There is no Fallacy of Arguing from Authority

Edwin Coleman

doi:10.22329/il.v17i3.2424

There is no Fallacy of Arguing from Authority

Informal Logic ◽

10.22329/il.v17i3.2424 ◽

1995 ◽

Vol 17 (3) ◽

Cited By ~ 6

Author(s):

Edwin Coleman

Keyword(s):

Speech Act ◽

Text Book ◽

Part Time ◽

Felicity Condition

I argue that there is no fallacy of argument from authority. I first show the weakness of the case for there being such a fallacy: text-book presentations are confused, alleged examples are not genuinely exemplary, reasons given for its alleged fallaciousness are not convincing. Then I analyse arguing from authority as a complex speech act. Rejecting the popular but unjustified category of the "part-time fallacy", I show that bad arguments which appeal to authority are defective through breach of some felicity condition on argument as a speech act, not through employing a bad principle of inference.

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“Please Don’t Come Back”: A Pragmatic Study of Chinese Netizens’ Complaints Under Pandemic of COVID-19

Journal of Humanities and Social Sciences Studies ◽

10.32996/jhsss.2021.3.11.9 ◽

2021 ◽

Vol 3 (11) ◽

pp. 106-110

Author(s):

Xin Xie ◽

Yaqi Liu ◽

Deeana Kasa

Keyword(s):

Speech Act ◽

Negative Emotions ◽

Chinese Speakers ◽

Short Video ◽

Felicity Condition ◽

Pragmatic Study

This article aims to analyze Chinese netizens’ speech act of complaints under pandemic of COVID-19 by Searl’s felicity condition of speech act (1969) and discuss with politeness theories. Researchers collected data from the comment area of a short video on Douyin in September 2021. The result shows that there are 11 strategies employed to complain about the returnees, namely Suggestion, Statement, Order, Irony, Expectation, Expressing negative emotions, Request, Criticism, Asking for reasons, Calling for empathy, and Exclaiming strategies according to the order of most to least. In uneasy situations, Chinese speakers still try to employ polite strategies to express their dissatisfaction, however, they may threaten listeners’ “face” inevitably.

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Speech Act and the Analysis for English Text Book Material Development at Eleven Grade of Vocational High School

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v10i2.4977 ◽

2019 ◽

Vol 10 (2) ◽

Author(s):

Algajaladre Nadya Santoso ◽

Laily Nur Affini

Keyword(s):

High School ◽

Qualitative Research ◽

Research Methodology ◽

Speech Acts ◽

Speech Act ◽

English Text ◽

English Teacher ◽

Vocational High School ◽

Text Book ◽

Material Development

The aim of this research is to recognize the types of speech acts, conveyed by an English teacher at a vocational highschool, using Searle’s theory and to discover the dominant kinds of speech act employed by the teacher. The researcher also there were additional utterances used by the tecaher in showing learning movement. The research methodology is descriptive-qualitative research. In this research, the researcher found that there are three kinds of speech act uttered by the teacher; they are directives, representative and expressive. The reseacher calculated the data finding and found 397 utterances. The data found that there are 246 directives utterances with the percentage is 61,96% , 45 representative untterances with the percentage is 45%, and 6 expressive utterances with the precentage 1,51% . The most obtrustive is directives speech act (61,96%) and the most seldom is expressives speech act (1,51%). The most obtrustive is directives because the teacher often used directives (questioning) to handle the students in the classroom and make sure that the students understood the aims of the English material.

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The Fulfillment of Felicity Conditions in Speech Acts in Winfrey’s Speech Learn from Every Mistake

English Education Journal ◽

10.15294/eej.v11i1.48795 ◽

2021 ◽

Vol 11 (4) ◽

pp. 606-515

Author(s):

Indah Yuliarti ◽

Januarius Mujiyanto ◽

Mursid Saleh

Keyword(s):

Speech Acts ◽

Research Finding ◽

Speech Act ◽

Qualitative Case Study ◽

Essential Condition ◽

Felicity Condition

This study was about fulfilling felicity conditions in speech acts in Winfrey's speech Learn from Every Mistake. This research analyzed each utterance spoken by Winfrey’s speech entitled Learn from Every Mistake. Each utterance is categorized based on five types of speech acts. The felicity of the utterance was analyzed based on Searle's felicity condition theory. This study was a qualitative case study. The research object was Winfrey’s speech entitled Learn from Every Mistake published on YouTube on 18th May 2019. The findings showed that all the utterances in five types of speech act fulfilled the felicity conditions. The consideration came when the utterances were in a joke which meant that the speaker did not sincerely utter the utterances. There was a note when utterances in a joke were felicitous if both the speaker and the hearers truly understood that the utterance was a joke. The last conclusion in felicity condition was in the essential speech act. Based on the analysis, all of the utterances in Winfrey's speech entitled Learn from Every Mistake were felicitous in essential condition. The research finding can be used as a reference in understanding felicity conditions in the speech act.

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Inservice training for part-time dental faculty

Journal of Dental Education ◽

10.1002/j.0022-0337.1981.45.2.tb01431.x ◽

1981 ◽

Vol 45 (2) ◽

pp. 68-70

Author(s):

GL Powell ◽

JE Barrett

Keyword(s):

Inservice Training ◽

Part Time

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Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00019 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1552-1563

Author(s):

Denise A. Tucker ◽

Mary V. Compton ◽

Sarah J. Allen ◽

Robert Mayo ◽

Celia Hooper ◽

...

Keyword(s):

Doctoral Students ◽

Online Survey ◽

Academic Research ◽

Doctoral Degree ◽

Full Time ◽

Doctoral Study ◽

Doctoral Research ◽

Part Time ◽

Advance Research ◽

Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

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