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Test Bank for Becoming a Critical Thinker: A User-Friendly Manual, 7th Edition

Test Bank for Becoming a Critical Thinker: A User-Friendly Manual, 7th Edition offers an effective way to prepare, including essential test questions and answers.

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    1 Becoming a Critical Thinker Seventh Edition Sherry Diestler Test Bank

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    3 Following are general comments about the goals of this text, a sample course outline, suggestions for teaching chapter content, and additional exercises for each chapter. Please contact the author through the publisher or through Contra Costa College, 2600 Mission Bell Drive, San Pablo, California 94806, at sdiestler@contracosta.edu or (925) 247-8210 if you have any comments or questions. Thoughts on the purpose of this text Marshall McLuhan once made the following comment: ‟ If you can't say it so that people comprehend it, you haven’t said it at all.” The primary goal of this text is to bridge the gap between the types of discerning responses to information that we want students to have, and the responses they usually do have at the start of the critical thinking course. Many students at college freshman and sophomore levels are suffering from a combination of information overload and inadequate preparation for college coursework. Students who have recently immigrated to the United States or Canada are additionally burdened with the adjustment to their new culture. Yet college students must be prepared for the information analysis that their education requires. So, what is a teacher to do? Some of us tend to ignore the students who can’t make it through our classes and teach to those who are bright enough or motivated enough to succeed. We are tempted to give up on the students who don’t seem to be capable of learning the material or who are not really prepared for college work. We may feel, and they may also feel, that they don’t belong in our classes. Other teachers recognize that our students are not prepared, but they are here and the classroom could serve as a turning point in their lives. Our approach is generally to lower our expectations and standards, making the course material simple enough for the students to handle. Finally, some of us, frustrated by the dilemma, use some combination of the above teaching styles, often walking around in a state of denial, saddened or hardened by our inability to make as much of a difference as we want to make.

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    4 The desire to reach under-prepared students was a major factor in the decision to write this textbook and the accompanying materials. My dream was to use the text as a bridge between unpreparedness and college level learning. This idea is expressed well by Richard Saul Wurman, author of the book Information Anxiety: How you organize your thoughts and the information you want to share is a critical issue. There is a simplification movement that I believe is leading to the dumbing of America. It shouldn’t be simplification but clarification. Clarifying allows you to explain ideas of very high density and make them easy to understand. The goal is not to simplify things, it’s to clarify things. Clarification is what I’m interested in….The point is making examples and images that anyone can easily understand. Take the acre story, for example. You can only understand the size of an acre relative to something you know. If in school you’re asked on a test, ‟ How large is an acre?” and you answered, ‟ About the size of a football field,” you’d flunk. But if you said it was 43,560 square feet, you'd get an ‟ A.” But one is understandable and the other one isn’t. And the one that’s understandable is not the one that gets you the ‟ A.” 1 As Wurman implies, it is important that textbooks are clear and understandable. When they are, the students who are under-prepared have a greater chance of achieving success. But it’s also important to have a useful text for the bright, well-prepared students who sometimes have difficulty relating an abstract concept to a practical reality, even when they can memorize and produce the abstract concept on a test. The extent of this problem is described by Nobel prize-winning scientist Richard Feynman in his book, Surely You’re Joking, Mr. Feynman! I often liked to play tricks on people when I was at MIT. One time, in mechanical drawing class, some joker picked up a French curve (a piece of plastic for drawing smooth curves — a curly, funny-looking thing) and said, ‟ I wonder if the curves on this thing have some special formula?” I thought for a moment and said, ‟ Sure they do. The curves are very special curves. Lemme show ya,” and I picked up my French curve and began to turn it slowly. ‟ The French curve is made so that at the lowest point on curve, no matter how you turn it, the tangent is horizontal.” All the guys in the class were holding their French curve up at different angles, holding their pencil up to it at the lowest point and laying it along, and discovering that, sure enough, the tangent is horizontal. They were all excited by this ‟ discovery” — even though they had already gone through a certain amount of calculus and had already ‟ learned” that the derivative (tangent) of the minimum (lowest point) of any curve is zero (horizontal). 1 Richard Saul Wurman, Information Anxiety.

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    5 They didn’t put two and two together. They didn’t even know what they ‟ knew.” 2 Feynman’s point underscores the underlying assumption of this text: students are successful in a field of knowledge when they can put its principles into practice and when they are led to see the practical applications of knowledge gained. To this end, each concept is explained with examples, and the examples often proceed from the personal to the social and/or political, from the familiar to the unfamiliar. Each chapter has several journals, exercises, and assignments of this nature that can be given to the students as regular or extra credit work. Evaluation of students in a critical thinking course Three basic means of evaluation are short writing and speaking assignments, longer writing and speaking assignments, and tests. Assignments are meant to keep students reading the chapter material and prepared for class discussions. You might require that students turn in their assignments at the start of class, and tell them that their completed work is the ‟ ticket” to class. If assignments are not completed, students must go to the library to complete them, and take an absence and lower grade for that period. When students are held accountable for completing work throughout the semester, they are more likely to pass the course. Tests are available to be given after every unit and include both objective and essay questions. The objective questions give credit for reading the chapters and identifying basic concepts; the essay tests allow instructors to assess whether critical thinking skills are being assimilated and used in a variety of contexts. You may want to combine several chapter tests together. 2 Richard Feynman, Surely You’re Joking, Mr. Feynman!

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    6 Following is a sample course outline. It gives you a general idea of how you might structure the weeks and fill in blanks for the journals and assignments that you choose. It also leaves room for comments on grading, special needs, and campus resources. Critical Thinking and Persuasion Instructor: Phone: Email: Office Hours: Welcome to Critical Thinking and Persuasion! The critical thinking classes are designed to help you become a strong thinker and advocate for your ideas. If you complete the assignments and practice the skills taught, you will do well in the course. To do your best, you should read the required text and be prepared to discuss the material as it is presented in the assignments each week. Course Description This course will provide students with the opportunity to study the principles of reasoning and their application to the analysis and evaluation of social, political, and marketplace communication. They examine the structure of argument, underlying assumptions, the quality of evidence used to support claims, the use of language, the discovery of formal and informal fallacies, and the effect of print and electronic media on argumentation. The critical thinking courses emphasize the integration of critical thinking principles with techniques of effective written and spoken argument. Course Objectives: • to understand and be able to evaluate the structure, content, and quality of arguments • to be able to objectively analyze print and oral communication • to understand how critical thinking can be applied to decision-making in daily life • to be able to clearly communicate your positions about issues and to support your positions with solid evidence Student Learning Outcomes: • Students will gain ability to advocate for their ideas. • Students will be able to recognize methods by which consumers and voters are persuaded. Text: Becoming A Critical Thinker by Sherry Diestler, 7th edition

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    7 Methods: Individual and group exercises, readings, journals, student oral presentations, exams, and essays Communication: You are welcome at all office hours, and appointments may also be arranged to accommodate your schedule. Readings, Assignments, and Activities The course assignments are outlined below. There will be weekly activities assigned that will develop understanding and engage use of the material in a meaningful way. All due dates are posted in the Canvas assignments. Week 1 Reading: Chapter 1: Foundations of Arguments Homework: Create opinion statement or decision- analysis Journal(s): Assignment(s): Week 2 Reading: Continue Chapter 1 and begin Chapter 2 Homework: Do any of the journal exercises or outline the argument that you hear on a radio program, television program, Facebook or Twitter post, blog, or editorial illustrating issues, reasons, and conclusions — extra credit for more than one example. Journal(s): Assignment(s): Week 3 Reading: Chapter 2: Values and Ethics and begin Chapter 3 Journal(s): Assignment(s): Week 4 Reading : Chapter 3: Reality Assumptions Homework : Choose any of the journal exercises from Chapter 3. Assignment(s): Quiz on Chapters 1–3 . Week 5 Reading : Chapter 4: Inductive Reasoning and Chapter 10 Persuasive Speaking Journal(s): Assignment(s):

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    8 Week 6 Reading : Chapter 5: Inductive Generalizations and continue Chapter 10 Journal(s): Assignment(s): Activities : Prepare outline for persuasive speech, using models from Chapter 10 Quiz on Chapter 4, 5, and 10 Week 7 Reading : Chapter 6: Reasoning Errors Journal(s): Assignment(s): Bring 2 copies of outline for the persuasive speech. Week 8 Reading : Chapter 7: The Power of Language Journal(s): Assignment(s): Quiz on Chapter 6 Week 9 Reading : Chapter 8: Suggestion in Media Journal(s): Assignment(s): Quiz on Chapter 7 Week 10 Reading : Chapter 9: Fair-mindedness Journal(s): Assignment(s): Week 11 Reading : Review Chapters 6, 7, and 8 for Communication Analysis Preparation Prepare for Communication Analysis presentation Journal(s): Assignment(s): Week 12 Reading : Chapters 8 and 9 Quiz on Chapters 8 and 9 Discussion : Persuasion through media. Persuasive techniques used in print and broadcast journalism and in marketing Journal(s): Assignment(s): Week 13 Reading : Review for quiz on Chapters 8 and 9 Communication analysis presentation Journal(s): Assignment(s):

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    9 Week 14 Quiz on Chapters 8 and 9 Reading: Review Chapters 1–5 for the final Discussion: Application of skills learned to home, student, and work life Journal(s): Assignment(s): Week 15 Reading: Review Chapters 1–5 for the final Journal(s): Assignment(s): Week 16 Final and Course evaluation Course Policies and Procedures Evaluation Grading is on a point system. The points for each activity are clearly delineated on the grading sheet and the following scale is used to determine the final grade. 90%–100% = A 60%–69% = D 80%–89% = B Below 60% = F 70%–79% = C Extra Credit: Take advantage of the extra credit work to raise your grade! Extra credit work counts when the required work is complete. Extra exercises from the text, work with a tutor in the Speech Communication Lab, and commentaries on books, articles, television programs, or films that relate to our course content all may be counted for extra credit. Technical Requirements The required software for this class is Microsoft Office (word, ppt, etc.). Many instructional documents throughout the course will be provided in the PDF format, so please update your Adobe Reader to the current version. This software is free and can be downloaded from Adobe’s website at http://get.adobe.com/reader/ (Links to an external site.)Links to an external site. Quizzes and Exams All chapter material may be on the quizzes . This implies that the best strategy is to read the chapter before taking the tests. Quiz questions will be in multiple-choice, true/false, matching, and short-answer format, and you will be given a review sheet to help you prepare.

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    10 Late Assignments Policies are established in an effort to create a fair and equitable learning context for all students. Before each graded presentation (except the final), a typed outline and bibliography, carefully proofread, will be submitted to the instructor by the assigned due date. Please feel free to make note cards for your use when speaking. When using note cards, do not read your cards. Practice your speech so that you feel comfortable looking at your audience and referencing the information on the note cards when needed. Effective extemporaneous delivery (with or without notes) will be the goal for this course. Assignments not submitted by their due date will not be accepted unless there is documented communication between professor and student that allows for a late submission. This class moves very quickly and it is important that you keep track of deadlines. Attendance/Drop Policy ‟ Check In” This class has a discussion board post that is required within the first week (the Introduction). This post is a ‟ check in” to see that you are able to navigate the course site and confirms your enrollment in the course. The ‟ check in” post asks you to introduce yourself to the class. Feel free to also share your experience with Canvas or similar courseware. If you fail to post during the required time, the professor will assume you are not planning to continue with the course and will drop you from the course. If you are having technical difficulties that preclude you from posting during the required timeframe, please, email the professor regarding the problem. If you fail to complete assignments for the first two weeks of the course, then the professor will assume you do not want to continue with the course and will drop you from the course. Once again, if this is not the case, please, email the instructor with your situation. Student Code of Conduct and Nondiscrimination Policy It is extremely important that we follow the standards of behavior set forth by our college. Discriminatory behavior of any kind will not be tolerated. Students are expected to be able to deal with the material covered in this class in a mature manner. Comments that demean or are derogatory to a person or a group of people will not be tolerated. Students who engage in this behavior will be dropped from the class. Information regarding College Student Conduct Standards and Discipline, and the College Student Nondiscrimination Policy is available in the College Catalog. If there is a breach of this college/class policy, students may be referred to the college administration for disciplinary action. Our college district is committed to equal opportunity in educational programs, employment, and campus life. The District does not discriminate on the basis of age, ancestry, color, disability, gender, marital status, national origin, parental status, race, religion, sexual

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    11 orientation, or veteran status in any access to and treatment in College programs, activities, and application for employment. A Serious Note on Plagiarism A student found copying from unacknowledged sources is guilty of a serious academic offense, and is open to college disciplinary procedures. Always make sure that you properly acknowledge your sources on any written assignments. All work you turn in must be your own . An automatic ‟ F” grade will result from plagiarizing or cheating on any work you submit for this course, and this includes exams/quizzes. Administrative authorities will also be appropriately notified according to the provisions of the College Student Code of Conduct. No further warnings will be given. Special Needs/Disabilities DSPS Statement College Resources/Links ● Personal counseling —assists students with family, personal, or other social concerns ● Crisis counseling — assists students in danger to themselves or others ● Wellness counseling —assists students with short-term therapeutic needs

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    12 Note to instructors: it helps to tailor class introductions to specific issues that concern students (question #4 below); if you take notes on how they answer the following questions, you may be able to advise them about persuasive speaking topics based on their stated interests. Critical Thinking Class Introductions Interview your partner about the following questions (you can add your own questions too). You will be introducing each other to the class . If time permits, check your notes with your partner and let him/her know what you are going to say. On the day of the presentations, you and your partner will stand in front of the class and take turns introducing each other to the class. 1. Name (as you would like to be called). 2. Major (or possible major). 3. Why are you taking this class, besides as a requirement; or, what do you hope to get out of this class? 4. What is a problem you notice in your environment — at work, school, or in the community? 5. What are two interesting facts about you —that is, what do you like to do in your spare time, what jobs have you had or do you have, how big is your family, do you have children, have you traveled to any interesting places? 6. Add anything else about your partner that will help us to get to know him or her.

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    13

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    14 Divisions used for each chapter 1. Learning Objectives for the chapter 2. Using interactive exercises, journals, and assignments from the text 3. Supplemental assignments and exercise ideas Chapter l 1. Learning objectives for this chapter Chapter 1 is foundational to the rest of the text. If students can gain a clear understanding of the basic elements of argument, all of the more complex concepts in the following chapters will be easier to grasp. Students should finish this chapter with a clear understanding that: A. There are basic critical thinking skills that are essential to the process of individual and group decision-making about personal, social, professional, local, national, and international issues. These basic skills are listed at the beginning of Chapter 1 and covered throughout the text. B. An argument consists of 3 parts: the issue under discussion, the conclusions (positions, stands) taken on the issue, and the reasons which support the conclusion. Note: The word conclusion is used differently in formal logic, essay and speech writing, and argumentation. Most people who teach argumentation use our definition. It helps to clarify the difference for students who may be given different definitions in other courses. C. Argument does not necessarily mean quarrel or fight. The ideal of argument is to achieve greater understanding of issues based on solid information. Decisions about policies are then made more thoughtfully and skillfully. Some of the misconceptions about argument are presented on pages 3 and 4 D. An argument is often presented as a conclusion followed by reasoning. Decisions, on the other hand, are often made by considering reasons first and then coming to conclusions. The on- line dialogue on pages 11 and 12 illustrates this principle.

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    15 Learning Objectives for this Chapter In this chapter, students will learn to 1.1 Apply the basic structure of argument 1.2 Outline a decision process using the decision-making method 2. Using exercises from the text All of the exercises from this chapter can be done in class or assigned as homework. Many instructors have found it helpful to discuss the exercises from this chapter in class. Exercise 1.1.1 : Identify Issues Related to a Topic Students are given an example topic with related issues. They are then instructed to come up with a factual issue, a value issue, and a policy issue for 3 more topics. You can have the students do this exercise as a group or assign it as individual homework. It could also be done as a ‟ think, pair, share” exercise in which students first work on their own answers (in class or at home), the pair up with a partner to discuss their answers, and then share out to the class. Students could extend this exercise by brainstorming other controversial issues occurring in their local or global community. Journal: Staying on Track Assume you are a moderator for a campus panel on whether extreme hazing in university fraternities should be outlawed. In response to your question on whether the proposed bans on types of hazing would be effective, one panelist says, “I believe there is too much underage drinking in fraternity houses.” How could you respond to keep the topic back on track? Comments on Journal: Staying on Track This journal gives an example of a panelist going off topic and asks the student to respond to keep the topic on track. You may wish to collect individual responses or have students share their responses. Journal: Finding the Issue and Conclusion Consider this short speech, and identify the issue and the conclusion (position, stand) of the speaker. “A high-speed rail would be useful to travelers, but I think the disadvantages outweigh the advantages at this point. Building the rail would cost billions of dollars of taxpayer money, and there are just more important needs for funding in our state right now.”

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    16 Comments on Journal: Finding the Issue and Conclusion For discussions of arguments in the chapter, such as the short argument on a proposed high-speed rail or for discussions of editorials or articles on current local, national, or international issues you give them, you can do the following: Students can be first put in groups (4 is an ideal number for a classroom or online group) and asked to talk about one of the arguments. Then they can choose a spokesperson to present their findings with the larger class. If there are disagreements with another group’s findings, these can be discussed and clarified by the instructor. In this excerpt on the high-speed rail, reasons are given to support the conclusion. Ask students to differentiate the conclusion from the reasons. After the conclusions and reasons of the writers are discussed, students can say whether they thought some important reasons were left out. For other arguments that you or the students hear, they can discuss which arguments were better supported and more convincing. These exercises provide a good opportunity for the instructor to emphasize the need to support arguments with credible reasons. It is also a good time to emphasize that arguments are part of our daily lives, in the personal and social arenas, in sports, in the arts, in politics, and at work. Clarifying our different opinions is an important human pursuit. Journal: Weighing Reasons to Make a Decision Try to list the reasons to go and the reasons not to go that the friends came up with before making their decision. Note that even routine daily decisions involve the process of weighing pros and cons (reasons) in order to come to a conclusion. Think of a recent “argument” you had with someone. What reasons did the other person state to back up his or her conclusion, and what reasons did you give to support your conclusion? Comments on Journal: Weighing Reasons to Make a Decision The video preceding this journal shows two friends making a decision about whether or not to go to a water park. You can have the students analyze it on their own as homework or discuss it in pairs or as a group. They should understand that sometimes looking at reasons for and against an action precedes the conclusion, that is, the conclusion or decision is based on the reasons given.

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