2023/2024
Эффективная коммуникация
Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»
Статус:
Факультатив
Кто читает:
Департамент иностранных языков
Когда читается:
1-3 модуль
Охват аудитории:
для своего кампуса
Преподаватели:
Заруцкая Екатерина Витальевна
Язык:
английский
Кредиты:
3
Контактные часы:
52
Course Syllabus
Abstract
In today's media-saturated world the ability to think clearly and communicate persuasively is more valuable than ever. This course equips students with essential 21st-century skills—communication, critical thinking and media literacy—to become more effective communicators and more informed, thoughtful media consumers.
Through hands-on activities such as structured debates, film discussions, reflective journaling and analysis of songs and commercials, students will sharpen their reasoning abilities and learn to make better judgments about the information presented to them in any format. The course also emphasizes self-reflection, giving students the opportunity to recognize and correct their own thinking habits.
Learning Objectives
- Strengthen communication skills in English through active participation in structured debates, group discussions and podcast/short video recording.
- Develop analytical reasoning and media literacy by examining a wide range of media—including documentaries, music videos and commercials—and by creating their own podcasts or myth-dispelling videos.
- Foster reflective habits by guiding students to examine their own thinking processes, communication patterns and decision-making strategies.
Expected Learning Outcomes
- Students will improve their communication skills by actively engaging in group discussions, debates and presentations.
- Students will enhance their critical thinking skills by producing and analyzing texts of different genres.
- Students will improve their reflective skills by contemplating and evaluating course concepts, thinking processes, and communication skills.
- Communicate more effectively and persuasively in English through active participation in debates, discussions and recording podcasts or short videos.
- Analyze media content critically, identifying persuasive techniques, cognitive shortcuts and potential biases in documentaries, commercials, music videos and other formats.
- Reflect on their own thinking habits and communication choices, recognizing areas for growth and applying course concepts to real-life situations.
Course Contents
- Debating with Style: Argumentation and Rebuttal
- Fallacies and Flawed Thinking: How to Spot Weak Arguments
- Seeing Through the Image:
- Spotting Misinformation:
Assessment Elements
- Final Assignments20% Final assignments are conducted once topics 1, 2, and 3 have been covered. These assignments encompass three components: Debates (Topic 1), Text Analysis (Topic 2), and Group Presentation (Topic 3). During the Debates, students participate as either part of the affirmative or negative team. The Text Analysis requires students to select a text and analyse it using critical thinking concepts, principles, and ideas they have acquired throughout the course. The Group Presentation task entails presenting and analysing a conspiracy theory. Students are expected to take part in each of these assignments.
- Reflection journal20% The reflection journal is submitted after covering topics 1, 2, and 4. This assignment involves answering several questions that prompt students to reflect on how the ideas, concepts, and vocabulary studied in the course can be applied to their real-life situations.
- Group discussions10% Group discussions revolve around selected video or written texts from various genres. Students are expected to participate in at least one discussion per module.
- Project work20% Project work involves taking part in one of the projects described below: Option 1: Recording a podcast. Students or teams record a podcast, where they engage in thoughtful discussions about ideas and topics covered in the course as well as in the discussion of the results obtained after studying students’ own research question. Option 2: Moderating a class discussion. Students or teams take on the role of moderators and facilitate a class discussion on specific topics or problems explored in the course. Their peers participate in the discussion, fostering the exchange of diverse viewpoints.
- ExamExam involves writing a reflection paper.
Interim Assessment
- 2023/2024 3rd module0.2 * Reflection journal + 0.2 * Final Assignments + 0.3 * Exam + 0.1 * Group discussions + 0.2 * Project work
Bibliography
Recommended Core Bibliography
- Bowell, T., & Kemp, G. (2015). Critical Thinking : A Concise Guide: Vol. 4th ed. Routledge.
- Face the issues. Intermediate listening and critical thinking skills, Numrich, C., 1997
- Forte, J. M., & Horvath, C. P. (2011). Critical Thinking. Hauppauge, NY: Nova Science Publishers, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=541360
- Raise the issues: an integrated approach in critical thinking, Numrich, C., 2004
- The vocabulary of critical thinking, Washburn, P., 2010
- Критическое мышление : анализируй, сомневайся, формируй свое мнение, Чатфилд, Т., 2019
- Чатфилд Т. - Критическое мышление: анализируй, сомневайся, формируй свое мнение. - Альпина Паблишер - 2019 - ISBN: 978-5-96142-092-0 - Текст электронный // ЭБС ZNANIUM - URL: https://znanium.com/catalog/document?id=352171
Recommended Additional Bibliography
- Davies, M., & Barnett, R. (2015). The Palgrave Handbook of Critical Thinking in Higher Education. New York, NY: Palgrave Macmillan. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1172576
- Raise the issues: an integrated approach in critical thinking. Answer key, Numrich, C., 2004
- Аргументация : десять уроков для начинающих авторов, Уэстон, Э., 2005