更多困难的论证
不幸的是，不是所有的论证都清晰并且（或）完整地被陈述。下面是一些你将遇到的主要困难情况，请按照指引处理它们。
当论证叙述很长，在提问和回答问题前作总结。当然，做总结的危险是，你可能歪曲了作者所说的。当然，如果你够仔细，你可以避免这个错误。
当你不能确定哪个是前提，哪个是结论时，问自己作者到底想要你接受的观点是什么（这就是结论）。然后问他提供了什么理由支持这个想法（这些是前提）。
当一个了论证包含两个以上前提，对每个前提提问并回答。如果有太多前提，不要气馁——一次处理一个。在剔除无关的前提后，判断哪个结论从剩余的前提中逻辑推导出来，并且判断是否是唯一的结论。如果有多个结论，判断哪个最合理。
当你在评估相反的论证，哪一个都没有说服力（即使其中一个从技术上看是合理的），那么去找第三个替代观点。通常替代观点从每一方抽取一点内容。正在进行的关于十诫是否应该在公立学校宣扬就是一个好的案例。这有些相当典型的对立论证，就这个问题在无关法律的情况下进行了讨论。
赞成的论证
公立学校（和其他学校一样）应该鼓励道德价值。
宣扬十诫会鼓励道德价值。
因此，应该在公立学校宣扬十诫。
反对意见
在公立学校任何文化或者宗教团体都不能受到优先对待。
在公立学校宣扬十诫对基督教徒和犹太教徒有优先待遇。
因此，不应该在公立学校宣扬十诫。
评论：另一个从这两个论证引出，又超越他们的论证是：宣扬所有十诫类似的其他宗教或团体的道德价值（有很多）。推理可以变成：接受所有的道德价值并不比忽略它们更为冒犯，而且还有强调道德价值的附加好处。
原文：
More Difficult Arguments
Unfortunately, not all arguments are clearly and/or fully stated. Following are the main kinds of difficult situations you will encounter, along with guidelines for dealing with them.
When an argument is longer than a paragraph, summarize it before asking and answering your questions. The danger in summarizing, of course, is that you might misrepresent what the person was saying. If you are careful, however, you can avoid this misstep.
When you are uncertain which statements are the premises and which is the conclusion, ask yourself exactly what idea the person is trying to get you to accept. (That is the conclusion.) Then ask what reasons are offered in support of that idea. (Those are the premises.)
当你不能确定哪个是前提，哪个是结论时，问自己作者到底想要你接受的观点是什么。（这就是结论）。然后问他提供了什么理由支持这个想法。（这些是前提）。
When an argument contains more than two premises, ask and answer your questions about each. Don’t be daunted if there are many premises—simply take one at a time. After eliminating any irrelevant premises, decide whether the conclusion follows logically from the remaining premises and if it is the only conclusion that does. If more than one conclusion follows, decide whether the stated one is the most reasonable conclusion.
When you are evaluating opposing arguments, neither of which is persuasive (even if one is technically sound), look for a third alternative. Often the alternative will be one that draws a little from each argument. The ongoing debate over whether the Ten Commandments should be displayed in public school classrooms provides a good example. Here are some fairly typical opposing arguments that are offered in nonlegal discussions of the issue:*
The Affirmative Argument，
Public schools (like other schools) should encourage moral values.
Displaying the Ten Commandments would encourage moral values.
Therefore, public schools should display the Ten Commandments.
The Negative Argument
No cultural or religious
group should be treated preferentially in public schools.
Displaying the Ten Commandments in public schools
would treat Christians and Jews preferentially.
Therefore, the Ten Commandments should not be displayed in public schools.
Comment: One alternative that draws on each of these arguments but goes beyond them is to argue for the display of all versions of the Ten Commandments (and there are several), as well as any other religious or secular list of moral values. The reasoning would be that accommodating all perspectives is no more offensive than ignoring all and has the additional benefit of emphasizing the importance of moral values.
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