The entire course is organized in five modules. Essential
material is presented with a dark red background. Supplemental
material is presented with a dark blue background. Parallel
SLIPS lessons are presented with a dark brown background.
Parallel material from other sources (sometimes
rather advanced) is presented with a dark green background. Review
and practice exercises are presented with a deep orange background.
Proficiency tests are presented with a purple
background.

How to study for this course:

Any introductory course in symbolic logic will
deal with symbolization, testing for validity, and presenting derivations.
The differences among courses, however, may appear far greater than they
are in other areas of study, and some of this depends on whether the course
is seen as a part of a mathematics or computer science program or as part
of a philosophy program. After teaching this course for more than
twenty years, I have added some wrinkles of my own, particularly in the
use of postfix literal notation and in the discussion of expanding symbolic
logic to more than two-value (true or false) systems. Several
years ago I developed SLIPS as a hypertext or webpage introduction to symbolic
logic, and I still find much of the material useful in approaching the
concepts of symbolic logic (much as I did in a textbook, now out of print,
entitled Symbolic Logic: A Conceptual Approach).

While the material on these pages is self-contained,
some students may find it helpful to work with one or another text that
covers the same topics. The main difficulty in doing this is that
there are differences in symbolization and in the approach to a proof system,
so it is necessary to make constant adaptations. An additional difficulty
is that I follow Bertrand Russell in introducing a predicate notation at
the same time as a propositional notation, but I delay discussing the use
of quantifiers.

In the modules below, I would recommend working
from left to right along the top row, then going back into material
from other rows as it appears helpful or interesting. I tend to discourage
printing out the pages for study: in some cases, where there is interactive
material, printouts will be virtually useless, and unless the printout
is in color a great deal is lost for any of these pages.