LOGICAL FALLACIES EXERCISES

LEARNING TARGETS

Students will be able to identify and analyze logical fallacies including: (a) hasty
generalization, (b) circular argument, (c) ad hominem attack, and (d) red herring, in order to
write a well-supported and organized essay identifying a logical fallacy and analyzing how
this logical fallacy impacts a speaker’s argument.

STANDARDS ADDRESSED

● ELA.9-10.RI.8: Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning.

● ELA.9-10.W.1: Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain an appropriate style and objective tone.
e. Provide a concluding statement or section that follows from and supports the argument
presented.

INSTRUCTIONS

When prompted by the Logical Fallacies PowerPoint, complete the below activities. Refer back
to the PowerPoint as needed.
 EXERCISE 1: WARM UP

1. Have you ever used a logical fallacy before and lost an argument? Have you ever tried to
argue with someone who was arguing with only logical fallacies? In the box below,
provide a specific example of a time when you have used a logical fallacy or a time when
you were arguing with someone that was using a logical fallacy. Then, provide a well-
reasoned argument as to why you think you or the person was using a logical fallacy.
Please use complete sentences and correct punctuation.

Example Rationale

EXERCISE 2: COMMON LOGICAL FALLACIES

1. The hulk and the thing fight a lot. Often they start throwing punches before they even
speak to each other. In the box below, explain how their fights are always a result of a
logical fallacy (hasty generalization).
2. How does the Dilbert cartoon from the PowerPoint illustrate a circular argument?

3. What kind of tone or mood can ad hominem attacks set? Develop a hypothesis as to
why you think ad hominem attacks weaken an argument.

Tone/Mood Hypothesis

4. In the box below, explain how the billboard about global warming in uses the red
herring logical fallacy.
 EXERCISE 3: FIND AN EXAMPLE WRITING ASSIGNMENT

Find an example of one the logical fallacies you just learned about (hasty generalization,
circular argument, ad hominem attack, red herring) in music or on social media. Then,
construct an argument as to how the logical fallacy impacts that speaker’s argument. You
may write your essay in the box below.

Your answer must:

a. Clearly and correctly identify which logical fallacy that speaker is using;
b. Develop a claim as to how the logical fallacy impacts the speaker’s argument; and
c. Support that claim with valid reasoning and relevant and sufficient evidence

Note: Please be sure that you DO NOT support your claim with more logical fallacies. If you support your
claim with more logical fallacies, I will automatically give you a 0.
 Rubric

5 (90 – 100 points) 4 (80 – 89 points) 3 (70 – 79 points) 2 (60 – 69 points) 1 (69 or below)
The student’s
The student’s answers to The student’s answers to The student’s answers to The student’s answers answers to questions
questions 1 through 4 questions 1 through 4 questions 1 through 4 to questions 1 through 1 through 4 do not
Exercise 2 demonstrate a deep demonstrate an demonstrate a general 4 demonstrate a weak demonstrate an
(ELA.9- understanding of logical understanding of logical understanding of logical understanding of understanding of
10.RI.8) fallacies and how logical fallacies and how logical fallacies and how logical logical fallacies and how logical fallacies and
fallacies impact a fallacies impact a fallacies impact a logical fallacies impact a how logical fallacies
speaker’s argument. speaker’s argument. speaker’s argument. speaker’s argument. impact a speaker’s
argument.
The student clearly and The student correctly The student identifies a The student does not
correctly identifies a The student clearly and identifies a logical fallacy. logical fallacy. The identify or incorrectly
logical fallacy. The essay correctly identifies a The essay somewhat essay vaguely analyzes identifies a logical
thoroughly analyzes logical fallacy. The essay analyzes how this logical how this logical fallacy fallacy. The essay
how this logical fallacy analyzes how this logical fallacy impacts the impacts the speaker’s does not analyze
impacts the speaker’s fallacy impacts the speaker’s argument. The argument. The essay how this logical
Exercise 3 argument. The essay speaker’s argument. The essay introduces introduces somewhat fallacy impacts the
(ELA.9- introduces precise claims, essay introduces precise somewhat precise claims, vague claims, barely speaker’s argument.
10.RI.8, supports all of those claims, supports most of supports some of those supports those claims The essay does not
ELA.9- claims with valid those claims with valid claims with valid with valid reasoning and include claims or the
10.W.1) reasoning and sufficient reasoning and sufficient reasoning and sufficient sufficient evidence, and claims are vague
evidence, and clearly evidence, and addresses evidence, and somewhat vaguely addresses and/or supported by
addresses counterclaims. counterclaims. The essay addresses counterclaims. counterclaims. The insufficient evidence.
The essay includes a includes a conclusion The essay includes a essay includes a The essay’s
strong conclusion that that supports the essay’s conclusion that conclusion that vaguely conclusion does not
supports the essay’s main main argument. somewhat supports the supports the essay’s support the essay’s
argument. essay’s main argument. main argument. main argument.