1. Changes Being Made Victor Valley College Course Outline 2. Course Number and Title ENGL 104 Critical Thinking & Composition 3. Title 5 Category AA/AS Degree Distance Ed BA/BS Degree Applicable 4. Certificate Applicable 5. Number of Units (Zero units for non-credit courses) 3 6. Contact hours per term 48 54 Lecture Lab Activity Independent Study Individualized Instruction Maximum class size 28 7. Special Topics No 8. Grading GRD - Letter Grade Only 9. Repeatability 0 10. Catalog Description This course is designed to develop the student's critical thinking, reading and writing skills beyond the level achieved in Engl 101 or Engl H101. It will focus primarily on the analysis and evaluation of expository and argumentative discourse, and on writing analytical and argumentative essays. Prerequisite: Engl 101 or Engl H101 with a grade of "C" or better. CSU, UC 11. Schedule Description Prerequisite: Engl 101 or Engl H101 with C or better. This course is designed to develop the students' critical thinking, reading and writing skills beyond the level achieved in Engl 101 or Engl H101. It will focus primarily on the analysis and evaluation of expository and argumentative discourse, and on writing analytical and argumentative essays. CSU,UC 12. Entrance Skills You have not defined entry skills.
13. 14. Requisites or Prerequisite Standard CSUSB UCR ENGL 101H or Prerequisite Standard CSUSB UCR ENGL 101 A. Instructional Objectives Upon completion of the course the student should be able to: B. 1. Critically evaluate expository and argumentative college-level material from a variety of sources. 2. Identify and analyze the structure of arguments she or he reads, evaluate arguments for soundness and validity 3. Identify common fallacies in logic, recognize deliberate abuses and manipulations of rhetoric, and analyze/discuss pertinent aspects of a popular advertisement. 4. Recognize underlying premises of arguments and assumptions a writer makes about audience. 5. Distinguish between factual and judgemental statements, and between knowledge and opinion, and write a short paper analyzing an article for facts and opinion. 6. Distinguish between and use both connotative and denotative language. 7. Distinguish between and use both inductive and deductive reasoning. 8. Evaluate sources for use in the development of her or his own essay. Student Learning Outcomes Upon completion of the course the student can: 1. Critique a text for logical fallacies. 2. Evaluate source material for validity. 3. Synthesize multiple texts and demonstrate sound logic to support an argument. C. Course Content I. Develop writing skills (6,000-8,000 words) A. Clear, focused thesis statements B. Composing, editing and revising of essays C. Organization details into a coherent and logically constructed
paragraph and essay D. Employment of appropriate transitions E. Structure of the opening, body, and closing of a paper F. The use of suitable voice, tone, style, vocabulary and point of view G. Precision and conviction in the argumentative essay H. Integration of direct quotations grammatically I. Observation of the rules of Standard English: grammar, mechanics and diction II. Distinguish between expository and argumentative writing A. Purposes, theses, claims B. Differences between common methods of development III. Analyze and evaluate the structure of arguments A. Claims B. Supporting arguments and how they are developed C. Counterarguments and how writer responds to them IV. Logical Reasoning A. Identify assumptions about audience B. Identify underlying values C. Identify premise D. Apply inductive and deductive reasoning E. Analyze logical fallacies V. Rhetorical Devices A. Diction and denotative and connotative language B. Voice and tone C. Overstatement, understatement D. Satire, irony E. Analogies VI. Types of Arguments A. Advocating ideas B. Proposing solutions C. Causal analysis D. Making evaluations E. Moral reasoning D. Course Lab Content none E. Assignments
1. 2. Required Assignment - Describe in detail one specific example of a writing or problem solving or performance assignment. MATCH INSTRUCTIONAL OBJECTIVES TO THIS ASSIGNMENT BY USING THE BLUE LINK BELOW Analyze fallacies discovered in the media. SLO: Critique a source for logical fallacies. Assessment criteria: Essays and/or other written assignments to be assessed against an instructor-created rubric. Required Reading Assignment - Describe in detail the chapter or article being read and the purpose for this assignment. MATCH THE INSTRUCTNL OBJCTVES FOR THIS ASSGNMNT BY USING THE BLUE LINK BELOW Select, analyze and evaluate sources for strength and value of argument. SLO: Evaluate source material for validity. Assessment criteria: Reading quizzes and/or notes, summary and responses, and/or writen or oral presentation to be evaluated against an instructor-created rubric. F. Methods of Instruction 1. Distance Education (Online,Hybrid,ITV,2-Way Audio) 2. Lecture G. Methods of Evaluation 1. Exams/Tests/Quizzes 2. Research Projects 3. Portfolios 4. Written Assignments 5. Oral Presentation 6. Projects 7. Group Projects 8. Class Participation 9. Class Work 10. Home Work 11. Competency based written and practical tests which demonstrate the students ability to apply skills and concepts learned to minimum standards established by the instructor 15. Text and Other Materials Textbooks: Phillips and Bostian. The Purposeful Argument: A Practical Guide, ed. Boston: Wadsworth, 2012, ISBN: 9781428230. Lunsford, Ruszkiewicz, Walters. Everything's an Argument, 6th ed. Boston:
16. Bedford/St. Martin's, 2013, ISBN: 9781457606. Yagelski and Miller. The Informed Argument, 8th ed. Boston: Wadsworth, 2012, ISBN: 9781428262. Jacobus. A World of Ideas: Essential Readings for College Writers, 9th ed. Boston: Bedford/St. Martin's, 2013, ISBN: 9781457604. Lunsford, Ruszkiewicz, and Walters. Everything's and Argument with Readings, 6th ed. Boston: Bedford/St. Martin's, 2013, ISBN: 9781457606. Distance Education: Regular Effective Contact E-mail, Frequency: E-mail - Frequency: Weekly Discussion Boards (asynchronous Dialogue), Frequency: Several times per week. On Campus Meeting Announcements, Office Hours - Email Webcasts E-mail, Frequency: E-mail - Frequency: Weekly Discussion Boards (asynchronous Dialogue), Frequency: Several times per week. On Campus Meeting Announcements, Office Hours - Email Webcasts Course Delivery System: Hybrid 100% Online 17. Learning Resources 18. Library Resources Part A: The Library has sufficient resources presently available to support this course. The Library resources are sufficient to offer this course but new materials should be added to improve and update the holdings in this subject area. 19. Academic Accommodation 20. Dates A. A course syllabus or other explanation with due dates for course materials and assignments is available for students in alternative formats (e.g., electronic format). B. Auxiliary aids can be used in classroom or lab setting (e.g., Tape recorder, interpreters, and mobility devices). C. If this course requires field trips, there will be alternatives for field trips. D. Material is available in more than one modality or methodology (e.g., visual, oral, tactile). E. Students have access to the instructor to discuss accommodations. F. Technology used to deliver Distance Education components of this course meet standards for accessibility to persons with disabilities. G. Video or audiotapes are available in accessible formats.
Board of Trustees Date 03/12/13 Effective Date 03/13/13 State Approval Date 09/17/07 Last Outline Revision Date 05/24/07 CC Approval Date 01/31/13 Content Review Date 01/31/13 21. Proposed Start Date Fall of 2012 22. Cross Listed Courses 23. Need for Course SLO and overall update