Lincoln University
ENGLISH 75 COURSE SYLLABUS-FALL 2019
Course: English 75 - Critical Thinking (ENG75)
Class schedule: Tuesdays, 9:00 AM – 11:45 AM
Course prerequisites/co-requisites: None
Credit: 3 units (45 lecture hours) / 15 weeks
Level: Introductory (I)
Instructor: Dr. Sylvia Y. Schoemaker Rippel
Office hours and location: Tuesday, Thursday -- 11:45 AM-12:30 PM
and by arrangement, room 308
and by arrangement, room 308
Office phone: 510-628-8036
University instructor email: sysr@lincolnuca.edu
Course-related email: profsylvia@gmail.com
Course blog and other content to be announced in class.
Syllabus Last Revised: 8/2019
Catalog Course Description
Eng. 75 - Critical Thinking
Consideration of cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. Course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. System approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)
Educational Objectives
Skills emphasized include ability to examine objectively various sides of issues and to effectively use the procedures involved in systematic problem solving. Additional skills targeted include increased ability to develop and apply academic and professional communication skills, including improved ability to interact appropriately with challenging materials at an increased level of communicative competence.
Course Learning Outcomes
Course Learning Outcome | Program Learning Outcome | Institutional Learning Outcomes | Assessment | |||||
1 | Demonstrate appropriate applications of primary and secondary research and analytical techniques and tools to manage and apply information in support of problem-solving, conflict resolution, decision-making, and goal attainment | PLO 3 | ILO 2b, ILO 7b |
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2 | Apply analytical skills to formulate and implement strategic responses to changes in external and internal environment | PLO 3 | ILO 2b, ILO 7b |
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3 | Demonstrate ability to garner and evaluate potential global business situations, opportunities and risks relevant to current and future leadership applications and communicative contexts | PLO 5 | ILO 4b, ILO 5b |
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4 | Define and apply leadership and communication business objectives for shared growth and development | PLO 5 | ILO 4b, ILO 5b |
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5 | Manage responsibly local and global business interaction and development within relevant ethical, social, and economic criteria. | PLO 6 | ILO 33b |
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Instructional Materials and ReferencesDetailed description of learning outcomes and information about the assessment procedure are available at the Center for Teaching and Learning website (ctl.lincolnuca.edu).
Required Texts:
Mayfield, M. (2014). Thinking for yourself. (9th Ed.). Boston, MA: Cengage Learning: Wadsworth. (TFY) ISBN 978-1133311188
Vaughn, L. (2015). The power of critical thinking: Effective reasoning about ordinary and extraordinary claims (5th Ed.). New York: Oxford University Press. (TPCT) ISBN 9780199385423
Companion Sites
Thinking for Yourself Site
The Power of Critical Thinking
Instructional Methods
This is a direct classroom instruction course.
The course sessions will include lectures, A/V-augmented presentations (text-based and other topically related slides and relevant audio/video/web resources), written and oral classroom exercises applying course concepts, small group and classroom discussions, student presentations of individual and group assignments based on course units, with emphasis on engaging students in learning by doing.
Assignments and projects require students to actively use resources of the library. Detailed guides to library resources as well as the description of Lincoln University approach to information literacy are available at the Center for Teaching and Learning website (ctl.lincolnuca.edu).
Student Responsibilities
Students are expected to consistently attend class punctually and fully (arriving on time and leaving the classroom only at the scheduled break and end times). Successful students participate in individual and group work in a productive manner, prepare and perform well on tests, complete assignments according to schedule and at a level appropriate to university rubrics, and take personal responsibility for meeting the objectives of the course.
Topical Outline
Topics covered are factors in critical and creative thinking including observation skills, appropriate language skills and encoding strategies, differentiating among fact, inference, judgment, recognizing fallacies of reasoning and evaluation, understanding viewpoint, analyzing character, logic, and emotion in persuasion.
Homework Assignments
For each of the units outlined on the syllabus (as well as additional assignments given in class), students will do the following by the date listed on the schedule below: For midterm and final review assignments, students will present a review ePortfolios/PPts adapted from the weekly assignments as individual or team projects.
Read assigned materials with care and understanding.
Respond to the main points of each chapter assigned by listing three or four key questions with answers (no more than two or three sentences each).
Reflect on the unit in writing (a brief paragraph or two).
Email your unit and chapter assignments to me at profsylvia@gmail.com, before the date on the schedule.
Schedule
# | Date | Unit | HOMEWORK ASSIGNMENTS Thinking for Yourself (TFY) The Power of Critical Thinking (TPCT) | |
1 | 8/20/2019 | Introduction | TPCT Ch. 1: The Power of Critical Thinking Where Do You Stand? | |
2 | 8/27/2019 | Observation | TFY C1, Observation Skills: What's Out There? TPCT Ch. 2: Obstacles to Critical Thinking | |
3 | 9/3/2019 | Language and Thought | TFY C2, Word Precision: How Do I Describe It? | |
4 | 9/10/2019 | Facts | TFY C3 Facts: What's Real? | |
5 | 9./17/2019 | Inferences | TFY C4, Inferences: What Follows? TPCT Ch. 9: Inference to the Best Explanation | |
6 | 9/24/2019 | Assumptions | TFY C5, Assumptions: What's Taken for Granted? TPCT Ch. 4: Reasons for Belief and Doubt TPCT Ch. 5: Fallacies and Persuaders | |
7 | 10/1/019 | Opinions | TFY C6. Opinions: What's Believed? TPCT Ch. 11: Critical Thinking in Morality and Law Review; ePortfolio 1 | |
8 | 10/8/2019 | Midterm | ||
9 | 10/15/2019 | Points of View | TFY C7, Viewpoints: What's the Filter? | |
10 | 10/22/2019 | Argument | TFY C8, Argument: What's a Good Argument? | |
11 | 10/29/2019 | Fallacies | TFY C9, Fallacies: What's a Faulty Argument? | |
12 | 11/5/2019 | Induction | TFY C10, Inductive Reasoning: How do I Reason from Evidence? | |
13 | 11/12/2019 | Inductive Fallacies | TFY C11, Inductive Fallacies: How Can Inductive Reasoning Go Wrong? | |
14 | 11/27/2019 | Deductive Reasoning Review E-Portfolio/PPt 2 Presentations | TFY C12, Deductive Reasoning: How Do I Reason from Premises? | |
-- | 11/26 – 11/30 | Fall Recess | ||
15 | 12/4/2019 | Final | ||
Revisions to the schedule will be announced in class as needed.
Assessment Criteria & Method of Evaluating Students
Evaluation will include exercises, daily assignments (oral and written), review ePortfolios of homework and expansions for midterm and final reviews, and midterm and final examinations.
Grading Guidelines
Students will demonstrate their level of achievement through appropriate and accurate application of critical thinking theory, including problem-solving, analysis, and decision-making criteria in approaching and solving text, classroom, and real-world exercises, individually and as group participants.
The distributions are indicated in the tables below.
Items | Points |
Exercises/ Daily Assignments, Oral and Written | 20 |
Midterm | 25 |
Review ePortfolio/PPt I, II | 10 |
Presentation of Assignments | 10 |
Final Exam | 35 |
Total | 100 |
Points | Grade |
100-95 | A |
94-90 | A- |
89-87 | B+ |
86-84 | B |
83-80 | B- |
79-77 | C+ |
76-74 | C |
73-70 | C- |
69-65 | D+ |
64-60 | D |
59 or less | F |
Please Note:
Class attendance is required. Required textbooks must be obtained as soon as possible and brought to class for each session. Class participation is necessary for enhanced learning through applied content, group interactions, and individual and small group presentations.
Plagiarized content is strictly prohibited: Researched materials must be documented using a consistent style for both in-text and end-text citations of sources using the published standards of the most recent subject-appropriate style guide, such as APA (social sciences) or MLA (humanities), for example.
Electronics are not allowed during exams. Cell phones should not be active during class sessions
Missed exams and assignments require certified excuses (signed documentation by an appropriate medical or other official representative). With documentation, a makeup exam may be scheduled
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