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College Now- “Critical Thinking” Syllabus

HUP 102

Academy of American Studies FALL 2014

Instructor Mr. Randle

E-mail jrandle@schools.nyc.gov

Course Website

www.jrandle.net

Welcome to Critical Thinking (HUP 102). This semester you are getting a chance to earn both high school and college credits.

This course will earn you one English credit towards high school graduation and 3 credits from CUNY. You have been registered

to take Critical Thinking (HUP 102) in the fall, followed by Global Politics (SSP 200) in the spring. If you earn a grade of “D”

(equivalent to a 65) you will receive high school credit. If you earn a grade of “C” (equivalent to a 75) or better you will receive

CUNY credit. If you earn a grade of lower than “C”, your CUNY transcript will have a NC (No Credit). If you do earn a “C” or

higher you will be eligible to take higher-level courses in your freshmen year at college.

Description: This course explores the process of thinking critically and guides students in thinking more clearly, insightfully and

effectively. Concrete examples from students' experience and contemporary issues help students develop the abilities to solve

problems, analyze issues, and make informed decisions in their academic, career and personal lives. Substantive readings,

structured writing assignments and ongoing discussions will help students develop language skills while fostering sophisticated

thinking abilities.

What is a good argument? How do arguments work? What makes some arguments better than others? The purpose of this

course is to equip students to recognize and analyze argumentation as it occurs in a variety of contexts such as editorials,

discussions, speeches, argumentative essays, and philosophical texts. To accomplish this, we will study the components of good

arguments, different types of arguments, common ways in which arguments can go wrong, and techniques of criticizing and

constructing arguments.

Objectives: The goal of this course is to sharpen your ability to think effectively. We may use our critical thinking skills in a wide

range of situations from identifying and correcting problems on a national or global scale to achieving our personal goals. Critical

thinking enables us to solve problems and to make the best choices in our academic, professional, and personal lives. Effective

thinking involves close attention to detail, an ability to stand back from situations, weighing of pros and cons (the positive and

negative attributes involved in every situation), and ultimately a willingness to make decisions on the basis of information that has

been collected and to take responsibility for those decisions once they have been made. In this way, critical thinking involves how

we see the world, how we organize what we see, and how we behave in the world. In our society, the skills of reading, writing,

speaking, and listening are essential to critical thinking. The exchange of ideas with others is a crucial component of critical

thinking in action.

This course will be conducted as a seminar (i.e., a meeting for an exchange of ideas in an area). As a group we will examine

ideas about critical thinking, civility, and public discourse, with particular attention to the contemporary issues in society. We will

also reflect upon our own critical thinking as we present and discuss together.

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The course has several objectives:

1. Develop critical thinking skills: This is a College Now course in Critical Thinking. As such, it involves certain specific

requirements (especially, substantial required reading and writing). Its central purpose is to enhance each student's ability to

read, write, speak, and listen critically. (If you're asking yourself exactly what the term "critically" means, you're already off to a

good start!)

2. Develop communication skills: The course has been designed to help students integrate and further develop knowledge and

skills introduced in other courses such as interaction skills, public speaking, argumentation, etc. This class will focus on

developing skills in questioning, discussion participation and leadership, and the presenting of oral and written arguments. To

become "conversant" means to be able to discuss an issue in an engaged, well informed, insightful, articulate manner. Becoming

conversant with an issue means much more than just knowing "the facts," although factual information is always important. It

means developing a well thought out personal perspective informed by an understanding and appreciation of other views, so that

fruitful dialogue with people having different perspectives on the issue becomes possible.

Goals: The course is designed to enhance student’s abilities to read and listen critically, to respond reflectively to arguments

offered by others, to distinguish successful and unsuccessful arguments, and to generate well-formed arguments of their own. In

a broad sense, the course is intended to introduce students to philosophical argumentation and reflection, and to develop skills of

reading, writing, and argumentation that are valuable in a number of academic and everyday contexts.

The goals of the course are to help you:

develop the habits of assessing and defending the reasonableness of your beliefs and values and those of others;

appreciate the importance of looking at an issue from a variety of points of view and of recognizing the complexity that

surrounds most controversial issues; and

appreciate the value of critical thinking in both public and private decision-making.

Students will learn to identify and analyze arguments.

Students will learn to evaluate situations from various perspectives.

Students will learn how their perceiving lenses influence their thinking and beliefs.

Students will develop the ability to solve problems, analyze issues, and make informed decisions in their academic,

career and personal lives.

Text: Chaffee, John. Thinking Critically, edition. Some course readings and materials will be provided by the instructor or will be

for download at www.jrandle.net. We will be reading the play, Twelve Angry Men.

Requirements: Passing grade on the English Regents or a Social Studies/English GPA greater than 70.

Resources: Queens Public Library Card and PIN for access to web databases

Attendance Policy:

Attendance, punctuality, and participation are important in this class. More than three absences will result in a WF

(Withdrawn/Failing).

Note: 3 Lates = 1 Absence

A student with no more than one absence will receive bonus points to their final paper grade.

No absence will be “excused”; however, some absences are unavoidable due to illness. If you have to miss class, please leave

an E-Mail message and be sure to find out about work due before coming to class. It is the student’s responsibility, to ask about

work missed.

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Evaluation:

Your participation--which means coming to class prepared, expressing and defending your ideas clearly and constructively,

contributing relevant points of interest, making connections between course material and material from other classes and from

the world outside the school, demonstrating enthusiasm, and completing in-class exercises--will count for 20% of your final grade.

This course is organized as a seminar format, in which the essential feature will be the active discussion of topics by all

attendees. Students are expected to attend all class sessions, to complete course readings and assignments prior to the class

for which they are assigned and to participate actively in the discussions.

Major Writing Assignments must be TYPED! All assignments will be collected the day they are due. 5 points per day will be

deducted for late assignments. You are responsible for assignments whether or not you are in class the day they are assigned or

the day they are due. If you are going to miss class for any reason and wish to receive full credit for the assignment due that day,

you must get the assignment to me in my hands by 3:00 p.m. No assignments will be accepted via email unless authorized.

There will be no make-up assignments.

A word about grammar, punctuation, and spelling: Although, “correctness” is not the most important aspect of writing, it is

necessary in academic writing. Therefore, formal papers must show an acceptable level of correctness in grammar, spelling, and

punctuation. Papers that do not meet these standards, or that do not meet other acceptable standards of academic writing or

that do not fulfill the assignment, will be given an “NC” (no credit). You may revise and/or edit any paper on which you receive an

NC and turn it in to receive credit, but you must do so by the date given on the NC grading sheet, and your paper will receive a

full grade deduction from whatever grade it earns. If you get more than one NC, you should make an appointment to come

discuss your problems. Take advantage of the Writing Center as well prior to submitting final papers. I’m available to conference

with all students working on drafts by appointment.

Plagiarism: You should understand all the meanings of the word “plagiarism” and agree not to commit this academic offense in

the preparation of your work for this course. I encourage you to seek help with your writing, either by visiting the Writing Center

when you first get your assignment or by seeking out other help. Students who are proven to have committed any acts of

plagiarism will be withdrawn from the course and receive an automatic F on their transcript.

Late Assignment Policy: Assignments are due on the specified due dates. Assignments will be accepted up to one weekend late,

and will result in a lowered one letter grade. After one weekend, the door closes, and you lose all points for the assignment.

Reading Assignments: All reading assignments are required.

Grading Policy:

Essays – 25 %

Mini-Assignments (CW/HW) – 20 %

Final Paper and Presentation – 35 %

Participation & In Class Discussions – 20 %

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Course Units of Study:

1) Faith and Society

a. Parts of an Argument

b. Identifying Issues and Conclusions

c. Building Convincing Arguments

d. Analyzing Issues and Opposing Viewpoints

e. Class Debate – Is religion essential for a moral society?

f. Persuasive Essay Writing

g. Challenging a false premise

2) Implications of Critical Thinking in the Judicial System

a. Credibility and Accuracy

b. 12 Angry Men (play/film)

c. Identifying Arguments and Evaluating Arguments

3) First Amendment Rights and Students

a. Defending a point of view

b. Weighing Pros and Cons

4) Contemporary Issue: Immigration

a. Evaluating Arguments

5) Contemporary Issue: Gun Control v. Gun Rights

a. Research Skills

6) Final Paper and Presentations

Course Schedule: Period 1 (7:24am – 8:24am) Mondays, Tuesdays, Fridays Room 23 South