COURSE SYLLABUS©
We believe in respect for the individual, in personal integrity and in education as a means of improving the human condition.
LAST PREPARED/UPDATED ON: Oct 2015
INSTRUCTOR DETAILS
INSTRUCTOR:
e-mail:
phone:
office room:
Dr. Lydia Wazir-Staubmann
[email protected]
0664 736 555 19
1.17
COURSE DETAILS
TERM:
COURSE TITLE:
PREREQUISITES:
CLASS LIMIT:
LAB FEE:
TEXTBOOK /
REQUIRED READING
MATERIALS:
Fall 2, 2015
POLT 1550/52
Introduction to Political Argumentation and Debate
GEA: 1, 2; GCP: SSHB, CRI
None
25
None
Freeley, J. Austin. Argumentation and Debate; Critical Thinking for Reasoned
Decision Making. 13th Int Edition. Cengage Learning. 2014
Cavender, Nancy abd Kahane, Howard. Logic and Contemporary Rhetoric. 12th
Edition. Cengage Learning. 2014
Other materials and articles will be assigned during the course of the
semester. There will be several assignments to look up videos of famous
debates online. All such assignments are required.
COURSE DESCRIPTION
Introduces students to the basic principles of debate, emphasizing the development of research,
critical thinking, and oral presentation skills. Students research one or more contemporary public
policy issues and are expected to attend and participate in campus debates on those issues. The course
is open to students of all majors.
COURSE OBJECTIVES / LEARNING OUTCOMES
Students will learn to become more effective critical thinkers and consumers of information and
arguments. This will be accomplished by achieving the following:
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Understanding, identifying and evaluating the types of arguments, reasoning processes,
and logical fallacies
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Knowing what evidence is, how to use it to prove a claim, and how to evaluate the
adequacy of your and opposing evidence
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Learning to organize arguments into a persuasive case
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Developing skills in refutation and cross examination
The educational benefits of engaging in academic debate are numerous:
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Debate provides preparation for effective participation in a democratic society
Debate offers preparation for leadership
Debate offers training in argumentation
Debate provides for investigation and analysis of significant contemporary problems
Debate develops proficiency in critical thinking
Debate is an integrator of knowledge
Debate develops proficiency in purposeful inquiry
Debate emphasizes quality instruction [mentoring]
Debate encourages student scholarship
Debate develops the ability to make prompt, analytical responses
Debate develops critical listening
Debate develops proficiency in writing
Debate encourages mature judgment
Debate develops courage
Debate encourages effective speech composition and delivery
Debate develops social maturity
Debate develops multicultural sensitivities
Debate develops computer competencies
Debate develops essential proficiencies
Source: Argumentation and Debate: Critical Thinking for Reasoned Decision Making by Austin
J. Freely and David L. Steinberg
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In this course, students will:
identify several argument styles in their learning of argumentation and advocacy skills.
expand their ability to make use of several resources in their research of class topic(s).
demonstrate their ability to argue and advocate in both oral and written channels.
improve upon their critical thinking and critical listening skills as arguers and advocates.
demonstrate ethical communication and respect for difference of opinion.
communicate an understanding of how value assumptions and questions of policy are
integrated within argumentative and advocacy communication.
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GRADE BREAKDOWN
(Note: instructors can determine the components of evaluations, below is just an example).
GRADING SCALE:
A: 93-100, A-: 90-92, B+: 87-89, B: 83-86, B-: 80-82, C+: 77-79,
C: 73-76, C-: 70-72, D+: 67-69, D: 63-66, F: <63
Written and Oral Work (90%)
30% In Class Debate Participation and Performance (3 in class debate
performances @ 100 points each)
20% 2 x Briefs (50 points each)
20% Final Oral Debate (100 points)
10% 1 x persuasive speech (50 points)
10% 1 x Impromptu (10 points)
Written Exams (10%)
6 weekly quizzes
COURSE POLICIES / ADDITIONAL INFORMATION
All written work must be typed in 12 point font, double-spaced, 1-inch margins, with a clear heading
up at the top. Your name must be included. All written work (with the exception of quizzes and
engagement points) is submitted through WorldClassroom and is due by class time on the assigned
due date. If the assignment is submitted electronically, it must be in Microsoft Word (.doc) format,
and named with your last name and the assignment (ie. “Wazir - Brief 1.doc”).
The Communication Environment: The study of argument engages a wide range of
philosophical, political, and ethical questions that cut to the very core of what it means to be a
citizen, even a human. I am committed to ensuring that our classroom is a hospitable environment
where we can respectfully discuss and debate a wide range of relevant issues. Everyone should
feel comfortable to speak their minds, but must do so in a way that enables others to do the same.
Attendance: As you might expect, this course has been designed for maximum student
participation. Therefore, it is essential to the learning objectives of this program that you are both
in attendance and participating. If you miss class you not only miss much of the learning in this
course but you will also create difficulties for other students who are relying on you. Don’t miss
class unless you absolutely must. Also, understand that if you must miss class you are still
responsible for any assignments due, quizzes, information provided in your absence, changes in
schedule, etc. We often do engaged activities in class that are worth points, if you are there, you get
the points, and if you don’t you will not get the points (no matter what your reason for being
absent).
Extra Credit: If at the end of the term you are “sitting on the fence” between grades, your
attendance may play an important role in where you land. If you are looking for an opportunity to
earn “extra credit” this is the ONLY opportunity. Those with perfect attendance (attend all of every
session and were never tardy) will have one grade sign (+,-) added to their final grade (i.e, B
becomes B+, B+ becomes A-). Even an excused absence will disqualify you from this rare and
special opportunity.
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Attendance on debate/presentation days, even when you are not speaking, is required. Failure
to attend all speech days will result in a ten-point deduction from your own debate grade for
each day missed.
Tardiness: Lateness is not acceptable for this class, especially on presentation days. If you are late
for class on a presentation day, do not enter while another student is performing! Wait outside
until you hear applause, then enter the classroom. If you are late more than three times,
we will have a private meeting to discuss your reasons for being late. If you are late again, each
tardy will count as an absence.
Cell Phones: As with any performance venue, you do not want to be the rude audience member, or
worse, the ill-prepared performer. Make sure your cell phones are OFF when you come to class. If
it rings during discussion, I will answer it. If it rings during a performance, your grade will drop a
letter grade.
Late Work Policy: As a general rule, I do not accept late work. You must be prepared to perform,
take exams, participate in activities, and submit papers on the assigned due dates. Please do not
ask for an extension because of other exams, because you were busy at work, because of extracurricular pressures, because you have too much work to do, because you know you would do a
better job with more time, and the like. With that said, I understand that emergencies and different
situations arise. If you have extenuating circumstances—that is, if you’re experiencing some sort of
problem that you feel is worthy of turning in an assignment late —please come and talk to me
PRIOR TO THE ASSIGNMENT’S DUE DATE AND TIME. Perhaps we can work something out, but
this will be up to me. Chances are, if you don’t try to talk with me in advance of the assignment
being due, I won’t have any sympathy for you.
Grade Appeals: If you wish to appeal a grade on an assignment, you need to follow these
procedures. I will not discuss individual grades during class time. Nor will I entertain grade
complaints during class time.
• You need to wait at least 24 hours before submitting your written grade appeal to ensure that
you have time to carefully read and consider the feedback.
• I will only entertain grade appeals within 14 days of giving the grade. This means, that you
cannot come to me at the end of the semester and attempt to appeal a grade from the beginning of
the semester.
• After you have read my feedback, submit a typed, written appeal that identifies the specific issue
in question (e.g., argument, presentation, writing mechanics etc.), and explains reasons why you
feel the grade should be changed. Please refer to any class materials that support your rationale
for a change.
• Submit along with grade appeal a copy of your graded assignment in question (e.g., presentation
feedback form, paper, etc.) and any additional evidence to support your claims.
• I will decide within 7 days whether to change or uphold the grade. I will provide you with a
written justification of my decision.
• Grade appeals will not be considered after that “statute of limitations” has expired.
Netiquette: Think about how you communicate to your instructors and colleagues in person and
via e-mail.
- When sending E-Mails:
o Address me professionally in e-mails (ex: “Dear Dr. Wazir-Staubmann)
o In an e-mail, please sign your name (I might think
[email protected] is spam and delete it).
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Check your grammar.
Remember tone is harder to make out in e-mail. Assume a polite and professional
tone, and my response will be the same.
o Make sure to include any necessary background information needed for me to
“make sense” of what you are e-mailing about. Also, make sure to be clear (just
like in an essay) of what you want out of the e-mail.
o Do not text me from your phone in all caps, or in broken English. Always use
proper punctuation, complete spellings, etc...
o Courtesy in this class gives most people 24 hours to respond to e-mail. I will not
assume you will get an e-mail in less time; don’t assume I will either. Weekends
may take longer.
o If you fail to follow these guidelines, I will not answer your e-mail.
This is a professional atmosphere. It has long been stated that the habits you cultivate in
college shape your early years in your career. Treat others with respect. If you disagree
with a colleague or an instructor, remember to frame yourself professionally and
courteously. You will be responded to in kind.
That said, if you disrespect a fellow classmate or myself, I may ask you to leave class
indefinitely.
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Things That You Should Not Ask Me
(and consequently I will not answer in class, via email, or in person)
. 1) Q: Is there anything important in class that I’m missing/will miss? (Or any variation of
this sentiment). A: (VERY disapproving look)
. 2) Q: Can I meet with you so that you can talk to me about the lecture I missed? A: No.
Check Blackboard. Phone a friend. It is your responsibility to make sure you complete
assignments from the day(s) you missed. Before you come to me, please check with at least
two colleagues. Assignments are usually online.
. 3) Q: May I turn something in late?
A: Late work is not accepted in this course.
. 4) Q: May I redo my presentation/paper/project? A: No.
. 5) Q: My friend in this class got an A, why didn’t I?
A: I do not discuss students’ grades with
anyone other than that student. Therefore, I will not discuss that student’s grade with you.
I can discuss your grade, what you thought you did right, could’ve done better and how to
improve your grade in the future.
. 6) Q: Here is a note saying I visited the health center and missed my performance. May I
make my performance up?
A: No. For missed exams or presentations, your note must be
from a doctor saying that you were too ill to attend class. A visit verification is not enough.
. 7) Q: Can we postpone the performance/projects/papers?
A: No. You have the entire
syllabus plus all sets of directions from week one. Please balance and plan accordingly.
. 8) Q: I forgot to put my name on my paper/assignment. May I still get credit? A: No.
. 9) Q: What’s going to be on the quizzes?
A: Information from your lecture, discussion,
readings, and debates.
. 10) Q: “Is this (insert particular concept) going to be on the test?” A: I promise you that this
will be on the test of life.
. 11) Q: I’ve improved dramatically throughout the course. My improvement deserves an ‘A’ in
this course. A: Great, but your final grade is a culmination of all your points added up,
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including the points you earned at the beginning when you were still working on
perfecting your skills. There is no additional curve.
12) Q: It is the end of the semester, I feel like I have put forth good effort. Can’t you just
“bump” my grade to a “B”? A: No. I do not “bump” grades in this course. If you are worried
about your grade then you need to be responsible for yourself and for your points
throughout the semester, starting in the beginning.
WEEKLY SCHEDULE
Weekly Schedule
IMPORTANT NOTE: There will be graded in-class debates almost
every Thursday. The subjects of the debates are tentative and most
certainly will change. Be prepared for short-term preparation.
1-1
Introductions
Nature of
Argumentation –
Course Overview
Create a 60 second commercial persuading your classmates why you
would be a good team member during this class
Write 3 possible debate topics that would interest you (upload)
Materials to Prepare Week 1:
Freeley & Steinberg Ch. 1-3;
Cavender & Kahane, Ch 1-2
1-2
Basic Concepts &
Conventions –
]Activity:
- STUDENTS GIVE A SHORT, SPONTANEOUS SPEECH AGREEING
WITH OR DISAGREEING WITH A CHOSEN TOPIC STATEMENT.
- STUDENTS WILL CAST BALLOTS AT THE END FOR WHO DID
THE BEST JOB AND WHY
Outline of a debate:
DIFFERENCE BETWEEN AFFIRMATIVE AND NEGATIVE, NATURE OF
CROSS-EXAMINATION, ROLE OF THE JUDGE/CRITIC/AUDIENCE, HOW
SHOULD PARTNERS WORK TOGETHER, ETC.
Presumption & Audiences
2-1 Propositions –
Types of debate propositions, analyzing the proposition
Writing Propositions
Factual Propositions: Advocating and Opposing
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Value Propositions: Advocating and Opposing
Use of religion
Policy Propositions: Advocating and Opposing
Impromptu Speeches
Materials to Prepare Week 2:
Freeley & Steinberg Ch. 6-7
2-2 Persuasive
speeches
3-1
Parts of an argument
Toulmin Model
Grounds- Warrant- Claim
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Evidence
MANIPULATING EVIDENCE TO BUILD AN AFFIRMATIVE CASE.
HOW TO ATTACK AN AFFIRMATIVE CASE BY USING
EVIDENCED AND LOGICAL ARGUMENTS
HOW ATTACK ON THE AFFIRMATIVE CASE CAN INFLUENCE
THE DECISION IN THE DEBATE.
Reasoning with your audience
Materials to Prepare Week 3:
Freeley & Steinberg Ch. 8-10
3-2 Debate
Activity:
- Russel Brand
- https://www.youtube.com/watch?v=_bKQXmvdr8o#t=617
- https://www.youtube.com/watch?v=-v5WlY8Uf5U
- Jon Stewart vs O’Reilly. Available at
https://www.youtube.com/watch?v=Pmr3XvaoVW4
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4-1 Reasoning
Materials to Prepare Week 4:
Canvender & Kahane Ch. 3-5
4-2
5-1
Materials to Prepare Week 5:
Freeley Ch.11-15
5-2
Lincoln-Douglas Debates
Policy
6-1
Lincoln-Douglas Debates
Policy
6-2
Impromptu
7-1
Impromptu
7-2
Class Debate Topic: IMPROMTU DEBATE (Students will receive debate
topic 10 minutes before debate)
8-1
FINAL EXAM Preparation
8-2
FINAL EXAM - ORAL CLASS DEBATE PUBLIC / EVENING
General
Information
Pertaining to
Debate
Assignments
Debate assignments will require four important steps:
1) Gathering appropriate information on your debate topic
2) Meeting with your partner outside of class to prepare your assigned
position for the topic (team debates only)
3) Preparing a brief
4) Rehearsing your arguments before the day of your debate
Your grade for each debate will be based primarily on your research,
organization and delivery of the topic and position you are assigned. The
format for the debates will be described in class and through
supplemental reading material. If your partner flakes on your assigned
date, you will have to debate by yourself.
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Each debate will require you to speak extemporaneously with a brief.
You must bring two briefs to class on the day you speak. You will give
one to me prior to the debate and will use the second copy to deliver
your arguments.
The use of complete source citations is a critical element of a welldeveloped argument. Each debate will require a minimum number of
sources. Full credit will only be given for stating complete source
citations orally while delivering your argument. Because you are
speaking to a college audience, it is also expected that you will use
credible sources. Information from teen magazines, tabloids and
websites produced by extremists, bigots, or idiots must be avoided.
*You must speak on the day you have been assigned. If you miss class on a
day you have been assigned to speak without a valid, documented excuse,
you will receive 0 points for the assignment. If you show up on the day you
are assigned to debate without a brief, you will receive 0 points for the
speech.
Tolerance
In this class there may be times when you disagree with opinions being
expressed. It is important that you respond to these opinions in an
appropriate, respectful and professional manner. Healthy disagreement
and discussion are a central component of this class and are encouraged,
but must be done so on a professional and constructive basis.
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UNIVERSITY POLICIES
Students are required to inform themselves of WUV academic policies. A full list of these policies is available on the WUV website:
http://webster.ac.at/academic-policies
Academic Honesty & Cheating:
The University is committed to high standards of academic honesty. Students will be held responsible for violations of these standards.
A special Honor Code that the Vienna Student Council has developed applies to students and faculty. Any student found cheating on
any part of the course work (homework assignment, term paper, quiz, exam, etc.) will automatically be given an “F” for the course.
Any student found to be helping another student to cheat will likewise be given an “F” for the course. In each case, the student will
also be put on disciplinary probation for the remainder of her or his stay at Webster. If the student is found to have engaged in
cheating a second time, s/he will be automatically expelled from the University. Faculty members are held responsible for upholding
and enforcing the Honor Code.
Academic Work:
Students are required to save digital or hard-copy files of any and all materials they use for any assignment in any WUV course. Upon
the instructor's request they have to provide complete text documentation for any sources they have used. In every case, should the
assignment or project be shared outside the academic department, the student's name and all identifying information about that
student will be redacted from the assignment or project.
Contact Hours:
Graduate courses are only offered in an 8- week term format and meet 1-time per week for 4 hours. Graduate Mid-term and final
exams sessions are scheduled in 2-hour block sessions in addition to weekly class meeting times (36 total contact hours). Please see
the Graduate Course Schedule/Timetable on the website for specific exam dates/times: http://webster.ac.at/graduate-courseofferings-and-schedules
Undergraduate courses are offered either in term format, which meets for two 2-hour sessions per week for 8 consecutive weeks (32
contact hours), or a 15-week semester format, which meets for two 1.5 – hour sessions for 8 consecutive weeks followed by a break
week (no classes are held) and then for another 7 consecutive weeks. The total number of contact hours for undergraduate semester
courses is thus 45.
Attendance:
Students are expected to attend all class sessions of this course. In the case of unavoidable absence, the student must contact the instructor
and provide written documentation. The student is subject to appropriate academic penalty for incomplete or unacceptable makeup work,
or for excessive or unexcused absences.
Excused absences—based on submitted documentation—must not exceed:
 Four class sessions when the course meets twice a week;
 Two class sessions when the course meets only once a week.
Should the number of excused absences be higher, it is the student's responsibility to withdraw from the course.
In the case of unexcused absences, amounting to:
 Four class sessions when the course meets twice a week;
 Two class sessions when the course meets only once a week;
the instructor must lower the student's grade by one letter grade and inform the student of the action.
Should the number of unexcused absences be higher, the instructor must assign the grade of F and inform the student of the action.
Note: In the case of a mixture of excused and unexcused absences, the instructor’s response must be based on the dominant category.
Student Conduct:
Since every student is entitled to full participation in class or exams without interruption, disruption of class by inconsiderate behavior
is not acceptable. Students are expected to treat the instructor and other students with dignity and respect, especially in cases where
a diversity of opinion arises. Students who engage in disruptive behavior are subject to disciplinary action, including removal from the
course. All and any use of a cell phone is strictly prohibited during class. Students using a cell phone may be sent out of the classroom,
which may result in an unexcused absence. If a calculator is needed in any class, the student must bring a calculator—and not a cell
phone. It is up to the individual instructor to rule on the use of laptops or I-pads. Instructors have the right to prohibit students’ use of
such electronic devices.
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