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Course Outline MPPU 1070 1819 - 1
Course Outline MPPU 1070 1819 - 1
Synopsis : This course covers the essential concepts related to critical analyses as a
central process in all academic work. The focus of the course is to encourage
students thinking critically, applying rational and logical thinking while
deconstructing the reading texts. In addition, students are instructed to
generalize various processes of critical analysis in stating arguments by asking
questions, identifying problems and solutions, describing, predicting,
analysing, categorising and establishing cause and effect, relating theory to
practice, supporting argument with evidence, making comparisons and
evaluating. At the end of the course, students are able to critically analyse
given academic work that beneficial towards their research project.
LEARNING OUTCOMES
By the end of the course, students should be able to:
1. Face-to-Face Learning
a. Lecturer-Centered Learning 8
i. Lecture
b. Student-Centered Learning (SCL)
12
i. Student-centered learning activities – Active
Learning, Project Based Learning
2. Self-Directed Learning
b. NALI/MOOCs/e-Learning 2
c. Revision
d. Assessment Preparations 4
3. Formal Assessment
a. Continuous Assessment 12
b. Final Exam
Total (SLT) 50
TEACHING METHODOLOGY
Lecture and Discussion, Co-operative Learning, Independent Study, Group Project, Presentation
WEEKLY SCHEDULE
Phase 1: a) Concepts and skills of critical analyses in analysing, synthesising and evaluating
b) using similar set of academic writing, critically analyse issues as related to aims, objectives,
assumptions, theoretical background, and research strand
Phase 2: Reading, discuss and review, and analysis at least 10 articles based on:
a) Aims and objectives, and identify research gaps
b) Assumptions and hypotheses
c) Research design, methods and samplings
d) Data analyses
e) Conclusions and implications
f) Locating a research topic as part of the “chain of inquiry”
g) What next? Future research/ideas
Phase 3: Presentation of assignments and possible research area
# Sessions will be conducted by appointed lecturers and facilitators (facilitators would be by programs)
REFERENCES :
List of references.
Nelson, J. L., Palonsky, S. B., & McCarthy, M. R. (2007). Critical issues in education: Dialogues and dialectics.
6th ed. New York, NY: McGraw-Hill. ISBN: 9780073131368
Wallace, M., Wray, A. (2011). Critical Reading and Writing for postgraduates (SAGE Study Skills Series)(2 nd
Ed.) SAGE Publications Ltd
Silvia, P. J. (2007). How to Write a Lot: A Practical Guide to Productive Academic Writing (1 st ed.). Amer
Psychological Assn.
Barnet, S., Bedau, H. (2010). Critical Thinking, Reading, and Writing: A Brief Guide to Argument, Bedford/St.
Martin’s
Browne, M. & Keely, S. (2001). Asking the right questions: a guide to critical thinking, (6 th ed), Pretice-Hall,
Upper Saddle River, N. J.
Windshuttle, K. & Elliot, E. (1999). Writing, researching, communicating: communication skills for the
information age, (3rd ed), McGraw-Hill, Sydney.
GRADING:
TOTAL 100%
Notes
PO1 : Knowledge ( 20%)
PO2 : Research Skill (20%)
PO3: Critical Thinking and Problem Solving (20%)
PO4 : Ethics (10%)
PO5 : Communication (20%)
PO6 : Team working (10%)