01-TARA Critical Thinking Book · Deep Explanations and Trap Analysis V2
TARA Critical Thinking Book · Deep Explanations and Trap Analysis V2
This revised version expands the teaching explanations and adds deeper trap/trick analysis for each Critical Thinking topic. It is built around TARA-style everyday written-language reasoning: candidates must evaluate arguments, identify conclusions and reasons, detect assumptions, assess evidence, identify flaws, draw cautious conclusions and match argument structure.
How to use this V2
| Step | Student action | Teacher check |
|---|---|---|
| 1 | Identify the author’s main claim. | Can the student distinguish conclusion from reason? |
| 2 | Mark the support. | Can the student name why each reason supports the claim? |
| 3 | Find the hidden bridge. | Can the student state the assumption in plain language? |
| 4 | Evaluate new evidence. | Does the evidence strengthen, weaken or remain irrelevant? |
| 5 | Eliminate trap answers. | Can the student explain why attractive wrong answers are wrong? |
Global TARA CT trap
Most wrong answers are not absurd. They are usually true-looking statements with the wrong logical role: a reason instead of a conclusion, a related fact instead of an assumption, or a same-topic argument with a different structure.
Critical Thinking workflow: read the passage, map the structure, then evaluate the reasoning.
1 Identifying Conclusions
Argument map: reasons are support; the conclusion is the claim being supported.
Expanded topic explanation
A conclusion is not simply the last sentence. It is the claim that the author is trying to establish. In many TARA passages, the author gives background information, reasons, examples, an intermediate conclusion and then the main conclusion. The main conclusion is the final destination of the reasoning: all the important support points toward it. A useful test is to ask: “Which statement is the answer to the question, ‘So what is the author trying to persuade me of?’”
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Last-sentence trap | The final sentence is an example or consequence, not the main claim. | Check whether the sentence is supported by earlier claims or is itself supporting another claim. |
| Intermediate-conclusion trap | A statement is supported by reasons and then used to support a further claim. | Ask whether this claim is a stepping stone to a bigger recommendation. |
| Topic trap | An option states the topic of the passage but not the author’s position. | Look for a judgement, recommendation or claim, not just subject matter. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
The city should not approve the new shopping complex. The developer says it will create jobs, but most of these jobs would simply move from existing shops nearby. The complex would also increase traffic in an area where air pollution already exceeds legal limits. The council should therefore reject the proposal.
Which option best expresses the main conclusion?
Which option best expresses the main conclusion?
- AThe complex would create jobs.
- BMost jobs would move from existing shops.
- CAir pollution already exceeds legal limits.
- DThe council should reject the proposal.
- EThe developer supports the complex.
Show answer, detailed reasoning and trap analysis
Correct answer: D
Detailed ReasoningThe author’s main aim is to persuade the council to reject the proposal. The job and pollution claims are reasons; they are not the final claim.
Trap / Trick AnalysisThe tempting trap is C, because pollution sounds serious. But it is a reason for the conclusion, not the conclusion itself.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
Online exams should not be used as the only method of assessment. They may test speed and technical confidence more than understanding, and internet problems can unfairly damage some students’ performance. They can be useful, but only as one part of a broader assessment system.
What is the main conclusion?
What is the main conclusion?
- AOnline exams test speed.
- BInternet problems can affect performance.
- COnline exams should not be the only method of assessment.
- DOnline exams are never useful.
- EAssessment systems are broad.
Show answer, detailed reasoning and trap analysis
Correct answer: C
Detailed ReasoningThe first sentence states the author’s main position. The final sentence qualifies it by saying online exams may have a role, but only as part of a broader system.
Trap / Trick AnalysisThe trick is that the conclusion appears at the beginning. Signal words are absent.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
2 Identifying Reasons
Argument map: reasons are support; the conclusion is the claim being supported.
Expanded topic explanation
A reason is a statement offered to support the conclusion. Reasons may be facts, statistics, examples or causal claims. They answer “Why should I accept the conclusion?” Do not confuse reasons with background context, concessions, definitions or the conclusion itself. A sentence can discuss the same topic without functioning as a reason.
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Conclusion-as-reason trap | The option repeats the author’s recommendation. | Ask whether it supports something or is supported by something. |
| Background trap | The option gives context but does not help prove the conclusion. | Remove it mentally: does the argument lose support? |
| Example trap | A concrete example may support a reason, but may not be the main reason itself. | Identify whether the example is being used to illustrate a broader claim. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
The local museum should remain free to enter. It is funded partly by public money, school groups rely on free visits, and charging entry would probably reduce access for low-income families.
Which option is a reason used in the argument?
Which option is a reason used in the argument?
- AThe museum should remain free to enter.
- BThe museum is partly publicly funded.
- CMuseums are always educational.
- DLow-income families never visit museums.
- ESchool groups should pay more.
Show answer, detailed reasoning and trap analysis
Correct answer: B
Detailed ReasoningPublic funding is used to support the conclusion that entry should remain free. It is a reason because it helps justify why charging may be inappropriate.
Trap / Trick AnalysisA is the conclusion, not a reason. C, D and E are not stated or are too extreme.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
The university should not remove small seminars. Students participate more in small groups, tutors can notice misunderstandings earlier, and written feedback is often better when tutors know students well.
Which option is NOT a reason given?
Which option is NOT a reason given?
- AStudents participate more in small groups.
- BTutors can notice misunderstandings earlier.
- CWritten feedback may be better when tutors know students well.
- DThe university should not remove small seminars.
- ESmall seminars may improve learning support.
Show answer, detailed reasoning and trap analysis
Correct answer: D
Detailed ReasoningD is the claim the argument is trying to establish. The other options either directly state reasons or summarise support.
Trap / Trick AnalysisThe trap is to choose E because it is paraphrased rather than quoted. TARA often uses paraphrase.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
3 Assumptions
Assumption = the hidden bridge. If the bridge is removed, the argument collapses.
Expanded topic explanation
An assumption is unstated but necessary. It is not merely something that could be true; it is something the argument depends on. The best method is the negation test: negate the option and ask whether the argument is seriously damaged. If yes, it is likely to be the assumption. Avoid answers that are stronger than needed.
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Too-strong assumption | The option says all, always, never or only. | Ask whether the argument needs that much, or only a weaker bridge. |
| Relevant-but-not-necessary trap | The option is related to the topic but not required for the conclusion. | Use the negation test. |
| Stated-reason trap | The option repeats something already stated. | An assumption is usually unstated. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
A school should replace printed newsletters with email newsletters because email costs almost nothing to send.
Which assumption is required?
Which assumption is required?
- AAll parents prefer email.
- BMost parents can reliably receive school emails.
- CPrinted newsletters are illegal.
- DTeachers dislike paper.
- EEmails are always shorter than printed newsletters.
Show answer, detailed reasoning and trap analysis
Correct answer: B
Detailed ReasoningLow sending cost supports replacement only if email reaches parents reliably. If many parents cannot receive email, the argument collapses.
Trap / Trick AnalysisA is too strong: parents need not prefer email for the argument to work.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
The town should build more cycle lanes because many residents own bicycles.
Which assumption is required?
Which assumption is required?
- AResidents who own bicycles may use them for journeys if safe routes exist.
- BAll residents own bicycles.
- CCycle lanes are cheaper than roads.
- DNo one drives in the town.
- EBicycles are faster than buses.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningThe argument assumes bicycle ownership indicates potential demand for cycling infrastructure.
Trap / Trick AnalysisThe trap is B: it is stronger than needed. The argument only needs many owners to be potential users.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
4 Strengthening Arguments
Evidence matters only when it changes how strongly the reason supports the conclusion.
Expanded topic explanation
A strengthening option makes the conclusion more likely by reinforcing the link between the reasons and the conclusion. It may show that the proposed solution works, that the problem is real, that the evidence is reliable, or that an alternative explanation is unlikely. A strengthening answer must affect this argument, not merely be true or positive.
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Same-topic irrelevance | The option mentions the topic but does not affect the reasoning. | Ask: does this make the conclusion more likely? |
| General-benefit trap | The option gives a different benefit from the one argued. | Match the evidence to the conclusion’s actual basis. |
| Extreme option trap | The option overstates what is needed. | Strengthening does not require proof beyond all doubt. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
A school argues that later start times would improve learning because teenagers are often sleep-deprived in the morning. Which evidence most strengthens the argument?
- AA similar school improved attendance and morning test scores after moving to later starts.
- BSome teenagers dislike homework.
- CTeachers prefer shorter meetings.
- DThe school buses are old.
- EStudents use phones at night.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningA gives direct comparative evidence that the proposed change can produce the desired outcome.
Trap / Trick AnalysisE is related to sleep but does not show later starts improve learning.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
A city argues that planting trees on main roads will reduce summer heat. Which evidence strengthens it?
- AMeasurements show similar streets with mature trees are cooler than streets without trees.
- BSome residents prefer flowers.
- CTree roots can damage pavements.
- DThe city already has parks.
- ERoad signs are expensive.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningA directly supports the causal claim that trees reduce street temperature.
Trap / Trick AnalysisB is positive but irrelevant to the heat-reduction argument.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
5 Weakening Arguments
Evidence matters only when it changes how strongly the reason supports the conclusion.
Expanded topic explanation
A weakening option makes the conclusion less likely. It may introduce an alternative explanation, show the evidence is unreliable, reveal that the proposal will not work, or attack a hidden assumption. Weakening does not mean proving the conclusion false; it only reduces support.
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Mere inconvenience trap | The option shows a difficulty but not a serious challenge to the conclusion. | Ask whether the central reasoning link is damaged. |
| Opposite-topic trap | The option sounds negative but concerns a different issue. | Stay focused on the stated conclusion. |
| Overkill trap | The option says the conclusion is impossible when the passage only needs weakening. | Prefer precise damage over exaggerated claims. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
The café owner claims a new sign caused last month’s increase in customers. Which evidence most weakens the claim?
- AA large office opened next door in the same month.
- BThe sign is red.
- CThe café sells tea.
- DThe café closes at 5 pm.
- EThe old sign was smaller.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningA provides a plausible alternative explanation for the increase in customers.
Trap / Trick AnalysisThe sign colour is about the sign, but it does not weaken the causal claim.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
A school says a homework app improved scores because scores rose after the app was introduced. Which weakens the argument?
- AThe test used after the app was introduced was easier than previous tests.
- BThe app has reminders.
- CStudents often do homework.
- DThe school has Wi-Fi.
- ESome teachers like technology.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningAn easier test is an alternative explanation for the higher scores.
Trap / Trick AnalysisThe argument’s weakness is causal: after does not necessarily mean because of.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
6 Flaws in Reasoning
Evidence matters only when it changes how strongly the reason supports the conclusion.
Expanded topic explanation
A flaw is the specific mistake that prevents the conclusion from following. Common TARA flaws include correlation-causation, false dilemma, hasty generalisation, attacking the person, circular reasoning, false analogy and assuming the converse. The correct answer should describe the reasoning error, not merely disagree with the conclusion.
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Content disagreement trap | The option argues against the topic, not the reasoning. | Look for why the support fails. |
| True-but-not-flaw trap | The option may be true but not the argument’s error. | Match flaw to the exact reasoning step. |
| Too-broad flaw trap | The option gives a vague criticism such as ‘uses weak evidence’. | Prefer the answer naming the precise weakness. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
Students who join the debate club often get high grades. Therefore debate club must cause high grades. What is the flaw?
- AIt ignores that already high-performing students may choose debate club.
- BIt attacks students personally.
- CIt gives no conclusion.
- DIt uses too much evidence.
- EIt defines debate incorrectly.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningThe argument moves from association to causation without ruling out selection effects.
Trap / Trick AnalysisThe trap is to accept the causal story because it sounds plausible.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
Either the town builds the new stadium or it will have no cultural life. Therefore it must build the stadium. What is the flaw?
- AIt presents only two options when other cultural investments may exist.
- BIt attacks the mayor personally.
- CIt uses a survey sample.
- DIt proves the opposite.
- EIt gives no recommendation.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningThe argument creates a false dilemma: stadium or no cultural life.
Trap / Trick AnalysisThe hidden trick is that there may be many other ways to support cultural life.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
7 Drawing Conclusions
Argument map: reasons are support; the conclusion is the claim being supported.
Expanded topic explanation
Drawing a conclusion is different from identifying a conclusion. Here the passage gives information, and you choose what follows. The correct answer must be supported by the whole passage and should not overreach. In TARA, correct drawn conclusions are often cautious: may, likely, should be treated with caution, gives some reason to think.
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Overreach trap | The option makes a stronger claim than the passage supports. | Prefer cautious wording. |
| Causal leap trap | The passage gives association but the option claims causation. | Look for missing experimental control. |
| Policy leap trap | The passage gives facts but the option recommends action not required by those facts. | Do not add your own policy view. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
A study found that students who used practice questions scored higher than students who only reread notes. Students were not randomly assigned to revision methods. Which conclusion can be drawn?
- APractice questions may be associated with higher scores, but causation is not proven.
- BPractice questions always cause higher scores.
- CRereading prevents learning.
- DAll high scorers used practice questions.
- ERandom assignment is unnecessary.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningThe passage supports association, but lack of random assignment prevents a firm causal conclusion.
Trap / Trick AnalysisThe trap is B, which turns association into certainty.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
All concert tickets sold out before public sale. Members were allowed to buy tickets first. Which conclusion follows?
- ASome members may have bought tickets before the public had the chance.
- BThe band is unpopular.
- CAll members bought tickets.
- DThe venue is too small.
- EPublic sales should be banned.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningThe information supports a cautious possibility about member access before public sale.
Trap / Trick AnalysisThe other options add claims about popularity, capacity or policy not proven.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
8 Evaluating Evidence
Evidence matters only when it changes how strongly the reason supports the conclusion.
Expanded topic explanation
Evidence is strong when it is relevant, reliable, representative and capable of testing the claim. Evidence is weak when it comes from a small biased sample, lacks a comparison group, relies only on self-report, or fails to rule out alternative explanations.
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Sample trap | The evidence is from too few or unrepresentative people. | Ask who was studied and whether they represent the target group. |
| No-control trap | The evidence lacks a comparison group. | Ask what would have happened without the intervention. |
| Subjective-report trap | The evidence is based only on feelings or testimonials. | Ask whether there is objective measurement. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
A company claims its new drink improves concentration because 9 out of 10 employees in its marketing team felt more alert after trying it. What is the main weakness?
- AThe sample is small and not representative.
- BThe drink is liquid.
- CConcentration cannot ever be measured.
- DMarketing employees never answer honestly.
- EThe claim is definitely false.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningThe evidence comes from a tiny, internal, possibly biased group and uses subjective reporting.
Trap / Trick AnalysisDo not choose an extreme answer. Weak evidence does not prove the claim false.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
Which evidence would best test whether a tutoring programme improves exam results?
- AA comparison of similar students randomly assigned to tutoring or no tutoring.
- BOne testimonial from a successful student.
- CThe tutor’s own opinion.
- DA list of topics covered.
- EThe colour of the tutoring website.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningA comparison group and random assignment best test whether tutoring causes improvement.
Trap / Trick AnalysisThe trap is testimonial evidence: vivid but weak.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
9 Parallel Reasoning
Parallel reasoning matches logical skeleton, not topic or wording.
Expanded topic explanation
Parallel reasoning asks for the same structure. Ignore the subject matter. Convert the argument into symbols such as If X then Y; Y; therefore X. The correct option may use very different content and may reorder statements, but the logical relationship must match.
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Same-topic trap | An option discusses the same topic but has a different structure. | Symbolise the reasoning. |
| Validity trap | If the original is invalid, the correct answer may also be invalid. | Match structure, not correctness. |
| Order trap | The option rearranges the premises. | Focus on relationships, not sentence order. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
If a school is oversubscribed, it uses a waiting list. This school uses a waiting list, so it must be oversubscribed. Which has the same structure?
- AIf a phone is out of battery, it will not turn on. This phone will not turn on, so it must be out of battery.
- BIf it rains, the ground gets wet. It rains, so the ground gets wet.
- CIf a number is divisible by 6, it is even. This number is not even, so it is not divisible by 6.
- DIf a shop is closed, the lights are off. The shop is closed, so the lights are off.
- EIf a bird is a swan, it is a bird. This is not a bird, so it is not a swan.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningThe structure is If X then Y; Y; therefore X. Option A has the same pattern.
Trap / Trick AnalysisThe trap is choosing a valid argument when the original is invalid.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
If an application is incomplete, it is rejected. This application was not rejected, so it was not incomplete. Which matches?
- AIf a card is expired, it is refused. This card was not refused, so it was not expired.
- BIf a machine is old, it is noisy. This machine is noisy, so it is old.
- CIf a class is full, it has a waiting list. This class is full, so it has a waiting list.
- DIf a team trains, it improves. The team did not train, so it did not improve.
- EIf a book is long, it is difficult. This book is difficult, so it is long.
Show answer, detailed reasoning and trap analysis
Correct answer: A
Detailed ReasoningThe structure is If X then Y; not Y; therefore not X.
Trap / Trick AnalysisThe trap is B or E, which are converse-style arguments.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
10 Argument Structure
Argument map: reasons are support; the conclusion is the claim being supported.
Expanded topic explanation
Argument structure concerns how statements relate: main conclusion, intermediate conclusion, reason, example, objection, response, background or assumption. Hard passages often contain a claim that is both supported by earlier reasons and used to support a final recommendation. That claim is an intermediate conclusion.
Common trap and trick patterns
| Trap type | How it appears | How to avoid it |
|---|---|---|
| Intermediate/main confusion | A supported claim then supports a further conclusion. | Ask: does this claim itself support another claim? |
| Objection confusion | The author mentions an opposing point before replying. | Do not mistake the objection for the author’s conclusion. |
| Example confusion | An example illustrates support but is not the whole argument. | Ask whether the passage is making a broader claim. |
Classroom workflow
Before showing the options, ask students to write a one-line structure map. Example: Reason 1 + Reason 2 → intermediate conclusion → main conclusion. This prevents option-led guessing.
The proposal will not reduce traffic, because most drivers on the route are delivery workers who cannot change travel time. Since it will not reduce traffic, the proposal should be abandoned.
What role is played by “The proposal will not reduce traffic”?
What role is played by “The proposal will not reduce traffic”?
- AMain conclusion
- BIntermediate conclusion
- CBackground fact
- DAssumption
- EIrrelevant example
Show answer, detailed reasoning and trap analysis
Correct answer: B
Detailed ReasoningIt is supported by the delivery-worker reason and then used to support abandoning the proposal.
Trap / Trick AnalysisThe trap is A: it feels like a conclusion, but the passage goes further.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
Although the new exam is shorter, it tests fewer skills and gives students less chance to recover from one mistake. It is therefore less fair, and the school should not adopt it.
What is the main conclusion?
What is the main conclusion?
- AThe new exam is shorter.
- BIt tests fewer skills.
- CIt gives less chance to recover.
- DIt is less fair.
- EThe school should not adopt it.
Show answer, detailed reasoning and trap analysis
Correct answer: E
Detailed ReasoningThe fairness claim is an intermediate conclusion. The final recommendation is that the school should not adopt the exam.
Trap / Trick AnalysisThe trick is that the strongest evaluative phrase is not always the main conclusion.
Teacher's NoteAsk the student to underline the conclusion first, then label every other sentence as reason, assumption, example, objection, background or evidence.
EduCoach NoteTimed strategy: do not choose an option because it sounds sensible. Choose it only if it has the required logical role.
Final Revision Checklist
- Conclusion: What is the author trying to make me accept?
- Reasons: Which statements are offered as support?
- Assumption: What must be true for the support to work?
- Evidence: Does the new information affect the exact reasoning link?
- Flaw: Could the reasons be true while the conclusion is false?
- Parallel reasoning: What is the argument skeleton in symbols?