Critical Thinking Argument

Arguments can be stated as the single most important ingredient in critical thinking. “An argument consists of two parts; one part (the premise or premises) supposedly provides a reason for thinking that the other part (the conclusion) is true” (Moore & Parker, 2009, p.11). Although it can get complicated, at its core the idea is simple: We produce an argument when we give a reason for thinking that a claim is true (Moore & Parker, 2009). For example, there is an issue with Peter with whether or not he should be excused for missing class. Peter said to his teacher that “My grandfather died, and I had to miss class to attend the funeral.”
In the above case, Peter offered a reason for thinking he should be excused for missing class; therefore …show more content…
The conclusion answered the question asked by the issue. Peter’s argument can be good or bad depending on whether the premise really does support the conclusion; whether it really gives us a reason for thinking the conclusion is true (Moore & Parker, 2009).
When we talk about argument, we are not talking about two people having a dispute or objection about something. That use of the word has nothing much to do with critical thinking. Arguments, in this case, do not even need two people; we make arguments for our own use all the time.
The following example according to Moore & Parker, 2009 shows what arguments are not and that they are simply a list of …show more content…
More people have learned how easy it is to get hold of another’s Social Security numbers, bank account numbers, and such. The local police department reminds everyone to keep close watch on who has access to such information” (Moore & Parker, 2009, p.11).
Brink-Budgen, 2000 also relates a similar meaning by saying that an argument is an attempt to persuade someone that one position is preferable to another. It sets up reasons in such a way that, if you accept those reasons, you are likely to be persuaded of a particular position.
The reasons or premises are presented in order to persuade the reader or listener that the conclusion is true or probably true. The example below will further explain the point made above:
Let’s say that we want to convince an individual to stay in high school until graduation. Here are some reasons (premises) that could be used. Each one identified can be seen as an addition problem with each premise summing to the conclusion.
 Premise #1: High school graduates earn more money than dropouts or people who have never attended high school.

 Premise #2: High school graduates report that they are more fulfilled with their lives than people who have not graduated from High

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