Course InformationES1531 GEK1549 Sem2

ES1531/GEK 1549 Critical Thinking and Writing AY2014-15 Semester 2
Week 2 Tutorial 1: Course Information
Introduction to ES1531/GEK1549 Critical Thinking and Writing
As the title implies, the main purpose of this course is to develop your critical thinking and
communication skills– both in terms of your mental capacity for analyzing ideas, information
and arguments, and in terms of your ability to express those thoughts in writing. With the aim of
fostering independent thought and critical enquiry, this course will inevitably prove challenging.
You will be required to do research and assess the sources that you read critically. Your tutor
will be there to guide you, but he or she will not be ‘spoon-feeding’ you information. What you
get out of the course depends very much on what you put in. Tutorials only work well when
students have properly prepared for them.
In other words, by the end of the module, you have learned to:
 apply critical thinking skills such as asking relevant and critical questions, evaluating
and constructing arguments, identifying problems, analysing causes and finding
solutions, thinking about your own reasoning;
 present arguments and opinions in writing, give oral feedback and participate in class
discussions by using logic and sound reasoning;
 read texts critically;
 write clearly, concisely and critically;
 give constructive criticism and feedback to peers;
 work effectively in a team; and
 reflect and self-correct.
These skills acquired can be further honed in your next few years at NUS, and in your working
life.
The educational approach used in this course is seminar/tutorial rather than a lecture style.
Because most of our discussions and other activities will be done in small groups, your active
participation is essential. In this “student-centred” teaching/learning environment, you will have
the opportunity to:
 share your ideas with others, ask questions, provide peer feedback, debate issues and
orally present and defend during class;
 practice critical thinking and problem-solving strategies, reflective learning and academic
writing as you consider the content topics and conduct research; and
 collaborate actively with your classmates on classroom activities and course assignments,
via the IVLE and other internet-based platforms, meetings and oral peer reviews.
IVLE and Internet-based communication
The IVLE contains all the information and tutorial notes on your course. The course materials
are organized according to tutorials. All assignments are to be uploaded into the IVLE workbins.
Google Drive will be used for Assignment 2 discussion, writing and editing. Discussion forums,
IVLE chats or any other internet-based communication channels chosen by your tutor will be
used to discuss ES1531/GEK1549 matters with you.
@ES1531/GEK1549 CELC, NUS Page 1

Tutorial Notes and Readings
You are expected to download all the tutorial notes from the IVLE. You may bring hard copies
or soft copies in your laptop/tablet though not on your smartphones. This is because the tutorial
notes are not formatted for mobile viewing. You should make a point to annotate your readings,
write your answers before class or take notes during class.
There are no textbooks, but you are to review the suggested list of sources (which includes
videoclips) found in the tutorial notes, and complete the tasks before class as suggested in the
activities section of the handouts.
Statements and E-Resources on Plagiarism
It is important to note that plagiarism is an academic offence that is taken very seriously by the
University, as stated in the NUS Code of Student Conduct (Clause 4) and the notice on
plagiarism on the NUS website:
NUS Code of Student Conduct (Clause 4)
The University takes a strict view of cheating in any form, deceptive fabrication,
plagiarism and violation of intellectual property and copyright laws. Any student who is
found to have engaged in such misconduct will be subject to disciplinary action by the
University.
Source: NUS Office of Student Affairs website (www.nus.edu.sg/osa/coc)
NUS Notice on the NUS Code of Conduct
NUS students are expected to maintain and uphold the highest standards of integrity and
honesty at all times, as well as embrace community standards, diversity and mutual respect
for one another, both within the University and the wider Singapore community.
The Code of Student Conduct (published by the Office of Student Affairs) is intended to
guide students' conduct in both the academic and non-academic aspects of their University
life by providing an overview of the behavior generally expected of them as a member of
the University community.
One of the fundamental principles on which this Code is based is that of "Academic,
Professional, and Personal Integrity".
In this respect, it is important to note that all students share the responsibility for upholding
the academic standards and reputation of the University. Academic honesty is a
prerequisite condition in the pursuit and acquisition of knowledge.

Academic dishonesty is any misrepresentation with the intent to deceive or failure to

acknowledge the source or falsification of information or inaccuracy of statements or
cheating at examinations/tests or inappropriate use of resources. There are many forms of
academic dishonesty and plagiarism is one of them. Plagiarism is generally defined as ‘the
practice of taking someone else's work or ideas and passing them off as one's own' (The
New Oxford Dictionary of English). The University does not condone plagiarism.
Students should adopt this rule - You have the obligation to make clear to the assessor
which is your own work, and which is the work of others. Otherwise, your assessor is
entitled to assume that everything being presented for assessment is being presented as
entirely your own work. This is a minimum standard. In addition, the following guidelines
will provide some assistance.
 When using the ideas, phrases, paragraphs and data of others in work presented for
assessment, such materials should be appropriately credited and acknowledged, so that
it is clear that the materials being presented is that of another person and not the
student's own.
 The amount of detail required when referencing and acknowledging a source will vary
according to the type of work and norms of the discipline. For instance,
 Supervised examinations will require less detail in referencing and
acknowledgement.
 Papers written other than under examination conditions will require a full
citation of all the sources utilised. While a particular style of citation is not
prescribed, the citation should provide enough information for the reader to
locate the sources cited.
 Research materials (including texts, graphics and data) obtained from the internet or
other electronic resources should be treated in the same way as research materials
obtained from traditional sources.
Any student found to have committed or aided and abetted the offence of plagiarism may
be subject to disciplinary action. In addition, the student may receive no grade for the
relevant academic assignment, project, or thesis; and he/she may fail or be denied a grade
for the relevant subject or module. Such a student caught plagiarizing would have to take
that module for grade and not be allowed to exercise the S/U option for that module.
A student may not knowingly intend to plagiarise, but that should not be used as an excuse
for plagiarism. Students should seek clarification from their instructors or supervisors if
they are unsure whether or not they are plagiarising the work of another person.
Source: NUS Registrar’s Office website
(http://www.nus.edu.sg/registrar/adminpolicy/acceptance.html)

You are required to view the e-module entitled NUS Academic Culture module and read the
articles listed below. You will then have to take a quiz on plagiarism by the end of Week 3.
Academic Culture Module
Click on the following link and view at least the two sections on “Plagiarism” and “Penalties”:
http://emodule.nus.edu.sg/ac/launch.htm
 Go to Academic Ethics > Plagiarism

This section answers the questions:
1. What is plagiarism?
2. How can plagiarism be avoided?
 Go to Academic Ethics > Penalties

This section answers the questions
1. What happens when someone is caught for plagiarism?
2. Does being found guilty of plagiarism mean expulsion from the University?
Articles on Plagiarism
Click on the links below and read the three articles on plagiarism.
1. “Plagiarism: What It Is and How to Recognize and Avoid It”

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
2. “Avoiding Plagiarism”
http://sja.ucdavis.edu/files/plagiarism.pdf
3. “Plagiarism and How to Avoid It”

http://www.cdtl.nus.edu.sg/success/sl7.htm

Assessment
Evaluation in this course is based on continual assessment (70%) and a written final examination
(30%).
You are evaluated on the following:
Assignments Tasks
Assignment 1 Read critically a given text and complete three sections:
(30%)
Individual Section A
(No marks awarded): Identify the main parts of the writer’s argument
Deconstructing (main claim, reasons, evidence) through a graphic representation.
argument:
paragraphs Section B (20 marks):
Write a 200-250 word summary of the writer's argument. Your summary
should identify the main claim, key arguments and assumptions. Use
your own words as far as possible.
Section C (80 marks): Based on the graphic representation of the

writer’s argument, paraphrase and evaluate ONE key argument used by
the writer to support his main claim.
You should identify the form of the argument, state a well-articulated

thesis on the quality of the argument and defend your evaluation with
reasons. Your evaluation should be between 500-550 words.
You should include at least TWO sources to support the reasons for your
evaluation and a Reference List at the end of your paper.
You are required to upload a soft copy of your paper to the Submissions
Folder on IVLE and to submit a hard copy to your tutor on Tuesday, 17
February 2015 by 5 pm.
Assignment 2 Assignment 2 is designed to assess your ability to analyze your chosen
(30%) topic/issue based on the theme Sustainable Cities; present a sustained
Team good argument exploring the importance of the problem you have
identified (in relation to a country you have chosen as the theme is
Constructing broad) and the causes and context of the problem; use evidence from
argument: research; and make 2-3 feasible solutions (preferably from an
problem-solution engineering perspective) bearing in mind the implications and
position paper consequences should these solutions be implemented.
The proposed solutions can be your own original innovative idea, or
adapted/borrowed from another source, but they must be supported by
evidence that is acceptable, relevant, and credible.
Your paper is written for an academic audience in 1,800-2,000 words,

fully supported by relevant sources, and attached with an APA (6th Ed.)
Reference List and Annotated Bibliography (a minimum of 6 sources;

each member writing the Annotated Bibliography for 2 sources).
The word count excludes the Reference List, Annotated Bibliography

and Appendices. You are required to upload a soft copy of your paper to
the Submissions Folder on IVLE and to submit a hard copy to your tutor
after your team’s Oral Defence. Only one member of the team needs to
submit the soft copy in the folder.
Each team comprises a minimum of two and a maximum of three

members. There should be 6 teams per tutorial group. You may wish to
form a team with students who may have diverse perspectives due to
their experience, interests, gender or cultural background.
Assignment 3 A critical thinker is not cynical and does not criticize for the sake of
(10%) criticizing. A critical thinker displays some of the following
Individual characteristics:
 Alertness to opportunities to use critical thinking
Participating as a  Diligence in seeking relevant information
critical thinker  Clarity in stating the questions or concern
 Reasonableness in selecting and applying criteria for
analysis/evaluation
 Reflection/Self-regulation
You are encouraged to participate in the discussions on the online

platform chosen by your tutor to practice applying the principles
learned.
Examination Your final examination is a two-hour paper that tests you on what you
(30%) have learned and put into practice for Assignments 1, 2 and 3. You will
be asked several questions based on a 1,000-1,200-word text. You need
to ask relevant questions, label, model and deconstruct the writer’s
argument. In addition, you have to construct an argument in response to
the same text.
Assignment 1 and 2 will be submitted not only in hard copies but also in soft copies to a
plagiarism checking software called Turnitin.com via the IVLE workbin. This will assist your
tutor in determining that your work is indeed your own. Your tutor will explain to you in greater
detail how the software works in Tutorial 8.

Information Literacy
NUS Librarians will guide you in searching for information from NUS Libraries databases. This
will aid you not only with research skills for GEK1549 Assignments 1 and 2, but also for
research in your other modules.
Week (Date/Time) Library Programs

Week 2 1. Watch Library Lecture in IVLE (Recorded) for Assignment 1.
(19 to 23January) Learn how to search for information from NUS Libraries databases
and use EndNote for your reference list.
Week 7 1. Watch Library WebExin IVLE (Recorded) for Assignment 2.

(2 to 6 March) Learn how to search for information from NUS Libraries
databases, evaluate information sources and use EndNote for your
Annotated Bibliography. Examples used in this WebEx will be
different from Library Lecture (Assignment 1).
2. Attend Library Hands-on Sessions for Assignment 2. Learn with

the librarians guiding you.
Note: Hands-on session will only be conducted if there is a sufficient

number of students who sign up for that particular date/time slot.
To support your learning, you are strongly encouraged to download and go through the library
materials in the IVLE Library Workbin. You are also strongly encouraged to
download/stream/attend one of the above Library Programs. Please watch out for IVLE
announcements to register for the Library Programs.
You are encouraged to take the Pre-Library Session Quiz in Week 3 to see if you know about
information searching and APA Referencing Style or how to select authoritative and credible
information sources for Assignments 1 and 2.
If you want to learn more about information searching, etc. for Assignments 1 and 2, watch the
recorded Library Lecture and Library WebEx in the IVLE and attend Library Hands-on Sessions.

Overview of Assignments
Assignment 1: Deconstructing argument (Individual ─ 30%)
Objectives of Assignment 1
This assignment provides students with an opportunity to practice the following basic skills for
engineering education (Goldberg, 2009):
1. Asking questions through reading an opinion piece critically by asking relevant questions;
2. Labelling through identifying the main parts of a writer’s argument;
3. Modelling through establishing links or relationships among arguments;
4. Decomposition through breaking down of arguments into components/ interpreting and
evaluating a writer’s argument; identifying subset of a given problem and differentiating
one solution from another;
5. Gathering data through assessing and reviewing arguments based on given information
through data gathering;
6. Visualisation through exemplifying and illustrating critical discussion points to form a
coherent argument; and
7. Communication in the written form (summary and evaluation) through describing and
expressing ideas of others; summarising and paraphrasing information; defending a position
and substantiating assertions.
The basic skills covered for this assignment will be further reinforced for Assignment 2.
Assignment 1 Task
This assignment is designed to assess your ability to read critically by identifying the parts of an
argument, state its structure and provide a basic evaluation of the writer’s argument.
There are three parts to this Assignment:
Section A Identify the main parts of the writer’s argument (main claim, reasons, evidence)
(No marks through a graphic representation.
awarded)
Section B Write a summary of the writer’s argument between 200 and 250 words.
(20 marks)
Section C Based on the graphic representation of the writer’s argument, paraphrase and
(80 marks) evaluate ONE key argument used by the writer to support his main claim.
You should identify the form of the argument, state a well-articulated thesis on
the quality of the argument and defend your evaluation with reasons. Your
evaluation should be between 500-550 words.
You should include at least TWO sources to support the reasons for your
evaluation and a Reference List at the end of your paper.

Your tutor will not discuss the assignment article with you or check your draft, but will
provide sufficient practices in tutorials to help prepare you to complete the task.
To complete Assignment 1, you should read articles on sustainable cities and understand the
definition and indicators of such cities.
Submission Requirements
You are required to upload a soft copy of your paper and Assignment 1 Reflection form to the
Submissions Folder on the IVLE and to submit a hard copy to your tutor's letter box.
Style Requirements
 Times New Roman 12 pt. font, double spaced

 Header with student’s full name and ID
 Citation: APA style
 Pages numbered
Due Date for Assignment 1
Tuesday, 17 February 2015 by 5 PM
References
To help you with APA style of referencing and academic writing, refer to:
NUS Libraries. (2014, April 15). Library Guides to APA Style (6th ed.). Retrieved from
http://libguides.nus.edu.sg/APA6th
OWL Purdue Writing Lab. (2014). Academic Writing. Retrieved from

https://owl.english.purdue.edu/owl/section/1/2/

Assignment 1 Article
Read the following article and complete the task found on page 8.
The Myth of Sustainable Cities

7 July 2013
By Brandon Peele
We have all read the headlines about how we live much more sustainably when we choose to
live in a city. This is false, from a number of perspectives. It is true that the last mile of
carbon/resource consumption is lower on an individual level in cities; however, this does not
hold true from the perspective of the species.
Scale, from the perspective of the species
Cities are not just glamorous places where the educated creative class goes to collaborate, extract
profit and congratulate themselves, but they are places where this creative class depends on a
vast network of imported goods and services from people working in those cities and throughout
the world. For every Bill Clinton in Manhattan, there are dozens of retail, food, waste,
healthcare, government administration, police, fire and assorted service personnel. This is to say
that if Bill, Hillary and Chelsea were subsistence farmers in Indiana, they would have 3 acres of
land that they would use, but in Manhattan, they support another 10-50 service workers and their
families, who each require all the same services in Manhattan or the other four surrounding
boroughs of New York City (NYC), bringing their total footprint into the hundreds of acres.
Well, you can make the argument that this is fine, because the world needs high performing
Clintons.
However, does it need the other 8.2 million people in NYC? It probably does not. Subtract the
individuals, their families and their service class extended families who are working on reform of
systemic Maslovian issues (water, safety, health, shelter, public spaces, civil rights,
communication, the arts, spirituality), and one probably has around 80% of the NYC people who
contribute nothing to the species, outside of the minuscule taxes they pay the city to clean up
after them. The 80% are very excited to live out their NYC dreams of banking, fashion, media
or advertising, and the accompanying luxury/experience lifestyle, which as the case is, implicitly
makes the human condition worse, say "The Story of Stuff", "Surviving Progress" and "Crash
Course".
Thus, urbanization is evil unless proven otherwise. A city can justify its existence insofar as it
can demonstrate that its centers of excellence (pertaining to the arts, research and Maslovian
endeavor) exceed the vast costs involved in being a city. To do this we simply subtract from that
city's combined ecological footprint, the footprint of people and their service class dependents
creating value for the species. If this number of hectares of resources is worth the benefit of the
production in arts, research and Maslovian endeavors, then it can continue to exist. Otherwise,
from the perspective of the species, these people need to leave and go back to the land.

Optimal Human Experience
As someone who has lived in Chicago, NYC, Los Angeles and San Francisco, I can assure you
that people in cities are not happy. They are caught in a "Fear of missing out (FOMO) and You
only live once" (YOLO) whirlpool consistently striving to get ahead to have more power,
prestige and money and spending their money on increasingly high rents and ridiculous leisure
activities. It is no coincidence that where nature declines psychotherapy thrives. When we
remove ourselves from other living things and hole ourselves up in sterile boxes, we lose touch
with more than nature, but our souls. Why is it that everyone has a plan to leave? There are a
few things that make us healthy physically––organic mostly plant-based diet, yoga, clean air and
water. There are a few things that make us happy––discovering our purpose, self-expression,
close ties with family and friends, contact with nature, being in service to others and communing
with art and God. 60-80 hour weeks working for organizations that have no concept of the
aforementioned good things, leave little time for the good things.
This is to say that for the few minutes of luxury and relaxation in an otherwise chaotic, stressful
and unhealthy existence, we are complicit in the wanton theft of our own time, of our own
human potential, as well as detrimentally making things worse for the future generations. We
wake up at 35 and realize our misery, the lack of the good things and the increasingly terrible
odds of meeting an adult with whom to fall in love and create a family. Cities are a bill of goods
propagated only by narrative that says cities are fun, creative, sustainable, full of progress and
new ideas, etc. Well, it is becoming increasingly obvious that we can have all of the benefits of
living in a city without the cost, hassle and sacrifice of living in a city.
Internet, depth and subsistence farming
Masonobu Fukuoka developed a system of "do-nothing" farming where he worked on average

one day a week and provided more than enough food for himself, being able to trade and sell
surpluses. He spent the other 6 days writing haiku and sport fishing. We can do this too. And
we can via skype and facebook and other social media, stay in the global conversation and create
value for the species, planet and cosmos, or choose just to live deeply, read books, create and
spend time with loved ones. We need land, water, an internet connection and a local hub for
acute trauma healthcare and trading surpluses. We can teach each other crafts, permaculture,
yoga and preventative medicine. We can engage in soul exploration work, go on adventures and
savor existence in all its diversity and grandeur.
We do not need cities as much as we think we do. Indeed much of what can be called real
progress for the species depends on gradually moving out of the cities and back into our natural
environment, on our own terms.
Number of words:945
Adapted from:
Peele, B. (2013). The Myth of Sustainable Cities. Retrieved from http://www.evr1.co/.

About the Author
Brandon Peele is the co-founder of EVR1, a social enterprise which makes inspired accessories,
crafted using the most sustainable methods, and containing a tiny chip that holds the sum total of
human knowledge called the Human Story. Peele has an MBA from Columbia Business School,
has been a Graduate Instructor for the course "Creativity and Personal Mastery" at UC Berkeley,
and has contributed to numerous self-awareness journals, including Trans4mind and Self-growth.
On January 16, 2014 EVR1 announced it was proud to join British Petroleum as a Fossil Fuel
Friend, BP's new program designed to move "green" companies into the future.
Evaluation of Assignment 1
You are encouraged to read through and familiarise yourself with the marking criteria on the
next page to ensure that your work meets the quality standards set for this module.

ES1531/GEK 1549 Critical Thinking and Writing AY2014-15 Semester 2 Week 2 Tutorial 1: Course Information
ES1531/GEK1549 Marking Descriptors for Assignment 1 Part 2: Summary of Argument (20 Marks)
Skills Unacceptable Needs Improvement Good Outstanding
Criteria 0-2 3-4 5-7 8 - 10
Inquiry  Does not detect or  Recognises the issue  Recognises the issue  Understands the issue presented in
Labelling misinterprets the issue presented in the argument presented in the argument the argument and identifies the
Modelling presented in the writer’s but misinterprets the and the writer’s purpose. writer’s purpose and assumptions.
argument and purpose. writer’s purpose.  Distinguishes between the  Correctly identifies the writer’s
10 marks  Misinterprets the writer’s  Recognises the writer’s writer’s main claim and key main claim and key arguments
main claim and is unable to main claim but may not arguments/claims but may /claims and is able to establish the
identify the writer’s key correctly identify all the key not be able to establish the relationship between the main claim
arguments/claims; writes a arguments/claims present. relationship between the key and key arguments.
summary of the article arguments and main claim.
instead.
Visualization  Poor organisation of ideas:  Some problems with  Good organization of  Excellent organization of ideas: a
Communication the overall relational pattern organization of ideas: ideas: clear relational clear relational pattern between
between ideas is not several lapses in coherence, pattern between ideas, albeit ideas with no logical gaps and
10 marks apparent. causing confusion to the 1 or 2 logical gaps; demonstrates very effective use of
 Poor language use: Uses reader. Poor use of demonstrates use of appropriate transition markers to
inappropriate tone. transition markers. transition markers but some link ideas.
 Writes information in  Some problems with may be inappropriate.  Excellent language use: Writes a
incomplete sentences or language use: Uses a few  Good language use in well formed paragraph with a
writes simple sentences. reporting verbs but these general: Uses appropriate clearly started main claim and key
 Makes numerous errors in may not be appropriate. reporting verbs. arguments.
grammar which obscure  Some confusion between the  Uses an appropriate tone.  Uses appropriate reporting verbs.
intended meaning. writer’s voice and own  Distinguishes between the  Uses an appropriate tone.
 Shows very little attempt to voice. writer’s voice and own  Clear distinction between the
paraphrase.  Uses a variety of sentence voice. writer’s voice and own voice.
types but makes errors in  Uses various sentence types  Effectively uses various sentence
compound and complex to convey intended meaning types to convey the meaning of the
sentences when used. but not accurately at times. writer.
  Always-mostly accurate grammar.
Makes many errors in  Grammar is mostly accurate.
grammar and they There may be a few  Paraphrases well.
occasionally obscure instances of grammar
intended meaning. inaccuracy but errors do not
 Shows attempts to hinder intended meaning.
paraphrase but not  Paraphrases well with
successful. occasional errors.
@ES1531/GEK1549, CELC, NUS Page 13

Marking Descriptors for Part 3: Evaluation of Argument (80 Marks)

Criteria 0 – 9.9 10 – 11.9 12 – 15.9 16 - 20
Inquiry  Does not correctly  Sub claims or evidence  Correctly identifies a  Correctly identifies and
Labelling identify a key may be incomplete in key argument with its paraphrases a key argument
argument, or identifies the identification of a sub claims and with its sub claims and
20 marks a sub claim in a key key argument. evidence. evidence.
argument.
Modelling  Does not identify the  Identifies the form of  Identifies the form of  Correctly identifies the form of
form of the key the key argument but the argument and the argument and effectively
20 marks argument. does not apply it to the demonstrates attempts applies the understanding of
evaluation. to apply the criteria for the criteria for a strong
a strong deductive or deductive or inductive
inductive argument to argument to the discussion.
the discussion.
Decomposition  Does not state a  States a position or  Presents a clear thesis  Presents a well-articulated
position; or states a thesis on the quality of on the quality of the thesis on the quality of the key
Gathering data position on the quality the key argument and argument, and justifies argument, and effectively
(Assess of the key argument, provides reasons for the the evaluation with a defends the evaluation with a
credibility of but presents a evaluation, but the well-developed clear criteria and support from
Evidence) discussion of the issue discussion may not be argument, supported by credible and reliable sources.
(agreeing or fully developed or mostly relevant and  Assesses the credibility of the
20 marks disagreeing with the supported with relevant credible sources. claim and evidence and fully
author) instead of the and credible sources.  Assesses the credibility develops the discussion of the
argument.  Queries the credibility of the claim and evaluation with the use of
 Does not query the of the claim and evidence but may not other sources.
credibility of claim and evidence, but does not use sources to fully
evidence provided in develop this point in develop the evaluation.
the key argument. the evaluation.
Visualization  Poor language use:  Some problems with  Good language use in  Excellent language use: uses
Communication writes mainly simple language use: uses a general: uses various various sentence types to
sentences with variety of sentence sentence types to convey the meaning of the
20 marks numerous errors in types but makes errors achieve intended writer.
grammar which obscure in compound and meaning effectively but  Demonstrates accuracy in
intended meaning; complex sentences not accurately at times; grammar.

shows very little when used; makes demonstrates accuracy  Paraphrases well.
attempt to paraphrase many errors in in grammar but may  Uses appropriate reporting
 Poor organisation of grammar but these do make several mistakes. verbs.
ideas: the overall obscure intended  Paraphrases well with  Uses an appropriate tone.
relational pattern meaning; shows occasional errors.  Excellent organization of
between ideas is not attempt to paraphrase  Uses appropriate ideas: ideas are coherent
apparent. but not successful. reporting verbs. throughout with a clear
Many ideas lack  Uses a few reporting  Uses an appropriate relational pattern and no
development and verbs but these may not tone. logical gaps: ideas and
support, causing great be appropriate.  Good organization of arguments are fully developed
confusion to the reader.  Some problems with ideas: Clear relational and well-supported with very
organization of ideas: pattern between ideas, effective use of appropriate
Several lapses in albeit 1 or 2 logical transition markers to show
coherence: ideas and gaps: ideas and clear relationships between
arguments are not fully arguments are ideas.
developed and developed and
supported in several supported with
instances, causing effective use of
confusion to the reader. appropriate transition
markers to show clear
relationships between
ideas.

ES1531/GEK 1549 Critical Thinking and Writing
AY2014-15 Semester 2 Week 2 Tutorial 1: Course Information
Assignment 2: Constructing argument ─ Team (30%)
Objectives of Assignment 2
This assignment provides students with an opportunity to practice the following basic skills for
engineering education (Goldberg, 2009):
1. Asking questions through formulating questions on hypothesis, causes and solutions by

asking relevant questions;
2. Labelling through classifying problems, causes and solutions by identifying the main
parts of a writer’s argument;
3. Modelling through hypothesizing and finding solutions, establishing links from causes to
problems to solutions to criteria for evaluation;
4. Decomposition through breaking down of arguments into components/interpreting and
evaluating a writer’s argument; identifying subset of a given problem and differentiating
one solution from another;
5. Gathering data through assessing and reviewing arguments on problems and solutions
argument based on given information through data gathering;
6. Visualisation through exemplifying and illustrating critical discussion points to form a
coherent argument in a paper; and
7. Communication in the form of an academic paper through describing and expressing
ideas of others; summarising and paraphrasing information; defending a position and
substantiating assertions.
The basic skills covered for Assignment 1 and this assignment will be tested in the examination.
This assignment is designed to assess your ability to analyze your chosen topic/issue based on
the theme Sustainable Cities; present a sustained good argument exploring the importance of the
problem you have identified (in relation to a country you have chosen as the theme is broad) and
the causes and context of the problem; use evidence from research; and make 2-3 feasible
solutions (preferably from an engineering perspective) bearing in mind the implications and
consequences should these solutions be implemented. The proposed solutions can be your own
original innovative ideas, or adapted/borrowed from another source, but they must be supported
by evidence that is acceptable, relevant, and credible.
Your paper is for an academic audience in 1,800-2,000 words, fully supported by relevant
sources, and attached with an APA (6th Ed.) Reference List and Annotated Bibliography (a
minimum of 6 sources, each member writing the Annotated Bibliography for 2 sources).
The word count excludes the Reference List, Annotated Bibliography and Appendices. You are
required to upload a soft copy of your paper to the Submissions Folder on IVLE and to submit a
hard copy to your tutor after your team’s Oral Defence. Only one member of the team needs to
submit the soft copy in the folder.

Each team comprises a minimum of two and a maximum of three members. There should be 6
teams per tutorial group. You may wish to form a team with students who may have diverse
perspectives due to their experience, interests, gender or cultural background.
Assignment 2 Task
Sustainable Cities and Sustainable Communities
Cities around the world are growing exponentially, with most of Earth’s population now living in
cities. The United Nations (2014) projects that by 2050, 7 in 10 people will dwell in cities,
compared with only 2 out of 10 people who lived in an urban setting a century ago. The world’s
cities are expected to balloon from 3.6 billion inhabitants today to more than 6 billion by mid-
century. The demographic transition from rural to urban, known as urbanization, is characterised
by the shift from an agricultural-based to an industrial, technology and service based economy;
in essence, the human population will always move to environments where they can secure
sources of food and employment, and the hope for a better future. A summary of some recent
facts and figures about modern cities from the UN is presented below.
Facts and Figures

● Half of humanity – 3.5 billion people – live in cities today.
● By 2030, almost 60 per cent of the world’s population will live in urban areas.
● 95 per cent of urban expansion in the next decades will take place in the developing
world.
● 828 million people live in slums today and the number keeps rising.
● The world’s cities occupy just 2 per cent of the Earth’s land, but account for 60-80
per cent of energy consumption and 75 per cent of carbon emissions.
● Rapid urbanization is exerting pressure on fresh water supplies, sewage, the living
environment, and public health.
● However, the high density of cities can bring efficiency gains and technological
innovation while reducing resource and energy consumption.
Sustainable Cities (UN, 2014)
The tremendous change to the conditions of our cities in the 21st century can be perceived as a
dire emergency or a glorious opportunity. Indeed, our cities can be the epitome of ‘the best of
times, the worst of times’, to quote the English writer, Charles Dickens. At their best, our
modern cities are hubs of human productivity, creativity, connection and social development.
Yet at the same time, they are plagued by the various problems associated with industrial
urbanization: pollution, crowding, urban slums, crime, poverty, social inequality, and
dehumanization. As fellow citizens of this world, we need to think of solutions to address these
challenges with the ultimate aim of creating sustainable cities. The future of our modern cities
and future generations lies in the way we envision what cities can be and how they can be
exemplars of how humanity can live without straining Earth’s resources.
Under the broad theme of Sustainable Cities, identify any problem associated with urbanization
in the context of a city in Asia. As part of critical thinking and problem-solving skills, the

problem identification will require you to analyze and narrow the problem, to define terms and
concepts if necessary, to establish the causes for the problem, to evaluate current measures, and
to argue for or justify the significance of the problem. The proposed solutions can be your own
original innovative ideas or adapted/borrowed ones from sources, but they have to be supported
by evidence that is credible and reasonable.
The end product, which is the problem-solution paper, should demonstrate your skills in
constructing and presenting an argument.
You can use the following questions from the e-book City 2.0: The Habitat of the Future and
How to Get There (TED, 2013) to help you generate ideas for your paper:
● How can we transform cities to be sustainable, efficient, beautiful and invigorating to the
human soul?
● How can city design propel us to realize our healthiest bodies, strongest communities,
and most creative minds?
● How can we bring together residents of diverse backgrounds, and create a living
environment that will uplift and empower the marginalized?
UN Habitat has also recently produced a series of videos called UN Habitat Global Urban
Lectures, which can be retrieved from the link below:
https://www.youtube.com/user/unhabitatglobal
For innovative and interesting ideas, you can watch the presentations tagged by the keywords
‘Cities’ and ‘Urban Planning’ on TED Talk.
To start you off, read the two articles on Sustainable Cities in the IVLE Workbin for Assignment
2:
 Chapter 6 Sustainable Cities
Cohen, S.A (2011). Sustainability Management: lessons from and for New York City,
America, and the Planet. New York: Columbia University Press
 Review of Sustainability indices and indicators: towards a new City Sustainability

Index(CSI)
Mori, K and Christodoulou, A. (2012). Review of Sustainability indices and indicators:
Towards a new City Sustainability Index (CSI). Environmental Impact Assessment
Review 32 (2012), 94-106. doi: 10.1016/j.eiar.2011.06.001
References
UN Habitat. (2014, April 22). UN Habitat Global Urban Lectures. Retrieved from
https://www.youtube.com/user/unhabitatglobal
United Nations. (2014). Rio+20 The Future We Want. Sustainable Cities: Facts and Figures.
Retrieved from http://www.un.org/en/sustainablefuture/cities.shtml#overview

There are several steps to this Assignment:
Online By Week 6, to complete Assignment 1, you will have read several articles on
discussion sustainable cities and the various definitions and indicators.
Tutorials in Week 6 are converted to e-discussion. There are three main
activities:
a) You are to read an article on Sustainable Cities (in the workbin) and answer
the questions on the online platform chosen by your tutor.
b) Each member of the team will post possible areas of focus for Assignment 2
in Google Drive, giving your reasons.
c) Fix a time (about 15 minutes) with your tutor in Week 6 or Week 7 (recess
week) to discuss online your topic from the list of possible topics.
Graphic Like the graphic representation that you produced when you deconstructed an
representation article, you have to present a graphic representation of your argument for the
Problem-Solution paper by making a clip using Movenote.
This clip should be uploaded at the end of the recess week, before Week 7
Tutorial 11.
In Tutorial 11, each student should bring his/her own laptop, view five clips,
excluding his or her team's clip and write comments.
After getting feedback from your peers and tutor, teams will make changes and
put their revised graphic representation in Google Drive by Tutorial 12.
Draft The designated e-learning week by NUS is Week 8.

To prepare for this e-learning week, you and your team will write the
introduction draft (establishing the problems and its causes) in Google Drive by
the end of Week 7.
Using Google Hangouts or Skype, your tutor will arrange a 45-minute online
face-to-face conferencing with you and your team on your introduction. You
should ask critical questions. Your tutor will also be asking you questions.
Revise your introduction draft after your conferencing session.
Peer There is peer feedback in Tutorial 16. Your tutor will pair two teams. Exchange
Feedback laptops or print a copy of your paper. Read and write critical questions regarding
the main claim and key arguments on the paper. Review the questions and
clarify. Revise and edit your draft.
Submit your draft paper in the IVLE workbin by Friday 20 March, Week 9.
Conferencing You and your team will have a 45-minute session with your tutor to discuss your
paper. Your tutor will ask questions to help you think about your content,
improve your organization and explain how you can use language effectively.
You should also come prepared with questions to ask your tutor.
Your tutor will not return the draft.
The final copy and Assignment 2 reflection should be submitted a week after the
conferencing. Both hard and soft copies are required.

Oral defence After the submission of the final copy, email the other team your paper. You will
be informed on the paired teams. To prepare for the Oral Defence, you should
read the other team’s paper and prepare your critical questions for the other
team. Each team member must ask and answer at least TWO questions. Each
team member should call on a member of the other team to answer his/her
question. Your tutor will also ask you questions.
You may be asked questions on sections not written by you. You should be
prepared to answer any question. This is to ensure all team members are
responsible for the entire paper.
Submission Requirements
You are required to upload a soft copy of your paper and Assignment 2 Reflection Form to the
Submissions Folder on IVLE and to submit a hard copy to your tutor.
Style Requirements
Use the APA format of writing a paper.
 Times new Roman 12 pt. font for main text

 Double spaced (indent for new paragraphs)
 Cover page: title reflecting position and student particulars
 Citation: APA style
 Pages numbered and word count at the end of the paper
Due Date for Assignment 2
Teams A and B: Week 11, Tutorial 19

Teams C and D: Week 11, Tutorial 20
Teams E and F: Week 12, Tutorial 21
References
To help you with APA style of referencing and academic writing, refer to:
NUS Libraries. (2014, April 15). Library Guides to APA Style (6th ed.). Retrieved from
http://libguides.nus.edu.sg/APA6th
OWL Purdue Writing Lab. (2014). Academic Writing. Retrieved from

https://owl.english.purdue.edu/owl/section/1/2
You are encouraged to read through and familiarise yourself with the marking criteria to ensure
that your work meets the quality standards set for this module.

ES1531/GEK1549 Marking Descriptors for Assignment 2: Constructing Argument (30%)

Criteria 0-9.9 10-11.9 12-15.9 16-20
Inquiry  Does not identify and  The identified problem is  The identified problem is  The identified problem is
Labelling establish the problem somewhat unclear or clear and significant. significant and well
Modelling correctly. insignificant.  Labels several root and defined.
(20)  Does not label causes of  Labels causes but these related causes correctly.  Labels root and related
the problem correctly. may not be the root causes  Identifies current measures causes correctly.
 Does not take into account of the problem. and establishes relationship  Identifies the current
current measures.  Does not establish the links between problem, and measures and establishes
 Fails to show links from from problem to causes to current measures. the relationship between
problem to causes to current measures to  Establishes the relationship problem and current
current measures to proposed solutions well. between solutions and measures.
proposed solutions. problem/causes/current
 Establishes the
measures.
relationship between
solutions and
problem/causes/current
measures.
Decomposition  Does not demonstrate  Demonstrates some  Demonstrates ability to  Breaks down the problem
(20) understanding of the understanding of the show relationship between and shows the
relationship between main relationship between main main claim and key relationship between
claim and key arguments. claim and arguments. arguments. main claim and key
 Arguments are non-  Arguments are mainly  Has several strong arguments.
existent or weak. weak/not well developed. arguments.  Has many strong
 Makes many unjustified  Makes a number of  Makes several unjustified arguments.
assumptions. unjustified assumptions. assumptions.  Assumptions are justified.
 Has no criteria for  The criteria for evaluation  Has a well-thought out  Has a well-thought out
evaluation of current of current measures & criteria for evaluation of criteria for evaluation of
measures & proposed proposed solutions is not current measures & current measures &
solutions. stated clearly. proposed solutions, proposed solutions.
though some may not be
appropriate.

Gathering data  Lacks research to support  Has limited research to  Demonstrates good use of  Demonstrates excellent
(20) argument. support argument. research to help support and sufficient use of
 Lacks evidence of thinking  Incorporates sources argument but some sources sources to support
about the sources selected clumsily and abruptly, and may be questionable. argument.
as evident in the voices are unclear in  Mostly effective in  Incorporates sources
References and Annotated several sections. incorporating sources in successfully by
Bibliography.  Shows some thinking in the writing but may have demonstrating ability to
 Does not incorporate the selection of sources as lapses and some differentiate the various
sources successfully as seen in the References and indistinguishable voices. voices.
there is no differentiation Annotated Bibliography.  Selects relevant and  Selects relevant and
in the various voices. reliable sources as evident
reliable sources as evident
in the References but the
in the References and
information in the
Annotated Bibliography
Annotated Bibliography
may be incomplete. is complete.
Visualization  Shows very little  Shows some understanding  Writes the thesis statement  Writes the thesis statement
(20) understanding of what a of what a thesis statement and the topic sentence for and the topic sentence for
thesis statement and topic and topic sentences are. each paragraph clearly. each paragraph clearly.
sentences are.  Shows some understanding  Organises paragraphs  Organises paragraphs
 Does not understand how of how an academic paper coherently with a clear coherently throughout with
an academic paper and its and its paragraphs are relational pattern, albeit a clear relational pattern.
paragraphs are organized. organized. some lapses in coherence.  Uses appropriate transition
 Uses transition markers  Uses only some correct  Uses transition markers to markers to show clear
wrongly most of the time. transition markers to show show clear connections connection between ideas
 Shows no understanding of clear connections between between ideas, although  Accurately documents the
APA in-text and end-of- ideas. some may not be sources used in the APA
text referencing.  Shows some understanding appropriate or are missing. style of referencing.
 Has not taken into account of APA in-text and end-of-  Accurately acknowledges  Adheres to format
the format requirements for text referencing. and documents the sources requirements for
Assignment 2.  Has taken into account used but may make some Assignment 2.
some format requirements mistakes for the
but is inconsistent. complicated ones.
 Adheres to format
requirements.

Communication  Uses inappropriate  Uses inappropriate  Adopts a formal, measured  Adopts a formal, measured
(20) style/tone. style/tone in several and suitable style/tone for and highly suitable
 Uses mainly simple instances. an academic audience but style/tone for an academic
sentences.  Uses a variety of sentence may have lapses at times. audience.
 Makes numerous errors in types but makes errors in  Uses mainly objective  Uses objective expressions,
grammar consistently compound and complex expressions, explanatory explanatory and evaluative
throughout the essay that sentences when used. and evaluative language. language.
obscures intended  Makes many errors in  Uses hedges/concessions  Uses hedges/concessions
meaning. grammar consistently though not effectively at effectively.
 Makes numerous throughout the essay but times.  Uses various sentence
punctuation and spelling these do not obscure  Uses various sentence types to achieve intended
errors. intended meaning. types to achieve intended meaning effectively and
 Uses very limited  Makes several punctuation meaning effectively most accurately.
vocabulary and and spelling errors. of the time.  Demonstrates accuracy in
inappropriate idiomatic  Uses limited vocabulary  Demonstrates accuracy in grammar.
expressions, and meaning and idiomatic expressions grammar but may still  Chooses appropriate and
is affected and cannot be accurately. make several mistakes. sophisticated vocabulary to
guessed from context.  Chooses appropriate convey meaning.
vocabulary to convey
meaning.

Assignment 3: Participating as a critical thinker ─ Individual (10%)
This assignment is based on your consistent participation throughout the course.
You are assessed on:
 Preparation before class as evident by contributing answers to tutorial activities, asking

question and giving feedback on peers’ answers;
 Review of peers’ Assignment 2 and asking questions during their oral presentation on
solutions;
 Reflection on Assignments.
The following marking descriptors will be used by you to evaluate yourself (Assignment 3
Reflection form) and by your tutor to grade your work. It will be most useful for you to read
through and to familiarise yourself with the marking criteria to ensure that your work meets the
quality standards set for this module.
This assignment is marked out of 100%.

Marking Descriptors for Assignment 3: Participating as a critical thinker (10%)
Criteria based on Unacceptable Needs Good Outstanding

dispositions of a Improvement
critical thinker 0-9.9 10-11.9 12-15.9 16-20
Alertness to Has to be called Volunteers once in Volunteers answers Volunteers answers

opportunities to use upon. a while. in many tutorials. in every tutorial.
critical thinking Participates in
online discussions
posted by your
tutor.
Diligence in Provides answers Provides answers Provides answers Provides answers

seeking relevant that reflect he/she that reflect that suggest that reflect
information has hardly read the minimum preparedness but preparedness.
tutorial notes. interaction with more reading would
tutorial notes. have made the
answers better.
Clarity in stating Asks irrelevant Asks mainly Asks critical Asks clearly
the questions or questions. comprehension questions but may expressed critical
concern questions. need help in questions.
(Week 8 e-learning, phrasing them.
conferencing and
oral defence)
Reasonableness in Demonstrates very Demonstrates Demonstrates Demonstrates clear

selecting and little understanding understanding of understanding of understanding of
applying criteria for of criteria. only some criteria criteria though criteria through
analysis/evaluation and lacks needs some help in correct application.
(Week 8 e-learning, application. application.
conferencing and
oral defence)
Reflection/Self- Does not show Reflects only when Reflects and shows Reflects and shows
regulation ability to self- asked to do so and willingness to make willingness and
(quality of three regulate. Hardly reflection is changes but steps develops a plan
reflections) any evidence of incomplete. for application may (based on skills
reflection. not be fully learned) to make
developed. changes based on
the reflection.
Facione, P.A. (1990). Critical Thinking: A statement of expert consensus for purpose of
educational assessment and instruction: Executive Summary. The Delphi Report.
Millbrae, CA: California Academic Press. Retrieved from
http://assessment.aas.duke.edu/documents/Delphi_Report.pdf

ES1531/GEK1549 Weekly Schedule
Week/Date First Session Second Session Tasks/ Assignments

Week 1 / No tutorials. Download materials from IVLE
12-16 Jan Read requirements of Assignments 1, 2 and 3 (Theme: Sustainable cities).
Prepare for tutorials by reading the Course Information and learning materials.
Class time is spent on clarifying concepts and discussing tutorial activities.
Week 2/ Tutorial 1 Tutorial 2  Download Quick Guides
19-23 Jan  Ice-breaking activities  Plagiarism from IVLE Library Workbin.
 What is critical thinking?  What is research?  Watch Library Lecture in
 Introduction to course:  APA style of referencing IVLE for Assignment 1
objectives and assignments  Reporting verbs (information searching and
 Plagiarism  Integrating sources EndNote only)
 Homework: Complete quiz
on plagiarism.
Week 3/ Tutorial 3 Tutorial 4  Homework: Practice
26-30 Jan Understanding argument Critical reading constructing the graphic
 Identifying arguments and Text A: Peter Singer's Does representation and summary
conclusions helping the planet hurt the for In Defense of Superstition.
 Identifying parts of an poor?  Think about Assignment 1:
argument: a main claim/  Identifying parts of an find and read articles from
conclusion and reasons argument Library resources on
 Identifying assumptions  Identifying assumptions sustainable cities, their
 Distinguishing between  Distinguishing between definitions and indicators.
deductive and inductive deductive and inductive  There are two articles in the
reasoning reasoning workbin for your reference.
 Preparing a graphic
representation
Week 4/ Tutorial 5 Tutorial 6  Prepare graphic
2-6 Feb Deconstructing argument Deconstructing argument representation for Assignment
 Evaluating the reliability of  Steps in evaluating an 1.
evidence/authorities (Text B: argument  Homework: Assignment 1
Hutson's In defense of  Paragraphs: Interpretation, Practice: Innovating to Zero!
superstition) Analysis, Inference, (Constructing graphic
 Identifying flaws in Evaluation, Explanation and representation, writing
reasoning Self-regulation summary and evaluation of
 The use of logos, pathos and  Writing a summary and Gates’ argument)
ethos in arguments evaluation (reporting verbs,
tone, tenses)
Week 5/ Tutorial 7 Tutorial 8
9-13 Feb Deconstructing argument: Deconstructing argument:  Group members are
exercising skills of reasoning exercising skills of reasoning assigned for Assignment 2
 Text C: Bill Gates'  Text C: Bill Gates'  Write the summary and
Innovating to zero! Innovating to zero! evaluation for Assignment 1.
 Constructing graphic  Presenting evaluation.
representation and writing  Tutor will show you how to
summary use the plagiarism check in
 Peer reviewing work your IVLE folder using the
evaluation exercise.

Week 6/ Tutorials 9 and 10 (E-discussion) Submit Assignment 1 and

16-20 Feb  Prepare a document in Google drive identifying a city you Reflection form by 17
CNY: 19 and your team have chosen and possible problems for February, Tuesday, 5 pm.
(Thu) and discussion. Submit a soft copy of
20Feb(Fri)  Discuss with your tutor online a possible topic (city and Assignment 1 and the
problem) for your problem-solution paper on Google Drive. Reflection Form in the IVLE
workbin and a hard copy in
the tutor’s letter box. Ensure
both soft and hard copies are
identical.
Recess Week 21 Feb-1 Mar (consolidate, analyse and evaluate your sources for Assignment 2)
Do your research and write your argument framework for your problem-solution paper in Google Drive.
Create your Movenote clip on the graphic representation and upload it on the online platform chosen by your
tutor before Tutorial 11.
All members must give comments to show participation and collaboration in Assignment 2.
Week 7/ Tutorial 11 Tutorial 12  Revise your graphic
2-6 Mar  Assignment 2 presentation:  Writing an Annotated representation on
graphic representation of Bibliography Assignment 2. Show
construction of argument:  Revising their graphic collaboration.
main claim/premises representation in Google Write your introduction:
 Each student will review 5 Drive establishing the problem and
graphic representations  Writing the introduction of its causes.
(excluding his /her own) the problem-solution paper.  Attend Library Hands-on
session for Assignment 2
(information searching only)
Watch Library WebEx in
IVLE for Assignment 2
(information searching,
evaluation of information
sources and EndNote)
Week 8/ Tutorials 13 and 14  Write/revise/edit a draft on
9-13 Mar  Conference on the introduction, which establishes the Assignment 2. Show
E-learning problem and its causes (argument for the problem with your collaboration.
week tutor using Google Hangouts or Skype - face to face
communication with the group).
Week 9/ Tutorial 15 Tutorial 16  Write/revise/edit a draft on
16-20Mar  Constructing argument:  Giving peer feedback on Assignment 2. Show
solutions to the problem Assignment 2 collaboration.
 Giving feedback on  Revising based on peer  All groups submit a draft
Assignment 1 on integrating feedback. copy by Friday 20 March
sources and in-text and end-of Friday classes submit their
text referencing. draft copies by Saturday noon
Week 10 Tutorial 17 Tutorial 18  Bring a draft copy
23-27 Mar  Conferencing on  Conferencing on consisting of all components
Assignment 2 draft (Teams A Assignment 2 draft (Teams C for Tutorials 17, 18 and 19.
and B) and D)  Ask your tutor questions on
the content.
Your tutors will not be
returning the drafts to you.

Week 11/ Tutorial 19 Tutorial 20  Read Assignment 2 before

30 Mar -  Conferencing on  Oral defence of paper class to prepare questions
3Apr Assignment 2 draft (Teams E (Teams A and B)  Ask critical questions
Good and F)  Defend your work by
Friday 3 Teams C and D submit their making good arguments.
Apr Teams A and B submit their final copy and the Assignment  Tutors will return
final copy and the Assignment 2 Reflection form in the IVLE Assignment 1 in Tutorials 20-
2 Reflection form in the IVLE workbin and a hard copy to 22
workbin and a hard copy to the tutor by
the tutor by 6 pm.
6 pm.
Week 12/ Tutorial 21 Tutorial 22 Read Assignment 2 before
6-10 Apr  Oral defence of paper  Oral defence of paper class to prepare questions.
(Teams C and D) (Teams E and F) Ask critical questions
Defend your work by
Teams E and F are to submit making good arguments.
their final copy and the Submit soft copies of
Assignment 2 Reflection form Assignment 1 and 3
in the IVLE workbin and a Reflection Forms in IVLE and
hard copy to the tutor by hard copies in your tutor's
6 pm. letter box by Tutorial 22.
Week 13/ Tutorial 23 Tutorial 24 You will receive
13-17 Apr  Revision/Exam Preparation  Revision/ Exam Preparation Assignments 2 and 3
 Reviewing concepts  Reviewing concepts comments from your tutor.
 Discussing your answers  Discussing your answers
with each other. with each other.
Reading Week and Final Exam (24 April 2015)
The University’s guideline on duration of lecture and tutorial classes is that for classes with duration of
two hours or more, students should be released 25 minutes before the end of the hour at the very latest.

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ES1531/GEK 1549 Critical Thinking and Writing AY2014-15 Semester 2

Week 2 Tutorial 1: Course Information

Introduction to ES1531/GEK1549 Critical Thinking and Writing

IVLE and Internet-based communication

@ES1531/GEK1549 CELC, NUS Page 1

Tutorial Notes and Readings

Statements and E-Resources on Plagiarism

NUS Code of Student Conduct (Clause 4)

NUS Notice on the NUS Code of Conduct

@ES1531/GEK1549 CELC, NUS Page 2

Academic dishonesty is any misrepresentation with the intent to deceive or failure to

@ES1531/GEK1549 CELC, NUS Page 3

Academic Culture Module

 Go to Academic Ethics > Plagiarism

 Go to Academic Ethics > Penalties

1. “Plagiarism: What It Is and How to Recognize and Avoid It”

3. “Plagiarism and How to Avoid It”

@ES1531/GEK1549 CELC, NUS Page 4

You are evaluated on the following:

Section C (80 marks): Based on the graphic representation of the

You should identify the form of the argument, state a well-articulated

Your paper is written for an academic audience in 1,800-2,000 words,

@ES1531/GEK1549 CELC, NUS Page 5

each member writing the Annotated Bibliography for 2 sources).

The word count excludes the Reference List, Annotated Bibliography

Each team comprises a minimum of two and a maximum of three

You are encouraged to participate in the discussions on the online

@ES1531/GEK1549 CELC, NUS Page 6

Week (Date/Time) Library Programs

Week 7 1. Watch Library WebExin IVLE (Recorded) for Assignment 2.

2. Attend Library Hands-on Sessions for Assignment 2. Learn with

Note: Hands-on session will only be conducted if there is a sufficient

@ES1531/GEK1549 CELC, NUS Page 7

Assignment 1: Deconstructing argument (Individual ─ 30%)

There are three parts to this Assignment:

@ES1531/GEK1549 CELC, NUS Page 8

 Times New Roman 12 pt. font, double spaced

Due Date for Assignment 1

Tuesday, 17 February 2015 by 5 PM

OWL Purdue Writing Lab. (2014). Academic Writing. Retrieved from

@ES1531/GEK1549 CELC, NUS Page 9

The Myth of Sustainable Cities

Scale, from the perspective of the species

@ES1531/GEK1549 CELC, NUS Page 10

Optimal Human Experience

Internet, depth and subsistence farming

Masonobu Fukuoka developed a system of "do-nothing" farming where he worked on average

Peele, B. (2013). The Myth of Sustainable Cities. Retrieved from http://www.evr1.co/.

@ES1531/GEK1549 CELC, NUS Page 11

About the Author

@ES1531/GEK1549 CELC, NUS Page 12

@ES1531/GEK1549, CELC, NUS Page 13

Marking Descriptors for Part 3: Evaluation of Argument (80 Marks)

Skills Unacceptable Needs Improvement Good Outstanding

@ES1531/GEK1549, CELC, NUS Page 14

@ES1531/GEK1549, CELC, NUS Page 15

Assignment 2: Constructing argument ─ Team (30%)

1. Asking questions through formulating questions on hypothesis, causes and solutions by

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Sustainable Cities and Sustainable Communities

Facts and Figures

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 Review of Sustainability indices and indicators: towards a new City Sustainability

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