PLEASE SEE ATTACHED INSTRUCTIONS
PLEASE SEE ATTACHED INSTRUCTIONS
HUM/115 v9 #1(WEEK 5)- After completing the Learning Activities for the week, please respond to all the questions below. Your response should be 175 words. Where do you get most of your news, and how do you analyze what you hear, view, or read on media outlets? In what ways can/do you, as a citizen, get involved in the governmental process? How do you apply critical thinking when you are involved in these activities? Share an example of a fallacy or rhetoric you have seen used to market a product or service in commercials, advertisements, etc. How will you use information provided in Ch. 10 of THiNK: Critical Thinking and Logic Skills for Everyday Life to be a more mindful consumer? If someone asked you what your favorite activity or concept from this class was as well as what the most challenging activity or concept was, what would you tell them and why? *****RESPOND IN 175 WORDS. #2(WEEK 5)- PART 2 DIRECTIONS: Top of FormOver the past 5 weeks, you have learned about different elements related to critical thinking. You related the concepts to your personal experiences and evaluated your critical thinking skills. You have identified fallacies, evaluated arguments, and learned the role of these concepts in your daily life. Now it’s time to apply the concepts. In this assignment, you will review a real-world scenario and apply the critical thinking skills you have developed. Review the Real-World Critical Thinking Scenario (DOCUMENT ATTACHED) Write a 350 word reflection on the scenario, using the Reflection Template (DOCUMENT ATTACHED) Follow the instructions within the template to complete your reflection. You will need to include an introduction paragraph to introduce your reader to the topics you will be discussing; 3 body paragraphs, each with specific questions that need to be addressed within; and a conclusion paragraph to bring your paper to a close. Note: The Reflection Template is already formatted appropriately, and you do not need to make any changes to the format. The questions to help you write the 3 paragraphs are contained in the template. Be sure to demonstrate your critical thinking abilities in your responses to the questions and ensure your paper flows well from topic to topic. Bottom of Form Copyright 2020 by University of Phoenix. All rights reserved.
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HUM/115 v9 Copyright © 2020 by University of Phoenix. All rights reserved. Critical Thinking Scenario Sally is a 34 -year -old woman who works in the customer service department for a small company that sells printers. Her job involves speaking with customers and addressing their concerns for 8 hours a day. Unfortunately for Sally, customers only reach out to her department when there is an issue with their printers. Once, a fter a long day of listening to customer complaints, she felt drained and agitated. She wanted to relax, so she went to dinner with some colleagues. The colleagues began discussing an issue at work that was causing friction between departments. Sally did not agree with her colleagues’ viewpoint on the causes of that friction, but she did not want to say anything because she felt she did not know enough about the topic. For the remaining part of the discussion, Sally nodded her head and appeared to agree with her colleagues in order to avoid confrontation . After this dinner, she decided not spend time with these colleagues outside of work anymore. The next day at work, Sally spoke with a customer who wanted to dispute the terms in the warranty for the product . The customer explained to Sally that he understood the terms of the warranty, but the printer was vital to his business . He explained how the ability to print materials equated to his ability to feed his family. He asked if there was any way Sally could help. Sally imagined herself in the customer’s position and decided to find additional options for the customer. In the end, Sally was able to de -escalate the situation and assist the customer. This interaction with the customer led her to q uestion 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 customers with enough time to determine if the product would function appropriately. She pro vided supporting evidence to show that many printers failed only 1 month after the 1 -year warranty expired. She also calculated the number of customers with failed printers that bought a replacement printer from the company she worked for . Sally proposed that the warranty be extended to 18 months. Unfortunately , her manager did not agree with her argument nor provide an argument against extending the warranty ; instead , he ask ed, “How can you argu e for a change in the warranty when you are late to work most of the time?” Sally decided she would continue to argue for changing the warranty with the company’s leadership , and, a fter several meetings, Sally was able to get her proposal approv ed and the warrant y extended. Commented [A1]: What barrier does this reflect? Commented [A2]: What barrier does this reflect? Commented [A3]: What type of communication style does this demonstrate? Look back at Week 2 information. Commented [A4]: How does this reflect emotion/reason being used? Commented [A5]: Evaluate this information to determine whether Sally’s argument about the warranty is valid or not. Commented [A6]: What fallacy is reflected here?
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Title of Paper Student Name Course/Number Due Date Faculty Name Title of Paper Triple click your mouse anywhere in this paragraph to replace this text with your introduction. Often the most important paragraph in the entire essay, the introduction grabs the reader’s attention—sometimes a difficult task for academic writing. When writing an introduction, some approaches are best avoided. Avoid starting sentences with “The purpose of this essay is . . .” or “In this essay I will . . .” or any similar flat announcement of your intention or topic. Elements of Critical Thinking Triple click your mouse anywhere in this paragraph to replace this text with your 1st body paragraph. In this section, you will focus on the elements of critical thinking apparent in the case. Replace the text with a well-developed paragraph (including a topic sentence and transitions) that covers the following questions: 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 in order to reply to this.) Reason, Emotion, and Communication Triple click your mouse anywhere in this paragraph to replace this text with your 2nd body paragraph. In this section, you will focus on the role that reason, emotion, and communication play in the case. Replace the text with a well-developed paragraph (including a topic sentence and transitions) that covers the following questions: How does Sally demonstrate reasoning in this scenario? How did emotion affect Sally’s critical thinking? (Review Paragraphs 2-4 to look at reason and emotions in the scenario as well as Week 2 course content.) What type of communication style does Sally use while at dinner with her colleagues? (Review Paragraph 2 of the scenario and Week 2 course content.) Why do you believe this? Fallacies and Argument Triple click your mouse anywhere in this paragraph to replace this text with your 3rd body paragraph. In this section, you will explain the fallacies and arguments presented in the case. Replace the text with a well-developed paragraph (including a topic sentence and transitions) that covers the following questions: 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.) Conclusion Triple click your mouse anywhere in this paragraph to replace this text with your conclusion. The closing paragraph is designed to bring the reader to your way of thinking if you are writing a persuasive essay, to understand relationships if you are writing a comparison/contrast essay, or simply to value the information you provide in an informational essay. The closing paragraph summarizes the key points from the supporting paragraphs without introducing any new information.
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