CRTW 201H-001–Critical Thinking

CRTW 201H-001–Critical Thinking, Reading, and Writing (3.0 hrs.)

(Fall 2011)

MW 3:30-4:45 Owens 210

Dr. John Bird

Office: 260 Bancroft

Phone: 323-3679

e-mail: birdj@winthrop.edu

birdj1@peoplepc.com

Web Page: http://faculty.winthrop.edu/birdj

Office Hours:

MW 2:00-3:30

M 5:00-6:30

or by appointment

DESCRIPTION:

A course that focuses on critical reading, critical thinking, and deliberative/argumentative writing and builds upon skills acquired in WRIT 101 and HMXP 102. Students will read, write, and discuss, in an effort to further develop their skill as college writers and as critical thinkers.

COURSE GOALS:

· To learn that the complex process of critical thinking is a part of all we do and that the process relies on such skills as observing, speaking, listening, reading, and writing.

· To use writing, reading, speaking, and critical thinking to foster general cognitive development and intellectual growth in an academic environment.

· To recognize critical thinking and problem solving strategies in different academic disciplines.

· To evaluate arguments, evidence, and the contexts in which they appear.

· To prepare for writing by carefully analyzing evidence.

· To plan, organize, and develop essays based on introspection, general observation, deliberation, research, and the critical reading of mature prose texts drawn from varied disciplines.

· To learn to revise effectively by completely rethinking, restructuring, and rewriting essays.

· To recognize individual writing voices and learn how those voices can be adapted to fit different audiences and rhetorical situations.

· To improve oral communication skills through classroom discussions and small group activities.

GENERAL EDUCATION/TOUCHSTONE GOALS

Goal One: To communicate clearly and effectively in standard English.

To achieve this goal, students should:

1. Read, write, and speak standard English.

2. Analyze written, spoken, and nonverbal messages from a variety of disciplines; and

3. Understand and practice rhetorical techniques and styles by writing and by giving oral

presentations

Goal Three: To use critical thinking, problem-solving skills, and a variety of research methods.

To achieve this goal, students should:

1. Identify sound and unsound reasoning;

2. Analyze and use a variety of information gathering techniques;

3. Conduct independent research;

4. Use computers competently; and

5. Use the library and other information sources competently.

Goal Four: To recognize and appreciate human diversity (both past and present) as well as the diversity of ideas,

institutions, philosophies, moral codes, and ethical principles.

To achieve this goal, students should:

1. Analyze diverse world cultures, societies, languages, historical periods and artistic expressions.

2. Understand cultures in their own terms and in terms of the diversity of ideas, institutions,

philosophies, moral codes, and ethical principles; and,

3. Understand the nature of social and cultural conflict and methods of resolution

Goal Six: To understand aesthetic values, the creative process, and the interconnectedness of the literary, visual,

and performing arts throughout the history of civilization.

To achieve this goal, students should:

1. Participate in and/or observe a variety of artistic expressions;

2. Study the discipline and techniques involved in artistic creations; and

3. Understand how and why people use artistic form.

Goal Seven: To examine values, attitudes, beliefs, and habits which define the nature and quality of life.

To achieve this goal, students should:

1. Reflect on the role played in their lives by school, work, leisure, and community involvement;

2. Examine problems, issues, and choices that confront citizens of the world;

3. Pursue basic principles of wellness;

4. Take responsibility for the consequences of their actions and choices; and

· apply the elements of reasoning to analyze their own thinking and the thinking of others

· apply the standards of reasoning to analyze their own thinking and the thinking of others

· plan, draft, and revise critical writing in a variety of rhetorical contexts and disciplines

· effectively discuss their thinking and the thinking of others in a variety of oral forms (e.g., discussions, group presentations, etc.)

· recognize and appreciate the differences between critical and noncritical thinking in both themselves and others

· integrate critical thinking character traits into their academic and personal lives

Winthrop University is dedicated to providing access to education. If you have a disability and require specific accommodations to complete this course, contact Services for Students with Disabilities at 323-3290. Once you have your official notice of accommodations from Services for Students with Disabilities, please inform me as early as possible in the semester. If you have questions about accessibility statements or other accommodation issues, please contact Services for Students with Disabilities. Information about services and accommodations is also available on the Services for Students with Disabilities Web site: http://www2.winthrop.edu/hcs/DS.htm

As noted in the Student Conduct Code: “Responsibility for good conduct rests with students as adult individuals.” The policy on student academic misconduct is outlined in the “Student Conduct Code Academic Misconduct Policy online: http://www2.winthrop.edu/studentaffairs/handbook/StudentHandbook.pdf

I will follow the College of Arts and Sciences policy regarding cell phones, laptops, and other electronic devices:

This course participates in the Global Learning Initiative. The global learning components of the course include global issues pertaining to energy history, policy, economics, and future implications.

ATTENDANCE: I will follow the Winthrop attendance policy, which means that seven or more absences for any reason will result in an automatic grade of “F” for the course. Except for emergencies, you should never miss any classes, but if you find that you must miss, please let me know, beforehand if possible. Each missed class above two will result in a one-point grade average penalty for each day; e.g., three absences = one point penalty; four absences = two point penalty, and so on. I will take attendance every day.

Gerald M. Nosich, Learning To Think Through Things: A Guide to Critical Thinking Across the Curriculum (4^th ed.)

AUGUST
24 W	Introduction (as you read Nosich, annotate reading and write responses to at least three grey boxes per chapter in thinking journal; do assigned exercises in Nosich and Writing Analytically in thinking journal; starred items may be posted as blog entries if you wish)
29 M	Nosich: To the Student (xxiv); Chapter 1–What Is Critical Thinking? (1); Ex. 1.1; 1.2; 1.3; 1.9; 1.10; 1.17; 1.23
31 W	Nosich: Ch.1
SEPTEMBER
5 M	Nosich: Ch.1; Writing Analytically: Chapter 1– Introduction: Fourteen Short Takes on Writing and the Writing Process (5)
7 W	Nosich: Chapter 2–The Elements of Reasoning (47); Ex. 2.1; 2.2; 2.3; 2.6; 2.7; 2.9; 2.16*
12 M	Nosich: Ch. 2; Writing Analytically: Chapter 1
14 W	Nosich: Ch. 2; Writing Analytically: Chapter 2– Toolkit of Analytical Methods I: Seeing Better, Seeing More (23); Ex. 2.1; 2.4; 2.10; 2.12; 2.13
19 M	Nosich: Ch. 2; Writing Analytically: Chapter 2
21 W	Nosich: Chapter 3–What Is Critical Thinking Within a Field or Discipline? (86); Ex. 3.1; 3.3; 3.4; 3.10; 3.19; 3.21
23 F	*paper due*
26 M	Nosich: Ch. 3; Writing Analytically: Chapter 3–Analysis: What It Is and What It Does (53); Ex. 3.3
28 W	Nosich: Chapter 4–Standards of Critical Thinking (133); Ex. 4.1; 4.2; 4.9*
OCTOBER
3 M	Nosich: Chapter 4; Writing Analytically: Chapter 4–Toolkit of Analytical Tools II: Going Deeper (85)
5 W	Nosich: Ch. 4; Writing Analytically: Chapter 5–Writing About Reading: More Moves to Make With Written Texts (105)
10 M	Nosich: Ch. 4; Writing Analytically: Chapter 6—Making Interpretations Plausible (133)
12 W	Nosich: Chapter 5–Putting It All Together: Answering Critical Thinking Questions (168); Ex. 5.16; 5.17; 5.22; 5.23; 5.24*
13 R	*paper due*
17 M	Fall Break
19 W	Nosich: Ch. 5; Writing Analytically: Chapter 7—Making Common Topics More Analytical (151)
24 M	In-class Essay
26 W	The End of Oil; Writing Analytically: Chapter 8–Reasoning From Evidence to Claims (165); Ex. 8.3
31 M	The End of Oil; Writing Analytically: Chapter 9--Analyzing Arguments (191)
NOVEMBER
2 W	The End of Oil; Writing Analytically: Chapter 10—Using Evidence To Build a Paper: 10 on 1 (207) Chapter 13–Using Sources Analytically: The Conversation Model (267)
7 M	The End of Oil; Writing Analytically: Chapter 14–Finding, Citing, and Integrating Sources (283)
9 W	The End of Oil; Writing Analytically: Chapter 11—Making a Thesis Evolve (227); Ex. 11.1; 11.2
14 M	The End of Oil; Writing Analytically: Chapter 12–Recognizing and Fixing Weak Thesis Statements (255); Ex. 12.1; 12.2
16 W	The End of Oil; Writing Analytically: Chapter 15–Forms and Formats Across the Curriculum (317); Ex. 15.1; 15.3
21 M	The End of Oil; Writing Analytically: Chapter 16—Introductions and Conclusions Across the Curriculum (349)
23 W	No class–Thanksgiving break
28 M	The End of Oil; Writing Analytically: Chapter 17—Revising For Style: Word Choice (375); Ex. 17.2
30 W	The End of Oil; Writing Analytically: Chapter 18—Revising For Style: The Rhetoric of the Sentence (391); Ex. 18.2; 18.4; 18.6
DECEMBER
2 F	*paper due*
5 M	Last Class–Nosich: Ch. 5
6 T	Study Day
9 F	Final Exam–3:00 p.m.