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COURSE SYLLABUS

BOROUGH OF MANHATTAN COMMUNITY COLLEGE

City University of New York

Department of Developmental Skills

Title of Course: CRT100/981 DL (Critical Reading and Thinking: Distance Learning) Class Hours: Online Semester: Spring 2011 Credits: 3 Liberal Arts Elective) Instructor Information: Dr. L. Lester, N435, 212-220-1412, llester@bmcc.cuny.edu  Office Hours: To Be Announced Course Description The goal of this course is to develop the higher-order thinking abilities needed for academic study, career success, and personal development. Students will learn to think, reason, read, and write clearly, logically, and effectively in order to better understand our world, politics, the media, and everyday situations. Critical thinking is essential for understanding ourselves and our relationships. The development of critical thinking will be fostered by applying these skills to contemporary issues and personal experiences. Students will learn to recognize persuasion and bias, analyze structure of arguments, and evaluate the merits of arguments. This course will be conducted entirely online using Blackboard 8. You need to become familiar with this environment in order fulfill the requirements and to take advantage of all the resources available. There will be no face-to-face meetings required. Prerequisites ACR 094, ESL 094, and ENG 088

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Student Learning Outcomes Students will be able to do the following:

1. Demonstrate the ability to read and write clearly and logically using the standards of critical thinking

2. Analyze and respond critically to different types of arguments in terms of credibility,

reliability, and validity

3. Evaluate bias and logical fallacies found in everyday life and in the media

4. Construct sound and coherent arguments and write an organized persuasive essay on a controversial issue

Measurements Student learning outcomes will be measured through the following assessments:

Student Learning Outcome Assessment 1. Demonstrate the ability to read and write

clearly and logically using the standards of critical thinking

Discussion Board postings Blog postings Wiki postings Detate Textbook Exercises Quizzes and exams

2. Analyze and respond critically to different types of arguments in terms of credibility, reliability, and validity

Discussion Board postings Blog postings Wiki postings Textbook Exercises Critical Reactions Summaries Quizzes and exams

3. Evaluate bias and logical fallacies found in everyday life and in the media

Discussion Board postings Blog postings Wiki postings Textbook Exercises Critical Reactions Summaries Quizzes and exams

4. Construct sound and coherent arguments and write an organized persuasive essay on a controversial issue

Discussion Board postings Blog postings Wiki postings Debate Argumentative essay Midterm Exam

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General Learning Outcomes Below find the college’s general education learning outcomes. The outcomes that are checked in the left-hand column indicate goals that will be covered and assessed in this course.

General Education Learning Outcomes Measurements (means of assessment for general education goals listed in first column)

X Communication Skills- Students will be able to write, read, listen and speak critically and effectively.

Argumentative essays, interpretations and summaries of text; reactions of readings posted on the discussion boards; quizzes and assignments on critical readings

Quantitative Reasoning- Students will be able to use quantitative skills and the concepts and methods of mathematics to solve problems.

Scientific Reasoning- Students will be able to

apply the concepts and methods of the natural sciences.

X Social and Behavioral Sciences- Students will be

able to apply the concepts and methods of the social sciences.

Written arguments, assignments involving social science concepts such as socio-centrism and using analytical reasoning methods of deduction and induction

X Arts & Humanities- Students will be able to develop knowledge and understanding of the arts and literature through critiques of works of art, music, theatre or literature.

Summaries and critiques of philosophical literature such as "The Cave" in Plato's Republic

X Information & Technology Literacy- Students will be able to collect, evaluate and interpret information and effectively use information technologies.

Use of Blackboard as for online learning. Use of E-Libraries. Course Information on conducting online research. Opinions on discussion board and in written essays supported by credible information obtained through on line research

X Values- Students will be able to make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility.

Discussion board postings; assignments involving morals and values; summaries, interpretations, and critiques of readings involving contemporary issues

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Required Text Critical Thinking (9th Ed.), Moore and Parker, McGraw-Hill, 2009 (ISBN-13: 978-0-07-338667-6) Electronic version available at www.coursesmart.com Use of Technology Technical Requirements: You need high speed Internet access in order to work with the textbook and to have access to the graphics and sound and video files on the textbook. You also need to set your Internet options so that you allow "cookies."

Tech support information: contact IT - http://www.bmcc.cuny.edu/it/ . Link to e-services at the school like e-tutoring, which can be accessed also through the D/L webpage at http://www.bmcc.cuny.edu/distance/ Evaluation and Requirements of Students Evaluation:

Participation (discussion board , blogs, wikis) 25% Writing Assignments 25% Weekly Tests 25% Midterm and Final Exam 25%

Grading:

Exams Essays/Reaction Papers A 93-100 4 Points

A- 90-92 B+ 88-89 B 83-87 3 Points

B- 80-82 C+ 78-79 C 70-77 2 Points D 60-69 1 Point

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Use of the Discussion Boards, Course Blogs, and Course Wikis enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process, plus you can help your classmates to understand the course content.

College Attendance Policy At BMCC, the maximum number of absence hours is limited to one more class hour than the contact hours as indicated in the BMCC college catalog. For example, you may be enrolled in a four hour class that meets four times a week. You are allowed five hours of absence, not five days. In the case of excessive absence, the instructor has the option to lower the grade or assign an “F” or “WU” grade. To meet attendance requirements for this online course, you must log-in at least 2 times per week. 

Academic Adjustments for Students with Disabilities Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students. BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotation, require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s website, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).

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Course Map The following (or attached) document contains all of the assignments required for this course. It is organized into weekly reading, writing, and group discussion assignments. Use it throughout the semester as a quick guide.

COURSE MAP CRT 100DL DR. LESTER

WEEKS AND TOPICS Reading

Assignments and Exercises

Writing Assignments and

Application Activities

Discussion Board, Wiki,

and Blog Activities

WEEK ONE AND TWO: INTRODUCTIONS AND WHAT IS CRITICAL THINKING?

Read “Why Is It Important to Study Critical Thinking?” Read “What Is Critical thinking?” Read article on web. Read Textbook Chapter 1, pp.2-21. Do Ex.1-4.

Create Homepage. Write a personal essay using a critical thinking question as a prompt. View Power Point Presentation for Week 2. Take Week 2Test in Assignments.

Meet fellow students on Discussion Board. Respond to assigned readings in Discussion Board.

Share personal essay in course Wiki.

WEEK THREE: ANATOMY OF

ARGUMENTS

Read “What Is An Argument?”

Read article on web.

Read Textbook Chapter 2, pp.41-55. Do Ex. 2- 1, Ex. 2-3, Ex. 2-8, and Ex. 2-13.

Write a short argument on whether it is better to look younger, older, or just your age. View Power Point for Week 3. Take Week 3 Test in Assignments.

Discuss your experiences with arguments. Create and discuss your own arguments. Post your argument on course Wiki and respond to at least 2 other students with agreement or disagreement over the content as well as the structure of the arguments.

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WEEK FOUR: CLEAR AND CRITICAL

THINKING AND WRITING

Read Textbook Chapter 3, pp.69-93. Do Ex. 3-1. Read the three arguments in the Writing Exercises section of the Textbook, pp.103-104. Identify the issue, premises, and main conclusion of each argument. Read “How to Write an Argumentative essay.” Read sample essay on compulsory education.

Write a short (1-2 pages) argumentative essay on the any one of the issues you identified from the Textbook exercise on pp.103-104. View Power Point Presentation for week 4. Solve critical thinking riddle. Take Week 4 Test in Assignments.

Examine the Web for clarity of writing and discuss your finding. Post your essay on course Wiki and read and respond to at least 2 other students with agreement or disagreement on any of the three issues you identified.

WEEK FIVE: CREDIBILITY

Read Textbook Chapter 4, pp.105-135. Do Ex. 4-1, 4-14, Ex. 4-15, 4-16, and Ex. 4-17. Read Objectives and Outline for week 5. Read “What Is Credibility?” Read “How to Write a Comparison-Contrast Essay.”

Analyze news media for inaccuracies. Analyze Fox News and CNN News programs for content, air time, bias, and credibility. Write a comparison-contrast essay based on your analysis of the news media. View Power Point Presentation for week 5. Take Week 5 Test.

Discuss results of media credibility analysis. Discuss factors that contribute to the impressions of truthfulness and expertise.

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WEEK SIX AND SEVEN: MORAL REASONING AND DECISION-MAKING, PART 1 AND PART 2

Read Chapter 12, pp.436-449. Do Ex.12-1, Ex. 12-3, Ex. 12-4, and Ex. 12-6.

Read Objectives and Outline for week 6.

Read the paragraph in Ex. 12-10.

Read “Moral Instinct” by Steven Pinker.

Write a short 1-2 page critical reaction paper on the moral reasoning article by Steven Pinker. View Power Point Presentation for Week 7. Take Week 7 Test.

Discuss your position on the Human Egg Donors and the auctioning to highest bidders. Based on the opinions offered, identify the moral perspectives of at least 2 other students. React to the moral dilemmas posted in Discussion Board.

WEEK EIGHT: PERSUASION THROUGH RHETORIC

Read “What Are Rhetorical Devices?”

Read Chapter 5, pp.147-169. Do Ex. 5-1and Ex. 5-11.

Read Objectives and Outline for week 6.

Read “Is God Part of Integrity?”

Analyze a newspaper, magazine, or other printed sources for rhetorical devices. Write an analysis and evaluation of “Is God Part of Integrity.” View Power Point Presentation. Take Week 8 Test.

Report the results of your media analysis of rhetorical devices.

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WEEK NINE: PSYCHOLOGICAL

FALLACIES OF REASONING

Read “What Are Fallacies?”

Read Chapter 6, pp.183-200. Do Ex. 6-6, and 6-8 #1-10.

Read Chapter 7, pp.211-229. Do Ex. 7-2, and Ex. 7-6.

Read Objectives and Outlines for Week 9.

Examine printed news for 3 examples of logical fallacies and analyze an argument. Select one of your examples of fallacies from a newspaper editorial or opinion magazine. Identify the issue and the author’s position, and explain the fallacy. View Power Point Presentation. Take Week 9 Test.

Discuss examples of logical fallacies from printed news. Create and discuss clear illustrations of fallacies covered in this chapter.

WEEK TEN: RESPONDING CRITICALLY TO CONTEMPORARY ISSUES (ANALYZING LOGOS, ETHOS, AND PATHOS)

Read “How to Analyze and Evaluate Argumentsfor the Critical Reaction Paper.”

Read and Analyze “The Case for Torture,” by Michael Levine.

Write a critical reaction to “The Case for Torture.” Analyze, evaluate, and discuss arguments on a political website. Find an editorial. Write a critical reaction paper. Analyze the logos, ethos, and pathos. Take Midterm Exam.

Discuss the source of your views on a controversial issue.

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WEEK ELEVEN: CRITICAL THINKING IN THE COURTROOM--CRIMINAL JUSTICE

Read the article on decision-making in the courtroom, reasoning for criminal justice.

Read “The Case of Roberta Miller.”

Complete the worksheet on the case of Roberta Miller. Write your opinion on the case of Roberta Miller in a one-two page paper. Support your opinion with reasons and evidence.

Discuss your opinion on the case of Roberta Miller. Act as a jury member and reach a verdict.

WEEK TWELVE: DEBATING ISSUES—RESEARCH AND DEVELOPMENT

Read “Instructions for the Small Group Debate.”

Follow the instructions in Assignments to form small groups.

Read at least 3 related articles on your topic from e-library resources (see Course Information).

Summarize and evaluate at least 1 of the articles.

Present and discuss results of your research to your group in your private Discussion Board.

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WEEK THIRTEEN: DEBATING ISSUES— SMALL GROUP DEBATES

Read instructions for conducting a small group debate.

Take notes on each presentation, pro and con, for your rebuttal and for use in your argumentative essay.

Conduct group debate in the Course Blog. Follow directions listed in Assignments.

WEEK FOURTEEN: WRITING ARGUMENTATIVE ESSAY USING DEBATE FORMAT

Read and study an outline of the format for the argumentative essay.

Synthesize information from research and group debate. Include references. Write an argumentative essay (2-3 pages) on the issue you will be debating. Proofread your essay before you submit it. Revise your persuasive essay based on the remarks from your professor and group members.

Discuss your project with members of your group in your Group Discussion area.

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WEEK FIFTEEN: REVIEW FOR

FINAL EXAM

YOU MADE IT THIS FAR!

STUDY FOR THE FINAL EXAM

Review all Chapters from the Textbook. Review your essays for instructor’s remarks and suggestions.

Take the Final Exam. The test will include multiple-choice and a short argumentative essay.

Go to Discussion Board to address any concerns or questions.