Words: 1993
It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect On the use Of language for the purpose Of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age. ”
Upon the successful completion of this course, the student will be able to: 1. Define critical thinking. 2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing. 3. Develop skills for overcoming barriers which limit objective and productive critical thinking. 4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication. 5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media. 7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language. 8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences. 9. Create written work utilizing the concepts of critical thinking. 10. Use technology and information resources to research issues in critical thinking skills and informal OIC. 1. Write clearly and concisely about issues in critical thinking using proper writing mechanics. COURSE EXPECTATIONS To obtain the most benefit from this class: Follow Strayed University’s policies and procedures as well as those specific to this class. Class specific information can be found within the “Class Information” section within the Student Center. WEEKLY COURSE SCHEDULE The weekly schedule describes the learning activities that will help you achieve the course outcomes and the assignments that will be used to measure your mastery of the outcomes.
Each week is divided into sections insisting of readings, lectures, discussions, and assignments. For selected assignments, a grading rubric is included in this Course Guide and will be used to evaluate your performance. Week Assignments Date 2 3 Assignment 1 4 5 6 7 – Sensory Perceptions – Chapter 9 Quiz 2 ? Chapter 9 8 9 Quiz 3 – Chapter 11 10 Assignment 2 ? Critical Thinking Paper 11 WEEK 1 Course outcomes in focus: Explain how critical thinking improves the ability to communicate accurately, both orally and in writing. Develop skills for overcoming barriers which limit Objective and productive critical thinking.
Activities: Readings: Thinking, Chapter 1: “What Is Thinking? ” Thinking, Chapter 2: “Personal Barriers. ” Supporting Topics: Lecture 1 Topics: Definition(s) of “thinking” Role of thinking ? possibility, communicating, writing, dialogue Lecture 2 Topics: Reasons objectivity is difficult Encapsulation, religious opinions Self-concepts Ego Emotions Errors in thinking Lectures/Discussions: Faculty introduction, course overview, and expectations Review course philosophy, expectations, assignments, late policy, grading, academic integrity, PAP use if appropriate, and attendance policy.
Student introductions Lecture on definition(s) of “thinking” and the role of thinking – possibility, communicating, writing, and dialogue. Lecture on reasons that objectivity is difficult, encapsulation and religious opinions, self-concepts, ego, emotions, and errors in thinking. Discussion: “Thinking About Thinking. ” Select a quote about “thinking” from Chapter 1 that best describes your own viewpoint and explain why this quote is meaningful to you. Identify which of the sources of encapsulation has had the most impact on your own thinking and explain why you think this is the case.
Identify one of the “5 Errors of Thinking” that you recently observed in another or even committed yourself and explain how this affected productive communication. WEEK 2 Course outcome in focus: Develop skills for overcoming barriers which limit objective and productive critical thinking. Thinking, Chapter 3: “Sensing. ” Thinking, Chapter 4: “Brain and Memory. ” The senses Deception of the senses Steps for effective listening The brain and sleep The nature of memory Forgetfulness Ways to improve memory Lecture on the senses, deception of the senses, and steps for effective listening.
Lecture on the brain and sleep, the nature of memory, forgetfulness, and ways to improve memory. Discussion: “Memory and the Mind-Body Connection” Describe an example of an episodic memory, perceptual-motor memory, and semantic memory that you have personally experienced. Explain which of these memories you feel is most affected by one or more of the senses. WEEK 3 Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
Explain how critical thinking improves the ability to communicate accurately, both orally and in writing. Thinking, Chapter 5: “Language: Our Thinking Medium. ” Thinking, Chapter 6: Feeling. ” Meaning, word choice, word order, and context Language as brain ‘Software” and logic as “hard-wiring” Language and culture Figurative language Limits of language Powers and pitfalls of the English language Conscious awareness of feelings How feelings can create or inhibit writing (particularly in the “generation” stages) How feelings are received and impact an audience How strong feelings can lead to eloquence in speaking and writing
Lecture on meaning, word choice, word order, and context; language as brain “software” and logic as “hard-wiring’; language and culture; figurative language; limits of language; and powers and pitfalls of the English language. Lecture on conscious awareness of feelings, how feelings can create or inhibit writing (particularly in the “generation” stages), how feelings are received and impact an audience, and how strong feelings can lead to eloquence in speaking and writing. Discussion: Using and misusing figurative language may make it difficult for others to understand what you write and what you say.
Choose one (1 ) of the ten (10) types of figurative language from the list below. Define the meaning of the term and provide an example. Describe an appropriate circumstance for using the example for the term or a circumstance when using the term might lead to misunderstanding. ET ARMS: 1. Idiom 6. Amphibole analogy 2. 7. “Flame word” 3. Metaphor hyperbole 8. 4. Simile euphemism 9. Click© 5. 10. Colloquialism Assignment 1 : Sensory Perceptions Due Week 3 and worth 100 points Can you really trust your senses and the interpretation of sensory data to give you an accurate view of the world?
Describe and discuss the accuracy and the weaknesses of the human senses as they pertain to thinking in general and to your own thinking in particular. Write a two to three (2-3) page paper in which you: 1 . Provide at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information. 2. Identify and describe at least three (3) factors contributing to the accuracy of sensory data. 3. Discuss the role of memory with regard to the interpretation and evaluation of sensory data. 4. Use at least two (2) quality resources in this assignment.
Your textbook may count as one (1 ) source. At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page. Your assignment must: Be typed, double spaced, using Times New Roman font (size 1 2), with one- inch margins on all sides; citations and references must follow PAP or school- specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.
The cover page ND the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: critical thinking. Create written work utilizing the concepts of critical thinking. Demonstrate adherence to academic integrity policy and PAP Style guidelines for academic citations. Use technology and information resources to research issues in critical thinking skills and informal logic. Write clearly and concisely about issues in critical thinking using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/ organization of the paper, and language and writing skills, using the following rubric. Points: 100 Assignment 1: Sensory Perceptions Criteria Unacceptable Below 60% Meets Minimum Expectations 60-69% D 70-79% c Proficient 80-89% B Exemplary’ 90-100% A of sensory information. Weight: 25% Did not submit or incompletely provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information. Insufficiently provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information.
Partially provided at least three (3) reasons for leveling in the accuracy or inaccuracy of sensory information. Satisfactorily of sensory information. Thoroughly provided at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information. 2. Identify and describe at least three (3) factors contributing to the accuracy of sensory data. Weight: 25% Did not submit or incompletely identified and described at least three (3) factors contributing to the accuracy of sensory data.
Insufficiently identified and described at least three (3) factors contributing to the accuracy of sensory data. Partially identified and described at least three (3) factors contributing to the accuracy of sensory data. Satisfactorily identified and described at least three (3) factors contributing to the accuracy of sensory data. Thoroughly identified and described at least three (3) factors with regard to the interpretation and evaluation of sensory data. Weight: 20% Did not submit or incompletely discussed the role of memory with regard to the interpretation and evaluation of sensory data.
Insufficiently discussed the role of memory with regard to the interpretation and evaluation of sensory ATA. Partially discussed the role of memory with regard to the interpretation and evaluation of sensory data. Satisfactorily discussed the role of memory with regard to the interpretation and evaluation of sensory data. Thoroughly discussed the role of memory with regard to the interpretation and evaluation of sensory data. 4. Follow PAP Style requirements for format, IM text citation of quotes and paraphrases, and references page.
Weight: 10% Did not complete the assignment or had more than 9 errors in following PAP Style requirements. Had 8-9 errors in following PAP Style requirements. Had 6-7 different errors in following PAP Style requirements. Had 4-5 different errors in following PAP Style requirements. Had 0-3 different errors in following PAP Style requirements. 5. Follow guidelines for clear and organized writing: include an introductory and concluding paragraph; address main ideas in body paragraphs with a topic sentence and supporting sentences.
Weight: 10% Did not submit or incompletely followed guidelines for clear and organized writing. Insufficiently followed guidelines for clear and organized writing: did not include an introductory and/or concluding paragraph; did not address ententes. Partially followed guidelines for clear and organized writing: included a partially developed introductory and/or concluding paragraph; partially addressed main ideas in body paragraphs with a topic sentence and supporting sentences.
Sufficiently followed guidelines for clear and organized writing: included an introductory and concluding paragraph; sufficiently addressed main ideas in body paragraphs with a topic sentence and supporting sentences. Fully followed guidelines for clear and organized writing: included an engaging introductory and thoughtful concluding arcograph; fully addressed main ideas in body paragraphs with a topic sentence and detailed supporting sentences. 6. Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
Weight: 10% Did not complete the assignment or had more than 9 errors in grammar, punctuation, mechanics, spelling. Had 8-9 errors in grammar, grammar, punctuation, mechanics, spelling. Had 6-7 different errors in grammar, punctuation, mechanics, spelling. Had 4-5 different errors in grammar, grammar, punctuation, mechanics, spelling. Had 0-3 different errors in grammar, punctuation, mechanics, spelling. WEEK 4 Thinking, Chapter 7: “Creative Thinking. ” Thinking, Chapter 8: “Organizing. Definition of creative thinking Kinds of creative thinking Conditions and limitations Brainstorming and saturating Mnemonics Steps to initiate the creative process Different ways to organize thinking Natural/mental orders topical analogical chronological causal Five ‘Was” of journalists Five steps for effectively organizing information and ideas CAP (Cluster, Analyze, Prioritize) How to best use natural/mental orders Lecture on definition of creative thinking, kinds of creative thinking, notations and limitations, brainstorming and startlingly, mnemonics, and steps to initiate the creative process.