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Solution Manual for Accounting Information Systems, 9th Edition James A. Hall
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TEST BANK FOR ACCOUNT-ING INFORMATION SYSTEMS 9TH EDITION JAMES A HALL
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Solution Manual For Accounting Information Systems, 9th Edition James A. Hall
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AIN1501 EXAM PACK
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CHAPTER 1What Is an Argument? (And What Is Not?)
The most important ideas in this chapter are:
(1) Arguments can be given for our beliefs, and the fact that we have opinions and 'have a
right to our opinions' does not preclude giving such arguments.
(2) These arguments can be better or worse and we can reach informed judgments about
what makes them better or worse.
(3) To offer an argument for a claim, C, is to put forward other claims, PI, P2, etc, as
reasons supporting C. (4) The premises are supposed to support the conclusion; the idea
is that one reasons from the premises to the conclusion.
Obstacles frequently encountered in connection with this material are:
(1) General relativism;
(2) Relativism supported by cliches such as "it's all a matter of opinion," "isn't it just a
matter of opinion?", "that's just his opinion," "everyone has a right to his opinion," and so
on;
(3) Relativism supported by the idea that it would be rude to disagree with someone else;
(3) An inability to pick out arguments;
(4) A tendency to reverse the direction in arguments or not understand that there should
be any direction and, thus, to confuse the conclusion with the premises;
(5) A tendency to think that every passage must contain either an argument or an
explanation.
If feasible, one might conduct a general discussion on the opinion/relativism issues. With
regard to argument structure, if students are having trouble with this, one might provide
extra examples and recommend some strategy such as underlining all conclusions in red
and all premises in green. One could really emphasize indicator words and, if providing
extra examples, make sure these contain many of these words.
Exercise 1
1. There is no argument here. The first sentence is a factual statement and the second
offers an informal definition.
2. Answer in text.
3. This passage does contain an argument. The conclusion is that no one can know any
claim with certainty. The other three sentences are premises, put forward to support that
conclusion.
4. Answer in text.
5. This passage does not contain an argument. There is merely a statement that one person
is a better tennis player than another. No support is provided for the claim made.
6. Answer in text.
7. This passage contains an argument. The indicator word "so" precedes the conclusion,
which is that no atheist can demonstrate his loyalty to the state. Note: in identifying this
statement as the conclusion, adapted from John Locke, we are not implying that the
statement is true.
8. This passage does contain an argument. The first part of the sentence is the conclusion,
and the rest, following the word “because” supplies a reason for that conclusion.
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9. Answer in text.
10. Answer in text.
11. This passage contains an argument. The conclusion is, "You also need to keep toxic
radioactive substances from the workers." The support is signaled by the presence of
"Because" at the beginning of the second sentence. Note: The concept of a subargument
is not introduced until the next chapter and there is really no need to bring it in here.
However, if especially perceptive students raise a question about the role of the last
sentence in the passage, it can be explained in this way: The words "You see" at the
beginning of the third sentence also serve as a premise indicator. However, here the
intended support is not for the main conclusion, but for the statement, "The dose [of toxic
radioactive substances] that federal regulations allow workers to get is sufficient to create
a genetic hazard to the whole human species."
12. This passage does not contain an argument. It offers practical advice on what is
needed for long-term business success, but does not provide any premises offering
reasons to back up that advice.
13. Answer in text.
14. There is an argument. The premise is that I shall pass through this world but once;
this premise is expressed in the first sentence and again, in slightly different words, in the
last part of the second sentence in “I shall not pass this way again.” The conclusion is that
any kindness I can do should be done at once, not deferred or neglected.
15. Answer in text.
16. This passage contains an argument. The conclusion is the first parts of the sentence,
“knowledge is happiness.” The premise is expressed in the rest of the sentence.
17. This passage does not contain an argument.
18. Answer in text.
19. This passage does not contain an argument. It consists of a series of questions.
Exercise 2: Part A
1. Answer in text.
2. This passage contains an argument. The conclusion is the first statement. The sentence,
"This point is quite easy to prove," indicates that support for the conclusion is coming,
and the reason is provided in the third sentence.
3. Answer in text.
4. Answer in text.
5. Answer in text.
6. This passage contains an argument; two reasons are given for the conclusion, which is
that one should not despair. Why not? First, because it would be unhelpful; second,
because there is not enough time.
7. Answer in text.
8. This passage contains an argument for the conclusion that human beings are not the
only animals that communicate with each other. The premise state that dolphins, whales,
elephants, and even bees communicate with each other.
9. This passage does contain an argument. The conclusion is that the local hospital will
not manage to prevent the spread of disease on its premises. The indicator word "so"
precedes the conclusion. The first two sentences are premises.
10. Answer in text.
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11. This passage does not contain an argument. It offers a favorable description of
Miller's writing style.
12. Answer in text.
13. This passage contains an argument. The conclusion is "Licensing nuclear power
plants is licensing murder." The first two statements are premises put forward to support
that conclusion.
14. Answer in text.
15. Answer in text.
16. This passage does contain an argument. The conclusion is that one is not an isolated
individual but rather a member of a larger society. The premise is that one's life, security,
liberty and happiness depend on the cooperation of other people.
17. This passage contains an argument. The conclusion is, "Marketing practices should
not induce mothers who otherwise would be willing and able to breast-feed to switch to
the bottle." The second, third, and fourth sentences are the premises.
18. Answer in text.
19. Answer in text.
Exercise 2: Part B
This exercise requires student answers with regard to the contexts of explanation and
argument.
CHAPTER 2
Pinning Down Argument Structure
In this chapter, many diagrams have been included, since they are often helpful in
providing a sense of the flow in argument - the fact that one is supposed to move from the
premises to the conclusion. Students are not asked to draw these diagrams in exercises,
because many passages contain subtle ambiguities and diagramming can raise
controversies and difficulties that might pose discouraging obstacles at this stage.
The fundamental ideas in this chapter are:
(1) Before evaluating an argument, we have to understand it.
(2) Standardizing arguments, representing their premises and conclusions in clear
language and structured order, is fundamentally important for understanding them.
(4) Discourse that includes argument may also include material that is not part of the
argument.
(3) Arguments may contain subarguments.
(4) Arguments may contain unstated premises and conclusions.
(5) Visual images may be accompanied by arguments (especially in a format that
includes words, such as the cartoon), but a picture by itself does not constitute an
argument.
Difficulties may include:
(1) A tendency to push ahead and make evaluational comments without restricting
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oneself to the task of identifying and stating the premises and conclusion;
(2) A tendency to add missing premises liberally and shift from understanding an
argument to creating a different argument, fixing the original thing up so as to suit one’s
own tastes. Students should be reminded that charity does not extend this far, and that
they are asked to understand and represent an argument presented to them and not, at this
point, asked to replace the presented argument with one they have invented;
(3) A tendency to add missing conclusions liberally and turn everything into an
argument, even when the original context and wording provide no good reason for doing
so;
(4) Impatience with the fussiness of standardization;
(5) Difficulty in understanding the nature of, and details of, rhetorical flourishes -
particularly for those for whom English is a second language. Conclusions may be
expressed in rhetorical questions, commands, or even exclamations when these, in
context, can be interpreted as making statements.
Suggestions for livening up this material:
(1) Have students bring material from a newspaper or magazine, or another course they
are taking;
(2) Have students bring cartoons or ads with visual material and discuss whether, and
why, it might be reasonable to read in conclusions or premises.
(3) Do role plays to appreciate the pragmatic significance between scope qualification
and hedging with regard to degrees of certainty.
Chapter 2, Exercise 1
1. Answer in text.
2. This passage does not contain an argument. It begins with a comment that everyone
knows the U.S. is having an election (in 2008); the author proceeds to state three things
that he thinks Europe should focus on. He does not offer reasons for his statement that
these three things are jobs, Muslims, and neighbors.
3. Answer in text.
4. This passage does contain an argument. The conclusion is in the last sentence and is
indicated by the word “therefore.” The other three sentences are premises.
5. Answer in text.
6. This passage does not contain an argument. It amounts to an expression of thanks
publicly stated by the Spirit of Sport Foundation.
7. This passage contains both an argument and a subargument.
(1) The butler was passionately in love with the victim.
Thus,
(2) It was not the butler who committed the murder.
(1) Either the butler committed the murder or the judge committed the murder.
Therefore,
(4)The judge committed the murder.
The subargument goes from (1) to (2), and the main argument goes from (2) and (3) to
(4). Note again: identifying the structure does not imply saying that this is a good
argument.
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