COMM 0002. Argumentation and Rhetorical Criticism
Units: 3
Prerequisite: Eligibility for ENGL 1A
Hours: 54 lecture
An exploration of argumentation and the influence of rhetoric on thought in theory and cultural practice. Includes critical evaluation of claims, how to conduct expertise-based research, share evidence, engage in reasoning and critical thinking, and recognize popular forms of communication fallacies. (C-ID COMM 120) (CSU, UC)
COMM 0002 - Argumentation and Rhetorical Criticism
http://catalog.sierracollege.edu/course-outlines/comm-0002/
Catalog Description Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: An exploration of argumentation and the influence of rhetoric on thought in theory and cultural practice. Includes critical evaluation of claims, how to conduct expertise-based research, share evidence, engage in reasoning and critical thinking, and recognize popular forms of communication fallacies. (C-ID COMM 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Advocate for ideas using ethical arguments based in sound reasoning and evidence. CSLO #2: Articulate multiple perspectives of a controversy. CSLO #3: Engage with others who hold different perspectives to work toward understanding and resolution. CSLO #4: Analyze the implications of power and privilege in dialogue and debate. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives At the conclusion of this course, the student should be able to: 1. Critically think about, discuss, and evaluate reasoning, evidence, values and belief systems. 2. Develop an understanding of the reasoning process and skills in utilizing various methods of reasoning. 3. Analyze, advocate, and criticize ideas, using rhetorical theory and expertise-based research. 4. Recognize fallacies of reasoning and argue ethically. 5. Develop research skills. 6. Foster the use of critical thinking skills in oral/written communication to understand evolution and development of the idea that social progress requires communication. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking AA/AS - Oral Comm Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A1 Oral Communication CSUGE - A3 Critical Thinking Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1C Oral Communication Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Evaluated in a variety of disciplinary specific ways. For example, a mock debate where the class reports out their synthesis or reflexivity for discussion or in-class writing. Essay Examinations Example: Traditional essay, where students respond to a question(s) about topics like values and value hierarchies, ethical advocacy, and rhetorical/logic fallacies requiring both analysis, synthesis, reflection, and reflexivity of information. Objective Examinations Example: Short answer exam which may include fill-in-the blank, a one- paragraph response, word definitions, multiple choice, or true/false responses on such subjects as: Audience Analysis, Ethical Advocacy, Rhetorical Fallacies, Methods of Critical Inquiry and Reasoning, etc. Problem Solving Examinations Example: Provided with facts or a contextualized situation where credibility would be questioned, students use a process to reach supportable conclusions and/or make recommendations based on disciplinary research. Responses fully describe and utilize information from course work and situations provided to students. In simple terms, students show their logic and processing work. Projects Example: A body of work culminating in a tangible objective, e.g., publishable research, research paper, quantitative modeling, media portfolio, and/or conference presentation (for example, providing a modern interpretation of his writing on "Usefulness of Rhetoric" using his 4-form proof as a guide. Reports Example: Short essay/research papers offering two-to-six page synopsis requiring the use of appropriate (qualitative/quantitative) methodological approaches. Drawing from events witnessed by students, reading(s) which may include disciplinary articles, editorials or other informed-opinion pieces, short stories, bibliographic work for a larger project, etc. This work can be part of a larger body of scaffolded work or portfolio demonstrating understanding of argumentation and rhetoric. Skill Demonstrations Example: Demonstration by students engaging in participant observation of an argument or debate with disciplinary corrections by peers and instructor as needed. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor-centered classroom discussion where the professor is, primarily, the active voice. For example, guiding students through an application of Toulmin's Model of Argument; students participation during a lecture session is facilitated by the instructor or another student. Directed work in a prescribed, hands-on course of study in a social-laboratory environment, or various classroom activities such as learning scenarios. For example, after guiding students through an application of Toulmin's Model of Argument, students participate in an activity during a course session facilitated by the instructor or another student. Distance Learning Instructor organizes students into small groups to create an argument on an assigned issue. Students work together via a small group discussion board to research information to build an argument, provide documented support and refute the opposition. Students submit a webpage where they have written their completed argument. The instructor creates multiple discussion boards and shares links to each small group's webpage argument. On each discussion board, students read through the small group's argument, evaluate their argument, and provide critique all within the discussion board. Typical Out of Class Assignments Reading Assignments 1. After doing reading on the scientific approach of Aristotle, students will provide a modern interpretation of his writing on "Usefulness of Rhetoric" using his 4-form proof as a guide. 2. After reading about "meaning-centered theory," students will locate a visual-based argument and discuss its effectiveness on shifting public opinion. Writing, Problem Solving or Performance 1. Assignment: Analysis of an editorial. Using a recent newspaper or periodical, students will select an editorial and address the following questions in an essay: What is the argument (claim) the author is making? Who is the target audience for the argument? What is the structure of the argument (statement and proof)? How is the evidence presented? What type of reasoning is used to connect the evidence to the claim? What types of appeals (logical, emotional, psychological) is the author using to persuade his target audience? How does the author establish his or her credibility? Finally, diagram the argument using Toulmin's Model of Argument. 2. Assignment: Deliberation brief. After determining the debate proposition, each student will select and research one viewpoint of the issue and write a deliberation brief. Debate components will be covered including a fact, value or policy proposition, designation of the central issues, delineation of commonplaces shared with opponents, and definition of key terms. The brief will also contain all the claims the student plans to advance in the debate as well as relevant support and evidence, and an outline of all underlying values and assumptions. Finally, each student will assess the standpoint, power and perspective for each advocate involved in the debate. After each student has a brief prepared, students will enter into a deliberation over the issue. When the deliberation is complete, students will write an analysis of the issue including both, or all, viewpoints. In the analysis, students will evaluate their performance and describe any alterations or significant changes they may have made in their perspective of the issue as a result of the deliberation. Other (Term projects, research papers, portfolios, etc.) Required Materials Advocacy and Opposition: An Introduction to Argumentation Author: Rybacki, D. & Rybacki, K. Publisher: Pearson Publication Date: 2021 Text Edition: 7th Classic Textbook?: No OER Link: OER: Everything's an Argument Author: Lunsford, A. and Ruszkiewicz, J. Publisher: Bedford/St. Martins Publication Date: 2021 Text Edition: 9th Classic Textbook?: No OER Link: OER: Arguing Using Critical Thinking Author: Martenay, J. Publisher: LibreTexts Publication Date: Text Edition: Classic Textbook?: No OER Link: OER: Yes How Arguments Work- A Guide to Writing and Analyzing Texts in College Author: Mills, A. Publisher: LibreTexts Publication Date: Text Edition: Classic Textbook?: No OER Link: OER: Yes The Practice of Argumentation: Effective Reasoning in Communication Author: Zarefsky, D. Publisher: Cambridge University Press Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
FREN 0002 - Elementary French - Level II
http://catalog.sierracollege.edu/course-outlines/fren-0002/
Catalog Description Prerequisite: Completion of FREN 1 or two years of high school French with grade(s) of "C" or better Hours: 72 lecture Description: Continuation of FREN 1 with greater emphasis on speaking and writing. Explores culture, historical figures, and events of the areas where French is spoken. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary French spoken in simple past tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice High level conversations. CSLO #3: Recognize and explain what is read in simple past tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple past tense. CSLO #5: Compare and contrast cultural perspectives based on readings, discussions, and videos. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Through oral and written exercises, activities, assignments, students will: 1. Express words, phrases and expressions to discuss thematic areas such as social activities, traveling and vacations, fashion, lodging, food and health. 2. Identify and employ regular and irregular verbs ending in 're'. 3. Describe the past by using passé composé with être and avoir. 4. Give commands using the impératif. 5. Express past actions using the imparfait. 6. Narrate events in the recent past using "venir de". 7. Compare adjectives and nouns using comparatives and superlatives. 8. Express one's routine by conjugating reflexive verbs in the present, passé composé and imparfait forms. 9. Discuss real-life situations like booking a trip, renting an apartment, shopping for food and clothes, and visiting the doctor. 10. Use direct, indirect, "y" and "en" pronouns individually and together in sentences. 11. Recognize common vocabulary and grammatical constructions to understand spoken and written French at an elementary level. 12. Differentiate between French, Francophone, and American culture in areas such as geography, food, music, politics, governments, shopping, fashion and social life. 13. Identify French regions on a map of France. 14. Watch and discuss authentic French video clips. 15. Analyze elementary- level readings to identify main ideas, summarize content, and evaluate the validity of statements made about the material. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will read pages in text related to French social security. They will write 2 questions and ask them to a partner in class. They will then discuss and compare their answers with the class. Essay Examinations Example: In French, students will write a restaurant critic, making sure to address the following: ambiance, service, food and location. They will write 30 sentences and provide visuals. They will then compare and discuss their critic. Objective Examinations Example: Students will conjugate the given verbs in the appropriate tense – imparfait or passé composé. Ex: Hier, maman __________ (préparer) un dessert pour l’anniversaire de ma soeur. Elle __________ (cuisiner) toute la matinée pendant que je _______________ (décorer) le salon. Papa et mon frère _________ (faire les courses) au supermarché et aussi, ils ____________ (acheter) des boissons. Grades based on correct answers. Course objective 3 – CSLO 3, 4. Problem Solving Examinations: Students will read a series of sentences that they will put in the chronological order: • Marine et Fatima sont arrivées à Dakar. • Marine est restée à l’hôtel. • Fatima est tombée de vélo. • Fatima a loué un vélo et a fait un tour dans la ville. • Marine et Fatima sont parties de Paris. • Elle est allée à l’hôpital. Grades based on accuracy of answers. Projects Example: Students will record a short video - in French- in which they show their house. They will describe each room and a few objects, using the newly acquired vocabulary pertaining to lodging. Skill Demonstrations Example: Students prepare a dialogue between a hotel receptionist and a client. Students will use vocabulary and grammatical concepts related to lodging and traveling. They must each have a minimum of 8 sentences and present it in front of the class. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: In French, the instructor will ask the date, the season and the weather to the class. The instructor will then show pictures of people doing various activities and describe what they are wearing. Between each picture, the instructor will check for understanding and ask questions such as: “qui porte une robe?”, “qui n’aime pas le vert?”. The instructor will then look around and ask “qui porte une casquette?”, “qui porte une chemise rouge?” so that students will look around and name the person wearing that piece of clothing. After the vocabulary has been introduced in a context and in the target language, students will take turns interviewing their partner on their choice of clothes. Following an instructor lecture on French supermarkets, with a partner, students will look at French supermarkets ads and devise a 3-course menu using partitive adjectives, units of measure, and vocabulary pertaining to the food unit. They will make a shopping list that includes the description and price for each item. They will then share, discuss and compare their findings with the class. (Task-based learning) Distance Learning Instructor will create a graded discussion board prompt on the LMS for students to practice past tense (passé composé). Students will reply to the prompt in written format as well as upload a voice recording. First, students will give a present-tense sentence in French. Students will post a second time to answer/ give the past tense (passé composé) for another student’s present-tense sentence. Instructor will assign a short reading in French on the culture and region of La Nouvelle-Aquitaine (France) from the textbook on pages 442-44 Instructor will then assign a student-driven research of what the student would like to do during a visit to the region. Students will write in French in the text box or upload a document file describing what they would choose to do while visiting the region. Students must also include a web url of the activity or place to visit. This could be a tourism website or link to a video showing the activity. Typical Out of Class Assignments Reading Assignments 1. Assign reading on French cheeses. Recall vocabulary, principles of grammar and cognates to understand the gist of the text. In groups, students will categorize the cheeses and discuss the data related to cheese consumption in France. Students will answer the following questions in groups: 1. Combien de types de fromage sont produits en France? 2. Quels laits sont utilisés pour faire le fromage en France? 3. À quel moment du repas les Français mangent-ils généralement le fromage? 4. Comment célèbre-t-on la Journée nationale du fromage? Grades based on correct answers. 2. Students will watch a short video on Corsica and find its location on a map. Students will then look at a travel brochure on Corsica in pairs. Based on the reading, the students will draw the itinerary on a map and discuss activities offered for each day. After the reading, the students will answer the following questions: 1. Comment allez-vous en Corse? 2. Où le vol arrive-t-il en Corse? 3. Qu’est-ce que vous allez faire à Bastia? 4. Est-ce que vous allez dormir dans des auberges de jeunesse? 5. Qu’est-ce que vous allez prendre comme transports en Corse? 6. Allez-vous faire des randonnées pendant votre séjour? Graded on a rubric. Writing, Problem Solving or Performance 1. Students will write a short paragraph describing their childhood house in the past-tense. They will write about the home's location, the rooms, the furniture, the condition of the house, and the activities they did in the rooms. Other (Term projects, research papers, portfolios, etc.) 1. Internet search on lodging in France. Compare prices, size, indoor and outdoor features of houses/apartments. Discuss findings with a group. Grades based on accuracy of answers. 2. Group presentation of a dish and a French-speaking region or country. Students will talk about the location of the region/country, its historical background, and its specialties. Students will prepare a dish and bring it to class. Rubric grading. Required Materials Espaces Author: Mitchell - Tano Publisher: Vista Higher Learning Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Passcode for online homework.
Course Identification Numbering System (C-ID)
...COMM 120 COMM 0002 COMM 130 COMM 0008 COMM 140 COMM 0003 COMM 150 COMM...
Humanities
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