Strategy to approach

Reasoning & Logical

Interpretation
Questions
 A practical Approach to Critical Reasoning questions
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands. They must be
committed to each other and must be in a relationship.
 A practical Approach to Critical Reasoning questions
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands. They must be
committed to each other and must be in a relationship.

Step 1: Identify the Premise

 A practical Approach to Critical Reasoning questions
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands. They must be
committed to each other and must be in a relationship.

Step 1: Identify the Premise

Premise Indicator words:

because since for for example

In that given that as indicated by due to
owing to we know this by this can be seen from for the reason that

The premises of the argument are: ‘A girl said to her friend: See that
boy and girl. They are holding hands.’
 A practical Approach to Critical Reasoning questions
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands. They must be
committed to each other and must be in a relationship.
 A practical Approach to Critical Reasoning questions
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands. They must be
committed to each other and must be in a relationship.

Step 2: Identify the Conclusion

 A practical Approach to Critical Reasoning questions
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands. They must be
committed to each other and must be in a relationship.

Step 2: Identify the Conclusion

Conclusion Indicator words:

thus therefore hence consequently as a

result
so accordingly clearly must be that
shows that conclude that follows that for this reason

The conclusion of the argument is: ‘They must be committed to each

other and must be in a relationship.’
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.

Step 3: Identify the assumption

Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.

Step 3: Identify the assumption

Keep in mind:
An assumption is an unstated premise of the argument: that is, an integral component of
the argument that the author leaves for granted and unsaid.
In other words, the Argument can be analogized to a house; the Premises are like walls, the
conclusion is like the roof, and the Assumptions are like the foundation (the hidden part of
the structure).

Identify the Assumption Answer:

In this case, the girl assumes that anyone who holds hands has to be
a girlfriend-boyfriend (that is in a relationship).
No that wise an assumption, is it?
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.

Step 4: Weaken the argument

Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.

Step 4: Weaken the argument

Keep in mind:
The key to weaken an argument is to undermine the conclusion, not necessarily destroy it.

Following are some examples of words or phrases used to indicate that your
task is to weaken the argument:
Weaken attack undermine refute counter
Challenge damage call into question argue against cast doubt
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.

Step 4: Weaken the argument

Keep in mind:
The key to weaken an argument is to undermine the conclusion, not necessarily destroy it.

Following are some examples of words or phrases used to indicate that your
task is to weaken the argument:
Weaken attack undermine refute counter
Challenge damage call into question argue against cast doubt

One way to weaken an argument is to attack the assumption of the argument.

Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.

Step 4: Weaken the argument

Keep in mind:
The key to weaken an argument is to undermine the conclusion, not necessarily destroy it.

Following are some examples of words or phrases used to indicate that your
task is to weaken the argument:
Weaken attack undermine refute counter
Challenge damage call into question argue against cast doubt

One way to weaken an argument is to attack the assumption of the argument.

Weaken the argument Answer:

All we need to say is something as simple as this:
A cousin was helping another by holding her hand.
(This way they do not have to be in a relationship)
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.
Step 5: Strengthen the argument
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.
Step 5: Strengthen the argument

Keep in mind:
Strengthen questions ask you to support the argument in any way possible. Speaking in

numerical terms, any answer choice that strengthens the argument, whether by 1% or by
100%, is correct.
Following are some examples of words or phrases used to indicate that your
task is to strengthen the argument:
Strenghten support helps most justifies
Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.
Step 5: Strengthen the argument

Keep in mind:
Strengthen questions ask you to support the argument in any way possible. Speaking in

numerical terms, any answer choice that strengthens the argument, whether by 1% or by
100%, is correct.
Following are some examples of words or phrases used to indicate that your
task is to strengthen the argument:
Strenghten support helps most justifies

One way to strengthen an argument is to support the assumption of the argument.

Sample Argument:
A girl said to her friend: See that boy and girl. They are holding hands in public. They must
be committed to each other and must be in a relationship.
Step 5: Strengthen the argument

Keep in mind:
Strengthen questions ask you to support the argument in any way possible. Speaking in

numerical terms, any answer choice that strengthens the argument, whether by 1% or by
100%, is correct.
Following are some examples of words or phrases used to indicate that your
task is to strengthen the argument:
Strenghten support helps most justifies

One way to strengthen an argument is to support the assumption of the argument.

Strengthen the argument: All we need to say is something as simple as this:

In modern times, holding hands in public has become the symbol of relationships.
(This way they do not have to be in a relationship)
PRACTICE QUESTIONS
Most scientists believe that the decay of the ozone layer is a cause of global warming.
With a weaker ozone layer, additional wavelengths of light reach the earth. However, the
danger posed by ozone decay is not limited to global warming. The decay of the ozone
layer, which enables more harmful wavelengths of light to reach the earth's surface, is
also believed to cause permanent eye damage in some animals.

Which of the following is most strongly supported by the statements above?

A) All wavelengths of light from the sun that damage the eyes of animals are blocked by
a healthy ozone layer.

B) Some animals do not experience damage to their eyes when exposed to unfiltered
waves of light.

C) Only a handful of animal species live in places where they are exposed to the
damaging light waves.

D) The rising temperature of the earth poses a severe threat to animals.

E) Some wavelengths of light that engender eye damage in certain animals are more
likely to hit the earth due to ozone decay.
Most scientists believe that the decay of the ozone layer is a cause of global warming.
With a weaker ozone layer, additional wavelengths of light reach the earth. However, the
danger posed by ozone decay is not limited to global warming. The decay of the ozone
layer, which enables more harmful wavelengths of light to reach the earth's surface, is
also believed to cause permanent eye damage in some animals.

Which of the following is most strongly supported by the statements above?

A) All wavelengths of light from the sun that damage the eyes of animals are blocked by
a healthy ozone layer.

B) Some animals do not experience damage to their eyes when exposed to unfiltered
waves of light.

C) Only a handful of animal species live in places where they are exposed to the
damaging light waves.

D) The rising temperature of the earth poses a severe threat to animals.

E) Some wavelengths of light that engender eye damage in certain animals are more
likely to hit the earth due to ozone decay.
A. This answer snags a significant number of test takers. However, it is wrong because
it draws too broad of a conclusion. The stimulus never indicates that "all"
wavelengths that damage the eyes of animals are blocked by a healthy ozone layer.
Further, notice the words "which enables more." The word "more" seems to indicate
that a healthy ozone enables some wavelengths to pass through.

B. The fact that the decay in the ozone layer is believed to cause permanent eye
damage in some animals does not mean other animals do not experience damage.
Similarly, a decay of the ozone layer does not mean that wavelengths are entirely
unfiltered. It simply means that less filtering of light exists.

C. The location of the animals that are damaged is never discussed and has no
relevancy on the issue at hand.

D. Although this statement is true, it is not the main (or even a main) point of the
argument. Similarly, the word "severe" is too strong and not supported by the
statements in the stimulus.

E. This statement captures the main argument from the stimulus. Further, it is a near
rephrase of "which enables some harmful wavelengths of light to reach the earth's
surface.“

Ans: E