Tuesday, December 2, 2008

From The Foundation for Critical Thinking

The Thinker's Guide to Fallacies: The Art of Mental Trickery and Manipulation

By Dr. Richard Paul and Dr. Linda Elder

"Most people deeply believe in -- but are unaware of -- the following premises:

1. It's true if I believe it
2. It's true if we believe it
3. It's true if I want to believe it
4. It's true if it serves my vested interest to believe it"

From http://www.criticalthinking.org/

  • 44 Foul Ways to Win an Argument (which include the following):
    • Appeal to Authority
    • Appeal to Experience
    • Appeal to Fear
    • Appeal to Popular Passions
    • Appeal to Tradition or Faith ("the tried & true")
    • Assume a Posture of Righteousness
    • Attack the person (and not the argument)
    • Beg the Question
    • Call For Perfection (demand impossible conditions)
    • Create a False Dilemma (the great either/or)
    • Question Your Opponent's Conclusions
    • Create Misgivings: Where There's Smoke, There's Fire
    • Create A Straw Man
    • Deny or Defend Your Inconsistencies
    • Demonize His Side Sanitize Yours
    • Evade Questions, Gracefully
    • Flatter Your Audience
    • Hedge What You Say
    • Ignore the Evidence
    • Ignore the Main Point
    • Attack Evidence (that undermines your case)
    • Insist Loudly on a Minor Point
    • Make Much of Any Inconsistencies in Your Opponent's Position
    • Make Your Opponent Look Ridiculous
    • Oversimplify the Issue

  • Monday, December 1, 2008

    F A L L A C I E S

    F A L L A C I E S

    Fallacies of Distraction
    Fallacies of Distraction involve the misuse of logical operators--or, not, if-then, and--which distract the reader away from realizing an apparent falsity within the text. Each of the following examples contains links to web pages that further elaborate their meaning.


    False Dilemma (misuse of "or")
    Argument from Ignorance (misuse of "not")
    Slippery Slope (misuse of "if-then")
    Complex Question (misuse of "and")

    Appeals to Motives in Place of Support
    The fallacies in this category are without reasons for belief and tend to appeal to the emotions or other psychological factors of their readers.

    Appeal to Force
    Appeal to Pity
    Appeal to Consequences
    Prejudicial Language
    Appeal to Popularity

    Changing the Subject
    The fallacies in this category target the person making the argument rather than the issue being argued.

    Attacking the Person
    Appeal to Authority
    Anonymous Authorities
    Style over Substance.

    Inductive Fallacies
    The fallacies in this category are assumptions about a whole from properties of a part. Although statistical sampling is a means of reasoning the composition of a whole, no sample is a perfect representation of its whole.

    Hasty Generalization
    Unrepresentative Sample
    False Analogy
    Slothful Induction
    Fallacy of Exclusion

    Fallacies Involving Statistical Syllogisms
    The fallacies in this category are assumptions about a part or even a whole that are made from statistical syllogisms, such as "most," as in "Most teachers know how to teach," or "generally," as in "Students are generally good learners." However, no syllogism is actually necessary to engage in this fallacy. For example, "People like to get haircuts."

    Accident
    Converse Accident.


    Causal Fallacies
    The fallacies in this category are assumptions about conclusions that are based on their causes. In other words, we can make a mistake in assumming that if cause A occurs, conclusion B will occur also--such as if students are handed textbooks, then they will read them.

    Post Hoc
    Joint Effect
    Insignificant
    Wrong Direction
    Complex Cause

    Missing the Point
    The fallacies in this category are false assumptions that fail to prove that a conclusion is true.

    Begging the Question
    Irrelevant Conclusion
    Straw Man

    Fallacies of Ambiguity
    The fallacies in this category involve using a word or phrase unclearly (ambiguously or vaguely).

    Equivocation (Using the same term in two different ways)
    Amphiboly (Two different interpretations)
    Accent (what is actually said isn't what is actually meant)

    Category Errors
    The fallacies in this category occur when one thinks the sum of all the parts fits into a gestalt.

    Composition (The whole does not necessarily have the properties of its parts)
    Division (The parts do not necessarily have the properties of the whole)

    Non-Sequitur
    The fallacies in this category occur as a result of invalid arguments.

    Affirming the Consequent
    Denying the Antecedent
    Inconsistency

    Syllogistic Fallacies
    The fallacies in this category occur as a result of invalid categorical syllogisms.

    Fallacy of Four Terms: a syllogism has four terms
    Undistributed Middle
    Illicit Major
    Illicit Minor
    Fallacy of Exclusive Premises: a syllogism has two negative premises
    Fallacy of Drawing an Affirmative Conclusion From a Negative Premise
    Existential Fallacy: a particular conclusion is drawn from universal premises

    Fallacies of Explanation
    The fallacies in this category refer to errors in making explanations.

    Subverted Support (The phenomenon being explained doesn't exist)
    Non-support (Evidence for the phenomenon being explained is biased)
    Untestability (The theory which explains cannot be tested)
    Limited Scope (The theory which explains can only explain one thing)
    Limited Depth (The theory which explains does not appeal to underlying causes)

    Fallacies of Definition
    The fallacies in this category refer to errors in defining words or concepts.

    Too Broad (The definition includes items which should not be included)
    Too Narrow (The definition does not include all the items which shouls be included)
    Failure to Elucidate (The definition is more difficult to understand)
    Circular Definition (The definition includes the term being defined as a part of the definition)
    Conflicting Conditions (The definition is self-contradictory)
    Fallacies of Faulty Reasoning
    false analogy
    compares two things that are not alike in significant respects or have critical points of difference
    hasty generalization
    draws a conclusion about a class based on too few or atypical examples
    false cause
    post hoc
    mistakes temporal succession for causal sequence
    single cause fallacies
    occurs when an advocate attributes only one cause to a complex problem
    slippery slope
    assumes, without evidence, that a given event is the first in a series of steps that will lead inevitably to some outcome.

    TFY C12 Web Links

    ARGUMENTS AND INFERENCES
    Tie together what you have learned about inferences and argument by reading this article taken from Philosophy Pages.
    http://www.philosophypages.com/lg/e01.htm

    DECLARATION OF HUMAN RIGHTS
    Explain how this document represents a deductive argument.
    http://www.un.org/Overview/rights.html

    DEDUCTIVE AND INDUCTIVE
    These exercises help you understand the differences between inductive and deductive reasoning. Prepared by San Jose University, Mission Critical.http://www2.sjsu.edu/depts/itl/7/part2/ind-ded.html

    MARTIN LUTHER KING, JR.Here is a biography of Martin Luther King, Jr.
    http://nobelprize.org/peace/laureates/1964/king-bio.html

    THOMAS JEFFERSON
    Review the life and writings of Thomas Jefferson.
    http://www.pbs.org/jefferson/

    VALID AND INVALID
    Learn more about valid and invalid deductive reasoning prepared by the Rhodes Writing Center.
    http://www.rhodes.edu/writingcenter/group_b/deductive_reasoning.html

    VENN DIAGRAMS
    Past editions of this text have included Venn diagrams: a useful visual approach to logic.
    http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M42&product_isbn_issn=141301772X&chapter_number=12&altname=Web+Links&resource_id=5##

    Thursday, October 16, 2008

    Vocabulary Quiz

    Vocabulary Quiz: http://esl.about.com/library/vocabulary/blvocabquiz_money1.htm

    Money Vocabulary

    Money
    The words below are some of the most important used when talking about Money.
    Money - Banking
    account
    bank statement
    bankrupt
    borrow
    budget
    cash
    cashier
    check
    traveler's check
    credit (card)
    currency
    debt
    deposit
    exchange rate
    interest (rate)
    invest
    investment
    lend
    loan
    mortgage
    owe
    pay
    save
    savings
    shares
    withdraw
    Money - Buying
    bargain
    bill
    cost
    expense
    installments
    price
    purchase
    purse
    receipt
    reduction
    refund
    spend
    wallet
    Money - Earning
    bonus
    earn
    earnings
    income
    gross income
    net income
    rise
    salary
    wage
    Money - Giving
    collection
    donate
    donation
    fee
    fine
    grant
    income tax
    inherit
    inheritance
    pension
    pocket money
    rent
    scholarship
    tip
    winnings
    Money - Verbs
    add up
    go up / down
    make ends meet
    pay back
    pay into
    put down
    put towards
    run out
    save up
    take out
    Money - Other Related Words
    profit
    property
    valuable
    value
    waste of money
    wealth
    worth
    worthless
    Money - Related Adjectives
    affluent
    broke
    generous
    hard-up
    mean
    poor
    prosperous
    rich
    stingy
    wealthy
    well off

    WoW Student Assignment Word Numbers


    StudentWord # in Part 1 Word # in Part 2
    Abraham112
    Yun-Hsing (Zach)211
    EA310
    Humbat49
    Azamat58
    Teeerawuth67
    Raj76
    Sumitra85
    Kornwika Pinky94
    Zanda103
    Sudil112
    Saken121
    Galiya11
    Halil22
    Yalcin33
    Wised44
    Benjamin55
    Extra CreditAny word

    Friday, October 10, 2008

    Assignments

    Check syllabus for due dates

    Where Do You Stand?
    Introductory Essay & MindMap
    Unit I: Humanities Essay & MindMap
    Unit II: Social Sciences Essay & MindMap
    Unit III: Physical Sciences Essay & MindMap
    Chapter summaries & maps

    Reflections
    Presentations
    Exercises

    Blog with assignments, including graphic versions of the maps, and additional materials

    Wiki (Optional)

    Assignments

    Check syllabus for due dates

    Where Do You Stand?
    Introductory Essay & MindMap
    Unit I: Humanities Essay & MindMap
    Unit II: Social Sciences Essay & MindMap
    Unit III: Physical Sciences Essay & MindMap
    Chapter summaries & maps

    Reflections
    Presentations
    Exercises

    Blog with assignments, including graphic versions of the maps, and additional materials

    Wiki (Optional)

    Thursday, October 9, 2008

    Book Report Assignment

    Assignment:
    1. Select a book that interests you from the public library near you or the main San Francisco Library.

    2. READ IT

    3. MAP IT (Central idea, main topics, selected details)

    4. WRITE ABOUT IT

    Who wrote it?

    What's the title?

    Where, By Whom, and When was it published? (Back of title page)

    Why did you choose it?

    What did you find most interesting about it?

    .
    .
    .

    Saturday, October 4, 2008

    BioPoem Exercise

    How to Write a Biopoem
    (Line 1) First name
    (Line 2) Three or four adjectives that describe the person
    (Line 3) Important relationship (daughter of . . . , mother of . . . , etc)
    (Line 4) Two or three things, people, or ideas that the person loved
    (Line 5) Three feelings the person experienced
    (Line 6) Three fears the person experienced
    (Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)
    (Line 8) Two or three things the person wanted to see happen or wanted to experience
    (Line 9) His or her residence
    (Line 10) Last name
    ---------------------------------------------------------------------------------------------------------

    Biopoem Sample
    Rosa
    Determined, brave, strong, loving
    Wife of Raymond Parks, mother of all children
    Who loved equality, freedom, and the benefits of a good education
    Who hated discrimination, loved to stand up for her beliefs, and loved to help others
    Who feared that racism would continue, feared losing the opportunity to make a difference, and feared that young people might lose opportunities to develop strength and courage
    Who changed history as she accomplished great strides for equality and encouraged excellence for all
    Who wanted to see love triumph and see an end to all bias and discrimination in a world in which respect is freely given to all
    Born in Alabama and living in Detroit
    Parks

    From Abromitis, B.S. (1994, June/July). Bringing lives to life. Biographies in reading and the content areas. Reading Today, 11, 26. Reprinted with permission of the publisher and author.
    Copyright 2004 IRA/NCTE. All rights reserved.

    Tuesday, September 30, 2008

    Tuesday, September 16, 2008

    Words Parts that Indicate Position or Direction


    Introductory Essay Assignment

    Introductory Essay: Consider each of the following contexts:
    Personal (family),
    Social (culture, home country),
    Professional (economic now/future),
    Universal (philosophical, goals, definition of success)

    Blogger How-to Video

    Monday, September 8, 2008

    Reading Exercise: Sehtolc Gnihsaw

    Reading Exercise: Sehtolc Gnihsaw

    The procedure is actually quite simple. First, you arrange the items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.

    Sunday, September 7, 2008

    Thursday, September 4, 2008

    On MindMapping


    Strategic Reading -- Music

    1 Have you ever felt a sudden rush of joy because a favorite song came on the radio? Then you know that music can have a strong effect on your emotions. You should try to take advantage of this power of music. It can help you beat a bad mood or maintain a good mood, says Alicia Ann Clair, professor of music therapy at the University of Kansas. Music can also help you relax and feel rejuvenated.

    2 To cheer up or boost energy, listen to Latin music or anything with accented beats, lots of percussion, and a fast tempo. When you want to relax after a busy day, music with string instruments and woodwinds, less percussion, and a slower tempo can calm you.

    3 Listen to calming music before you tackle stressful activities, recommends Dr. Clair. “Once you’re in a good state of mind, it’s easier to maintain.” To reduce stress at work, put on relaxing tunes only when you really need them. Woodwind instruments “If you listen to them all day long, you will screen them out,” Dr. Clair explains.

    4 You can change your mood by switching from one kind of music to another. To feel rejuvenated, “Start with something serene and relaxing, then gradually pick up the tempo and beat,” says Dr. Clair. For example, play Frank Sinatra ballads, then move on to something energetic such as Aretha Franklin. When you want to calm down after a busy week at work, do the opposite.

    Louis Armstrong

    Louis Armstrong had two famous nicknames. Some people called him Satchmo, short for “Satchel Mouth.” They said his mouth looked like a satchel, or large bag. Musicians were more likely to call him Pops, as a sign of respect for his influence on the world of music.

    2 Armstrongwas born on August 4,

    1901, in Jane Alley, one of the toughest areas of Ne~ Orleans, Louisiana. He grew up poor, but surrounded by great musicians. Jazz was invented in New Orleans a feu years before he was born. Armstrong often said, “Jazz and I grew up together.”

    3 Armstrong v~ as arrested in his early teens for a minor offense. That arrest proved to be lucky He was sent to a boy’s home where Professor Peter Davis taught him to play the cornet. Armstrong had a great talent for music, and he went quickly from being the bass drummer in the school band to first bugler and cornetist.

    4 On leaving the boys’ home in his late teens, Armstrong began to live the life of a musician. He played ~ ith bands in parades, clubs, and on the steamboats that traveled on the i/lississippi River. At that time, the city was defined by the ne~~ music of jazz and ~~as home to many great musicians. Armstrong learned from the older musicians and soon became respected as their equal. He v~as the best student of the great cornetist and trumpeter Joe Oliver~ and played second cornet in his famous band, King Oliver’s Creole Jazz Band.

    5 In 1918, Joe Oliver moved to Chicago. At first, Armstrong remained in New Orleans, but in 1922 he went to Chicago to rejoin Oliver’s band. There, the tale of Louis Armstrong, the genius, begins. From then until the end of his life, Armstrong was celebrated, imitated, and loved v~herever he uent. Armstrong had no equal when it came to playing the American popular song.

    6 His trumpet playing had a deep humanity and warmth that caused many listeners to say, “Listening to Pops just makes you feel good all over.” In addition to being a brilliant trumpetel; he was also the father of the jazz vocal st~ le. He toured constantly and during the last twenty ~ ears of his life, he ~ as one of the best-known and most-admired people in the world. His death, on July 6, 1971, was headline nev~ s around the world.

    Adapted from Marsalis on Music.

    4

    S

    The biology of music

    1 What are two things that make humans different from all other animals? One is language and the other is music. While other animals can sing indeed, many birds do so better than a lot of people birdsong, and the song of animals such as whales, is limited in type. No other animal has developed a musical instrument.

    2 Music is strange stuff. It is clearly different from language. People can, nevertheless, use it to communicate things especially their emotions. When combined with speech in a song, it is one of most powerful means of communication that humans have. But, biologically speaking, what is it?

    3 If music is truly different from speech, then it ought to come from a distinct part of the brain. That part keeps music separate from other sounds, including language. The evidence suggests that such a part does exist.

    4 People whose language-processing ability is damaged do not automatically lose their musical abilities. For example, Vissarion Shebalin, a Russian composer, suffered a stroke to the left side of his brain in 1953. After that, he could no longer speak or understand speech. He could, however, still compose music until his death ten years later. On the other hand, there are one or two cases of people who have lost their musical abilities but who can still speak and understand speech. This shows that the brain processes music and language independently.

    A lot is known about how music works its magic. Why it does so is a different question. Geoffrey Miller, a researcher at University College, London, thinks that music and love are connected to each other. Because music requires special talent and practice, it is a way of demonstrating your fitness to be someone’s mate. Singing in tune, or playing a musical instrument, requires fine muscular control. Remembering the notes demands a good memory. Getting those notes

    right once you have r them suggests a play is in top condition. fact that much music man to the woman vice versa) suggest indeed, a way of sho

    Feeling lonely? Why not go to the mall? You’ll find plenty of company, and yes, a new pair of shoes or maybe even a new computer game. It’s quick and effortless; and you don’t need special equipment. You just get in your car and drive to a store. They’re everywhere, and they’re open 24 hours in any weather.

    Most people think of shopping as something we do when we need to buy things, but some people shop for different reasons. In fact, if you’re like many people today, shopping is your favorite hobby, something you can easily do to change your mood. You might feel great, but if you are not careful, the total on your credit card bill9 will soon be more than you have in your bank account.

    Because shopping is so enjoyable and convenient, it can be addictive. “People get into the dangerous habit of spending money to try to feel good. They become trapped in a cycle of self-defeating behavior that leads to debt and dissatisfaction,” says Fred E. Waddell, author of Money Mastery in Minutes a Day.

    ~ How do you know if you are a compulsive spender, and not just someone who has spent more than you should have this month? There is no easy answer.

    But ask yourself this: Do you have clothes in your closet that you never wear or that still have the price tags on them? Do you ever hide your purchases from your family? Beware, these are some of the warning signs, says Dr. Waddell.

    3 According to him, most compulsive spenders are unaware of their habits or strongly deny them. Compulsive spenders prefer to avoid the issues that force them to shop, so the problem is not just that they spend more than they earn. Spending problems may result from deep personal problems that compulsive spenders have. However, they are not fully aware of these problems.

    6 Some spontaneous spending is natural: flowers to brighten a rainy day, or a treat for a job well done. To be spontaneous means to act without planning. However, a compulsive spender will shop in response to stress and follow a real physical urge to go out and spend money. When this type of spending causes serious problems for you and your family, you have a compulsive-spending problem.

    Sunday, August 31, 2008

    Syllabus

    SYLLABUS:
    IEP 3 READING
    Prerequisite/Co-requisite Courses: None
    Fall 2008 (NC), Thursdays, 12:30-4:15
    Instructor: Dr. Sylvia Y. R. Schoemaker
    Phone: 510.628.8036
    Office Hours: T-Th 11:45-12:30 and by arrangement
    E-mail: profs4e@gmail.com
    INSTRUCTIONAL MATERIALS
    Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ( ISBN: 0521555809)
    Recommended texts: Dictionary, thesaurus
    COURSE DESCRIPTION
    Students will improve reading comprehension and rate; they will increase vocabulary through assigned readings, word study exercises, and discussions. Readings deal with a variety of subjects, including American culture, and academic and personal issues.
    COURSE OBJECTIVES
    Students will develop reading skills for functional communicative purposes, in context-centered study and expansions.
    University learner goals 1 -6, and specifically in English: To develop the ability to communicate effectively in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.
    Students will demonstrate improved discrete and holistic reading comprehension skills through targeted quizzes, tests (pre and post) and exercises (class and text-based).
    TOPICS
    Reading selections are of immediate academic and socio-cultural relevance. Among topics included are: music, money, work, sports, weather, culture, Internet

    INSTRUCTIONAL METHODS
    A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.

    SCHEDULE

    4-SepWk 1

    Introduction

    11-SepWk 2Unit IMusicMusic and MoodsLouis ArmstrongBiology of Music
    18-SepWk3




    25-SepWk 4Unit IIMoneyDangers in ShoppingHow to be a MillionairePity the Poor Lottery Winner
    2-OctWk 5Unit IIIWorkYour First JobJob SatisfactionAre You a Workaholic?
    9-OctWk 6Unit IVSportsDo Pro Athletes Make Too Much Money?Extreme SportsFrequently Asked Questions about the Ancient Olympic Games
    16-OctWk 7Review



    23-OctWk 8Midpoint Exercises



    30-OctWk 9Unit VWeatherKeeping an Eye on the WeatherNature's Weather ForecastersCould You Survive a Natural Disaster?
    6-NovWk 10Unit VIClothesDressing for SuccessCasual Dress in the WorkplaceT-shirts Out; Uniforms In
    13-NovWk 11Unit VIICultureAdventures in IndiaBody Language in the USCross-cultural Differences
    20-NovWk 12Unit VIIIOuter SpaceLining in SpaceThe PlanetsSpace Tours Not So Far Off
    27-NovWk 13Thanksgiving
    4-DecWk 14Unit IX
    Animals
    The Terrible Toads
    Exotic Animals -- Not as Pets!
    Let's Abandon Zoos
    11-DecWk 15Post test






    ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

    Class Participation 15%
    Quizzes 10%
    Projects 15%
    Term Paper 30%
    Presentations 10%
    Final Exam 20%
    Total 100%

    100-95 A
    94-90 A-
    89-87 B+
    86-84 B-
    83-80 C+
    79-77 C+
    76-74 C
    73-70 C-
    69-67 D+
    66-64 D
    63-60 D-
    59 or < F

    Saturday, August 30, 2008

    Where Do You Stand?

    Where do you stand with regard to writing?
    FEET: What do I stand for as a foundation of writing?
    STOMACH: What upsets me about writing?
    HEART: What do I love about writing?
    HANDS: What do I feel about writing?
    EARS: What do I hear about writing?
    EYES: What do I see about writing?
    BRAIN: What do I think about writing?

    Where Do You Stand?

    Where do you stand with regard to writing?
    FEET: What do I stand for as a foundation of writing?
    STOMACH: What upsets me about writing?
    HEART: What do I love about writing?
    HANDS: What do I feel about writing?
    EARS: What do I hear about writing?
    EYES: What do I see about writing?
    BRAIN: What do I think about writing?

    Tuesday, August 19, 2008

    Syllabus

    SYLLABUS: ENGLISH 82B Written Communication II (3)
    Fall 2008 -- Tuesdays 12:30 -3:15
    Prerequisite/Co-requisite Courses: None

    Instructor: Dr. Sylvia Y. R. Schoemaker
    Phone: 510.628.8036
    Office Hours: T-Th 11:45-12:30 and by arrangement

    E-mail: mailto:profs4e@gmail.com

    Blog: http://e82bwcom.blogspot.com/

    Wiki: http://e82bwcom.wetpaint.com


    COURSE DESCRIPTION

    ENG 82B - WRITTEN COMMUNICATION II

    The course includes critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 units)

    COURSE OBJECTIVES

    Students will develop their writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. Students will learn editing, documentation skills, and use of online and other resources.

    University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

    Through assigned essays and exercises, students will demonstrate with progressive skill in mechanics and style according to established rubrics

    INSTRUCTIONAL MATERIALS AND REFERENCES

    REQUIRED TEXT

    VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.

    Course text site: http://college.cengage.com/english/vandermey/college_writer/2e/resources.html

    ISBN: 0-618-74253-0

    TOPICAL OUTLINE

    English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.

    Topics include: writing development based on critical reading and evaluation of both student and professional writing. Review of the foundation for writing in academic and professional contexts.

    SCHEDULE


    Wk12-SepUnit 1 Introduction
    Wk29-SepIntroductory Essay: Consider each of the following contexts: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success)
    Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain)
    Media: On Essay Writing
    Wk3 16-SepPeer Evaluation
    Unit 1 Introductory Essay Due
    Wk4 23-SepUnit 2: Language, Literature, Art, Music, Humanities Focus
    Media: Story of English; Do You Speak American?
    Wk530-SepThe College Writer (TCW), C24, Writing about Literature and the Arts
    MLA Format
    Wk67-OctLiterary Analysis (TCW, 357), oral presentations (TCW, 319), web writing (TCW, 399) http://www.wisc.edu/writing/Handbook/ReadingPoetry.html
    Wk714-OctTCW, C25, Academic Essays
    Unit 2 Paper Due
    Wk821-OctReview; Presentations
    Wk928-OctMidterm
    Wk104-NovUnit 3 Social Sciences Focus
    TCW, C26, Writing for the Workplace
    Wk1111-NovC27 Writing and Designing in the Web Business, Economics America at Work APA Format, C34 Abstracts/summaries(538,540,550) Research C29-32,
    Wk1218-NovExperiment report (TCW, 341), observation report (TCW, 319), research paper(TCW, 423) Unit 3 Paper Due
    Wk1325-NovUnit 4 Cosmos Physical Sciences
    Wk142-DecNature/ Ecology Microcosmos Field Report (TCW, 341), research paper (TCW, 423)
    Review; Presentations Conclusion
    Unit 4 Paper Due
    Wk159-DecFinal

    Syllabus

    SYLLABUS: ENGLISH 82B Written Communication II (3)
    Fall 2008 -- Tuesdays 12:30 -3:15
    Prerequisite/Co-requisite Courses: None

    Instructor: Dr. Sylvia Y. R. Schoemaker
    Phone: 510.628.8036
    Office Hours: T-Th 11:45-12:30 and by arrangement

    E-mail: mailto:profs4e@gmail.com

    Blog: http://e82bwcom.blogspot.com/

    Wiki: http://e82bwcom.wetpaint.com


    COURSE DESCRIPTION

    ENG 82B - WRITTEN COMMUNICATION II

    The course includes critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 units)

    COURSE OBJECTIVES

    Students will develop their writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. Students will learn editing, documentation skills, and use of online and other resources.

    University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

    Through assigned essays and exercises, students will demonstrate with progressive skill in mechanics and style according to established rubrics

    INSTRUCTIONAL MATERIALS AND REFERENCES

    REQUIRED TEXT

    VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.

    Course text site: http://college.cengage.com/english/vandermey/college_writer/2e/resources.html

    ISBN: 0-618-74253-0

    TOPICAL OUTLINE

    English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.

    Topics include: writing development based on critical reading and evaluation of both student and professional writing. Review of the foundation for writing in academic and professional contexts.

    SCHEDULE


    Wk12-SepUnit 1 Introduction
    Wk29-SepIntroductory Essay: Consider each of the following contexts: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success)
    Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain)
    Media: On Essay Writing
    Wk3 16-SepPeer Evaluation
    Unit 1 Introductory Essay Due
    Wk4 23-SepUnit 2: Language, Literature, Art, Music, Humanities Focus
    Media: Story of English; Do You Speak American?
    Wk530-SepThe College Writer (TCW), C24, Writing about Literature and the Arts
    MLA Format
    Wk67-OctLiterary Analysis (TCW, 357), oral presentations (TCW, 319), web writing (TCW, 399) http://www.wisc.edu/writing/Handbook/ReadingPoetry.html
    Wk714-OctTCW, C25, Academic Essays
    Unit 2 Paper Due
    Wk821-OctReview; Presentations
    Wk928-OctMidterm
    Wk104-NovUnit 3 Social Sciences Focus
    TCW, C26, Writing for the Workplace
    Wk1111-NovC27 Writing and Designing in the Web Business, Economics America at Work APA Format, C34 Abstracts/summaries(538,540,550) Research C29-32,
    Wk1218-NovExperiment report (TCW, 341), observation report (TCW, 319), research paper(TCW, 423) Unit 3 Paper Due
    Wk1325-NovUnit 4 Cosmos Physical Sciences
    Wk142-DecNature/ Ecology Microcosmos Field Report (TCW, 341), research paper (TCW, 423)
    Review; Presentations Conclusion
    Unit 4 Paper Due
    Wk159-DecFinal

    Syllabus


    ENGLISH 75 CRITICAL THINKING
    Prerequisite/Co-requisite Courses: None
    Fall 2008 (3), Tuesdays, 9-10:15, 10:30-11:45
    Instructor: Dr. Sylvia Y. R. Schoemaker
    Phone: 510.628.8036
    Office Hours: T-Th 11:45-12:30 and by arrangement
    E-mail:
    profs4e@gmail.com

    Blog: http://e75cthink.blogspot.com/

    Wiki: http://e75cthink.wetpaint.com/

    DESCRIPTION

    ENG 75- CRITICAL THINKING

    Critical thinking (E75) considers the cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)

    OBJECTIVES

    Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:

    University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effectively in English, oral and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

    FORMAT

    The course sessions will include presentation, discussion, and application modes.

    STUDENT RESPONSIBILITIES

    Students are expected to attend class, complete assignments, and to participate in individual and group work in a productive manner, and to take personal responsibility for meeting the objectives of the course.

    REQUIRED TEXTS:

    Mayfield, M. (2007). Thinking for yourself. (7th Ed.). Boston: Thomson Wadsworth. ISBN: 1-4130-1772-X (TFY)

    Daiek, D., & Anter, N.(2004) Critical reading for college and beyond. New York: McGraw-Hill. ISBN: 0072473762 (CRCB)

    RECOMMENDED TEXT:

    Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4 (CPS)

    COMPANION SITE FOR REQUIRED TEXTS

    Thinking for Yourself Site

    Critical Reading for College and Beyond Companion site:


    ASSIGNMENTS

    Topical Outline

    Topics covered include observation skills, appropriate language skills and encoding strategies, differentiating among fact, inference, judgment, recognizing fallacies of reasoning and evaluation, understanding viewpoint, analyzing character, logic, and emotion in persuasion.

    SCHEDULE

    Wk

    Date

    Notes


    TFY Chapter


    CRCB Chapter

    1

    2-Sep


    Observation

    1

    Reading

    1

    2

    9-Sep


    Word Precision

    2

    Vocabulary

    2

    3

    16-Sep


    Facts

    3

    Memory

    3

    4

    23-Sep


    Inferences

    4

    Time

    4

    5

    30-Sep


    Assumptions

    5

    Main Ideas

    5

    6

    7-Oct


    Opinions

    6

    Details

    6

    7

    14-Oct


    Evaluations

    7

    Inference

    7

    8

    21-Oct



    ePortfolio due


    Review


    8

    9

    28-Oct

    Midterm

    Midterm


    Strategies

    9

    10

    4-Nov


    Viewpoints

    8

    Marking

    10

    11

    11-Nov

    Holiday

    Argument

    9

    Adv Strategies

    11

    12

    18-Nov


    Fallacies

    10

    Arguments

    12

    13

    25-Nov


    Inductive Reasoning

    11

    Cognitive Domain

    13

    14

    2-Dec


    Deductive Reasoning

    12

    Evaluation

    14

    15

    9-Dec


    Final




    ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

    Students will demonstrate their level of achievement through appropriate and accurate application of critical thinking theory, including problem-solving, analysis, and decision-making criteria in approaching, solving,, text and classroom exercises , and work on real-world examples, individually and in groups.

    Class Participation

    15%

    Quizzes

    10%

    Projects

    15%

    Term Paper

    30%

    Presentation

    10%

    Final Exam

    20%

    Total

    100%

    100-95

    A

    94-90

    A-

    89-87

    B+

    86-84

    B-

    83-80

    C+

    79-77

    C+

    76-74

    C

    73-70

    C-

    69-67

    D+

    66-64

    D

    63-60

    D-

    59 or <

    F