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Required Texts (please see course schedule, at end of syllabus): Think, Judith A. Boss, third edition (2015), from McGraw-Hill Education.Additional course materials will be provided by instructor in class or online. Course Description This is an interdisciplinary foundation course in critical thinking. Students learn how to analyze, critically evaluate and construct arguments, detect common fallacies in reasoning, and propose logical and creative solutions to complex problems. Critical thinking skills are valuable in all disciplines and will benefit students in academic contexts and in life. This course fulfills a Tier 1 general-education requirement.

Course Design and RequirementsThis course is an introductory study of critical thinking, designed around twice-weekly group meetings, individual research and reading and work outside of class, and individual meetings with the professor. Regular and prompt attendance is crucial. In order for optimal student assessment in this particular class, performance will be considered weighted toward end product and demonstrable academic improvement and progress.

Statement on Theory and Critical ThinkingStudents will be asked to practice "critical thinking" and must be prepared to be intellectually challenged in this class through activities, research, discussion, lecture, and reading and homework as well as essay-writing.

Students will be encouraged throughout the course to foreground their own subjectivity in engaging with the broader scholarly conversation, and students’ own environment here on Guahan and own circumstances and lives will be part of the discussion, as we seek to develop critical thinking

CRITICAL

THINKING Course: CT 101.02

Time: MW, 12:30-1:50 pmRoom: HSS 306

Office Hours: to be posted

Elizabeth "Isa" Ua Ceallaigh Bowman, Ph.D. (Dr. Bowman)

Assistant Professor of Comparative Literature

Program Coordinator, Women and Gender Studies

Email: ebowman@triton.uog.eduOffice: HSS 205-B Phone: 735-2885 Course site: <https://uaceallaigh.wordpress.com>

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and nurture scholars who are or will be capable of making original arguments and contributions in our lives here.

In this class, we are to approach the subject matter, the scholarship, and the social and historical context in a critical, never passive, frame of mind. No sacred cows. Students are expected to demonstrate critical-thinking ability worthy of a university class.

This course is concerned with the development of potential capacities that all of you have, even though you may not have developed them. These capacities are part of your intellect and will help you to be successful not only in university studies, but also in life. Many people don’t develop these skills and therefore use their critical thinking very ineffectively and often just rationalize or justify their decisions. Most of their ideas come to their mind without having thought about them. They unconsciously pick up what people around them think, what is on television, in school, or at church. They are products, through and through of forces they did not choose. They reflect those forces without ever taking the time to understand or analyze them and determine “is this right for me.”

Critical thinking reverses this process, by learning to practice skills that enable one to start to take charge of the ideas that run one’s life. It is to think consciously and deliberately in ways that transform oneself. It is a developed mind that is like a fit body. A mind that can handle the challenges it will face in home, work, and community. This was perhaps said best by Aristotle when he said, “It is the mark of an educated mind to be able to entertain a thought without accepting it."

The course aims at developing basic analytic skills and an understanding of the principles and concepts involved in clear thinking. It teaches students the skills they need to think for themselves-skills they will call upon in this course, in other courses, and in the world, that awaits. Emphasis will be focused on the concepts of truth and validity, deductive and inductive reasoning, fallacies, and the criteria of adequate evidence for belief.

Students may be introduced to theoretical approaches in this class which are new to them, or which may or may not make them feel uncomfortable – such as postcolonialism, feminism, queer studies, critical race studies, ethnic studies / Chamorro Studies, or any other theory which (like those just mentioned) is commonly and widely used by scholars today. That is part of a normal learning process at the university level. Students need not espouse any particular theory, but all students will be required to listen, consider, think critically, and respond specifically, systematically, and academically, to any academic theory or concept placed before them. Students should not be parrots or regurgitators, but thinking human beings.

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Personal ignorance or bigotry is not an excuse for lack of consideration or response in an academic setting. Students may never make any statements which are racist, sexist, or otherwise bigoted in the class, whether to the instructor or to another person. Any student making any such statement may be asked to leave class immediately and/or face disciplinary action.

Students who fail to engage critically with the subject matter in this class will not pass the class. Any student who is not prepared to engage fully critically with theory should not take this class.

Student Learning Objectives (/Outcomes):General Education Learning

Outcomes:Student Learning

Outcomes (or SLOs)

Assignments for Reaching SLOs

1. Applying the concepts essential to examination and evaluation in argumentative discourse; 2. Using investigative and analytic skills to explore complex questions and solve challenging problems; 6. Differentiating and prioritizing elements of complex real-world experiences.

Identify credible and reliable information from various sources.

Readings, Homework, Assessments, Class Activities and/or Projects, Pre/Post Testing.

5. Identifying and avoiding common logical errors (fallacies);

Recognize common errors in reasoning.

Readings, Homework, Assessments, Class Activities and/or Projects, Pre/Post testing

3. Synthesizing information to examine alternatives and arrive at reasoned conclusions; 4. Comprehending and explaining the logic and validity of arguments, and the relevance of data and information.

Construct sound arguments for a variety of real-world experiences.

Readings, Lectures, Assessments, Class Activities and/or Projects, Pre/Post Testing.

GradingParticipation Activities 30%Assignments/Assessments 30%Class Projects/Presentations 30%Pre-/Post-Testing 10%

Assignment grades and final grades will be based on the following percentages:

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Grade PercentA 90-100%B 89-80%C 79-70%D 69-60%F 59% and lower

Course Design and RequirementsThis course has been designed with regard to whole-person/whole-community engagement and outreach. While each assignment will be assessed specifically during the semester, the final class grade will significantly incorporate the professor’s holistic assessment of the student’s total performance, including such elements as attendance, class participation, expected professional and academic behavior, including paying attention in class and arriving to class on time and ready to participate, understanding of and demonstrated skills in major or regionally significant literary movements that have been addressed in class (including cultural studies, ethnic studies, Chamorro and/or Pacific Islander Studies, and gender studies), commitment, initiative, and teamwork. Students’ work in this class may be shared with peers, and instructor feedback may be shared and discussed with the class for purposes of illustration and edification, although all grades will be kept exclusively private.

Grades are never emailed due to privacy concerns based on federal law (FERPA). Students are encouraged to consult personally with the instructor at any time during the course if they have any concerns.

Students are not to use laptops or cell phones or any other personal electronic device in this course except for purposes of taking notes or accessing websites directly related to the course or course material. Students are expected to be attentive and engaged regarding the class discussion and the instructor’s directions even whilst using any electronic device.

Students must never do work for other classes in this class or discuss anything unrelated to the course in this class. Students are expected to be respectful, attentive, and prepared for this class at all times. Students are not to sleep in class. A university course is an intensive period, in which students are asked to study challenging literature and theories, and students’ full attention and commitment to the class is imperative at all times.

Students must respect and follow all directions of the instructor related to the class work and class activities at all times (i.e., if the instructor directs

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the students to write individually, the students are not to hold a discussion with one another). A note on grades:I consider the “A” grade an exceptional one, to be given only to students who surpass expectations I have for this level; the “C” grade indicates satisfactory completion of the expectations and requirements. Most students who complete the work of this class satisfactorily earn at least a C or B. D’s and F’s are generally given to students who stop participating in the class or who fail one or more major assignments. Students who receive A’s typically participate completely in class and also go far beyond the requirements and expectations. I do not give final grades based only on whether a student handed in all assignments; it depends on my assessment of the student’s actual performance on assignments. A student does not earn a final grade by enrolling in a class or handing in assignments or attending all classes. A student must perform to standard. A’s are not "easy" to earn in this class. I do not give any particular grades unless they are earned to my satisfaction.

Since the course only meets twice a week, promptness and engagement at all times are imperative for student success. Any tardiness beyond half an hour counts as an absence; each absence will result in lowering of the final grade by half a letter grade; more than five absences from class will result in failing the class. Consistent tardiness (of more than ten minutes late) is a serious issue and will result in lowering of the final grade by one to two full letter grades. The instructor will be flexible in serious circumstances (serious personal illness, illness of progeny, death in the family, car failure, etc.) IF she is immediately informed and kept updated and IF the student commits to completing the work of the class in a responsible and thorough manner. The grading system for this class requires university-level comprehension skills and active engagement in the process of learning from each student in order for each student to understand and take ownership of his or her work and recommended continuing study and work. Consult with your instructor immediately if at any point you have any concerns about your standing in the class or your progress toward the final grade.

Critical thinking and “the self-examined life” are required for this class. Students are not to simply parrot back received material or write book summaries. Analysis and critique are instead required.

Please engage with me, ask questions, visit my office, respond to other students’ comments or questions in class: ensure I know your name and your perspective and recognize who you are. I’ll also make the effort to be reaching out to you in class, but it’s required that students participate

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actively in the learning process of this class as well. Please consult with me immediately if at any point you have any concerns about your standing in the class or your progress toward the final grade, and I’ll be happy to clarify.

Attendance and Participation PoliciesAttendance and Participation: Regular attendance is crucial. Class meetings provide an opportunity for frank, open, and rigorous discussion about literary texts, theories, and theorists. I expect prompt attendance, respect for others, and excellent participation from each of you. Specifically, no cell phones or pagers, no games, no side activities or conversations, no disruptions of class activities, and certainly no unkind, obscene, bigoted, impolite, uncollegial, unprofessional, or threatening language or behavior will be permitted. Anyone disrupting class in any regard may face disciplinary action.

Absences: If you need to miss a few classes, meet with your instructor in person as soon as possible to address your ability to keep up with the class. I do not “excuse” absences, and I don’t want to collect emails or phone calls, or doctor’s notes or funeral bulletins. If you are late one day, come in respectfully and quietly, and do not disturb the events in progress. Missing a total of five days in class is grounds for failing the class.

Withdrawal: I do not sign withdrawal forms except in genuine emergencies. If you need to withdraw from the class, please do so prior to the university deadline (see the UOG undergraduate catalog or UOG website for details).

Disabilities: If you require special accommodations, please contact the EEO/ADA Office at 735-2244/43 (TDD), who will present appropriate guidance in writing to your instructor. The EEO/ADA Office serves as the official university resource for approving and arranging students’ accommodations, and handles all information confidentially. In addition, please speak to your instructor privately to confirm any special arrangements.

Written Assignment and Presentation PoliciesSubmission Policies: Students will email assignments as PDF attachments to the instructor by at least 11:00 a.m. on the due date unless otherwise specified.

File Names: Please include your name and the assignment’s name and due date in the title of your files. Example: <Lujan-Joaquin.Book-Review-Essay.12-20-2016.pdf>

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File Type: Send files in .pdf format, not .docx/.doc format, to avoid compatibility issues and preserve formatting. Never use .pages format.

Submission Deadlines: All assignments are due by 11:00 a.m. on the date specified.

Late assignments will NOT be accepted except in limited extraordinary circumstances. (Severe personal illness, severe illness of progeny, death in the family, etc.) Students are strongly encouraged to submit assignments early and double-check successful electronic transmission to the instructor. Students who are concerned about electronic transmission are further encouraged to submit a paper copy to the instructor’s mailbox in the Division of English and Applied Linguistics. Computer failure is not an excuse for a late assignment. Students are expected to be responsible adults who do not leave work to the last minute.

Class Projects/Presentations: (1) Four class presentations on two class readings of five minutes each will refine each student’s ability to convey literary research, knowledge, and judgment to peers. Circulate detailed one-page outlines of your related essay on paper as a handout to every classmate in advance, and prepare to discuss your research and thesis with the class. These are very brief, informal, roundtable conference-type presentations and will not involve the use of PowerPoints or other technology.

(2) Four class mini-projects in assigned groups or pairs will ask you to examine issues relating to critical thinking in creating a learning module entitled "Ta'yok asta Luta" ("Leap to Rota") following the model of the "Hike to Delhi" module. You will work in your assigned groups/pairs to analyze the situation using the tools of critical thinking and prepare a video analysis of no more than five minutes, to be released publicly through social media or other Internet format (your choice). Your team must also prepare a one-page written report on the project.

Assignments/Assessments:(1) Reading - You are expected to have read and comprehended the reading before class on the date listed in the schedule of readings. I recommend that you read in a quiet place. Read each paragraph carefully. Look up any words you do not understand in a dictionary. Sometimes it helps students to be more engaged with the text by writing their reactions in the margins of the text or underlining key ideas or phrases.

(2) Response essays - Two response essays of two to three pages each will provide detailed academic analysis of works of literature encountered in this class. Successful essays will give detailed attention

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to (and close readings of) the fictional text(s) under discussion to reveal its/their literary fineness, relevant historical information and context, any necessary biographical information about the author(s), and any other material from class discussion and readings, as well as the student author’s own judgment. Critical thinking is essential. A critical thesis, ably and clearly defended, is essential. Students are not required to incorporate any scholarly research into their essays.

Participation Activities:(1) Activities involving student direct participations, such as group work, debates, exercises, field trips, etc., will be conducted during class time. It is the student's responsibility to be present for class time. There are no make-ups for in-class activities of this kind.

(2) Pop quizzes on reading and class work will be given at least every other week in class. It is the student's responsibility to bring plenty of standard-size paper (8.5x11 inches) and a pen or pencil to each class in preparation. There are no make-ups for pop quizzes.

Pre-/Post-Testing:We will take exams for this class on the second day of class and again at the end of class test online / in the computer lab. You will be graded simply on the basis of participation and completion for this assignment. It is either complete for full grade or incomplete for a zero grade. No other score will be used. These also cannot be made up if missed.

Paper Formatting: All writing assignments must be typed, proofread, spell-checked, and submitted to your instructor on the date specified in the course calendar. They should adhere somewhat to MLA or APA style in the most simplified sense, i.e., one-inch margins, double-spaced text, 12-point Garamond or Times New Roman font, and proper pagination, in order to prevent unusual or inappropriate styles. The instructor will provide a template. Any failure in these formatting requirements will negatively affect your final grade for the assignment.

Plagiarism: Any submitted assignment containing any plagiarism may result in one or more of the following, depending on your instructor’s assessment of the severity of the issue: (1) rewriting the assignment to cite properly; (2) earning a lower grade on the assignment, usually at least a full letter grade lower for each separate instance of plagiarism; (3) earning a grade of zero on the assignment; (4) earning a grade of F in the course; (5) being recommended by your instructor for further disciplinary action by the division, college, or university.

Electronic Resources: You may wish to utilize the Internet to research additional primary and secondary sources on Google Scholar

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(http://scholar.google.com), the Internet Public Library (www.ipl.org), the UOG library databases, and scholarly journals’ websites.

Note on the Syllabus: This syllabus is subject to change at your instructor’s discretion. Please bring it with you to every class session in case any alterations are made to the reading schedule.

Modules of Instruction: Topics and Pages covered in Text:

Module ONE Critical Thinking: Why is it Important p. 2-35

Module TWO Reason and Emotion p.36-63Module THREE Language and Communication p.64-

99Module FOUR Knowledge, Evidence, and Errors in

Thinking p. 100-133Module FIVE Informal Fallacies p. 134-167Module SIX Inductive Arguments p. 202-235Module SEVEN Deductive Arguments p. 236-265Module EIGHT Ethics and Moral Development p.

266-301

I UNIBETSEDAT GUAHAN * SYLLABUS FANOMNAGAN 2017Course: Na'lebok na Hinasso 101 DR. BOWMAN

Class Schedule:

8/16 Introduction to Class 8/21 Pre-test: meet in classroom, move to computer lab as a group8/23 Chapter 1: Critical Thinking: Why is it Important?8/28 Chapter 1: Critical Thinking: Why is it Important?8/30 Chapter 2: Reason and Emotion9/4 Labor Day Holiday - No class9/6 Chapter 2: Reason and Emotion; First Debate: Preparations in class 9/11 First Debate9/13 First Debate9/18 Field Trip9/20 Chapter 3: Language and Communication9/25 Chapter 3: Language and Communication9/27 Chapter 4: Knowledge, Evidence and Error in Thinking 10/2 Guest Lecturer on Ch. 4: Knowledge, Evidence, and Error in Thinking10/4 Learning Module: "Hike to Delhi" 10/9 Lab Assignment - Analyzing the 2016 Presidential Debates10/11 Library Assignment - Chapter 5: Informal Fallacies 10/16 Chapter 5: Informal Fallacies10/18Chapter 6: Recognizing, Analyzing and Constructing Arguments10/23Chapter 6: Recognizing, Analyzing and Constructing Arguments10/25 Analyzing Arguments: In-Class Activity- 2016 Presidential Debates10/30 Field Trip11/1 Chapter 7: Inductive Arguments11/6 Chapter 7: Inductive Arguments; Debate Preparations in Class11/8 Second Debate 11/13 Second Debate 11/15Chapter 8: Deductive Arguments11/20Chapter 8: Deductive Arguments; Debate Preparations in Class11/22 Third Debate 11/27 Third Debate 11/29Chapter 9: Ethics and Morals12/4 Chapter 9: Ethics and Morals12/6 Field Trip12/13 Final Exam 10:00 am-11:50 am, Post Testing

Schedule is subject to change at the instructor’s discretion. For the latest assignments, always check our online class site at <www.uaceallaigh.wordpress.com>.

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