Watson Glaser Evaluation of Arguments
Is this argument both important and directly related to the question? Your ability to tell strong arguments from weak ones: to focus on what matters for the question and to set aside trivial, unrelated or purely emotional points.
Evaluation of Arguments · Example
Should all schools provide a free lunch for every pupil?
Proposed statement
Yes, because pupils who go without a proper meal find it harder to concentrate, so free lunches would improve learning, especially for children from poorer families.
Practice tests
Every practice set has 10 questions. Pick one to start.
Every answer option, explained
What you'll actually see
A question about a proposed action or policy, such as 'Should ...?'. 3 arguments per question, each starting with 'Yes' or 'No'. The real test uses exactly these two options: 'Argument strong' and 'Argument weak'. The official instructions say an argument is strong only if it is both important and directly related to the question, and that every argument is to be regarded as true. Our practice items follow the same format, with three arguments per question.
Argument strong
Assuming it is true, the argument is directly related to the question and it matters. It names a significant benefit, harm or principle that the proposed action would really affect.
Question: 'Should the town ban smoking in its parks?' Argument: 'Yes, because smoke can harm children playing nearby.' Strong.
Argument weak
The argument is not directly related to the question, or it is trivial, or it rests on a personal feeling, popularity, tradition, a single example or a vague claim.
Question: 'Should the town ban smoking in its parks?' Argument: 'Yes, because I find the smell unpleasant.' Weak.
Worked example
Should all schools provide a free lunch for every pupil?
Statement 1
Yes, because pupils who go without a proper meal find it harder to concentrate, so free lunches would improve learning, especially for children from poorer families.
It is directly related to what free lunches do and it matters, as it concerns pupils' ability to learn and fairness for poorer children. If true, it is a weighty reason.
Argument strong
Statement 2
Yes, because my cousin's school provides free lunches and he likes them.
It rests on one person's experience and his liking for the lunches. It says nothing about the effect of free lunches on pupils in general.
Argument weak
Statement 3
No, because paying for the lunches would cost a very large amount of money, which would reduce what schools can spend on teachers and books.
It names a real, direct consequence of the proposal: a large cost that would take money from teaching. That matters, so it is a strong argument against.
Argument strong
Know what is being assessed
How Evaluation of Arguments works
When we decide important questions, we need to tell strong arguments from weak ones. An argument is strong when it is both important and directly related to the question.
An argument is weak if it is not directly related to the question, even if the point it makes is important in general. It is also weak if it is of minor importance or only concerns trivial aspects of the question.
Each question is followed by several arguments, each starting with 'Yes' or 'No' to show which side it supports. For the purposes of the test, regard every argument as true, then decide whether it is strong or weak.
When a question begins with 'Should', read it as: would the proposed action promote the general welfare of the people concerned?
Judge each argument separately on its merits, however you feel about the question. Arguments for either side can be strong, and arguments for either side can be weak.
In the full test you have about one minute per question, and a set of three arguments is usually quick to judge. Ask the two questions, 'Is it related?' and 'Is it important?', and then move on.
Where candidates lose points
- True but unrelated. A fact can be true, interesting or even important in general and still have nothing to do with the question being asked.
- A personal example. One person's story is not evidence about what would happen in general.
- Popularity and tradition. That other people or countries do something, or that it has always been done, does not show that it is a good idea.
- Feelings and taste. Words such as 'fun', 'annoying', 'disgusting' or 'amazing' state a reaction. They do not describe an effect of the proposal.
- Trivial side effects. An argument can be directly related and true but so minor that it cannot matter much for a real decision.
- Dismissing a strong argument because you disagree. If an argument names a real, important and direct consequence, it is strong even when it supports the side that you do not favour.
A smarter approach
- 01
Read the question and be clear about what is being proposed. Note which side the argument is on (Yes or No).
- 02
Read the argument and imagine that it is true. Do not argue with the facts that it offers.
- 03
Ask: is it directly related to the question? Would the proposed action really change what the argument talks about?
- 04
Ask: is it important? Is it about a significant matter, or only about a trivial detail, a feeling or a habit?
- 05
If it is both related and important, choose 'strong'. If either is missing, choose 'weak'.
Tips for Evaluation of Arguments
A strong argument needs two things: direct relevance and real importance
A strong argument needs two things: direct relevance and real importance. If one is missing, the argument is weak.
An argument can be true, important in general, and still weak, because it is not about this question
An argument can be true, important in general, and still weak, because it is not about this question. This is the most common trap.
Do not let your own view decide
Do not let your own view decide. A strong argument for the side you disagree with is still strong, and a weak argument for the side you like is still weak.
Arguments against ('No, because ...') can be as strong as arguments for
Arguments against ('No, because ...') can be as strong as arguments for. Look for real drawbacks, costs or harms that come directly from the proposal.
Weak arguments often rely on one of these: a personal feeling or taste, a single personal example, what is popular or traditional, a trivial inconvenience, or a vague claim with no details.
Weak arguments often rely on one of these: a personal feeling or taste, a single personal example, what is popular or traditional, a trivial inconvenience, or a vague claim with no details.
'Everyone else does it' is not a reason
'Everyone else does it' is not a reason. Neither is 'it has always been done' or 'it is common'.
Be wary of sweeping words such as 'always', 'never', 'everyone' and 'nobody'
Be wary of sweeping words such as 'always', 'never', 'everyone' and 'nobody'. They often signal an overgeneralisation.
Check size
Check size. A real effect that is tiny compared with the main issue is a minor point, and so weak.
Remember that all arguments are regarded as true
Remember that all arguments are regarded as true. Do not reject an argument because you doubt its facts.
Judge each argument separately
Judge each argument separately. Do not try to balance the three against each other.
Make the format familiar before test day.
Start with a free set, then build up to full-length mock tests.