ࡱ> y Ybjbj .{{P] $$$$$8888pL8+X|(eD$+++++++$-0,+$,+$$A+T$$++r)T*P5=!B**W+0+,*a1cva1*a1$*(,+,++a1 : San Jos State University Department of English and Comparative Literature English 07: Critical Thinking Spring 2012 Instructor: CONTACT _Con-420ECCB71 \c \s \l Cindy BaerOffice Location:Faculty Office Building 110Telephone:(408) 924-4451Email:fecitlana@hotmail.comOffice Hours:MW 3:00 to 4:00 p.m. & TTh by appointmentClass Days/Time:(section 6) TTh 10:30 // (section 7) TTh 1:30Classroom:BBC 123GE/91 Studies Category: Qualitative Reasoning (A 3)Everything is an argument. That statement is an argument. According to that statement the fact that you are sitting in this classroom today is an argumentor rather is part of a series of interconnected arguments that we might call getting a degree. In walking through the door of BBC 123 at 10:30 (or 1:30) on Janurary 25, 2012, you announced, implicitly, your intention to take this classwhich fulfills a general education requirement in critical thinking. And so one thing I deduce from your action is that you do, in fact, intend to get a degree from this university, and to work this semester under my direction to learn to think critically. Notice that this scenario (the fulfillment of a requirement in pursuit of a degree) assumes that you, in fact, need to learn to think criticallyin other words, it argues that you do not already know how, or that you could know more and think more effectivelya criterion which is defined as criticallythan you currently do. The University asserts this evaluation as an assumption when it prescribes (proposes) the general education curriculum; it is an assumption grounded in part in tradition (university definitions of what effective means when applied to the act of thinking) and in part in experience (the observation of many students over time to arrive at the conclusion that students at this level of development typically need to work through a guided program of study to further develop their critical thinking skills.) By sitting here and reading this syllabus you are deciding whether to follow through on this argumentto take this class, to get your degree. Should you decide to return next week and to return each day we meet over the next 16 weeks, I will assume you have decided to follow through, to followdiligentlythe course of study I have outlined here, and to do your best to improve your critical thinking skills. Implied in that behavior is the tacit agreement on your part to accept both the definition of critical thinking as outlined by the Board of General Studies at 91 and by my curriculum, and the evaluation of your ability to think critically. Notice that this assumes that my curriculum, in fact, meets the definition of critical thinking outlined by the Board of General Studiesan assumption that that Board asks me to prove by including in this syllabus specific references to the learning objectives they outline for the course. Departmental Course Description English 7 fulfills the General Education requirements in Qualitative Reasoning (A3). This course integrates the study of reasoning with texts that express the concerns of our diverse culture, so that the student can become aware of, and sensitive to, the role of cultural and individual assumptions in reasoning. Students will be introduced to the basic concepts of critical thinking: definition of terms, statements of assumptions, the process of inductive and deductive reasoning, distinctions between fact and opinion, use of evidence to support premises, recognition of standards of proof, common fallacies, and misleading logical and rhetorical devices. Students should be especially aware of the role that language plays in persuasive aspects of reasoning. Students will learn these skills of critical thinking by analyzing and discussing culturally oriented readings, which will be a substantial part of the course rather than incidental or supplemental to it. University Course Goals and Student Learning Objectives The goal of this course is to enable students to critically analyze assumptions, evidence, and arguments in a multi-cultural context. The student learning objectives for this course as defined by general education guidelines are as follows. SLO 1: Students should be able to distinguish between reasoning (e.g., explanation, argument) and other types of discourse (e.g., description, assertion). SLO 2: Students should be able to identify, analyze, and evaluate different types of reasoning. SLO 3: Students should be able to find and state crucial unstated assumptions in reasoning. SLO 4: Students should be able to evaluate factual claims or statements used in reasoning, and evaluate the sources of evidence for such claims. SLO 5: Students should be able to demonstrate an understanding of what constitutes plagiarism. SLO 6: Students should be able to evaluate information and its sources critically and incorporate selected information into his or her knowledge base and value system. SLO 7: Students should be able to locate, retrieve, organize, analyze, synthesize, and communicate information of relevance to the subject matter of the course in an effective and efficient manner. SLO 8: Students should be able to reflect on past successes, failures, and alternative strategies. I have chosen a text and designed the course curriculum and assignments with these learning objectives in mind. You will see them referenced throughout this syllabus where applicable. Required Texts/Readings Reading is a critical component of this course. To successfully develop your critical thinking skills, you must observe how argument workson you. In this class our reading will make us aware of the arguments in the texts we encounter everydayfrom the letter to the editor in the Mercury rallying support for the CSU, to Wheaties commercial, to the stop sign at the corner of 12th and Reed, to the Nike logo on your jacket. As the title of our text argues: Everythings an Argument. [This reading develops SLOs 1 through 4, and 6. See course schedule for specific topics covered.] Textbook Everythings an Argument, with readings.5th Edition. Andrea Lunsford, et. al. If ordering the text online, be sure to ask for the edition with readings. I recommend you also have a college grammar handbook, such as the Bedford Handbook. My Professional Policies I have developed these policies over thirty years of teaching. They are intended to ensure the smooth operation of the class and to encourage a professional working environment congenial to all. Office hours are yours: you paid for them; use them. (Make this YOUR policy.) If my posted office hours conflict with your schedule, you can request an appointment at another time. E-mail cannot be used as a virtual office-hour. I give you my e-mail address only that you may contact me to schedule an appointment or advise me of an absence. All questions regarding papers in progress or papers returned to you require a face-to-face conference, in my office. I cannot accept papers via e-mail. I do not accept late work. Deadlines are to be honored. I do not award attendance; I simply expect it. Attendance provides its own reward: learning. The corollary to this truth: if you're not in class, you are not learning what I'm teaching or what the groups are teaching, and if you are not learning what we're teaching, you wont perform well on assignments. In fact, experience suggests that it is highly unlikely you will be able to pass a course you do not attend, even if you submit work and sit for exams. Work completed in class cannot be made up. Workshops and group discussions are an essential part of the learning process. Your participation in workshop and discussion is mandatory. You must bring to workshop 3 typewritten copies of your completed draft, and you must turn in to me the 3 workshop copies when you turn in the final, revised draft of the essay. Essays submitted without drafts will not be given credit. Exams written in class can be made up only with a doctors note or other documentation of a serious and compelling reason for the absence. (Tickets to Hawaii are neither serious or compelling. Consult the schedule and arrange your travel plans for another date.) Please, type all papers single-spaced to conserve paper. I reserve the right to publish your work to the class as part of our workshop activities. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semesters policies at  HYPERLINK "http://info.sjsu.edu/static/catalog/policies.html" http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the  HYPERLINK "http://www.sjsu.edu/academic_programs/calendars/academic_calendar/" current academic calendar web page located at  HYPERLINK "http://www.sjsu.edu/academic_programs/calendars/academic_calendar/" http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The HYPERLINK "../AppData/Local/Microsoft/Windows/Temporary Internet Files/Content.IE5/7HS391J6/Late Drop Policy"Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest policy changes and news is available at the  HYPERLINK "http://www.sjsu.edu/advising/" Advising Hub at  HYPERLINK "http://www.sjsu.edu/advising/" http://www.sjsu.edu/advising/. Assignments and Grading Policies There are two papers and two exams in this curriculum. The papers are designed to give you practice in developing arguments of your own, using research and responding to the ideas of others, and documenting that research and dialogue. The papers will be based on a presentation by Morris Massey, a sociology professor who argues that what you are is where you were when. We will watch a video of Masseys argument in class just before spring break, and when you return I will expect you to have completed your first venture into exploring the validity of Masseys claim. All writing for this class must be typed, single-spaced and must conform (in every other way) to MLA standards for formatting and documentation. Writing must also demonstrate both an understanding of the principles of critical thinking that we are studying and a command of basic grammar, syntax, paragraphing and essay form. If you need tutorial help to achieve this standard, please visit the Writing Center (see below). Paper 1: Researching the Evidence (15%) In a short informative paper, you will present your findings on the year in which you were ten: that is the year, Massey suggests, when your value system was locked in; what you are is where you were when you were about ten. You will research that years cultural messagesin public events and characters, in ads and movies and news stories, in stories, art and songin order to develop a clear picture of what the larger society was telling you when you were ten. (The question of whether that message has anything to do with what you are is something you will take up in Paper 2.) This assignment will work best if you isolate a single issue to researchwhat was society telling you about body image or about the importance of language or about the value of spiritual pursuits or material pursuits or the nature of being an American? Your research can then focus on ads and videos and songs and events that relate to that one issue. This paper should be about 500 words, and will include an annotated bibliography of the evidence youve gathered. This assignment is designed to meet SLOs 5, 6, 7 and 8. Paper 2: Is What You Are Where You Were When? (25%) In this paper you will develop an argument that engages Masseys theory to determine if, in fact, you are a product of the society that was shaping you when you were ten. It will build on the evidence you gathered in the first paper and allow you to refine your analysis of that information and to develop a clear central argument in response to Masseys ideas. This paper should be about 1250 words. This assignment is designed to meet SLOs 5, 6, 7 and 8. Exam 1: Analyzing Arguments (15%) This exam will cover pathos, ethos, logos; evidence and argument structure, and thinking rhetorically. It will present you with passages to analyze and ask you to demonstrate your ability to read argument critically and to identify the structure and strategies of arguments. This exam will require about 500 words of writing. The exam is designed to assess SLOs 1 through 4, and 6. Exam 2: Analyzing Arguments (35%) Like the first exam, this exam will present you with passages for analysis and require you to demonstrate your ability to read arguments critically and to identify the types of argument and evidence, the structure and strategies of argument, including visual arguments. This exam will require a comprehensive command of the critical thinking skills youve studied this term. It will also require about 750 words of writing. The exam is designed to assess SLOs 1 through 4, and 6. Daily Participation Comments or Questions: (10%) Each day in this class is a performance of the tacit agreement you make when you take a seat on my course roster: your commitment to learn what I am teaching. To fulfill that agreement requires diligent preparation and active participation. To demonstrate that you are prepared, you will submit to me every day a question or comment on the reading; these submissions will be recorded and tallied to determine your final participation grade. Daily participation submissions are collected in class, not by email. (By definition, you have to be present at the exercise to participate in the exercise.) Determining Course Grades I determine your course grade at the end of the term according to the weights defined for each assignment and in accordance with my departments policy on grading. Summary of Relative Weights for Assignments Paper 1 15% Paper 2 25% Exam 1 15% Exam 2 35% Daily Participation 10% The English and Comparative Literature Departments Policy on Grading The Department of English affirms its commitment to the differential grading scale as defined in the official 91 Catalog (The Grading System). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. Courses graded according to the A,B,C,NoCredit system shall follow the same pattern, except that NC, for NoCredit, shall replace D or F. In A,B,C,NoCredit courses NC shall also substitute for W (for Withdrawl) because neither NC nor W affects students grade point averages. In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of the ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. Earning GE Credit for this Course To earn GE credit for this course, you must make at least a C. If at the end of the term, the course grade as determined by the assignments listed in this syllabus is a C minus or below, you will have to retake the course. The University has asked all professors to provide the following policy information: Campus Policy on Academic Integrity Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The  HYPERLINK "http://www.sjsu.edu/senate/S07-2.htm" Universitys Academic Integrity policy, located at http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The  HYPERLINK "http://www.sa.sjsu.edu/judicial_affairs/index.html" Student Conduct and Ethical Development website is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another persons ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that 91s Academic Policy S07-2 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the  HYPERLINK "http://www.drc.sjsu.edu/" Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability. 91 Writing Center The 91Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven 91 colleges. Ourwriting specialistshave met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The  HYPERLINK "http://www.sjsu.edu/writingcenter/about/staff/" Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/. English 07: Critical Thinking Spring 2012 Course Schedule This schedule is subject to change. Changes will be made in class or by email. I will use the email addresses provided to me for students on the 91 roster. Be sure that the university has your current email address on file. Chapters, titles, and page numbers refer to the text Everythings an Argument, 5th edition. [The reading and discussion of this material covers SLOs 1 through 4, and 6.] Table  SEQ Table \* ARABIC 1 Course Schedule WeekDateTopics, Readings, Assignments, Deadlines1January 26Syllabus2 January 31 February 2Chapter 1: Everythings An Argument Excerpt from Bottlemania, p. 834 & Review of Bottlemania, p. 8313 February 7 February 9No class Chapter 2: Pathos, chapter 3: Ethos & Vegetarian is the New Prius, p. 8004 February 14 February 16Chapter 4: Logos &The World Food Crisis, p. 794 Chapter 5, Rhetorical Analysis & Why Take Food Seriously, p. 7795 February 21 February 23Chapter 8, Arguments of Fact & Chapter 9: Arguments of Definition &Study Finds, p.676 & A Profile, p. 715 Chapter 10: Evaluations & Social Network Sites, p. 6536 February 28 March 1Chapter 7, Structuring Arguments Chapter 7, cont. & Excerpt from You Are Not a Gadget (handout)7 March 6 March 8Chapter 7, cont. & Excerpt from You Are Not a Gadget (handout) EXAM 1: Analyzing Arguments 8 March 13 March 15Screening video in class: Just Get It!. This video is the basis for both Paper 1 and Paper 2. During this week you should also read Chapters 19 and 20 on Evaluating, Using, and Documenting Sources.9 March 20 March 22 Chapter 16: What Counts as Evidence? & Satisfying . . . Thirst, 840-1 Executive Summary, p. 681 & Geeking Out, p. 68610 April 3 April 5Chapter 17: Fallacies of Argument In Defense of Intellectual . . . , p. 922 & Intellectual Diversity, p. 92911 April 10 April 12 Chapter 11: Causal Arguments & The Trouble w/Diversity, p. 963 Workshop drafts of paper 1 (bring 3 copies of your completed draft)12 April 17 April 19Paper 1: Researching the Evidence & Chapter 14: Visual Arguments & Kenneth Cole Ads p. 621-2 & Apples to Oranges, 805-1613 April 24 April 26Education Pays, p. 991 Should Obama Generation Dropout? p. 982 & Thomas Jefferson Quotations (handout)14 May 1 May 3Academically Adrift (on handout) Thomas Jefferson Quotations (handout) 15 May 8 May 10  Workshop Drafts of Paper 2 (bring 3 copies of your completed draft) & Chapter 18: Intellectual Property, Academic Integrity, and Avoiding Plagiarism Thomas Jefferson Quotations, cont.16 May 15Paper 2: Is What You Are Where You Were When? Review for exam Final Exam May 21 May 22 EXAM 2: Analyzing Arguments (comprehensive) (section 6) May 21 9:45 a.m. to noon (section 7) May 22 12:15 to 2:30 p.m.     English 07, Critical Thinking. 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