WINONA STATE UNIVERSITY
PROPOSAL FOR GENERAL EDUCATION PROGRAM COURSES
Department ________Communication Studies__________________________________________Date ____2/4/2012____________________
_____375_________________ __Argumentation___________________________
Course No.
Course Name
_____3________
Credits
Prerequisites__CmSt 191________________________________________________________
GEP Goal Area(s):*
CORE GOAL AREAS
_____Goal 1: Communication
_____Goal 3: Natural Science
_____Goal 4: Mathematics/Logical Reasoning
_____Goal 5: History and the Social and Behavioral
Sciences
_____Goal 6: The Humanities and Fine Arts
THEME GOAL AREAS
_____Goal 7: Human Diversity
_____Goal 8: Global Perspective
_____Goal 9: Ethical and Civic Responsibility
_____Goal 10: People and the Environment
* Courses may be submitted for up to two Goal Areas.
Additional Requirement Categories:
__x___Intensive:
_____ 1. Writing
__x___ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
_____ Physical Development and Wellness
Provide information as specified in the previous directions.
Attach a General Education Program Approval Form.
Department Contact Person for this Proposal:
___Daniel Lintin___________________________________ __5531______________ __dlintin@winona.edu_____
Name (please print)
Phone
e-mail address
[Revised 9-6-11]
CmSt 375 – Argumentation and Advocacy
Spring 2012
Instructor - Dan Lintin, Ph.D.
Office - PAC 207
Phone - 507-457-5531 (I have voice mail.)
E-Mail - dlintin@winona.edu
Office Hours – MWF – 7:30-9, 11-12, MW – 2-3, W – 3-3:30 and by appointment.
Textbook –
Herrick, James A. Argumentation: Understanding and Shaping Argument. 4th ed. State
College, PA: Strata Publishing, Inc., 2011. Print.
Official notices, if any, will be sent to your webmail account. I will post grades and class materials on
D2L.
General Education – This course satisfies the General Education Requirement for a Writing Intensive
Class. The outcomes for the course are as follows. Students will be able to
1. Earn significant course credit through extemporaneous oral presentations;
2. Understand the features and types of speaking in their disciplines;
3. Adapt their speaking to field-specific audiences;
4. Receive appropriate feedback from teachers and peers, including suggestions for improvement;
5. Make use of the technologies used for research and speaking in their fields; and
6. Learn the conventions of evidence, format, usage, and documentation in their fields.
University Studies – This course satisfies the University Studies Requirement for Critical Analysis. The
outcomes for the course are as follows:
A. the validity and reliability of information;
B. analyze modes of thought, expressive works, arguments, explanations, or theories;
C. recognize possible inadequacies or biases in the evidence given to support arguments or
conclusions; and
D. advance and support claims.
Incompletes – An incomplete will only be given in the case of an emergency.
Participation - Since this is a communication studies course, everyone needs to join in class discussions.
Attendance - So much learning takes place during lectures, discussions, and presentations that cannot be
made up by reading or copying someone else's notes. If you are absent, you are responsible for getting
class notes and handouts. I will take attendance during each class meeting. I will use this information to
decide if people on the borderline should earn the higher grade. Because this class requires you to work
with a partner and your attendance in class could affect your partner’s grade, you must attend at least 80%
of the class meetings. If you do not, you could receive an “F” in this class or, in the very least, a lower
overall grade.
Academic Misconduct – Please read the Academic Integrity Policy in the WSU catalog. I reserve the
right to take off points on, or give 0 points to, assignments involving academic misconduct.
Late Assignments – Please turn in every assignment on time. If you know an assignment is going to be
late, please e-mail me and let me know. I reserve the right to take 10% off the overall grade of the
assignment for each day the assignment is late.
Grades and Point Totals - A - 500-450, B - 449-400, C - 399-350, D - 349-300, F - 299-0
Assignments/Point Totals
Test 1 – 80 points
Test 2 – 80 points
Affirmative Problem Presentation – 25 points (6 minute scripted speech)
Affirmative Plan Presentation – 30 points (6 minute scripted speech)
Refutation Presentation – 35 points (3 minute extemporaneous speech)
Debate - Affirmative Policy or Plan Speech - Rebuttals – 100 points
Debate - Negative Refutation Speech – Rebuttals – 100 points
Flow Charts – 5 points
Peer Critiques – 25 points
Response to Debate – 20 points (self-reflective comments)
Tentative Schedule
Jan. 9 – Intro to Class (Start deciding two topics for the class – Create list of potential
topics)
Jan. 11 – Chapter 8 – Using Statistics as Evidence, Chapter 9 – Using Testimony as
Evidence (Continue listing topics for debates)
Jan. 13 – Chapter 14 – Analogies, Examples, and Narrative, Chapter 6 – Evaluating
Evidence (Continue selecting two topics – Bring in list of topics from last
class, ask if there are any more topics to add to the list, eliminate topics that would not be
conducive to the assignment, have students vote for their top 6)
Jan. 16 – No Class. Martin Luther King, Jr. Day
Jan. 18 – Chapter 7 – Locating and Evaluating Sources of Evidence (Select topics)
Jan. 20 – Chapter 2 – The Elements of Argument, Chapter 3 – Tools for Analyzing
Arguments (Write policy claims for the two topics)
Jan. 23 – Chapter 19 – Policy Case Construction
Jan. 25 – Chapter 12 – Definition in Argument
Jan. 27 – Continue
Jan. 30 – Test 1
Feb. 1 – Problem Speeches (Hand in 2 copies of this speech.)
Feb . 3 – Problem Speeches
Feb. 6 – Problem Speeches (If needed)
Feb. 8 – Chapter 5 – Reasonable Arguments, Reasonable People, Chapter 10 – Validity
in Conditional and Enumeration Arguments
Feb. 10 – Chapter 11 – Validity in Categorical Arguments, Chapter 18 – Fallacies,
Nizkor Fallacies
Feb. 13 – Continue
Feb. 15 – No Class. Assessment Day.
Feb. 17 – Plan Speeches (Hand in 2 copies of this speech.)
Feb. 20 – Plan Speeches
Feb. 22 - Chapter 15 – Reasoning about Causes, Chapter 16 – Moral and Practical
Arguments
Feb. 24 – Chapter 17 – Essential Nature Arguments,
Feb. 27 – Chapter 13 – Ambiguity, Equivocation, and Other Language Considerations
Feb. 29 – Tactics of Refutation Speeches
Mar. 2 – Chapter 20 – Adapting Arguments to an Audience
Mar. 5 – Continue
Mar. 7 – Refutation Speeches (Hand in 1 copy of this speech.)
Mar. 9 – Refutation Speeches
Mar. 12, 14, 16 – No Class. Spring Break.
Mar. 19 – Chapter 4 – Ethical Advocacy
Mar. 21 – Flowing a Debate.
Mar. 23 – Test 2
Mar. 26 – Questions about debates.
Mar. 28 – 1st Debate (Affirmative speeches to negative on Mar. 22 by midnight.
Negative speeches to affirmative by noon on Mar. 27.)
Mar. 30 1st Debate
Apr. 2 – 1st Debate
Apr. 4 – 1st Debate
Apr. 6 – No Class. Spring Break.
Apr. 9 – 1st Debate
Apr. 11 – 1st Debate
Apr. 13 – 1st Debate
Apr. 16 – 1st Debate
Apr. 18 – 2nd Debate
Apr. 20 – 2nd Debate
Apr. 23 – 2nd Debate
Apr. 25 – 2nd Debate
Apr. 27 – 2nd Debate
Apr. 30 – 1-3 p.m. – 1 p.m. section - 2nd Debate
May 2 – 8-10 – 10 a.m. section – 2nd Debate
Debate Assignment
You and your partner will debate a team of two other people. The debate will be conducted with the
following format –
1st Affirmative – Problem – 6 minutes (scripted)
1st Negative Refutation – Problem – 6 minutes (extemporaneous)
2nd Affirmative – Plan – 6 minutes (scripted)
2nd Negative Refutation – Plan/Problem – 6 minutes (extemporaneous)
3 minute preparation
st
1 Negative Rebuttal – 3 minutes (extemporaneous)
3 minute preparation
1st Affirmative Rebuttal – 3 minutes (extemporaneous)
3 minute preparation
2nd Negative Rebuttal – 3 minutes (extemporaneous)
3 minute preparation
2nd Affirmative Rebuttal – 3 minutes (extemporaneous)
Course Outline
I.
Evidence
A. Different types
B. Strengths and weaknesses of each type
II.
Toulmin’s Model of Argumentation
A. Evidence
B. Claim
C. Qualifier
D. Rebuttal
E. Warrant
F. Backing
III.
Reasoning
A. Deductive
B. Inductive
IV.
Researching
A. Appropriate sources
B. Credibility of sources
C. Full source citations
V.
Affirmative Side Case Construction
A. Problem
1. Significance
B. Solution
1. Solvability
2. Workability
3. Feasibility
C. Benefits
VI.
Definitions
VII.
Fallacies
A. Types of fallacies
VIII. Refutation
A. Methods of refutation
IX.
Ethical advocacy
X.
Audience adaptation
A. Demographics
B. Relation to topic
C. Relation to speaker
Oral Communication
Intensive Outcomes
Significant course credit –
extemporaneous oral
presentations
Features and types of
speaking in discipline
Adapt to field-specific
audiences
Appropriate feedback from
teacher and peers –
suggestions for improvement
Technologies for research
and speaking in field
Conventions of evidence,
format, usage, and
documentation in field
Learning Activities
Evaluation
Assessment
The refutation speech, the
affirmative rebuttal speeches
in the debates, and all the
negative speeches in the
debates will be done
extemporaneously. This
constitutes 31% of a student’s
final grade. Scripted
speeches constitute an
additional 25% of a student’s
final grade.
Argumentative speaking is
certainly a type of speaking
within the field
Communication Studies.
Through their oral
presentations, students will
continue to hone speaking
skills acquired in CmSt 191
as they craft effective
arguments; use logos, ethos,
and pathos appeals; and
deliver both extemporaneous
and scripted speeches.
Students will understand and
use debate terminology in
their presentations.
The speech/debate evaluation
sheets will have a section
rating each student’s
extemporaneous delivery
skills.
What is the percentage of
students who delivered these
speeches extemporaneously?
The speech/debate evaluation
sheets will rate each student’s
use of these skills.
What are the weaknesses in
the different categories as
shown through the evaluation
sheets.
The speech/debate evaluation
sheets will rate each student’s
use of terminology.
Students will receive
feedback from their teacher
after each speech. The first
two speeches will be included
in the debate so students have
time to revise their speeches
based on feedback. Peers
will critique the refutation
speeches and the two debates
giving each team time to
improve upon their
performance.
Students will employ
different technologies as they
research their debate topics.
The students will learn about
different types of evidence,
how to format their debates,
how to insert evidence
appropriately in their
speeches and debates, and
how make full oral citations.
There will be evaluation
sheets and peer critique forms
that will be completed and
given to the students.
What is the performance
level of students in adapting
their language to a fieldspecific audience.
Do students capitalize on the
suggestions given them by
the teacher and their peers?
Students will be evaluated on
their use of evidence from
varied sources.
Tests – Students will be
asked questions about these
conventions.
Speeches and Debates –
Students will be evaluated on
their appropriate use of
evidence and documentation
How varied were the sources
of the evidence used in the
speeches and debates?
How well did students do on
test questions pertaining to
this item and how well did
they incorporate evidence
into their speeches and
debates?
WINONA STATE UNIVERSITY
GENERAL EDUCATION PROGRAM APPROVAL FORM
Routing form for General Education Program Course approval.
Course______________________
Department Approval
_________________________________
Department Chair
________________
Date
Dean’s Recommendation _____ Yes
_____ No*
_________________________________
Dean of College
________________
Date
____________________________________________
e-mail address
*If the dean does not approve the proposal, a written rationale shall be provided to the General Education Program Subcommittee.
GEPS Recommendation
_____ Approved
_________________________________
General Education Program Director
A2C2 Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
Chair of A2C2
Faculty Senate Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
_________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 7-13-11]
WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program___CMST375: Argumentation _______________________________
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for
Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed
by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of
proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just
the ideas proposed or drafts of proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone
consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted
proposals have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1.
The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant
descriptions, rationales, and notifications have been provided.
___X_____ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
___X____ Completed
________ NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been
enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by
existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions
on this matter.
_____X___ Completed
________ NA
3.
Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both
the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
_____X___ Completed
Name and office phone number of proposal's representative: ___Daniel Lintin #5243
4.
Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal.
Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal
Subcommittee meeting at which this proposal is considered.
________ Completed
____X____ NA
5.
The course name and number is listed for each prerequisite involved in this proposal.
___X_____ Completed ________NA
6.
In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes
all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit
hour calculations. ________ Completed
____X____ NA
7.
In this proposal for a new or revised program, the following information for each required or elective course is provided:
a.
The course name and number.
b.
A brief course description.
c.
A brief statement explaining why the program should include the course.
________ Completed
____X____ NA
8.
This course or program revision proposal:
a.
Clearly identifies each proposed change.
b.
Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
________ Completed
____X____ NA
9.
This course proposal provides publication dates for all works listed as course textbooks or references using a standard form
of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.
___X_____ Completed
________ NA
__________________________________________________
______________________
Department's A2C2 Representative or Alternate
Date
[Revised 9-05]