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OCR critical thinking unit 2/f502 29th May 2012 - am

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    Hi guys, can't find a thread anywhere on this.. so thought id start one. anyone else sitting this exam? any tips on the 2 last questions and section A ? also what are your predicitions on this exam.
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    Hey

    I don't know what will come up tomorrow, I've done hardly any revision for it! Was just going to wing it effectively...haha
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    I think the last question's the writing your own argument one, yes? Do a plan, annotate your work with (R) for reason, (IC) for intermediate conclusion ect. Include the more complicated argument elements such as analogies and hypothetical reasoning.
    For section A + B, learn the definitions of each flaw and all the credibility stuff, as well as basic definitions for each argument element.
    I probably ought to start revising...
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    Yeah pretty much what dragon said. I've been procrastinating since friday but luckily the exam doesn't take much so i'm starting now :0
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    In terms of the last two questions which require you to develop your own argument - we were taught to do it like this:

    R1+R2 = IC1

    +R3 = MC

    Then add in counter-assertion, which can then be refuted and linked back to MC. Meanwhile adding evidence (e.g. source/witness statements, statistics which can be fictional but believable) also try to include [as dragon keeper999 said] some more advanced features of an argument - like hypothetical reasoning etc.

    Hope this helps.

    R = reason
    IC = intermediate conclusion
    MC = main conclusion
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    Has anyone got the january 2012 paper?
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    (Original post by puddinboy)
    Has anyone got the january 2012 paper?
    I do... I think I've attacked them... first time I've ever tried to do this...
    Attached Files
  1. File Type: pdf F502-01 and F502-02 Jan12.pdf (144.9 KB, 206 views)
  2. File Type: pdf F502-01 and F502-02 resource booklet Jan12.pdf (124.0 KB, 129 views)
  3. File Type: pdf F502-01-02_MS_Jan12.pdf (221.6 KB, 211 views)
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    could anyone give me a definition and example of a principle within an argument? and how it would be identified?

    thank you
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    (Original post by jom9)
    could anyone give me a definition and example of a principle within an argument? and how it would be identified?

    thank you
    A principle is be a moral code that can be used in more than one situation. For example, "we should never let children come to harm" is a principle because it is one which would be accepted whatever the situation.

    Hope that helps
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    i'm in year 11 and have been entered for the exam but i haven't done any past papers and barely any work on the syllabus (1 hour every 2 weeks) so i am just wondering what the grade boundaries are like - high or low? :-)
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    Grade boundaries are fairly decent, with mid 70s usually being an A. The real problem is understanding what they want you to say, simply because the mark schemes change every year! I've basically written out all the flaws I know of and their definitions, looked briefly at some argument elements, and have an idea of the structure of my last question (very similar to jom9 above). Hopefully that'll be enough!
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    hi guys. thanks for the jan 2012 paper. wow they had a nice relatable topic. i hope we get one like that.. i.e. something we can relate to so we dont struggle when thinking outside the box. i've learnt all the flaws + appeals . . + the structure of the last 2 questions. . as for section a .. well thats a section that just tests ur skills on arguement elements. section b will tricky depending totally on the topic we get in the resource booklet. hows everyones revision going?
    i remembered the flaws like this : Correlation Hasty generalisation Adhomien Tu quoque Slipper slope .. spells out CHATS
    and the other one goes like this : Straw person Confusing necessary and suffieceint conditions Restricting options (circular) Arguement Post Hoc Sweeping generalisation .. spells out SCRAPS

    hope that helps.
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    (Original post by jom9)
    In terms of the last two questions which require you to develop your own argument - we were taught to do it like this:

    R1+R2 = IC1

    +R3 = MC

    Then add in counter-assertion, which can then be refuted and linked back to MC. Meanwhile adding evidence (e.g. source/witness statements, statistics which can be fictional but believable) also try to include [as dragon keeper999 said] some more advanced features of an argument - like hypothetical reasoning etc.

    Hope this helps.

    R = reason
    IC = intermediate conclusion
    MC = main conclusion
    Do you really need to have two reasons to form your IC?
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    (Original post by stuck18)
    hi guys. thanks for the jan 2012 paper. wow they had a nice relatable topic. i hope we get one like that.. i.e. something we can relate to so we dont struggle when thinking outside the box. i've learnt all the flaws + appeals . . + the structure of the last 2 questions. . as for section a .. well thats a section that just tests ur skills on arguement elements. section b will tricky depending totally on the topic we get in the resource booklet. hows everyones revision going?
    i remembered the flaws like this : Correlation Hasty generalisation Adhomien Tu quoque Slipper slope .. spells out CHATS
    and the other one goes like this : Straw person Confusing necessary and suffieceint conditions Restricting options (circular) Arguement Post Hoc Sweeping generalisation .. spells out SCRAPS

    hope that helps.
    Awesome! Thanks
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    (Original post by Use Err Name)
    Awesome! Thanks
    your welcome.. hows revision. ?
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    (Original post by Use Err Name)
    Do you really need to have two reasons to form your IC?
    It's best as it shows you can develop alternative reasoning, just shows a broader range of skills. Same wit adding a counter assertion - it isn't necessary however it separates the more able students.
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    How was it guys? MCQ I got 4 of B and not a lot of D. How about you?


    This was posted from The Student Room's iPhone/iPad App
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    how did u all find it?
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    (Original post by SamHLFC)
    How was it guys? MCQ I got 4 of B and not a lot of D. How about you?


    This was posted from The Student Room's iPhone/iPad App
    I got 4 D, 2 C and alot of B and 4 A I think.
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    Hey, what did you guys put for the argument element? I was sure that it was evidence and changed it last moment to example as it illustrates it can occur...but there are numbers involved?

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