This course will help students develop their skills in critical thinking, logical writing, and persuasive speaking as we investigate current issues in research, technology, and society. Specifically, this course will look at the following: 1. How written media presents opinions and arguments, and how to analyze and critique their effectiveness in logically persuading an audience 2. How do published research articles justify the need or importance of the research, the validity of their findings, and the logical mistakes that these articles can make 3. How debates on technology are structured and discussed, and how to effectively express your own position on these topics Under the theme of research, technology, and society, this course offers practical, hands-on training in critical thinking and logical writing, skills essential for success in both undergraduate and graduate studies. Students will engage in a variety of activities, including analyzing real-world research articles, evaluating everyday arguments in media and society, and participating in structured debates and presentations. These activities and assignments are designed to help students identify flaws in reasoning, construct clear and persuasive arguments, and effectively communicate their ideas in both written and oral formats. By integrating debates, presentations, and cohesive writing techniques, the course prepares students for the demands of academic research, professional communication, and real-world problem-solving. This multifaceted approach builds a strong foundation for academic excellence and equips students with the confidence and clarity to express their positions and point out flaws in reasoning.

Core Competencies (CC): Upon completion of this course, students will be able to demonstrate CC 1: Critical Analysis of Arguments CC 2: Logical Writing and Persuasion CC 3: Cohesion and Flow in Written Communication CC 4: Debate and Oral Presentation Skills CC 5: Evidence-Based Reasoning CC 6: Collaborative Critique and Peer Review Course Objective—Course Intended Learning Outcome (CILO): Upon completion of the course, students will be able to CILO 1: Critically evaluate and analyze a variety of texts to identify underlying assumptions, logical fallacies, and the strengths and weaknesses of arguments (CC 1, 5) CILO 2: Compose clear, coherent, and persuasive written arguments that are well-organized and demonstrate smooth narrative flow (CC 2, 3) CILO 3: Develop and deliver effective oral arguments and participate in structured debates to articulate ideas and respond to counterarguments (CC 4, 6) CILO 4: Apply evidence-based reasoning to integrate relevant research and data into both written and oral arguments (CC 1, 2, 5) CILO 5: Engage in collaborative critique and peer review sessions to offer constructive feedback and refine both written and oral communication skills (CC 6)

1. Attendance on enrollment day is mandatory for this class. If you do not attend on the first day your place will be given away. 2. Lectures and materials are presented in English. You will need to have a confident level of English to successfully participate in this course. 3. Group discussions, however, can be conducted in any language. Although, if you want to improve or keep up with your English speaking, it is highly recommended that you speak in English in your groups. 4. This course is specifically designed to students who have not yet begun a research project, such as undergraduates. This course especially welcomes undergraduates from any discipline. Graduate students are also welcome. No auditors allowed. 5. Attendance is required and will be taken on most days. Being absent four times or more in a single term may cause one to fail this course. After the 3rd absence, your grade will be reduced by 1 letter grade for each additional absence. (Example: B- to C+) 6. Students are expected to arrive to class on time and to leave only after the end of class. Students who arrive late or leave early may have their final course grade reduced 7. Attendance will be taken approximately 5 minutes after class/tutorial begins. If you are late, speak to the TA for your attendance to be recorded. If you arrive 10 minutes after class/tutorial begins, you will be considered absent.

There will be assigned readings and tasks for most classes. The amount of time that these tasks will take will vary from student to student, however, in general, expect about 1-2 hours of work every week. As we approach major assignments, such as debates and presentations, your workload may increase. How much your work increase will also vary from student to student. However, fewer tasks will be assigned leading up to major assignments

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- Barnet, S., Bedau, H. A., & O'Hara, J. (2020). Current issues and enduring ques-tions: A guide to critical thinking and argument, with readings. Bedford/St. Mar-tins. - Cooper, S., & Patton, R. (2015). Writing logically, thinking critically. Pearson. - Deane, R. (2015). Make your writing flow: A practical guide to transitional words & phrases. Innerscape Publishing. - Frau-Meigs, D., & Corbu, N. (2024). Disinformation debunked: Building resilience through media and information literacy (1st ed.). Routledge. https://doi.org/10.4324/9781003387404 - Moore, B. N., & Parker, R. (2011). Critical thinking. McGraw-Hill Humanities/Social Sciences/Languages. - Morrow, D. R., & Weston, A. (2019). A workbook for arguments: A complete course in critical thinking. Hackett Publishing Company. - Oh, K. E., & Tang, R. (2024). Smartphones, current events, and mobile information behavior: Consuming, reacting, sharing, and connecting through news. Routledge. - Topping, R. N. S. (2016). The elements of rhetoric: How to write and speak clearly and persuasively: A guide for students, teachers, politicians & preachers. Angelico Press. - Webb, G. P. (2021). Error and fraud: The dark side of biomedical research (1st ed.). CRC Press. https://doi.org/10.1201/9781003032670