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JOHN CABOT UNIVERSITY

COURSE CODE: "COM/LAW 271"
COURSE NAME: "Argumentation and Debate"
SEMESTER & YEAR: Summer Session I 2015
SYLLABUS

INSTRUCTOR: Craig Smith
EMAIL: [email protected]
HOURS: MTWTH 11:00 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: COM 101
OFFICE HOURS:

COURSE DESCRIPTION:
This course is an advanced study of the principles and foundations of debate as a critical decision-making process structured around reasoned discourse. It examines the formal structures of debate and debate format, the use and evaluation of proof, the technique of advocacy, and specific argumentation strategies. Expanding on the formal logic introduced in Public Speaking, it also covers in-depth analysis of fallacies of reason. Using the construction of a Debate brief, students learn the intellectual foundations upon which legal briefs are made.
SUMMARY OF COURSE CONTENT:
This course is designed for students who wish to improve their critical thinking including such skills as assessing evidence and sources for sound arguments, building cases for legislation, and arguing before the courts.  The course will including exercises in inquiry, consensus building, simulated arguments before the Supreme Court, being a member of the Supreme Court, presenting and debating legislative proposal in the Senate, and preparing a campus debating society.
LEARNING OUTCOMES:
After completing this course, students should be able to:
1. assess the quality of evidence used in arguments;
2. assess the quality of sources of evidence used in arguments;
3. build legislative cases for policy change;
4. build legal cases for advocacy before the court system;
5. deliver an argumentative speech with conviction;
6. recognize fallacious arguments. 
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Attendance and Class ParticipationBecause class sessions count for two classes, attendance is required unless excused. A valid excuse for absence, for example, illness or accident, can be obtained from the Dean's office from Elizabeth Tyrie ([email protected]). This is also a high participation class in terms assignments needing an audience. Student will participate in group assignments, stand up speaking assignments, legal argumentation, and legislative debate.10%
Problem solving and consensusStudents will be formed into small groups and given a national or international problem for which they must find a solution. This exercise in consensus building will serve as a basis for later assignments such as legislative debate. 15%
An Affirmative Case for a Legislative ProposalStudents will present a 10 minute speech that supports a legislative change. They will demonstrate a need for change with evidence and arguments supporting contentions that establish a significant harm that cannot be solved by the present system. They will present a plan to remove the harm and show that the plan has added advantages if adopted. 20%
Advocating against ChangeEach student will be assigned a legislative proposal to attack in an attempt to demonstrate that the proposal exaggerates the need for change, is bad policy, is unworkable or unconstitutional, and has significant disadvantages. 20%
Arguing before the Supreme CourtStudents will be paired off and assigned a First Amendment case to re-argue before the Supreme Court. Each argument before the Supreme Court will be up to 12 minutes. As part of class participation, students not in the pair will serve as the Supreme Court and issue a ruling in the case with a majority opinion and a dissenting opinion. 20%
Final ExaminationOn the day of the final, students will take an examination that covers the material in the text book and lectures in class. 15%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the cour
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

Tentative Course Schedule

 

Depending on class size and progress through the units, a day by day schedule can not be predicted.  Student should understand that on any day more than one unit could be covered or it might take several days to cover one unit.  Students are responsible for readings that will be assigned by the instructor.

Unit                                               In-Class Topics                                        Readings

1.                                             Introduction: Small group inquiry
                 
                                     System 1 & System 2 thinkers.

2.                                             Small group consensus building                    

                                                (Assign affirmative and negative speeches for legislative debate)

3.                                             Introduction to Argumentation                     

                                                Types of Argument (authority, etc.)

4.                                             Truth standards and validity standards          None 

5.                                             Using the Toulmin Model                             

6.                                             Fallacies                                                        

7.                                             Arguing Propositions of                                

                                                Fact and Value (Assign Court Cases)

8.                                             Arguing Propositions of                                 

                                                Policy                                                             

                                                                                                                           

9.                                             Public Speaking Skills                                  

10.                                           Affirmative and negative speeches (10 Min.) followed by legislative debate on propositions.

11.                                           First Amendment Law and the Supreme       

                                                Court

12.                                           Other forms of Debate                                                                                                                                                                                         

13.                                           Supreme Court Cases followed by Supreme Court decisions                                   

                                                                                                                                    

Final Exam:  Friday, June 26