1 COURSE SYLLABUS
BOROUGH OF MANHATTAN COMMUNITY COLLEGE
City University of New York
Department of Developmental Skills
Title of Course: CRT100/981 (Critical Reading and Thinking: Distance Learning)
Class Hours: Online
Instructor Information:
Semester: Fall 2010
Credits: 3 (Liberal Arts Elective)
Dr. L. Lester, N435, 212-220-1412, [email protected] Office Hours: To Be Posted
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.
Prerequisites
ACR 094, ESL 094, and ENG 088
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 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
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
Assessment
Discussion Board postings
Blog postings
Wiki postings
Detate
Textbook Exercises
Quizzes and exams
Discussion Board postings
Blog postings
Wiki postings
Textbook Exercises
Critical Reactions
Summaries
Quizzes and exams
Discussion Board postings
Blog postings
Wiki postings
Textbook Exercises
Critical Reactions
Summaries
Quizzes and exams
Discussion Board postings
Blog postings
Wiki postings
Debate
Argumentative essay
Midterm Exam
3 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
X
Communication Skills- Students will be able to
write, read, listen and speak critically and
effectively.
Measurements (means of assessment for
general education goals listed in first
column)
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.
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.
Information & Technology Literacy- Students
will be able to collect, evaluate and interpret
information and effectively use information
technologies.
X
X
Values- Students will be able to make informed
choices based on an understanding of personal
values, human diversity, multicultural awareness
and social responsibility.
Written arguments, assignments
involving social science concepts such as
socio-centrism and using analytical
reasoning methods of deduction and
induction
Summaries and critiques of philosophical
literature such as "The Cave" in Plato's
Republic
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
Discussion board postings; assignments
involving morals and values; summaries,
interpretations, and critiques of readings
involving contemporary issues
4 Required Text
Critical Thinking: A Student’s Introduction (2nd Ed.), Bassham, Irwin, Nardone, and Wallace,
McGraw-Hill, 2009.
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) 30%
Writing Assignments
30%
Weekly Tests
20%
Midterm and Final Exam
20%
Grading:
A
AB+
B
BC+
C
D
Exams Essays/Reaction Papers
93-100
5 Points
90-92
4 Points
88-89
83-87
3 Points
80-82
78-79
70-77
2 Points
60-69
1 Point
5 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
WEEK ONE: WHAT IS CRITICAL
THINKING?
WEEK TWO: ANATOMY OF
ARGUMENTS
Reading
Assignments
and Exercises
Writing
Assignments and
Application
Activities
Create Homepage.
Read “Why Is It
Important to Study
Critical Thinking?” Write a personal essay
using a critical thinking
question as a prompt.
Read “What Is
Critical thinking?”
View Power Point
Read article on web. Presentation for Week
1.
Read Textbook
Chapter 1, pp.2-21. Take Week 1Test in
Assignments.
Do Ex.1-4.
Discussion
Board, Wiki,
and Blog
Activities
Meet fellow students
on Discussion
Board.
Respond to assigned
readings in
Discussion Board.
Share personal essay
in course Wiki.
Write a short argument Discuss your
on whether it is better to experiences with
look younger, older, or arguments.
Read article on web. just your age.
Create and discuss
your own
View
Power
Point
for
Read Textbook
arguments.
Week
2.
Chapter 2, pp.41-55.
Do Ex. 2- 1, Ex. 2Post your argument
3, Ex. 2-8, and Ex. Take Week 2 Test in
on course Wiki and
Assignments.
2-13.
respond to at least 2
other students with
agreement or
disagreement over
the content as well
as the structure of
the arguments.
Read “What Is An
Argument?”
6 WEEK THREE: CLEAR AND
CRITICAL THINKING AND WRITING
Write a short (1-2
Read Textbook
Chapter 3, pp.69-93. pages) argumentative
essay on the any one of
Do Ex. 3-1.
the issues you identified
from the Textbook
Read the three
exercise on pp.103-104.
arguments in the
Writing Exercises
View Power Point
section of the
Textbook, pp.103- Presentation for week 3.
104. Identify the
issue, premises, and Solve critical thinking
main conclusion of riddle.
each argument.
Take Week 3 Test in
Read “How to Write Assignments.
an Argumentative
essay.”
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.
Read sample essay
on compulsory
education.
WEEK FOUR: CREDIBILITY
Analyze news media for Discuss results of
media credibility
inaccuracies.
analysis.
Analyze Fox News and
Discuss factors that
CNN News programs
contribute to the
for content, air time,
impressions of
Read Objectives and bias, and credibility.
truthfulness and
Outline for week 4.
expertise.
Write a comparisoncontrast essay based on
Read “What Is
your analysis of the
Credibility?”
news media.
Read “How to Write
View Power Point
a ComparisonPresentation for week 4.
Contrast Essay.”
Read Textbook
Chapter 4, pp.105135. Do Ex. 4-1, 414, Ex. 4-15, 4-16,
and Ex. 4-17.
Take Week 4 Test.
7 WEEK FIVE: MORAL REASONING
WEEK SIX: PERSUASION THROUGH
RHETORIC
Read Objectives and View Power Point
Outline for week 5. Presentation for Week
5.
Read the paragraph
Take Week 5 Test.
in Ex. 12-10.
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.
Read “Moral
Instinct” by Steven
Pinker.
React to the moral
dilemmas posted in
Discussion Board.
Read Chapter 12,
pp.436-449. Do
Ex.12-1, Ex. 12-3,
Ex. 12-4, and Ex.
12-6.
Read “What Are
Rhetorical
Devices?”
Write a short 1-2 page
critical reaction paper
on the moral reasoning
article by Steven
Pinker.
Analyze a newspaper,
magazine, or other
printed sources for
rhetorical devices.
Read Chapter 5,
pp.147-169. Do Ex. Write an analysis and
evaluation of “Is God
5-1and Ex. 5-11.
Part of Integrity.”
Read Objectives and
Outline for week 6. View Power Point
Presentation.
Read “Is God Part
of Integrity?”
Take Week 6 Test.
Report the results of
your media analysis
of rhetorical devices.
8 WEEK SEVEN: PSYCHOLOGICAL
FALLACIES OF REASONING
Read “What Are
Fallacies?”
Examine printed news
for 3 examples of
logical fallacies and
analyze an argument.
Read Chapter 6,
pp.183-200. Do Ex.
6-6, and 6-8 #1-10. Select one of your
examples of fallacies
from a newspaper
Read Chapter 7,
pp.211-229. Do Ex. editorial or opinion
magazine. Identify the
7-2, and Ex. 7-6.
issue and the author’s
Read Objectives and position, and explain
Outlines for Week the fallacy.
7.
Discuss examples of
logical fallacies
from printed news.
Create and discuss
clear illustrations of
fallacies covered in
this chapter.
View Power Point
Presentation.
Take Week Seven Test.
WEEK EIGHT: RESPONDING
CRITICALLY TO CONTEMPORARY
ISSUES (ANALYZING LOGOS,
ETHOS, AND PATHOS)
Read “How to
Analyze and
Evaluate Arguments
for the Critical
Reaction Paper.”
Read and Analyze
“The Case for
Torture,” by
Michael Levine.
Write a critical reaction Discuss the source
of your views on a
to “The Case for
controversial issue.
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.
9 WEEK NINE: 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.”
WEEK TEN: DEDUCTIVE
ARGUMENTS—CATEGORICAL
Complete the worksheet Discuss your
on the case of Roberta opinion on the case
of Roberta Miller.
Miller.
Act as a jury
Write your opinion on member and reach a
verdict.
the case of Roberta
Miller in a one-two
page paper. Support
your opinion with
reasons and evidence.
Read Chapter 8,
pp.254-262. Do
Ex. 8-1.
Write a critical response
to the editorial on page
294, Ex. 8-23. Respond
to the logos in terms of
Read Objectives and both deductive structure
Outlines for Week. and fallacious
argument.
Read the essay on
View Power Point
p.488,
Sections15A/15B. Presentation.
Analyze deductive
arguments and
identify rhetorical
devices.
Take Week 10 Test.
Explain and support
your opinion based
on your analysis of
the 2 arguments in
Sections 15A/15B.
10 WEEK ELEVEN: INDUCTIVE
ARGUMENTS
Read Chapter 10,
pp.346-373. Do Ex.
10-1, Ex. 10-7, Ex.
10-11, Ex. 10-9, and
10-17.
Select one of the
general claims on page
383, Ex. 1. Write a
short argumentative
essay in support of this
claim.
Read Objectives and
Outlines for Week. Assign a confidence
level to the strength of
your argument-between 1 (weakest)
and 10 (strongest).
Discuss your essay
in support of a
claim. Do not
include your
confidence level.
Then, read at least
one other student’s
essay and assign a
confidence number.
Finally, how does
your confidence in
your argument
compare to others?
View Power Point
Presentation.
Take Week 11 Test.
WEEK TWELVE: DEBATING
ISSUES—RESEARCH AND
DEVELOPMENT
Read “Instructions Summarize and
Present and discuss
for the Small Group evaluate at least 1 of the results of your
articles.
research to your
Debate.”
group in your
private Discussion
Follow the
Board.
instructions in
Assignments to
form small groups.
Read at least 3
related articles on
your topic from elibrary resources
(see Course
Information).
11 WEEK THIRTEEN: DEBATING
ISSUES—
SMALL GROUP DEBATES
Read instructions
Take notes on each
for conducting a
presentation, pro and
small group debate. con, for your rebuttal
and for use in your
argumentative essay.
WEEK FOURTEEN: WRITING
ARGUMENTATIVE ESSAY USING
RESEARCH AND DEBATE
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.
Conduct group
debate in the Course
Blog. Follow
directions listed in
Assignments.
Discuss your project
with members of
your group in your
Group Discussion
area.
12 WEEK FIFTEEN: REVIEW
YOU MADE IT THIS FAR!
STUDY FOR THE FINAL EXAM
Review all Chapters Take the Final Exam.
from the Textbook. The test will include
multiple-choice and a
Review your essays short argumentative
essay.
for instructor’s
remarks and
suggestions.
Go to Discussion
Board to address
any concerns or
questions.