Week 16: D3

I think that the topics of number could use more discussion because I found it quite interesting and none of us really talked about it. To me I always thought adding a number statistics to a statement or argument can make it stronger and valid, but apparently it does not work like that all the time. Often times it makes the claim misleading, even though it sounds so strong in the claim one is making. The concept of percentages was interesting because I see and hear it all the time. My high school claims that 100% of their graduates go to college. Even though it sounds like a very good number, we only have 50-60 people graduating every year. Compare that to a bigger high school, 50-60 people is nothing, because they can 1000 people graduating and 400 people going to college. Their stats will look better because 400 people are going instead of that 60. But no one will know the exact number unless they look into the school population. As numbers seem to be a nice factor in a claim because it sounds like there is a proof to back it up, most of the time it causes the claim to be weak.

Week 16: D2

I love how flexible this class is. I like how I am given a schedule of when things were due for the whole semester and I get to do it on my own time. It also helped me figure out my schedule and mange my time better. I also like how we have a week to take our quizzes and test. It gave people time to figure out when they will be ready to take the quiz or test.

I think the least favorite thing about this class was the group projects. Since it was an online class I found it hard to meet up with people to work on the projects. The idea of an online class is so that we can fit school in our busy lives and it was hard to adjust everyone’s life so that we can meet up for an hour or so for the project.

I cannot find anything that this class needs to improve on because it was a pretty good class. Wait, maybe one thing can be change...final exam online instead of a real meeting final at 8PM would have been nice. :)

Week 16: D1

I have learned what a good and strong argument should be like. I always thought a strong argument is an argument that makes a good point but really it is not. For example I learned what a criteria for a valid argument is. It means that an argument is valid if there is no possible way for its premises to be true and its conclusion false at the same time. Before this class I would make a lot of arguments that seems to be good, but really they were not. I would say things like “I should not do homework right now because I am hungry.” It was an excuse for me to not do my homework but really this is not a strong argument because my homework and hunger does not link together. This argument can be good if I added more premise to it, like when I am hungry I get easily distracted. I learn to add more specific details to my argument so it can be strong and valid, making it hard for someone else to break it down.

Week 13: D3

Chapter 15 discusses about cause and effect, which was an interesting chapter. The concept that I found useful from this chapter was the criteria for cause and effect.

The Necessary Criteria for cause and effect:
-The cause happened (the claim describing it is true)
-The effect happened (the claim describing it is true)
-The cause precedes the effect
-It is (nearly) impossible for the cause to happen (be true) and the effect not to happen (be false), given the normal conditions
-The cause makes a difference- if the cause had not happened (been true), the effect would not have happened (been true)
-There is no common cause

I thought that this was helpful because it a simple layout on what the criteria an argument to be considering a cause and effect. Out of these criteria’s I thought that the cause precedes effect was an interesting thought. This meant that the claim describing the cause has to come before the claim describing the effect becomes true.

For example, he was driving over the speed limit is consider a true statement which means that he got a speeding ticket is consider a true statement as well.

Week 13: D2

It was useful because there were a lot of links that click to learn more about a certain topic or work on exercises. It is easy to click on the links to get what you are looking for compare to searching for the topic in the book. The exercises got me to think about what I read and apply it by answering the questions. But the questions can get a little cheesy at times though. It covers a lot of the material that I already read about or learn through this class.

I am pretty sure it is just me, but I do not like the look of the website. It just does not look appealing for me to read the information on it so I would not have incentive to read it on my own. The website does explain the information very well. Even though it does explain a lot of material, I feel like the textbook is better than the website for the most part.

Week 13: D1

This website was helpful and useful because it explained the concept clearly. I also know now that cause and effect arguments are generally used in court cases because it is very effective. It gives a good picture at what is happening, which makes the argument stronger. I like how the website uses a very good example to explain the concept. It was a very relatable scenario because accidents like that happen all the time.

It also outlines what the strength of a causal argument is, which can be helpful when analyzing an argument.

1.How acceptable or demonstrable the implied comparison is.
2.How likely the case for causation seems to be.
3.How credible the “only significant difference” or “only significant commonality” claim it is.

The exercises were interesting as well. It makes me think about the strengths of the casual argument a little more. By having something to work with at the end, helps my understanding of the concept.

Week 12: D3

I thought that causal reasoning was a pretty interesting topic. Causal reasoning is when an event occur causes another event to happen. I also find that I do this type of reasoning almost everyday. For example when I discuss my schedule with people, it is hard to squeeze things to do when I have a lot of homework. I would say, I can’t hang out with you because that will take time. Which means that is the time I have for homework. I will either do the assignment poorly because I will rush it or I will not do it at all. This means I will fail the assignment. If I fail the assignment, my overall grade will drop. This also means I will have a lower GPA. Normally this guilt trip my friends and they will stop asking me to go do something with them when I have tons of homework to do. I also think that this reasoning is very effective because it is a chain event, which looks like one thing can cause many things to happen.

Week 12: D2

For me I think that sign reasoning was hard to understand when I first encountered it from the previous post. As I read about it a little more, I understood the reasoning a bit more and it was pretty interesting concept.

Sign reasoning means that there are two or more things that are relatable with each other. It also means that one thing indicates something else as well because of their relationship. For example, she has a closet in her room, which means she has clothes in her room. It is sign reasoning because closet and clothes have a relationship with each other. The sign can also be status symbol, economic indicators, or other indices. It can also be an effect-to-cause reasoning. Sign reasoning is common in business, advertising, medicine, religion, law and tabloids.

There are many good examples in the website that I found. A lot the examples are explain pretty well and it gives a more relatable reference. I also learn that there are test of sign reasoning, which an also be found in the PowerPoint on the website.

http://www.docstoc.com/docs/24456511/Sign-Reasoning-PPT

Week 12: D1

Reasoning by Analogy: The reasoning is being compared.
People who do not exercise get fat. Therefore, people who do not want to get fat must exercise.

Sign Reasoning: It is reasoning with two or more things in which they are closely related that the presence or absence of one indicates the presence or absence of the other.
Where there’s restaurant, there’s food.

Causal Reasoning: It is a reasoning that establishes the presences of relationship with event The alarm clock rang but I did not get up. I slept in. When I finally woke up it was two in the afternoon. I did not go to class that day

Reasoning by Criteria: The outcome of the decisions is being judged, and then the best will be identified
I am very tired so I cannot concentrate on homework right now. I will do homework after I am done with my nap.

Reasoning by Example: The reasoning uses example.
The teacher gives hard exams and asks crazy questions. I had him before and I notice that I got better grades when I took notes from the book and studied them.

Inductive: The reasoning is constructed by observations.
The Biore pore strips can effectively pull out all my blackheads. I tried it for many years and it continues to work. I have faith that the next time I put it on it will work.

Deductive: The conclusion is true when the premises us true, making the argument valid.
All students need to read. She is a student. She needs to read.

Week 11: D3

The concept I want to talk about is apple-polishing. Apple-polishing is an appeal to vanity, trying to make something look better than what it actually might be. This happens in a lot of advertisements. They use it because they want their products to look better and be more useful than all the other products out in the market. Of course sometimes what the advertisement says is true, but most of the time it’s false. For example a lot of beauty brands has a lot of claims over what their products can do. They claim that their products give softer looking skin, longer lashes, and even reduce wrinkles. I admit some of these products do work, but most of the products do not do what it is advertising. Most of the time the claim they are making is not a good argument because the claims that they make are subjective. It can work on one person but it might not work for another person. Apple polishing is an interesting concept in arguments.

Week 11: D2

The question I choose to do is number 3. Find an advertisement that sues an appeal to fear. Is it a good argument?

This is an advertisement that talks about how drinking under the influence is bad. It prompts people not to drink and drive because it causes accidents. It shows a handicap sign and it says that “every 48 seconds, a drunk drive makes another person eligible to park here” The point of this advertisement is manipulate people to be scare of hurting other people if they chose to drink and then drive. It is scary how you can ruin someone’s life because you want to drive home even though you do not know what you are doing.

I do not think that this is a good argument because there might people that do not care if they hurt someone else. If I look at it I know I will think twice before I drive intoxicated, but not everyone is like me. . Not everyone is going to fear that they might hurt someone else. The argument can be stronger if it said something like, “every 48 seconds, a drunk driver makes him/her self eligible to park here. It will be more personal so more people will be scare that they will be the next one parking in the handicap spot.

Week 11: D1

Appeal to emotion in an argument is used to manipulation of how someone feels to win the argument. There are different types of emotions that one can appeal to; pity, fear, and spite. I think the appeal to pity is interesting because it is very relatable for me. A lot of charity does this in their campaigns. I see many ads on television where they play animals that are sick, dying and alone and they tell the viewers that they can help these animals by paying money towards their organization. This appeal makes someone feel bad or sorry and that there are ways for that someone to help out. I have to admit that there are countless times when I did want to donate to these organizations because I felt bad. It was also appealing because it did not cost me too much money to help out. Also I feel like because I am a girl, emotions are easy to manipulate, especially with having pity for other things and people. I believe that out of all the emotions, the appeal to pity is the most successful in a lot of arguments.

Week 9: D3

Again in Chapter 8, I find that Vague Generalities is pretty interesting. It kind of goes in line with what I talked about earlier this week with General Claims and their Contradictories. A lot of times people do argue with vague words. Words like all, almost, most, few and some come up. These words are considered as numbers, but without exactly giving out a real number. Since these words do not give us a precise number in the argument, the argument will be invalid because it is too vague to be used in a claim. By not having a precise number it does not give a lot of credibility to the argument. It is hard to prove that a claim with “all” and “some” to be true. “Almost all” is another version of “all” which has a very weak reasoning. It might be easier to put words like “all”, “some” and “few” in an argument to make a point, but it would not be strong. So next time you argue with someone make sure your argument is precise to its last detail and you will have a good, strong, and valid claim.

Week 9: D2

The first major course assignment was rather interesting and was helpful to me. It gave be a better understanding at what we were learning because we were applying it to our daily lives. We read news articles almost everyday and most of the articles are very opinionated. I was able to see what the claim was and how the author supported the main claim of the article. This assignment was useful because I can now clearly read articles and break down what the author is trying to point out and I can critique if he has a strong or weak argument. It makes me think about if I really believe in what they are trying to convince me of thinking. For example from my assignment, in which the claim was that “we need to remember what happen on September 11 because the moments spent with our children are what get us through the memory of bad days”, there were a lot of supports that the author gave for this claim. His claims were good and it almost made me believe that his claim was strong. When I broke down this article for the assignment I saw that there were a lot of holes in his argument, which made it weak. From this assignment, it encouraged me to look at a claim and break down what the author is trying to say before I agree or think that the claim is strong.

Week 9: D1

I find that in Chapter 8 general claims and their contradictories is pretty useful. A lot of arguments seem valid but it really is not when you break it down. Sometimes it happens because of the wording that is being use in the argument. The words “some” and “all” in a claim can be ambiguous. “All” means that it is “every single one, no exceptions” but sometimes all can mean “every single one, and there is at least one.” The word “some” means “at least one” but it sometimes also means “at least one, but not all.
I attended a private high school, which also meant that I had to wear uniform. My school was picky as we can only wear a certain brand of uniform. If we did not wear that certain brand we were given referrals because it was not considered uniform. At times this sentence is thrown into conversations, all the students in my high school were uniform. The contradictory of will be, some students do not wear uniform. This is because a lot of students like me wore “fake uniform”, which means that our uniform was from another brand.

WEEK 7: D3

I thought the conditionals and their contradictories in chapter 6 was an interesting topic to talk about. I hear examples of this in everyday conversations with my friends and co-workers. A conditional claim is a claim that that can be rewritten as a “if…then…” claim holds the same truth-value. It is basically “If antecedent, then consequent”. An example of the concept would be “ If I work out then I will be in shape”. The conditional was “I work out” and the consequent was “ I will be in shape”.
The contradictory of the conditional is when if A then B, has contradictory A but not B. For example, I ran but I did not get in shape”. One important thing about this is which the contradictory of a condition is not another conditional. Also something to remember, “even if” does not make it conditional.
I thought this part of the lesson was not too hard to understand but it was hard to explain.

Week 7: D2

Chapter 7 talks about counter arguments and the concept that I pick to talk about is raising objections. Raising objection can show how an argument is bad. It can question the premises, show the unstated premise is dubious and can illustrate how the argument is weak. This happens because people like to challenge to sustain the argument. A lot of people raise objections in the argument. In order to have a good argument, you must think about the counter arguments that the audience might have. This will help you find better support to your premises and be able to convince your audience to agree with you.

This is a common conversation that I hear every now and then amongst my friends.

1: I need to go shopping.
2: You just went shopping last week
1: But that was a long time ago and I need new clothes this week.
2: You already brought a lot of clothes last week. Do you even have money to buy new clothes?
1: not really.
2: then you do not need new clothes cause you don’t have money for it anyways.
1: I guess I won’t go then.

In this conversation 2 people are discussing whether speaker 1 will go shopping. Speaker 2 questions the premises of speaker 1 needing to go shopping. Speaker 1 doesn’t have much of a good support to the premises, therefore loses in the argument and shopping is no longer an option.

Week 7: D1

The concept that I will be talking about is compound claims. A compound claim consists of two or more claims that can be view as just one claim. The claims are and can be attached by words like “or”. I also believe that compound claims can confuse people, making people think there are more than one claims in the argument, when there really is only one.

These types of claims are seen in everyday life and argumentation. An everyday example would be this “Either I will do my homework today or I will do my homework tomorrow ”. I normally hear this around my friends during the school year. The speaker did not exactly say when they would do the homework, only the thought of when the homework should be done. Even though the speaker states a compound claim, it only has one claim in the statement. The claim is to when the homework is going to get done, just one idea thrown out for the audience.

Week 6: D2

I will be discussing a Pantene advertisement that I came across when I was Amazon.com. I believe that this company has been around for quite some time and everyone in America knows about this brand. There are ads in television, billboards, magazines, and even on the Internet. Pantene normally targets woman consumers because almost all of their ads have a female personal on it. It normally advertises how beautiful their hair can be after they use these products.

In this ad specifically, it tells us that the shampoo will “help end split ends.” I use products from Pantene everyday and I have loads of split ends in my hair. From my personal experience, these products does not do what they say the will do. The smart thing about this ad is that the ad says, “help”. This suggests that the product will not get rid of the split ends completely. Also the model, Eva Mendes, has shiny and what looks like split end free hair. This is not credible because we do not know if she uses the products or not. Also her hair could be photo shop.

I think this product is reliable enough since it does not promise anything, but it does help your hair situations. It on shelves across the United States and I see people buying a bottle of their shampoo every time I walk into Target or another store. Our credibility in buying the product comes from other people who are already buying the product. This product might not solve all your problems but it will help, at least to clean your hair.

Week 6: D1

She is a good volleyball player because she is tall.

As of right now this argument is not very strong at all. There are a lot of loopholes around this argument as someone else can tear it completely down. This argument can be stronger if it has another premise to it. For example a premise like this can be added, a lot of volleyball players are tall. This will make the argument stronger because it states that volleyball players are generally tall. Also we can add in tall people are good in volleyball or good volleyball players are tall. It is hard to fix the argument because there are not enough strong premises to support the conclusion. On top of that tall is a very general term that can be subjective to different people. A four foot ten person can think a five foot two person is tall, but to the overall population this five foot two person is not very tall. This argument only works if everyone who is good at playing volleyball is tall. Overall this argument is hard to repair.

Week 6: D3

One topic that caught my eye was Common Mistakes in Evaluating Premises: Bad Appeals to Authority. In this section of the book it discuss how we accept a claim because we believe the speaker. Authority is very powerful in a sense that we are able to tell lies and make others believe what we are saying. A lot of people believe in a claim because they believe or trust the speaker. In the book it states that we normally treat our friends as authority. I think that this is true because most of us do listen to what our friends have to say. My friends always suggest restaurants to eat for dinner or dessert. They always say how good it is and how I won’t be disappointed so I listen to them and go to the suggested restaurant or dessert place. Sometimes they are right and sometimes they are wrong. Being able to listen and agree with someone is sometimes good and it can sometimes be bad. It is good when the authority knows that he or she is doing and it is bad to listen when he or she does not know what he or she is doing. It is hard not to listen to the person wiser or older than you sometimes, but be cautious at whom you accept the truth from.

Week 4: D1

2. I’m on my way to school. (1) I left five minutes late. (2) Traffic is heavy. (3) Therefore, I’ll be late for class. (4) So I might as well stop and get breakfast. (5)

Argument: Yes

Conclusion: I am going to get breakfast because I am already late for class.

Additional premises needed: It is bumper to bumper traffic, at this pace even if I get to school, all my classes will be over. Since there is no way I will be able to attend class I might as well get some breakfast to feed my hunger.

Identify any sub argument: 1-4

Good argument: I do not think that it is a good argument but it is an okay argument. I feel as if it there were more premises to support it, it would be a good argument. For example if the premises states more of how it does not matter if we attend class or if class is short and there is to way to make it, then the conclusion seems more reasonable. There are a lot of loopholes in this argument when I look at it closely. If the premises has more information about why it is better to skip class then the conclusion will be more valid.

The exercise was a little bit helpful as it breaks down the argument. By breaking it down it help me realize what can make a good or bad argument. I learn how to make a better and more persuasive argument. The exercise shows me how an argument has loopholes and how I can add more premises to make the argument better.

Week 4: D2

A fallacy is a defective argument that has a lot of loopholes in it. The argument can be invalid or weak. It means that the argument does not have a strong premise and there are not any premises to back up the conclusion of the argument. A fallacy can appeal to emotion or have a false dilemma. The argument is bias as it is based on the speaker or writer’s opinion with a bad conclusion.

A real world example would be the sales people that work in the booths that are located in the middle of the mall. I distinctively recall one incident with a sales person at one of those booths. I think it was one of those nail or beauty booths. The sales person stopped me and asked him if I wanted to try their products. I said sure since I had a lot of time to spare anyways. He grabbed my hand and started to buff my nails with one of the products that he was trying to sell. He said, “it is one of the best nail buffers you will ever use in your life, your nails will have shine like a diamond” I did not believe him so after the test I kind of smiled and walked away telling him I will come back next time to get it. The nail buffer was almost twenty dollars, no way am I going to buy that.

This fallacy lies under bad appeal to authority. The sales guy also has to know a lot about the product that they are selling and many consumers will buy into what he says. What he said was very doubtful because I do not know what his point of view is with nail buffers. It can be the only nail buffer he has ever tried so he thinks it is the best even though there is a lot of nail buffers out in the world that could be better. Also nails cannot shine like a diamond no matter how hard you try to buff the nail. Of course there are people that will believe the salesman but I did not and walked away.

Week 4: D3

For this week I pick Organizational Relationships from The Essential Guide to Group Communication book. Communication with people within a group is very important in order for the group to achieve. One of the relationships is between the superiors and subordinates. This one speaks out to me a lot because I see this every day in where I work. For example, today I had to talk to my boss for about half an hour to discuss with him what is going on with what I am doing and how I am interacting with my fellow co-workers. The relationships between team leaders and team members are also a crucial relationship in a group. I also agree with Theory Z, which means that manager and the members of the group to participate in decision-makings. I like this theory because it does get everyone involved in what they are going to do and what they need to strive in. A manager needs to make sure the group is doing well together and that everyone is contributing to the team. I like how the book says that the manager or leader is like a coach that helps the team. I can see that because an effective manager will always be encouraging and providing a good example for the rest of the team to follow. An organizational department relationship is also important because it can help the company strive and work effectively towards the company goal. When two departments work together it brings out better results because they have a good understanding of what they need to do and what the others are doing.

Week 3: D1

A good argument is considered good if they pass through these tests.

1. The premises are plausible.

2. The premises are more plausible than the conclusion

3. The argument is valid or strong.

The argument: He does not like to eat anything that is colored green. Vegetables are green. Therefore, he does not eat vegetables.

It can be reasonable that a person does not like to eat anything green. People can develop weird habits and maybe eating green colored food degusts them. It can be proven that he does not eat anything that is green. The second statement is also plausible because vegetables are green. The sentence does not say “all” because clearly not all vegetables are green. It is a vague statement since most vegetables are considered green. In reality there are vegetables such as beets, carrots, and pumpkin that he can be eat because they are not green.

The conclusion could be true, but it is only if the person really does not eat any vegetables at all, including the vegetables that are not green. The argument is weak and invalid because we cannot determine if the person eats vegetables such as carrots or other vegetables that are not green.

Week 3: D2

Arguments are statements in which we use to convince someone of something that we believe in. The two kinds of arguments we use to convince people is a strong or valid argument. Strong and valid arguments are pretty similar to each other. Normally a strong argument is better than a valid one.

A valid argument is an argument has a true premise and conclusion. Valid arguments tend to not persuade the listener because the speaker is boring and probably speak with less confidence. An example of a valid argument is a student giving a speech that they do not know anything about or they do not care for. Even though he or she might be saying five plus five equals ten (a true argument), because of the way he or she carries out the message, the audience might not believe the speaker right away.

A strong argument has a premise that can be true or false. It normally has a lot of concrete facts and details so that the audiences actually believes the argument. An example of this is election campaigns. Clearly a lot of the people who are running for office are lying about something that they are saying, but people still believe what they say they are going to do. This is because when the candidates speak in the crowd they use a very strong and powerful voice with confidence. Most of the time they will yell out certain points such as “I will provide jobs” just to get voters to believe in them.

This proves that the way people speak or tone of the speech affects the effectiveness of the argument and statement.

Week 3: D3

The concept that appealed to me was Effective Leadership from the Group Communications book. A leader is someone who has a lot of power within in a group of people but it does not mean that he or she is an effective leader. I agree with the book in that leaders should bring about desirable outcomes, enhance credibility with the group and inspire and motivate people of the group to participate. I was one of the captains on my volleyball team during my senior year so I am going to use this as an example in explaining effective leadership.

Being in a group means that everyone has their eye on the goal. The leader needs lead the people towards that certain goal. If the leader does not help the group go closer to a goal of even bring desirable outcomes, the leader does not have very much effect. For example, if my volleyball team never won a game, it means that my co-captains and I did not do a very good job in helping our team win.

An experience leader is a big plus. No one wants a leader who does not know anything about what they are doing. The other captains and I played volleyball since our freshman year, which meant that we knew the rules of the game and how to play the game. As leaders we were given respect because we knew how to play the game well. They can also come to us at any time to ask questions and we will always be ready to give them answers.

The leader should also cheer and inspire members of the group. I was one of the quieter captains but it did not stop me from encouraging others on my team. I am always pulling some of my teammates aside to tell them what they did well on. One thing I recall doing a lot was encouraging one of my middle blocker of the team to block more by telling her “block for a block”. This encouraged her and she was always determined to match my blocking stats.

Leaders need to be effective so that the group can carry out a good outcome.

Week 2: D3

The concept I picked is from the Group Communication book named Goal Setting in Groups under Techniques for Improving Communication in Groups. I believe that setting a goal in a group is very important. It is nice to see what everyone is working and trying to strive for. When a group does not have a goal that they are working for, everyone who is in the group tend to start doing their own thing and not contribute anything toward the group. By having a goal it also helps the group figure out how close or how far they are from the goal. Members of the group will be able to analyze to see what needs to be done in order to obtain the goal. A goal also keeps the group in tact and organized so one in the group is lost or confused.

I worked with many different types of people in groups and I have seen the difference within a group with a goal and a group without a goal. In high school we had periods where it was dedicated to group work so that we can as a group work on our assigned projects because the teachers knew that it was hard sometimes to get together. I remember during freshman year of high school I had one of those periods and our group did nothing at all. We would sit there either talking or doing something else because half the time we do not know what in the world we need to do. When I was a senior things changed and we used the period more efficiently as a group. During these periods we would set a goal of what has to be done so that we can finish our projects. Sometimes we met the goals and sometimes we did not but it was okay because we were productive and we did not waste our time sitting behind our desk and staring at the wall.

Week 2: D2

A vague sentence means it is a sentence that the audience can interpret and assume something totally different from what the speaker means. The speaker is the one who actually knows the real meaning of the sentence. The sentence is usually a general sentence without much detail.

Someone would ask me this, “how are you doing today?” and I would reply, “I am doing ok”. This little conversation would always come up when you haven’t seen someone in a while or even a couple days.

“I am doing okay” is a very vague sentence. The audience can interpret “okay” as the person is doing all right and there is nothing-special going on with them that day. There can also be an interpretation that that the person is doing better so their day is consider okay, but not great because nothing special happened. While all this assumption is going through the audience’s mind, the speaker could really mean okay as in they are not having a good day and they are just getting by so they are okay.

Often time’s people would even reply to me “just okay? What do you mean okay?” It is because they do not know the meaning of “okay” and they want to make sure that they have the right definition of “okay”

Week 2: D1

Subjective claims are one’s personal feelings, preference and judgment. It means that it cannot be universal truth.

My friends and I eat out a lot, especially during the weekends. As much as we like to sit down at a restaurant to enjoy our meal, we tend to get fast food and bring it over to someone’s house and chow down there. Last weekend we decided that we wanted to get burgers and a bunch of us started to throw ideas out. I said I wanted In-N-Out because the burgers tasted better. While on the other hand my friend Daniel said that In-N-Out doesn’t taste that good.

Objective claims are facts. It means that the claims have concrete truth behind them.

An example of this might be a volleyball game. This week I attended a high school volleyball game. The home team won and the away team lost. This is an objective game because the scoreboard pointed out that the home team had more points than the away team.

Introduction

Hi!

My name is Cynthia Wong and my alias is Cyyntthhia. I am a person who likes to be around people. I am always trying to hang out with people and getting to know them. I try to be as active as possible, playing volleyball or going on a hike. I love being outdoors on a sunny day and maybe just lay there under the sun and sleep. I also enjoy traveling a lot. I love seeing new things and exploring my surroundings.

I am excited to take this course because it looks like fun class to take. I can't wait to learn and improve my communication skills through this class. This is my first online course and I can't wait to see how I am able to succeed in an online class.