Syllabus
SCHOOL OF MANAGEMENT
BC 301: CRITICAL THINKING
5 Credit Hours
Effective: January, 2010
Access to the Internet is required.
All written assignments must be in Microsoft-Word-compatible formats.
See the library’s APA Style Guide tutorial for a list of resources that can help you use APA style.
Copyright 2010 by City University of Seattle
All rights reserved.
BC 301: CRITICAL THINKING
FACULTY
Faculty Name:
Contact Information:
COURSE DESCRIPTION
Critical Thinking introduces the student to critical thinking processes used to analyze today's business
issues and aid the student in identifying rational solutions. The course focuses on building and analyzing
arguments; forms and standards of critical thinking; and evaluating sources of information. Students
learn foundational skills that will serve them throughout the program and their business careers.
COURSE RESOURCES
Required and recommended resources to complete coursework and assignments are listed on the
My.CityU portal at Library>Resources by Course.
CITYU LEARNING GOALS
The content of this course addresses the following CityU Learning Goals:
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Critical Thinking;
Strong Interpersonal/Communication Skills.
PROGRAM CONTEXT
The content of this course aligns with the following program outcomes:
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Access and evaluate relevant information to guide business decisions;
Recommend improvements that align with the company’s strategy, goals, and culture;
Lead and manage diverse teams.
COURSE OUTCOMES
In this course, learners will:
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Analyze business propositions for examples of fact and inference, inductive and deductive
reasoning, and emotional appeal;
Construct an argument that defends a business claim with appropriate supporting data and logical
consistency;
Trace the development of an argument from proposition to conclusion;
Recognize what assumptions are and how assumptions may be used to benefit or hinder critical
thinking;
Compare and contrast attitudes or values as expressed by writers with differing perspectives;
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Apply the principles of critical thinking to writing, with and without cited reference sources;
Evaluate the reliability of source materials;
Work with others to produce a team-written document.
CORE CONCEPTS, KNOWLEDGE, AND SKILLS
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The relationship between careful observation and critical thinking;
Obstacles that impede the critical thinking process;
The functions of assimilation, accommodation and disequilibrium in the thinking process;
The difference between the denotative and connotative meanings of words;
The differing functions of concrete and abstract language in constructing arguments;
The standards of determining factuality: verifiability, reliability, plausibility, and probability;
The difference between facts and inferences;
The role of feelings in the thinking process;
The differences between conscious, unconscious, warranted and unwarranted assumptions;
How to articulate the hidden and/or value assumptions underlying arguments;
The role of assumptions and generalizations in the thinking process;
The differences between substantiated and unsubstantiated opinions;
The spectrum of conscious and unconscious viewpoint filters and how they affect arguments;
The differences between a report and an evaluation;
Identification of major logical fallacies (false authority, bandwagon, circular reasoning, red
herring, straw man, etc.);
The place of emotional appeals in an argument;
The differences between deductive and inductive reasoning, including the advantages and
limitations of each;
How to evaluate the reliability of hypotheses based on statistical sampling;
How to evaluate an argument by identifying its claim, its viewpoint and biases, and its level of
support, and to distinguish an argument from a report;
Proper research documentation format in APA style;
How to evaluate sources for relevance, reliability and currency;
The concepts of empirical reasoning, scientific method, hypothesis, probability and causal
reasoning.
OVERVIEW OF COURSE GRADING
The grade you receive for the course will be derived using City University of Seattle’s decimal grading
system, based on the following:
Overview of Required Assignments
Inference Essay
Viewpoint Comparison
Editorial Evaluation
Journal exercises
Argumentative Essay
Instructor Determined Assignments
(including Participation)
TOTAL
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% of Final Grade
10%
15%
15%
20%
20%
20%
100%
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SPECIFICS OF COURSE ASSIGNMENTS
Inference Essay:
Write a two- to three-page essay explaining what you perceive to be the outside world’s assumptions and
inferences about your ethnic identity or some other characteristic by which people might classify you. For
example, you might identify with a national or ethnic group, or you might identify with people having
certain physical traits in common, such as being thin, fat, tall, short, bald, blond, etc. You might also
identify with a group that is classified by non-physical traits such as professional, political or religious
affiliation or identification with a minority gender orientation or interest group. The point here is to be
able to identify yourself with a group so that you can then explore and examine the negative or positive
automatic assumptions people often apply to such groups.
Grading Criteria for Inference Essay
Requirements: Does the student meet the requirements of the
assignment and remain focused on the purpose of the
assignment
Purpose/Thesis Statement: How does the student frame the
content of the paper?
30
Content: How well is the content presented? Does the reader
gain insight from the assignment?
20
Writing Mechanics: How well does the student incorporate
grammar, spelling, syntax, punctuation, and style into the
assignment?
References: Are the selected resources appropriate and
sufficient for the purpose of this work? Are they formatted in
APA style?
Organization: How well is the content of the paper organized?
TOTAL
10
20
10
10
100%
Viewpoints Comparison:
Select two magazine websites with very different viewpoints from each other but which discuss some of
the same issues. You should easily recognize the way that viewpoints act as "filters" so that two writers
starting with the same facts will interpret them very differently. In Mayfield's "Composition Writing
Application” (p. 230), she lists several such magazines. Although you are not limited to these
publications, this list may be helpful to you in selecting your magazines (you can perform an online
search for the web-links). You will also find Mayfield’s discussion of News Framing useful in
discovering your magazines’ viewpoints by analyzing their choice of graphics, navigation, typography,
advertisements, letters to the editor, tables of contents, etc.. Once you have determined the contrasting
viewpoints of the magazines, locate an article in each magazine that discusses approximately the same
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subject matter (international events, politics, science, etc.). Use these two articles to write a three-page
essay demonstrating this assignment’s thesis: the viewpoint of a magazine influences the opinions
expressed in the articles it publishes. Be sure to document your sources with APA in-text citations and
accompanying APA References page.
Grading Criteria for Viewpoints Comparison
Requirements: Does the student meet the requirements of the
assignment and remain focused on the purpose of the
assignment
Purpose/Thesis Statement: How does the student frame the
content of the paper?
30
Content: How well is the content presented? Does the reader
gain insight from the assignment?
20
Writing Mechanics: How well does the student incorporate
grammar, spelling, syntax, punctuation, and style into the
assignment?
References: Are the selected resources appropriate and
sufficient for the purpose of this work? Are they formatted in
APA style?
Organization: How well is the content of the paper organized?
10
20
10
10
TOTAL
100%
Editorial Evaluation:
Read an editorial in a current newspaper (hard copy or online), and write a two-page essay evaluating the
argument skills it demonstrates, using your answers to the six questions on page 260 about the strengths
and weaknesses of arguments to help you decide whether or not the editorial is a good argument or not.
Please do not just answer these questions; turn your responses into a coherent, organized essay with a
clear thesis and good support for your inferences.
Grading Criteria for Editorial Evaluation
Requirements: Does the student meet the requirements of the
assignment and remain focused on the purpose of the
assignment
Purpose/Thesis Statement: How does the student frame the
content of the paper?
30
Content: How well is the content presented? Does the reader
gain insight from the assignment?
20
10
20
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Writing Mechanics: How well does the student incorporate
grammar, spelling, syntax, punctuation, and style into the
assignment?
References: Are the selected resources appropriate and
sufficient for the purpose of this work? Are they formatted in
APA style?
Organization: How well is the content of the paper organized?
TOTAL
10
10
100%
Team Assignment: Argumentative Essay:
In this assignment you will first create a team of 3-4 members and select a current controversial business
issue. The team needs to choose an overarching topic, but then each team member must choose a
perspective of that topic to argue and defend.
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Part I: Team Plan: During the second module, the team needs to submit a plan that clearly
articulates how the team will accomplish all of the parts of this assignment. This plan should
include the topic, the different perspectives each team member will take, and what the team
strategy will be for overcoming conflict within the team. The team plan is worth 5% of the
assignment’s grade.
Part II: Team Thesis Paragraph: During the fourth module of the class, your team will give
the instructor a 1 - 3 paragraph statement explaining the topic the team has chosen and the
individual arguments about this topic (e.g. papers done by each team member) that will be
covered by the team. This paragraph must articulate a reasonable claim about the controversial
issue. Your instructor must approve your team’s thesis statement paragraph. Review the handout,
“How to Write a thesis Statement” if needed. The thesis statement is worth 5% of the
assignment’s grade.
Part III: Individual Perspective Papers: Each individual part of the argumentative paper must
be three to four pages long, word processed and double-spaced. See pages 372-384 in your text
for additional suggestions. The individual perspective paper is worth 60% (10% for thesis, 40%
for content and 10% for writing mechanics and format) of the assignment’s grade.
Part IV: Team Introduction/Discussion: The team will prepare an introductory statement
which introduces the overall topic/ business controversy selected, why this topic was selected as
it relates to the group’s individual papers, and the focus/main topic of each paper presented. The
team introduction of main business controversy should be one-two pages and is worth 10% of the
assignment’s grade.
Part V: Team Discussion/Conclusion: After compiling all of the individual papers, the team
needs to include a discussion/conclusion that synthesizes the key points from each perspective
and concludes with an emerging perspective that reflects on each perspective. The team
discussion/conclusion of main business controversy should be two to three pages and is worth
10% of the assignment’s grade.
Part VII Team References: For the individual part, each learner must use at least five sources
in support of the individual thesis, with a majority (three minimum) selected from appropriate
professional or scholarly journals and e-books (please contact the CityU Library staff for help in
this area if needed). All sources used must be cited in proper APA format. All individual
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references should be compiled, corrected and formatted properly in the final references page. This
is worth 10% of the assignment’s grade.
It is strongly suggested that team members retain at least one copy of their final research project in case
the first copy is lost or misplaced. At least two team members need to be entrusted with the team’s final
portfolio in case the portfolio needs to be sent again. It is also recommended that students retain research
notes and rough notes so that if a question arises as to an actual source and its location, students will be
able to address that question in a timely manner.
Grading Criteria for Argumentative Essay
Team Plan: Does the plan include the topic, the different
perspectives each team member will take, and what the team
strategy will be for overcoming conflict within the team?
Team Thesis Paragraph: Does the thesis paragraph explain
the topic the team has chosen and the individual arguments
about this topic (e.g. papers done by each team member) that
will be covered by the team. Does it articulate a reasonable
claim about the controversial issue.
Individual Perspective paper: Purpose/Thesis Statement:
How does the student frame the content of the paper?
Individual Perspective paper: Content: How well is the
content presented? Does the reader gain insight from the
assignment?
Individual Perspective paper: Writing Mechanics and
format: How well does the student incorporate grammar,
spelling, syntax, punctuation, and style into the assignment?
Does the paper follow APA format?
Team Introduction/Discussion: Does the introduction
introduce the overall topic/ business controversy selected, why
this topic was selected as it relates to the group’s individual
papers, and the focus/main topic of each paper presented?
Team Discussion/Conclusion: Does the conclusion synthesizes
the key points from each perspective and concludes with an
emerging perspective that reflects on each perspective
Team References: Does the reference page include at least five
sources in support of the individual thesis, with a majority (three
minimum) selected from appropriate professional or scholarly
journals and e-books? Are all sources cited in proper APA
format?
TOTAL
5
5
10
40
10
10
10
10
100%
Personal Journal Entries:
Personal Journal Assignments
Module 1 - “Look at your Everyday Object”
Module 2 – – Concepts definitions and comparisons; “The Three Perspectives”
Module 3 – Ado About Nothing movie review
Module 4 – “A Modest Proposal”
Module 5 – 12 Angry Men movie review
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Module 6 – Logical fallacies examples
Module 7 – Fallacies of inductive reasoning
Module 8 – Habits of a Critical Thinker
Each journal assignment asks the student to perform an exercise then write down their reflections about
the exercise in their journal. The exercises encourage observation, personal assessment, reflection,
research, and discernment-skills that are essential to the building of critical thinking abilities. When
grading, look for the student’s ability to share his/her reactions, perspectives, re: the assignment’s content
as much as ‘correct’ answers to what is asked by the exercise being done for that module.
Grading Criteria for Inference Essay
Requirements: Does the student meet the requirements of the
assignment and remain focused on the purpose of the
assignment
Purpose/Thesis Statement: How does the student frame the
content of the paper?
30
Content: How well is the content presented? Does the reader
gain insight from the assignment?
20
Writing Mechanics: How well does the student incorporate
grammar, spelling, syntax, punctuation, and style into the
assignment?
References: Are the selected resources appropriate and
sufficient for the purpose of this work? Are they formatted in
APA style?
Organization: How well is the content of the paper organized?
TOTAL
10
20
10
10
100%
Instructor Determined Assignments
Whether in class, online, or in a mixed mode setting, students will be graded on their participation in
classroom discussions; their ability to present, explain, or defend alternative viewpoints; and the degree to
which they have mastered the concepts and principles inherent in the study of critical thinking. Written
work will be assessed not only on relevance to the subject presented, but also on adherence to good
written form and professional presentation.
COURSE POLICIES
Late Assignments
Students are expected to meet submission requirements for assignments in a timely manner. Evaluation
includes an assessment of timeliness. Late assignments jeopardize your learning, and may also for your
classmates.
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A 1%, per each day late, penalty will be assessed for all late work. All assignments MUST be turned in no
later than the last night of the course.
[Instructor may insert his or her policy on late assignments if desired]
Participation
Students are expected to be actively engaged in a discussion or other activities. Active engagement
means contributing substantive, thoughtful and reflective responses. If online, students must post their
initial responses during the first three days of the week, and their responses to other students’ postings
during the last four days of the week.
Professional Writing
All assignments for this course should be of professional quality. The writing should always take into
consideration the intended audience. Hand written work will not be accepted.
This course requires you to use the American Psychological Association (APA) style in preparing any
required research papers, or any written work where other sources are used. References should be cited
for all facts, ideas, conclusions, and opinions that are not your own.
A proper title page should preface all written assignments, unless otherwise stated. The title page should
include: your name, the title of the paper, the name and number of the course, your course start date, the
date submitted, and the name of the instructor.
Your work should be typed or word-processed on white 8 ½ by 11 inch paper. Any narrative sections
should be double-spaced. Some assignments many require that your work be prepared on a computer
spreadsheet.
UNIVERSITY POLICIES
You are responsible for understanding and adhering to all of City University of Seattle’s academic
policies. The most current versions of these policies can be found in the University Catalog that is linked
from the CityU Web site.
Scholastic Honesty
Scholastic honesty in students requires the pursuit of scholarly activity that is free from fraud, deception
and unauthorized collaboration with other individuals. You are responsible for understanding CityU’s
policy on scholastic honesty and adhering to its standards in meeting all course requirements. A complete
copy of this policy can be found in the University Catalog in the section titled Scholastic Honesty under
Student Rights & Responsibilities.
Attendance
Students taking courses in any format at the University are expected to be diligent in their studies and to
attend class regularly.
Regular class attendance is important in achieving learning outcomes in the course and may be a valid
consideration in determining the final grade. For classes where a physical presence is required, a student
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has attended if s/he is present at any time during the class session. For online classes, a student has
attended if s/he has posted or submitted an assignment. A complete copy of this policy can be found in
the University Catalog in the section titled Attendance Policy for Mixed Mode, Online and
Correspondence Courses.
SUPPORT SERVICES
Disability Resources
If you are a student with a disability and you require an accommodation, please contact the Disability
Resource Office as soon as possible. For additional information, please see the section in the University
Catalog titled Students with Special Needs under Student Rights & Responsibilities.
Library Services
In order to help you succeed in this course, you have access to library services and resources 24 hours a
day, seven days a week. CityU librarians can help you formulate search strategies and locate materials
that are relevant to your coursework. For help, contact a CityU librarian through the Ask a Librarian
service. To find library resources, click on the Library link in the My.CityU portal.
Smarthinking
As a CityU student, you have access to 10 free hours of online tutoring offered through Smarthinking,
including writing support, from certified tutors 24 hours a day, seven days a week. Contact CityU’s
Student Support Center at info@cityu.edu to request your user name and password.
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