ASSIGNMENTS

DAILY CRITICAL THINKING GUIDES:

Critical Thinking guides are homework sheets that each student has a responsibility to complete before the assigned class and to hand in during that class. 

Their purpose is to guide the student in using critical thinking techniques in the identification of issues raised by a particular reading or viewing assignment, the evaluation of arguments about the assignment, experimentation with new arguments, and the construction of better arguments.   These guides exemplify the types of questions and arguments that you ought to be formulating in all courses before coming to class, whenever you do required reading, viewing, or listening assignments and whether or not a professor provides such a guide. 

To read a book, interpret a video or film, or listen to music without posing questions or constructing arguments is to read or interpret superficially.  It is fine for escape, but useless otherwise.  No.  You do not already know how to read or argue well.  You will spend your entire college career, at least, learning how to read and argue critically.

Almost all of you have difficulty reading because you have very little reading experience and small vocabularies.  The sooner you begin to consistently look up words in a good dictionary and interpret what you read critically (in terms of   issues, arguments, and representations), the better you will prepare yourself for the reading you will have to do in other classes and in the jobs you will hold.  It is not a bad idea to make vocabulary lists of new words on a small pad and review these words.

See "In-Class" link from FOI homepage for instructions on using Critical Thinking Guides in Class.

You will hand in your Critical Thinking Guides at the end of class.  When possible, I will chose a question to correct and give you a grade (1-10).  At other times, I will simply check that you have done the assignment.     Late guides will receive 80% credit.

LIBRARY ASSIGNMENTS:

You will be responsible for two library assignments whose purpose is to familiarize you with the library and the internet as tools of research that will be necessary for writing papers in your courses at the university.

1.  After I have introduced you to seeking out books and articles at Milner, you will receive a sheet requiring you to look up sources (articles and books) on a given topic in the library on-line catalogue, to find these sources, and to photocopy the first page of each.

2.  Later you will complete a research assignment using the internet.

SHORT PAPER:

You will write on short paper.  It will be from 2 to 3 pages in length.   Its purpose is to prepare you to write your term paper in this class and to write short interpretive papers and term papers in other classes.  It will be graded according to your ability to focus in on the issue, construct a strong-sense argument, and clearly present these issue and argument.

You will write two drafts.  Your second draft should take into account my comments on the first.  These comments are designed to help you improve your arguments and your written expression of this argument. You will receive a grade for both drafts.  

Interpretive papers in virtually all serious journals, like analyses and reports required by many jobs, tend to  follow this format:

1.  You state their general subject or thesis (conclusion) in the first paragraph.

2.  The subsequent paragraphs, except the last, constitute your argument in support of your conclusion. Your conclusion will be stated in detail in your last paragraph and sometimes very generally in your first paragraph (as a thesis).

Each of the intermediate paragraphs resembles a mini-argument with its own conclusion and reasons.. 
    a. It generally begins with a topic sentence that: 
        1)  states the general question or conclusion discussed in the paragraph;
        2)  makes a logical transition with the question or conclusion discussed in the previous paragraph;
        3)  makes clear what the question or conclusion discussed in this paragraph adds that is new to that of previous paragraphs.
    b. The paragraph then provides reasons and often an example for the paragraph's conclusion.

3. The final paragraph states (or restates) the conclusion and summarizes how the overall argument (which links the mini-arguments in the preceding paragraphs) justifies this conclusion.

Further explanation of relation between essay structure and arguments

SAMPLE ESSAY STRUCTURE

PARAGRAPH I: Introduction: thesis statement or statement of general issue.

PARAGRAPH II: First supporting idea.
--1) Specific example of supporting idea and explanation (of how the words cited, events narrated, or objects described in the
example illustrate this supporting idea).
--2) Specific example of supporting idea and explanation.

PARAGRAPH III: Second supporting idea:
--1) Specific example of supporting idea and explanation...
--2) Specific example of supporting idea and explanation.

PARAGRAPHS IV...

FINAL PARAGRAPH: Conclusion summarizing your argument in support of your thesis (not just a repetition of the first paragraph)

TERM PAPER AND PANEL DISCUSSION

Term papers play a fundamental role in many courses.  They are a means by which students learn to do useful research on a topic of that interests them, explore possible arguments and conclusions, arrive at justifiable conclusions, and construct reasonable and persuasive arguments for these conclusions.  

Term papers are similar to short papers except: 
1.  The introduction usually involves several paragraphs rather than one;
2.  The paper is divided into sections, each, not unlike a short paper, with its own introduction,  paragraphs developing the arguments, and conclusion; 
3.  The term paper's sections must be stitched together with transition sentences that link its sub-argument to the overall argument.

Term papers prepare students to participate actively and constructively in a modern world where the search for information, the interpretation of this information, the production of new and useful conclusions, and the successful communication of these conclusions are fundamental.

1.  Soon after the mid-term, students will be divided into groups of five.   Each group will decide in class on an overall group topic.   Each student will propose a different topic related to the group topic.   If you are having difficulty choosing a topic, see The Foundations Book, "Foundations of Research" on techniques for finding a topic and on background sources that can help you find a topic.

2.  Students will spend the following class period at the library constructing an initial bibliography for their individual topic.  A librarian and I will be there to help you.  You will turn in a typed copy of the bibliography at the beginning of the next class. See bibliographical guidelines in The Foundations Book, "Foundations of Information:   Citation Styles."  You may use the MLA or APA style, but do not alternate between them.

3. Two weeks later, each student will turn in a typed, double-spaced first draft of their term paper.  In the body of your paper, when you refer to a work, summarize its ideas, or quote them, put in parentheses at end of sentence and before period:
a. If you state the author's name and you cite one only of his works in your bibliography, just put the page number(s):  (199).
b. If you refer to an author's ideas or quote her without giving her name, put the authors name and the pages: MLA (Waugh 23); APA (Waugh, 23).

4.  Each student will finish the second draft and a five-minute summary by the class before the panel discussions take place.  Groups will spend the class comparing their papers and writing a general introduction for their group.  They will then present a five-minute short summary of their overall topic during the class assigned to their group (two groups per class).   This summary will constitute 10% of the term paper grade.  Each student in the group will then a present 5-minute summary of his or her conclusions and evidence, followed by discussion (10% of the term paper grade).

5.  Students will turn in their term paper as part of a portfolio on the last Friday of classes.   This portfolio will include:
a.  The initial and final drafts of the term paper (80% of the term paper grade).
b.  The final draft of the panel presentation.
c.  Both drafts of  the two short papers.
d.  The reports on the two campus events.
The portfolio is required for you to receive a final grade.  It, along with the Netforum, will be the means by which I determine which students have made progress and should be rewarded by my raising their average grade.