CMN-504: Introduction to Argumentation Exercise 2 Identify the type of claim: Fact, Value, or Policy. 1. Ted Williams was the last major league player to hit over .400. 2. UNH should require wearing of protective masks everywhere on campus. 3. Osama Bin Laden is alive. 4. ‘Contagion’ is the best pandemic movie of all time. 5. ‘War of the Worlds’ will win the Emmy for best television drama. 6. Students who use obscene cheers at hockey games should be expelled. 7. Academic dishonesty by students is never justified. 8. President Trump will be re-elected by a landslide. 9. LeBron James is overrated. 10. The coronavirus pandemic began in a lab in Wuhan China. 11. The United States should sue China for the damages from the pandemic. 12. Daniel Webster was born in Nebraska. 13. The Air France crash was due to catastrophic mechanical failure. 14. The latest tuition increase is unjustified. 15. Sorry Dude, The Spice Girls just aren’t cool anymore. 16. The melons didn’t grow because there was too much rainfall in June. 17. We should impose more sanctions against Russia. 18. Guinness is a superb beer of outstanding quality. 19. Joe Biden was a poor choice as Democratic nominee. 20. There should be much tighter gun control in America. CMN-504 Writing Assignment One Forensic Argument Brief INTRODUCTION: Your task is to compose an argumentative brief—essentially an outline of a legal argument—focused on a cold case from the New Hampshire Attorney General’s victim list, and exploiting the argumentative resources of classical forensic rhetoric. CHOOSING AND RESEARCHING A CASE: You should view the NH Attorney General’s ‘Victim List’ to see the full list of unsolved murders and missing person cases in New Hampshire (those marked ‘solved’ cannot be used). The list is available on Canvas, and can also be viewed here: https://www.doj.nh.gov/criminal/cold-case/victim-list/index.htm Based on the information provided about each case, make a preliminary selection from the available cases. Do some additional research about the case to gather more information. The amount of available information about the different cases varies widely. The more information you have, the more material you can use to compose an argument. Using both on-line and library sources, (including microforms for local New Hampshire newspapers like the Manchester Union Leader, Concord Monitor, and Foster’s Daily Democrat), you should check news stories about the case. For newspapers, see: https://www.library.unh.edu/find/newspapers-microforms, or ask a Librarian for assistance. Also, WMUR has done a series of short documentaries on many unsolved New Hampshire cases. See: https://www.wmur.com/search?q=Unsolved ANALYSIS: You should consider all of the Roman forensic topics (lines of argument) from the list of attributes provided and discussed in class. Determine which of the attributes of person or attributes of action may produce the strongest arguments in support of your conclusion about the case. Your goal is to reach a tentative conclusion about what likely occurred in the case, and then provide the arguments and evidence to support that conclusion. You will not be expected to solve the case. The point is for you to demonstrate your ability to utilize the forensic topics to undertake an analysis of a challenging legal case, and explore how certain questions can yield more or less likely conclusions. You should select the four or five topics that help you generate the most compelling arguments to support your conclusion. COMPOSING THE BRIEF: Your forensic brief should have four parts. 1. Introduction: The first part should be a short narrative introduction (no more than a page) in which you identify the key facts in the case, including the names and backgrounds of the people involved, the time and location of the alleged crime, and the various circumstances related to the case. Here you will briefly compile the information you have gathered about the case. Be sure to cite all the sources you have used to discover the information you present. 2. Thesis: In the second brief section (no more than a paragraph), you will advance your theory about what was likely to have happened in the case you are investigating, and your conclusion about who may have been responsible. This doesn’t mean you will be expected to solve the case; rather, it is your best guess about the most probable explanation for the crime. To be sure, you do not need to name a particular person as a responsible party if that is not possible. You could, for example, offer a theory about the perpetrator being ‘a man the victim likely knew from the local area,’ or ‘a passing motorist who was not from the area.’ The point is to offer a conclusion about the case that can be supported by the arguments you will make. Based on the arguments and evidence you present, it should be clear that your conclusion is more probable than any of the alternative theories about the case. 3. Argument: In the third and longest section of your forensic brief, you will present an outline of the argument in support of your case. The main purpose of this section is to demonstrate your reasoning about the case, showing how you applied the attributes in your analysis to reach reasonable conclusions about the case. You want to present arguments based on at least four or five attributes that seem the most relevant to your case. They should be both attributes of the person (either applied to the victim, or to the likely perpetrator), and attributes of the action. You should use as many of the attributes as you can, as long as each attribute you employ adds to the probability of your conclusion. If you can generate ten or twelve arguments that show a particular suspect is the likely perpetrator, then you should make all those arguments. The brief (or outline) of your argument should be constructed as follows: a. For each section of your argument, begin by citing the attribute you are using from Cicero’s De Inventione (nature, habit, manner of life, time, place, facilities, occasion, genus, etc.). b. Then present the details or facts (including any physical evidence) from your case to show how a focus on that attribute reveals something about your case that creates a probability. i. The probability may be something about the person(s) involved (victim or perpetrator): ‘the victim’s habit of walking her dog late at night in a remote rural area made her an easier target.’ ii. or the probability may be something about the criminal act itself: ‘the fact that the victim left all his belongings behind suggests his disappearance was not voluntary.’ c. State the particular way in which each of the arguments you make confirms the theory or conclusion you advanced in section two. 4. Conclusion: In about a paragraph, summarize the main thesis or conclusion, and review the main pieces of evidence that support your understanding of the case.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.