12/21/2024 9:17:44 AM	SPCH 3A Course Outline as of Fall 1981	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  SPCH 3A	Title:  INTRO/ARGUMENTATION
Full Title:  Introduction to Argumentation
Last Reviewed:10/8/2018

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17 max.	Lecture Scheduled	51.00
Minimum	3.00	Lab Scheduled	0		3 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	51.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  102.00

Total 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: 
Formerly: 

Catalog Description:

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.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 1A.

Limits on Enrollment:

Schedule of Classes Information
Description:

Course uses in-class debates to teach argumentation & critical thinking.

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

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:	Fall 1981	Inactive:
Area:	B	Communication and Analytical Thinking
CSU GE:	Transfer Area			Effective:	Inactive:
	A3	Critical Thinking		Fall 1981
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 1981	Inactive:
UC Transfer:	Transferable	Effective:	Fall 1981	Inactive:
C-ID:
CID Descriptor: COMM 120	Argumentation or Argumentation and Debate	SRJC Equivalent Course(s): COMM9 OR COMM3

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

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

      policy.

  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

I.  Introduction to the Course

   The role of critical thinking in life, politics, professions, and

   education

   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

        Induction

        Deduction

        Informal fallacies

    The Analysis of Evidence

        The need for evidence

      Tests of evidence

          competence

          bias

          hearsay

      The herarchy of evidence

          facts

          opinions

          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-

    tion.

(Final examination)

Assignments:

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

   instructor.

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%
None
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%
Exams
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%
None

Representative Textbooks and Materials:

Perella, Jack.  The Debate Method of Critical Thinking

Freely, Austin J.  Argumentation and Debate

Church, Russell T., and Charles Wilbanks.  Values and Policies in

   Controversy

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