Critical Thinking at Leadership Institute @ Allen Temple

 The Plan:

We will be reviewing the terms in Chapters 1-2 and delving into Chapter 3, "The Structure of Argument," Chapter 3 (50). 

For our warm-up, we'll look at this short clip from The Black Church, a series on PBS presently:"Church Welcoming All"

Using The Miniature Guide to Critical Thinking, "Questions Using Elements of Thought," (15) let's talk about the clip we just watched.  Let's look at another clip, this from The Black Church Part 2: and review "A Checklist for Reasoning" (16-17).

The parts of an argument are: premises and conclusions (51). Terms: Standard Form, Premises and Conclusions; Assumptions, Hidden Assumptions. 

Homework:

1. Watch one of the episodes of The Black Church.

2. Identify 5 arguments. Put the arguments in Standard Form.

3. Summarize the episode. Use the worksheet or complete WA 5 (67). Complete one not both. 

Link to worksheet: https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:d6bfbdf8-eaf7-4623-bd41-b3601651e4b0

  

LI@AT February 8, 2021 Class

 The Plan:

1. Review Chapter 1 Assignments

Audience
Topic
Purpose
Question you'd like your essay to answer?
Writing Strategy: Cause and Effect; Problem Solution; Classification, Definition. . . 


WA 1 (13-14)

Watch "Camanda-in-Chief" Amanda Gorman's presentation at Superbowl LV Sunday this weekend. 

"Today we honor our three captains

For their actions and impact in

A time of uncertainty and need.

They've taken the lead,

Exceeding all expectations and limitations,

Uplifting their communities and neighbors

As leaders, healers, and educators.

James has felt the wounds of warfare,

But this warrior still shares

His home with at-risk kids.

During Covid, he's even lent a hand

Love-streaming football for family and fans.

Trimaine is an educator who worlds nonstop,

Providing his community with hotspots,

Laptops, and tech workshops

So his students have all the tools

They need to succeed in life and in school.

Suzie is the ICU nurse manager at a Tampa Hospital.

Her chronicles prove that even in tragedy, hope is possible.

She lost her grandmothers to the pandemic,

And fights to save other lives in the ICU battle zone,

Defining the frontline heroes risking their lives for our own.

Let us walk with these warriors,

Charge on with these champions,

And carry forth the call of our captains!

We celebrate them by acting with courage and compassion,

By doing what is right and just.

For while we honor them today

It is they who every day honor us."

2. Chapter 2
Inference
Judgement
Fact

Example from W;t
This play is about a professor who is dying and how she finds hope in punctuation-- the semicolon ";" vs period ".":
Chip 4
Clip Highlights
Clip 1
Last Clip: Do you ever miss people (6:34)
W;t  which won the 1999 Pulitzer Prize for drama, comes to Burlington thanks to another woman named Vivian — Vivian Jordan, a Shelburne resident who plays the lead role and whose profession merges the performing arts with the medical arts.  Jordan works at the hospital as a “standardized patient,” which means she acts out roles for medical students learning how to diagnose illnesses. It brings awareness of end-of-life issues and spark discussion on the complex nature of dying in the Pulitzer Prize-winning play. For more info please visit: https://www.uvm.edu/medicine/?Page=ne...

Holy Sonnets: Death, be not proud

BY JOHN DONNE

Death, be not proud, though some have called thee

Mighty and dreadful, for thou art not so;

For those whom thou think'st thou dost overthrow

Die not, poor Death, nor yet canst thou kill me.

From rest and sleep, which but thy pictures be,

Much pleasure; then from thee much more must flow,

And soonest our best men with thee do go,

Rest of their bones, and soul's delivery.

Thou art slave to fate, chance, kings, and desperate men,

And dost with poison, war, and sickness dwell,

And poppy or charms can make us sleep as well

And better than thy stroke; why swell'st thou then?

One short sleep past, we wake eternally

And death shall be no more; Death, thou shalt die.

Exercise 2D (28-29)

The structure of the essay: Introduction, paragraphs, thesis or conclusion or claim, premises or evidence. Key terms (47). 

Chapter 3: The Structure of Arggument: Standard Form (53); Claims or Premises and Support (50). 

Hidden Assumptions (59)
Summaries (65)

Writing Assignment 5 (67)
What is the difference between arguments and explanations (69)

Summarize W;t. 
Write an explanation about W;t
Write an argument about W;t

Homework: Read the chapters for next week. Complete the WA and exercises (1-2/3s). Think about what topic you would like to prusue in your first argument. 


Notes:
Juxtapose the fictional character in W;t with the real character, Henrietta Lacks, who also had cancer, hers ovarian. She was 31 when she passed, mother of 4 children. Treated in the "colored people's lab at Johns Hopskins Hospital in Baltimore, she had a very different treatment than the fictional college professor here.

Mrs. Lacks is the Mother of Modern Medicine, her cells, HeLa the basis for scientific research and findings for cures unattributed to her until recently. She would have been 100 August 1, 2020. A book, The Immortal Life of Henrietta Lacks, written by Rebecca Skloot with Mrs. Lacks daughter, Deborah, who went on an investigative journey to find Deborah's mother and recover her history. There is also an HBO film, which stars Oprah Winfrey as Deborah. 

When we think about the Coronavirus and the skepticism many African American feel about the American medical association, Mrs. Lacks story is a recent case not often cited that gives reason to our distrust. 

I wonder what Mrs. Lacks would have thought about John Donne and his Holy Sonnets. 

WLTC Chapter 1 Exercises and Assignment

Writing Logically, Thinking Critically Chapter 1 Exercises and Assignment

Here is Chapters 1 in Writing Logically, Thinking Critically.  Read the entire chapter and complete the following exercises. Again, if the information is not challenging, you do not have to complete all the exercises. Just do 1-2/3rds. 

Examining your worldview 1-3 (6-7). Choose one to respond to. If you can think of another normalized "outrage," use your example. If you can relate any exercise to Do the Right Thing and Mookie or another aspect or theme from the film, do so.  What is Mookie's world view? How does Radio Raheem's killing alter it irrevocably? Writing Logically Thinking Critically - Chapter 1.
 
Writing Assignment 1 (14) -- 3 paragraph essay responses are fine; 1C (17); 1D (20). In the analogies about gun violence esp. the first writer how does the writing make you feel? Do you have a similar feeling when you read the other essay where guns are compared to cars? 

This article is also mentioned in this section on analogies: https://www.newyorker.com/magazine/2011/02/14/the-order-of-things (Links to an external site.)

Analogies are important in arguments as evidence and also as the conclusion or the major claim when the analogy is debatable. Oher claims are claims of fact and claims of value. 

Amanda Gorman uses analogies in her poem. See if you recognize any.

 

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. 

Thinking Critically@ Leadership Institute @ Allen Temple Feb. 1, 2021 Lecture

 

 I am teaching 4 classes, three at the College of Alameda, another class starts later this month, another next month. Two of these classes are Freshman Comp. We are using a book called Let's Talk: A Pocket Rhetoric by Andrea Lunsford. 

What I like about the book is putting persuasion at the center of the discourse on writing that starts with a chapter on listening. If the goal is mutual understanding and common ground (something we will look at in Chapter 4 in WLTC) then what Wayne Booth, a noted scholar and critic, calls "deep listening" is where we start (Lunsford 12). 

If "rhetoric is an 'ethical art' (based on good intentions), rhetoric can also be used for unethical purposes (with bad or evil intent)" -- as Trump and Nixon and here in CA Reagan, Schwarzenegger have done.  We need to understand rhetoric to communicate our own ethical messages and to be able to recognize and resist that others attempt to use against us (Lunsford 14).

Once again we define rhetoric as the practice of ethical communication. 

A practice one should consider cultivating is listening for understanding, before forming a conclusion about a topic discussed-- listen closely before saying what you think. Have you ever noticed how the power differential influences the outcome in a situation when the person with decision making power speaks first and when those assembled know the one with that hat does not really care what others think. 

There is an authenticity present in the decision to listen to enter a discourse prepared to keep one's mind open and listen without judgement. When we get to be a certain age, we know a few things, yet when speaking to youth who think they know best-- it is often hard to withhold judgement even after listening you realize the person is making a mistake and when the person is not hearing you. 

What do you do in these circumstances? 

We really do not know what a person thinks until they can state it. I guess this excludes those among us who can read minds, but even so, until the person says what is on her or his mind, the perspective is not certain. 

We all have a point of view on a given topic and often each point of few is perfect from the context we see it whether this is historically or the proximate position where we stand in relationship to it. Are we a participant or a bystander? How do we know what we know if true? Did someone we trust tell us or is it trending on Facebook or Twitter or Instagram? 

World View Assignment or Freewrite

Today is Langston Hughes Birthday.
 Born in 1902, his poem, "

Let American Be America Again," addresses issues still unresolved today. As you listen to James Earl Jones read the poem, think about another poet and another poem, an inaugral poem: "The Hill We Climb," Amanda Gorman, March 7, 1998, delivered Jan. 20, 2021. 

I propose the two poems are in conversation with one another. What do you think? Of course, Gorman is aware of Hughes's work. I wonder about her creative process, as I do about his. What was he thinking? What was she thinking? What personal and social and political circumstances influenced their choice of words, visual language and imagery?

What if Langston Hughes was present at the Inaugural Address last month. What would he say to Amanda? What would she say to him? Use their poetic language, lines you were drawn to to create such a dialogue.  

Syllabus for Critical Thinking@ LIAT Winter-Spring 2021

Dates: Monday, Feb. 1-May 3, 2021, 8:15-9:45 p.m.
Location: Online in Zoom
Teacher: Professor Wanda Sabir

Course Description:

Critical thinking looks at the relationship between language and logic, introduces rhetoric or persuasive writing and tools students can use to evaluate information based on facts, perceptions, assumptions, evidence, reasons, inferences, judgments, induction, deduction and conclusions. Vocabulary is introduced so that students have the proper tools to discuss faulty thinking or flaws in the reasoning process and name the more common fallacies.

This level composition assumes competency in prose writing and reading ability so that more attention can be devoted to ideas rather than to grammar and mechanics. Students who will most likely succeed in this course if said student is familiar with essay writing and academic research. These topics covered in first year college level English often referred to as Freshman Comp.

We will look at the role of language and semantics in critical thinking, social communications and propaganda. Students will also look at the fundamentals of problem solving, including considering and evaluating alternative solutions and perspectives. We will write a series of four (4) arguments – 2-4 page essays which are on one topic or theme, yet utilizes a variety of argumentative styles. The final essay will on a current issue of the student’s choice in an argumentative form of the student’s choosing.

Each of the core assignments will use one argument sytle: Rogerian, Definition, Aristotelian and Toulmin.  For the fifth essay, students have an opportunity to write about a topic that interests them in whatever argument style they chose. Students will also complete a number of exercises from our text: Writing Logically, Thinking Critically (Eighth Edition) by Sheila Cooper and Rosemary Patton. We will also use The Miniature Guide to Critical Thinking: Concepts and Tools (Eighth Edition) by Rowman & Littlefield (links to an enternal site) which looks at the genre philosophically as a practice, for class warm-ups, discussion and some homework.

Course Rationale:

Everyone thinks, yet how many of us takes the time to access why she or he hold such information as true? What does it mean to withhold judgement? Can a person hold multiple truths at the same time? How can a person love her or his enemy? When we think about ideas and how our world view affects our thinking we can then act with moral deliberation. I do not think any of us is unbiased. It is hard to take oneself out of any discourse; however, we can cultivate empathy. Thinking can determine our actions. If we act without thinking, harm is possible. Some harm is irreversible. Critical thinking gives persons a set of tools applicable to all circumstances and with these tools we can be better human beings and better citizens and better neighbors.

Student Learning Outcomes (SLOs)

Apply tools of understand inferences to community, workplace and family situations.

Evaluate materials/data in terms of accuracy as well as relevance to home and workplace situations.

Identify logical fallacies in communication.

Conduct research identifying relevant and accurate materials from a variety of sources, including databases, professional publications, and other applicable materials.

Identify personal bias and other filters in order to evaluate community, family and professional materials objectively. 

Required Texts and materials:

Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Eighth Edition. New York: Longman, 2015.

Elder, Linda and Richard Paul. The Miniature Guide to Critical Thinking: Concepts and Tools. Eighth Edition. Maryland: Rowman & Littlefield, 2020. 

Grading Policy and evaluation procedures

Credit hours: 3 units

Grading scale: Standard Letter Grades (A, B, C, D, F). Pass/Fail (Speak to Dean). Incomplete (this teacher does not generally give Incomplete grade, so plan to attend and do the work.

Requirements and Assignment

Written Arguments (30%), textbook assignments and other readings, etc. (25%); the research process: reflections, participation with peers, preparation, presentations, thoughtful reflection – (25%), the course portfolio (15%); final exam (15%).

Classroom policies

Attendance policy

Attend all the Zoom sessions. There are no make-up assignments for missed in-class assignments.

Absences

Plan to attend all the class sessions, if an unavoidable class is to be missed, let the teacher know in advance and we might be able to record the class to watch at an office hour before the next meeting. We could also ask one of your classmates to take notes and share with you outside of class before the next meeting.

Any work completed in class, cannot be made up.

Tardiness

 Be on time. The class will be open about 15 minutes before starting just in case a student wants to pop in early with a question.


 Late Work and make up assignments

You have about a week to get all assignments in, this includes peer responses. Everyone will have to respond to 2-3 classmates on all assignments. We will use an unpublished blog to post assignments.

If a student needs more time on an assignment, do not wait until it is due. Each assignment builds on previous work.  The brick you skip is the one keeping the structure from falling. All assignments are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work typical MLA format for an academic essay.  Perfect MLA.

MLA Sample Paper (Links to an external site). Again look at the headings in the margin and bookmark those you might need often such as Cite your source automatically in MLA., For a refresher, see MLA Overview and Workshop (Links to an external site.)

Late assignments (1-2) are accepted if notified in advance; however, with penalty. Late assignments are not allowed revision unless (to pass the assignment or exercise). The grade is a C.  If this is habitual, that is, more than twice or consecutively, we will have to talk. If you’d like an A in the course, turn your assignments in on time.

Academic Honesty

The goal of this syllabus is to be student centered; however, the institution requires that I give a statement regarding academic honesty, which means that students submit original work and do not borrow or take another person's intellectual property without giving attribution or credit.

Why not? Your work is your intellectual property whether or not it is copyrighted is beside the point. Sometimes researchers, especially novices, forget where their information was found. You get 1 pass on this; however, if you intentionally take authorship of another thinker’s work, this is unacceptable (you will earn a failing grade) and such behavior can ruin your reputation perhaps forever.  Remember “The Boy Who Cried Wolf”? See CoolSchools (links to an external site) version of this classic.

Be careful in the research process; make sure you know where the information is obtained.  A name for such intentional dishonesty is plagiarism.  See Purdue OWL for a discussion on plagiarism (links to an external site) and how to avoid it.


Technology Policy

Cell phones as phones: All cell phones are expected to be silenced or on vibrate in class.  Any use of cell phone for texting should be discrete and unobtrusive to the learning experience of other classmates. If a student needs to excuse herself or himself from class, you can drop a private message in the chat to the teacher. However, if a student is noticed inattentive, the student will be marked absent, so when you are in class this means both mind and body, not just body.

Cell phones as recording devices: At no point should a phone be used to capture the class via audio or video without prior consent of students and teacher. The sensitive nature of class discussions requires trust, sensitivity and freedom of expression which can be compromised when a recording device is used. If a student wants to record a class, prior conversation with the professor is necessary.

Zoom Class Policy

Students taking this class for credit are required to use a computer camera  revealing your face during class sessions. The use of virtual backgrounds are acceptable. To be excused from this requirement, you must get clearance from the teacher.

It is important to be respectful of all students and their viewpoints, especially when the opinions expressed are at variance with your own, that is, you disagree. We are not monolithic and differing opinions and views are encouraged.

Course Calendar (subject to change or adjustment)
Week 1 Thinking and Writing—A Critical Connection. What is a Critical Thinker? (WLTC pp. 1-22)
Review essay writing, MLA, Academic Writing Style and Formatting (WLTC p. 191)

Week 2 – Critical Societies (The Miniature Guide to Critical Thinking: Chapter 7-8)

Week 3 Critical Thought (WLTC) Chapter 2 pp. 22-49

Week 4 The Structure of Argument (WLTC) p. 50

Week 5  Written Argument (WLTC) p. 70

Week 6 The Language of Argument – Definition (WLTC) p. 94; MGCT Chapter 10 & 11

Week 7 Midterm essay. Aristotelian Argumentation; Fallacious Arguments (WLTC) p. 122

Week 8  Deductive and Inductive Reasoning (WLTC) p. 148

Week 9 Toulmin Argument

Week 10 Wrapping Up- Questions. MGCT Chapter 12 & 13

Week 11 Final Argument poster presentation

Week 12 Final Exam essay due in class for discussion; plus teaching demonstration.

How to study for this course

Do not skip the readings in either textbook. Read with a pencil in your hand. Writing Logically, Thinking Critically (WLTC) has a summary at the end of each chapter and a glossary of key terms. Read this first. As you then read the chapter from the beginning to the end, note concepts you are not aware of. There are exercises throughout each chapter, complete the Writing Assignments (WA); on the exercises, complete at least half if you understand the concept.

How to be successful in this course

Ask questions in class if you do not understand the readings or lecture. You can use the icons and raise your hand and drop questions into the chat.

All essays will be due in class. We will also do as much planning for these essays in class as we can. Students will be assigned to groups beginning Week 1-2. Students will be asked to form a discussion group in an online discussion platform or list-serve to stay in touch.


 Computer literacy

If there are technology challenges, plan to meet with me outside class to work through problems. All work is to be typed and submitted electronically. Video and photos of assignments are also acceptable when access is a challenge.  You can write in the textbook where possible. Let me know early in the class so that we can locate resources and or peer support.


More on Goals and Objectives
 
This intention of this course is to offer an invigorating discourse or dialogue for those students who love a challenge and approach the writing task eager, prepared and ready for what the course requires: English language fluency in writing and reading; a certain comfort and ease with the language; confidence and skillful application of literary skills associated with academic writing, plus familiarity, if not mastery, of the rhetorical styles used in argumentation, exposition and narration.

We will be evaluating what we know and how we came to know what we know, a field called epistemology or the study of knowledge. Granted, the perspective is western culture which eliminates the values of the majority populations, so-called underdeveloped or undeveloped countries or cultures. Let us not fall into typical superiority traps. Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.

This is a highly charged and potentially revolutionary process - critical thinking. The process of evaluating all that you swallowed without chewing up to now is possibly even dangerous. This is one of the problems with bigotry; it is easier to go with tradition than toss it, and create a new, more just, alternative protocol.

Disclaimer: I noticed in rereading the text the language in certain examples is not always socially relevant or politically conscious (WLTC p. 6) considering the authors are at San Francisco State University; however, that’s my assumption. Overall, the authors do a pretty good job in presenting the topic concisely and with humor.

 

Audience

The hope is that when you leave the course, you will be a stronger writer than when you arrived, have a better grasp of what is meant by rhetoric or the art of persuasion.  We will be honest with one another. Grades are not necessarily a complete assessment of one’s work; grades do not take into consideration the effort or time spent, only whether or not students can demonstrate mastery of a skill – in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this semester in meeting your goal.

Jot down briefly what your goals are this semester. List them in order of importance.

1.

 

2.

 

3.

 

4.

 

5.

First Assignment due Wed., Feb. 3-Sunday, Feb. 7

Email a note to me about yourself via professorwandasposse@gmail.com: Share: where you were born, who you are responsible for, what languages you speak/write, your strengths, what you bring to the class, what you'd like to leave with and what if anything I need to know to facilitate your success. 

Before completing the assignment read one of these two articles on the topic: https://academicpositions.com/career-advice/how-to-email-a-professor

or https://owl.purdue.edu/owl/general_writing/academic_writing/email_etiquette.html

 

 

 

Leadership Institute@ Allen Temple

 Greetings Everyone:

This is the spot for comments and communication this semester. I will post assignments and the syllabus. It will be interactive. 

We will post our Writing Assignments and Essays, and Exercises from WLTC which we are having difficulty for class feedback. 

This document is not private, so others who are not in the class will be able to see your comments.