Critical Reading in English (ECR301)
Credits: 3

Description:
*Students develop and apply critical reading skills through the analysis of texts taken from authentic sources (journals, newspapers, magazines and websites) and a variety of academic disciplines. Students are encouraged to develop their comprehension, while at the same time forming a reasoned assessment of the effectiveness and validity of the text.
*Students are encouraged to use AI tools and Digital tools to enhance learningn benefits: efficiency, accuracy, personalized learning, future-ready skills

Learning outcomes:
Apply appropriate reading strategies (skimming, scanning, close reading, analytical reading) to different text types and demonstrate critical reading skills by creating annotated texts that identify assumptions, evaluate evidence, and question arguments (using Claude, NotebookLM for analysis verification and pattern recognition)
Synthesize critical review components (summary, analysis, evaluation) to produce well-structured critical reviews that demonstrate comprehensive analytical thinking (using AI writing assistants and structure analyzers: ChatGPT, Grammarly, Hemingway Editor)
Evaluate the academic credibility of texts by analyzing peer-review status, publication sources, and currency, and create a comparative analysis demonstrating why peer-reviewed sources are preferable for academic research (using using AI-powered fact-checkers and source analyzers: Turnitin, Semantic Scholar AI)
Analyze author credibility and potential bias by examining author background, funding sources, and quoted authorities, and produce a bias assessment report with specific examples and reasoning (using AI bias detection tools: Claude, Perspective API, Media Bias/Fact Check AI)
Identify and assess author stance, intended audience, and purpose by analyzing rhetorical choices, tone, and context, and present findings through structured analysis templates (using sentiment analysis and rhetorical analysis AI: ChatGPT, Grammarly Tone Detector, Claude)
Distinguish between factual claims and opinions by categorizing statements and construct evidence-based arguments that clearly separate verifiable facts from subjective interpretations (using AI classification tools: Google Fact Check Tools)
Evaluate empirical research reports by applying scientific method criteria and create structured reviews that assess methodology, data quality, and conclusion validity (using AI research analysis platforms: Semantic Scholar)
Assess the strength and reliability of different evidence types (anecdotal, statistical, visual, testimonial) and design evidence evaluation frameworks for various persuasive techniques (using AI-powered statistical analysis tools: Tableau Public, ChatGPT for stats - Stats.ai)
Contextualize texts within broader intellectual frameworks by identifying schools of thought and compare how different theoretical perspectives influence interpretation and analysis (Using AI knowledge graphs and contextual analysis tools: NotebookLM, Claude, Connected Papers)
Analyze the relationship between personal experience and textual interpretation and develop strategies for maintaining objectivity while acknowledging subjective responses (using AI reflection prompts and bias-checking tools: Claude, Perspective API)

Student tasks:
Attend at least 80% of contact hours in order to be accepted to the final examination
- Actively participate in class activities
- Fulfil tasks given by instructor after class
- Use their own laptops in class only for learning purposes

Tools:
1. AI Tools for Reading Comprehension Support
- ChatGPT
- Immersive Reader
- NotebookLM
2. AI Tools to Foster Critical Thinking While Reading
- ChatGPT and ChatGPT for stats - Stats.ai
- Perplexity.ai
- Google Fact Check Tools
- Tableau Public
- Turnitin
- Semantic Scholar AI
- Grammarly Tone Detector
- Connected Papers
3. AI Tools for Collaborative and Reflective Learning
- ChatGPT (Debate Mode) for Discussion Simulators
- Kialo Edu
- Mindmup
- Padlet/Canva
- Perspective API
- Semantic Scholar
- Hemingway Editor

Materials:
description: Critical Reading - English for Academic Purposes, Pearson (2015)
(For teachers:
+ My eLab Documents
+ For teacher: http://gsi.berkeley.edu/media/Reading.pdf (Teaching Critical Reading))
publisher: Pearson
published_date: 2015
isbn: 9782761356541
description: Critical Thinking, Reading, and Writing - A Brief Guide to Argument, 8th Edition (soft copy) - Bedford/St. Martin’s
author: Bedford/St. Martin’s
description: English Newspapers/ Journals
description: http://www.bbc.co.uk/learningenglish/
description: https://vietnamnews.vn/
description: https://www.heraldsun.com.au/
description: Mindscapes: Critical Reading Skills and Strategies
publisher: Cengage Learning
description: Ted Talks

Assessments:
category: Assignment 1
type: on-going
weight: 15.0
question_type: LO1-5
no_question: Written Question
knowledge_and_skill: 1
grading_guide: Knowledge and skills in studied chapter(s)
note: Student create visual comparison chart
category: Assignment 2
type: on-going
weight: 15.0
question_type: LO5-9
no_question: Written Question
knowledge_and_skill: 1
grading_guide: Knowledge and skills in studied chapter(s)
note: AI-Guided Reflection Journal
category: Assignment 3
type: on-going
weight: 30.0
question_type: LO1-10
no_question: Project
knowledge_and_skill: 1
grading_guide: Knowledge and skills in studied chapter(s)
note: Project (written + Presentation)
category: Final exam
type: Final exam
weight: 40.0
duration: 80'
question_type: All LOs
no_question: 1. Students will be given a new, short non-fiction article (e.g., an op-ed, a short report, or an excerpt from a book) on a topic related to the course themes (e.g., technology, social issues, leadership). They will have to perform a detailed critical analysis of this text.2. Short Writing Task Write a short response (250 words)
knowledge_and_skill: Part 1: The Critical Reading AnalysisPart 2: Writing task in response to the reading in the critical reading analysis
grading_guide: Knowledge and skills in studied chapter(s)
note: in exam room, using computer or papers

Schedule:
session: Course Introduction
learning_outcomes: I
session: Chapter 1- Myth or Reality
Critical Reading: an Overview
learning_outcomes: TU
session: Reading 1: Igopogo: The Monster of Lake Simcoe (1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 1: Igopogo: The Monster of Lake Simcoe (2)
-Analysis and Discussion
learning_outcomes: TU
session: Reading 2: The Call of the Weird: In Praise of Cryptobiologists (1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 2: The Call of the Weird: In Praise of Cryptobiologists (2)
-Analysis and Discussion
-Going Further
learning_outcomes: TU
session: Chapter 2-What Is the Best Way to Eat?
*Where and When was the text published?
*Reading 1: The Caveman Diet (1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 1: The Caveman Diet (2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 2: There’s No Reason to Eat Animals (1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 2: There’s No Reason to Eat Animals(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 3 Obesity: A Public Health Failure(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 3 Obesity: A Public Health Failure(2)
-Analysis and Discussion
-Going Further
learning_outcomes: U
session: Chapter 3-The Values of Sport
*Who is the Author?
Reading 1: MMA for Kids: Teaching Violence, or Values?(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 1: MMA for Kids: Teaching Violence, or Values?(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 2 Sports Doping Should Be Legal and Controlled(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 2 Sports Doping Should Be Legal and Controlled(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 3: Why the Olympics Are a Lot Like The Hunger Games(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 3: Why the Olympics Are a Lot Like The Hunger Games(2)
-Analysis and Discussion
-Going Further
*Assignment 1
learning_outcomes: U
session: Chapter 4 - Approaches to the Global Energy Crisis
*Stance
*Reading 1: Panda Poop Power Promising for Biofuel Production(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 1: Panda Poop Power Promising for Biofuel Production(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 2: Living Off-Grid(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 2: Living Off-Grid(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 3: Adverse Health Effects of Industrial Wind Turbines(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 3: Adverse Health Effects of Industrial Wind Turbines(2)
-Analysis and Discussion
Going Further
learning_outcomes: U
session: Chapter 5 - Leaders and Leader
*Fact or Opinion?
*Reading 1: Top Ten Qualities that Make a Great Leader(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 1: Top Ten Qualities that Make a Great Leader(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 2: Why We Need Quiet, Introverted Leaders(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 2: Why We Need Quiet, Introverted Leaders(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 3: MIA: Women in the Executive Suite(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 3: MIA: Women in the Executive Suite(2)
-Analysis and Discussion
-Going Further
*Assignment 2
learning_outcomes: U
session: Chapter 6 -Technology in Education
*The Author's Evidence
Reading 1: Swimming against the Tide of PowerPoint(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 1: Swimming against the Tide of PowerPoint(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 2: Students Want More Mobile Devices in Classroom(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 2: Students Want More Mobile Devices in Classroom(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 3: Facebook as a Formal Instructional Environment(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 3: Facebook as a Formal Instructional Environment(2)
-Analysis and Discussion
-Going Further
learning_outcomes: U
session: Chapter 7 -Design and Productivity
*Other kinds of Evidence
Reading 1: Ancient Chinese Wisdom for the Modern Workplace(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 1: Ancient Chinese Wisdom for the Modern Workplace(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 2: Sitting Too Long Is Bad for You, but a Treadmill Desk Left Me Cold(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 2: Sitting Too Long Is Bad for You, but a Treadmill Desk Left Me Cold(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 3: Workstation Design for Organizational Productivity(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 3: Workstation Design for Organizational Productivity(2)
-Analysis and Discussion
-Going Further
*Assignment 3
learning_outcomes: U
session: Chapter 8 Inequality, Wealth and Happines
*The Context of a Text
Reading 1: Can Money Buy Happiness? An Examination of Happiness Economics(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 1: Can Money Buy Happiness? An Examination of Happiness Economics(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 2: Denmark Is Considered the Happiest Country. You’ll Never Guess Why.(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 2: Denmark Is Considered the Happiest Country. You’ll Never Guess Why(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 3: Is Bhutan the Happiest Place in the World?(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 3: Is Bhutan the Happiest Place in the World?(2)
-Analysis and Discussion
-Going Further
learning_outcomes: U
session: Chapter 9-Social Networks: A Magic Number?
*Your connection to the text
Reading 1: A Magic Number?(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 1: A Magic Number?(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 2: Is Dunbar’s Friend-Limiting Number Still Relevant in the Facebook Era?(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 2: Is Dunbar’s Friend-Limiting Number Still Relevant in the Facebook Era?(2)
-Analysis and Discussion
learning_outcomes: U
session: Reading 3: Social Networks: A Learning Tool for Teams?(1)
-Before You Read
-Key Vocabulary
-Check Your Understanding
learning_outcomes: TU
session: Reading 3: Social Networks: A Learning Tool for Teams?(2)
-Analysis and Discussion
-Going Further
*Assignment 4
learning_outcomes: U
session: Chapter 10-Looking at the Stars
*How to write a Critical Review
learning_outcomes: TU
session: Reading 1: Why It’s Important to Look at the Stars—Literally(1)
-Before your read
-Key Vocabulary
-Check your understanding
learning_outcomes: TU
session: Reading 1: Why It’s Important to Look at the Stars—Literally(2)
-Anaysis and Discussion
-Your Critical Review
learning_outcomes: U
session: Reading 2: Does Mars Have Rights?(1)
-Before your read
-Key Vocabulary
-Check your understanding
learning_outcomes: TU
session: Reading 2: Does Mars Have Rights?(2)
-Anaysis and Discussion
-Your Critical Review
-Going Further
learning_outcomes: U
session: Vocabulary Test 2
Revision
learning_outcomes: U