Hilary E. Davis

hdavis@yorku.ca

Office Location: S446 Ross Building

Phone Number: (416) 736-2100 Ext. 77543

Office Hour: Monday & Tuesday (1:00pm - 2:00pm)

BLENDED COURSE
(approximately 50% online & 50% in classroom)
ACCELERATED COURSE
(24 Class Modules in 12 weeks)

• The overall purpose of this and all Modes of Reasoning (MODR) courses is to teach students to reason correctly and to express themselves clearly and precisely in verbal and written form. These critical thinking skills will help students not only with the remainder of their academic studies, but also in their professional and personal lives in general.

• This course (MODR 1730) will introduce important critical thinking and analytical skills by focusing on arguments made about social issues found in the social science, pop science, ethics, and mass media. In the past these have included the refugee crisis, student debt, online dating, sexting, and Ebola screening at airports. You will learn how to distinguish between inductive and deductive reasoning and how to identify, evaluate, and construct arguments. In addition, MODR 1730 will include a brief introduction to evaluating statistical and scientific information. As teams and as individuals you will be asked to develop arguments that arise from your personal interests and opinions as well as critical arguments that assess the writing of others. Throughout the course our focus will include the analysis of various media such as the news and popular press, feature films, advertising and political rhetoric, blogs and websites, as well as academic writing and philosophical arguments in this field.

• This is an approved LAPS General Education course for Social Science.

To succeed in this class you must attend regularly and arrived prepared. This means having viewed all the lecture videos and material posted on Moodle and having done the reading and any assigned homework. Your textbook should be brought to each class and all notes and homework. Organized notes are also essential as well as a willingness to participate in group work and larger class discussions. Attentiveness in class is also a must.

Lewis Vaughan. Concise Guide to Critical Thinking. (Oxford, 2017)

Mark Battersby. Is That a Fact? A Field Guide to Statistical and Scientific Information. Second Edition. (Broadview, 2016).

Additional topical articles may be posted on Moodle

One copy of each course textbook will also be on 1-day reserve in the Scott Library

Grading Breakdown:

1. In-class Midterm = 25%

2. Definition Argument Essay = 20%

3. Evaluative Critique = 10%

4. Researched Proposal Essay Assignment = 30%

5. In-class teamwork, online forum prep activity, & participation (weekly) = 15%

Total 100%

• All assignments & online forum activities, and assignments are due at 11:59, EST on their respective due dates.

• Please note that this schedule of deadlines and grading breakdown is non-negotiable. The value of assignments will under no circumstances be reweighed or redistributed.

Lecture

By the end of this course, if you apply yourself and do all the reading, complete all assignments, attend all lectures, and actively participate in all teamwork, you can expect to see improvement in the following areas:

• Reading Comprehension: You will become a more active reader which includes learning how to read between the lines and how to ask critical questions.
• Writing: You will learn how to write two different types of arguments – a definitional essay and researched proposal essay. Your essay planning, essay organization, and essay editing should also improve.
• Critical Reasoning Skills: You will learn to identify and evaluate arguments in order to distinguish strong from weak arguments. This will include learning how to evaluate evidence and sources used in arguments and those you use in your own research.
• Critical Thinking Skills: Ideally, you will learn to become a 'reasonable skeptic' and able to identify and discuss the weaknesses and strengths in claims and arguments you encounter in the media, academic texts, and everyday conversation.

• Academic Accommodation for Students with Disabilities
• Alternate Exam and Test Scheduling
• Grading Scheme and Feedback Policy
The Senate Grading Scheme and Feedback Policy stipulates that (a) the grading scheme (i.e. kinds and weights of assignments, essays, exams, etc.) be announced, and be available in writing, within the first two weeks of class, and that, (b) under normal circumstances, graded feedback worth at least 15% of the final grade for Fall, Winter or Summer Term, and 30% for ‘full year’ courses offered in the Fall/Winter Term be received by students in all courses prior to the final withdrawal date from a course without receiving a grade (see the policy for exceptions to this aspect of the policy - http://www.yorku.ca/secretariat/legislation/senate/gradfeed.htm

“Final course grades may be adjusted to conform to Program or Faculty grades distribution profiles.”
If Term Test will be held outside of regularly scheduled class time, include announcement of day, date and time here (e.g., Saturday, October 28, 2006, 10 am to 11:30, room TBA).

• "20 % Rule"
No examination or test worth more than 20% of the final grade will be given during the last two weeks of classes in a term, with the exception of classes which regularly meet Friday evenings or on the weekend (Saturday and/or Sunday at any time). (Approved by Senate, November 28, 1996)