ACADEMIC DEVELOPMENT DEPARTMENT

Faculty of Economic and Management

Sciences University of the
Western Cape

ACF231 – ANALYTICAL & CRITICAL THINKING (1ST Semester)

ACF233 – ANALYTICAL AND CRITICAL THINKING (2ND Semester)

IMPORTANT NOTICE:
ALC131/132 is a pre-requisite module for ACF231/233
ACF231/233 is a core module for the 4-year programme

Dear Student
Welcome to Critical Analytical Thinking!
Critical and Analytical Thinking provides you with the skills to analyse and evaluate information.
With these skills you are able to obtain the greatest amount of knowledge from a piece of data. It
provides the best chance of making the correct decision, and minimises damages if a mistake does
occur.
The primary objective of this module is to give you knowledge, practice, and feedback on the
construction, presentation, and critical evaluation of clear, concise, and well-reasoned arguments.
Both written and oral presentation is included. You will also be introduced to decision-making
techniques and related theories. These are skills that you will use intensively for the rest of your
studies, as well as in your work life after graduation. This module will lead students to be a more
rational and disciplined thinker. It will reduce individual bias which will provide a greater
understanding of the environment in which we live and learn. The course will provide you with the
skills to evaluate, identify, and distinguish between relevant and irrelevant information which will
provide a boost in learner performance.
A good command of the English language is thus essential and you must use an English dictionary
and/or online sources in every lecture and tutorial to be successful in this module.

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Please familiarise yourself with the learning outcomes and read through this document carefully
so you fully understand what is offered and is expected from you to be successful in this module.
The document is available online on Ikamva in the module site.
This module is taught on the assumption that you had no prior course in Critical and Analytical
Thinking but that you already completed the ALC131/132 module that introduced you to the
subject of Analytical and Critical Thinking.

You are invited to consult with the lecturer as detailed herewith:

Ms Kaashiefa Mobarak – kmobarak@uwc.ac.za. Please note this is the ONLY email address for
learner communication with the lecturer.

Course Objectives
The primary objectives of this course are to impart a functional ability to reason well
and to improve your analytical skills and instincts. In addition to familiarising
yourself with elementary methods of building strong arguments, the course is further
designed to aid you in understanding the essential principles involved in the practice
of reasoned decision-making. The writing skills you develop will serve you across
all academic disciplines and in the workplace.

Outcomes
At the end of this module students should be able to demonstrate:
- An understanding of the requirements of a valid argument
- The ability to recognize logical fallacies in arguments put forward by people
- An understanding of methods of reasoning and analysis
- The capacity to identify and to avoid poorly reasoned arguments and conclusions
- A raised awareness of why clear thinking is important and necessary
- Ability to orally articulate arguments
- The ability to plan and work effectively with others in teams to achieve the above
outcomes.

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- A raised awareness and application of the importance of technology in academia
for the fourth industrial revolution.

Course Assessments (Only Online)

‘Formative’ assessment refers to the various online assessment components as
follow: Assignment, Report Summary, Class Test and a Semester Test to be
completed during the course of the semester. Each assignment, project and test is
designed to develop and assess your understanding of the main learning outcomes.
These tasks aim to ensure that you are prepared for the summative assessments. If
you are diligent with your time management and planning throughout the semester
you will develop your conceptual and applied critical and analytical
skills to complete your ‘summative’ assessment - the final examination.
Summative assessment tests your Skill, Knowledge and Application (SKA) in all
the main learning outcomes that we will seek to develop during the course.

The split between Coursework and the Exam is 60%:40% as follow:

 Formative assessments comprise = 60% CAM:
a. 1 x assignment = 33,33% (term 2)
b. 1 x report summary = 16,67% (term 1)
c. 1 x Quiz (Random Test) = 16,67% (term 1)
d. 1 x Semester Test = 33,33% (term 2 – medical applications to Ms Rholda
Kriel at rkriel@uwc.ac.za)
 Summative assessment comprises the final examination at 40%.

Submission Requirements (Only Online on Ikamva)

 Formative and summative assessments will be online on Ikamva.

 Please read and adhere to all instructions as provided.
 Assignments may not be hand‐written and font specifications and other
technical requirements will be provided in the instructions for each assessment.

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  Please diarise assessment due dates and plan accordingly.
 The cover page of the assignment must contain your full name, student number,
assignment name as well as the module code, e.g. ACF231/ACF233/BSA203.
 You are expected to manage your time and resources effectively.
 NO LATE SUBMISSIONS WILL BE ACCEPTED.

Course Materials

 A course reader/learner guide will be available online on Ikamva.

 All other documents, lecture slides and notices pertaining to this course will
be made available via the iKamva site.
 You are required to access various other online or other sources to
complete the course.
 Please seek assistance from ICS if you are struggling to access the
ikamva site.
 It is important that you consult this site regularly and definitely before each
lecture.

Other Readings – Not compulsory (also refer to the internet)

Bell, Eunice A. (1991). Debate: A Strategy for Teaching Critical Thinking. Nurse Educator, 16(2), 6-7.

Brookfield, S.D. (1987). Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of
Thinking and Acting. San Francisco: Jossey-Bass.

Hallinan, M. (2000). Critical Thinking: A Guide to Logical Problem Solving. Phoenix, Arizona: DeVry
Institute of Technology.

Inch, E. (1998). Critical Thinking and Communication: The Use of Reason in Argument. Boston : Allyn and
Bacon.

Paul, R. (1995). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Santa Rosa,
California: Foundation for Critical Thinking.

In addition, students are required to source and constantly update their knowledge. Useful resources are listed
below.
Daily newspapers & other Websites:

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 www.businessreport.co.za www.btimes.co.za
www.statssa.gov.za/releases www.ciafactbook.com
www.resbank.co.za/economics www.dti.com
www.ccinstant.co.za www.uwc.ac.za
www.fallacyfiles.org www.statssa.gov.za/releases

Learning Plan: Summary

The table below provides an estimate of how much time will be required to complete the course
successfully. Please ensure that you set aside sufficient time to read ahead of class to be fully prepared.

ACF231 / ACF233 – 15 Credits

Breakdown of learning time Hours Time-table requirement per week
Contact with lecturer/tutor (will vary 50 4 lectures per week per group, 1
for online purposes to accommodate tutorial per week, online consultation
data restrictions). with tutor and/or lecturer.
Assignment and tasks 39 Include assignment, random tests,
report summary.
Self-study 56 Preparation for tutorials, lectures,
assessments and examination.
Test & examination 5 Semester test and summative exam.
Total Learning Time 150hrs 40hrs

BSA203 – 10 Credits
Breakdown of learning time Hours Time-table requirement per week
Contact with lecturer/tutor (will vary 40 2 lectures per week, 1 tutorial per
for online purposes to accommodate week, consultation with tutor and
data restrictions). lecturer
Assignment and tasks 26 Include assignment, random tests,
report summary.
Self-study 29 Preparation for tutorials, lectures,
assessments and examination.
Test & examination 5 Semester test and summative exam.
Total Learning Time 100hrs 40hrs

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Course Programme
Semester Terms

Week Topic Date Content Section Assessment Tutorial

Dates
1 1 12 Feb Critical Thinking Reader &
+ Are you convinced? Videos
+ Claims
+ Arguments
2 1 19 Feb What are we arguing about? Reader &
& + Vague sentences Videos (topics on ikamva)
2 + Subjective and Objective
claims
+ Value Judgments
+ Prescriptive claims
3 3 26 Feb +Structure
Counterarguments
of Arguments Reader & Tutorial
& + Compound claims Videos (topics on ikamva)
4 + General claims Debate
+ Concealed claims
+Principal of Rational
Discussion
+ Guide to repairing
arguments
4 4 4 Mar Avoiding Bad Arguments Reader & Tutorial
+ Too much emotion Videos (topics on ikamva)
+ Fallacies Debate
+ Arguments for analysis Report Summary
+Reasoning by analogy due
+ Advertising and the
5 5 11 Mar internet
Generalising Reader & Tutorial
+ Generalising Videos (topics on ikamva)
+ What is a good sample Debate
+ When is a generalization
good

6 6 18 Mar Cause & Effect Reader & Tutorial

+ What is cause & effect Videos (topics on ikamva)
+ How to look for Cause Debate
+ Fishbone Diagram
+ Cause & Effect in
populations

7 7 25 Mar Evaluating Reasoning Reader Tutorial

+ Examples for Definitions Assignment
and methods Instructions Debate
+ Showing a general claim is
false
Random Test due
+ Showing an argument is not
valid during this week

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 TERM BREAK
8 8 1 Apr Aristotelian Logic Reader & Tutorial topics on
+ Categorical claims Videos ikamva for next
+ Syllogisms week’s tutorial.
+ Venn diagrams

9 8&9 8 Apr Diagramming arguments Reader Tutorial topics on Tutorial

+ Diagrams ikamva for next
+ Counterarguments week’s tutorial. Presentation
+ Exercises

10 10 15 Apr Decision-making tools Tutorial topics on Tutorial

+ Types of decision-making Reader ikamva for next
tools week’s tutorial. Presentation
+ Application to case
scenarios
+ Exercises Semester Test
(Topics 1‐9)

11 11 22 Apr Rhetorical Devices Tutorial topics Tutorial

+ Types of Rhetorical devices Reader on ikamva for
+ Application examples next week’s Presentation
+ Exercises tutorial.
Assignment due –
Ikamva.

12 12 29 April Analytical Techniques Reader Tutorial topics Tutorial

+ Flowcharts and others on ikamva for
+ Definitions next week’s Presentation
+ Differences tutorial.

13 All 6 May Revision .

14 All 13 May Revision & exam

consultation

Academic Excellence

At university, students are expected to be able to:

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 Evaluate whether information and materials are appropriate for a particular
purpose, and up-to-date utilising technology and other suitable sources and
applications;
 Evaluate whether the evidence or examples used in materials really proves the
point that the author claims;
 Weigh up opinions, arguments or solutions against appropriate criteria;
 Think a line of reasoning through to its logical conclusion;
 Check for hidden bias or assumptions; and
 Check whether the evidence and argument provided really support the conclusions.

Expectations for Successful completion of this module

 Students will engage in online (Ikamva) lectures, discussion groups and

presentations.

 Will articulate what they are learning: explaining, giving examples, posing
problems, interpreting information, tracing assumptions, etc.

 Need to learn however, to assess what they are saying, becoming aware of when
they are being vague, when they need an example, what explanations are
inadequate, etc.

Here are three general strategies that have a number of tactical forms and will be
applied during this course:

1. Students teaching students: One of the best ways to learn is to try to teach
someone else. If students have trouble explaining something, it is often because
they are not as clear as they need to be about what they are explaining.

2. Group Problem Solving: By putting students in a group and giving them a

problem or issue to work on together, their mutual articulation and exchanges will

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 often help them to think better. They will often help correct each other, and so
learn to ‘correct’ themselves.

3. Oral test on basic (subject-specific) vocabulary: Online presentations,

discussions, voice notes etc. One complex tactic that aids student learning is the
oral test. Students will develop their vocabulary list. They are put into groups of
twos or threes and are asked to take turns explaining, debating, presenting what
the words and contexts mean.

Learning Outcomes and Graduate Attributes

- Expected critical outcomes: The National Qualifications Framework (NQF) requires that certain critical
outcomes be achieved in the teaching and learning process. You should be able to:

Graduate attributes, learning outcomes, learning activities, assessment criteria and

assessment tasks corresponding to ACF 234.

UWC Learning Teaching/ Assessment tasks and criteria

Graduate outcomes Learning
Attributes activities
Analyticall 1. Identify Online Oral Test and Tutorial Assignmen Integrated
y& and solve discussion presentati exam s t (Online) Assignme
Critically problems forum and on question (Onlin nt
focus that display exercises (Online) s e) (Online)
ability to Tutorial (Online)
make exercises 1. Identification, analysis and Student Refer
responsible Assignments application of theoretical research in rubric
decisions. Pre-reading methods on variety of topics. groups and
exercises. as
individuals
2. Practical Online Online 1. Student data 1. Student Refer
examples lectures and lectures, searches collects rubric
on tutorials i.e. discussion and data,
analyzing exercises & forums and presentation analyse it
cases/scen Assignments. report s. and
arios. summaries. 2. Presents presents.
context/s.
3. Student
provides
solution/s.

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Relevantly 3. Collect, Online Online 1. Student data 1. Student Refer
literate analyse, tutorials and lectures, searches collects rubric
organize and practical discussion and data,
critically presentations forums and presentation analyse it
evaluate and report s. and
information. assignments. summaries. 2. Presents presents
context/s.

4. Reference Report Online 1. Presents 1. Student N/A

sources of summaries lectures, context/s. collects
information and discussion 2. Student data,
correctly assignments forums and provides analyse it
report solution/s. and
summaries. presents
5. Use Tutorials and Online 1. Student data 1. Student Refer
electronic practical presentation searches collects rubric
media presentations s, and data,
effectively i.e. and assignments presentation analyse it
MS word, assignments. and report s. and
Internet summaries. 2. Presents presents
context/s.
3. Student
provides
solution/s.
Ethically, 6. Recognise Discussion Online Students are N/A Refer
environme the forums and lectures, able to critically rubric
ntally and importance of exercises discussion analyse broader
socially ethics in Tutorial forums and contemporary
aware and personal and exercises report issues and form
active group Assignments summaries. own opinions in
environments Reading context.
and how the tasks –
outcomes contemporar
might affect y journal and
the other articles,
immediate etc
environment
and the
stakeholders
involved.
Autonomo 7. Work Class 1. Presents See rubric NA
us and effectively Completing participation, context/s.
collaborati with others tasks – , 2. Student
ve as a member relevant assignments provides
of a team, reading and solution/s.
group, material, summaries –
organisation books, online.
or articles, etc
community.

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 Skilled 8.Communic Class Class 1. Presents 1. Student NA
communic ate discussion participation, context/s. collects
ators effectively and , 2. Student data,
using visual, exercises assignments provides analyse it
mathematical Tutorial and solution/s. and
and /or exercises summaries – presents
language Assignments online.
skills in the Reading
modes of oral tasks –
and written. contemporar
y journal and
other articles,
etc
Understan 9. Work Co-operative Class 1. Presents 1. Student NA
ding of the productively learning – participation, context/s. collects
world as a in co- tutorials, , 2. Student data,
set of operative group work, assignments provides analyse it
related learning assignments. and solution/s. and
systems groups summaries – presents
online.

MARKS AND OTHER QUERIES:

NB: Please adhere to lecturer and tutor available times – refer to
Ikamva for availability timetables.
 You must query your assignment and test marks within 2 working days – marks
will be available online for students to check.
 Consult your lecturer or tutor in this regards.
 Under no circumstances should the marks administrator be consulted.
 Check your marks on Ikamva Announcements as they become available.

Departmental Policies

Sexual harassment may be described as unwelcome sexual advances, requests to engage in

sexual conduct, and other physical and expressive behaviour of a sexual nature where such
conduct creates an intimidating, hostile, or demeaning educational environment.

If you feel uncomfortable about the way any lecturer or tutor has acted towards you in the afore
mentioned regard, you may seek assistance from the EMS Student Support and Research Unit
office 2.07 (Telephone number:021-959 3619) or to the UWC Gender Equity Unit (Tel:021- 959
2813).

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