SRJC Course Outlines

6/14/2024 12:13:48 PMSPCH 3A Course Outline as of Fall 1981

New Course (First Version)

Discipline and Nbr:  SPCH 3ATitle:  INTRO/ARGUMENTATION  
Full Title:  Introduction to Argumentation
Last Reviewed:10/8/2018

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017 max.Lecture Scheduled51.00
Minimum3.00Lab Scheduled03 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total51.00
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  102.00Total Student Learning Hours: 153.00 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
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Through in-class debates on contemporary issues, the course teaches how to make a claim and how to support it, how to recognize invalid arguments and how to refute them, how to reason and speak clearly.  These techniques are useful in both formal and informal situations.


Recommended Preparation:
Eligibility for ENGL 1A.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Course uses in-class debates to teach argumentation & critical thinking.
(Grade or P/NP)

Recommended:Eligibility for ENGL 1A.
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 1981
Communication and Analytical Thinking
CSU GE:Transfer Area Effective:Inactive:
 A3Critical ThinkingFall 1981
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:TransferableEffective:Fall 1981Inactive:
 CID Descriptor: COMM 120 Argumentation or Argumentation and Debate SRJC Equivalent Course(s): COMM9 OR COMM3

Certificate/Major Applicable: Certificate Applicable Course


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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After completion of the course, students should be able to:
  1.  differentiate between statements which give reasons, (and are there
      fore technically arguments), and unsupported claims (which techni-
      cally are not arguments).
  2.  differentiate between claims and supporting premises.
  3.  diagram an enthymeme and identify the suppressed premise.
  4.  compose and classify debatable propositions of fact, value, and
  5.  convert debatable claims to formal resolutions.
  6.  "parcel" resolutions (that is, identify key terms in a resolution,
      state alternative definitions, and select the most appropriate
      definition for purposes of debate.)
  7.  Present a speech supporting or opposing a resolution in a parlia-
      mentary format debate.
  8.  State, define, and apply the appropriate prima facie case elements
      for each of the three classes of propositions.
  9.  Research, prepare and present constructive and rebuttal speeches
      on support of or opposition to a formal debate resolution in both
      Lincoln-Douglas and Oxford formats.  This includes:
        A. identification of the issues necessary to construct a prima
           facie case
        B. locating, selecting,and presenting relevant evidence for each
           prima facie issue
        C. if in opposition to the resolution (the negative) appropriate
           clash with the affirmative case and presentation of relavant
           off-case issues
 10.  critique a debate, either oral or written, and provide a ballot
      stating reasons for a decision in accordance with accepted
     "reasonable person" standards and assessment of appropriate prima
     facie and off-case issues.
 11. score at least 60% on an objective examination covering argumenta-
     theory and including the identification of logical fallacies.

Topics and Scope
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I.  Introduction to the Course
   The role of critical thinking in life, politics, professions, and
   Grading standards, assignments, and expectations
   Reading schedule for the textbook
   Expectation that students will read the newspaper for current events
II. The Nature of Argumentation:  from "arguing" to debating
   The meaning of argumentation
   The basic unit of rhetorical argument:  the enthymeme
   The relationship of debate to argumentation
   The world of debate
III.The "reasonable person" model:  addressing our rational selves.
   Defining the reasonable person
   Why the reasonable person?
    The parties to a debate
        the affirmative
        the negative
        the judge
    The role of debate in problem solving
    the ethics of debate
IV.  The Claim Tree:  from making claims to debatable claims
    the concept of a claim
    The principle of clarity
    how language means
    clarity by definition
    clarity by description
    sources of definitions
    purposes of authoritative definitions
    The need for jurisdiction
    The need for controversy
    The classification of debatable claims
    The three classes of debatable claims
        the proposition of fact
        the proposition of value
        the proposition of policy
    wording the proposition
V.   The Resolution:  the focus of a debate
VI.  The analysis of Resolutions
VII. The Process of Debate:  preparation and procedure
(First classroom debates are held)
(Mid-term evaluation)
VIII.Debating Resolutions of Fact
IX.  Debating Resolutions of Value
X.   Debating Resolutions of Policy
(Second series of classroom debates are held)
XI.  The structure of arguments in support of claims (includes the Toulmin
    model of arguement)
XII. The role of research in the support of claims
XIII.The examination of warrants:  relevance, logic and fallacies
        The concept of relevance
        Formal logic and the syllogism
        Informal fallacies
    The Analysis of Evidence
        The need for evidence
      Tests of evidence
      The herarchy of evidence
          consensus evidence
XIV. Judgment:  has the resolution been proven?
(Third series of classroom debates are held)
XV.  Assessment of third series of debates and review for final examina-
(Final examination)

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1.  Each student is to compose and diagram an enthymeme and submit the
   diagram to the instructor.
2.  Each student is to compose three "debatable claims".  The student is
   to defend the debatable claims composed by demonstrating in class that
   the necessary requirements of clarity, jurisdiction and controversy
   are present.  Each student is placed under Socratic examination by the
3.  Each student is to convert the debatable claims into formal resolu-
   tions, and under Socratic examination by the instructor demonstrate
   that presumption, burden of proof and standard of proof have been
   appropriately placed.
4.  The class researches, prepares, and conducts a parliamentary style
   debate on a topic assigned by the instructor.
5.  Each student researches, prepares and engages in a one-on-one
   "Lincoln-Douglas" format debate with another member of the class on an
   assigned or chosen resolution.
6.  Each student takes a combination objective/essay mid-term examination
   on textbook chapters and relavant current events.
7.  Each student researches, prepares and engages in a two-ontwo- "Oxford"
   format debate with other students from the class.
8.  Each student takes a combination objective/essay final examination
   lasting three hours on textbook chapters and relevant current events.
9.  In addition tothe above, students have a option of observing or en-
   gaging in inter-collegiate or community debates for extra-credit.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
0 - 0%
This is a degree applicable course but assessment tools based on writing are not included because skill demonstrations are more appropriate for this course.
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
50 - 66%
Class performances
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 17%
Multiple choice
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 0%

Representative Textbooks and Materials:
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Perella, Jack.  The Debate Method of Critical Thinking
Freely, Austin J.  Argumentation and Debate
Church, Russell T., and Charles Wilbanks.  Values and Policies in

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