In this learning area, you will learn how to develop an argumentative essay and stronger critical thinking skills. This learning area will help you develop your arguments, understand your audience, evaluate source material, approach arguments rhetorically, and avoid logical fallacies. Here, you’ll also learn about evaluating other arguments and Estimated Reading Time: 40 secs Critical Thinking and EFL Argumentative Writing Writing an argumentative essay is required by international high-stakes tests like TOEFL and IELTS, and also by Test for English Majors (TEM), a criterion-referenced English language test specifically targeted at university 13/7/ · Argumentative (Critical Thinking) Just from $13,9/Page. Get custom paper. Simply by contemplating the sheer number of stars and possible star-systems in the known universe, any observer is bound to ask the question: Are we alone in the universe?Estimated Reading Time: 4 mins
Discover How You Can Apply Critical Thinking and Logic in Argumentative Essays
Course Coordinator: Professor Jennifer McMahon. The full timetable of all activities for this course can be accessed from Course Argumentative thinking. This course will provide students with an opportunity to develop the Graduate Attribute s specified below:. The information below is provided as a guide to assist students in engaging appropriately with the course requirements, argumentative thinking. The University's policy on Assessment for Coursework Programs is based on argumentative thinking following four principles: Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance. Assessment practices must be fair and equitable to students argumentative thinking give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards. Grades for your performance in this course will be awarded in accordance with the following scheme:. Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide. The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, argumentative thinking, the use of online discussion boards and the use of Student Experience of Learning and Teaching SELT surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design.
They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Feedback on issues raised through course SELT surveys is made available argumentative thinking enrolled students through various resources e.
In addition aggregated course SELT data is available. This section contains links to relevant assessment-related policies and guidelines - all university policies. Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment.
Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, argumentative thinking any circumstances. The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice.
Please read the important information contained in the disclaimer. The University of Adelaide AdelaideSouth Australia Australia CRICOS Provider Number M. Coordinates: The University of Adelaide, argumentative thinking.
All University Sites, argumentative thinking. Current Site. Course Outlines. PHIL - Argument and Critical Thinking North Terrace Campus argumentative thinking Semester 1 argumentative thinking Argument is an activity we all engage in, with varying results, in every walk of life.
Over the last two millennia philosophers have developed powerful methods for classifying arguments, and identifying common errors in reasoning. Argument and Critical Thinking teaches these methods and applies them to real-life arguments, argumentative thinking, both written and spoken. It is thus an introduction to communication and applied logic. Among the topics we cover are the theory of legal argument, and the science-pseudoscience debate, argumentative thinking, which gives us a chance to discuss UFOs, parapsychology, Bigfoot, the Bermuda Triangle and alien abductions!
Open All. Course Coordinator: Professor Jenny McMahon. Course Learning Outcomes On successful completion of this course, students will be able to: 1. Understand the difference between argument and rhetoric; 3. Recognize what counts as evidence in deductive, argumentative thinking, inductive and abductive arguments respectively; 4. Identify errors particularly the classic fallacies in arguments; 5. Write clearly structured essays in which arguments are set argumentative thinking, then criticised or defended; 6.
Understand and analyse arguments, both written and spoken; 7. Engage in argumentation with their peers in a productive and constructive manner. Required Resources Theodore Schick and Lewis Vaughn, argumentative thinking, How To Think About Weird Things, 7th edition McGraw-Hill, Earlier editions will suffice. Please read the course text, How To Think About Weird Things: Critical Thinking argumentative thinking a New Age, by Theodore Schick and Lewis Vaughn, argumentative thinking, published by McGraw Hill Higher Education.
The latest edition is the 7th but any of the 3rd-7th editions will suffice. In order to match your reading of the Course text - How to Think about Weird Things by Schick and Vaughn - with the Lecture and Tutorial content, we advise that Ch. The rest of the book mainly addresses the content of the second part of the course from week 6.
In your second essay, you are required to draw upon Schick and Vaughn but we will explain more about this when the details of the second essay are made available to you.
Argumentative thinking though, the content of Schick and Vaughn will greatly assist you in understanding the course. The Elements of Reasoning by Ronald Munson and Andrew Black 5th, 6th or 7th edition or The Elements of Reasoning by Munson, Conway and Black 4th edition. The first week of lectures are focussed on recognising and then diagramming simple and complex arguments. These sections are not required reading, argumentative thinking are definitely helpful in understanding the lecture material.
There have been several editions of The Elements of Reasoning. Look for the editions that have the two chapters listed above. There is a copy of the book Science and Unreason by Radner and Radner posted on MyUni.
Argumentative thinking is an important text for the second essay and for the lectures on pseudo science, both in the argumentative thinking half of the course.
Various online resources are provided and employed in the teaching of this course. Assessment tasks also involve online engagement. Students are expected to bring their written answers to each tutorial, argumentative thinking.
Answers are discussed in tutorials and the lecturer also provides answers online the week after the relevant tutorial. There will be at least one tutorial which is conducted online at the same time each week; that is, it will not be run in person. Students enrolled in an online tutorial will engage in discussion online through myuni during the hour of the tutorial.
Look out for these online tutorials when enrolling if you prefer not to attend in person. There will also be a number of face-to-face tutorials available.
Enrol in these rather than the online tutorial if you prefer to attend in person. Structure diagrams will be introduced and practiced. Lectures : Deduction 4 lectures Lectures on deduction, in which we look at the difference argumentative thinking valid and invalid arguments and between sound and unsound arguments.
We develop several tests for discovering invalid arguments, including analogy, counterexample, and Venn diagrams. Lectures Evaluating Arguments A lecture on language, in which we study quotation marks and definitions is followed by two lectures on the ways in which arguments can go wrong. In these two lectures we identify fallacies or argumentative thinking errors argumentative thinking argument which have been classified over the centuries.
These are particularly relevant to reasoning in the media, and to political debates. Then, in the next lecture, we look at ways in which arguments can be good even though they are invalid, argumentative thinking. Inductive arguments will be studied in relation to discovering the causes of phenomena.
Then we study the role of explanations, and the criteria for argumentative thinking or worse explanations. The last lecture in this section focuses on reason versus emotion: should either be feared? We also look at some areas where the distinction is more vague e.
Lectures The SEARCH Formula We study the link between evidence and conclusion, drawing upon examples in Schick and Vaughn.
We focus on inductive and abductive reasoning. Lectures Cognitive bias and fallacies. We consider further ways in which reasoning can go wrong.
In particular we focus on common ways in which reasoning can be swayed by implicit bias. We also consider the fallacies philosophers have identified over the centuries, argumentative thinking.
Some of these were covered earlier in the course but we consider these and more in the context of current media, social and political debates. In particular we consider those which have arisen with the advent of social media. Lectures Legal Reasoning In these lectures the basic distinctions of criminal and civil law are introduced, in the belief that knowledge of these concepts is of benefit to everyone.
The key argumentative thinking of analogy is emphasised. Lectures Rhetoric and Revision In the lecture on Rhetoric we look specifically at the ways in which associations and stereotypes are exploited to persuade without argument, argumentative thinking.
We examine the use of rhetorical devices in argumentation. When are rhetorical devices a useful tool as opposed to simply a sign of a weak argument? In the last lecture there is some revision, and we will discuss the second essay again and the format of the exam.
Tutorial Small Group Argumentative thinking on questions provided online in the previous week. But this is only offered to you if you submit both essays and made a genuine attempt at argumentative thinking. Both essays are submitted online. We provide two practice exams online with answers by week 9. The final exam always follows the format of the practice exams.
How to Argue - Philosophical Reasoning: Crash Course Philosophy #2
, time: 9:43PHIL - Argument and Critical Thinking | Course Outlines
In this learning area, you will learn how to develop an argumentative essay and stronger critical thinking skills. This learning area will help you develop your arguments, understand your audience, evaluate source material, approach arguments rhetorically, and avoid logical fallacies. Here, you’ll also learn about evaluating other arguments and Estimated Reading Time: 40 secs Critical Thinking and EFL Argumentative Writing Writing an argumentative essay is required by international high-stakes tests like TOEFL and IELTS, and also by Test for English Majors (TEM), a criterion-referenced English language test specifically targeted at university When youΓÇÖre tasked with writing an argumentative essay, youΓÇÖre expected to use logic and reason. This is the basis and foundation of critical thinking. But how is logic defined? The Greek philosopher Aristotle developed the most common formula for logic, called a syllogism. It is as follows: Premise 1: All men are mortal
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