ENGL C102: Critical Thinking and Writing
| Item | Value |
|---|---|
| Curriculum Committee Approval Date | 10/25/2024 |
| Top Code | 150100 - English |
| Units | 3 Total Units |
| Hours | 54 Total Hours (Lecture Hours 54) |
| Total Outside of Class Hours | 0 |
| Course Credit Status | Credit: Degree Applicable (D) |
| Material Fee | No |
| Basic Skills | Not Basic Skills (N) |
| Repeatable | No |
| Open Entry/Open Exit | No |
| Grading Policy | Standard Letter (S) |
| Local General Education (GE) |
|
| California General Education Transfer Curriculum (Cal-GETC) |
|
| Intersegmental General Education Transfer Curriculum (IGETC) |
|
| California State University General Education Breadth (CSU GE-Breadth) |
|
Course Description
Formerly: ENGL C102. In this course, students receive instruction in critical thinking for purposes of constructing, evaluating, and composing arguments in a variety of rhetorical forms, using primarily non-fiction texts, refining writing skills and research strategies developed in ENGL C1000 College Reading and Writing (CID ENGL 100) or similar first-year college writing course. PREREQUISITE: College-level composition (ENGL C1000/CID ENGL 100) or equivalent. Transfer Credit: CSU; UC. C-ID: ENGL 105. Common Course Number: ENGL C1001.C-ID: ENGL 105.
Course Level Student Learning Outcome(s)
- Write well-organized and reasoned arguments in Standard English that demonstrate critical analysis supported by sufficient evidence.
- Evaluate secondary sources and cite those sources correctly using MLA and/or APA documentation in a research essay of substantial length.
Course Objectives
- 1. Define, recognize, and utilize forms of critical reasoning, including deductive and inductive reasoning, in a variety of rhetorical contexts.
- 2. Reflect critically on one?s own thought processes to identify and avoid cognitive biases and common fallacies of language and thought.
- 3. Employ critical reading and research strategies to locate and evaluate complex texts representative of diverse experiences, perspectives, and forms of authority.
- 4. Evaluate and document evidence to construct arguments in a variety of rhetorical situations, distinguishing knowledge from belief and fact from judgment.
- 5. Draft written arguments to respond appropriately to texts, with attention to intended audience, purpose, and social context, and revise for clarity, cogency, persuasiveness, and soundness.
Lecture Content
Develop writing and reading skills for logical reasoning and argumentation using primarily non-fiction texts. Minimum 5,000 words of writing which may include a combination of drafts, written peer response, and other forms of writing that inform students inquiry-driven research and writing process. Students should revise and receive feedback from their instructor on at least one extended argument.
Method(s) of Instruction
- Lecture (02)
- DE Live Online Lecture (02S)
- DE Online Lecture (02X)
- Video one-way (ITV, video) (63)
Instructional Techniques
Instructor utilizes lectures, small group discussions, class discussions, live online synchronous instruction, onlne asynchronous instruction, telecourse intruction, or one-on-one conferences. Students may submit compositions to external sites such as Turnitin or Copyleaks. Instructor employs audio and video technology to appeal to different learning types. Instructor assigns homework. Instructor provides rubrics showing assignment expectations and scoring methods.
Reading Assignments
Students will read non-fiction genres and modes from various disciplines presenting challenging content. Examples of readings include works from philosophy, current events, articles, politics, historical documents, speeches, primary and secondary sources, essays, sample student essays, selections from a course reader, and other non-fiction works of merit.
Writing Assignments
In a minimum of 5,000 words of corrected and evaluated academic writing, students will critique non-fiction texts for logic, fallacies, rhetoric, organization, purpose, effectiveness, and argumentation. Students may brainstorm, map, and freewrite prior to outlining. Examples of writing assignments include a careful analysis of an article, an exposition on the motives of a speaker, a discourse on the validity or soundness of a syllogism, and an interpretation of a Socratic dialogue.
Out-of-class Assignments
Students will be regularly assigned reading and writing homework. Instructor may also require attending a performance, watching a film, visiting a library, or other out-of-class enrichment activities.
Demonstration of Critical Thinking
Methods of evaluation used to observe or measure students achievement of course outcomes are at the discretion of local faculty but must include at least one extended argument through draft and revision. Additional assessments could include, but are not limited to, peer evaluations, discussions, metacognitive reflections, presentations, quizzes, exams, projects, etc.
Required Writing, Problem Solving, Skills Demonstration
Students demonstrate critical thinking by closely reading and analyzing non-fiction texts. Students also exhibit critical thinking during class discussions about audience, stance, purpose, persuasive techniques, valid sources, logical fallacies, rhetorical techniques, and the Greek appeals. Students will write essays and take quizzes. Students will research and write findings in MLA and/or APA styles. Students will participate in discussions. Students may also deliver an oral report, debate, present, or participate in other projects, individual or group.
Eligible Disciplines
English: Master's degree in English, literature, comparative literature, or composition OR bachelor's degree in any of the above AND master's degree in linguistics, TESL, speech, education with a specialization in reading, creative writing, or journalism OR the equivalent. Master's degree required.
Textbooks Resources
1. Required Gurevich, A.. Critical Thinking, 2nd ed. Creative Commons International License, 2023 2. Required Siha . English 102: How Arguments Work , ed. Libretexts, 2022 Rationale: Maintain relevant content as a reference handbook for English 102 students 3. Required Bullock, Richard, et al. . The Little Seagull Handbook , 5 ed. Norton , 2024 4. Required Mills, Anna. How Arguments Work: Analyzing Texts in College , ed. OER Libretexts, , 2022 5. Required Rottenberg, Annette. The Elements of Argument, ed. Bedford / St. Martin's, 2021 6. Required Paul, Richard, and Linda Elder. Critical Thinking, ed. The Foundation of Critical Thinking, 2022 7. Required Barnet, Sylvan. Current Issues and Enduring Questions, ed. Bedford/St. Martins, 2022 8. Required Booth, Wayne C. et al.. The Craft of Research , ed. U of Chicago Press, 2024 9. Required Foresman, Galen A., and Peter S. Fosl. The Critical Thinking Toolkit, ed. Wiley-Blackwell, 2016 Rationale: Listed text on CCN template
Other Resources
1. Coastline Library 2. Instructors may suggest or require that students access e-books and/or other educational websites on the Internet. 3. Materials shall be primarily non-fiction, are expected to represent culturally diverse perspectives, and will vary by individual institutions and sections. A writing handbook must beincluded. Open Educational Resources (OER) materials are encouraged.