UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School Learning and
Teaching Committee: 03 march 2015
MODULE SPECIFICATION
1.
Title of the module
The Skills of Argument – How to Argue and Win (LW589)
2.
School or partner institution which will be responsible for management of the module
Kent Law School
3.
Start date of the module
September 2008, revised start date September 2015
4.
The number of students expected to take the module
80
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module
Honours [H]
7.
The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or spring term
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
All single and joint honours Law programmes
11. The intended subject specific learning outcomes
Students who complete the module successfully will have the ability to:
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11.1 Demonstrate an understanding of the historical, sociological and political contexts for the use of
argument and arguing.
11.2 Demonstrate an understanding of the concepts and principles at issue in contemporary
approaches to argument, including the use of deductive and inductive reasoning, analogy,
coherence and cogency, the use of authority, and modes and devices of rhetoric and
persuasion.
11.3 Identify argument and distinguish it from other modes of interaction.
11.4 Analyse critically both simple and complex arguments.
11.5 Rank arguments in relation to weakness and strength in relation to a range of formal and critical
criteria.
11.6 Present sustained and persuasive argument in writing.
11.7 Be able to present sound argument with persuasive force.
11.8 Be able to present weak argument with persuasive force.
11.9 Be able to argue persuasively within given social, cultural or institutional parameters.
11.10
Have the ability to engage in reasoned and informed discussion on the major themes
treated on the module.
12. The intended generic learning outcomes
Students who complete the module successfully will have the ability to:
12.1 apply critical, analytical and problem-solving skills in a wide range of different legal and nonlegal settings.
12.2 research an issue to find relevant principles and concepts, and to investigate those principles
and concepts critically and analytically
12.3 identify flaws and weaknesses in argument
12.4 distinguish and rank simple and complex arguments according to weakness and strength
12.5 use library and web resources, including journal articles, to research an issue
12.6 present a sustained critical analysis of argument, including legal argument, in writing
13. A synopsis of the curriculum
The curriculum is in three parts:
(1) Weeks 2-3: A historical, sociological and political contextualisation of argument and arguing. The
aims of argument will be investigated through these perspectives, enabling students to develop a
critical approach to argument, and supplementing the skills of argument by raising students’
awareness of the premises and assumptions within which argument takes place. The distinction of
argument from other modes of interaction and expression will be considered by relation to these
contexts.
(2) Weeks 4-7: The second part of the module treats argument and arguing formally, both by
mapping the standard forms of argument, and by showing formally how to pick out a bad argument
from a good one. This part of the module thus investigates deductive and inductive reasoning,
argument by analogy, and the use of supportive evidence and the structure of justification, and
attends carefully to the set of formal fallacies in argumentation. These topics are illustrated
throughout by attention to real examples from law and elsewhere, with attention given to how
formal argument is constructed and to the skills required to identify formal fallacies. This knowledge
base is used by students to develop their own skills of formal argument and their ability to critique
the argument of others.
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(3) Weeks 8-11: The third part of the module turns to the skills of rhetoric and persuasion, including
examination of the ploys and devices that are often used to give bad or weak arguments persuasive
force. Attention will be given to aspects of coherence and cogency arising from studies in linguistics
and the philosophy of language, and a particular focus will be given to arguments drawing on
authority, using law in illustration. Again, students will be expected to develop their own skills in
these regards, using rhetoric and other devices both to support good argument and to lend weak
argument greater persuasive force.
14. Indicative Reading List
Audi R, The Structure of Justification (CUP, 1993)
Bickenbach J.E and Davies J, Good Reasons for Better Arguments (Broadview, 1997)
Copi I.M and Cohen C, Introduction to Logic (13th, Prentice Hall, 2008)
Goodrich P, Legal Discourse Studies in Linguistics, Rhetoric and Legal Analysis (2nd, Pallgrave, 1990)
Grayling A.C, The Art of Always Being Right – Thirty-eight Ways to Win when You Are Defeated
(Gibson Square, 2005)
Mills S, Discourse (2nd, Routledge, 2003)
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended module learning outcomes
The total number of study hours for this module is 150. Students will participate in the following
contact teaching:
One lecture each week (10 hours) excluding reading and writing weeks. The lectures contribute to
the module’s intended learning outcomes through articulation and demonstration of the knowledge
base and skills outlined above at 11.1-10 and 12.1-6, and are of particular importance in light of the
need for formal demonstration of the skills students are to develop under these learning outcomes.
One seminar each week (10 hours) excluding reading and writing weeks. This small-group learning is
a vital component in the delivery of the intended learning outcomes mapped above 11.1-10 and
12.1-6, particularly in light of the practical, skills-oriented nature of those outcomes. Seminars will
provide students with the opportunity to engage actively in the development of the relevant critical,
analytic and reasoning skills in debate, analysis and argument in these small-group classes. The
analysis of an argument distributed in advance in the module seminar workbook will form a key
element of each seminar discussion.
. The remaining 130 hours will be allocated to private study which is aimed at providing time to
conduct research, prepare for active engagement in seminars and revision for the examination. This
meets learning outcomes 11.3, 11.4 and 11.5, and 12.1-12.6.
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
This module is assessed by a 2-hour 100% examination.
The examination tests the achievement of the learning outcomes set out above in the following ways:



By testing a student’s ability to distinguish argument from other modes of expression and
communication;
By testing their understanding of concepts and issues involved in contemporary and other
approaches to argument and arguing;
By testing their ability to analyse simple and complex argument critically;
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


By testing their understanding of, and skills in relation to, both formal and informal modes of
argument (i) in construction and presentation of argument and (ii) in the criticism of argument.
By testing their ability to present sustained and persuasive argument in writing;
By testing the skills of analysis and presentation of argument mapped in the module’s learning
outcomes 11.1-10 and 12.1-6 within the confines of a particular formal, institutional setting, in
examination answers produced under strict limits of time and access to materials.
17. Implications for learning resources, including staff, library, IT and space
None
18. The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within
this module we will make reasonable adjustments wherever necessary, including additional or
substitute materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared disabilities will be
made on an individual basis, in consultation with the University’s disability/dyslexia support service,
and specialist support will be provided where needed.
19. Campus where module will be delivered: Canterbury
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