MODULE 1:

1.1 | Critical Thinking Discussion

Introduction and Alignment

We all “think,” but there are times when we apply active thinking to something. For example, a college football fan who plays Fantasy Football actively pursues, analyzes, and questions the various aspects of football such as the players, strong positions, coaches, personal factors, physical strength, etc., in order to create the strongest team. That is called “critical thinking.”

Critical Thinking is defined by the Oxford English Dictionary as “the objective analysis and evaluation of an issue in order to form a judgment” (2018). A strong critical thinker demonstrates the ability to:

·         break a subject down into multiple parts

·         apply meaning to those parts

·         have an open-minded awareness of stereotypes and assumptions

·         ask vital questions

·         identify abstract concepts

·         synthesize relevant information

·         seek well-reasoned conclusions and judgments

We will expand on synthesizing more in Module 2, but this week will get you started with some basic synthesizing skills, which is a part of critical thinking.

Synthesizing is more than summarizing sources individually. Synthesizing is the putting together of parts or elements to form a complex whole.

In college, critical thinking is a vital skill that will help you when encountering new ideas, new theories, writing assignments, presentations, experiments, and working with others. When a professor is grading an assignment on “content,” that really means you are being graded on how well you can show your critical thinking skills in your assignments.

Upon completion of this assignment, you should be able to:

·         Demonstrate critical thinking skills.

Resources

·         Watch: Critical Thinking ExplainedLinks to an external site. (2:45)

·         Read: Chapter 20, “Smart Reading” in Ruszkiewicz & Dolmage.

·         Read: Chapter 21, “Critical Thinking” in Ruszkiewicz & Dolmage.

Assignment Instructions

·         After watching the video above and reading Chapter 21, “Critical Thinking,” you will prioritize and discuss the most important qualities of an ideal friend.

·         First, in your initial post, you should discuss and write down a list of at least 10 adjectives that you would want in an ideal friend, and mark the ten most important qualities of an ideal friend.

·         Second, out of that list of 10 adjectives, choose the five most important qualities of an ideal friend and list them in order of MOST IMPORTANT to LEAST IMPORTANT.

·         Third, write at least 150-200 words discussing why you ranked them in that order and why these 5 qualities are vital for an ideal friend.

·         Reply to at least 2 of your classmates, and tell which criteria you agree or disagree with/identify with. Were there any qualities that surprised you? Would you change anything on your list after reviewing the classmates’ lists?

·         Do more than make a simple comment. Think about what your classmates are sharing and respond in a thoughtful manner.  

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1.3| ARGUMENT CRITIC ESSAY

Introduction and Alignment

In this assignment, we will start practicing our critical thinking skills by examining other people’s arguments, critiquing other people’s arguments, and learning to respond objectively.

Upon completion of this assignment, you should be able to:

• Critique other people’s arguments.

Resources

• Read: Chapter 8, “Arguments” in Ruszkiewicz & Dolmage.
• Watch: “What is an Argument?” (4:36)
• Watch: “How to Use Rhetoric to Get What You Want” (4:30)
• Examine: Aristotle’s Classical Pattern of Argument Outline
• Read: Chapter 47, “Summarizing Sources,” in Ruszkiewicz & Dolmage.
• Read the article,  “Teen Dating Violence is a Serious Problem” (outside link to Opposing Viewpoints).
• Read the article, “The Problem of Teen Dating Violence is Exaggerated” (outside link to Opposing Viewpoints).

Assignment Instructions

First, read the above chapter resources, and watch the assigned videos above to learn about Argument.

Step One: Read the articles, “Teen Dating Violence is a Serious Problem” and “The Problem of Teen Dating Violence is Exaggerated“ (outside link to Opposing Viewpoints).

Step Two: Paragraphs 1 and 2 - Summary Section: type a one-paragraph summary (synopsis) of each article’s arguments, main points, and author’s viewpoint (one paragraph for each). A paragraph is no less than 11-13 lines (“lines” are not the same as sentences; lines are when you count the number of lines in a paragraph). Keep your summary objective. You are writing about the author’s ideas in this section, not your own. Do not use “I” in the summary.

Step Three: Paragraphs 3 and 4 - Critical Response Section: this section of your paper should be a critical analysis of each article (one paragraph for each). Consider addressing the following questions in your response:

• Does the author make a strong or a weak argument? Why or why not?
• Address 3 points/tactics/elements in each argument that make the argument strong and/or weak.
• How do these elements hurt or help the argument?
• Does the author sound fair, or does he/she sound biased (overly favoring or disliking a particular side)? Give examples to support your assertion.
• Does the author use strong examples that match the argument? How so?

Step Four: Paragraph 5 - Come to a final assessment about which author has the strongest argument (not the one you agree with more) and why. If you personally disagree with the viewpoint of the author with the strongest argument, discuss how your own experiences affect how you perceive the arguments.

Step Five: Submit the completed document, containing a minimum of 5 paragraphs.