Finding Claims & Support

Introduction

All pieces of writing have a purpose.

The article “Why Do People Fall for Fake News?” by David Rand and Gordon Pennycook has a different purpose: to support the authors’ argument.  In casual conversations, the word “argument” often suggests that there is a “winner,” who ends up being right and a “loser,” who is proven wrong.

But an academic argument – the kind that college students like you read – are a little different.  The authors of an academic argument want to convince you that their position on a topic or their solution to a problem is worth considering.

In Pennycook’s and Rand’s article, for example, the authors’ purpose is to offer and support their answer to the question stated in the article’s title: Why do people fall for (believe) fake news? The authors begin the article by offering two possible theories that would explain why people believe things that aren’t true.  The authors’ theory is in the column on the right.  A theory proposed by other researchers is on the left.

Writers of argumentative essays, like Pennycook and Rand, use claims to support their thesis.  However, like the thesis, claims are not necessarily true on their own.  Claims need support, usually in the form of evidence. Evidence could be a scientific study, an interview with an expert, or statistical information.

Claims and Evidence

In the following exercise, you will:

• Examine the claims and evidence presented in the article “Why Do People Fall for Fake News?” by Gordon Pennycook and David Rand.
• Determine if the evidence supports the claims.

Table 1.  The Rationalization Theory

Pennycook and Rand want you, the reader, to trust them.  If you don’t trust them, you probably won’t accept their theory about believing fake news.  One strategy they use to build your trust is thoroughly and respectfully explaining an opposing theory. In this case, the opposing theory is the Rationalization Theory, which they discuss in detail in paragraphs 5-7.  (Paragraph 5 begins “The rationalization camp…”).

Column 1 contains two claims that support the Rationalization Theory. In column 2, type the evidence that supports the corresponding claim in column 1.  (The evidence could be a link to a study.)

Click on the links to evidence and skim the articles that you find.  Then answer these questions:

• Can you access the evidence that is  linked in the article?  If not, why not?
• What evidence did you find that supports the second claim (about the effect of passion)?
• What evidence did you find that supports the third claim (about the effect of politics)?

Table 2.  The Cognitive (Mentally) Laziness Theory.

Use Table 1as a guide to complete Table 2, which asks for claims about and support for the Mentally Lazy Theory.  The explanation of this theory begins with the paragraph that starts this way, “A great deal of research in cognitive psychology…”  Table 2 is completely blank so that you can practice finding both the claims and the evidence on your own.  Remember that a claim can be supported by more than one piece of evidence.

Click on the links to evidence and skim the articles that you find.  Then answer these questions:

• Can you access the evidence that is  linked in the article?  If not, why not?
• What evidence did you find that supports the first claim that you found?
• What evidence did you find that supports the second claim that you found?

Evaluating “Why Do People Fall for Fake News?”

In your opinion and based on what you learned by completing the tables, which theory do you support: The Rationalization Theory or the Mentally Lazy Theory?  Please explain your choice thoroughly.  This question asks for your opinion so there are no right or wrong answers. Please write a short paragraph (about 75 words) and be very specific.

Research Unit – Sources

Activity –

Distinguishing between properly documented and plagiarized outside sources used in student examples.

Guidelines –

Students will be evaluating whether the content taken from “Why Do People Fall for Fake News” has been used appropriately when documented in a sample student paper.  The objective is to identify whether the sample student paper is documented correctly or if plagiarism has occurred (Word-for-Word plagiarism or Paraphrased plagiarism).

In order to avoid plagiarism, the following conditions should be met:

Signal phrase, content (word-for-word or paraphrased content), in-text citation, works cited entry (reference).

In the following examples, examine the original source material along with the sample student work to determine if plagiarism has occurred.  Focus on the bold content from the original source to assess if the content in the student version has been used correctly.

#1-

Original Source –

Our research suggests that the solution to politically charged misinformation should involve devoting resources to the spread of accurate information and to training or encouraging people to think more critically. You aren’t doomed to be unreasonable, even in highly politicized times.

 Works Cited –

Pennycook, Gordan, and David Rand. “Why Do People Fall for Fake News.”  New York Times, 19 Jan. 2019.  https://www.nytimes.com/2019/01/19/opinion/sunday/fake-news.html.

Student Version –

It will take continual teaching and the promotion of critical thinking in order to alter misinformed political stances that spread fake news (Pennycook and Rand).

Works Cited –

Pennycook, Gordan, and David Rand. “Why Do People Fall for Fake News.”  New York Times, 19 Jan. 2019.  https://www.nytimes.com/2019/01/19/opinion/sunday/fake-news.html.

____ Documented Correctly

____ Word-for-Word Plagiarism

____ Paraphrased Plagiarism

 If plagiarized, what is missing or incorrect? __________________________________________

 #2 –

 Original Source –

In general, our political culture seems to be increasingly populated by people who espouse outlandish or demonstrably false claims that often align with their political ideology. The good news is that psychologists and other social scientists are working hard to understand what prevents people from seeing through propaganda.

Works Cited –

Pennycook, Gordan, and David Rand. “Why Do People Fall for Fake News.”  New York Times, 19 Jan. 2019.  https://www.nytimes.com/2019/01/19/opinion/sunday/fake-news.html.

Student Version –

 By understanding that people will make “false claims that often align with their political ideology,” researchers can continue to strive “to understand what prevents people from seeing through propaganda” (Pennycook and Rand).

____ Documented Correctly

____ Word-for-Word Plagiarism

____ Paraphrased Plagiarism

If plagiarized, what is missing or incorrect? __________________________________________

#3

Original Source –

A great deal of research in cognitive psychology has shown that a little bit of reasoning goes a long way toward forming accurate beliefs. For example, people who think more analytically (those who are more likely to exercise their analytic skills and not just trust their “gut” response) are less superstitious, less likely to believe in conspiracy theories and less receptive to seemingly profound but actually empty assertions (like “Wholeness quiets infinite phenomena”).

Works Cited –

Pennycook, Gordan, and David Rand. “Why Do People Fall for Fake News.”  New York Times, 19 Jan. 2019.  https://www.nytimes.com/2019/01/19/opinion/sunday/fake-news.html.

Student Version –

Research clearly identifies that reasoning can have a lasting impact on “forming accurate beliefs” and ward off inaccurate or misleading theories.

Works Cited –

Pennycook, Gordan, and David Rand. “Why Do People Fall for Fake News.”  New York Times, 19 Jan. 2019.  https://www.nytimes.com/2019/01/19/opinion/sunday/fake-news.html.

____ Documented Correctly

____ Word-for-Word Plagiarism

____ Paraphrased Plagiarism

If plagiarized, what is missing or incorrect? __________________________________________