Slides were missing from his PowerPoint and there was an overall lack of direction or clarity in the presentation. At the end of this presentation, another student raises their hand and says "that presentation was bad". It was already abundantly clear the presentation was poor and the student was not prepared. The second student stating a clear fact that is evident to all does nothing to add to the conversation. If the second student wanted to help the other student, he would point out the areas the student struggled with, which were many, and perhaps give a few suggestions or pointers for the student 's next presentation. The argument that sweatshops are not moral is very similar to this hypothetical example. Simply stating an incontrovertible fact that sweatshops are not moral does nothing to add value to the conversation nor does it come up with a viable solution to this problem. Therefore, this objection cannot be considered an argument, it is a mere stating of an abundantly clear fact like the second student did after the first student 's
Slides were missing from his PowerPoint and there was an overall lack of direction or clarity in the presentation. At the end of this presentation, another student raises their hand and says "that presentation was bad". It was already abundantly clear the presentation was poor and the student was not prepared. The second student stating a clear fact that is evident to all does nothing to add to the conversation. If the second student wanted to help the other student, he would point out the areas the student struggled with, which were many, and perhaps give a few suggestions or pointers for the student 's next presentation. The argument that sweatshops are not moral is very similar to this hypothetical example. Simply stating an incontrovertible fact that sweatshops are not moral does nothing to add value to the conversation nor does it come up with a viable solution to this problem. Therefore, this objection cannot be considered an argument, it is a mere stating of an abundantly clear fact like the second student did after the first student 's