San Diego State University COMM 160
COMM 160 Argument
Course Information
Course Number: COMM 160
Section Number: 20960
Semester: Fall 2015
Perkins 1
Justin Perkins
Class Times: T/TH 11:00-12:15
Class Location: PSFA-436
Instructor Information
Instructor: Mr. Perkins
Office: PSFA 467/Comm 225
E-mail address: jperkins@mail.sdsu.edu
Office Hours: T 12:15-2:15 and by appointment if necessary
* This syllabus is intended to provide a general set of guidelines and expectations, but it does not bind the
instructor to specific details. The instructor retains the right to adjust the course design. Detailed
instructions, or changes to expectations, will be made and announced (in class and on Blackboard) with as
much preparatory time as the instructor can manage based on the development of the course and
semester. It is the student's responsibility to obtain information announced in class in a timely manner.
Course Content Summary: This is a practical skills class. Material will focus on developing students’
research and critical thinking skills. Students will be trained on how to construct and deploy reasoned
arguments across multiple contexts.
Course Objectives: With the completion of this course, students will be able to:
 Recognize and demonstrate knowledge of basic argument theories and principles.
 Critically analyze the different parts of an argument.
 Illustrate the practical application of argumentation theories in real life.
 Prepare and evaluate extensive research in the construction of arguments and argument
strategies.
 Provide students with an in-depth familiarity with different research tools available at SDSU.
Student Learning Outcomes:
 Student will be able to evaluate speeches to differentiate valid from invalid arguments.
 Student will be able to locate data on a topic and use that data to support claims and arguments
in a speech.
 Student will understand argumentation strategies in both written and verbal settings.
 Student will participate in formal debates similar to current competitive debate environments.
Text: The primary text for this class will be Andrea A. Lunsford and John J. Ruszkiewicz (2012).
“Everything’s an Argument”
The secondary text for this class will be: Printed handouts and notes. Additional readings and primary
sources will be assigned on Blackboard.
Communication: The best way to find me is through email (jperkins@mail.sdsu.edu). In order for me
to receive your message, you need to put the word “CLASS” in the subject line, and sign the email with
your full name and course number. If you don’t, your email may be caught by the spam filters and
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destroyed before I see it. The class Blackboard menu also has a link to this information. Also, please
understand that emailing me guarantees you nothing in terms of course content or special
arrangements.
Blackboard: Course content, assignment guidelines, and review sheets will be distributed via the
Blackboard online class system. You are responsible for checking the Blackboard site before class each
day, and for making sure that the email listed in your eservices profile is an account you read and use.
If you have trouble using computers or following these directions, visit the library learning center for
instruction.
Behavior in the Classroom: Rude or disruptive behavior from a student towards the instructor or
another student is unacceptable. Such behavior includes, but is not limited to, talking during a
student’s speech, entering or exiting the room while students are speaking, eating during class, textmessaging, using cell phones, inappropriate language or comments, etc. The student will be warned
once. Upon the next occurrence, the student will be asked to leave the classroom and needs to schedule
an in person meeting with the instructor before they are allowed to rejoin the class.
Language: In an effort to create and maintain a comfortable and equitable environment for everyone,
any language that is racist, sexist, or that discriminates against any person or group will not be tolerated
in the classroom. Any such language in any speech, assignment, or classroom discussion will result in
an automatic “F” for that speech or assignment and the occurrence will be documented in case any
further disciplinary actions are warranted.
Cell phones: Please be respectful by turning off your cell phones. If you have an important reason for
leaving your phone on, you must consult the course instructor for direction before the start of the class
session. If your cell phone rings during another student’s presentation, you have two options: 1) you
may immediately hand your cell phone to me for safe keeping until the end of class, or 2) you may
leave class after the person speaking is done and you will lose all points for the day.
Assignments: It is your responsibility to complete assignments correctly and turn them in on the day
that they are due. There are no make-ups for debates, assignments, or exams unless previously arranged
with your instructor. There are no make ups for any quizzes, participation or discussion questions.
Attendance: Regular attendance is required. Students are expected to attend every class meeting, to
arrive on time and stay throughout the class period. Unexcused absences will lower your participation
grade for the course and will forfeit your ability to select partners for groups work. An unexcused
absence is when you fail to show up to class without getting prior approval for absence, or sending me
an email with verifiable doctors note of the reason for missing class. If you miss a test or a debate you
will lose all of those points and forfeit all extra credit opportunities. If you are aware that you cannot
attend class on a debate or test day it is your responsibility to let me know prior to your absence so
arrangements can be made and proper documentation shown. In-class points cannot be made up.
Withdrawal: Check the school calendar for more information and signature requirements.
Academic Honesty Policy and Plagiarism: There will be absolutely no cheating tolerated in this
course including, but not limited to, the use of material without proper citation, quoting sources without
giving proper credit to the source, copying and pasting the work of others, sharing information during
test time, and or falsifying the work or data of your research in any way. Please consult the San Diego
State University Student Conduct Code/Academic Dishonesty for further clarification on this policy.
Students may be failed for the particular assignment or for the entire class due to infractions of this
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policy. If there are any questions about what is and what is not cheating it is your responsibility to
review this policy and consult the instructor.
THE ACADEMIC DISHONESTY POLICY OF THE SCHOOL OF COMMUNICATION
Plagiarism is theft of intellectual property. It is one of the highest forms of academic offense because
in academe, it is a scholar’s words, ideas, and creative products that are the primary measures of
identity and achievement. Whether by ignorance, accident, or intent, theft is still theft, and
misrepresentation is still misrepresentation. Therefore, the offense is still serious, and is treated as
such.
Overview:
In any case in which a Professor or Instructor identifies evidence for charging a student with violation
of academic conduct standards or plagiarism, the presumption will be with that instructor’s
determination. However, the faculty/instructor(s) will confer with the director to substantiate the
evidence. Once confirmed, the evidence will be reviewed with the student. If, following the review
with the student, the faculty member and director determine that academic dishonesty has occurred, the
evidence will be submitted to the Office of Student Rights and Responsibilities. The report “identifies
the student who was found responsible, the general nature of the offense, the action taken, and a
recommendation as to whether or not additional action should be considered by the campus judicial
affairs office .” (CSSR Website[1]).
[1] http://www.sa.sdsu.edu/srr/academics1.html
Intellectual Property:
The syllabus, lectures and lecture outlines are personal copyrighted intellectual property of the
instructor, which means that any organized recording for anything other than personal use, duplication,
distribution, or profit is a violation of copyright and fair use laws.
Proper Source Attribution:
Proper attribution occurs by specifying the source of content or ideas. This is done by (a)
providing quotation marks around text, when directly quoted, and (b) clearly designating the source of
the text or information relied upon in an assignment. Text that is identical with another source but
without quotation marks constitutes plagiarism, regardless of whether you included the original
source.
Specific exemplary infractions and consequences:
a. Reproducing a whole paper, paragraph, or large portions of unattributed materials (whether
represented by: (i) multiple sentences, images, or portions of images; or (ii) by percentage of
assignment length) without proper attribution, will result in assignment of an “F” in the course,
and a report to Student Rights and Responsibilities.
b. Reproducing a sentence or sentence fragment with no quotation marks but source citation, or
subsets of visual images without source attribution, will minimally result in an “F” on the
assignment. Repeated or serious cases will result in assignment of an “F” in the course, and a
report to Student Rights and Responsibilities.
Self-plagiarism:
Students often practice some form of ‘double-dipping,’ in which they write on a given topic across
more than one course assignment. In general, there is nothing wrong with double-dipping topics or
sources, but there is a problem with double-dipping exact and redundant text. It is common for scholars
to write on the same topic across many publication outlets; this is part of developing expertise and the
reputation of being a scholar on a topic. Scholars, however, are not permitted to repeat exact text across
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papers or publications except when noted and attributed, as this wastes precious intellectual space with
repetition and does a disservice to the particular source of original presentation by ‘diluting’ the value
of the original presentation. Any time that a writer simply ‘ cuts-and-pastes’ exact text from former
papers into a new paper without proper attribution, it is a form of self-plagiarism. Consequently, a
given paper should never be turned in to multiple classes. Entire paragraphs, or even sentences, should
not be repeated word-for-word across course assignments. Each new writing assignment is precisely
that, a new writing assignment, requiring new composition on the student’s part.
Secondary citations:
Secondary citation is not strictly a form of plagiarism, but in blatant forms, it can present similar ethical
challenges. A secondary citation is citing source A, which in turn cites source B, but it is source B’s
ideas or content that provide the basis for the claims the student intends to make in the assignment. For
example, assume that there is an article by Jones (2006) in the student’s hands, in which there is a
discussion or quotation of an article by Smith (1998). Assume further that what Smith seems to be
saying is very important to the student’s analysis. In such a situation, the student should always try to
locate the original Smith source. In general, if an idea is important enough to discuss in an assignment,
it is important enough to locate and cite the original source for that idea. There are several reasons for
these policies: (a) Authors sometimes commit citation errors, which might be replicated without
knowing it; (b) Authors sometimes make interpretation errors, which might be ignorantly reinforced (c)
Therefore, reliability of scholarly activity is made more difficult to assure and enforce; (d) By relying
on only a few sources of review, the learning process is short-circuited, and the student’s own research
competencies are diminished, which are integral to any liberal education; (e) By masking the actual
sources of ideas, readers must second guess which sources come from which citations, making the
readers’ own research more difficult; (f) By masking the origin of the information, the actual source of
ideas is misrepresented. Some suggestions that assist with this principle:
When the ideas Jones discusses are clearly attributed to, or unique to, Smith, then find the Smith source
and citation.
When the ideas Jones is discussing are historically associated more with Smith than with Jones, then
find the Smith source and citation.
In contrast, Jones is sometimes merely using Smith to back up what Jones is saying and believes, and is
independently qualified to claim, whether or not Smith would have also said it; in such a case,
citing Jones is sufficient.
Never simply copy a series of citations at the end of a statement by Jones, and reproduce the reference
list without actually going to look up what those references report—the only guarantee that
claims are valid is for a student to read the original sources of those claims.
Solicitation for ghost writing:
Any student who solicits any third party to write any portion of an assignment for this class (whether
for pay or not) violates the standards of academic honesty in this course. The penalty for solicitation
(regardless of whether it can be demonstrated the individual solicited wrote any sections of the
assignment) is F in the course.
TurnItIn.com
The papers in this course will be submitted electronically in Word (preferably .docx) on the due dates
assigned, and will require verification of submission to Turnitin.com.
“Students agree that by taking this course all required papers may be subject to submission for textual
similarity review to TurnItIn.com for the detection of plagiarism. All submitted papers will be included
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as source documents in the TurnItIn.com reference database solely for the purpose of detecting
plagiarism of such papers. You may submit your papers in such a way that no identifying information
about you is included. Another option is that you may request, in writing, that your papers not be
submitted to TurnItIn.com. However, if you choose this option you will be required to provide
documentation to substantiate that the papers are your original work and do not include any plagiarized
material” (source: language suggested by the CSU General Counsel and approved by the Center for
Student’s Rights and Responsibilities at SDSU)
Specific exemplary infractions and consequences
Course failure: Reproducing a whole paper, paragraph, or large portions of unattributed materials
without proper attribution, whether represented by: (a) multiple sentences, images, or portions
of images; or (b) by percentage of assignment length, or solicitation of a ghost writer, will result
in assignment of an “F” in the course in which the infraction occurred, and a report to the
Center for Student Rights and Responsibilities (CSRR2).
Assignment failure: Reproducing a sentence or sentence fragment with no quotation marks, but with
source citation, or subsets of visual images without source attribution, will minimally result in
an “F” on the assignment, and may result in greater penalty, including a report to the CSRR,
depending factors noted below. In this instance, an “F” may mean anything between a zero (0)
and 50%, depending on the extent of infraction.
Exacerbating conditions--Amount: Evidence of infraction, even if fragmentary, is increased with a
greater: (a) number of infractions; (b) distribution of infractions across an assignment; or (c)
proportion of the assignment consisting of infractions.
Exacerbating conditions--Intent: Evidence of foreknowledge and intent to deceive magnifies the
seriousness of the offense and the grounds for official response. Plagiarism, whether ‘by
accident’ or ‘by ignorance,’ still qualifies as plagiarism—it is all students’ responsibility to
make sure their assignments are not committing the offense.
Exceptions: Any exceptions to these policies will be considered on a case-by-case basis, and only
under exceptional circumstances.
HOWEVER, THERE ARE NO EXCUSES ALLOWED BASED ON IGNORANCE OF WHAT
CONSTITUTES PLAGIARISM, OR OF WHAT THIS POLICY IS.
Grades: If you want to discuss your grades please write to me and sign your full name and list
your course. Please write only after grades are posted on Blackboard but no later than one week
of the grade having been assigned.
Students with Disabilities: Students with disabilities who believe they may need an accommodation in
this class are encouraged to contact Student Disability Services, located in the Calpulli Center, Suite
3101, as soon as possible to ensure that accommodations are implemented in a timely fashion.
Information regarding their services follows:
San Diego State University COMM 160
Hours: Monday - Friday, 8 am - 4:30
pm
Mailing Address:
Student Disability Services
San Diego State University
5500 Campanile Drive
San Diego, CA 92182-4740
Mail Code: 4740
Tel: (619) 594-6473
Fax: (619) 594-4315
URL: http://www.sa.sdsu.edu/sds/
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Test Accommodation Center (TAC)
Calpulli Center, Suite 1300 (first floor)
Hours: Monday - Friday, 8 am-4:30 pm
(extended hours for test administration)
(619) 594-2643
WorkAbility IV
Calpulli Center 3101 & Career Center
Contact Cheryl Rietz @ 594-8480
High Tech Center and Student Support Services
Project
Love Library 205
Hours: Mon - Thu, 8:30 am-5:30 pm
Fri, 9 am-5 pm
(619) 594-5315
Major Course Assignments: This course will be made up of 5 major assignments. They are one
midterm, one final and 3 in-class debates. The midterm will be 40 multiple choice questions worth 2
points each and one essay question worth 20 points totaling 100 points. The final will be the same
format 40 multiple choice questions worth 2 points each and 1 essay worth 20 points totaling 100
points. Each debate is worth 50 points. (see the debate section for more detailed grading). All of these
assignments are mandatory and cannot be made up unless prior arrangements have been made with me.
This does not mean that you send me an email at the last minute. Prior arrangements mean we speak in
person or have correspondence by email to discuss your situation. If you fail to meet this standard then
you will receive a 0 on that assignment and automatically forfeit all extra credit opportunities for the
class.
Debates:
Format: In this class we will be using a modified parliamentary style debate. Each debate team will
have 2-3 students per team, with each person speaking at least once per debate. The debates will last 26
minutes each, allowing us approximately 2 debates each day. The constructive speeches will each be 5
minutes, with the rebuttals lasting 3 minutes. Each person is responsible for debating 2 times. Debate
days will be organized randomly, cycling through 2 times. We will brainstorm topics together at the
beginning of the debate section of our class. It is imperative that you do not miss any debates. If you
have an emergency you MUST inform me prior to missing your debate. If not you will lose all debate
points and forfeit all extra credit opportunities.
This is a chance to demonstrate your understanding of the class lessons so far. In particular, I want you
to flow the debate, and use four point refutation when answering each other’s arguments. You should
also devote some thought to strategy, and do your best to control the ground of the argument. Also, be
on the lookout for fallacies, especially during points of information and rebuttal speeches. You will be
graded on organization, evidence, clash, question, and presentation style.
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Grading:
20pts- Organization and Evidence - You will either have an annotated bibliography or “file writing”
assignment (Explanation and Requirements TBA on BB)
10pts- Clash/Question – Your ability to use four-point refutation, field opponents’ questions, and
devising your own questions for the other team
10pts- Engaging the debate - turning in your “flow” and helping your teammate/s during the round
10pts- Presentation – Demonstrating your knowledge of the material and using public speaking skills
efficiently
50 pts total per Debate
Spectators: Class members that are watching the debates will be responsible for turning in a flow of
each debate as you leave class. Every person must flow the debate and turn this in as part of your
attendance for the day. If you do not turn in your flow you will be counted as absent for the day
and lose all applicable points.
Debate Rubric
In this class if you expect to receive an “A” on the in-class debates you should do each of the
following:
 Make sure you attend on your debate day.
 Turn in an organized flow of the entire debate round.
 Have 5 well researched arguments dealing with your topic.
 Directly clash with at least 3 of your opposing teams arguments.
 Ask, or attempt to ask, at least 2 intelligent question during the round.
 Show clear signs of having practiced your speech before your in-class debate.
To receive a “B”:
 Make sure you attend on your debate day.
 Turn in a well organized flow of the entire debate round.
 Have 4 well researched arguments dealing with your topic.
 Directly clash with at least 2 of your opposing teams arguments.
 Ask, or attempt to ask, at least 1 intelligent question during the round.
 Show clear signs of having practiced your speech before your in-class debate.
To receive a “C”:
 Make sure you attend on your debate day.
 Turn in a somewhat organized flow of the entire debate round or part of the debate round.
 Have 2-3 moderately researched arguments dealing with your topic.
 Directly clash with at least 0-1 of your opposing teams arguments.
 Ask no questions during the round.
 Show that you spent little to no time preparing for your debate.
To receive a “D”:
 Make sure you attend on your debate day.
 Turn in a sloppy or incomplete flow for your debate.
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 Have 0 arguments dealing with your topic.
 Directly clash with none of your opposing teams arguments.
 Ask no questions during the round.
 Show clear signs that you have no interest in your speech or topic.
To receive an “F”:
 Show up late or simply don't attend your debate (this will result in a 0).
 Have no flow to turn in at the end of the round.
 Have 0 arguments dealing with your topic.
 Directly clash with none of your opposing teams arguments.
 Ask no questions during the round.
 Show clear signs that you have no interest in your speech or topic at all.
100 Point Scale
A
100
A92
B+
88
B
85
B82
C+
78
C
75
C72
D+
68
D
65
D62
F
0
50 Point Scale
A
50
A45
B+
44
B
42
B40
C+
39
C
37
C35
D+
34
D
32
D30
F
0
Quizzes: I will periodically give quizzes. These are going to be simple, 5 question 2 pt per question,
quizzes detailing important things in the class. They will all be pop quizzes. These are simply to see
how well you are doing in the course and following along with the material.
Participation: The participation portion of your grade is hopefully going to be an easy 30 points. If
you are an active and productive member of the class, participating in drills, taking the quizzes,
answering some of the discussion questions then these 30 points is easily attainable. However, if you
are missing class and not participating this could become a problem for your final grade. If you are not
participating I will speak to you first before I begin deducting points. This is a performance based class
and I expect every student to act accordingly.
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Course Points:
Exam 1
100
Exam 2
100
Debate 1
50
Debate 2
50
Mini Debates
40
Participation
30
Chapter Pres.
10
Film Review
10
H/V Speech
5
Impossible Drill 5
Quizzes
50
Total
450 points
Possible 10 points extra credit
Final Grades by Points
450 Point Scale
A 418-450
A- 417-405
B+ 404-395
B 394-374
B- 373-360
C+ 359-346
C 345-326
C- 325-315
D+ 314-296
D 295-283
D- 282- 270
F 269-0
Date
Week 1
25-Aug
Lesson
Activity
Assignment
Syllabus
Chapter 1 Textbook
27-Aug
Week 2
1-Sep
3-Sep
Critical Thinking
Chapter Presentation
Groups Assigned
Chapter Presentation
The Toulmin Model
Satir Categories
Chapter Presentation
Chapter Presentation
HV Speeches Intro
Chapter 7 Textbook
Chapters 3-4 Textbook
Human Communication
Exam 1 Review
Chapter Presentation
Chapter Presentation
HV Speeches
Chapter 5 Textbook
Week 3
8-Sep
10-Sep
Week 4
Chapter 2 Textbook
San Diego State University COMM 160
15-Sep
17-Sep
Exam 1
Questions and Socratic
Method
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Chapter Presentation
Chapter 8 Textbook
Week 5
22-Sep
24-Sep
Proof/IU/Fallacies
Values or Value Debate
Chapter Presentation
Chapter Presentation
Four Point Refutation
Chapter 9 Textbook
Chapters 13 & 16
Textbook
Week 6
29-Sep
1-Oct
Lies and Lying
Exam 2 Review
Chapter Presentation
Chapter Presentation
Impossible Drill
Chapter 11 Textbook
Week 7
6-Oct
8-Oct
Week 8
13-Oct
15-Oct
Week 9
20-Oct
22-Oct
Week 10
27-Oct
29-Oct
Week 11
3-Nov
5-Nov
Week 12
10-Nov
12-Nov
Week 13
17-Nov
19-Nov
Week 14
24-Nov
26-Nov
Week 15
Exam 2
Resolved Documentary
Film
Film Review
Introduction to
Parliamentary Debate
Parli Instruction
Reading TBA on BB
Parli Instruction
Advanced Academic
Research
Reading TBA on BB
Mini Debate
Mini Debate
Mini Debate
Mini Debate
Mini Debate
Research Day
Reading TBA on BB
Debate 1
Annotated Bibliography
Due
Debate 1
Debate 1
THANKSGIVING
BREAK
THANKSGIVING
BREAK
THANKSGIVING
BREAK
San Diego State University COMM 160
1-Dec
Debate 2
3-Dec
Week 16
8-Dec
10-Dec
Week 17
17-Dec
Debate 2
Debate 2
Debate 2
Final Day 1-3
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"File" writing
assignment due