Mercy College Daniel A. Sabol Fall Semester, 2013 FRSM 101 Critical Inquiry (Freshman Seminar) dsabol1@mercy.

edu (914)564-2505 Office hours by appointment Required Textbook: Barnet, S., & Bedau, H. (2011). Critical Thinking, Reading, and Writing a Brief Guide to Argument (7th ed.). Levitt, S. D., & Dubner, S. J. (2009). Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. New York, NY: Harper Perennial. All other reading will be provided by the professor. Catalog Description: The Critical Inquiry (FRSM101) is a General Education course in which reading, thinking, and information literacy competencies are introduced, reinforced and assessed. Each section of Critical Inquiry focuses on a particular topic; students analyze assigned readings, prepare and respond to arguments related to the topic, and complete projects that require research and assessment of relevant print and online sources. Critical Inquiry is required of all entering firstyear and of transfer students with 30 credits or less. Critical Inquiry is a three-credit course. Course Learning Goals: The learning goals of the course are to engage students in learning and to facilitate the mastery of the academic competencies of critical reading, critical thinking and information literacy. These are foundation competencies that, when mastered, become the basis of future academic success. The pursuit of competence in these areas is a process of intellectual and personal growth, which develops key aptitudes for pursuing inquiry. The inquiry approach to learning involves exploration, discovery, and asking questions that leads to new understandings. Learning Outcomes Critical Reading
Critical reading involves the ability to read and understand primary and secondary sources. Students are

expected to demonstrate the following skills: Demonstrate an understanding of basic vocabulary pertaining to a subject Recognize and distinguish main ideas from supporting ideas in various printed materials Outline and summarize the content of printed material Distinguish facts, interpretations, and opinions in printed material Analyze and evaluate the value and validity of printed material Draw conclusions and make inferences based on content of printed material

Critical Thinking
Critical thinking involves the ability to analyze and interpret a subject insightfully and in depth. Students are expected to demonstrate the following skills: Place subject matter in context Identify patterns and relationships Identify positive and negative aspects of an issue Explain the significance of an issue Provide evidence for positions taken by using relevant data accurately Support these positions with arguments that are clear, precise, logical and carefully qualified Identify the assumptions, reasoning and conclusions of different positions on an issue Recognize strengths and weaknesses in opposing positions

Information Literacy
Information literacy involves the ability to identify, retrieve, evaluate, organize, cite properly and use a wide range of resources including print, graphic and electronic for independent learning and practical problem solving. Students are expected to develop an appreciation for the role of Information literacy in fostering lifelong learning, and to demonstrate the following skills: Recognize and articulate the need for information Access information from appropriate sources Critically analyze and evaluate information and its sources Organize, synthesize and integrate information Apply information to the development of a specific purpose using effective and creative decisionmaking Generate and effectively communicate information and knowledge Apply information technology skills Demonstrate an understanding of the ethical, legal and sociopolitical aspects of information and information technology Demonstrate an understanding of the role of information literacy in fostering lifelong learning

You will work on these competencies as you: 1. Use active learning activities such as discussion, digital stories, concept maps, journals, response papers, argument analysis, (e)Portfolios, small group work, problem-based learning, team projects, debates, student-led instruction, reflective journals, and role playing. 2. Read the text book.

3. 1. 2. 3. 4.

Study, discuss, and answer questions presented to you for homework and in class. Do independent research on various internet topics from the library and internet. Identify and narrow a research topic, use the library database to find scholarly sources, Compose a bibliography, summarize scholarly articles, and write a short analytical paper. Make in-class presentations that demonstrate your competency in critical reading, critical thinking, and information literacy. 5. Participate in class lectures and activities.
College Attendance Policy (from the 2012-2013 Mercy College Catalogue, p. 248). It is assumed that a student will attend all classes for which he/she is registered. Ceasing to attend classes for three consecutive class meetings without contacting the instructor will result in the issuance of a grade of FW which indicates stopped attending. This grade of FW will be calculated into the students GPA as an F and may result in dismissal. In addition this status will be reported to The Office of Student Services and may result in a reduction of financial aid monies.

Cheating and Plagiarism (from the 2012-2013 Mercy College Catalogue, p. 252). Cheating and plagiarism are contrary to the purpose of any educational institution and must be dealt with severely if students work is to have any validity. An instructor who determines that a student has cheated on a test or assignment will at a minimum give a zero for that item and may give a failure for the course. Normally the matter is handled between the instructor and the student, but the department chairperson may be consulted by either party to ensure fairness. Plagiarism, which is the appropriation of words or ideas of another without recognition of the source, is another form of cheating. An instructor who determines that a student has plagiarized will give a zero for the paper or project and may give a failure for the course. Both cheating and plagiarism are grounds for dismissal from the college. Any action taken regarding cheating or plagiarism is subject to the Academic Grievance Policy outlined above and in the Student Handbook. Classroom Behavior (from the 2010-2011 Mercy College Student Handbook) All students at Mercy College must exhibit courteous behavior in the classroom and must show respect for their fellow students and for their instructors and professors. The following are examples, but not an exclusive list, of behavior that is considered inappropriate:

Talking or otherwise making excessive noise or showing disrespect when a teacher or another student is speaking; Repeatedly interrupting other students or the professor; calling out answers when the professor has asked students to raise their hands; refusing to interact with the members of the class when group work is required; Use of cellular phones except in an emergency situation; Attending class under the influence of alcohol or illegal drugs; Use of recording devices in class without permission from the instructor;

Use of a laptop computer or other device to surf the web, play games, or engage in other extracurricular activity.

Students are expected to: Attend class on time; Remain in the classroom for the entire period except when the instructor announces a break; Read carefully and follow all the instructions in the course outline and assignment sheets distributed in class; Take responsibility for keeping up with the progress of the work done in class as indicated in the course outline; Complete all assigned work by the due date; Refrain from interrupting classes by taking or receiving beeper and telephone messages except in emergencies; Refrain from talking during lectures except when recognized by instructor; Refrain from carrying on private conversations when the instructor invites public discussion; Avoid using offensive language while speaking in class; Be respectful of the instructor and of fellow students in the class at all times. NO USE OF ELECTRONICS DURING CLASS. Grading = A total of 100 possible points. Pre and Post Assessment*** Mandatory In class participation and required readings Proper library use skills Digication portfolio Digital Story 10 Pts 30 Pts 15 Pts 15 Pts 30 Pts

****Students must participate in a pre and post course assessment, which can be accessed online at your Mercy Mavericks email. This must be done some time during the first week. ****
Course Outline: Week 1: September 4, 2013 Introduction Class Introductions Overview of class/ whats expected Review of syllabus Learning outcomes Homework: Read: Pages 3-18 of textbook

 Class absences Exams, papers etc. Definition of the competencies.

How to guide for Digication and create login

Week 2: September 11, 2013 Critical Thinking Critical thinking, what is it? The standards and benefits Barriers to critical thinking The forms of discourse Arguments Explanations Classifications Instructions

Homework: Read: Pages 18-31 of textbook and week two Discourse Analysis handout.

Week 3: September 18, 2013 Critical Thinking Argument evaluation Recognizing arguments What is an argument? Idling premises and conclusions What is not an argument PACT Mentor introduction

Homework: Read: Pages 24-25 & 177-181 of textbook Read handout identifying arguments. Read Freakonomics: p.85-115 Why do drug dealers still live with their moms? Answer: What is the argument posed by Levitt & Dubner in this work? What are the premises and conclusions?

Week 4: September 25, 2013 Critical Thinking Argument analysis Diagraming short arguments Summarizing longer arguments PACT Mentor with lesson Week 5: October 2, 2013 Critical Thinking Issue analysis and critical evaluation. Id and evaluating underlying

Homework: Read Diagramming Arguments Handout

Homework: Read textbook p. 368-381 Begin to explore the mercy college library website.

assumptions and arguments for validity and soundness. Identifying and taking a stance on opposing positions.

https://www.mercy.edu/academics/libraries

Fallacies of Ambiguity, Presumption, Relevance Week 6: October 9, 2013 Information Literacy Information Literacy, what is it? Its benefits and purposes Defining information needs clearly Idling research topics and key words for databases Determining information needs Information Sources available at the library Search strategies Homework: Read: Pages 462-477 Read handout about Information Literacy. Search for articles in the NY Times. The articles should be from your birthday last year, 50 years ago and 100 years ago. The articles should have similar topics. When articles are found that you like please tell me the scope, date, authorship and your feelings on topic.

Formulating search strategies

Week 7: October 16, 2013 Information Literacy Iding and accessing information from databases Evaluating information found on the web Authority Objectivity Reliability Currency Library instruction in BI lab.

Homework: Read: Pages 277-280 & 289-328 of textbook Database searching assignment. Please select and search a database which is related to your major or career choice. Find one article that is scholarly and peer reviewed. Print it out. Tell me which database you used, why and how it relates to your major? Last, summarize the article for me.

Week 8: October 23, 2013 Information Literacy Plagiarism and citing information PACT Mentor with lesson

Homework: Read: Handout about plagiarism and citing information. Please select another database which is related to your major or career choice. Find one article that is scholarly and peer reviewed. Print it out. Tell me which database you used, why and how it relates to your major? Last, summarize the article for me.

Week 9: October 30, 2013 No Class!!! Faculty Seminar Day

Homework: Read: Pages 32-72 of textbook.

Week 10: November 6, 2013 Critical Reading How its done Arguments Induction/deduction Modes of discourse Facts and opinions Analysis Validity Soundness Bias Defining Main Idea Exploring the Parts of a Paragraph Identifying Topic/Subject of the Writing

Homework: Read Freakonomics: p.115-146 Where have all of the criminals gone? Answer: What is the argument posed by Levitt & Dubner in this work? What are the premises and conclusions?

Main ideas

Week 11: November 13, 2013 Critical Reading Sorting Major/Minor Details Looking for A Topic Sentence Putting Authors Point into your own words and checking for meaning Analysis Validity Soundness Bias

Homework: Please read: http://academic.cuesta.edu/acasupp/as/308.HTM

Week 12: November 20, 2013 Critical Reading Main ideas

Homework:

Defining Main Idea Exploring the Parts of a Paragraph Identifying Topic/Subject of the Writing Sorting Major/Minor Details Looking for A Topic Sentence Putting Authors Point into your own words Monitoring and checking for meaning

Please read critical reading handout. Begin to work on end of term digital story. And your e-portfolio.

Week 13: November 27, 2013 No Class!!! Happy Thanks Giving!!!!

Homework: Read Freakonomics: p.115-146 Where have all of the Criminals gone? Answer: What is the argument posed by Levitt & Dubner in this work? What are the premises and conclusions?

Week 14: December 4, 2013 Communication Communication: What is it and how do we do it effectively?

Homework: Read communication handout. Work on end of digital story and e-portfolio.

Week 15: December 11, 2013. Think pair share in groups and build something. PACT Mentor with lesson Week 16: December 18, 2013

Homework: Work on end of term digital story and e-portfolio.

Digital story due and present e-portfolio.

Appendix A: Outcomes Critical Reading Learning Outcomes: Students will gain the ability to read and understand primary and secondary sources1. When reading, students will be able to: 1. Understand core vocabulary.
a. b. c. d. e. f.

Identify sources of confusion and select appropriate strategies to resolve. derive meanings from text, and use contextual cues to support the meanings. use resources to define words (e.g. a dictionary). differentiate between traditional meanings of vocabulary and hidden messages of word meanings in the text. (e.g. stipulative meanings, ambiguity, and rhetorical device.) infer the reason(s) an author has chosen specific words. identify the perspective, and describe the use of language in various sources (e.g. CNN versus Fox News; Golf Magazine versus More Magazine) outline, paraphrase and summarize the content of text2 . identify and distinguish main ideas from supporting ideas in text. Identify different kinds of genre (e.g. fiction, discursive) identify whose voice is present and whose is missing. describe how you are spoken to (i.e. the voice). differentiate between different kinds of supporting materials? (e.g. evidence versus examples versus opinions). distinguish facts, interpretations, and opinions in text. be evaluative and critical. connect and relate varying pieces of information. synthesize so as to create a thematic interpretation. infer implications and induce what is not stated, appraise different levels of meaning, multiple audiences, and hidden meanings or purposes. characterize the cultural or historical context. distinguish between inferences and wild guesses.

2. Comprehend and analyze text

a. b. c. d. e. f.

3. Analyze, synthesize and evaluate the value and validity of text .

a. b. c. d.

4. Draw conclusions and/or make inferences based on content of text.

a. b. c. d.

Analyze deconstruct, categorize, critique Synthesize combine ideas into a new whole Evaluate judge, give a value judgment supported by evidence and examples from text
1 2

Sources refers to any kind of sources, text, electronic, web-based or otherwise. Text refers to any kind of sources, text, electronic, web-based or otherwise

Critical Thinking Learning Outcomes: Analysis 1. Place subject matter in context. a. Students will be able to describe issues within the subject matter (e.g. social, psychological, emotional and/or material). b. Students will be able to differentiate forms of discursive writing such as description, classification, definition, instruction, explanation and argument.

c.

Students will be able to evaluate each form of discourse (i.e. Statements are true or false; arguments valid or invalid, sound or unsound; explanations likely or unlikely; classifications exhaustive/ exclusive; Definitions ostensive, synonymous, analytical; descriptions clear or unclear/ adequate or inadequate; and instructions clear or unclear/ adequate or inadequate.)

2.

Discover its patterns and relationships. a. Students will be able to outline/diagram recurring themes and their interrelations. Indicate its significance. a. Students will be able to appraise the implications and consequences of the subject matter to surrounding issues. Provide evidence for positions taken by using relevant data accurately. Students will be able to differentiate between main ideas (claims/thesis and topic sentences) and evidence. b. Students will be able to provide evidence to support main ideas (claims/thesis and topic sentences), and review the evidence for relevance and sufficiency.
a.

3.

4.

Synthesis and Evaluation

5.

Support these positions with arguments that are clear, precise, logical and carefully qualified.
a.

Students will be able to construct arguments and evaluate these arguments for truth and validity. Definition argument: An argument is composed of two parts; a claim that is supported by some evidence. Show an understanding of opposing positions, identifying their assumptions, reasoning and conclusions. (see a.- c.) 7. Recognize strengths and weaknesses in opposing positions. (see a.- c.)
6.

Students will be able to compose sets of arguments that support opposing sides of the issue. b. Students will be able to identify and evaluate underlying assumptions of the opposing arguments. c. Students will be able to articulate the strengths and weaknesses of opposing positions.
a.

Information Literacy Learning Outcomes: The information-literate student will be able to: Recognize and articulate the need for information. Define a manageable focus for searching and obtaining information. Formulate a search statement or question to describe the topic. Identify key terms and phrases in the search statements. Use the wide range of resources and services in the libraries, including librarians, other library staff and the course instructor.
1. a. b. c. d.

Access information from appropriate sources. Use reliable information sources to increase familiarity with the topic. Identify a variety of potential sources of information, both online and in print, and determine their availability in the library. c. Differentiate between types of sources. d. Be able to use the Libraries organized structure for systematic access of information. e. Develop and apply effective search strategies to access information. f. Expand or narrow a search to retrieve relevant information.
2. a. b.

Critically analyze and evaluate information and its sources. Determine the relevancy and comprehensiveness of the information retrieved and select the best sources. b. Recognize the difference between popular and refereed or peer-reviewed information sources. c. Evaluate the quality, accuracy, reliability and validity of information retrieved from the Internet and other information sources. d. Identify gaps in the information retrieved and determine whether other sources or search methods may be required.
3. a.

Develop skills in using information technologies. Identify retrieval options such as printing, downloading, and emailing desired text or citations. Limit search results by characteristics such as format, date of publication, peer-reviewed, and full-text. c. Use online communication methods such as email, discussion groups, and virtual reference, for information gathering, feedback, and interaction. d. Access and be able to use campus information systems such as Mercy Connect and other information networks such as Blackboard.
4. a. b.

Understand and respect the ethical, legal, and sociopolitical aspects of information and its technology. a. Include information from diverse sources, contexts, disciplines, and cultures and respect others ideas and backgrounds. b. Share information and knowledge with other students. c. Identify the elements required to cite information sources such as author, title, publisher, date of publication, name of the journal, volume and issue number. d. Apply principles of academic honesty by acknowledging contributions through accurate citations and references to avoid plagiarism. e. Respect intellectual property rights, copyright, and fair use of copyrighted materials.
5.