HUM101: Critical Thinking
Credit Hours:
3
Contact Hours:
This is a 3-credit course, offered in accelerated format. This means that 16 weeks of
material is covered in 8 weeks. The exact number of hours per week that you can
expect to spend on each course will vary based upon the weekly coursework, as
well as your study style and preferences. You should plan to spend 10-25 hours per
week in each course reading material, interacting on the discussion boards, writing
papers, completing projects, and doing research.
Faculty Information
Name:
Phone:
CSU-GC Email:
Virtual Office Hours:
Course Description and Outcomes
This course includes a practical application of the subject, designed to help students learn and apply the skills of
reasoning in their coursework and everyday life. In critical reasoning, students will be examining the process of
rhetoric and practicing it by writing short critical thinking argumentative essays on current events in an online
forum. One major obstacle to critical thinking is the assumption that a belief or an opinion may result from
critical thinking. In fact, critical thinking results in an objective analysis of a topic or claim and is based on fact or
truth. This course explores the process of reasoning and encourages the students to think more clearly,
insightfully and effectively. Examples from students’ life experiences and current events will help students
develop the abilities to solve problems, analyze topics, and make well-informed decisions.
Course Outcomes
1. Understand and describe the central concepts of critical thinking and the importance of these concepts
for developing strong critical thinking and reasoning skills.
2. Describe the importance that language and emotion play in critical thinking and logical reasoning.
3. Understand and evaluate bias and logical reasoning in print, audio and visual communication with
regard to fallacies, credibility, validity, reliability, ethics, and irrational and rational persuasion.
4. Define and understand the structure of rhetoric.
5. Understand how to identify and apply rhetorical devices in a public forum.
6. Understand the distinctions among types of reasoning and the varieties of claims.
7. Demonstrate the ability to dissect elements of an argument using inductive and deductive reasoning by
writing an organized persuasive essay.
8. Demonstrate the ability to apply critical reasoning by evaluating opinions and media-based information
in order to make decisions based on independent thought and informed judgment.
9. Analyze and apply critical thinking to verbal, written, and visual information.
10. Demonstrate the ability to critically evaluate evidence that is used to support a position as well as to
think, read, and write critically.
Participation & Attendance
Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus.
Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some
reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget
your time carefully and keep an open line of communication with your instructor. If you are having technical
problems, problems with your assignments, or other problems that are impeding your progress, let your
instructor know as soon as possible.
Course Materials
Required:
Browne, M.N., & Keeley, S.M. (2012). Asking the right questions (10th ed.). Upper Saddle River, NJ: Pearson.
ISBN-13: 9780205111169
NOTE: All non-textbook required readings and materials necessary to complete assignments, discussions, and/or
supplemental or required exercises will be provided within the course itself. Please read through each course
module carefully.
Course Schedule
Due Dates
The Academic Week at CSU-Global begins on Monday and ends the following Sunday.
 Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer
Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points.
 Mastery Exercises: Students may access and retake mastery exercises through the last day of class until
they achieve the scores they desire.
 Critical Thinking Activities: Assignments are due Sunday at 11:59 p.m. MT.
Week #
1
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Readings
Chapters 1 & 3 in Asking the Right Questions
Foundation for Critical Thinking. (2011). Our concept and
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Assignments
Discussion (25 points)
Mastery Exercise (10 points)
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2
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3
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4
definition of critical thinking. Retrieved from
http://www.criticalthinking.org/pages/our-concept-anddefinition-of-critical-thinking/411
Foundation for Critical Thinking. (2011). A brief history of the
idea of critical thinking. Retrieved from
http://www.criticalthinking.org/pages/a-brief-history-of-theidea-of-critical-thinking/408
Chapters 2 & 12 in Asking the Right Questions
Paul, R., & Elder, L. (2008). The analysis and assessment of
thinking. Retrieved from The Critical Thinking Community
website: http://www.criticalthinking.org/pages/the-analysisassessment-of-thinking-helping-students-assess-theirthinking/497
Chapters 4 & 5 in Asking the Right Questions
Foundation for Critical Thinking. (2011). Glossary of Critical
Thinking Terms. The Critical Thinking Community. Retrieved
from http://www.criticalthinking.org/pages/glossary-ofcritical-thinking-terms/496
American Rhetoric. (n.d.). Scholarly Definitions of Rhetoric.
Retrieved from http://www.americanrhetoric.com/
American Rhetoric. (n.d.). Figures, Definitions, Audio, Video
Illustrations. Retrieved from
http://www.americanrhetoric.com/rhetoricaldevicesinsound.
htm
Chapters 5 & 6 in Asking the Right Questions
Foundation for Critical Thinking. (2011). Distinguishing
between inferences and assumptions. The Critical Thinking
Community. Retrieved from
http://www.criticalthinking.org/pages/distinguishingbetween-inferences-and-assumptions/484
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Discussion (25 points)
Mastery Exercise (10 points)
Critical Thinking (100 Points)
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Discussion (25 points)
Mastery Exercise (10 points)
Critical Thinking (100 Points)
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Discussion (25 points)
Mastery Exercise (20 points)
Critical Thinking (50 points)
Portfolio: Submit Portfolio
Topic
(0 points)
Discussion (25 points)
Mastery Exercise (10 points)
Critical Thinking (100 Points)
Discussion (25 points)
Mastery Exercise (10 points)
Portfolio: Submit Portfolio
Outline
(0 points)
Discussion (25 points)
Mastery Exercise (10 points)
Portfolio: Peer Discussion
on Portfolio Outlines (0
points)
Discussion (25 points)
Mastery Exercise (20 points)
Portfolio Project (350
Points)
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Chapters 7 & 8 in Asking the Right Questions
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Chapters 10 & 11 in Asking the Right Questions
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Chapter 9 in Asking the Right Questions
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Center for Management & Organization Effectiveness. (2008,
July 31). Strategic thinking: Develop strategic thinking skills to
give yourself a competitive edge [Video file]. Retrieved from
http://www.youtube.com/watch?v=R3Niq91bXqs
Dunning, S. (2011). Learning to ask the right question.
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5
6
7
8
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Forbes.com. Retrieved from
http://www.forbes.com/sites/stevedenning/2011/09/11/lear
ning-to-ask-the-right-question-2/
Foundation for Critical Thinking. (2011). Critical thinking in
everyday life. Retrieved from
http://www.criticalthinking.org/pages/critical-thinking-ineveryday-life-9-strategies/512
Foundation for Critical Thinking. (2011). The critical mind is a
questioning mind. Retrieved from
http://www.criticalthinking.org/pages/the-critical-mind-is-aquestioning-mind/481
Pearson North America. (2010, August 30). Critical thinking:
Today's number one skill [Video file]. Retrieved from
http://www.youtube.com/watch?v=8WW4VZwkra4
Assignment Details
This course includes the following assignments/projects:
Module 2
Critical Thinking: Critical Self-Reflection Essay (100 points)
In this reflective writing exercise you will analyze yourself with regard to your strengths and challenges in effective
thinking and the use of reasoning skills.
Directions:
Using the concepts learned through the readings and lecture pages, write a self-reflection essay that answers the
following five questions:
1.
2.
3.
4.
What does critical thinking mean to you? Describe the role that critical thinking plays in your life today.
Explain and offer examples of how you might further apply critical thinking in your life.
Describe an assumption you recently made and that you now feel you should not have made. Please
analyze why the assumption was not accurate or was otherwise erroneous. You may employ the concepts
of subjective vs. objective reasoning or any other concepts learned in your readings.
Define and explain a point of view or primary value of a critical thinker you sometimes rely on to guide
your thinking. Briefly describe how you personally analyze and assess thinking.
List three inferences you have made in the past. Is it possible to separate emotions from issues that are
heavily based on belief systems such as religious beliefs?
Requirements:
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In this self-reflective assignment, you need to back up your ideas and claims with scholarly sources. Please
cite at least two scholarly sources (other than the required reading). Keep in mind that critical reasoning
and thinking skills are not the same as an opinion. While it is acceptable to write in first-person, as needed
for this assignment, be sure to support your ideas with valid, reputable, and scholarly articles. The CSUGlobal Library is a good place to find these resources.
Feel free to use each question above as a section of your essay.
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Your paper should be 4 to 5 pages in length, well written, and formatted according to CSU-Global Guide to
Writing and APA Requirements.
Module 3
Critical Thinking: Critical Rhetorical Analysis (100 points)
This Critical Thinking assignment is designed to provide you with experience in identifying and analyzing: A)
rhetorical devices used for persuasion, and B) ambiguity in arguments.
Please read the items listed below concerning the topic of overseas outsourcing. Each makes various claims about
workers outside of the United States:
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Van Heerden, A. (2010, July). Auret van Heerden: Making global labor fair [Video File]. Retrieved from
http://www.ted.com/talks/auret_van_heerden_making_global_labor_fair.html
Ballinger, J. (2001). Nike's voice looms large. Social Policy, 32(1), 34-37.
Kripalani, M. (2004). Ban outsourcing? Bad idea. Businessweek, (3876), 64.
Kibbe, C. (2004). Outsourcing: the good, the bad and the inevitable. New Hampshire Business Review,
26(14), 1A.
Analyze the effectiveness of the rhetorical devices used in at least two of the pieces that either challenge or
support the use of overseas outsourcing by corporations. The goal is to connect these to what you might have
seen, heard, or read in the media about the topic of outsourcing.
For each analysis please do the following:
1.
2.
3.
4.
5.
6.
7.
Also:
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Identify two rhetorical device(s) in each item you are analyzing.
Explain how and whether each device is effective in persuasion.
State why or why not each is a valid argument or may be construed as ambiguous.
Analyze in detail the presentation for validity, logic, accuracy, misleading statements, ambiguity, and
credibility.
State your position on the topic of outsourcing.
Use additional citations as necessary to support your reasoning.
Back up your claims with in-text citations using at least two credible sources beyond the textbook.
Apply the concepts learned through the readings and the course lecture. Remember that critical thinking
is based on objective information and premises (claims), not on opinions.
Your paper should be 4 to 5 pages in length, well written, and formatted according to CSU-Global Guide to
Writing and APA Requirements.
Module 4
Critical Thinking: Valid Arguments (50 points)
Apply your critical thinking skills to analyze the argument about whether there is or is not a God. This exercise
examines the impact of value preferences on the positions people take on an issue as well as the processes we use
to determine whether reasoning used to support a position is valid.
1. View the following two presentations, in the order listed:
 Graham, B. (1998, February). Billy Graham: On technology and faith [Video file]. Retrieved
from http://www.ted.com/talks/billy_graham_on_technology_faith_and_suffering.html
 Dawkins, R. (2002, February). Richard Dawkins: Militant atheism [Video file]. Retrieved
fromhttp://www.ted.com/talks/richard_dawkins_on_militant_atheism.html
2.
Write a 2-3 page paper that addresses:
 why you do or do not find these arguments valid, vague, logical, or fallacious. (Refer to the various
fallacies featured in the Module 4 lecture pages for terms and concepts.)
 How do value preferences and descriptive assumptions differ?
3. Next, detail your rebuttal or defense (this can be a hypothetical position, as long as it is well supported) of any
fact or assumption raised in either presentation, above. Identify the issue and state why you are taking your
position, backing up your comments with critical thinking skills and applications.
Remember that critical thinking is not just your opinion--rather, it is a claim that provides evidence that helps you
prove an argument.
Back up your claims and positions in the paper with at least 2 credible sources, which may be from course readings
or from scholarly articles found in the CSU-Global Library.
Make sure your paper adheres to the standards for writing and APA style found in the CSU-Global Guide to Writing
and APA Requirements.
Portfolio: Submit Portfolio Topic (0 points)
NOTE: This assignment will be used to answer your Discussion Question this week.
Select one controversial issue according to the guidelines laid out in the Portfolio Project description, available on
the Assignments Page under Week 8. The issue may be national, international, or regional in nature, but the issue
you select must have clearly defined opposing “sides” that differ in values and opinions.
Please submit to your instructor in no more than one page:
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The topic you have chosen.
A short description of the issue (including why it is controversial and where it occurs and to whom or
what).
Why you are interested in this topic.
As with all written assignments at CSU-Global, be sure to adhere to the CSU-Global Guide to Writing and APA
Requirements. While you will not receive points for this assignment this week, this preliminary deliverable is worth
20 points to your final Portfolio grade. Please review the complete Portfolio Project assignment and the Portfolio
grading rubric, found under Course Information.
Module 5
Critical Thinking: Compare and Contrast Essay (100 points)
1.
Select a current event (no older than a few months) that was widely covered by the media. Here are some
websites where you can search for ideas:
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Real Clear Politics - http://www.realclearpolitics.com/
Pros and Cons of Controversial Issues - http://www.procon.org
The New York Times - http://nytimes.com
Drudge Report - http://www.drudgereport.com
2.
Select at least two news articles on the current event you selected in step one and compare the verbiage
used and contrast the viewpoints, arguments, and claims made by the writers.
3.
Then answer the following questions in an essay format, taking both news articles into consideration.
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What are the issues and the conclusions of each article?
What are the reasons given?
Which words or phrases do you find ambiguous?
What are the value and descriptive assumptions?
Are there any specific fallacies in the reasoning?
How good is the evidence?
Are there rival causes?
Are the statistics deceptive?
What significant information is omitted?
What reasonable conclusions are possible?
4.
Be sure to cite specific phrases and sections of the news articles you are reviewing. In addition, plan to cite at
least two additional sources (you may not use the required readings for the course) to back up your ideas.
The CSU-Global Library is a good place to find these sources. Remember that you will need to reference all
sources used, including the newspaper articles you will be comparing and contrasting.
5.
As with all assignments in this course, keep in mind that critical reasoning and thinking skills are not the same
as an opinion. In this compare and contrast assignment you must back up your ideas using critical thinking
skills. Review the various fallacies featured in the Module 4 and Module 5 lecture pages for terms and
concepts to use in this essay.
6.
Your paper, including citations and references, should be 4 to 5 pages in length, well written, and formatted
according to the CSU-Global Guide to Writing and APA Requirements.
Module 6
Portfolio: Submit Portfolio Outline (0 points)
NOTE: This assignment is worth 20 points to your final portfolio score.
Submit an outline of your Portfolio Project to the corresponding discussion area titled “Portfolio Outline” on the
Discussion Board under Week 6. (Review the Portfolio Grading Rubric under Course Information in Blackboard.)
While you will not receive points this week for this preliminary deliverable, it is worth 20 points to your overall
Portfolio Project score. Please review the Portfolio Grading Rubric, under Course Information. Review the
description of the Portfolio Project on the Week 8 Assignment page.
Directions:
The first step to understanding an argument is to dissect the claims (premises) and the conclusions. As you are
outlining a 1- to 2-page draft of your argumentative essay, please begin to analyze your own claims (premises).
Provide ideas in your outline on the types of research and on the sources you will be using in your final Portfolio
Project.
Plan to submit your outline for credit by the end of the module (Sunday by 11:59 p.m.). Remember, next week
(Week 7), students will practice their critical thinking skills by offering feedback on your outline.
Module 7
Portfolio: Peer Discussion on Portfolio Outlines (0 points)
NOTE: This exercise is worth 50 points to your final portfolio score
For this peer discussion you will review in the Discussion Board under Week 6 the portfolio outlines posted by you
and your fellow students. This week, Week 7, please offer comments and suggestions on at least two of your
fellow students’ outlines. You might suggest additional questions that the student could ask with regard to the
topic the student is analyzing, such as:
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What has been left out?
How credible are the sources?
What other research might be conducted?
What other concepts, terms, techniques, or theories might apply to the issue being analyzed?
Again, the purpose of this peer review is to critically analyze each other’s portfolio outlines (remember that a
critique is different from a criticism!) and to offer additional ideas and ways to address the issues. Follow the same
submission guidelines as for any other class discussion.
Module 8
Portfolio Project (350 Points)
For this project, you will select a controversial issue to analyze. Please note, however, that this portfolio is not a
research paper on the controversial issue itself, but rather an evaluation of the coverage of the topic. The portfolio
is designed to:
 Assess your understanding of how to analyze information based on the principles of strong critical
thinking, and
 Evaluate your ability to write an argumentative essay that is logical, valid, and credible.
Again, our goal here is an analysis of how the information is presented, not a review of the issue itself.
Directions:
1.
2.
3.
4.
Select a controversial issue. The issue may be national, international, or regional in nature, but it must
have clear differences in values with rival causes for and against the issue.
In order to best research and explain the controversial issue, locate at least four different news articles
from four different media sources. Compare the articles to determine the facts presented and note any
biases.
In addition to the four news articles, locate at least two scholarly articles from the CSU-Global Library on
your chosen issue OR on media bias or another topic pertaining to the coverage of controversial issues.
(NOTE: The scholarly articles you use will depend on the controversial issue you have chosen to study.)
Keep in mind the following eight key questions that you should use in evaluating any problem that has
been presented:
a.
b.
c.
d.
e.
f.
g.
h.
5.
Purpose: What is the purpose of the problem or issue? Is the purpose of the problem clearly stated
and implied?
Question: Is the question clear and unbiased? Are the purpose and question relevant to one another
in the solution that is presented?
Information: Is there relevant and accurate evidence and information cited for the problem? Does
the solution consider the complexity of issues?
Concepts: Are the concepts clearly defined and understood to be objective?
Assumptions: Are questionable assumptions clarified? Are these assumptions biased?
Inferences: Is there an explanation of the reasoning skills used to determine how the solution is
reached?
Point of View: Are multiple points of view considered and analyzed in reaching the solution?
Implications: Is there an understanding and consideration of the consequences of the solution?
You will also want to incorporate terms and concepts from the class content pages and module readings.
When analyzing and researching your sources, other guiding questions to ask yourself include:
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What are the issues, the reasons, and the conclusions?
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What do the words mean?
How have the assumptions been made?
Is the evidence reliable, and why or why not?
When are numbers informative?
Where are the rival causes?
6.
Your paper must:
 Cite at least six sources (but feel free to cite more): four newspaper articles and two scholarly articles.
(The CSU-Global Library is a good place to find these resources. Do not use the textbook.)
 incorporate terms and concepts from the class readings and lecture pages
 be 8-10 pages in length, not including the reference page
 include a reference page (which does not count toward the page requirement)
 be formatted according to the CSU-Global Guide to Writing and APA Requirements.
7.
Keep in mind there are the following preliminary deliverables throughout the course that will go toward
completing your portfolio:
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Week 4: Submit Portfolio Topic (worth 20 points to final portfolio score)
Week 6: Submit Portfolio Outline (worth 20 points to final portfolio score)
Week 7: Peer Discussion on Portfolio Outlines (worth 50 points to final portfolio score)
Refer to the Portfolio Project grading rubric found under Course Information to understand how you will be
graded.
Course Grading
Grading Scale and Policies
20% Discussion Participation
10% Mastery Exercises
35% Critical Thinking Activities
35% Final Portfolio Paper
A
95.0 – 100
A-
90.0 – 94.9
B+
86.7 – 89.9
B
83.3 – 86.6
B-
80.0 – 83.2
C+
75.0 – 79.9
C
70.0 – 74.9
D
60.0 – 69.9
F
59.9 or below
In-Classroom Policies
For information on late work and Incomplete grade policies, please refer to our In-Classroom Student Policies
and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies.
Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other
work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating
academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and
APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized
possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information
on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet
resources.
Citing Sources with APA Style
All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA
(based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please
review the APA resources within the CSU-Global Library under the “APA Guide & Resources” link. A link to this
document should also be provided within most assignment descriptions on your course’s Assignments page.
Netiquette
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous,
respectful, and professional manner. All posts and classroom communication must be conducted in accordance
with the student code of conduct. Think before you push the Send button. Did you say just what you meant?
How will the person on the other end read the words?
Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the
instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic,
religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or
intimidations by email, or on discussion boards and other postings within or connected to the online classroom.
If you have concerns about something that has been said, please let your instructor know.