Course Syllabus
Course Information
Assessment
Course Expectations
Policies
Course Information
Course Description
This course aims to a) make students more aware of their own thinking processes; b) help them develop those processes; and c) help them bring those skills to bear on college-level intellectual activity. This involves an emphasis on the skills and strategies of close reading and analysis as well as practice in the recognition, construction and evaluation of arguments. In pursuing these goals, we touch on principles of logic, styles of persuasion and techniques of propaganda. We also consider some methods of thinking outside the box. The course presents a variety of readings, exercises and projects designed to help students develop skills in reflecting on experience, connecting assertions with evidence, engaging the ideas of others and bringing multiple perspectives to bear on complex issues.
Course Learning Goals
After completing this course, you will be able to:
- Identify claims and assess their fit with reasons.
- Distinguish among different kinds of reasons presented to support claims.
- Distinguish between reports, inferences and judgments.
- Identify common rhetorical strategies, logical fallacies and propaganda techniques
- Recognize, construct and make evaluative distinctions among different kinds of arguments.
- Examine experiences with critical scrutiny.
- Discuss the roles played by perception, emotion and belief in shaping views.
- Recognize problems and limitations inherent in linguistic discourse.
- Appreciate, engage with, and make use of viewpoints other than one's own.
Course Resources
To buy your books, go to http://depaul-loop.bncollege.com
Required textbooks:
Chaffee, John. Thinking Critically. 11th ed. Cengage, 2015
ISBN-10: 1285430115 | ISBN-13: 9781285430119
Selected articles posted on Electronic Reserve at http://library.depaul.edu/services/Pages/Course-Reserves-Services.aspx
[Please note: the Chaffee text contains numerous “Thinking Activities” and “Questions for Analysis.” You are not required to write up any of these unless you are expressly instructed to do so. Any such instructions will appear under “Learning Activities” in the modules that follow.]
Course Outcome
In this course, you will develop the skill of analyzing issues and reconciling problems through critical and appreciative thinking.
How the Outcome will be Addressed in this Course
There are three major writing assignments in the course:
- a Personal Narrative essay;
- a detailed Argument Analysis paper;
- and a quarter-long project called “Play On A Word”
In addition, several modules require that you submit a set of written Exercises and all modules require that you participate in a Discussion Forum.
All Lifelong Learning courses offered by the School for New Learning emphasize overarching skills in three categories: Learning from Experience; Inquiry; and Decision-making. The assignments listed above track with these categories as follows:
- the Personal Narrative emphasizes learning from experience;
- the Argument Analysis paper emphasizes inquiry and decision-making;
- the Exercises and Discussion Forums emphasize inquiry; and
- the Play On A Word project emphasizes all three overarching skills.
Course Structure
This course consists of 10 modules. The estimated time to complete each module is 1 week.
The following table outlines the course:
|
Week, Module # and Title |
Readings |
Assignments |
|---|---|---|
|
Week 1, Module 1: Thinking Critically |
Read Chaffee, John. Thinking Critically, Chapter 2, Pages 57-73 Read Gregory, Shame Read Cisneros, Only Daughter |
1.1 Introduction Discussion 1.2 Times Bandits? Discussion Begin 2.2 Play on a Word, Part 1 Begin 3.1 Personal Narrative Essay |
Week 2, Module 2: Perceiving; Using Language |
Read Chaffee, John. Thinking Critically, Chapter 4, Pages 145-155 Read Chaffee, John. Thinking Critically, Chapter 6, Pages 254-273 |
2.1 Module 2 Exercise 2.2 Play on a Word, Part 1 Submission Form 2.3 Collateral Damage Discussion |
Week 3, Module 3: Believing and Knowing |
Read Chaffee, John. Thinking Critically, Chapter 4, Pages 160-163 Read Chaffee, John. Thinking Critically, Chapter 5, Pages 198-212 Read O'Harrow, Conspiracy Theory Wins Converts Read Jesdanun, When Information Access Is So Easy, Truth Can Be Elusive |
3.1 Personal Narrative Essay 3.2 O'Harrow Article Discussion 3.3 Jesdanun Article Discussion Begin 4.2 Play On A Word Definitions |
Week 4, Module 4: Reporting, Inferring, Judging |
Read Chaffee, John. Thinking Critically, Chapter 4, Pages 164-176 Read Chaffee, John. Thinking Critically, Chapter 9, Pages 389-411 Read Feakes article |
4.1 Sorting Reports Inferences and Judgments 4.2 Play On A Word definitions collected so far 4.3 Moral Dilemmas Discussion |
Week 5, Module 5: Reasoning Deductively |
Read Chaffee, John. Thinking Critically, Chapter 10, Pages 448-462 Read O'Reilly, Kevin, ed., "Was the United States Justified in Dropping Atomic Bombs on Japan?" Read Erikson, Of Accidental Judgments and Casual Slaughters Read Jefferson, Declaration of Independence |
5.1 Exercise 5: Deductive Reasoning 5.2 Dropping Atom Bombs Discussion |
Week 6, Module 6: Reasoning Inductively |
Read Chaffee, John. Thinking Critically, Chapter 11, Pages 474-487 Optional Read Tidwell, The Intoxicating Birds of New Guinea |
6.1 Inductive Reasoning Exercise 6.2 Reactions to Crime Discussion 6.3 Play on a Word, Part 1: All Definitions Collected |
Week 7, Module 7: Fallacies and Appeals to Emotion |
Read Chaffee, John. Thinking Critically, Chapter 11, Pages 490-503 Read Vidal, Drugs Read Rosenthal, The Case for Slavery |
7.1 Module 7 Exercises 7.2 Rock Music and Suicide Discussion Begin 9.1 Argument Analysis Paper Begin 10.1 Play on a Word Project, Part 2 |
Week 8, Module 8: Rhetoric and Persuasion |
Read Pratkanis and Aronson, Our Age of Propaganda |
8.1 Persuasion vs Propaganda Discussion Continue working on 9.1 Argument Analysis Paper Continue working on 10.1 Play on a Word Project, Part 2 |
Week 9, Module 9: Going Beyond the Given |
Read Chaffee, John. Thinking Critically, Pages 25-46 Read de Bono, "Vertical and Lateral Thinking" |
9.1 Argument Analysis Paper Continue working on 10.1 Play On A Word project part 2 |
Week 10, Module 10: Questioning Authority |
Read Chaffee, John. Thinking Critically, Chapter 11, Pages 516-522 |
10.1 Play on a Word Project Part 2 10.2 MIlgram Experiment Discussion |
Assessment of Learning
Assessment of Learning
In assessing work like that described above, your instructor will look for:
- knowledge and comprehension of pertinent concepts, issues and texts;
- a scope of discussion that goes beyond what is covered in the texts; and
- thoughtful engagement with the material, i.e., with questions or conflicts raised or implied by the material.
Evidence of one of these elements equates with a C; evidence of two with a B: and evidence of three with an A. In making such assessments your instructor will strive to be clear, flexible, forthright and empathetic.
Point Distribution of Assessments
| Personal Narrative Essay | 15 |
| Argument Analysis Paper | 20 |
| Play On A Word project (3 parts) | 20 |
| Exercises (5) | 34 |
| Discussion | 21 |
Note: You can gain an extra point for any given online Discussion Forum by providing a particularly strong contribution. Thus, given that there are 10 Discussion Forums, it is possible to gain a total of 10 extra points beyond those outlined above.
General Assessment Criteria for All Writing Assignments
All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.
Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.
Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email. Obviously, the tutors won't necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.
Schedule your appointments with enough time to think about and use the feedback you'll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.
Course Grading Scale
|
A = 95 to 100 |
A- = 91 to 94 |
B+ = 88 to 90 |
|
B = 85 to 87 |
B- = 81 to 84 |
C+ = 77 to 80 |
|
C = 73 to 76 |
C- = 69 to 72 |
D+ = 65 to 68 |
|
D = 61 to 64 |
F = 60 or below |
INC |
Grades lower than a C- do not earn credit at the School for New Learning.
Assessment Criteria for Online Discussion Participation
In the online discussions your responses will be assessed on whether one or more of the following are present:
- Offering up ideas or resources and inviting a critique of them.
- Asking challenging questions.
- Articulating, explaining and supporting positions on ideas.
- Exploring and supporting issues by adding explanations and examples.
- Reflecting on and re-evaluating personal opinions.
- Offering a critique, challenging, discussing and expanding ideas of others.
- Negotiating interpretations, definitions and meanings.
- Summarizing previous contributions and asking the next question.
- Proposing actions based on ideas that have been developed.
The above list was adapted from Gilly Salmon's book E-Moderating: The key to teaching and learning online. London: Kogan Page: p.143 (2000).
Online Discussion
Assessment Criteria for Online Discussion Participation
Participation In the online discussions: your responses will be assessed on whether one or more of the following are present:
- Offering ideas or resources and inviting a critique of them
- Asking challenging questions
- Articulating, explaining and supporting positions on ideas
- Exploring and supporting issues by adding explanations and examples
- Reflecting on and re-evaluating personal opinions
- Offering a critique, challenging, discussing and expanding ideas of others
- Negotiating interpretations, definitions and meanings
- Summarizing previous contributions and asking the next question
- Proposing actions based on ideas that have been developed
The above list was adapted from Gilly Salmon's book E-Moderating: The key to teaching and learning online.
London: Kogan Page: p.143 (2000).
When you respond to a classmate's post, refrain from simple phrases like, "Great ideas!" or "I like that." Refer to the 9 points above and use words like, "But," "Additionally," "I agree and," "However," "What about," etc.
Discussion Forums
Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.
A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.
Course Expectations
Time Management and Attendance
SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.
You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.
Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.
This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.
The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.
If you find yourself getting behind, please contact the instructor immediately.
Your Instructor's Role
Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.
The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.
Your Role as a Student
As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.
You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.
Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.
View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.
If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.
Course Netiquette
Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:
- Be polite
- Respect other participants’ views or opinions
- Think before you write, and ask yourself if you would say the same thing in person
- Use positive phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.)
- Be sensitive to cultural differences
- Avoid hostile, curt or sarcastic comments
- No objectionable, sexist, or racist language will be tolerated
- Create a positive online community by offering assistance and support to other participants.
- Use correct grammar and syntax
Policies
Academic Integrity
DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.
Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.
Plagiarism
Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:
- The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else's.
- Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement.
- Submitting as one's own work a report, examination paper, computer file, lab report or other assignment that has been prepared by someone else. This includes research papers purchased from any other person or agency.
- The paraphrasing of another's work or ideas without proper acknowledgement.
- Resubmitting one's own previous work from a different course or college, without the permission of the current instructor.
Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.
DePaul University Incomplete Policy
The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.
You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.
If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.
Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.
Description of Pass/Fail Grading Options
Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.
In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.
For SNL students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.
Please note:There are three SNL courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.
There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SNL offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.
If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.
For Students Who Need Accommodations Based on the Impact of a Disability
Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:
Center for Students with Disabilities (CSD)
Loop Campus: Lewis Center 1420. (312) 362-8002
Lincoln Park Campus: Student Center 370. (773) 325-1677
csd@depaul.edu
Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.
Dean of Students Office
The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us.
Protection of Human Subjects
For more information see: http://research.depaul.edu/
Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:
- The information you collect is EXCLUSIVELY for the purpose of classroom discussion and will NOT be used after the term is over. If there is any possibility that you will EVER use it in further research or for publication, you must obtain approval from the Local Review Board before you begin.
- You assess and ensure that no "harm"—physical, mental, or social—does or could result from either your interviews and/or observations or your discussion and/or reports.
- The privacy and confidentiality of those that you interview or observe must be protected. Unless you receive specific permission, in writing, from the person(s) you interview or observe, please change their names, and make sure that their identity cannot be readily ascertained from the information you provide.
- If you want to use real names and relationships, they must sign an "informed consent" document. For information on creating an "informed consent document" see, for example, http://www.research.umn.edu/consent.
Copyright and Student Privacy
In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL Online classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.
Credits
This course was designed and produced by staff and faculty at the School for New Learning of DePaul University.
©2012 School for New Learning, DePaul University. All Rights Reserved by SNL DCM.
Printed in the USA.