Научно-исследовательский семинар "Введение в аргументацию и критический анализ"

Бакалавриат 2026/2027

Статус: Курс по выбору (Иностранные языки и межкультурная коммуникация)

Кто читает: Школа иностранных языков

Где читается: Факультет гуманитарных наук

Когда читается: 1-й курс, 3, 4 модуль

Охват аудитории: для всех кампусов НИУ ВШЭ

Язык: английский

Кредиты: 3

Контактные часы: 32

Full Syllabus Ask Question

Abstract

The course aims to help students develop an understanding of what is meant by critical thinking and to develop their reasoning skills, which are essential for progressing to higher levels of academic study. Students will be engaged in thinking in analytical and evaluative ways using mental processes such as attention, categorization, selection, and judgment. The course offers activities to apply the concepts, techniques and strategies it introduces when reading and producing critical writing. A wide range of topics is used as practical material; students do not need any background knowledge of the subjects covered in the course. The course will enable students to recognize and examine arguments; engage with and challenge the arguments used by both experts and their peers; produce better critical analytical writing of their own, and overall build their confidence in their abilities to manage information flow.

Learning Objectives

• understanding what critical thinking (CT), reasoning and rational thought involve in academic context; raising awareness of barriers to CT;
• introducing basic concepts used in CT;
• developing skills to recognize and locate arguments in texts with greater precision and speed;
• developing strategies to identify the key components of an argument;
• developing strategies for checking argument for clarity, internal consistency and overall logical order;
• developing strategies for close reading; recognizing implicit arguments and hidden assumptions;
practicing critical, analytical reading;
• evaluating critical writing.

Expected Learning Outcomes

Students understand what critical thinking (CT) in academic context is and what reasoning and rational thought involve.
Students develop strategies to identify the key components of an argument.
Students understand the distinction between argument and forms of non-arguments; distinguish analytical writing from descriptive one.
Students recognize and locate arguments in texts with greater precision and speed.
Students check argument for clarity and internal consistency; identify logical consistency in an argument and check for logical order.
Students construct their own arguments based on inference.
Students recognize assumptions underlying arguments, hidden assumptions and evaluate when an argument based on false premises.
Students identify flaws in arguments and the language used to distort an argument.
Students evaluate critical and analytical writing; recognize and use appropriate language to structure the line of reasoning to compare and evaluate texts in critical writing.
Students use a structure for critically evaluating critical writing (including one’s own).
understand what critical thinking (CT) in academic context is and what reasoning and rational thought involve.

Course Contents

Identifying arguments
Identifying major concepts
Critical thinking in academic context
Argument vs non-argument
Clarity, consistency and structure
Logical consistency
Reading between the lines: recognizing underlying assumptions
Inference in critical thought: inference vs facts
Identifying flaws
Finding and evaluating sources of evidence
Selecting the best evidence
Critical reading, interpretation and source material
Evaluating critical and analytical writing

Assessment Elements

Quiz 2
Overview of the course
Inference essay
“Father and Daughter” Inference Essay Your essay is to be submitted on LMS.  Watch “Father and Daughter” (2000)—Academy Award winner for Short Animated Film by Michaël Dudok de Wit (on LMS).  You are to write an essay in which you suggest your understanding of some ideas in the film by drawing inferences in 400-600 words (excluding the reference list); font New Roman 14; 1.5 spacing between lines, margins on both sides, word count at the end (e.g. 700 w-s)  This is basically a “three paragraphs” essay (Intro, max 3 paragraphs, and conclusion). You may write 2 paragraphs BUT in that case you may not opt for higher than grade 8).  The focus is on making inferences based on observation and your knowledge (or extra research)  Your essay must be supported by evidence from sources to collect the best score, not just your own ideas.  *A minimum of one source is required (sources from databases; only use sources in English) beside the film itself. Make sure to provide in-text citations and a reference list. See the sample below: E.g. Written narratives use words for description whereas films aim to make readable the gestures, movements and expressions of the characters (Munganga, 2016). References Munganga, B. M. (2016), Inference and narrative processing in fiction and film: (Where) (does) narrative reading part(s) ways with its viewing and vice versa (?), Cogent Arts & Humanities, 3, 1252138  You may use:  the uploaded article on LMS (in Lesson 8) for some supporting info re inferences in movies: Munganga, B. M. (2016), Inference and narrative processing in fiction and film: (Where) (does) narrative reading part(s) ways with its viewing and vice versa (?), Cogent Arts & Humanities, 3, 1252138  or very useful hints in “How to Analyse Symbolism in Film or TV” https://www.matrix.edu.au/film-symbolism-matrix-cinematic-techniques/  Reference to the film itself: de Wit, M. D. (Producer, Director). (2000) Father and Daughter [Film]. • * A paper of the minimal volume (400 words) is not to be granted a max grade higher than 8 • * Plagiarism will be heavily penalized! • *Extra 0.5 point is granted for each EXTRA source a student uses to support one’s inferences.
Home assignments
Class discussion
Independent work/Written assignment
Group project
Quiz 1
Basic CT Concepts/Argument vs Non-argument

Interim Assessment

2026/2027 4th module
0.1 * Independent work/Written assignment + 0.1 * Inference essay + 0.1 * Quiz 1 + 0.2 * Group project + 0.05 * Home assignments + 0.1 * Class discussion + 0.2 * Quiz 2

Bibliography

Recommended Core Bibliography

Bowell, T., Cowan, R., & Kemp, G. (2020). Critical Thinking : A Concise Guide (Vol. Fifth edition). Abingdon, Oxon: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=2240045

Recommended Additional Bibliography

Andrews, R. (2010). Argumentation in Higher Education : Improving Practice Through Theory and Research. New York: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=289887

Authors

Marina Olga Anatolevna

Course Syllabus