This document contains information about a college course on science, technology, and society. It includes the course name and number, meeting times, instructor information, an overview of course goals and objectives, and the grading rubric. The course aims to help students develop critical thinking, reading, and writing skills through analyzing texts using concepts like genre, purpose, positioning, logic, and support. Students will learn to have civil discourse and form evidence-based conclusions about issues relating to science, technology, and society. The document provides guidance for students on the key concepts that will be covered and how their work will be evaluated in the course.

1. Welcome
READ 290

2. What is critical thinking?
From the board

3. Critical thinking, reading,
and writing
https://www.youtube.com/watch?v=yrxRCTUt6OY

4. Genre
Purpose
Position social bias cognitive bias
Logic
Support

5. 1. What was the genre or format of the message? How do you know that? What were
the elements of the genre? Did the video use those elements well? Why or why not?
2. What was the purpose of the video? How do you know that? Was this one person’s
purpose or a group’s purpose? How did you know that? Did the video accomplish
its purpose? Why or why not?
3. What was the positioning of the video? How do you know that? Was this one
person’s positioning or a group’s positioning? How did you know that? Did the video
hide or clearly show its positioning? Why might the makers of the video do that?
4. If there was logic, what was that logic or train of thought of the video? If there was a
logic or train of thought in the images or sounds, what was that logic or train of
thought?
5. If there was support or research offered with the logic of the video, what was it?
Was it convincing support? If so why, if not, why not?

6. Genre
Purpose
Position social bias cognitive bias
Logic
Support

7. Guiding Concepts
1. Be aware (be mindful)
2. Comprehend (what literacy is all about)
3. Critique (the academic kind)

8. 4. Engage in civil discourse.
think pair share

9. Civil Discourse
• Seattle Times
• Charles C. Camosy: Prof in
Christian Ethics at Fordham
University in the Bronx
• Researches and teaches on
bioethics, catholic social teaching,
distributive justices, and more
one
guy’s
ideas

10. Charlie’s Ideas
1. Humility
2. Solidarity with our conversation partner
3. Avoiding binary thinking
4. Avoiding fence building, dismissive words &
phrases
5. Leading with what you are for
one
guy’s
ideas

11. Civil Discourse
our class
ideas

12. Course & Syllabus
STS P TH Y
s ours s of S , nd S y P hw y w h s of CSU-
w AS ND S M o s n of S M s ’s
on w h us on S M d ss s, s ons, nd hods.
nd s for s ours ss s ng s S S
P hw y ours s s . By nd of s s s r you s
1. D nd n funda s o unders ng ons ps of
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College of Education, Department of Literacy & Reading Education
Course READ 290 Science, Technology, and Society: Critical Thinking, Reading, and Writing
Semester Spring 2017
Time Tuesday, Thursday 10:00 a.m to 11:15 a.m.
Location LH 320A
Instructor Brad A. Biggs, Ph.D.
Office College Park 570-30
E-mail babiggs@fullerton.edu (Preferred mode of communication)
Voicemail (657) 278-4310
Office hours Tuesdays and Thursdays noon. until 1:30 p.m. in CP 570-30 or virtually (phone
or Zoom), or by email appointment for phone or virtual meeting (with 2 days’
notice)
Technical support: (657) 278-8888 or helpdesk@fullerton.edu
STS P TH Y
s ours s of S , nd S y P hw y w h s of CSU-
w AS ND S M o s n of S M s ’s
on w h us on S M d ss s, s ons, nd hods.
nd s for s ours ss s ng s S S
P hw y ours s s . By nd of s s s r you s
1. D nd n funda s o unders ng ons ps of
s , nd s y.
2. or num on w h ous y d s o form
us ons s , nd s y.

13. thing 1 thing 2 thing 3
Genre Choice Use Audience
Purpose
Author
(maybe group)
Reader/Listener/
Viewer
You
Position
Author
(maybe group)
Reader/Listener/
Viewer
You
Logic Argument Fallacies Conclusion
Support Logic Research Experience

14. exemplary
5/15/30 points
proficient
3/12/or 24
progressing
1/9/20
Genre
work presents an excellent
example of the genre
work presents and
adequate example of the
genre
work presents and
inadequate example of the
genre
Purpose
reader clearly and quickly
knows your purpose
reader has little difficulty
determining purpose
reader has difficulty
determining purpose
Position
your positioning is
presented and defended
positioning is recognizable
but not defended
positioning is not
recognizable and not
defended
Logic
Ideas are presented in
logical sequence with no
fallacies
One of these elements:
logic, sequencing, or
fallacies are not adequate
Two or more of these
elements: logic,
sequencing, or fallacies
are not adequate
Support
Information is accurate
and presented logically,
with research if requested
Information is inaccurate
or presented logically
Information is inaccurate
presented illogically or
without research if
requested

15. Exit Slip
• Write your first and last names.
• Write one brief paragraph about a time when you
heard or saw civil discourse in a situation when you
didn’t expect it (video, IRL, forum or comments of
something online, news, sports, music or art, etc.)

16. Genre
Purpose
Position social bias cognitive bias
Logic
Support