TFY C9 Argument

What Do You See?

What Do You See?

Links

Graphics link (from Posie)
http://norbu.blogs.com/photos/artjournaling/index.html

Assumptions Glossary

Definitions of assumption on the Web: premise: a statement that is assumed to be true and from which a conclusion can be drawn; "on the assumption that he has been injured we can infer ... a hypothesis that is taken for granted; "any society is built upon certain assumptions" the act of taking possession of or power over something; "his assumption of office coincided with the trouble in Cuba"; "the Nazi assumption of power in 1934"; "he acquired all the company's assets for ten million dollars and the assumption of the company's debts" celebration in the Roman Catholic Church of the Virgin Mary's being taken up into heaven when her earthly life ended; corresponds to the Dormition in the Eastern Orthodox Church (Christianity) the taking up of the body and soul of the Virgin Mary when her earthly life had ended presumption: audacious (even arrogant) behavior that you have no right to; "he despised them for their presumptuousness" the act of assuming or taking for granted; "your assumption that I would agree was unwarranted" wordnetweb.princeton.edu/perl/webwn Glossary
Chapter 5
Accommodation	Accommodation is achieved when we can do the thinking needed to create a new schema or modify an old schema in order to explain a new experience.
Assimilation	Assimilation is achieved when we can integrate new experiences into existing schemas.
Assumption	Assumption is an idea whose truth can be taken for granted.
Assumption Layers	Assumption layers can appear beneath simple assertions. Such layers consist of multiple hidden and unexamined assumptions influenced in turn by one or more value assumptions beneath the whole.
Counter claim	Counter claim is a response to a claim with a defense or with another claim.
Disequilibrium	The confusion and discomfort felt when a new experience cannot be integrated into existing schemas.
Equilibrium	A stable inner feeling of well being that we feel when our thinking enables us to modify or create a new schema that better explains our world.
Hidden Assumption	A hidden assumption is an unclear and unstated idea assumed to be true that is integral to a line of reasoning. In an argument, it is a hidden premise that cannot be examined for truth and validity. Blind acceptance of a hidden premise can lead to the acceptance of a false or invalid conclusion.
Infer	To use imagination and reasoning to fill in missing facts. To connect the dots.
Lateral thinking	Lateral thinking solves problems by reviewing options, overcoming assumptions, and inventing new solutions. Vertical thinking follows more conventional step-by-step logic.
Principal claim and reasons	These are the two parts of an argument. The principal claim is the thesis or conclusion. The reasons support this claim through evidence or other claims. A claim is an assertion about something.
Schema	Schemas are the mental files in which we store our explanations of experiences.
Thesis	A thesis is a short summary statement of an idea that an essay intends to prove. It is also called the thesis statement and controlling idea.
Thinking	Purposeful mental activity such as reasoning, deciding, judging, believing, supposing, expecting, intending, recalling, remembering, visualizing, imagining, devising, inventing, concentrating, conceiving, considering.
Value or Belief Assumption	Value assumption is a belief that we take for granted, one that rarely questioned or even articulated. Remaining hidden and unexpressed, a value assumption can nevertheless shape a chain of reasoning.
Working Assumption	A working assumption is a trial idea, theory, strategy, or hypothesis assumed to be true in order to further an investigation. It is a conscious assumption.

Graphic Organizers

Types of Graphic Organizers

from Houghton Mifflin --
Houghton Mifflin has given permission to print and copy these pages for classroom use:

• Clock
• Cluster/Word Web 1
• Cluster/Word Web 2
• Cluster/Word Web 3
• Describing Wheel
• E-Chart
• Fact and Opinion
• Five W's Chart
• Flow Chart
• Four-Column Chart
• Garden Gate
• Goal-Reasons Web
• Ice-Cream Cone
• Idea Rake
• Idea Wheel
• Inverted Triangle
• ISP Chart
  (Information, Sources, Page)
• KWL Chart
• KWS Chart
• Ladder
• Observation Chart
• Persuasion Map
• Planning Chart
• Problem-Solution Chart
• Sandwich
• Sense Chart
• Sequence Chart
• Spider Map
• Step-by-Step Chart
• Story Map 1
• Story Map 2
• Story Map 3
• T-Chart
• Ticktacktoe
• Time Line
• Time-Order Chart
• Tree Chart
• Venn Diagram
• 
  
• You have permission to print and copy these pages for classroom use.

Where do you stand ?

Where do you stand with regard to critical thinking?

FEET: What do I stand for as a foundation of critical thinking?
STOMACH: What upsets me about critical thinking?
HEART: What do I love about critical thinking?
HANDS: What do I feel about critical thinking?
EARS: What do I hear about critical thinking?
EYES: What do I see about critical thinking?
BRAIN: What do I think about critical thinking?

Syllabus

COURSE SYLLABUS

Course: Critical Thinking
Department and number: English 75
Credit: 3 units
Course prerequisites: none
Semester: Fall 2009 – Tuesdays, 9-10:15, 10:30-11:45
Instructor: Dr. Sylvia Y. Schoemaker Rippel
Email: sysr@lincolnuca.edu
Course-related email for the semester: profsr20@gmail.com
Office hours and location: T, Th 11:45-12:30 and by arrangement, room 307
Office phone: 510-628-8036
Instructional Materials and References
REQUIRED TEXTS:
Mayfield, M. (2007). Thinking for yourself. (7th Ed.). Boston:Thomson Wadsworth. ISBN: 1-4130-1772-X (TFY)
Daiek, D., & Anter, N. (2004) Critical reading for college and beyond. New York: McGraw-Hill. ISBN: 0072473762 (CRCB)
RECOMMENDED TEXT:
Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4 (CPS)
COMPANION SITES
Thinking for Yourself Site
Critical Reading for College and Beyond Companion site:
Note: Course and student blogs and wiki sites to be presented in class
COURSE DESCRIPTION
Critical thinking (E75) considers the cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)
OBJECTIVES
Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:
University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills (1); To develop the ability to communicate effective in English, oral and in writing, and to read with understanding (1.1) and institutional goals, especially 1, (1.1-1.4), 2.4
FORMAT
The course sessions will include presentation, discussion, and application modes.

STUDENT RESPONSIBILITIES
Students are expected to attend class, to participate in individual and group work in a productive manner, to complete assignments according to schedule and at a level appropriate to university rubrics, and to take personal responsibility for meeting the objectives of the course.

TOPICAL OUTLINE
Topics covered include 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.
For each of the units on schedule below (as well as additional assignments given in class), students will do the following:

• Read assigned materials with care and understanding,
• Complete and present selected exercises relevant to the class and text materials
• Reflect on the weekly assignments in writing, addressing primary content and points of personal interest,
• Create a personalized, three-level map for each week’s assignment using the open source program Freemind (available in the computer lab and downloadable from http://freemind.sourceforge.net/wiki/index.php/Main_Page
• Email your assignments to me at profs360@gmail.com,
• Blog your work for sharing and presentations.

Note: The maps for your blog need to be in graphic (.png or .jpg) format and you will need to save the native Freemind (.mm) format for submitting your work to me by email.
Assignments are due on the dates indicated in the schedule below. Additions/revisions to the schedule will be announced in class as needed. Class attendance is mandatory for content, interactions, and presentations. 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.

SCHEDULE

Wk	Date	Unit	TFY Text Reference	CRCB Text Reference
1	25-Aug	Introduction Where Do You Stand?
2	1-Sep	Observation	TFY C1, Observation	CRCB C1, Reading
3	8-Sep	Language and Thought	TFY C2, Word Precision	CRCB C2, Vocabulary
4	15-Sep	Facts	TFY C3, Facts	CRCB C3, Memory
5	22-Sep	Inferences	TFY C4, Inferences	CRCB C4, Time
6	29-Sep	Assumptions	TFY C5, Assumptions	CRCB C5, Main Ideas
7	6-Oct	Opinions Evaluations	TFY C6, Opinions TFY C7, Evaluations	CRCB C6, Details
8	13-Oct	Points of View	TFY C8, Viewpoints	CRCB C7, Inference
9	20-Oct	Midterm
10	27-Oct	Argument	TFY C9, Argument	CRCB C8, Texts
11	3-Nov	Fallacies	TFY C10, Fallacies	CRCB C9, PSR Strategies
12	10-Nov	Induction	TFY C11, Inductive Reasoning	CRCB C10, Marking
13	17-Nov	Deduction	TFY C12, Deductive Reasoning	CRCB C11, Advanced Strategies
14	24-Nov	Characteristics of a Critical Thinker	Presentations	CRCB C12, Arguments
15	1-Dec	Characteristics of a Critical Thinker	Presentations	CRCB C13, Cognitive Domain
16	8-Dec	Review	Review	CRCB C14, Evaluation
17	15-Dec	Final

ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS
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.
Grading Guidelines

Class Participation	15%
Quizzes	10%
Projects	15%
Term Paper	30%
Presentation	10%
Final Exam	20%
Total	100%

100-95	A
94-90	A-
89-87	B+
86-84	B
83-80	B-
79-77	C+
76-74	C
73-70	C-
69-67	D+
66-64	D
63-60	D-
59 or <	F

Rev: Aug 09

Welcome

Welcome to this blog at http://mastercthinking.blogspot.com