Critical Thinking – PHI 210Student Course GuidePrerequisite.docx

Critical Thinking – PHI 210
Student Course Guide
Prerequisite: None
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Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An
interdisciplinary approach to critical and creative thought (4th
ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and
supporting information for this course. There is no need to

purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it
counts. Millbrae, CA: California
Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions.
Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct
Marketing, 60, 40-44.
Useful critical thinking Websites:
· http://www.criticalthinking.org/
· http://www.criticalthinking.org/resources/articles/
·
http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%2
0part%20of%20syllabus.htm
· http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and
evaluate reasoning in everyday discourse. It examines the
elements of good reasoning from both a formal and informal
perspective and introduces some formal techniques of the basic
concepts of deductive and inductive reasoning. It also promotes
reasoning skills through examining arguments from literature,
politics, business, and the media. This course enables students
to identify common fallacies, to reflect on the use of language
for the purpose of persuasion, and to think critically about the
sources and biases of the vast quantity of information that
confronts us in the “Information Age.”
COURSE OUTCOMES

Upon the successful completion of this course, the student will
be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to
communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective
and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of
audience and tone, organizational strategies, and the recognition
of effective language in the various stages of written
communication.
5. Apply the principles of argumentation to analyze, evaluate,
and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook
passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases
involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the
decision-making process by applying problem-solving skills to
personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical
thinking.
10. Use technology and information resources to research issues
in critical thinking skills and informal logic.
11. Write clearly and concisely about issues in critical thinking
using proper writing mechanics.
COURSE EXPECTATIONS
To obtain the most benefit from this class:
· Follow Strayer University’s policies and procedures as well as
those specific to this class.
· Class specific information can be found within the “Class
Information” section within the Student Center.

WEEKLY COURSE SCHEDULE
The weekly schedule describes the learning activities that will
help you achieve the course outcomes and the assignments that
will be used to measure your mastery of the outcomes. Each
week is divided into sections consisting of readings, lectures,
discussions, and assignments.
For selected assignments, a grading rubric is included in this
Course Guide and will be used to evaluate your performance.
Week
Assignments
Date
1
2
3
Assignment 1 – Sensory Perceptions
4
5
6
Quiz 1 – Chapter 9
7
8

9
10
Assignment 2 – Critical Thinking Paper
11
WEEK 1
Course outcomes in focus:
· Define critical thinking.
· Explain how critical thinking improves the ability to
· Develop skills for overcoming barriers which limit objective
Activities:
Readings:
· Thinking, Chapter 1: “What Is Thinking?”
· Thinking, Chapter 2: “Personal Barriers.”
Supporting Topics:
Lecture 1 Topics:
· Definition(s) of “thinking”
· Role of thinking — possibility, communicating, writing,
dialogue
Lecture 2 Topics:
· Reasons objectivity is difficult
· Enculturation, religious opinions

· Self-concepts
· Ego
· Emotions
· Errors in thinking
Lectures/Discussions:
· Faculty introduction, course overview, and expectations
· Review course philosophy, expectations, assignments, late
policy, grading, academic integrity, APA use if appropriate, and
attendance policy.
· Student introductions
· Lecture on definition(s) of “thinking” and the role of thinking
– possibility, communicating, writing, and dialogue.
· Lecture on reasons that objectivity is difficult, enculturation
and religious opinions, self-concepts, ego, emotions, and errors
in thinking.
· Discussion: “Thinking About Thinking.”
· Select a quote about “thinking” from Chapter 1 that best
describes your own viewpoint and explain why this quote is
meaningful to you.
· Identify which of the sources of enculturation has had the
most impact on your own thinking and explain why you think
this is the case.
· Identify one of the “5 Errors of Thinking” that you recently
observed in another or even committed yourself and explain
how this affected productive communication.
WEEK 2
Course outcome in focus:
Activities:

Readings:
· Thinking, Chapter 3: “Sensing.”
· Thinking, Chapter 4: “Brain and Memory.”
Supporting Topics:
Lecture 1 Topics:
· The senses
· Deception of the senses
· Steps for effective listening
Lecture 2 Topics:
· The brain and sleep
· The nature of memory
· Forgetfulness
· Ways to improve memory
· Lecture on the senses, deception of the senses, and steps for
effective listening.
· Lecture on the brain and sleep, the nature of memory,
forgetfulness, and ways to improve memory.
· Discussion: “Memory and the Mind-Body Connection”
· Describe an example of an episodic memory, perceptual-motor
memory, and semantic memory that you have personally
experienced.
· Explain which of these memories you feel is most affected by
one or more of the senses.
WEEK 3
· Illustrate the importance of pre-writing, the consideration of
communication.

Activities:
Readings:
· Thinking, Chapter 5: “Language: Our Thinking Medium.”
· Thinking, Chapter 6: “Feeling.”
Supporting Topics:
Lecture 1 Topics:
· Meaning, word choice, word order, and context
· Language as brain “software” and logic as “hard-wiring”
· Language and culture
· Figurative language
· Limits of language
· Powers and pitfalls of the English language
Lecture 2 Topics:
· Conscious awareness of feelings
· How feelings can create or inhibit writing (particularly in the
“generation” stages)
· How feelings are received and impact an audience
· How strong feelings can lead to eloquence in speaking and
writing
· Lecture on meaning, word choice, word order, and context;
language as brain “software” and logic as “hard-wiring”;
language and culture; figurative language; limits of language;
and powers and pitfalls of the English language.
· Lecture on conscious awareness of feelings, how feelings can
create or inhibit writing (particularly in the “generation”
stages), how feelings are received and impact an audience, and
how strong feelings can lead to eloquence in speaking and
writing.
· Discussion: Using and misusing figurative language may make
it difficult for others to understand what you write and what you
say.
· Choose one (1) of the ten (10) types of figurative language
from the list below.

· Define the meaning of the term and provide an example.
· Describe an appropriate circumstance for using the example
for the term or a circumstance when using the term might lead
to misunderstanding.
TERMS:
1. idiom
6. amphiboly
2. analogy
7. “flame word”
3. metaphor
8. hyperbole
4. simile
9. euphemism
5. cliché
10. colloquialism
Assignment 1: Sensory Perceptions
Due Week 3 and worth 100 points
Can you really trust your senses and the interpretation of
sensory data to give you an accurate view of the world?
Describe and discuss the accuracy and the weaknesses of the
human senses as they pertain to thinking in general and to your
own thinking in particular.
Write a two to three (2-3) page paper in which you:
1. Provide at least three (3) reasons for believing in the
accuracy or inaccuracy of sensory information.
2. Identify and describe at least three(3)factors contributing to
the accuracy of sensory data.
3. Discuss the role of memory with regard to the interpretation
and evaluation of sensory data.
4. Use at least two (2) quality resources in this assignment.
Your textbook may count as one (1) source. At least one (1) of
your sources must be obtained from the collection of databases

accessible from the Learning Resources Center Web page.
Your assignment must:
· Be typed, double spaced, using Times New Roman font (size
12), with one-inch margins on all sides; citations and references
must follow APA or school-specific format. Check with your
professor for any additional instructions.
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this
assignment are:
· Create written work utilizing the concepts of critical thinking.
· Demonstrate adherence to academic integrity policy and APA
Style guidelines for academic citations.
· Use technology and information resources to research issues in
critical thinking skills and informal logic.
· Write clearly and concisely about issues in critical thinking
Grading for this assignment will be based on answer quality,
logic/organization of the paper, and language and writing skills,
using the following rubric.
Points: 100
Assignment 1: Sensory Perceptions
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D

Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Provide at least three (3) reasons for believing in the
Weight: 25%
Did not submit or incompletely provided at least three (3)
reasons for believing in the accuracy or inaccuracy of sensory
information.
Insufficiently provided at least three (3) reasons for believing in
the accuracy or inaccuracy of sensory information.
Partially provided at least three (3) reasons for believing in the
Satisfactorily provided at least three (3) reasons for believing in
Thoroughly provided at least three (3) reasons for believing in
2. Identify and describe at least three(3)factors contributing to
the accuracy of sensory data.
Weight: 25%
Did not submit or incompletely identified and described at least
three(3)factors contributing to the accuracy of sensory data.
Insufficiently identified and described at least three(3)factors
contributing to the accuracy of sensory data.
Partially identified and described at least three(3)factors
Satisfactorily identified and described at least three(3)factors
Thoroughly identified and described at least three(3)factors

3. Discuss the role of memory with regard to the interpretation
and evaluation of sensory data.
Weight: 20%
Did not submit or incompletely discussed the role of memory
with regard to the interpretation and evaluation of sensory data.
Insufficiently discussed the role of memory with regard to the
interpretation and evaluation of sensory data.
Partially discussed the role of memory with regard to the
Satisfactorily discussed the role of memory with regard to the
Thoroughly discussed the role of memory with regard to the
4. Follow APA Style requirements for format, in-text citation of
quotes and paraphrases, and references page.
Weight: 10%
Did not complete the assignment or had more than 9 errors in
following APA Style requirements.
Had 8-9 errors in following APA Style requirements.
Had 6-7 different errors in following APA Style requirements.
5. Follow guidelines for clear and organized writing: include an
introductory and concluding paragraph; address main ideas in
body paragraphs with a topic sentence and supporting sentences.
Weight: 10%
Did not submit or incompletely followed guidelines for clear
and organized writing.
Insufficiently followed guidelines for clear and organized
writing: did not include an introductory and/or concluding
paragraph; did not address main ideas in body paragraphs with a
topic sentence and supporting sentences.
Partially followed guidelines for clear and organized writing:
included a partially developed introductory and/or concluding
paragraph; partially addressed main ideas in body paragraphs
with a topic sentence and supporting sentences.

Sufficiently followed guidelines for clear and organized
writing: included an introductory and concluding paragraph;
sufficiently addressed main ideas in body paragraphs with a
Fully followed guidelines for clear and organized writing:
included an engaging introductory and thoughtful concluding
paragraph; fully addressed main ideas in body paragraphs with a
topic sentence and detailed supporting sentences.
6. Adhere to standard rules of English grammar, punctuation,
mechanics, and spelling.
Weight: 10%
grammar, punctuation, mechanics, spelling.
Had 8-9 errors in grammar, grammar, punctuation, mechanics,
spelling.
Had 6-7 different errors in grammar, punctuation, mechanics,
spelling.
Had 4-5 different errors in grammar, grammar, punctuation,
mechanics, spelling.
spelling.
WEEK 4
· Illustrate the importance of pre-writing, the consideration of
communication.
Activities:
Readings:
· Thinking, Chapter 7: “Creative Thinking.”
· Thinking, Chapter 8: “Organizing.”

Supporting Topics:
Lecture 1 Topics:
· Definition of creative thinking
· Kinds of creative thinking
· Conditions and limitations
· Brainstorming and starbursting
· Mnemonics
· Steps to initiate the creative process
Lecture 2 Topics:
· Different ways to organize thinking
· Natural/mental orders
· topical
· analogical
· chronological
· causal
· Five “Ws” of journalists
· Five steps for effectively organizing information and ideas
· CAP (Cluster, Analyze, Prioritize)
· How to best use natural/mental orders
· Lecture on definition of creative thinking, kinds of creative
thinking, conditions and limitations, brainstorming and
starbursting, mnemonics, and steps to initiate the creative
process.
· Lecture on different ways to organize thinking, natural/mental
orders (topical, analogical, chronological, and causal), the five
“Ws” of journalists, five steps for effectively organizing
information and ideas, CAP (Cluster, Analyze, Prioritize), and
how to best use natural/mental orders.
· Discussion: “Generating Topic Ideas.”
1) Choose a topic from the list in Appendix A. NOTE: The
topic you choose for this exercise will be the basis of your
“Critical Thinking Paper” due in Week 10.
2) On a piece of paper or in a Word document on your
computer, use the “brainstorming” technique, “starbursting

technique,” and “Five Ws for Journalists” technique to generate
ideas for your topic.
3) In the threaded discussion –
· State which topic you chose and the reasons why you chose
the topic.
· Identify which of the three techniques was the most productive
for you as a way of generating ideas. Explain why.
· State which of these techniques you think you might use for
future writing projects. Explain why.
WEEK 5
· Apply the principles of argumentation to analyze,
evaluate, and compose effective arguments.
Activities:
Readings:
· Thinking, Chapter 9: “Logical Thinking.”
Supporting Topics:
Lecture 1 Topics:
· Categorical syllogisms
· Premises and conclusions
· Types of propositions
· Figures, validity, Venn Diagrams
· Enthymemes and syllogisms in everyday life
· Rules for categorical syllogisms
Lecture 2 Topics:
· Reasoning errors in categorical syllogisms:
· Distribution
· Illicit majors and minors
· Four-terms fallacy
· Equivocation
Lecture 3 Topics:
· Deductive argument forms

· Hypothetical syllogism (and common errors)
· Modus ponens and Modus tollens (and common errors)
· Disjunctive syllogism (and common errors)
· Valid conversions
· Lecture on categorical syllogisms; premises and conclusions;
types of propositions; and figures, validity, and Venn Diagrams.
· Lecture on enthymemes and syllogisms in everyday life; rules
for categorical syllogisms; and reasoning errors in categorical
syllogisms: distribution, illicit majors and minors, the four-
terms fallacy, and equivocation.
· Discussion: “Enthymemes in Everyday Life.”
· Identify an example of an enthymeme you encountered this
week in the media or in a conversation.
· Create a syllogism based on the enthymeme.
· Determine whether the syllogism is valid or invalid and
explain why.
· If invalid, identify the reasoning error that is present in the
syllogism.
· Analyze the syllogism of one (1) other student.
· Lecture on deductive argument forms, hypothetical syllogism
(and common errors), Modus ponens and Modus tollens (and
common errors), disjunctive syllogism (and common errors),
and valid conversions.
WEEK 6
· Apply the principles of argumentation to analyze, evaluate,
and compose effective arguments.
· Identify the informal fallacies, assumptions, and biases
· Analyze the purpose of organizational structure in textbook
Activities:

Readings:
· Thinking, Chapter 9: “Logical Thinking.”
Supporting Topics:
Lecture 1 Topics:
· Informal deductive fallacies
· Fallacy of division
· Circular reasoning
· Either/or fallacy
· Reductio ad Absurdum
· Distinguishing between deductive and inductive arguments
Lecture 2 Topics:
· Recognizing inductive arguments (analogies and causation)
· Identifying informal inductive fallacies
· Hasty generalization
· Composition
· Pot hoc ergo propter hoc
· Extravagant hypothesis
· False analogy
· Slippery slope
· Genetic fallacy
· Appeal to authority
· Appeal to tradition
· Is/ought fallacy
· Bandwagon
· Appeal to ignorance
· Lecture on informal deductive fallacies, fallacy of division,
circular reasoning, either/or fallacy, Reductio ad Absurdum, and
distinguishing between deductive and inductive arguments.
· Lecture on recognizing inductive arguments (analogies and
causation); and identifying informal inductive fallacies: hasty
generalization, composition, pot hoc ergo propter hoc,
extravagant hypothesis, false analogy, slippery slope, genetic

fallacy, appeal to authority, appeal to tradition, the is/ought
fallacy, bandwagon, and appeal to ignorance.
· Discussion: “Identifying Deductive & Inductive Fallacies.”
Locate a piece of advertising that demonstrates one (or more) of
the deductive or inductive fallacies listed below.
· Describe the advertisement example that you located.
· Identify the fallacy you observed in the advertisement and
describe how this is an example of this type of fallacy.
· Explain whether or not you believe the fallacy is effective in
persuading customers to purchase or use the product or service
being promoted in the ad.
Informal deductive fallacies
· Fallacy of division
· Circular reasoning
· Either/or fallacy
· Reductio ad Absurdum
Informal inductive fallacies
· Hasty generalization
· Composition
· Pot hoc ergo propter hoc
· Extravagant hypothesis
· False analogy
· Slippery slope
· Genetic fallacy
· Appeal to authority
· Appeal to tradition
· Is/ought fallacy
· Bandwagon
· Appeal to ignorance
· Quiz 1
Students are to take Quiz 1 that covers the material in the first
half of Chapter 9, presented in Week 5. The quiz is located in
the course shell under the Week 6 tab. This is an open-book,

timed quiz that can only be taken once with a time limit of two
(2) hours. The quiz consists of twenty (20) multiple-choice
questions with each question worth five (5) points for a total of
100 points.
WEEK 7
Activities:
Readings:
· Thinking, Chapter 10: “Scientific Thinking.”
Supporting Topics:
Lecture 1 Topics:
· Distinguish between good and bad science
· Interpret scientific information
· Scientific Method (observation, hypothesis formulation,
experimentation, and verification)
· Usefulness of science
· Empirical nature of science
· Operational definitions
· Determinism
· Controlled experiments
· Quasi-experimental design
Lecture 2 Topics:
· Non-experimental designs
· Ex post facto
· Correlational
· Survey method: Four criteria
· Case study
· Role of chance

· Experimental bias
· Placebo effect
· Pseudoscience
· Lecture on distinguishing between good and bad science,
interpret scientific information, Scientific Method (observation,
hypothesis formulation, experimentation, and verification),
usefulness of science, empirical nature of science, operational
definitions, determinism, controlled experiments, and quasi-
experimental design.
· Lecture on non-experimental designs (ex post facto,
correlational, survey method: Four criteria, and case study), role
of chance, experimental bias, placebo effect, and pseudoscience.
· Discussion: “Placebo Effect.” Locate a recent example in the
media of a scientific study involving the placebo effect.
· Identify and explain the placebo effect’s function in each step
of the scientific method: observation, hypothesis,
experimentation, verification.
· Describe how the placebo effect impacted the results of the
study.
· State whether or not you were surprised by the results and
why.
· Quiz 2
Students are to take quiz 2 that covers the material in the
second half of Chapter 9, presented in Week 6. The quiz is
located in the course shell under the Week 7 tab. This is an
open-book, timed quiz that can only be taken once with a time
limit of two (2) hours. The quiz consists of twenty (20)
multiple-choice questions with each question worth 5 points for
a total of 100 points.
WEEK 8

· Analyze the purpose of organizational structure in textbook
Activities:
Readings:
· Thinking, Chapter 11: “Persuasive Thinking.”
Supporting Topics:
Lecture 1 Topics:
· Persuasion
· Ethics of persuasion
· Motivation
· Golden Rule (the Silver Rule and the Categorical Imperative)
· Appeals, audience, values, and needs
· Organizing for persuasion
Lecture 2 Topics:
· Assorted manipulative tricks
· Fallacies of pity, fear, pride
· Ad Hominem
· Tu Quoque
· Straw Man
· Withholding quantification
· Ignoring the question
· Red Herring
· Lecture on persuasion; ethics of persuasion; motivation;
Golden Rule (the Silver Rule and the Categorical Imperative);
appeals, audience, values, and needs; and organizing for
persuasion.
· Lecture on assorted manipulative tricks; fallacies of pity, fear,

pride, ad Hominem, Tu
Quoque, Straw Man, withholding quantification, ignoring the
question, and Red Herring.
· Discussion 1: “Persuasion and Manipulation.” Consider the
elements of persuasive thinking with regard to your topic for
your Critical Thinking paper.
· Identify the values and needs of your audience.
· Identify an appeal that you can make to your audience and
explain why this might be an effective form of persuasion.
· Identify a type of fallacy that you need to be aware of and
should strive to avoid in your persuasive argument.
· Discussion 2: “5 Steps of Persuasion.”
· Explain how you will follow the five steps of persuasion in
your Critical Thinking paper: 1) establishing credibility, 2)
acknowledging the audience’s position, 3) constructing a
rationale, 4) transplanting root elements, and 5) asking for a
response.
·
WEEK 9
· Devise an action plan for overcoming the hindrances to the
Activities:
Readings:
· Thinking, Chapter 12: “Problem Solving.”
Supporting Topics:
Lecture 1 Topics:
· Defining a problem
· Identifying causes of the problem
· Identifying solutions for the problem
Lecture 2 Topics:
· Evaluation of possible solutions to a problem
· Methods for generating the steps necessary for possibly

solving a problem
· Lecture on defining a problem, identifying causes of the
problem, and identifying solutions for the problem.
· Lecture on evaluation of possible solutions to a problem, and
methods for generating steps necessary for possibly solving a
problem.
· Discussion: “Problem Solving.” Select one (1) of the scenarios
below.
· Identify the components in the problem.
· Explain from how you would get more information to solve
the problem.
· Provide the best solution for solving the problem.
· Explain the reasons why you believe your solution would
solve the problem.
1. The president of the campus Alumni Association (who has
held the one-year position for the past four years) has been
having a difficult time getting enough alumni to attend the
annual meetings so elections can be held and a new president
elected, and she really wants to step down as president. (Kirby
& Goodpaster, 2007. The instructor’s manual for thinking.)
2. You have been appointed to the County Planning
Commission. One of the growing small towns in the county
needs a highway bypass to decrease traffic through its business
district, but the only logical and most direct proposed bypass
route takes it through one of the more affluent residential areas.
The threat of increased traffic, congestion, and pollution has the
residents of the neighborhood in an uproar; and the County
Treasurer is also complaining that the proposed route might lead
to a decrease in revenue for the county, since it would cause a
decrease in property values in this affluent neighborhood.
(Kirby & Goodpaster, 2007. The instructor’s manual for

thinking.)
3. Marcus and Arishonne both work to maintain the standard of
living that this couple desires, but they are unable to meet the
time demands of both work and domestic life. Their job
demands do not leave enough time for even the most basic
things, like cleaning the house, taking care of the yard, and
generally maintaining their home. They have no children, and
their closest relatives are over 600 miles away. (Kirby &
Goodpaster, 2007. The instructor’s manual for thinking.)
4. Although everything was fine five minutes ago, a secretary
cannot get her computer to send a document to the printer. The
document must be printed for the meeting her boss has
scheduled to begin in fifteen minutes. (Kirby & Goodpaster,
2007. The instructor’s manual for thinking.)
· Quiz 3
Students are to take Quiz 3 that covers the material in Chapter
11. The quiz is located in the course shell under the Week 9 tab.
This is an open-book, timed quiz that can only be taken once
with a time limit of two (2) hours. The quiz consists of twenty
(20) multiple-choice questions with each question worth five (5)
points for a total of 100 points.
WEEK 10
· Devise an action plan for overcoming the hindrances to the
Activities:
Readings:

· Thinking, Chapter 13: “Evaluating.”
· Thinking, Chapter 14: “Decision and Action.”
· Thinking, Chapter 15: “The Challenge to Go on Thinking.”
Supporting Topics:
Lecture 1 Topics:
· Testing your thinking (dialogue and monologue)
· Elegance of simplicity
· Imitation
· Predictability
· Perspective
· Test of time
Lecture 2 Topics:
· Reaching probable outcomes for decision making
· Primary difficulties and obstacles for decision making
· Developing a successful action plan
· Lecture on testing your thinking (dialogue and monologue),
elegance of simplicity, imitation, predictability, perspective,
and test of time.
· Discussion: “Quality Thinking.”
· Identify at least one (1) factor which is necessary for
evaluating the quality of your thinking.
· Explain whether it is easier to evaluate other people’s thinking
than it is to evaluate your own. Why or why not?
· Lecture on reaching probable outcomes for decision making,
primary difficulties and obstacles for decision making, and
developing a successful action plan.
Assignment 2: Critical Thinking Paper
Due Week 10 and worth 200 points
Your paper should present a reasoned, convincing argument for
a position on a selected topic.

Write a four to six (4-6) page paper in which you:
1. Follow the five (5) steps of persuasion: establishing
credibility, acknowledging the audience’s position, constructing
a rationale, transplanting root elements, and asking for a
response.
2. Clearly define your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach
the expected conclusion in each argument in the paper (whether
the overriding argument or one contained in an individual
paragraph)
4. Ensure that each argument in the paper (whether the
overriding argument or one contained in an individual
paragraph) is valid and free from both formal and informal
fallacies.
5. Include at least four (4) references (sources). At least one (1)
of your sources must be obtained from the collection of
databases accessible from the Learning Resources Center Web
page.
The paper should follow guidelines for clear and effectively
organized writing:
· The paper is well-organized, and every explanation is both
complete and easy to understand.
· Include an introductory paragraph and concluding paragraph
for the paper.
· Main ideas should be addressed in body paragraphs with a
· Adhere to standard rules of English grammar, punctuation, and
mechanics.
· The paper should be checked for spelling and grammatical
errors.
Your assignment must:
· Be typed, double spaced, using Times New Roman font (size
12), with one-inch margins on all sides; citations and references

must follow APA or school-specific format. Check with your
professor for any additional instructions.
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this
assignment are:
· Create written work utilizing the concepts of critical thinking.
· Use technology and information resources to research issues in
critical thinking skills and informal logic.
· Write clearly and concisely about issues in critical thinking
Grading for this assignment will be based on answer quality,
logic/organization of the paper, and language and writing skills,
using the following rubric.
Points: 200
Assignment 2: Critical Thinking Paper
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A

1. Argument follows the five (5) steps of persuasion:
establishing credibility, acknowledging the audience’s position,
constructing a rationale, transplanting root elements, and asking
for a response.
Weight: 20%
Did not submit or incompletely followed the five (5) steps of
persuasion: establishing credibility, acknowledging the
audience’s position, constructing a rationale, transplanting root
elements, and asking for a response.
Insufficiently followed the five (5) steps of persuasion:
for a response.
Partially followed the five (5) steps of persuasion: establishing
credibility, acknowledging the audience’s position, constructing
a rationale, transplanting root elements, and asking for a
response.
Satisfactorily followed the five (5) steps of persuasion:
for a response.
Thoroughly followed the five (5) steps of persuasion:
for a response.
2. Clearly define your position and supporting evidence.
Weight: 15%
Did not submit or incompletely defined your position and
supporting evidence.
Insufficiently defined your position and supporting evidence.
Partially defined your position and supporting evidence.
Satisfactorily defined your position and supporting evidence.
Thoroughly defined your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach
the expected conclusion in each argument in the paper (whether
the over-riding argument or one contained in an individual

paragraph).
Weight: 20%
Did not submit or incompletely included all the necessary
“evidence” for the reader to reach the expected conclusion in
each argument in the paper.
Insufficiently included all the necessary “evidence” for the
reader to reach the expected conclusion in each argument in the
paper.
Partially included all the necessary “evidence” for the reader to
reach the expected conclusion in each argument in the paper.
Satisfactorily included all the necessary “evidence” for the
reader to reach the expected conclusion in each argument in the
paper.
Thoroughly included all the necessary “evidence” for the reader
to reach the expected conclusion in each argument in the paper.
4. Ensure that each argument in the paper (whether the
overriding argument or one contained in an individual
paragraph) is valid and free from both formal and informal
fallacies.
Weight: 15%
All arguments appear to be invalid. Arguments contain more
than three fallacies.
Only one of the arguments is valid. Arguments contain three or
more fallacies.
Most of the arguments are valid. Arguments contain one or two
fallacies.
All the arguments are valid. Arguments contain at least one
fallacy.
All the arguments are valid. Arguments are free from fallacies.
5. Follow APA Style requirements for format, in-text citation of
quotes and paraphrases, and references page.
Weight: 10%
following APA Style requirements.
Had 8-9 errors in following APA Style requirements.

6. Follow guidelines for clear and organized writing: include an
introductory and concluding paragraph; address main ideas in
body paragraphs with a topic sentence and supporting sentences.
Weight: 10%
Did not submit or incompletely followed guidelines for clear
and organized writing.
Insufficiently followed guidelines for clear and organized
writing: did not include an introductory and/or concluding
paragraph; did not address main ideas in body paragraphs with a
Partially followed guidelines for clear and organized writing:
included a partially developed introductory and/or concluding
paragraph; partially addressed main ideas in body paragraphs
with a topic sentence and supporting sentences.
Sufficiently followed guidelines for clear and organized
writing: included an introductory and concluding paragraph;
sufficiently addressed main ideas in body paragraphs with a
Fully followed guidelines for clear and organized writing:
included an engaging introductory and thoughtful concluding
paragraph; fully addressed main ideas in body paragraphs with a
topic sentence and detailed supporting sentences.
7. Adhere to standard rules of English grammar, punctuation,
mechanics, and spelling.
Weight: 10%
grammar, punctuation, mechanics, spelling.
Had 8-9 errors in grammar, grammar, punctuation, mechanics,
spelling.
spelling.
Had 4-5 different errors in grammar, grammar, punctuation,
mechanics, spelling.

spelling.
WEEK 11
· No new material.
Activities:
Readings:
· No new material.
· Discussion: “Make It Real.” You’ve spent a whole quarter
learning how to think more critically, and now it is time to
reflect back over the course.
· Identify two (2) or three (3) key concepts or skills you have
learned from this course that you think will be helpful to you in
your current or future positions.
· Explain why you believe these concepts or skills will be
beneficial to you.
V. ASSIGNMENT OUTLINE AND GRADING
Assignment Type
Total Points
Percentage
Quiz 1
100
12%
Quiz 2
100
12%

Quiz 3
100
12%
Assignment 1
100
12%
Assignment 2
200
24%
12 Discussions
240
28%
Total
840
100%
* The percentages are rounded to whole numbers to ensure
100%
Grading Scale
Points
Percentage
Grade
756-840
90-100

A
672-755
80-89
B
588-671
70-79
C
504-587
60-69
D
Below 504
Below 60
F
Critical Thinking – PHI 210
Appendix A
TOPIC LIST for Critical Thinking Paper
· Dieting makes people fat.
· People are too dependent on computers.
· Attention Deficit Disorder (ADD) is an excuse and not a real
disability.
· The government spends too much on art, so the NEA should be
eliminated.
· Today’s Bachelor Degrees are a minimum, like high school
diplomas were 30 years ago.
· “Home-schooled” children are more advanced than children
attending public schools.
· Telecommuting will be the new way that jobs are performed in
the next ten years.
· The war on terror has contributed to abuse of human rights.
· People with jobs should pay the health care insurance costs of
people without jobs.

· High school graduates should take a year off before entering
college.
· High school graduates should be required to spend two years
in the military and then receive a free college education.
· The flat tax is the fairest form of taxation.
· All products that people eat/use should be first tested on
animals.
· All citizens should be required by law to vote.
· All forms of government welfare should be abolished.
· Both men and women should have paid “paternity leave” when
a spouse or partner has a child.
· Global climate changes are manmade, so people should change
their lifestyle to protect the environment.
· Global climate changes are cyclical, and global warming is
just “hype” by radical environmentalists and manufacturers
trying to sell “new and improved” environmentally friendly
products.
· Schools should distribute free condoms to high school
students.
· Rich countries have an obligation to give money to poorer
countries.
· Both parents should assume equal responsibility in raising a
child.
· Participating in team sports helps to develop good character.
· Professional athletes deserve what they are being paid.
· The production and sale of cigarettes should be made illegal.
· Cities have the right to ban smoking in public.
· People have become overly dependent on technology.
· Beauty pageants exploit women.
· Frequent playing of video games increases violent behavior.
· Single-sex high schools would increase educational success.
· English should be the official language of the United States.
· Gay couples should have the same rights as married couples.
· Drunk drivers should be imprisoned on the first offense.
· Government and military personnel should have the right to
strike.

· College students should have complete freedom to choose
their own courses and create their own curriculums.
· Texting while driving is dangerous.
· The primary mission of colleges and universities is preparing
students for the workforce.
· Financial incentives should be offered to high school students
who perform well on standardized tests.
· All students in high school and college should be required to
take at least two years of a foreign language.
· To encourage healthy eating, higher taxes should be imposed
on soft drinks and junk food.
· All citizens under the age of 21 should be required to pass a
driver’s education course before receiving a license to drive.
· Euthanasia (mercy killing) should be permitted in cases of
terminally ill patients.
· Anyone who voluntarily works should be willing to
voluntarily participate in drug testing.
· Video piracy should carry a mandatory jail sentence as well as
a fine.
· Foreign terrorists should have the same civil rights as citizens.
· Families should be held responsible for crimes committed by
teenagers.
· Notification of a diagnosis of HIV and/or AIDS should be
required.
· Prison inmates should be allowed to remain on the recipient
list ahead of other patients eligible for organ transplants.
© 2014 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or
otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
PHI 210 Student Version 201303 [1071/lw –Date 12/5/13]
FINAL RSM

Caring for Populations
Purpose
The purpose of this paper is to provide an opportunity to utilize
community assessment strategies, uncover a community health
problem, and identify the components of the problem related to
the community dynamics.
Course Outcomes
This assignment enables the student to meet the following
Course Outcomes.
CO 1. Evaluate the planning of delivery of care to individuals,
families, aggregates, and communities in a variety of healthcare
settings based on theories and principles of nursing and related
disciplines. (PO 1)
CO 2. Integrate clinical judgment in professional decision-
making and implementation of the nursing process through
analysis of community health nursing practice. (PO 4)
CO 7. Accept accountability for personal and professional
development as part of the life-long learning process. (PO 5)
Directions
This paper is expected to be no more than four pages in length
(not including the title page and reference list). Typical papers
are usually three pages. Below are the requirements for
successful completion of this paper.
• Introduction: This should catch the reader’s attention
with interesting facts and supporting sources and include the
purpose statement of the paper. This should be no more than one
or two paragraphs.
• Community: Identify the community by name that you
will be using for this paper and provide a brief, general
description of the community. Your community should be the
area where you live or work. This should be one or two
paragraphs.
• Demographic and epidemiological data: Compile a
range of demographic (population description) and

epidemiological (causes of health problems and death) data for
your community by examining census reports, vital statistic
reports, city records, morbidity and mortality reports, and other
agency sources. Using these data, describe the community and
the problem. Compare your community data to state or national
data. This comparison will help to identify a community health
problem specific to your community. A summary of these data
should be no more than one page.
• Windshield survey: Provide a brief summary of the
findings from your first assignment. Make sure to discuss
elements that link your observations to your identified problem.
This should be no more than one or two paragraphs.
• Problem: Using the assessment data, identify the
problem that you consider to be a priority concern. Provide a
rationale for your choice and relate your choice to one of the
Healthy People 2020 specific numbered objectives. Healthy
People objectives are located within a topic area under the
Objectives page. Your rationale should also include why this is
specifically a problem in your community. This should be no
more than three paragraphs. Include support of your rationale
with at least two scholarly sources such as professional journal
articles related to your problem.
• Summary: The summary paragraph of your paper
should include a statement about the problem, the population at
risk for this problem, and the major direct or indirect factors
that contribute to this problem. This information should be no
more than one or two paragraphs.
• Reference page: All references cited within the paper
should be included on a separate References page.
Guidelines
• Application: Use Microsoft Word 2010™ to create
this assignment.
• Use the categories above as APA headings for the
sections of your paper.
• Length: This paper is expected to be no more than
four pages in length (not including the title page and reference

list). Typical papers are three pages.
• Submission: Submit your file via the basket in the
Dropbox: Caring for Populations: Assessment and Diagnosis by
11:59 p.m. MT Sunday of Week 4.
• Technical writing: APA format is required. Review
APA tutorials in Doc Sharing and use the resources of
Smarthinking for writing tutors.
• Do not use first person (I, me, my, our) in this paper.
Make the community the subject even in your windshield survey
summary.
• Save your paper with your last name in the document
title (e.g., “Smith Assessment and Diagnosis”).
• Late submission: See the course policy on late
submissions.
Best Practices in Preparing the Paper
The following are best practices in preparing this project.
• Complete the demographic, epidemiologic, and
windshield survey prior to choosing a problem to focus on.
• Choose a nursing problem specific to your
community.
• Make sure all elements of the paper are addressed and
headings for each category are included.
• Review directions thoroughly.
• Cite all sources within the paper as well as on the
References page.
• Proofread prior to final submission.
• Check for spelling and grammar errors prior to final
submission.
• Use the A column of the rubric below to ensure that
you have included all the needed elements.
• Abide by the CCN academic integrity policy.
Grading Rubric: Milestone 2: Assessment and Diagnosis (225
points)
Criteria

A
(92–100%)
Outstanding or highest level of performance
B
(84–91%)
Very good or high level of performance
C
(76–83%)
Competent or satisfactory level of performance
F
(0–75%)
Poor or failing or unsatisfactory level of performance
Pts
Introduction
10 points
Catches the reader’s attention with interesting facts and
supporting sources; includes the purpose of the paper
(9–10 points)
No purpose provided but “hook” is present
(8 points)
Purpose of paper discussed; hook to get reader interested is
missing
(7 points)
No purpose provided and no attention-getting hook
(0–6 points)
/10
Community Data
25 points
Community identified and briefly described
(23–25 points)
Community identified but description missing
(21–22 points)
Community not identified and/or not described
(19–20 points)
Community not identified and not described
(0–18 points)

/25
Demographic and Epidemiological Data
50 points
A range of demographic and epidemiological data for your
community examined by census reports, vital statistic reports,
city records, morbidity, and/or mortality rates and other agency
sources, and compared to state or national data
(46–50 points)
Some demographic and epidemiological data described or
missing state or national comparison
( 42–45 points)
Little demographic and epidemiological data and missing state
or national comparisons
( 38–41 points)
Lacking demographic and epidemiological data and missing
state or national comparisons
(0–37points)
/ 50
Windshield Survey
10 points
Community windshield survey findings briefly described;
findings relate to identified problem
(9–10 points)
Windshield survey findings described but not clearly related to
identified problem
(8 points)
Windshield survey lacks sufficient assessment and relation to
identified problem
(7 points)
Windshield survey findings not described
(0–6 points)
/10
Problem
50 points
Assessment data used to identify the problem; rationale
provided for your choice and related to one of the Healthy

People objectives; supportive data provided to validate this as a
problem in your community
(46–50 points)
Problem not related to Healthy People objective or lacks
rationale or lacks supportive data
(42–45 points)
Problem not related to Healthy People objective and lacks
rationale or lacks supportive data
(38–41 points)
Problem not related to Healthy People objective, lacks
rationale, and lacks supportive data
(0–37 points)
/50
Application of Evidence-Based Literature
30 points
Two or more quality references from professional literature
cited that clearly support your rationale
( 28–30 points)
Two references cited, but information in reference may be
biased or not directly relevant to your rationale
( 25–27 points)
Only one reference cited that is directly relevant to rationale
( 23–24 points)
No references cited or one reference cited that is not relevant to
rationale
(0–22 points)
/ 30
Summary
10 points
Includes a statement about the problem, the population at risk
for this problem, and the major factors that contribute to the
problem
(9–10 points)
Summary lacks reiteration of identified problem or population
at risk or contributing factors
(8 points)

Summary lacks two or more of the following: reiteration of
identified problem, population at risk, and contributing factors
(7 points)
Summary unsatisfactory or not completed
(0–6 points)
/10
Presentation
20 points
Discussion well organized and logically supports analysis and
reasoning; structure clear and compelling to reader; easy to
follow author's reasoning; paragraphs linked together in logical
ways; main ideas stand out
(19–20 points)
Discussion accurate but limited; some attempt at organization
apparent, but in general paper does not flow well
(17–18 points)
Paper comes across as disjointed or rambling; flow of paper
difficult to follow
(15–16 points)
Discussion has errors in content; no discernible attempt at
organization; paper is chaotic
(0–14 points)
/20
Mechanics
20 points
• Title page, running head, and page numbers (3)
• Grammar, punctuation, and sentence structure correct
(5)
• References properly cited within paper (5)
• Reference page includes all citations (2)
• Evidence of spelling and grammar checks (5)
(19–20 points)
• Minimal errors in APA title page noted
• Minimal errors in grammar, punctuation, and/or
sentence structure noted
• Citations present but not in correct format

• References present, with minimal errors in format
• Minimal red or green wavy lines within document
(17–18 points)
• Multiple errors in APA format
• Several grammar and punctuation errors noted
(15–16 points)
• Citations missing
• References missing or incomplete
• No evidence of proofreading prior to submitting paper
(0–14 points)
/20
Total Points
/225

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