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Course Outlines:  English 103

"Nasturtiums" by Crystal Maes

Oil on Canvas
30" x 40"
Crystal Maes

Instructor Deborah Davidson
Fullerton College Art Department 

Artistic images throughout the English Department web site are works by Fullerton College art students.  Contact the Art Department for more information.

Course Prefix & Number: ENGL 103 F
CC Approved: 10/17/08
DCCC Approved:
Board Approved:





FC Humanities

Department/Subject Area:


Course Prefix:


Course Number:

103 F

Course Title:

Critical Reasoning and Writing



Lec Hours: Full Term Hrs/Wk.


Lab Hours: Full Term Hrs/Wk.


Assignment Preparation Hours:



  • Validated on 08/30/2007
    A minimum grade of 'C' in ENGL 100 F
  • Validated on 03/11/2008
    or A minimum grade of 'C' in ENGL 100HF


  • None


  • None


  • Not designed as repeatable



      Three hours lecture per week. This course is designed to develop critical thinking, reading, and writing skills beyond the level achieved in ENGL 100 F. The course will focus on the development of logical reasoning and analytical and argumentative writing skills. (CSU ) (UC) (Degree Credit) AA GE, CSU GE, IGETC
    2. SCHEDULE DESCRIPTION (max 2 lines):

      This course develops critical thinking, reading, and writing skills beyond the level achieved in ENGL 100 F. The course will focus on developing analytical and argumentative writing skills as well as development of logical reasoning.


  1. ENTRY LEVEL SKILLS AND KNOWLEDGE (To be completed if required by Prerequisite Policy)
    Upon entering this course, the student needs to be able to:

                      A.                                           Write unified and coherent essays on a variety of topics

                      B.                                           Develop a thesis with substantial and relevant support

                      C.                                           Identify the audience for a particular writing task and employ the appropriate rhetorical strategies for that audience

                      D.                                           Conduct effective basic research

                      E.                                           Evaluate the reliability of the sources they use in their writing

                       F.                                           Analzye data given in a variety of forms and draw sound conclusions from that data

                      G.                                           Synthesize information from multiple sources

                      H.                                           Integrate information and ideas from sources effectively in their own writing

                          I.                                           Use the conventions of the MLA documentation system to cite and document sources used in their writing

                        J.                                           Write polished prose

                      K.                                           Read college level texts and identify their main and supporting claims

                       L.                                           Identify the author's purpose and rhetorical strategies in the texts they read


  1. INSTRUCTIONAL OBJECTIVES (Use measurable objectives only)
    Upon completion of this course, the student will be able to:

                      A.                                           Compose essays that effectively employ such writing strategies as analysis, synthesis, and summary, and that emphasize such writing tasks as causal analysis, advocacy of ideas, persuasion, evaluation, refutation, interpretation, and definition

                      B.                                           Demonstrate continued development in writing correct and sophisticated college-level English prose

                      C.                                           Analyze and critically evaluate college-level material from a variety of sources

                      D.                                           Identify the basic elements of an argument, including the main claim, supporting reasons, and evidence

                      E.                                           Generate counter-arguments to the arguments they are analyzing and include refutation to anticipated counter-arguments in their own essays

                       F.                                           Distinguish facts, inferences, and judgements

                      G.                                           Draw sound inferences from data given in a variety of forms

                      H.                                           identify and evaluate underlying assumptions in the texts they read and in their own writing

                          I.                                           Evaluate arguments for validity and soundness

                        J.                                           Distinguish and use both deductive and inductive reasoning

                      K.                                           Identify common formal and informal fallacies of language and logic

                       L.                                           Recognize some of the classical divisions of rhetorical appeal including ethos, logos, and pathos

                     M.                                           Distinguish and use effectively both the denotative and connotative aspects of language

                      N.                                           Analyze the rhetorical strategies used in the texts they read and explain how effectively they advance the logical content of the arguments being made

                      O.                                           Identify some of the deliberate abuses of rhetoric so that they can identify them in general occurrence and avoid them in their own writing


  1. COURSE CONTENT AND SCOPE (instructional topics or units)

                                 .            Types of Claims

      1. Personal preference claims
      2. Facts
      3. Inferences
      4. Judgements
      5. Claims of policy

                                 I.            Elements of an Argument

      1. Main claim (or thesis)
      2. Supporting reasons/premises
      3. Evidence
      4. Warrants and backing
      5. Other underlying assumptions
      6. Counter-argument or refutation

                               II.            Evaluating Arguments

      1. Validity
        1. Analyzing reasons for relevance
        2. Analyzing arguments for completeness
      2. Soundness
        1. Evaluating evidence
          1. Types of evidence
          2. Evaluating sources of evidence

                              III.            Types of Arguments

      1. Induction and deduction
      2. Toulmin's claims of fact, value, and policy
      3. Other common arguments
        1. Arguments from example
        2. Casual arguments
        3. Analogies
        4. Evaluations

                           IV.            Common Logical Fallacies, such as:

      1. Poisoning the well
      2. Either/or or false dichotomies
      3. False analogies
      4. Post hoc
      5. Straw man
      6. Slippery slope
      7. Appeal to ignorance
      8. Appeal to pity
      9. Appeal to tradition

                             V.            Rhetorical Analysis

      1. Analyzing and evaluating diction
      2. Denotation and connotation
      3. Rhetorical trope
        1. Metaphor
        2. Rhetorical questions
        3. Euphemism
        4. Hyperbole



  1. INSTRUCTIONAL METHODOLOGIES (instructor initiated learning strategies):

                                 .            Lecture/discussion

                             A.            Demonstration

                             B.            Writing workshops

                            C.            Conferences

                            D.            Written and oral comments on Student writing

                             E.            Peer review


  1. MULTIPLE METHODS OF EVALUATION (measurements of student achievement):

                                 .            Class Participation

                             A.            Class Work

                             B.            Exams/Tests

                            C.            Group Projects

                            D.            Homework

                             E.            Oral Presentation

                             F.            Papers

                            G.            Portfolios

                             H.            Projects

                                 I.            Quizzes

                              J.            Research Projects

                             K.            Out of class essays

                              L.            In class essays


    Texts such as the following are appropriate:

                              0.            Barnet, Sylvan and Hugo Bedau. Current Issues and Enduring Questions, 8th ed. Boston: Bedford/St. Martin's, 2008 Recommended

                              1.            Crusius, Timothy W. & Carolyn E. Channell. The Aims of Argument, 6th ed. New York: McGraw Hill, 2008 Recommended

                              2.            Lunsford, Andrea and John Ruszkiewicz. Everything's An Argument, 4th ed. Boston: Bedford/St. Martin's, 2007 Recommended

                              3.            Rottenberg, Annette T. Elements of Argument: A Text and Reader, 9th ed. Boston: Bedford, 2008 Recommended

                              4.            Seyler, Dorothy U. Read, Reason, Write: An Argument Text and Reader, 8th ed. New York: McGraw Hill, 2008 Recommended

                              5.            Wood, Nancy. Perspectives on Argument, 5th ed. Upper Saddle River, NJ: Prentice Hall, 2006 Recommended


    Supplemental Reading or materials such as the following are appropriate:

                              0.            Periodicals, books, writing handbooks, and other outside reading sources.



                              0.            WRITING ASSIGNMENTS AND/OR PROFICIENCY DEMONSTRATION (skill-based courses)

      1. in class and out of class essays
      2. quizzes
      3. reading responses
      4. rhetorical analysis of essays

                              1.            ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING (Be specific when describing student assignments and state in cognitive terms)

      1. Compose argumentative essays
      2. Compose analytical essays
      3. Compose evaluative essays
      4. Compose research based essays (synthesis)

                              2.            REQUIRED OUT-OF-CLASS ASSIGNMENTS (to be completed only if applicable)

      1. Individual instructors may also require any of the following: Analyze fallacies presented in Various media, research and Analyze controversial issues, Write critical evaluations of public presentations (e.g., films, art shows, etc.)



Associate Degree General Education Requirements

Associate Degree General Education Requirements

Area A2: Language and Rationality - Analytical Thinking

CSU General Education Requirements

CSU General Education Requirements

Area A3: Communication in the English Language - Critical Thinking

IGETC General Education Transfer Curriculum

IGETC General Education Transfer Curriculum

Area 1B: English Communication - Critical Thinking-English Composition

UC/CSU Transfer Course

UC/CSU Transfer Course