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ENG/280 Rhetoric and Critical Thinking

Course level: Lower Division

Total credits

Course length

Take this course as part of a degree or certificate program.

Take this course on its own, or as part of a degree or certificate program.

Please Note: Attendance and participation are mandatory in all University courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

University of Phoenix reserves the right to modify courses. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative.

Course level:  Undergraduate

This course introduces students to rhetoric and critical thinking. Students will apply both formal logic and rhetorical principles to the study and practice of argument and persuasion.

Earn these career-relevant skills in weeks, not years.

Persuasive communication, influencing skills, why take courses at university of phoenix.

Accreditation that matters

We’ve been  accredited  by the Higher Learning Commission ( hlcommission.org ) for more than 40 years.

Real-world instructors

Learn from instructors who bring an average of 25 years of working experience to the classroom.

Affordable and potentially reimbursable

Our tuition and fees are competitive and fixed. Also, check to see if your employer will cover you for this course.

Transfer-friendly courses

Before you enroll in a course, check with your school of choice to make sure they will accept your transfer credits and to understand any requirements or limitations. Then you can request your transcripts .

Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice. If you have a question contact us at (866) 354-1800.

Enrollment Rep. Sarah P.

Start a conversation about your future today.

Speak with an enrollment representative.

Call 844-937-8679  or chat with us 7 days a week.

University of Phoenix reserves the right to modify courses. Although our continuing teacher education courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing teacher education courses are not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative. If you have a question contact us at (866) 354-1800.

Welcome to ENG/110

• Post author By Sanyogeeta Vinod Patil
• Post date January 19, 2022

English Composition I

Course overview.

This course develops the reading, writing, and critical thinking skills that are essential for academic and life success.

“Writing is communication. You need other people to let you know whether you’re communicating what you think you are and whether you’re doing it in ways that are not only accessible and entertaining, but as compelling as you can make them.” 

–Octavia Butler

Life Resource Guide

Classroom Resource Center 

Student Resources Guide  

Academic Policies & Procedures  

Plagiarism: SafeAssign ®  Instructions  

Center for Writing Excellence  

Career Relevance

Each course outcome is linked to an In-Demand skill. The course outcome and skill are measured though specific assignments in the course.

Course Learning Outcome

Discuss rhetorical situation (purpose, audience, context), genre, and structure/organization within written works.

In-Demand Skill

Adaptive Written Communication

Workplace Example

You might use your written communication skills to write a variety of reports in your chosen career. For example, if 1 of your employees gets hurt on the job, you would need to complete an Occupational Safety and Health Administration (OSHA) incident report. This type of writing is concise and focused on just the incident or injury.

Construct an original written piece.

Written Communication

You might use your written skills to communicate with clients or co-workers in several ways, such as an email. This type of writing needs to be clear, polite, and informative.

Apply feedback to revise written work.

Decision Making in Communication

You have to make a lot of decisions when constructing a piece of written work. For example, if you were writing a celebratory group message to thank everyone for their effort creating an outstanding presentation for your most recent client or customer; you would make decisions on what tone to use, who should see the message, and even what words send the right message.

Course Tools

Langan, J., & Albright, Z. L. (2019).  College writing skills with readings  (10th ed.). McGraw-Hill Education. 

Course Tools:

This course includes a series of interactive videos designed to expand on the course topics. These videos were created by University of Phoenix and their interactive features are supported by the web-based tool PlayPosit®.

The textbook for this course is hosted in a system called BibliU. You can access the text via the links in Blackboard.

Course Notes

University of phoenix mission, purpose, and learning goals.

Review the University of Phoenix Mission and Purpose , as well as the University of Phoenix Learning Goals . What learning goals do you feel will be most important to your academic and professional career?

Review the  University Library  resources available to support your completion of ENG/110. While APA resources are provided in this site, APA formatting is not required in this class. 

Overview of Interactive Videos in This Course

This course includes a series of interactive videos designed to expand on the weekly course topics. An expert in critical thinking discusses specific concepts with you to help clarify their meaning, importance, and how they can be applied to your daily life. Completing each video activity is worth points; points are not based on the number of correct answers.

These videos were created by University of Phoenix and their interactive features are supported by the web-based tool PlayPosit®. Familiarize yourself with the basic functionality of the PlayPosit video player to ensure you’re comfortable with their use.

To access the videos:

• Click on the interactive video link in each week.
• Click Preview to launch the video and ensure that you earn credit for completion of the video and questions.

The video content can also be viewed without interactions at any time.

Summative Assessments

[assignments that evaluate completed segments of learned material]

There are summative assessments in Week 2, 3, and 5 that require you to apply the knowledge and skills you are learning in this course.

Your faculty member will use a rubric to grade your assignment.

The assignment instructions describe what you must  do  to complete the assignment. The rubric describes the  performance  levels.

Ask your faculty member any questions you may have about the assignment instructions or the rubrics.

• Review both the assignment instructions and the rubric at the beginning of the week so you can ask any questions in advance and understand what is expected in your finished assignment.
• Remember, Summative Assessments are worth a high percentage of points, so it’s important that you complete them

Weekly Discussion

Discussion questions are designed as foundations for the weekly assignments. They are meant to either provide you with preparatory knowledge that relates directly to the week’s assignment or to direct your focus on the weekly topic.

Weekly Journal Entries 

You will be asked to write a weekly journal entry. These are to help you build your writing practice. To receive assignment credit, simply acknowledge that you completed it. 

• Try not to edit yourself as you are writing your journal. You can handwrite, type, or use whatever form is most comfortable to complete your journal entry.  
• You can write about any subject, including subjects that mean something to you. 
• Submitting your completed journal entry to your faculty member is optional and not required.

Faculty Member Feedback

Each week, you will be provided feedback from your instructor (faculty member) on your participation and assignments. The feedback is to help you understand areas of possible improvement and resources you can use to enhance your work. Carefully review your feedback to apply it in future assignments.

Attendance and Participation Policy

One of the biggest factors to success is showing up and turning in your work. It is difficult to take advantage of opportunities if you aren’t present. Faculty cannot help you pass the class without assignments to grade. You will need to carve out time in your daily schedule for class discussions and for completing class activities and assignments We want you to have every chance for success in your education, so we strongly encourage you to read the Academic Policies & Procedures document, located in the Tools & Resources section, and Creating a Substantive Post to take an active role in your educational success.

Frequently Asked Questions

Why should I take this course?

The ability to communicate in the written form is probably more important now than in any other time in human history!! Emails, resumes, blogs, texts, and even tweets rely on your ability to write clearly and effectively. These days, good writing equates to good communication. Good communication can equate to success. ENG/110 teaches you writing skills that can be applied to diverse settings that contribute to your academic, professional, and personal success.

There are “Interactive Videos” in a few weeks Do I earn points for watching them?

Yes, you do. However, you must also answer the questions that are presented in the video to earn all the points for these assignments. Keep in mind, there is a question at the end of each video that you must answer in order for your points to be sent to the Blackboard gradebook.

Wait, I missed the last question in the “Interactive Video” can I go back and watch it again if I want to earn more points?

Yes, but you will need to notify your faculty member as your points will not automatically be sent to the Blackboard gradebook after your first attempt.

It looks like we have to write journal entries every week, do I need to turn those entries in?

Not really, journal writing is a low-pressure way to practice getting ideas from your head to the paper and does not need to be evaluated to be beneficial. Giving you the option of keeping your journal entries private means that you are free to explore and write about any meaningful topic that you choose, including ones that you don’t want your instructor to read.

To earn credit for the weekly assignment, click the yes option when you open the assignment. Add a 1-3 sentence summary of your journal entry in textbox included in the assignment area.

Although you are not required to, you can share your entire journal submission each week with your instructor and request more detailed feedback. Who knows, you might just start a journal writing habit that continues beyond this class, a habit that has been proven to not only help with writing skills, but with anxiety, stress, and critical thinking as well.

Do some of the assignments have two parts?

Yes, many of the assignments in ENG/110 include a reflection requirement. To earn full credit for these assignments, make sure to complete both parts. Generally speaking, be sure to read all assignment directions carefully and scroll down to the bottom of each worksheet to confirm that you have completed the entire assignment.

There are three passages in the Week 2 Summative Assessment. Which one do I write about?

You will write about all three. For each passage, you should make educated guesses about the writer’s purpose, the passage’s audience, the passage’s genre, and the passage’s context. Remember to support your answers with examples and details from the passage.

Week 3 seems to focus a lot on social media. Do I need a social media account?

You do not need an active social media account to reply to the Week 3 discussion or complete the Week 3 Summative Assessment.

The Week 4 assignment is called a “Literacy or Personal Narrative” What am I supposed to write about in that assignment?

The prompt for the week four assignment is broad. Broad prompts are sometimes confusing. You can interpret the phrase education journey in a variety of ways. You can talk about an academic, professional, or personal experience. Narrow your story down to one experience and one lesson to make the assignment manageable.

I turned in my assignment, why is the gradebook in Blackboard red?

No worries, all assignments will turn red after the week is completed whether they have been submitted or not.

Where do I see my grades and feedback?

You can view your points and feedback by going to the “Gradebook” link at the top screen in Blackboard. The graded assignments will show as “Graded”. For most assignments (besides the myBook activities which are auto graded), you should see a purple comment bubble which is where you can read the feedback from your faculty member.

Can I complete my work on a tablet or my phone?

You can access Blackboard on your tablet and phone. However, it is best to complete your work using your desktop or laptop computer, especially the Summative Assessments.

• Tags Course Guide , ENG/110 , ENG/110 v1

HUM/115: Critical Thinking in Everyday Life

Beyond the five-paragraph essay.

Watch the video to learn how to move beyond the five-paragraph essay.

• On ProQuest Research Companion, click on Use Information at the top left.
• Under Learning Modules , click How do I organize my argument?
• On the left, click Beyond the five-paragraph essay and watch the video.

Library Resources

• Global Issues in Context This link opens in a new window Global Issues in Context is a great database to research today's world issues. It integrates news, global viewpoints, reference materials, country information, primary source documents, videos, and statistics to give you a global perspective on your issue. Library Tip: Click on the Browse Topic link in the bar below the search box to view an alphabetical list of topics. You can also use the Choose a Category drop down menu.
• Opposing Viewpoints in Context This link opens in a new window Opposing Viewpoints in Context is one of our most popular databases and is great to use for your pro/con paper or to research diverse views on an issue. It covers current social issues and includes pro/con viewpoints, news, commentary, reference articles, interactive maps, and more. Library Tip: Each topic page consists of Pro/Con Articles that then link to additional types of resources on the topic.

Center for Writing Excellence

These resources from the Center for Writing Excellence (CWE) will help you with the writing stage of your assignment.

• APA Paper Template: 100-299 This template has been pre-formatted in APA and provides a starting point for your paper.
• PowerPoint Example The Center for Writing Excellence has many great examples of the types of writing associated with academic programs. Please review the Sample Powerpoint.
• Plagiarism Tutorial Learn about plagiarism and why it's important to give credit to others' ideas in your work.
• Next: Week 1 >>
• Last Updated: Oct 21, 2024 2:18 PM
• URL: https://library.phoenix.edu/HUM115r10

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• Critical Thinking In Everyday Life

Critical Thinking In Everyday Life (HUM 115)

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Prepare for your exam

• Hum115 v10 wk3 critical thinking overcoming barriers matrix Question 1 / 10 What is an example of cognitive dissonance provided in the text? Practice quiz
• Hum115 v10 wk5 Summative Assessment Critical Thinking Reflection Question 1 / 7 What barriers to critical thinking were presented in the article? Practice quiz
• HUM 115 Critical Thinking In Everyday Life Week 5 Assignment Question 1 / 10 What is the importance of critical thinking in personal and professional life according to the text? Practice quiz
• Stages of Critical Thinking Question 1 / 10 What is the stage of critical thinking where thinkers lack intellectual humility? Practice quiz
• Megan+week+5+HUM115 v9 wk5 Reflection Template Question 1 / 10 What made Sally vulnerable to the barrier of arrogance in the critical thinking process? Practice quiz
• Hum115 v10 wk3 critical thinking overcoming barriers matrix Question 1 / 6 What is an example of overcoming the barrier of cliches in critical thinking? Practice quiz
• HUM115 v9 wk1 Critical Thinker Worksheet Question 1 / 6 What is the role of critical thinking in daily life? Practice quiz
• Hum115 wk1 identifying barriers worksheet (2) Question 1 / 10 What is the definition of critical thinking according to Dictionary.com? Practice quiz

Lecture notes

• 9781544324647 Privitera Ess 2e TB Ch01
• Resume 2022 2 - Shjshsjsbsbzbshzjz
• 5-2 short answers
• Week 5 - need assicatnace
• Obesity, a challenge in the ma
• Notes WEEK1 HUM
• Jailani resume - Very helpful
• Part 2 of chapter 10 and chapter 11

Practice materials

• Wk 4 - Literacy or Personal Narrative Jacqueline Ayala 5
• Wk 3 Discussion - Social Errors, Bias, and Fallacies
• Hum115 v10 wk5 reflection template
• Hum115 v10 wk5 reflection template (1)
• Topic 1 Quick Check
• Hum115 v10 wk3 critical thinking overcoming barriers matrix
• Phil1005 unit 3 practice milestone
• Phil1005-unit-4-practice-milestone
• HUM115 v9 wk2 Reason Emotion Communication Wkst
• wk2 Reason Emotion Communication Wkst
• Randy smith wk 3 - Course work
• Critical thinker assessment week 1
• English Week 2 assesment 1st part
• Discussion week 1
• HUM115 week 3 worksheet
• Think Tank Self-Evaluation Questionnaire
• HIS 100 Syllabus
• Hum115 v10 wk3 critical thinking overcoming barriers matrix+
• Blank 6 - This assignment shares important requirements that were needed , for key points

Assignments

• Wk 1 Discussion - Critical Thinking
• Hum115criticalthinking Templateweek 5
• Hum 115 week 5
• HUM 115 Wk 3 Discussion - Bias, Fallacy, and Assumption
• HUM 115 Wk 2 Discussion - Decision-Making
• Hum115 v10 wk1 critical thinking identifying barriers worksheet
• Wk 4 Discussion - Evaluating Arguments

Tutorial work

• HUM115 DQ13 WEEK3 - Class discussion questions for participation points.
• HUM115 DQ11 WEEK5 - Class discussion questions for participation points.
• HUM115 DQ11 WEEK4 - Class discussion questions for participation points.
• HUM115 DQ9 WEEK5 - Class discussion questions for participation points.
• HUM115 DQ9 WEEK4 - Class discussion questions for participation points.
• HUM115 DQ13 WEEK4 - Class discussion questions for participation points.
• HUM115 DQ14 WEEK3 - Class discussion questions for participation points.
• HUM115 DQ12 WEEK3 - Class discussion questions for participation points.
• WEEK5 Reflection
• Hum115 v10 wk5 reflection
• CWE Essay Checklist
• Terlessa Bazile - learning style com21
• Terlessa Bazile - Thinking outside the box
• Document (39) - How can you apply your learning style during your college years?
• Document (49) - Learning styles essays.
• Innovative Technologies Within Our Legal Industry
• Hum115 v10 wk5 reflection template (2)
• Levi potts hum115 v10 wk3 critical thinking overcoming barriers matrix (1)
• Overcoming barriers matrix
• Hum115 v10 course guide

Related Answered Questions

• Critical Thinking In Everyday Life (HUM 115) 10 hours ago • Review the Four Social Errors and Biases presented in Ch. 4 of THiNK: Critical Thinking and Logic Skills for Everyday Life. Which of the social errors/biases in the book are you most affected by? How can you overcome this social error/bias? • Ch. 5 describes fallacies (when an argument seems to be correct but isn't). What is one fallacy you have personally used or seen in an argument? Discuss how critical thinking skills will make you less likely to be influenced by arguments that are based on fallacies and faulty reasoning. • Reflect on the learning activities, concepts, ideas, and topics covered this week. Discuss the most interesting activity or concept you learned this week and mention any concepts that are still a bit confusing to you or that you have questions about. (more) 0 1 Answers
• Critical Thinking In Everyday Life (HUM 115) 11 days ago What do you see as common barriers to critical thinking, as described in chapter 1, and how might people overcome or avoid those barriers? (more) 0 1 Answers
• Critical Thinking In Everyday Life (HUM 115) 15 days ago The concluding paragraph summarizes the key points from the supporting paragraphs without introducing any new information. Triple-click your mouse anywhere in this paragraph to replace this text with your conclusion. (more) 0 1 Answers
• Critical Thinking In Everyday Life (HUM 115) 15 days ago this interaction with the customer led her to question their warranty, and she decided to speak with her manager to get it changed. she stated That the current warranty was. INADEQUATE, because it. did not provide. customer with enough time to determine if the product would function appropriately She provided supporting evidence to show that many printers failed. Sally, one month after the year warranty expired, she also calculated the number of consumers. with failed printers that bought a replacement printer from the company she worked for. Sally processed the warranty. be extended to 18 months. Unfortunately, her manager did not agree with her argument or provided an argument against extended warranty. Instead, he asked how can you argue for a change in the warranty when you are late to work most of the time? Sally decided she would continue to argue for change. The warranty with the company's leadership and after several meetings, Sally was able to get her proposal approved and the warranty extended. Fallacies and Argument In this paragraph, you will explain the fallacies and arguments presented in the scenario. What fallacies are present in the scenario? Review Paragraph 4 of the scenario and Week 3 course content. What is the main argument presented? Do you believe the argument is valid? Why or why not? Review Paragraph 4 of the scenario and Week 4 course content. Replace this text with a well-developed paragraph including a topic sentence and transitions. Triple-click your mouse anywhere in this paragraph to replace this text with your 3rd body paragraph. (more) 0 1 Answers
• Critical Thinking In Everyday Life (HUM 115) 15 days ago In this paragraph, focus on the elements of critical thinking apparent in the scenario. What barriers to critical thinking were apparent? Review Paragraph 2 of the scenario and Weeks 1 and 2 course content. How were the barriers to critical thinking presented? Do you believe that Sally possesses characteristics of a good critical thinker? Why or why not? Review the entire scenario and consider her handling of barriers, reason, emotion, communication, and fallacies when you answer. Replace this text with a well-developed paragraph including a topic sentence and transitions. Triple-click your mouse anywhere in this paragraph to replace this text with your 1st body paragraph. Reason, Emotion, and Communication In this paragraph, focus on the role that reason, emotion, and communication play in the (more) 0 1 Answers
• Critical Thinking In Everyday Life (HUM 115) 15 days ago Wk 5 - Summative Assessment: Critical Thinking: Reflection (more) 0 1 Answers

Related Studylists

• WEEKS ANSWERS

Best flashcards for this course

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