How does it feel to have the first parli-debate round under your belts? You debated during such a pivotal debate season, how many of you watched the Friday night pres debate? If you missed it, watch some of it on-line or read a portion of the transcript at http://news.yahoo.com/s/ap/20080927/ap_on_el_pr/presidential_debate_quotes
or watch some at http://news.yahoo.com/i/3198;_ylt=Ahg8BcUr8dNj9KJpwJHxd61h24cA
or http://www.npr.org/templates/story/story.php?storyId=95128690
What did you think? Who do you think performed best based on what you heard or read directly from the candidates, not based on hear-say!?! What did you see in the televised debate that reminded you of our classroom debates the last few meetings? Let me know, and let's respect diverse beliefs and opposing opinions! Remember your elaboration likelyhood model: The best discourse and resolution of tough issues comes by way of direct discussion with as many voices as possible in the mix! Smiles--Sandra
Sunday, September 28, 2008
Wednesday, September 10, 2008
Different languages,same argument!
Many of you speak 2 or 3 languages. Some of us just know several words or phrases in another language besides english. Credibility can be strengthened and persuasion enhanced when one can speak multilingually in certain audiences on specific topics! Let's get each other up to speed--state an important debate phrase or exclamation from today's parlimentary debate lecture and translate it for us into another language. Feel free to use babelfish, the free website at http://babelfish.yahoo.com/that helps you translate English and other languages. What did you learn about communication by trying this? Smiles--S
Friday, September 05, 2008
What the ???????????
What do you call 10 rabbits walking backwards?... A receding hair line. hahahaha....(Cleanjokes.com 2008).
Propositions are alot like a thesis, they set the central idea for a debate or argument and narrow the field. Sometimes they are also called resolutions. In academic debates the proposition is set ahead of time, phrased from the side of the advocate (change agent). Remember, just because you state a proposition such as: "CRC should reimburse argumentation students for parking and books annually" it doesn't mean you agree or disagree, it just sets up the debate parameters and indicates one side will argue "pro" (advocate) while one will take "con" (opposition) and argue to leave things as they are now . So.....review your notes and chapter 3 and then suggest a good proposition for a debate in our class here on the blog. Tell us why your idea is "prima facie" (why at first glance it seems reasonable and interesting). Don't repeat what someone else suggests or zero points for you! Good luck writing your first paper taking a firm position on a controversial topic in 3-5 pages with 2 citations and references due Monday! Smiles--Sandra
Propositions are alot like a thesis, they set the central idea for a debate or argument and narrow the field. Sometimes they are also called resolutions. In academic debates the proposition is set ahead of time, phrased from the side of the advocate (change agent). Remember, just because you state a proposition such as: "CRC should reimburse argumentation students for parking and books annually" it doesn't mean you agree or disagree, it just sets up the debate parameters and indicates one side will argue "pro" (advocate) while one will take "con" (opposition) and argue to leave things as they are now . So.....review your notes and chapter 3 and then suggest a good proposition for a debate in our class here on the blog. Tell us why your idea is "prima facie" (why at first glance it seems reasonable and interesting). Don't repeat what someone else suggests or zero points for you! Good luck writing your first paper taking a firm position on a controversial topic in 3-5 pages with 2 citations and references due Monday! Smiles--Sandra
Saturday, August 30, 2008
Coms 311: ARGUMENTATION
Syllabus Fall 2008
Instructor: Sandra Wheeler Abeyta, MA
Course: COMS 311, section 15248, Aug 23-Dec 18
Meetings: L 102 Monday and Wed from 1030am-1150
Office Hours: Mondays 10am-1030 in Fac 102 or L-102 and by appointment
Textbook: Advocacy & Opposition, 5th Ed. Rybacki & Rybacki, Allyn & Bacon
Course Description: This is a dynamic and fast-paced oral/written communication roller coaster! It is fun if you strap in safely by keeping up with your reading and assignments, but can get scary fast if you just throw up your hands and go! You'll learn to critically examine arguments, clash with opposition intelligently, analyze types of reasoning and logic and flow the interaction of live time debate. In addition you'll finesse public speaking techniques and polish your good grammar to explore useful research methods and styles.
Course Objectives:
#1: To design and relate messages clearly for effective and appropriate oral communication
• Argue for a position within the context and understanding of a specific debate format.
• Design and present an affirmative and negative debate case clearly and effectively.
• Use the library and online technologies to research debate topics and gather evidence to support negative and affirmative positions.
#2: To apply effective listening skills to comprehend spoken messages, analyze information critically and consider multiple perspectives
• Consider the audience to establish common ground in the construction of affirmative and negative arguments.
• Construct effective refutation to opposing viewpoints in a variety of debate formats.
• Assess rhetorical style differences and choose appropriate strategies for the composition and delivery of oral and written messages.
Conceptual Outline
Establish Argumental Foundation
Understand Reasoning
Understand Elements of Argument
Construct One's Own Argument
Communicate a Position to Audience Effectively
Engage in Reasoned Clash
General Course Policies
1. Attendance: Coming to class has a HUGE impact on your grade! It tells me how committed you are and conveys passion and interest. I award 5 points for each day JUST FOR COMING! Don't miss out, these points can't be made up and poor attendance will prevent you from passing this class and may result in an administrative drop.
2. Late Assignments: Assignments are due at the beginning of class. If they are not turned in at the beginning of class they will be considered late. I will accept late written assignments only with prior warning and only within one week after the original due date. Late work will be penalized one full letter grade (regardless of whether the assignment is two hours late or two days late). Exams, attendance, quizzes, partner evaluations, and presentations cannot be made up. NOTE: Speeches and presentations made on days that you show up late/leave early will be docked one half letter grade.
3. Cell Phones: Turn off your ringers please! Set them to vibrate or silent. If your cell phone continues to go off in class, I may administratively drop you for not following course procedures. Texting during class will be treated the same as talking verbally out of turn—it is disruptive and rude. You can be dropped for texting in class if it becomes disruptive.
4. Participation: A great deal of this class will involve the discussion of concepts and in-class activities. Many of the in-class activities will be given credit/no credit participation points. I expect every member of the class to fully participate.
Department/Campus Policies
Sexual Harassment:
Sexual harassment is offensive and illegal and will not be tolerated in the classroom! Sexual harassment is any unwelcome sexual advance or requests for sexual favors or any other verbal, visual, or physical conduct of a sexual nature in the work or college setting. Using profanity that consists of sexual innuendo or sexist language (a slur or pejorative towards a gender)are considered a "verbal" conduct that may be an unwelcome advance. If you feel that you have been the recipient or a witness of sexual harassment by any other student enrolled in the class, please report the concern immediately to the Instructor. The Instructor, the Dean or the school student conduct personnel will address a report of Sexual Harassment immediately in a confidential, professional manner.
Academic Honesty:
Los Rios Community College District values academic honesty. Current policies prohibit dishonesty, such as cheating, plagiarism, or knowingly furnishing false information to the college. All members of the academic community are responsible for the academic integrity of the Los Rios College campus. Academic Honesty Process: 1. Faculty members have the right to choose whether or not to pursue suspected cases of plagiarism and cheating.2. When addressing plagiarism or cheating with reasonable evidence, the faculty member should notify the student of the concern.3. Faculty members may consult with other faculty, the Dean of the pertinent division, and the office of the Vice President for Student Services when determining whether plagiarism or cheating has occurred.4. In situations where cheating or plagiarism has occurred, the faculty member is to determine consequences in compliance with board policy and regulations, which prohibit dropping a student from a course. The consequences may be any of the following options: giving the student a verbal or written warning, giving the student an additional assignment, giving the student a zero on the assignment assigning a grade of F for the course determining other appropriate consequences that comply with board policy and regulations.5. In situations where cheating or plagiarism has occurred, the faculty notifies the Dean of the pertinent division, and the student that a “Referral for Student Code of Conduct Violation" will be filed through the Area Dean to the Office of VPSS.6. Students have the right to grieve an action that they feel violates their student rights.7. The office of the Vice President for Student Services (VPSS) shall be responsible for maintaining records related to cheating and plagiarism. Probation, suspension or expulsions are courses of action that may be determined by the College Disciplinary Officer in accordance with District policy. Definition of Plagiarism: Plagiarism is defined as representing the words, ideas, or work of another as one’s own in any academic exercise. Plagiarism consists in taking the words or specific substance of another work and either copying or paraphrasing without giving credit to the source.Plagiarism is applicable to written, oral, and artistic work. The following examples are some of the many forms plagiarism may take:1. Word-for-word copying of work written by someone else.2. Failure to give proper credit for ideas, statements of facts, or conclusions derived by another.3. Failure to use quotation marks when quoting directly form another, whether a paragraph, sentence, or phrase.4. Close and extended paraphrasing of another work without acknowledging the source. Definition of Cheating: Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive, or fraudulent means.The following are only some of the many forms cheating may take:1. Copying another’s work on a test, paper, or project.2. Using unauthorized materials in an exam or collaborating on work to be turned in for credit where the instructor disallows such collaboration.3. Taking an exam for another student, purposely allowing another student to copy during a test, or providing coursework for another student to turn in as his or her own effort.4. Submitting the same work in multiple classes for credit without permission from the instructor.
Emergency and Evacuation Procedures:
In the event of an emergency, the Instructor or another authorized person may need to follow the Emergency and Evacuation Procedures established within the policy of the campus and will require your compliance and cooperation. Typically, the Emergency and Evacuation Procedures are posted within the classroom. Each of the above policies is designed for your and each persons' safety with the intent for a rewarding academic experience possible.
Required Assignments:
Performance Assignments
Practice Parli Debate 10pts
Debate 1 -50pts
Debate 2 -50 pts
3 Text Material Exams: 3 @ 30 points each - 90pts
3 Lecture Material Quizzes 3 @ 10 points each - 30pts
Final Exam: 100pts
Written Assignments
Advocacy paper - 50pts
Library Assignment (Pass/Fail for each module) - 30pts
Parli Performance Evaluation- 10pts
Evidence Assignment -50 pts
Affirmative Case Assignment- 50pts
Negative Brief Assignment - 50pts
Letter to the Editor- Ex credit up t0 16 points
Blog - 50 points
“Your Choice” - 55pts
Critiques/In-Class Assignments - 25pts
Required Assignment Point Total - 700pts
Grading Scale:
A=90%-100%
B=80%-89%
C=70%-79%
D=60%-69%
F=below 60%
Assignment Descriptions At A Glance
Advocacy Paper:
In this paper you must identify a controversial subject, and advocate a well-reasoned position. A great place to start when selecting a topic is the Opposing Viewpoints Series. This paper should be 3-5 pages in length, contain at least two pieces of cited evidence (please use APA or MLA), and utilize correct grammar and spelling. Questions I will ask as I grade this paper include: Is the topic selected appropriate? Is the thesis of this paper clear? Are the “stories” advanced by both sides in this controversy identified? Is the writer’s position clearly stated (you must take a side!)? Is the research used to support the writer’s position credible and persuasive? Are the arguments advanced logical? In general, is this paper persuasive?
Practice Debate: This assignment will be graded on a pass/fail basis (demonstrating honest effort will earn you a “pass”). This debate is a no-pressure opportunity to try your hand at parliamentary debating.
Parli Performance Evaluation: Following your first parli (“practice”) debate, write a short (1-2 pages, typed) evaluation of your performance. Consider the following questions: 1) What were the key arguments presented by the government and opposition teams? 2) Overall, which team did a better job and why? 3) What were your strengths and weaknesses as a debater? 4) What two things will you do to improve for your next debate? This assignment is due the class following your debate.
Library Assignment: Students have to visit the library website and try to attend a library instructional session. Related assignments must be completed on-line at the CRC library website. Students must complete the assignments with a grade of 70% or higher (this assignment is graded on a pass/fail basis).
Evidence Assignment: This is will serve as preliminary research for the pro and con arguments you will construct regarding your end-of-the-semester debate topic. In compiling the evidence, you’ll develop at least 20 evidence summary sheets. This assignment is a MUST DO! If you don’t complete your own packet of evidence, I won’t assign you a case/brief construction partner. See packet for more information.
Affirmative Case Assignment: This is a detailed outline of the arguments and evidence to be used when you argue the affirmative, or pro, side of your debate topic.
Negative Brief Assignment: This is a brief outline of the arguments and evidence to be used when you argue the negative, or con, side of your debate topic.
Debates 1 and 2: With a partner, you will present a complete case regarding an aspect of your debate topic, be questioned on your position concerning the case, and respond in a rebuttal to your partner’s counter-argument. Each student will receive an individual grade. Please note: You will debate both pro and con positions during the course of the semester.
Letter to the Editor (up to 16points of extra credit + 5 points of extra credit will be given to letters published in the school, or other newspaper, by the end of the semester):
Write a letter to the editor of the school paper reacting to something in the CRC Connection. Did you read something that made you angry? Happy? Annoyed? Motivated? Let the editor know your thoughts! Letter length: 200 words maximum.
Include your name and phone number somewhere so that the paper can verify author authenticity (even if you want a pen name printed in the paper).
Submission Deadline: November 1
“Your Choice”: This assignment is worth 50 possible points (If you complete two of these assignments, one will be considered extra credit).
A. Analyze a persuasive speech. Follow my handout as a guide to putline this extensive research project. This paper must be typed and 6-8 pages in length. Be sure to attach a copy of the speech text you analyzed to your paper.
B. With a partner, participate in Parliamentary Debate at the Los Rios Intramural Forensics Tournament (date: TBA). By trying your best and staying for the entire tournament, you will automatically earn all 50 points possible. If your team places 1st, 2nd, or 3rd, you will receive 10 additional extra credit points. If you do not stay for the entire tournament, you will receive no points.
In-Class Assignments: As a member of this course, you will have the opportunity to listen to a number of presentations given by your peers. During the semester, you will be asked to give constructive feedback to classmates regarding their presentations. In addition, we will be completing several assignments in class that are essential to your learning in the course.
Blog: Weekly response and virtual discussion of key terms or issues from the classroom in a real-world scenario. Log on at comstwo.blogspot.com each week before Wed. class. No make up or late blogging--5 sentence minimum entry for credit.
Week at a Glance
Week One-Meet and Greet, Add and Drop--Read Chpt. 1,2
Week 2-Mon. Holiday
Wed. Lecture Chpt 1-3, Read Chpt. 3 - Assign Advocacy Paper
Week 3-
9/8 Mon. Advocacy Paper Due, lecture on Stock issues
9/10 Wed. Stock issues quiz, lecture on parli debate, hand out exam 1
Week 4-
9/15 Mon. Quiz on Parli Debate, form debate teams, practice
9/17 Wed. Exam 1 due, practice debates, read chpt 4, 5 & 6
Week 5-
9/22 Mon. performance evaluations due, practice debates
9/24 Wed. Performance evals due,practice debates
Week 6 -
9/29 Mon. Performance evals due, practice debates, chpt 4 lecture
10/1 Wed. - choose groups, agree on prop, exam 2 study guide,
Toulmin/Chpt 5 lecture (read 6 on you own, study "tests")
Week 7 -
10/6 Mon. Discuss positions, case, breif, take exam 2, finalize prop
10/8 Wed. Library assignment, Read chpt 7-8, work on evidence cards,
Week 8-
10/13 Mon. Bring in minimum of 10 articles of evidence for check/points, Toulmin, presidential race update/discussion, Toulmin Homework
10/15 Wed. Bring in research, finish cards, Toulmin Due, Read Chpt 9-10
Week 9 -
10/20 Mon. Evidence due, cross examinations discussed and practiced
10/22 Wed. Bring research, decide on debate teams, work on case/briefs
Week 10 -
10/27 Mon. Case Due Read Chpt 11-12
10/29 Wed. Reasoning, create debate schedule, assign brief details,
Week 11 - Election: VOTE!
11/3 Mon Brief due, fallacies explained, in-class work
11/5 Wed. Quiz 3 on fallacies,prep for 1st debate
Week 12 -
11/10 Mon. Holiday
11/12 Wed. Debate 1
Week 13 -
11/17 Mon. Debate 1
11/19 Wed. Debate 1
Week 14 -
11/24 Mon. Exam 3 Due, Debate 2 (Georgine?)
11/26 Wed. No class held, see blog for assignment
Week 15-
12/1 Mon Debate 2, Your Choice Paper due
12/3 Wed. Debate 2, hand out study guide for final
Week 16 -
12/8 Mon Debate 2
12/10 Wed Study for final
Week 17 - Comprehensive Final on Monday, 12/15. bring scantron 882
Instructor: Sandra Wheeler Abeyta, MA
Course: COMS 311, section 15248, Aug 23-Dec 18
Meetings: L 102 Monday and Wed from 1030am-1150
Office Hours: Mondays 10am-1030 in Fac 102 or L-102 and by appointment
Textbook: Advocacy & Opposition, 5th Ed. Rybacki & Rybacki, Allyn & Bacon
Course Description: This is a dynamic and fast-paced oral/written communication roller coaster! It is fun if you strap in safely by keeping up with your reading and assignments, but can get scary fast if you just throw up your hands and go! You'll learn to critically examine arguments, clash with opposition intelligently, analyze types of reasoning and logic and flow the interaction of live time debate. In addition you'll finesse public speaking techniques and polish your good grammar to explore useful research methods and styles.
Course Objectives:
#1: To design and relate messages clearly for effective and appropriate oral communication
• Argue for a position within the context and understanding of a specific debate format.
• Design and present an affirmative and negative debate case clearly and effectively.
• Use the library and online technologies to research debate topics and gather evidence to support negative and affirmative positions.
#2: To apply effective listening skills to comprehend spoken messages, analyze information critically and consider multiple perspectives
• Consider the audience to establish common ground in the construction of affirmative and negative arguments.
• Construct effective refutation to opposing viewpoints in a variety of debate formats.
• Assess rhetorical style differences and choose appropriate strategies for the composition and delivery of oral and written messages.
Conceptual Outline
Establish Argumental Foundation
Understand Reasoning
Understand Elements of Argument
Construct One's Own Argument
Communicate a Position to Audience Effectively
Engage in Reasoned Clash
General Course Policies
1. Attendance: Coming to class has a HUGE impact on your grade! It tells me how committed you are and conveys passion and interest. I award 5 points for each day JUST FOR COMING! Don't miss out, these points can't be made up and poor attendance will prevent you from passing this class and may result in an administrative drop.
2. Late Assignments: Assignments are due at the beginning of class. If they are not turned in at the beginning of class they will be considered late. I will accept late written assignments only with prior warning and only within one week after the original due date. Late work will be penalized one full letter grade (regardless of whether the assignment is two hours late or two days late). Exams, attendance, quizzes, partner evaluations, and presentations cannot be made up. NOTE: Speeches and presentations made on days that you show up late/leave early will be docked one half letter grade.
3. Cell Phones: Turn off your ringers please! Set them to vibrate or silent. If your cell phone continues to go off in class, I may administratively drop you for not following course procedures. Texting during class will be treated the same as talking verbally out of turn—it is disruptive and rude. You can be dropped for texting in class if it becomes disruptive.
4. Participation: A great deal of this class will involve the discussion of concepts and in-class activities. Many of the in-class activities will be given credit/no credit participation points. I expect every member of the class to fully participate.
Department/Campus Policies
Sexual Harassment:
Sexual harassment is offensive and illegal and will not be tolerated in the classroom! Sexual harassment is any unwelcome sexual advance or requests for sexual favors or any other verbal, visual, or physical conduct of a sexual nature in the work or college setting. Using profanity that consists of sexual innuendo or sexist language (a slur or pejorative towards a gender)are considered a "verbal" conduct that may be an unwelcome advance. If you feel that you have been the recipient or a witness of sexual harassment by any other student enrolled in the class, please report the concern immediately to the Instructor. The Instructor, the Dean or the school student conduct personnel will address a report of Sexual Harassment immediately in a confidential, professional manner.
Academic Honesty:
Los Rios Community College District values academic honesty. Current policies prohibit dishonesty, such as cheating, plagiarism, or knowingly furnishing false information to the college. All members of the academic community are responsible for the academic integrity of the Los Rios College campus. Academic Honesty Process: 1. Faculty members have the right to choose whether or not to pursue suspected cases of plagiarism and cheating.2. When addressing plagiarism or cheating with reasonable evidence, the faculty member should notify the student of the concern.3. Faculty members may consult with other faculty, the Dean of the pertinent division, and the office of the Vice President for Student Services when determining whether plagiarism or cheating has occurred.4. In situations where cheating or plagiarism has occurred, the faculty member is to determine consequences in compliance with board policy and regulations, which prohibit dropping a student from a course. The consequences may be any of the following options: giving the student a verbal or written warning, giving the student an additional assignment, giving the student a zero on the assignment assigning a grade of F for the course determining other appropriate consequences that comply with board policy and regulations.5. In situations where cheating or plagiarism has occurred, the faculty notifies the Dean of the pertinent division, and the student that a “Referral for Student Code of Conduct Violation" will be filed through the Area Dean to the Office of VPSS.6. Students have the right to grieve an action that they feel violates their student rights.7. The office of the Vice President for Student Services (VPSS) shall be responsible for maintaining records related to cheating and plagiarism. Probation, suspension or expulsions are courses of action that may be determined by the College Disciplinary Officer in accordance with District policy. Definition of Plagiarism: Plagiarism is defined as representing the words, ideas, or work of another as one’s own in any academic exercise. Plagiarism consists in taking the words or specific substance of another work and either copying or paraphrasing without giving credit to the source.Plagiarism is applicable to written, oral, and artistic work. The following examples are some of the many forms plagiarism may take:1. Word-for-word copying of work written by someone else.2. Failure to give proper credit for ideas, statements of facts, or conclusions derived by another.3. Failure to use quotation marks when quoting directly form another, whether a paragraph, sentence, or phrase.4. Close and extended paraphrasing of another work without acknowledging the source. Definition of Cheating: Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive, or fraudulent means.The following are only some of the many forms cheating may take:1. Copying another’s work on a test, paper, or project.2. Using unauthorized materials in an exam or collaborating on work to be turned in for credit where the instructor disallows such collaboration.3. Taking an exam for another student, purposely allowing another student to copy during a test, or providing coursework for another student to turn in as his or her own effort.4. Submitting the same work in multiple classes for credit without permission from the instructor.
Emergency and Evacuation Procedures:
In the event of an emergency, the Instructor or another authorized person may need to follow the Emergency and Evacuation Procedures established within the policy of the campus and will require your compliance and cooperation. Typically, the Emergency and Evacuation Procedures are posted within the classroom. Each of the above policies is designed for your and each persons' safety with the intent for a rewarding academic experience possible.
Required Assignments:
Performance Assignments
Practice Parli Debate 10pts
Debate 1 -50pts
Debate 2 -50 pts
3 Text Material Exams: 3 @ 30 points each - 90pts
3 Lecture Material Quizzes 3 @ 10 points each - 30pts
Final Exam: 100pts
Written Assignments
Advocacy paper - 50pts
Library Assignment (Pass/Fail for each module) - 30pts
Parli Performance Evaluation- 10pts
Evidence Assignment -50 pts
Affirmative Case Assignment- 50pts
Negative Brief Assignment - 50pts
Letter to the Editor- Ex credit up t0 16 points
Blog - 50 points
“Your Choice” - 55pts
Critiques/In-Class Assignments - 25pts
Required Assignment Point Total - 700pts
Grading Scale:
A=90%-100%
B=80%-89%
C=70%-79%
D=60%-69%
F=below 60%
Assignment Descriptions At A Glance
Advocacy Paper:
In this paper you must identify a controversial subject, and advocate a well-reasoned position. A great place to start when selecting a topic is the Opposing Viewpoints Series. This paper should be 3-5 pages in length, contain at least two pieces of cited evidence (please use APA or MLA), and utilize correct grammar and spelling. Questions I will ask as I grade this paper include: Is the topic selected appropriate? Is the thesis of this paper clear? Are the “stories” advanced by both sides in this controversy identified? Is the writer’s position clearly stated (you must take a side!)? Is the research used to support the writer’s position credible and persuasive? Are the arguments advanced logical? In general, is this paper persuasive?
Practice Debate: This assignment will be graded on a pass/fail basis (demonstrating honest effort will earn you a “pass”). This debate is a no-pressure opportunity to try your hand at parliamentary debating.
Parli Performance Evaluation: Following your first parli (“practice”) debate, write a short (1-2 pages, typed) evaluation of your performance. Consider the following questions: 1) What were the key arguments presented by the government and opposition teams? 2) Overall, which team did a better job and why? 3) What were your strengths and weaknesses as a debater? 4) What two things will you do to improve for your next debate? This assignment is due the class following your debate.
Library Assignment: Students have to visit the library website and try to attend a library instructional session. Related assignments must be completed on-line at the CRC library website. Students must complete the assignments with a grade of 70% or higher (this assignment is graded on a pass/fail basis).
Evidence Assignment: This is will serve as preliminary research for the pro and con arguments you will construct regarding your end-of-the-semester debate topic. In compiling the evidence, you’ll develop at least 20 evidence summary sheets. This assignment is a MUST DO! If you don’t complete your own packet of evidence, I won’t assign you a case/brief construction partner. See packet for more information.
Affirmative Case Assignment: This is a detailed outline of the arguments and evidence to be used when you argue the affirmative, or pro, side of your debate topic.
Negative Brief Assignment: This is a brief outline of the arguments and evidence to be used when you argue the negative, or con, side of your debate topic.
Debates 1 and 2: With a partner, you will present a complete case regarding an aspect of your debate topic, be questioned on your position concerning the case, and respond in a rebuttal to your partner’s counter-argument. Each student will receive an individual grade. Please note: You will debate both pro and con positions during the course of the semester.
Letter to the Editor (up to 16points of extra credit + 5 points of extra credit will be given to letters published in the school, or other newspaper, by the end of the semester):
Write a letter to the editor of the school paper reacting to something in the CRC Connection. Did you read something that made you angry? Happy? Annoyed? Motivated? Let the editor know your thoughts! Letter length: 200 words maximum.
Include your name and phone number somewhere so that the paper can verify author authenticity (even if you want a pen name printed in the paper).
Submission Deadline: November 1
“Your Choice”: This assignment is worth 50 possible points (If you complete two of these assignments, one will be considered extra credit).
A. Analyze a persuasive speech. Follow my handout as a guide to putline this extensive research project. This paper must be typed and 6-8 pages in length. Be sure to attach a copy of the speech text you analyzed to your paper.
B. With a partner, participate in Parliamentary Debate at the Los Rios Intramural Forensics Tournament (date: TBA). By trying your best and staying for the entire tournament, you will automatically earn all 50 points possible. If your team places 1st, 2nd, or 3rd, you will receive 10 additional extra credit points. If you do not stay for the entire tournament, you will receive no points.
In-Class Assignments: As a member of this course, you will have the opportunity to listen to a number of presentations given by your peers. During the semester, you will be asked to give constructive feedback to classmates regarding their presentations. In addition, we will be completing several assignments in class that are essential to your learning in the course.
Blog: Weekly response and virtual discussion of key terms or issues from the classroom in a real-world scenario. Log on at comstwo.blogspot.com each week before Wed. class. No make up or late blogging--5 sentence minimum entry for credit.
Week at a Glance
Week One-Meet and Greet, Add and Drop--Read Chpt. 1,2
Week 2-Mon. Holiday
Wed. Lecture Chpt 1-3, Read Chpt. 3 - Assign Advocacy Paper
Week 3-
9/8 Mon. Advocacy Paper Due, lecture on Stock issues
9/10 Wed. Stock issues quiz, lecture on parli debate, hand out exam 1
Week 4-
9/15 Mon. Quiz on Parli Debate, form debate teams, practice
9/17 Wed. Exam 1 due, practice debates, read chpt 4, 5 & 6
Week 5-
9/22 Mon. performance evaluations due, practice debates
9/24 Wed. Performance evals due,practice debates
Week 6 -
9/29 Mon. Performance evals due, practice debates, chpt 4 lecture
10/1 Wed. - choose groups, agree on prop, exam 2 study guide,
Toulmin/Chpt 5 lecture (read 6 on you own, study "tests")
Week 7 -
10/6 Mon. Discuss positions, case, breif, take exam 2, finalize prop
10/8 Wed. Library assignment, Read chpt 7-8, work on evidence cards,
Week 8-
10/13 Mon. Bring in minimum of 10 articles of evidence for check/points, Toulmin, presidential race update/discussion, Toulmin Homework
10/15 Wed. Bring in research, finish cards, Toulmin Due, Read Chpt 9-10
Week 9 -
10/20 Mon. Evidence due, cross examinations discussed and practiced
10/22 Wed. Bring research, decide on debate teams, work on case/briefs
Week 10 -
10/27 Mon. Case Due Read Chpt 11-12
10/29 Wed. Reasoning, create debate schedule, assign brief details,
Week 11 - Election: VOTE!
11/3 Mon Brief due, fallacies explained, in-class work
11/5 Wed. Quiz 3 on fallacies,prep for 1st debate
Week 12 -
11/10 Mon. Holiday
11/12 Wed. Debate 1
Week 13 -
11/17 Mon. Debate 1
11/19 Wed. Debate 1
Week 14 -
11/24 Mon. Exam 3 Due, Debate 2 (Georgine?)
11/26 Wed. No class held, see blog for assignment
Week 15-
12/1 Mon Debate 2, Your Choice Paper due
12/3 Wed. Debate 2, hand out study guide for final
Week 16 -
12/8 Mon Debate 2
12/10 Wed Study for final
Week 17 - Comprehensive Final on Monday, 12/15. bring scantron 882
Thursday, May 04, 2006
Final Blog before summer, due May 11th: Coms 2 and Coms 5
BON VOYAGE FRIENDS!!!!
communication competence is important as we leave each other to go on into the sunshine! name one competent communicator in your life and at least 2 reasons with examples of why he or she is competent and well-recieved. consider: cultural diversity, gender, income levels, listening skills, tone of voice, words and action. please keep in touch through email, it was a pleasure meeting you all! idnasss@yahoo.com
--your blogging leader
communication competence is important as we leave each other to go on into the sunshine! name one competent communicator in your life and at least 2 reasons with examples of why he or she is competent and well-recieved. consider: cultural diversity, gender, income levels, listening skills, tone of voice, words and action. please keep in touch through email, it was a pleasure meeting you all! idnasss@yahoo.com
--your blogging leader
Tuesday, May 02, 2006
Blog For Coms2 and Coms5: Due May 9th
Feeling lost? here's a map: For the second to last blog of the semester, I am getting a little choked up....or maybe its just allergies--who knows? Any-hoo, for this blog entry, make a persuasive claim about blogging as a map (figurative analogy, for those A students out there!) How is blogging a unique form of communication, does it lead you anywhere different, develop any new directions of thought? Remember: Rhetoric is the art of using all available means of persuasion, or, according to worldwideschool.org, rhetoric is "languguage all dressed up." So, is blogging a form of rhetoric?
Wednesday, April 26, 2006
Blog Due--All Classes, Cinco de Mayo!
For this blog, discuss something from hispanic culture and how it relates to communication for us here in the US--think influences and cultural links--Happy Cinco de Mayo Amigos!!!!--S
Sunday, April 23, 2006
Debates, due May 2nd Coms 2 and 5
Hi There--The sun is out --hooray! For this blog, describe an on-going debate you have with some one close in your life and something from the class that relates to this issue, (4 lines minimum for credit). I'll go first! My dad and I always debate about creation versus evolution and various possible combinations...It relates to concepts such as persuasion in Coms 5 and the ability to convince one to "change" or open their mind, on either side of an issue, we both think we are "right!" --It also relates to Coms 5 is that our debates are performances of our family dynamic, a way we strengthen our roles and personas within the family. Whose next?????--S
Friday, April 14, 2006
Post Due by Fri 4/21: Coms 2 and Coms 5
Hi Gang--Both classes are approaching our final speeches and presentations for the semester...time to start those outlines. Remember, when outlining, all citations should be included with complete urls or references according to APA or MLA --See http://www.apastyle.org/ for tips and get ORGANIZED! Citations build your "ethos" or speaker credibility! Now, for this BLOG--go visit this site: http://apnews.myway.com//article/20060414/D8GVOOK00.html
and refer to the article in a sentence, correctly making one citation with quotation marks, quotes and website location according to APA Style. Hint: According to Wheeler (2006), "Following these directions for the blog is not only neccessary, but outrageously fun too!" (comstwo.blogspot.com).
Citations Rule!--Bloghead
Wednesday, April 05, 2006
What Bugs YOU?: Post Due 4/14 Coms 2 and Coms 5
Hi There! With all this rain, it is hard to really focus on spring, but we only have 5 weeks left, can you believe it??? For this blog, please respond to the following question in five sentences or so, incorporating in concepts from either interviews and resumes (coms 5) or persona and voice (coms 2).WHAT REALLY GETS ON YOUR NERVES??????????????????????
Peace-Out,
Homie-blogger Sandra
Tuesday, March 28, 2006
Post due Wed 4/8: Coms 2 and Coms 5
Hey hey hey!!!!! It is almost April, summer is coming! Let's get a sunny blog going to help dry out all this rainy gloom! Opinion, strong opinions are important in effective arguments...For this blog, in 2 parts,
1. Tell me one thing you have a super strong opinion about (appropriate topics please).
2. Make a three or four sentance argument for the opposite side of your opinion (as though arguing against yourself).
WHY you ask??? BECAUSE The best way to debate an issue is to understand and gain empathy for the other side you plan to argue against most effectively, believe it or not...try it! Sandra The Blogger, out...
1. Tell me one thing you have a super strong opinion about (appropriate topics please).
2. Make a three or four sentance argument for the opposite side of your opinion (as though arguing against yourself).
WHY you ask??? BECAUSE The best way to debate an issue is to understand and gain empathy for the other side you plan to argue against most effectively, believe it or not...try it! Sandra The Blogger, out...
Wednesday, March 22, 2006
This post Due Wed 3/29: Coms 2 and Coms 5
Persuasion is an important aspect of rhetorical argument. How does persuasion operate in the NBA and especially the organization of the Kings here in town. Visit http://www.nba.com/kings/ and find a good example from the Kings' official site. Five lines minimum for credit--S
Wednesday, March 15, 2006
COMS 2 and Coms 5: This blog due 3/22 at midnight
OKAY--Blog 5 sentences or more here on the following video of Jason McElwan and his on and only--amazing high school basketball game. Watch this: http://www.metacafe.com/watch/79325/scored_20_in_4_minutes/
WHAT DOES THIS STORY ARGUE ABOUT (DIS)ABILITES?
WHAT DOES THIS STORY ARGUE ABOUT (DIS)ABILITES?
Friday, March 03, 2006
Coms 2/Coms 5: Pre-Spring Break Blog-o-Rama
Okay Coms 2 Students: for this blog, make a simple cause and effect argument about your upcoming plans for spring break, (using appropriate language, but some humor is cool)describing the group you will be hangin' with and why
.....Then, enter the critical Coms 5 students: Using appropriate language, but a bit of humor is ok, use a small groups vocab word to comment on anyone in coms 2 and their spring break posse.
I, as your unofficial blog-master and fellow communication scholar will be monitoring these comments and watching for:
1. Possible 10 points extra credit for really fun, creative and interactive bloggers.
2. Multiple postings.
3. Good times. Yeah, good times.......(cut to dream sequence):
...Why, I remember one spring break back in '85.......(drifts off)
.....Then, enter the critical Coms 5 students: Using appropriate language, but a bit of humor is ok, use a small groups vocab word to comment on anyone in coms 2 and their spring break posse.
I, as your unofficial blog-master and fellow communication scholar will be monitoring these comments and watching for:
1. Possible 10 points extra credit for really fun, creative and interactive bloggers.
2. Multiple postings.
3. Good times. Yeah, good times.......(cut to dream sequence):
...Why, I remember one spring break back in '85.......(drifts off)
Monday, February 20, 2006
CRASH: Extra Credit Post
Post your CRASH extra credit assignments here and congrats for going above and beyond! Hope you enjoyed the film!--Sandra
Coms 2 and Coms 5: Blog Assigment #3
Okay, this is an all class post. Hello to you all from the Western Communication Conference in Palm Springs California. It is freezing down here! I showed my movie to a group of performance studies scholars today, I was very nervous. I got some good laughs, though!
Current Events: Regarding the recent landslide disaster in the Philipine Islands, tell me what it means to communication scholars. How can we help? What does our discipline have to offer in order to address natural disasters? Can you suggest a charity we should associate with if we want to contribute as a class or group? As students, what is our social responsibility? I am open to extra credit for ideas that can actually move our classes to action or those of you that are motivated to ACT in the face of the recent disaster. Think outside the box/act outside the classroom/make an active difference!--Sandra
Current Events: Regarding the recent landslide disaster in the Philipine Islands, tell me what it means to communication scholars. How can we help? What does our discipline have to offer in order to address natural disasters? Can you suggest a charity we should associate with if we want to contribute as a class or group? As students, what is our social responsibility? I am open to extra credit for ideas that can actually move our classes to action or those of you that are motivated to ACT in the face of the recent disaster. Think outside the box/act outside the classroom/make an active difference!--Sandra
Monday, February 06, 2006
Second Blog for My Coms 5 Posse
Hi Team! Hope you enjoyed the Superbowl and are ready for the olympics! Check out the two images below in the Coms 2 post and based on your What is Communication Paper, tell me what the idea of a mascot communicates and how your personal opinion of Communication as a discipline can help to explain this odd sports phenomenon. Please type up at least five sentences and whenever possible, connnect with a classmate's comment in some way. Good luck!--Slogger
Wednesday, February 01, 2006
Blog #2 For My COMS 2 Peeps
Hi fellow arguers! Now that you
have your first speech in the bag, you are officially "argumentative." Or something like that....anyway, I want to know...what's up with mascots? Neve and Gliz are the goofy mascots for Torino's Winter Games on your right and for the Superbowl, we have a Seahawk named Blitz to your left....uh, well The Steelers don't have a mascot....they used to have some longshoreman dress up like an I-Beam in the eighties, but now, they just have bath towels...hmmm...An argument in its most simple for consists of data and claim...and a mascot is a visual argument...search the web a bit and make a claim here backed up by data (examples, stats, effects, evidence) that you can use it when you write your position paper (see p. 69) about mascots in general --or any of these mascots in particular or even the Steeler's lack of a Mascot, which is also a rhetorical statement.Ask yourselves:
1. What does a mascot do? What is it for? (This is teleological question for you A students, fyi)
2. Who is the mascot's audience, really?
3. Whose point of view are the characters seen from? (p. 57 in our book)
4. What ethnicity or gender are these mascots if any? Why?
Experiment with voice and take a strong rhetorical stance in your comments and respond to the questions above...backing your claims with data. Have fun with this and PUSH your critical thinking. Try to use vocabulary from our class in your response!
PS: Speaking of mascots, I think Hornets are scary, especially that gigantic two-story- one that gets tied to the library during Homecoming!
Friday, January 20, 2006
Welcome CSUS Coms Two and Coms Five Students!
Hello and glad to have you all here! For your first blog, do the following. Respond using the comments prompt below to the following three questions, and number them please. #1. What is your first name and last initial/are you coms 2 OR 5? #2. What is you favorite movie? #3. If you were an animal, what would you be and why? #4. On a scale of 1 to 5, "1" for scared /angry enough to puke/punch something and "5" for EZ street dawg, I could do it with one hand tied behind my back, rate your feeling going into this class . #5. Respond constructively to someone else's posting. Whoever goes first can respond to me or my syllabus. No profanity please!
--Sandra
Monday, December 05, 2005
Final Tips and Resources: Target as an Argument
Hey Rhetorical Critics!
Thanks for joining us today in the trenches of Holiday Retail Hypnosis!!!! To add to your experience, you may want to visit http://www.target.com/gp/homepage.html/601-8364409-2468921 for more Target info and ideas.
"Rhetoric's definition: the art of persuasion, suggests power [at play]. So much of what we recieve from others--from family to friends to 30 second blurbs on TV--is intended to persuade. Recognizing how this is done gives greater power to choose." (Villanueva Jr, in 'Envision' by Alfano and Obrian, 2005, p. 3).
How do the bullseye design and the Target Dog make an argument? What is the argument?
What type of reasoning (rhetorical strategy) does the advertising you observed on our lil' field trip employ? Narrative, or a story which sells?
What about comparison/contrast?
Or examples and illustrations to show how products can be used or make the buyer feel?
Or definitions?
Or analogies?
Or cause and effect?
Did you see appeals made to logic (facts), emotion, including language and/or humor, and/or appeals to authority and/or character?
Who is Target's ""TARGET"" customer? How do you know? What did you see in the store, on TV and/or on the web that tells you who the Target customer is. Who is left out of Target's customer appeals, be they visual, written and/or marketing tactics? Consider gender, race and/or (dis)ability as well as age and income levels.
Please post your questions and comments about this final, (due on 12/15 by 1130am at the very latest) below so we can all learn from each others challenges and concerns for clarification and insight. Students are encouraged to help give input on each others postings and enrich the unique learning community I have so enjoyed participating in with all of you over the course of this semester! It has been a real pleasure to get to know you all and explore unusual paths of learning. Keep in touch and please take this from our time together: Learn the rules in order to break them intelligently and don't EVER settle for boredom, don't produce it or accept it either!
Thanks for joining us today in the trenches of Holiday Retail Hypnosis!!!! To add to your experience, you may want to visit http://www.target.com/gp/homepage.html/601-8364409-2468921 for more Target info and ideas.
"Rhetoric's definition: the art of persuasion, suggests power [at play]. So much of what we recieve from others--from family to friends to 30 second blurbs on TV--is intended to persuade. Recognizing how this is done gives greater power to choose." (Villanueva Jr, in 'Envision' by Alfano and Obrian, 2005, p. 3).
How do the bullseye design and the Target Dog make an argument? What is the argument?
What type of reasoning (rhetorical strategy) does the advertising you observed on our lil' field trip employ? Narrative, or a story which sells?
What about comparison/contrast?
Or examples and illustrations to show how products can be used or make the buyer feel?
Or definitions?
Or analogies?
Or cause and effect?
Did you see appeals made to logic (facts), emotion, including language and/or humor, and/or appeals to authority and/or character?
Who is Target's ""TARGET"" customer? How do you know? What did you see in the store, on TV and/or on the web that tells you who the Target customer is. Who is left out of Target's customer appeals, be they visual, written and/or marketing tactics? Consider gender, race and/or (dis)ability as well as age and income levels.
Please post your questions and comments about this final, (due on 12/15 by 1130am at the very latest) below so we can all learn from each others challenges and concerns for clarification and insight. Students are encouraged to help give input on each others postings and enrich the unique learning community I have so enjoyed participating in with all of you over the course of this semester! It has been a real pleasure to get to know you all and explore unusual paths of learning. Keep in touch and please take this from our time together: Learn the rules in order to break them intelligently and don't EVER settle for boredom, don't produce it or accept it either!
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