Course Specification of English 104-Critical Thinking
Course Specification of English 104-Critical Thinking
Course Specification of English 104-Critical Thinking
ATTACHMENT 2 (e)
Course Specifications
Course Specifications
English 104-Critical Thinking (English 1)
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Course Specifications
What percentage?
What percentage?
c. e-learning
What percentage?
d. Correspondence
What percentage?
f. Other
What percentage?
100
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B Objectives
1. What is the main purpose for this course?
This course is designed to prepare college-bound seniors for the literacy demands of higher
education. Through a sequence of fifteen rigorous instructional modules, students in this
yearlong, rhetoric-based course develop advanced proficiency in expository, analytical, and
argumentative reading and writing. The cornerstone of the coursethe assignment template
presents a process for helping students read, comprehend, and respond to nonfiction and literary
texts. Modules also provide instruction in research methods and documentation conventions.
Students will be expected to increase their awareness of the rhetorical strategies employed by
authors and to apply those strategies in their own writing. They will read closely to examine the
relationship between an authors argument or theme and his or her audience and purpose to
analyze the impact of structural and rhetorical strategies and to examine the social, political,
and philosophical assumptions that underlie the text. By the end of the course, students will be
expected to use this process independently when reading unfamiliar texts and writing in
response to them. Course texts include contemporary essays, newspaper and magazine articles,
editorials, reports, biographies, memos, assorted public documents, and other nonfiction texts.
The course materials also include modules on two full- length works (one novel and one work
of nonfiction). Written assessments and holistic scoring guides conclude each unit.
2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g.
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
To meet NQF requirements and to improve learning outcomes particularly those concerning ethical and
disciplinary issues, body of knowledge, intellectual skills, interpersonal skills, and communication and
information technology skills.
C. Course Description (Note: General description in the form to be used for the Bulletin or
handbook should be attached)
1. Topics to be Covered
List of Topics
No. of
Weeks
Week 1
Contact Hours
3
Weeks 2
&3
Week 4
Page 3
Week 5
&6
Week 7
&8
Weeks 9
& 10
Week
12
Week
13
Weeks
14 & 15
3
3
6
Tutorial
Laboratory
Practical
Contact
Hours
45
Credit
Other:
Total
45
4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods
and Teaching Strategy
Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned.
They are joined together as one, coherent, unity that collectively articulate a consistent agreement
between student learning, assessment, and teaching.
The National Qualification Framework provides five learning domains. Course learning outcomes are
required. Normally a course has should not exceed eight learning outcomes which align with one or more
of the five learning domains. Some courses have one or more program learning outcomes integrated into
the course learning outcomes to demonstrate program learning outcome alignment. The program learning
outcome matrix map identifies which program learning outcomes are incorporated into specific courses.
On the table below are the five NQF Learning Domains, numbered in the left column.
First, insert the suitable and measurable course learning outcomes required in the appropriate learning
domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align
with the assessment methods and intended learning outcomes. Third, insert appropriate assessment
Form 5a_Course Specifications _SSRP_1 JULY 2012
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methods that accurately measure and evaluate the learning outcome. Each course learning outcomes,
assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated
learning and teaching process. Fourth, if any program learning outcomes are included in the course
learning outcomes, place the @ symbol next to it.
Every course is not required to include learning outcomes from each domain.
1.0
1.1
Cognitive Skills
2.1
2.2
3.0
3.1
4.0
4.1
4.2
Course Teaching
Strategies
Lectures, multi-media,
student presentation and
Argumentative essays and
comments and assigned
debate presentations
topics and personal choices
of topics
Course Assessment
Methods
Individual presentation
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list, name, record, define, label, outline, state, describe, recall, memorize,
reproduce, recognize, record, tell, write
Knowledge
Cognitive Skills
Communication, Information
Technology, Numerical
Psychomotor
Consider
Maintain
Maximize
Reflect
Continue
Examine
Review
Ensure
Strengthen
Explore
Enlarge
Encourage
Understand
Deepen
Week Due
3rd week
Proportion of Total
Assessment
5%
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diagrams or images.
Candidates are required to analyses a simple argument
by responding to short-answer questions and partquestions
Candidates are required to produce an analysis of the
credibility of sources (individual characters and
organizations) within a scenario. Candidates will respond to
both short-answer questions and questions requiring more
discursive answers
Class presentations for argumentations and debates
Final Examination
10%
7th week
5th , 8th , 12th
and 15th weeks
15%
20%
50%
E. Learning Resources
1. List Required Textbooks
(a) M. Kallet, Think Smarter: Critical Thinking to Improve Problem-Solving and DecisionMaking Skills, John Willey & Sons Publisher, New Jersey, 2014.
(b) S. Bareham, Think Well & Prosper Critical Thinking: A Staff Training Guide, Summa
Publishing, 1st Edition, 2013.
(c) S. Bareham, A Critical Thinking Guide, Summa Publishing, 1st Edition, 2013.
2. List Essential References Materials (Journals, Reports, etc.)
(a) B. R. Parker and B. Moore, Critical Thinking, Humanities & Social Science Publisher, New
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F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodations: Lecture room (5x6 m) equipped with smart board, white board, data show,
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