10.《英语辩论理论与实践》课程教学大纲

Section One: Introduction（Week 1）*

Objectives:

1. Inform students of   course arrangements (objectives, requirements, grading, general time-line);

2. Introduce the BP format   to students.

In-class activities:

1. A BP demonstration by debaters from   Fudan English Debating Society;

2. Group discussion: Which position in   BP would you prefer, and why?

Assignments:

1. Read Chapter 1,2,3 of   Gary Rybold’s textbook;

2. Group presentation for   next class: rhetorical fallacies.

Section Two: Critical   Thinking in Debate (Week 2)*

Objectives:

1. Introduce to students the Paul-elder   Model (PEM);

2. Introduce to students the Toulmin   Model;

3. Introduce to students intellectual   standards of thinking.

In-class activities:

1. Before class: Group 1 presentation on   rhetorical fallacies;

2. Practice of argumentative speech   following one of the models.

Assignments:

1. Read an article in China   Daily opinion pages. Use the elements of thinking to analyze what the   author is writing, and then evaluate it using the intellectual standards of   thinking. The evaluative essay should be at least 500 words long. Hand in the   printed copy (both articles) at next class.

Section Three: Listening   and Flowing (Week 3)*

Objectives:

1. Make students understand the bellow   terms:

a. “burden of refutation”

b. “silence is admission”

2. Introduce to students how to note   down a speech;

3. Introduce to students   the format of BP note-taking.

In-class activities:

1. Before class: Group 2 presentation on   rhetorical fallacies;

2. Flow a speech (a five-minute speech   in a speech contest

3. ) then present it in one’s own words;

3. Flow a debate speech   (PM speech of 2016 WUDC Final) then present in one’s own words.

Assignments:

1. Flow a lecture (any lecture on campus   in English) and note down the key points. Write up the key points and bring a   printed copy to class;

2. Read Chapter 7 p76-78;

3. Read Chapter 7 p82-86;

4. Read Chapter 9 p.97-106.

Section Four:   Propositional Case Development for Policy Motions (W4)*

Objectives:

1. Understanding the following terms:

a. “fiat”

b. “presumption”

2. Understanding the stock issues of   policy motions;

3. Getting to know the structure of the   case.

In-class activities:

1. Before class: Group 3 presentation on   rhetorical fallacies;

2. Practice a PM speech;

3. Practice a DPM speech.

Assignments:

1. Read Chapter 10   p110-118.

Section Five: Oppositional   Counter-case Development for Policy Motions (W5)*

Objectives:

1. Introduce to students   counter-case strategies for policy motions, which include:

a. disadvantages

b. feasibility

c. case turn

d. counter-plan

e. mutual exclusivity

f.  net benefit

In-class activities:

1. Before class: Group 4 presentation on   rhetorical fallacies;

2. Practice an LO speech;

3. Practice a DLO speech.

Assignments:

1. Read Chapter 7 p80-82;

2. Read Chapter 9 p106-109.

Section Six: Case   Development for Value Motions (W6)*

Objectives:

1. Make students understand the features   of value motions;

2. Introduce to students   the stock issues for value motions.

In-class activities:

1. Before class: Group 5 presentation on   rhetorical fallacies;

2. Practice a PM speech;

3. Practice a DPM speech.

Assignments:

1. Read Chapter 10   p118-123.

Section Seven: Counter-case   Development for Value Motions(W7)*

Objectives:

1. Introduce to students counter-case   strategies for value motions, which include:

a. resolution analysis

b. counter-case contentions

c. challenging definition or topicality

In-class activities:

1. Before class: Group 6 presentation on   rhetorical fallacies;

2. Practice an LO speech;

3. Practice a DLO speech.

Assignments:

1. Read Chapter 8;

2. Read Chapter 11.

Section Eight: Refutation   and Rejoinder + BP Strategies(W8)*

1. Understanding “burden of refutation”;

2. Understanding “burden of rejoinder”;

3. Getting to know refutation   strategies;

4. Presenting the refutations.

5. Getting to know BP strategies.

In-class activities:

1. Before class: Group 7   presentation on rhetorical fallacies;

2. Practice how to refute   a point and present in class;

3. Flow a speech and   refute the main arguments.

Assignments:

1. Watch a full BP debate;

2. Prepare for the first in-class   debate.

Section nine: model   debates (W9-16)*

Week 17

Q&A session

Online

Week 18

Final Test

Online