Writing Logically, Thinking Critically Learning Objectives

 Writing Logically, Thinking Critically Learning Objectives

Over next few weeks, you will do the following:

Introductions:

1. Think about your learning style and strengths and share with classmates
Take a Reading Inventory
Complete introductions

2. Readings in: Writing Logically, Thinking Critically, this first week will help student scholars become familiar with terms: Analogy, Brainstorm, Critical Thinking, Ethos, Logos, Freewrite, Logos, Metaphor, Pathos, Worldview; Inference, Fact, Judgment, Explicit, Implicit, (Implicit Bias), Fiction, Visual Image; Premise, Conclusion; Summary; Hidden Assumptions; Argument, Explanation (what’s the difference between the two).

Other terms: Truth, Persuasive, Claims, Support, Audience and Purpose, Open mind; Self-Defense

3. Student Scholars will also be able to define Critical Thinking and how World View shapes our thinking

4. Student Scholars will review: Research Skills using Online Resources

6. Student Scholars will complete select exercises in Writing Logically, Thinking Critically (WLTC). Again, if a student scholar understands the concept, just complete 1/3-2/3rds of the exercises unless instructed otherwise.

Overview 

In order to talk about argumentation we need a shared language. What is great about the text, Writing Logically, Thinking Critically is the glossary of terms at the end of each chapter, along with a summary of key concepts.

I suggest you read the end of each chapter first to guide your thinking as you read. If any of you is familiar with Golden Lines (Links to an external site.) and chunking, two skills used in Reading Apprentice (Links to an external site.) (RA).

In Chapter 1 (Feb. 1-8) the authors review the writing process with emphasis on audience and purpose. It is really important to have a reason to write, especially when we are thinking about argument, not that exposition – writing that explains and informs or narration, do not arrive from similar motivation. In order for discourse to be argumentative, it has to be persuasive.

In Chapter 2 (Feb. 15-20) we continue to look at the Language of Argument with attention to how persuasion is not limited to text.  Advertising is one of the more common ways of swaying or developing a consumer market. Also, persuasion shows up in nonfiction writing, even poetry. The way a person might tilt a cap tells us something about its subject.  Visual arguments are perhaps the more subtle way to ease an idea into a population, that and perhaps music and style even food. What's hot in any given epoch is largely the result of a good PR team whether is is a firm or a government. 

Chapter 2 also looks at how we differentiate between fact and fiction, argument and explanation. What's the difference? Inferences are judgments based on associative knowledge, that is, we form an opinion based on what we think we know about a topic. A judgment is an inference with baggage, the conclusion is negative.  Inferences come in handy when we have to move on an issue before we have all the "facts," yet there is the chance that certain "assumptions" or "biases" can disrupt a process.  Have you ever been on a team where consensus was difficult to reach? Difference at the table often makes consensus hard. We are back at the concept: worldview.  So anyway. . . I am leaking into Chapter 3 here a bit. However, we read a few short stories and look at a legal case and analyze images (advertisements) to see what we infer and the difference between implicit and explicit intent. Sometimes the idea is to trick or fool the consumer or audience which I think is unethical. 

In Chapter 3 (Feb. 22-27) we well learn the parts of the argument. You probably know the term thesis. A thesis sentence of statement if the rock where the essay sits. It is the claim your essay proves. Similarly, in an argument, which is an essay (although arguments can be verbal and even visual or multidimensional). Another name for the thesis, when we are talking about the parts of an argument is “conclusion.” The other part(s) is the claim. Yes, a claim can also be the thesis. Claims are often evidence of support for the argument or thesis. There are major and minor claims.

There are some really fun exercises in Chapter 1. I’d like everyone to write a 1-3 paragraph response to a few of the exercises. One exercise is to imagine two difference audiences and how the audience shapes the writing. Observe how in each other’s work.

How you'll complete this module:

• Step 1: Write introduction to instructor and email: professorwandasposse@gmail.com
• Step 2: Read Chapters 1-2 in WLTC. Discuss with partner(s)
  
  
• NOTE:  In WLTC the "Writing Assignments" are essays. 250 min. response is fine. This does not include the Works Cited page or Bibliography.  You can change the topic to reflect a topic or theme more interesting to you.