PHIL 101 Practice Reconstructions

PHIL 101

Critical Thinking

This Semester's Practice Reconstructions

David H. Calhoun

Reconstruction of Mary Sherry, "In Praise of the F Word," Newsweek 5/6/91

For your practice and edification, I offer here two reconstructions. The first is a rough sketch, in standard form, of the main lines of Sherryís argumentation. The second is a brief prose reconstruction of the article that explains the issue in question, indicates the position taken by Sherry, and discusses the reasons she offers. The practice reconstructions you hand in to me should look like the second (prose) reconstruction. If you would like further guidance on reconstructions, look ahead to section 1.12 in the textbook. You can also find guidelines and examples of argument reconstructions on the Reconstructing Arguments web page.

ROUGH ARGUMENT SKETCH
Primary argument:
P1: Most students require some form of external motivation in order to succeed.
P2: While the prospect of economic failure motivates older students, younger students generally donít worry about the distant future until it is too late.
P3: The immediate threat of academic failure can capture studentsí attention.
P4: The threat of failure holds students responsible and affirms their ability.
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C: Failure can be a useful motivational tool.

Secondary argument:
P1: The threat of failure holds students responsible and affirms their ability.
P2: [Any educational tool that enhances student responsibility and affirms student ability when systematically employed should be used.]
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C: The threat of failure should be systematically employed.

David H. Calhoun PHIL 101 Practice Reconstruction	Include your name, the name of the course, and the assignment at the top of the first page.
The Value of Failure	Title your reconstruction with a phrase that identifies the topic and thrust of the article.
Is the threat of failure a viable educational tool or a potential damage to developing student self-esteem and ability? In the article "In Praise of the F Word" (Newsweek, 5/6/91), Mary Sherry, a writing teacher, argues that the circumstances of students and the dynamics of education in the U.S. today provide strong evidence for the educational value of failing poorly performing students. In her view, failure, or the threat of failure, is a "positive teaching tool" insofar as it supplies an artifical external motivation for students who otherwise may see no compelling reason to work hard. In addition, she thinks that passing unprepared students cheats them of a good education and sets them up for failure at some later time in their lives.	Begin your reconstruction with a clear introduction. The introduction should always: identify the article you are reconstructing give bibliographic information identify the author briefly summarize the argument--the main premises and the conclusion
Sherry notes that many students identify lack of motivation as a key reason for their lack of success in school. As a literacy teacher of adults, Sherry has seen the devastating results of passing unprepared students: adults who feel cheated by their worthless degrees. In general, she believes that a teacher can be effective only by first capturing the attention of students and convincing them of the need for education. While older students who have experienced the world know the economic consequences of failure, many younger students have no value of education or the consequences of a poor education.	Take the first premise as the theme or "topic sentence" of your first paragraph. State the premise, explain the informational background of the author's idea, and discuss the evidence the author offers in support of the premise.
For these students, Sherry recommends the use of "the trump card of failure." Students respond with energetic activity when they foresee negative consequences to their failure to perform well in the classroom. Sherry notes that this policy had an amazing effect on her own son when he was doing poorly in one of his senior high school courses. An interesting part of the effectiveness of the policy was the level of involvement that it produced in Sherry herself to ensure that her son improved his work.	Repeat the same procedure in the second paragraph, explaining the second premise. Treat each main premise in a separate paragraph until you have discussed the entire argument.
Sherry admits that this solution will work only if it is employed systematically, and only if there is cooperation and support from parents. She doesnít seem to think it is a solution that will cure all educational problems, but is confident that it can help. When students are called on to performóand then held responsible for the consequences of not performingóthey are more likely to achieve their full potential.	End the reconstruction with a clear statement of the conclusion. You may wish to offer a condensed version of the entire argument at the end of the paper. Remember that your task is not to criticize or evaluate the argument!

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