Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela Multilingüe de Negocios y Relaciones Internacionales
1.
E-MAIL: dga@puce.edu.ec
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
DATOS INFORMATIVOS:
MATERIA : Seminario en Inglés: Critical Thinking
CÓDIGO:
11112
CARRERA: Multilingüe en Negocios e Intercambios Internacionales
NIVEL:
5
No. CRÉDITOS: 3
CRÉDITOS TEORÍA: 3
SEMESTRE/AÑO ACADÉMICO: PRIMERO 2009-2010
CRÉDITOS PRÁCTICA:
PROFESOR: Ulla Barnickel
Nombre: Ulla Barnickel
Grado académico o título profesional: BA Joint Honours in Film and
Media Studies and Spanish, Diploma TEFL, Diploma Profesora de
Alemán, Diploma Facilitadora del Programa Pensamiento Crítico
Breve indicación de la línea de actividad académica: Profesora EFL,
ESP, Alemán, Escritura Creativa, Editora de la publicación Put It In
Writing
Indicación de horario de atención a estudiantes: lunes a viernes 8.00-9.00
Correo electrónico:uebarnickel@puce.edu.ec
Teléfono: ext. 1371
2. DESCRIPCIÓN DE LA MATERIA:
El propósito de este seminario es introducir a los estudiantes al pensamiento crítico para
que sean lectores y escritores más reflexivos. El curso está enfocado a la argumentación
persuasiva y la habilidad de leer “entre líneas”. Durante el transcurso del seminario se hará
énfasis en las argumentaciones académicas escritas.
3. OBJETIVO GENERAL:
Discover and elaborate responsible ways of arguing persuasively.
Develop the ability to "read between the lines".
Aid the student to write thoughtful and effective arguments on important political, social,
scientific, and ethical issues.
4. OBJETIVOS ESPECÍFICOS:
After having finished the course the students should be critical readers and writers and
possess the following skills:
A critical reader should be able to
Summarize accurately an argument they have read;
Locate the thesis of an argument and assumptions, stated and unstated;
Analyze and evaluate the strength of the evidence and the soundness of the
reasoning offered in support of the thesis;
Analyze, evaluate, and account for discrepancies among various readings on a topic
(for example, explain why certain facts are used or not used, why two sources
might interpret the same facts differently);
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Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela Multilingüe de Negocios y Relaciones Internacionales
E-MAIL: dga@puce.edu.ec
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
A critical writer should be able to
Imagine an audience, and write effectively for it (by such means as using the
appropriate tone and providing the appropriate amount of detail) and present
information in an orderly and coherent way;
Be aware of own assumptions and incorporate sources into their own writing, not
simply by quoting extensively or by paraphrasing, but also by having digested
materials so that they can present it in their own words and properly document all
borrowings-not merely quotations and paraphrases but also borrowed ideas.
5. CONTENIDOS
1. Critical Thinking, Part One
2. Critical Reading: Getting Started, Part One
3. Critical Reading, Getting Deeper IntoThe Argument, Part One
4. Critical Writing: Writing An Analysis of an Argument, Part Two
5. Critical Writing: Writing An Analysis of an Argument, Part Two
6. Critical Writing: Developing An Argument of Your Own, Part Two
7. Critical Writing: Using Sources, Part Two
8. Current Issues: Pro-Con Debates
6. METODOLOGÍA, RECURSOS:
Students are expected to have completed the readings assigned in advance of each class meeting.
Students participate in class discussions about topics covered in the weekly reading assignments
and participate in workshops in which they present their applications of what has been learnt. The
teacher is a guide who aids the students to understand the subject matter through brief lectures
which will lead on to class discussions.
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Asignatura: Seminario en Inglés: Critical Thinking
ORGANIZACIÓN DOCENTE SEMANAL
ACTIVIDADES DE INTERACCIÓN
DOCENTE - ESTUDIANTES
TRABAJO AUTÓNOMO DEL ESTUDIANTE
SEMANA
(HORAS PRESENCIALES)
(HORAS NO PRESENCIALES)
(1 - 16)
N° de horas
N° de
de clases
horas de
prácticas, N° de horas de
clases
laboratorios,
tutorías
teóricas
talleres
especializadas
17 al 21
Agosto
24 al 28
Agosto
3
3
31 agosto al 04
septiembre
07 al 11
septiembre
3
3
14 al 18
Septiembre
3
21 al 25
septiembre
3
28 septiembre al
02 de octubre
3
ACTIVIDADES (Descripción)
Reading
O.R. page 3 – 21
Identification of Assumptions in spoken and
written discourse (present to the class)
Elaboration of a balanced (pro-con) dialogue
(present in writing to the teacher)
Reading
O.R. page 22 – 49
Identification of Thesis Statements in various
readings (present to the class)
Summary of three Arguments (present in
writing to the teacher)
Usage of Reading Strategies such as
Underlining, Highlighting and Annotating to
various readings (present copy of the text to the
teacher)
Review
Reading
O.R. page 50 – 98
Group Work: Collection and Analysis of
examples of deductive and inductive thinking,
sound and unsound arguments, definitions,
samples, evidence, examples, real events,
invented instances, analogies, authoritative
testimony, statistics, fallacies (present to the
class)
Reading, OR page 101 -159
N° de
horas
TEMAS A
TRATAR
(N° del
tema,
EVALUACIONES
unidad, o
capítulo
descritos en
Contenidos)
3
1
3
1
3
2
3
2
3
First Evaluation
3
3
3
3
4
3
05 al 09 de
octubre
3
(vacación 09 ) ?
12 al 16 de octubre 3
19 al 23
octubre
3
26 al 30 de octubre
02 al 06 de
noviembre
(02 y 03 vacación) 3
09 al 13 de
3
noviembre
16 al 20 de
noviembre
3
23 al 27
de noviembre
3
30 de noviembre
al 04 de diciembre
(04 diciembre
vacación)
07 al 11
de diciembre
Fin de clases
3
14 al 18 de
diciembre 2009
EXÁMENES
3
Pair Project: Examination of an Argument:
Title, Thesis, Purpose, Method, Persona
(present to the class and in writing to teacher)
3
4
Writing of an Essay Analysing an Argument
Review
Reading
O.R. page 160 – 190
3
4
3
5
Elaboration of the Draft of an Argument
3
6
Writing of an Argument (Essay)
Reading:
O.R. page 191-248
Review
Group Project: Preparation and Writing of
Interview Question, Preparation and
Conducting an interview
Preparion of a Presentation of the Evaluating
different Sources (books, periodicals, internet,
etc.),
(present to the class)
Compilation of an Annotated Bibliography
(present to the teacher)
Reading:
O.R. 383-426
Complete Course Review
Elaboration of a Written Analysis of a Debate
(present to the teacher)
Second Evaluation
6
3
6
3
7
Third Evaluation
3
8
3
8
3
8
4
7. EVALUACIÓN:
CRONOGRAMA DE EVALUACIONES:
PUNTAJE
FECHA
Primer Parcial
Segundo Parcial
Tercer Parcial
Examen Final
10 PTS.
10 PTS.
10 PTS.
20 PTS:
ENTREGA DE NOTAS SECRETARÍA
21.9.2009
26.10.2009
30.11.2009
4.12. 2009
EVALUATION SYSTEM:
There will different ways the students will demonstrate their engagement with the readings:
Quizzes, Presentations, Written Assignments, Collection and Compilation of Examples,
Drafts, Essays etc.
With regard to the written assignments, the student will be asked to write answers to questions
that require him/her to reflect on concepts and/or apply them. S/he also may be asked to write
responses before and after reading an assignment for the class in order to promote his/her
engagement with the reading and to prepare for class discussion.
Also, the student will take quizzes and examinations in which s/he demonstrates mastery of
topics covered in weekly reading assignments, lectures, and class discussions.
8. - BIBLIOGRAPHY:
Obligatory Readings:
Current Issues and Enduring Questions, Part One, Two and Four, by Sylvan Barnet, Hugo Bedau,
Bedford/St Martin`s Press, 1999
Additional Readings:
Critical Thinking, Reading, And Writing, a Brief Guide to Argument, Third Edition, by
Sylvan Banet and Hugo Bedau, Bedford/St. Martin`s Press, 1998
Halpern, Diane. Critical Thinking Across the Curriculum, Lawrence Erlbaum Associates,
Publishers, 1997.
William Hughes, Critical Thinking, 3rd edition, broadview press, 2000
The St. Martin’s Workbook, 5th edition, Lex Runciman, 2003
Other Recommended Readings:
The Mc Graw-Hill Reader, Issues Across the Disciplines, compiled by Gilbert H. Muller,
Mc Graw Hill, 2000
Reading Critically, Writing Well, 5th edition, Rise B. Axelrod, Charles R. Cooper,
Bedford/St. Martin’s, 1999
Making It Work , Robert Diyanni, Bedford/St. Martins, 2003
5
Aprobado:
Por el Consejo de Escuela
__________________________
f) Director de Escuela
fecha: ______________________
Por el Consejo de Facultad
__________________________
f) Decano
fecha: ______________________
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