Hide Assignment Information Instructions Hi everyone, and welcome to Week# 5, Chapter # 4, Cross-Cultural Communication of Law Enforcement: Students, please read the following newspaper excerpt and respond to the questions at the end of the passage, assuming the police chief’s role in the Police Department of the passage you will read. Please note that this police department has a long-standing issue of displaying racial issues toward the community they have policed for years. Please answer all the questions at the bottom of the excerpt in one essay addressing all the questions. (Please do not create a fundamental problem and answer-type response.) Please make one essay responding to all the questions below. On the subject of racial profiling, the following is an excerpt from an “ad” that appeared in a newspaper (“What would you do if you saw this man riding a bike through your neighborhood?” Source: Sonoma Index-Tribune, June 12, 1992, p. A-13; reprinted with permission). It is an excellent case study and contains appropriate content for discussion. The article’s date has no bearing on its relevance to today’s racial issues in law enforcement. Assignment: Students, please read the excerpts below and discuss how YOU, THE STUDENT, would respond, as management in the police department mentioned in the excerpt. On Friday evening, just before Memorial Day weekend, my car…died. Despite all my CPR skills, it refused to be resuscitated. Five years ago, I bought two bicycles from Toys’ R Us. They were sold disassembled in boxes, and I assembled them into good-looking, cheap bicycles worth about $80.00 each. On this memorable Friday, with a dead car, it seemed the perfect opportunity to ride one of my bicycles from my home to my office on Broadway. It was around 9:25 P.M. A Sonoma (California) police car approached me slowly from behind and forced me to stop. “Your bicycle has no lights.” “Yes.” “Do you have a bicycle license?” “NO!” “What kind of license is that? And is it really necessary?” “Yes, and I’m going to write you a fix-it ticket.” “Thank you, officer.” I was starting to doubt my understanding of how this country works…And then the bombshell. “Before you leave, I need to check if this bicycle is stolen.” I suddenly remembered that every time the Sonoma police stopped me (it happens very regularly and usually for no reason that I can think of), the last question is generally whether I had been stealing from the businesses on Broadway. Should I really believe that this police behavior has a logical pattern, and do I fit some profile? The police computer operator came online. “The bicycle was stolen from Santa Clara County. Both the description (black and gray), the brand name (Night Moves), and the serial number X3647600 fit.” I turned dark blue, then yellow, and I suddenly started glowing in the dark: I became allergic to my clothes, my body started emitting heat waves, and I felt I was going to throw up. “But, officer, I bought this bike as a kit in a box from Toys’ R Us in Santa Rosa. How can it be stolen? Did Toys R Us steal the bike and then sell it to me five years ago?” Another police car slowly approached, and a police officer stepped out. I recognized him. He stopped me two years ago on Broadway for no reason, looked in my car, and asked me if I had been stealing. The new police car stood there. I don’t think he remembers the indignities he had inflicted on me. The voice of the police computer operator: “Confiscate the bike; it is stolen.” I managed to belt out my famous signature laugh: monstrously big and, for the circumstances, perfectly disharmonious. “Here is the bike; it is all yours.” My wife was away for the weekend; her car was at the SF airport, and I had a deadline to finish a software program by Tuesday afternoon. I had three days to prove that I was not a thief. “Your bike is confiscated until you can prove you did not steal it.” …Sunday afternoon: “Hello, Toys R Us? You stole a bike, and then you sold it to me. I am about to go to jail. Can you help me?” “I’ll transfer you to the manager…” After two days of searching for my records, I found the sales record, but it didn’t contain the bike’s serial number. They showed that I bought merchandise worth $162.00 from Toys’ R Us on a particular date. I still couldn’t shake this criminal personality that the police had caged me into. Tuesday morning, I was still a suspected thief. The bike was still warehoused at the Sonoma Police Department as stolen merchandise. My wife was back. I had to confess to her that I was a sleepwalking thief. She lent me her car. I drove to the Sonoma police department. I had sales records, telephone numbers, character references, a birth certificate, a teddy bear (just in case I needed comfort), and the best jeans. How did this happen? My name is Antoine. I received the best education money can buy in Europe. I am a software engineer by profession. I own a software company in Sunnyvale. For the last five years, I’ve enjoyed a peaceful and happy life in Sonoma…..I love Sonoma, the food, the wine, the people. BUT HOW DID I BECOME A BICYCLE THIEF? The police computer recorded the number of a stolen bicycle instead of the serial number. The police officer who stopped me decided that the model number of the bike was the serial number. As of today, if you have a “Night Moves” bike by Murray, you can be arrested for stealing it from Santa Clara County. The police officer spent two more hours trying to find out if the manufacturer shipped these bicycles to Toys R Us in Santa Rosa. I am no longer a thief; for the time being, it is documented on a piece of paper the police gave me. I do not have a criminal record, but a case number. Some of my friends say that any Black person is automatically considered a thief, a violent person, possibly a drug addict, or a drug dealer. They ought to know; they are all white. I do not believe any of this; however, I do not understand why all of these things are happening to me regularly. If you know me, please call the Sonoma Police Department and tell them that I AM NOT A CROOK. Questions: (PLEASE CREATE ONE ESSAY THAT WILL ADDRESS ALL QUESTIONS BELOW BASED ON THIS WEEK’S ASSIGNED READING, AND POSSIBLY SOME OF OUR PREVIOUS ASSIGNED READING). What should the next steps be for a police department chief (student) in this scenario? 1. How should the police department chief (which is you, the student) communicate to the individual citizen who has been wrongly accused, if at all? 2. Should the police officer who conducts a stolen property inquiry and provides incorrect information to dispatch be reprimanded? 3. Should the police department chief share the incident with the entire community and attempt to see if it was an isolated incident or a systemic issue? 4. Should the police chief mandate racial and ethical sensitivity training for all its police department members? 5. Does this article impact your thoughts or emotions toward police officers in general?

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JUST IN CASE HERE ARE THE INSTRUCTIONS: Discussion Topic: Fallacy Analysis EssayFallacy Analysis Essay

Due: Sunday of Week 6 by 11:59 PM

Format: Word document (.docx) or PDF uploaded to Canvas

Length: 1,0001,400 words

Value: 100 points

Overview

In Unit 1, you examined your own thinkingtracing where your beliefs come from and how bias shapes your reasoning. In Unit 2, you turn outward. You’ll analyze how others argue, identifying the logical fallacies that make arguments persuasive even when they shouldn’t be.

For this essay, you’ll select a real argument from public discoursea political speech, advertisement, op-ed, social media post, podcast segment, or any other persuasive textand analyze the logical fallacies it employs. Your goal isn’t simply to point at fallacies and name them. It’s to explain how those fallacies function: why they’re persuasive, what makes them problematic, and what a stronger version of the argument might look like.

What You’ll Do

Step 1: Select an argument to analyze.

Choose a real persuasive text that contains at least two identifiable logical fallacies. The argument should be:

• Authentic: Something actually published or broadcast, not a made-up example. Include a link or citation so I can access the original.
• Substantive enough to analyze: A single tweet might not give you enough material. A speech excerpt, op-ed, advertisement, or extended social media thread usually works better.
• Interesting to you: You’ll spend significant time with this text. Choose something you actually want to think aboutwhether because you agree with it, disagree with it, or find it genuinely puzzling.

Good sources include political advertisements, opinion columns from major newspapers, segments from news commentary shows, advocacy organization messaging, viral social media arguments, podcast monologues, and public speeches. Avoid satire or content that’s intentionally using fallacies for comedic effectthe analysis works best when the arguer is genuinely trying to persuade.

Step 2: Identify and analyze the fallacies.

Your analysis should:

• Name the specific fallacies you’ve identified, using the terminology from this unit (ad hominem, straw man, false dilemma, slippery slope, etc.).
• Quote or describe the specific moments in the text where each fallacy occurs. Don’t just assert that a fallacy existsshow exactly where and how it appears.
• Explain why each example qualifies as that fallacy. What makes this ad hominem rather than legitimate criticism of credibility? What makes this a false dilemma rather than a genuine binary choice? Demonstrate your understanding of the fallacy’s definition by applying it precisely.
• Analyze how the fallacy functions persuasively. Why might this fallacy work on an audience? What emotions does it trigger? What shortcuts in reasoning does it exploit? This is where you move beyond identification to genuine analysis.

Step 3: Distinguish fallacies from legitimate rhetorical appeals.

Not every emotional appeal is a fallacy. Not every attack on a source is ad hominem. Part of your analysis should demonstrate that you understand the difference between fallacious reasoning and legitimate persuasion. If your chosen text includes both, acknowledge that complexity. If you initially thought something was a fallacy but realized it wasn’t upon closer examination, that’s worth discussingit shows sophisticated thinking.

Step 4: Consider what a stronger argument would look like.

Your essay should include a sectionit doesn’t need to be longthat considers how the arguer could have made their case without relying on fallacies. What evidence would strengthen their position? What concessions might make their argument more credible? This isn’t about whether you agree with their conclusion; it’s about imagining a more logically sound version of their reasoning.

Essay Structure

There’s no single required structure, but here’s a framework that works well:

Introduction: Introduce the argument you’re analyzing. Provide necessary contextwho made this argument, when, to whom, and why it matters. State your thesis: what fallacies does this argument employ, and what does analyzing them reveal?

Body paragraphs: Each major fallacy you identify should get substantial treatment. Quote or describe the specific moment, name and define the fallacy, explain why this example fits the definition, and analyze how the fallacy functions persuasively. You might organize by fallacy (one section per fallacy) or chronologically through the argumentwhatever serves clarity.

Distinguishing fallacies from legitimate appeals: Address the gray areas. What in this argument is legitimately persuasive? Where did you have to think carefully about whether something crossed the line?

Imagining a stronger argument: How could this case be made more soundly? What would you want to see instead of the fallacies you identified?

Conclusion: What does this analysis reveal about how arguments work in public discourse? What should audiences watch for? Avoid simply restating your thesispush toward insight.

Evaluation Criteria

Grading RubricCriterionPointsDescriptionFallacy Identification25You correctly identify at least two logical fallacies, using appropriate terminology and demonstrating understanding of each fallacy’s definition.Textual Evidence20You quote or describe specific moments from the source text that demonstrate each fallacy. Analysis is grounded in concrete evidence, not general assertions.Analysis Depth25You go beyond identification to explain how and why the fallacies function persuasively. You demonstrate understanding of the psychological and rhetorical mechanisms at work.Nuance and Distinction15You distinguish between fallacious reasoning and legitimate rhetorical appeals. You acknowledge complexity and gray areas rather than oversimplifying.Constructive Alternative10You consider how the argument could be made more soundly, demonstrating ability to think constructively about argumentation.Writing Quality5The essay is clearly organized, effectively structured, and carefully edited. Writing serves communication rather than obscuring it.

Finding Your Argument: Some Starting Points

If you’re not sure where to look, try these sources:

• Political advertisements: Search YouTube for recent campaign ads. These are often rich with fallacies because they’re designed to persuade quickly.
• Opinion sections: The New York Times, Wall Street Journal, Washington Post, and other major newspapers publish op-eds daily. Look for ones making strong claims.
• News commentary: Cable news opinion shows, podcast political commentary, and YouTube political channels often employ fallacious reasoning.
• Advocacy organizations: Websites for political advocacy groups, industry associations, and activist organizations often feature persuasive content worth analyzing.
• Social media: Viral tweets, Facebook posts, or Reddit arguments can work if they’re substantive enough. Screenshots are acceptable as citations.

Avoid arguments that are obviously satirical, intentionally absurd, or from clearly unreliable sources (random anonymous comments, obvious troll accounts). The analysis is most interesting when applied to arguments that are genuinely trying to persuade.

On Using AI

AI can help you understand fallacy definitions, check whether your identification is accurate, and refine your analysis. Useful approaches include:

• Asking AI to explain the difference between two fallacies you’re confusing
• Describing an argument and asking AI whether your fallacy identification seems correct
• Sharing a draft paragraph and asking AI whether your explanation of how a fallacy functions is clear

However, your analysis must be your own. If you paste an argument into AI and ask it to identify the fallacies for you, you’re not developing the analytical skills this assignment is designed to build. The goal is for you to become someone who can spot fallacies in real time, in your own lifeand that only happens through practice.

Also be aware: AI sometimes misidentifies fallacies or sees them where they don’t exist. If you use AI to check your work, apply your own critical thinking to the AI’s response. You are responsible for the accuracy of your analysis.

Timeline

Week 4: Learn the fallacies. Start browsing for potential arguments to analyze. Your Weekly Reflection will ask you to identify a fallacy you’ve encountereduse this as practice.

Week 5: Deepen your understanding of persuasion and context. Select your argument if you haven’t already. Begin drafting your analysis.

Week 6: Revise, refine, and polish. Your Weekly Reflection will ask you to share a draft excerpt for peer feedback. Use that feedback to strengthen your essay before the Sunday deadline.

Submission

Upload your essay as a Word document (.docx) or PDF to the assignment submission area by Sunday of Week 6 at 11:59 PM. Include a link to your source argument or, if it’s not available online, include a copy (screenshot, transcript, or attached file) so I can access the original.

Late submissions lose 10% per day. If you need an extension, contact me before the deadline.

Why This Matters

We’re surrounded by arguments designed to persuade usin advertisements, political messaging, news commentary, social media, and everyday conversation. Most of these arguments contain logical fallacies, and most of us fall for them more often than we’d like to admit. The ability to identify fallacies doesn’t make you immune to persuasion, but it does give you a chance to pause, recognize when your buttons are being pushed, and decide whether an argument actually deserves your agreement.

This skill transfers directly to your life beyond this course. You’ll evaluate arguments from politicians, advertisers, employers, colleagues, friends, and family. You’ll recognize when you’re being manipulatedand, just as importantly, when you’re manipulating yourself. Critical thinking isn’t about being contrarian or cynical. It’s about engaging with arguments on their merits rather than their emotional pull.

This week’s feature films centered around black rebellion. Some films are made by black filmmakers and others by white filmmakers. Some are independent films and other are Hollywood studio films note the differences between how the films made by black directors (The Learning Tree, Spook…, Shaft, Sweetback, etc.) depict black people and those made by white directors (Putney Swope, Foxy Brown, etc.) depict black people. Note how the Hollywood “Blaxploitation films inspired by the success of Sweetback and sometimes directed by black people still upheld some of the stereotypes codified in Birth of A Nation while attempting or pretending to be about “Black Power”. Note how gender stereotypes were still maintained even in this “liberation mindset period”.

Use this discussion thread to post any questions/thoughts you have about the material this week. This will count towards your participation points when you answer each other’s questions and respond to what others are saying.

Link to article: ASSIGNMENT GUIDELINES: Compose a rhetorical analysis of the image you selected. Remember, your essay should argue for a particular interpretation of the image. 1. Select an image from the array of images posted in iCollege. 2. Consider the following elements of your image: The rhetorical situation of the image, including the author, audience, purpose, context, tone, genre, design, constraints, and exigence The rhetorical strategies, or how the image is composed to produce a specific effect (use of color, layout, contrast, etc.) The rhetorical appeals (ethos/pathos/logos), or ways the image seeks to engage its audience 3. Compose a thesis that argues your interpretation (i.e. a particular way of viewing the image) based on the choices made in its construction. See the Introduction to Visual Analysis page and PowerPoint posted in the current module. 4. Support your thesis by describing and analyzing various elements of your image (see #2 above) that support your overall argument about the image. 5. Explain how your analysis of the image relates back to the article from which the image originated. Does the article reinforce your view, challenge, or contradict it? (There’s no right or wrong answer here; just your ability to evaluate). You’ll need to quote and/or paraphrase from the article in cite it in your essay. 6. Conclude by reinforcing the key points and highlighting why the conversation is important to your audience. REQUIREMENTS: 1. A thesis that argues for a specific interpretation of the image you selected 2. Several detailed supporting examples from the image that explain the rhetorical appeals at work 3. A clear connection between your way of viewing this image and its context 4. An explanation of how or if your interpretation of the image fits its companion article’s use or interpretation. This will require quoting and/or paraphrasing from the article to substantiate your claim. 5. The only sources used in this essay should be your approved image and the article from which it originated. 6. A coherent organizational structure that supports your thesis (with introduction and conclusion) 7. A strong sense of audience 8. 3-4 double-spaced pages (750-1,000 words) 9. MLA documentation for all sources (including the image) through in-text citation and a Works Cited page Meticulous proofreading and proper MLA formatting

ONLY MS Word files will be accepted! MS Word files end in either .doc or .docx. Open Document Text files, which end in .odt, or Pages files, which end in .pages, or PDF files, which end in .pdf, or Rich Text Format files, which end in .rtf are NOT acceptable. If you try to submit a file that does not end with .doc, or .docx, you will receive an error message. This error message means that you are not following the very clear directions as to what types of files are accepted. This error message does not mean that something is wrong with Moodle. You are required to submit the correct file type: .doc, or .docx. If you try to submit any other type of file, receive the error message, then email me your final essay, it will NOT BE ACCEPTED, and you will NOT RECEIVE ANY CREDIT for this essay.

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