Active Outline

General Information

Course ID (CB01A and CB01B)
PHILD003.
Course Title (CB02)
Critical Thinking and Writing
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course is an introduction to the study of argumentation, critical evaluation, the structure of language in written composition, and research techniques. Practical applications of critical thinking skills in everyday situations such as moral thinking, problem-solving, and the evaluation of arguments. Additionally, arguments will be studied within the context of philosophical issues, texts, and subject matter. A major research paper is also required for the course.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course meets a general education requirement for °®¶¹´«Ã½, CSU, and IGETC. This course is UC and CSU transferable. This course provides students with a unique opportunity to study argument structure and analysis with an emphasis on writing, daily application, and philosophical application. This course belongs on the Liberal Arts degree.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GA3°®¶¹´«Ã½ GE Area A3 - Critical ThinkingApproved
CSU GEArea(s)StatusDetails
CGA3CSU GE Area A3 - Critical ThinkingApproved
IGETCArea(s)StatusDetails
IG1BIGETC Area 1B - Critical Thinking - English CompositionApproved

Units and Hours

Summary

Minimum Credit Units
5.0
Maximum Credit Units
5.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours5.010.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
60.0
Laboratory
0.0
Total
60.0
Course Out-of-Class Hours
Lecture
120.0
Laboratory
0.0
NA
0.0
Total
120.0

Prerequisite(s)

EWRT D001A or EWRT D01AH or ESL D005.

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class essays

Homework and extended projects

Collaborative learning and small group exercises

Other: Major Writing Assignment

Assignments

  1. Reading
    1. Assigned reading from required texts which foster students' awareness of cultural and gender diversity.
    2. Assigned reading from required texts which include argumentative, persuasive, narrative or expressive essay, as well as principles of critical thinking, fallacy detection, and identification of rhetoric. Assigned reading may involve secondary sources from media, social media, TV, advertisements, news magazines, etc.
  2. Writing (a total of 6,000 words of writing evaluated for communication and critical thinking skills, e.g., logical structure, synthesis, coherence, fallacious reasoning, grammar, punctuation, spelling, vocabulary, use of evidence, mode of inquiry, and conceptual development)
    1. In-class writing assignments emphasizing initial stages in the writing process, e.g., paragraph development, argument development, etc.
    2. Evaluated in- or out-of-class writing exercises stressing argument analysis and construction ranging from paragraph development to short and succinct responses to assigned issues from text or public presentations, e.g., films, speeches, dramatic presentations, etc.
    3. A succession of evaluated writing assignments done outside of class ranging initially from short and succinct essays on assigned topics (500 words) to medium length essays (at least two of 1,000 words each) to one major research paper (at least 2,500 words) in which critical reading and evaluation of information resources, logical development of arguments, and creative conceptual synthesis of information and ideas occur. ("Research paper" in this context is construed to mean an argumentative essay in which at least two alternative positions on a significant issue are presented.)
  3. Oral / Group / Project
    1. Participation in small group discussions, assignments, and projects.
    2. Participation in large group discussions of course materials and /or class exercises.

Methods of Evaluation

  1. Weekly or bi-weekly written assignments that demonstrate an understanding of the logical techniques presented in the readings. Writing assignments derivative of (or in response to) the readings will be evaluated in respect to a particular technique (--such as formulating a thesis or argument--), or techniques (--such as identification of fallacies and / or patterns of rhetoric--) salient to the readings at hand. Such assignments will include, when appropriate, critical analysis of a thesis or topic, developing arguments for and/or against a particular idea or position. Other written assignments will be analyzed in respect to racial sensitivity, implicit bias, macro and micro aggression, as well as prejudiced discourse or framework.
  2. A succession of writing assignments done outside of class ranging initially from short and succinct essays on assigned topics (500 words) to medium length essays (at least two of 1,000 words each) to one major research paper (at least 2,500 words). In this context, "Research paper" is construed to mean an argumentative essay in which at least two alternative positions on a significant issue are presented. Writing is to be evaluated by considering complexity of topic(s), information resources, logical development of arguments, creative conceptual synthesis of information and ideas, implementation of evidence and /or examples, incorporation of divergent points of view, and responsible conclusions.
  3. Participation in, and contributions to discussions (small group or collective). Active class participation in any format will be analyzed with an eye to analytical reading and analysis, sharing of diverse perspectives, helping others in the class (or group) to grasp the logical tool(s) at play, as well as assess the logical coherence of arguments, modes of presentation, clarity of ideas, complexity of structure, and oral communication.
  4. Final exam including multiple-choice and/or essay components that requires students to summarize, integrate, and critically analyze and apply concepts examined throughout the course.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Moore, B.N. and Parker, R. "Critical Thinking," 12th ed. New York: McGraw Hill, 2016.
Kelley, David. "The Art of Reasoning: An Introduction to Logic and Critical Thinking." 4th ed. W.W. Norton, 2013.
Palmer, William. "Discovering Arguments: An Introduction to Critical Thinking, Writing, and Style." 4th ed. Pearson, 2011.

Examples of Supporting Texts and References

AuthorTitlePublisher
Annas, P. and Rosen, R. C. "Literature and Society: An Introduction to Fiction, Poetry, Drama, Non-fiction", 4th ed. Englewood Cliff, NJ: Prentice Hall, 2006.
Bain, Carl E., Jerome Beaty, and J. Paul Hunter. "The Norton Introduction to Literature with 2016 MLA Update", 12th ed. New York: W. W. Norton
Brown, N. and Keeley, S. M. "Asking the Right Questions: A Guide to Critical Thinking with NEW My CompLab -- Access Card Package." 10th ed. Longman, 2018.
Cavender, N.M. and Kahane, H. "Logic and Contemporary Rhetoric: The Use of Reason in Everyday Life." 13th ed. Cengage Learning, 2017.
Cursius, Timothy W. and Channell, Carolyn E. "The Aims of Argument," 8th ed. New York: McGraw Hill, 2017.
Damer, T.E. "Attacking Faulty Reasoning: A Guide to Fallacy-Free Arguments", 7th ed. Cengage Learning, 2012.
Engel, S.M. "With Good Reasoning: An Introduction to Informal Fallacies", 6th ed. New York: Bedford/St. Martin's, 1999.
Fogeling, R. J. and Sinnott-Armstrong, W. "Understanding Arguments: An Introduction to Informal Logic", 9th ed. Cengage Learning, 2014.
Gage, J.T. "The Shape of Reason: Argumentative Writing in College". 4th ed. Pearson, 2005.
Govier, T.A "Practical Study of Argument", 7th ed. Wadsworth, 2009.
Mayfield, M. "Thinking for Yourself: Develop Critical Thinking Skills Through Reading and Writing", 7th ed. Belmont, CA: Wadsworth, 2006.
Michalos, A.C. "Improving Your Reasoning", 2nd ed. Englewood Cliffs, NJ: Prentice-Hall, 1986.
Missimer, C.A. "Good Arguments: An Introduction to Critical Thinking", 4th ed. Englew Cliffs, NJ: Prentice Hall, 2004.
Ruggiero, V.R. "The Art of Thinking: A Guide to Critical and Creative Thought, 9th ed. Longman, 2008.
Scholes, R., Comley, N.R. and Peritz, J. "The Practice of Writing", 5th ed. Bedford / St. Martin's, 2000.
Teays, W. "Second Thoughts: Critical Thinking from a Multicultural Perspective", 3rd. ed. New York: McGraw Hill, 2005.
Thomas, S. "Practical Reasoning in Natural Language", 4th ed. Englewood Cliffs, NJ: Prentice-Hall, 1997.
Troyka, J.Q. and Gordon, E.R. "Simon and Schuster Workbook for Writers for Simon & Schuster Handbook for Writers", 8th ed. Englew Cliffs, NJ: Prentice Hall, 2006.
Waller, B.N. "Critical Thinking: Consider the Verdict", 5th ed. Englew Cliffs, NJ: Prentice Hall, 2004.

Learning Outcomes and Objectives

Course Objectives

  • Distinguish in speaking, listening, writing and reading the logical and non-logical uses of language in written and oral discourse.
  • Utilize the principles of logic and critical thinking skills to analyze, criticize and evaluate ideas and the assumptions on which they are based in diverse forms of written and oral discourse.
  • Develop critical reading and writing skills.
  • Identify and respect alternative viewpoints, styles of argument, and contributions originating in diverse cultural, gender, ethnic, religious or scientific contexts.

CSLOs

  • Identify and analyze a variety of rhetorical and argumentative techniques.

  • Analyze and assess a variety of rhetorical and argumentative texts.

  • Develop your own complex arguments.

  • Demonstrate an application of these tools to one's own actions and decisions.

Outline

  1. Distinguish in speaking, listening, writing and reading the logical and non-logical uses of language in written and oral discourse.
    1. Logical and non-logical uses of language in written and spoken discourse.
    2. Function of context, syntax and semantics in formulating and interpreting structured and significant statements.
    3. Critical reading and thinking both as analysis and synthesis of logic and language in everyday written discourse.
    4. Criteria for justifying one's own reasoning as well as the reasoning of others: clarity, relevance, coherence, verifiability, explanatory power, economy of assumption, consistency with fact and well-established theory, causal complexity versus causal simplicity, analogical comparisons, necessary and sufficient conditions
  2. Utilize the principles of logic and critical thinking skills to analyze, criticize and evaluate ideas and the assumptions on which they are based in diverse forms of written and oral discourse.
    1. Criteria for distinguishing good arguments from bad arguments by identifying: definition of claims, reasons (premises), information relevancy/irrelevancy, strength of premises, and unstated assumptions.
    2. Identify sources of unclarity in writing: ambiguity, vagueness, reference, meaning, definition, claims of opinion, fact or reason.
    3. Identify instances of cultural, ethnic, racial, gender, sex, sexual orientation, and religious bias with written and oral discourse. Examples would include micro-expressions, overt instantiations, background beliefs, world views, stereotypes, generalizations, self-deception, self-privileged.
    4. Criteria for differentiating fact from judgment and knowledge from belief.
    5. Distinguishing explanatory reasoning from justificatory reasoning in differing modes of inquiry.
    6. Distinguishing rhetorical devices as non-argumentative persuasions: euphemisms, innuendo, loaded questions, stereotypes, hyperbole, slang, jargon.
    7. Distinguishing common informal fallacies in discourse: improper authority, ad hominem, two wrongs make a right, false dilemma, straw man, popularity, slippery slope, suppressed evidence, question begging, provincialism, argument from ignorance, false cause, false analogy, questionable statistics, inconsistency, division, composition, hasty conclusion, post hoc.
  3. Develop critical reading and writing skills.
    1. Reading and writing for the thesis
      1. Status and function of thesis in written and spoken discourse
      2. Discovery and testing of thesis in reading and writing contexts
      3. Thesis research as preparation for argumentative and expositional writing
    2. Techniques for producing effectively written thesis argumentation.
      1. Synthesizing factual information into reasons supporting thesis
      2. Use of concrete example and diction to express clarity and meaning of ideas
      3. Coherent and consistent development of thought in support of thesis
      4. Variety, balance and economy in sentence construction
      5. Use of transitional words and phrases to effectively connect arguments
      6. Judicious and appropriate use of persuasive, emphatic and technical devices
      7. Articulation and criticism of anticipated counter-arguments to thesis with attention to diverse perspectives
      8. Identification of explicit and implicit assumptions of the argument
      9. Avoidance of logical fallacies
      10. Need for writer to be open to and/or draw conclusions from all relevant and methodologically justified evidence
    3. Revision of written composition through evaluative feedback
      1. Review written composition from the reader's perspective with attention to diverse background assuptions
      2. Self and peer review of composition
        1. Read aloud
        2. Written evaluation
        3. Taped feedback via audio and/or video
      3. Assessment and implementation of the professor's evaluative criticism(s) into the written composition
  4. Identify and respect alternative viewpoints, styles of argument, and contributions originating in diverse cultural, gender, ethnic, religious or scientific contexts.
    1. Read from a diverse range of literature
    2. Explore and discuss the views of various minority perspectives, such as women, persons of color, and persons with alternative sexual orientations.
    3. Explore and discuss issues and texts from non-Western cultures
    4. Explore argumentative styles originating in different cultural contexts (parable, for example, as opposed to Western argumentation).
Back to Top