Critical Thinking Tutorials

Quality will judged both on the merit of the student’s contributions to the tutorial, and on the student’s willingness to listen to and consider the ideas of others, and to apply the principle of charity to other students’ arguments.The other half will be granted to students who complete tutorial tasks prior to the tutorial.The course aims to help students to understand and develop the skills required for critical thinking, and to encourage them to explore the ways in which these skills can further the pursuit of both their academic and nonacademic projects.

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The second component of this course introduces students to elementary propositional logic.

Learning Outcomes On satisfying the requirements of this course students will have the knowledge and skills to: Assessment Item Details Assessment Item 1: Tutorial attendance and participation Weighting: 10% Learning Outcomes: 1, 2, 3, 4, 5b, 6 During tutorials you will work through practice exercises, discuss ideas from the course with your peers, and have the opportunity to ask your tutor questions about the material covered in lectures and readings.

Include this editorial or excerpt at the beginning of your essay, using the remaining word count to respond to it.

You should identify the premises and conclusion of the argument, identifying suppressed premises (if any).

Assessment Item 3: Argument mapping quiz Weighting: 10% Duration: 30 minutes Learning Outcomes: 1, 2, 5 This assessment item will be composed of multiple-choice, mapping and short answer questions aimed at helping students to clarify arguments by identifying conclusions, premises, objections, and suppressed premises and objections.

Assessment Item 4: Critical analysis task Weighting: 20% Word Count: 750 Learning Outcomes: 1, 2, 3, 5, 7 You will need to find a nontechnical newspaper or magazine editorial (or section of an editorial – no more than 250 words) to analyse.

The readings for the first part of the course are optional, but will often be quite helpful. Extracts from chapter 3, “Informal Fallacies”, in Task: Bring to the tute an example of one of the fallacies discussed in the previous week’s lectures. Extracts from chapter 3, “Informal Fallacies”, in Task: When our emotions and our critical reflection come into conflict, should we ever act on our emotion? CTW uses brackets in a slightly different way than we do.

The second part of the course (on elementary logic) will involve working through chapters from Brian Garrett’s textbook Task: Choose one of the following positions and identify the assumptions and consequences of holding it: “Australia should seek to limit its immigrant population” or “Australia should not seek to limit its immigrant population”. “Deductive Reasoning” in Task: Bring to the tute an example of one of the discussed Fallacies of Relevance in the popular media (newspaper, magazine, blog, etc). The example should be from the popular media (newspaper, magazine, blog, etc). For example, we would write the conjunction A&B without brackets.

But CTW would write it with brackets, like this: (A&B).

As long as you keep this slight difference of notation in mind, the CTW website is very useful.) – Symbolic representation: There is an excellent online generator of random truth-table problems on the California State University website.


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