 Some fallacies — e.g., equivocation and begging the question (i.e. circular reasoning) — highlight important issues that frequently interfere with real life arguing, but fallacy theory has been criticized when it is adopted as a general account of argument. The issues this raises include its unsystematic nature, disagreements about the definition and nature of specific fallacies, and the emphasis that fallacy theory places on faulty reasoning rather than good argument. Hitchcock (1995, 324) writes that the idea that we should teach reasoning by fallacies is “like saying that the best way to teach somebody to play tennis without making the common mistakes is to demonstrate these faults in action and get him to label and respond to them” (see Feldman 2009). 