidence Evaluation

Evidence evaluation involves examining the quality and relevance of information used to support an argument. In educational debate strategy, evaluating evidence is crucial to strengthen one’s stance or discredit an opponent's claims. The process requires an understanding of how evidence should be gathered, presented, and interpreted.

Key Steps in Evaluating Evidence

• Source credibility - Is the evidence from a reliable and authoritative source?
• Accuracy - Does the information presented align with other known facts or data?
• Relevance - Does the evidence directly support or refute the claim?
• Bias - Is the evidence presented in an unbiased manner?
• Timeliness - Is the information up-to-date?

In the context of the provided exercise, the Negative's strategy entails questioning the pertinence and representativeness of the cities chosen by the Affirmative. A student evaluating evidence would delve into whether those cities accurately reflect the issue at hand or if they have been cherry-picked to support a specific conclusion.

Logic and Reasoning

Logic and reasoning are the processes of forming a coherent and consistent set of beliefs based on evidence and well-grounded principles. In a debate, logic is used to construct arguments, while reasoning is applied to deduce conclusions from premises that are presumed to be true.

Components of Sound Reasoning

• Premises - Statements that form the basis of the argument.
• Inference - The process of deriving logical conclusions from premises.
• Conclusion - The final assertion that the argument aims to establish as true.

Strong logical reasoning means that if the premises are true, the conclusion must also be true. In our exercise, the Negative's argument falls within this definition: by challenging the examples provided by the Affirmative, the Negative implies that if the evidence (cities) presented does not accurately represent the issue, then the Affirmative's conclusion about the need for city government reform cannot be logically sustained. Students can bolster their logic and reasoning skills by consistently practicing constructing arguments with well-founded premises and deducing conclusions that follow logically from those premises.