### Title: Survey Design, Critical Analysis, and Counterarguments in Problem-Solving
In today’s session, the main focus was on designing effective surveys related to previous assignments, enhancing understanding of critical elements while forming arguments, and an in-depth discussion on identifying and refuting counterarguments for given problems and proposed solutions. Through a combination of lecture and student-centered activities, we delved into various techniques aimed at strengthening the students’ critical thinking and argumentation skills essential for their upcoming essays.
### Attendance:
– No specific mentions of absences.
### Topics Covered:
#### **Survey Design and Implementation:**
– **Overview:** The importance of timely submission of surveys was stressed. Students are required to ensure their surveys are ready by Wednesday to facilitate adequate feedback and response collection.
– **Survey Focus:** Students are to create surveys based on the problem they previously wrote about, incorporating the feedback received on their prior assignments.
– **Specific Guidance:** Detailed instruction was provided on the nature of questions to be included in the surveys. Emphasis was placed on using the survey to gather data on the existence and severity of the designated problem and societal opinions on potential solutions.
#### **Understanding Problem Complexities:**
– **Feedback Discussion:** Feedback on previous assignments was referenced, highlighting the strengths and issues. The need for clearer research questions and avoiding discrepancies in problem identification and solution proposal was discussed through illustrative examples like the disconnect between identifying coal as a pollutant but proposing solutions targeting cars.
#### **Introduction to Counterarguments:**
– **Fundamental Concepts:** The crucial role of counterarguments in strengthening essays was introduced. Definitions and distinctions between ‘counterargument’ and ‘refutation’ were clarified.
– **Straw Man Arguments:** A segment on fallacies, specifically straw man arguments, helped students recognize and avoid weak argumentation practices.
– **Workshop Activity:** Students received example problems and solutions from their peers to ideate potential counterarguments, enhancing their ability to criticize and refine arguments.
#### **Deep Dive into Refutations:**
– **Techniques of Refutation:** The three methods of refutation—proving incorrectness, irrelevance, or insufficiency of counterarguments—were systematically explored.
– **Practical Application:** Through rapid examples and class interactions, students applied the discussed refutation techniques, encouraging peer feedback and iterative learning.
### Actionable Items:
#### **Urgent:**
– Ensure all students submit their surveys on eCourse by Wednesday.
– Reminder to review and possibly reconstruct the problematic example provided in the last segment of the class to avoid student confusion.
#### **Short-term:**
– Plan a session dedicated to fixing the problematic example, ensuring all students have a robust understanding of crafting argumentative essays.
#### **Long-term:**
– Continuously reinforce the importance of critical thinking and proper research in forming arguments and conducting surveys throughout the course.
### Homework:
– **Drafting the Refutation Paragraph:** Students must prepare a draft of their refutation paragraph by next Friday, clearly demonstrating their application of today’s lessons.
– **Survey Conduct:** After receiving approval post-submission on eCourse, students should distribute their surveys and begin collecting responses.