This document outlines the course structure and assessments for a critical reading and reasoning course. The course focuses on developing skills for analyzing arguments in texts, including identifying main ideas, supporting details, reasoning and fallacies. Assessments include article analyses, group presentations on arguments for and against topics, and a final exam involving comprehension and analysis questions about reading passages. Students complete two reading assignments - the first involves creating an argument map analyzing reasons and objections in articles, and the second is an article analysis paper evaluating strong and weak arguments in selected articles. Groups also present arguments on an assigned topic and submit a research portfolio. The final exam contains short answer questions about a reading passage.

1. ELC 091
C R I T I C A L R E A D I N G A N D R E A S O N I N G F O R
F O U N D AT I O N S T U D I E S

2. CRITICAL READING AND REASONING FOR
FOUNDATION STUDIES
• Article Review:
Reading & Reasoning Skills 1
* Stated Main Idea
* Implied Main Idea
* Supporting Details
* Facts & Opinions
* Drawing Conclusion
* Purpose
* Tone
• Final Exam: Reading & Reasoning Skills
2
* Reasoning
* Fallacies
* Identifying Arguments: Premises,
Reasons,
Simple & Complex Arguments
* Author’s stance
* Validity
* Ambiguity
* Assumptions
* Reflective Judgment

3. ASSESSMENT
• Week 7 - Reading Assignment 1 (Argument Mapping) 15% (W2-
W7)
• Week 13 - Article Analysis 30% (W7-
W13)
• Week 12 – 13 - Group presentation (Argumentative Task) 25% (15-20
mins)
- Final Examination 30% (2 hrs)

4. READING ASSIGNMENT 1 – 15%
(ARGUMENT MAPPING)
• Identify contentions and objections in argumentative texts
(A1)
a. To recognise an issue
b. To diagram contentions and objections in simple
arguments

5. READING ASSIGNMENT 1 - 15%
• Individual Work
• 1. Students select an issue to prepare an argument map based on one journal article.
• 2. Students source for articles supporting and counter arguing the issue.
• 3. Using argument mapping techniques, identify in the article(s):
Four (4) examples of reasons supporting the issue.
Four (4) examples of objections against the issue.
• 4. Present this in the form of argument maps.
• 5. Use complete sentences in your maps.
• 6. Highlight the reasons and objections used in the argument maps identified in the
articles. Cite the source for the articles using the APA or Harvard style).
• Submission: Week 7.

6. READING ASSIGNMENT 1 – 15%
MARKING GUIDELINE
• Main issue ------------- 2 marks
• 4 contentions ------------- 1.5 x 4 = 6 marks
• 4 objections ------------- 1.5 x 4 = 6 marks
• Organisation (Proper labelling, layout) -------------- 1 mark
Total 15 marks

7. READING ASSIGNMENT 2 – 30%
(ARTICLE ANALYSIS)
• Examine arguments in selected texts using critical reading and reasoning
skills (A2)
a. To select relevant reading materials in support of or against an
issue.
b. To outline evidence from reading materials.
c. To explain the characteristics of a well written and a poorly written
article.

8. READING ASSIGNMENT 2 – 30%
(ARTICLE ANALYSIS)
• An outline of points in support or against an issue based on articles selected for
research.
• Writing paper of between 1500 – 2000 words evaluating a well-written article and a
poorly written article.
• Pair work
• Introduction (200 - 300 words)
• Main Body (1200 – 1500 words)
• 3 points per side (student)
200 – 250 words/point x 3 = 1200 – 1500 words
• Conclusion (100 - 200 words)

9. READING ASSIGNMENT 2 – 30%
(ARTICLE ANALYSIS)
• Pair Work
• Reading (10%) 6-8 articles
• Students choose an argumentative topic and get the topic approved by the class lecturer.
• Each student decides to either support or argue against the issue.
• Students source for articles (3 – 4 articles per student) based on whether they are in
support of or against the issue.
• Students prepare an outline of the main points of their articles.
• Students are required to paraphrase the main points they have identified for their outline.
• Writing (20%) 2 articles
• Students choose one well written and one poorly written article from their research.
• Students write a paper explaining the good points and bad points of the articles they have
chosen.
• Submission: Week 13.

10. READING ASSIGNMENT 2 – 30%
MARKING GUIDELINE
• Reading --------------------- 10 marks
5 marks for relevant points
5 marks for paraphrasing of materials
• Writing --------------------- 20 marks
Content ---- 8
Introduction (1 )
Main Points (6 )
Conclusion (1)
Language ---- 10
Organisation ---- 2
Total ------------------------ 30 marks

11. GROUP PRESENTATION – 25%
(ARGUMENTATIVE TASK)
• Express opinions and justify arguments, counter arguments
and claims (A3)
a. To assemble evidence
b. To construct arguments
c. To generate counter arguments
d. To summarise main points

12. GROUP PRESENTATION – 25%
(ARGUMENTATIVE TASK)
• Group Work
• Students get into groups of 3-4.
• Class lecturers prepare topics and label them according to arguments for and against
per topic (i.e. Topic1: Grp 1a – For, Grp 1b – Against, Topic 2 : Grp 2a – For, Grp 2b –
Against , ….) Topics should be on legal issues.
• Students draw lots to determine topics and viewpoints i.e. for or against.
• Students research topics and prepare portfolios to show proof of work done. They
should support their material with reference to the law and to legal references( legal
journals, cases, etc) Organisation is very important. Clearly outline every point to be
made. Ideally, each member of the group should put forward three distinct points.
Support each point with relevant details. Also, prepare to refute the points of the
opposing group members.

13. GROUP PRESENTATION – 25%
(ARGUMENTATIVE TASK)
• Order of group presentation.
• Group in support of topic presents.
• Group opposing topic presents.
• 15-20 minutes is then given to the two groups to determine whether
they have presented points to oppose the other group’s viewpoints and
to prepare their counter arguments if need be.
• Both groups present to address any points not counter argued.
• The two groups should come to an accepted conclusion on the issue
being discussed

14. GROUP PRESENTATION – 25%
(ARGUMENTATIVE TASK)
• As a group, submit a portfolio of all the materials researched.
• Include a complete set of references.
• All highlighted notes, written drafts and a timeline indicating
times the group met for discussions should be included in this
portfolio.

15. GROUP PRESENTATION – SCORE SHEET
Marking Scale: 1 –poor 2 – weak 3 – satisfactory 4 – good 5 – excellent Student A:
_________________
CONTENT
Shows knowledge of the subject being discussed. Constructs argument and presents evidence.
1 2 3 4 5
Puts forward points that reflect logical reasoning. Expounds arguments and counter arguments.
1 2 3 4 5
DELIVERY
Speaks fluently, clearly and audibly with appropriate body, hand gestures, eye-contact
Initiate and contribute to group discussion. 1 2 3 4 5
ORGANISATION
Discussion is well organized, with logical flow of ideas. Use appropriate closing strategies.
Formulate well founded conclusions
1 2 3 4 5
TEAMWORK AND REFUTATION
Offers continuity to points presented by group members
1 2 3 4 5
Refute points given by group members
1 2 3 4 5
TOTAL (30 marks divide by 2) (15%)
ASSESSMENT OF PORTFOLIO (5%)
Examine and discuss selected articles 1 2 3 4 5

16. FINAL EXAMINATION – 30%
(2 HRS)
• Evaluate paragraphs and argumentative texts based on critical reading
and reasoning skills (A3)
a. To test comprehension of reading materials
b. To apply critical reading and reasoning skills to reading materials.
c. To analyse arguments
d. To evaluate reading material

17. FINAL EXAMINATION – 30%
(2 HRS)
• Section A
One reading passage (approximately 1200 – 1500 words) with
short answer questions.
Number of questions 8 - 12

19. H O P E Y O U
W I L L E N J O Y
E L C 0 9 1 .
C R I T I C A L R E A D I N G A N D R E A S O N I N G F O R
F O U N D AT I O N S T U D I E S