ENGL 1C: ARGUMENTATIVE WRITING & CRITICAL THINKING
Foothill College Course Outline of Record
|Effective Term:||Summer 2021|
|Hours:||5 lecture per week (60 total per quarter)|
|Prerequisite:||One of the following: ENGL 1A, 1AH, or 1S & 1T.|
|Advisory:||Not open to students with credit in ENGL 1CH or 2.|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Grade Type:||Letter Grade (Request for Pass/No Pass)|
Student Learning Outcomes
- A successful student will be able to demonstrate mastery of critical thinking techniques and analysis.
- A successful student will be able to write an argumentative essay with awareness of audience and mastery of critical reasoning.
The student will be able to:
A. Critically read, analyze, compare, and evaluate multicultural argumentative prose from across the curriculum.
B. Conduct rhetorical analysis of texts and identify a text's premises and assumptions in various social, historical, cultural, psychological, or aesthetic contexts.
A. Demonstrate mastery in writing text-based arguments, including interpretation, evaluation, and analysis, and support them with a variety of appropriate textual evidence and examples.
B. Use and analyze basic modes of argument, such as inductive and deductive reasoning techniques, recognizing fallacies, analysis, interpretation, and synthesis.
C. Find, analyze, interpret, and evaluate research material, incorporating them to support claims using appropriate documentation format without plagiarism.
D. Use style, diction, and tone appropriate to the academic community and the purpose of the specific writing task.
A. Identify logic of argument (premises and conclusions).
B. Demonstrate understanding of formal and informal fallacies in language and thought.
A. Read and analyze at least three book-length, college-level texts in separate or anthology form
1. Comprehend and evaluate a text's main themes
2. Draw reasoned inferences based on close reading of a text
B. Conduct rhetorical analysis of texts
1. Analyze varieties in voice, rhetorical style and purpose in non-fiction genres
2. Identify and analyze rhetorical devices in connection with a text's main themes
3. Establish cultural and historical contexts for a text and determine how those contexts shape that writing
A. Demonstrate mastery in writing text-based arguments, including interpretation, evaluation, and analysis, and support them with a variety of appropriate textual evidence and examples
1. Based on writing a total of at least 6,000 words: Text-based, thesis-driven compositions, including a documented research paper, the shortest of which will be 750 words
2. Practice writing both as a process of discovery and synthesis
3. Draw connections that synthesize:
a. Two or more texts
b. The text(s) and the student's individual experiences and ideas
B. Use and analyze basic modes of argument, such as inductive and deductive reasoning techniques, recognizing fallacies, analysis, interpretation, and synthesis
C. Find, analyze, interpret, and evaluate research material, incorporating them to support claims using appropriate documentation format without plagiarism
D. Use style, diction, and tone appropriate to the academic community and the purpose of the specific writing task
1. Develop advanced grammar, punctuation, and syntax, including editing for improved sentence variety and flow
2. Identify and employ the conventions and strategies appropriate to writing with various disciplines
A. Identify logic of argument (premises and conclusions)
1. Distinguish denotation from connotation, the abstract from the concrete, and the literal from the inferential (including analogy, extended metaphor, and symbol)
2. Draw and assess inferences and recognize distinctions among assumptions, inferences, facts, and opinions
B. Demonstrate understanding of formal and informal fallacies in language and thought
1. Identify logic (premises/conclusions) and logical fallacies such as syllogistic reasoning, abstractions, undefined terms, name-calling, false analogy, ad hominem, and ad populum arguments
2. Recognize and evaluate assumptions underlying an argument
Special Facilities and/or Equipment
B. When taught via Foothill Global Access, on-going access to computer with email software and capabilities; email address.
C. When taught as a fully online course, the faculty shall employ one or more of the following methods of regular, timely, and effective student/faculty contact:
1. Private messages within the course management system
2. Personal email outside of the course management system
3. Telephone contact/weekly announcements in the course management system
4. Chat room within the course management system
5. Timely feedback and return of student work (tasks, tests, surveys, and discussions) in the course management system by methods clarified in the syllabus
6. Discussion forums with appropriate facilitation and/or substantive instructor participation
7. E-portfolios/blogs/wiki for sharing student works in progress; provide feedback from fellow students and faculty in a collaborative manner, and to demonstrate mastery, comprehension, application, and synthesis of a given set of concepts
8. Field trips
Method(s) of Evaluation
Write a total of at least 6,000 words: a minimum of three untimed, formal essays (in-class or online) and two timed, informal essays (in-class or online)
Additional assignments may include essay exams, class discussion, oral presentations, quizzes, and tests
Method(s) of Instruction
Structured small-group exercises
Representative Text(s) and Other Materials
One critical thinking text and at least two additional book-length college-level texts of non-fiction literature presented in either separate or anthology form. To be supplemented at the instructor's discretion with additional readings, handbook, and/or rhetoric.
The following texts are suggested:
Rottenberg, Annette. The Elements of Argument. 12th ed. Boston: Bedford/St. Martins, 2017.
Salmon, Merrilee. Introduction to Logic and Critical Thinking. Boston: Wadsworth/Cengage, 2013.
Paul, Richard, and Linda Elder. Critical Thinking. 3rd ed. NY: Pearson, 2019.
Chaffee, John. Thinking Critically. 12th ed. Boston: Wadsworth/Cengage, 2018.
Barnet, Sylvan, and Hugh Bedau. Current Issues and Enduring Questions. 11th ed. Boston: Bedford/St. Martins, 2016.
Other appropriate texts may include the following:
Anthologies of short essays or other works addressing relevant issues or topics.
Book-length works of non-fiction.
A standard handbook on writing and documentation.
The following texts are examples:
Skloot, Rebecca. The Immortal Life of Henrietta Lacks. NY: Broadway Books, 2011.
Alexander, Michelle. The New Jim Crow. NY: The New Press, 2012.
Stiglitz, Joseph. The Price of Inequality. NY: W.W. Norton, 2013.
Hult, Christine A. Researching and Writing Across the Curriculum. 3rd ed. New York: Longman, 2005.
Bales, Kevin. Understanding Global Slavery: A Reader. Berkeley: University of California Press, 2005.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Reading and discussion of non-fiction texts from across the curriculum
B. In-class timed essays based on analysis of assigned reading
C. Formal analytical, text-based essays based on analysis of reading and research