Critical Thinking in English Argumentation ENGL110056 In general, this course is intended for non - English-major undergraduates with advanced English proficiency aiming to cultivate their repertoire in argumentation and critical thinking during the process of articulating their thoughts in English. the teaching objectives are explained in the below: 1) to introduce students to the formal structure and analysis of practical arguments 2) to develop students'competencies to distinguish logical reasoning from fallacious reasoning 3)to develop students' competencies in creating and criticizing arguments in English 4) to develop students' competencies in making compelling counterarguments in English; 5)to develop students'competencies in information acquisition and research skills 6)to develop students'cross-cultural competencies. Teaching Materials Handouts(athttp:/elearningfudan.edu.cn). Freeley, Austin J. Argumentation and Debate: Critical Thinking for Reasoned Decision Making(12th edition). Wadsworth Publishing Co. Trapp, Robert et al. Building Global Relations through Debate. Beijing: FLTRP 2016 Lucas, Stephen E. The Art of Public Speaking. Beijing: FLTRP. 2010 andel, Michael J. Justice: What's the Right Thing to Do? Penguin. 2010
Critical Thinking in English Argumentation ENGL110056 Spring 2017 Teaching Objectives: In general, this course is intended for non-English-major undergraduates with advanced English proficiency, aiming to cultivate their repertoire in argumentation and critical thinking during the process of articulating their thoughts in English. The teaching objectives are explained in the below: 1) to introduce students to the formal structure and analysis of practical arguments; 2) to develop students’ competencies to distinguish logical reasoning from fallacious reasoning; 3) to develop students’ competencies in creating and criticizing arguments in English; 4) to develop students’ competencies in making compelling counterarguments in English; 5) to develop students’ competencies in information acquisition and research skills; 6) to develop students’ cross-cultural competencies. Teaching Materials: • Handouts (at http://elearning.fudan.edu.cn). • Freeley, Austin J. Argumentation and Debate: Critical Thinking for Reasoned Decision Making (12th edition). Wadsworth Publishing Co. Inc. 2009. • Trapp, Robert et al. Building Global Relations through Debate. Beijing: FLTRP. 2016. • Lucas, Stephen E. The Art of Public Speaking. Beijing: FLTRP. 2010. • Sandel, Michael J. Justice: What’s the Right Thing to Do? Penguin. 2010
Steven L. Johnson Winning Debates. Beijing: Foreign Language Teaching and Research Press 2010 O'Hair, Dan. A Pocket Guide to Public Speaking Bedford/St Martins. 2010 《立场——辨证思维训练》丛书.北京:外语教学与研究出版社.2014. 樊启青.《与世界辩论冠军零距离:国际知名辩手辩论辞选编》.杭州:浙江大学出版社.2013. 樊启青.《议会制辩论:架构与攻略》.杭州:浙江大学出版社.2013. 曲卫国.《批判与论辩:论辩文写作入门》.北京:高等教育出版社.2013 Class discussions 40(-50)% Websites: DebatecEntralhttp://debate.uvm.edu HowtodEbateEffectivelyandRationallyhttp://www.truthtree.com/debates.shtml InternationalDebateEducationAssociationhttp://www.idebate.org TheEnglish-speakingUnion:http://www.esu.org TeachingDebate:http://www.teachingdebate.com ProsandConshttp:/www.procon.org FallacyFiles:http://www.fallacyfiles.org/index.html ResearchMethodshttp:/www.socialresearchmethods.net/kb/dedind.php FudanOnlineResourceshttp:/www.library.fudan.edu.cn/ Elearning Class
• Steven L. Johnson. Winning Debates. Beijing: Foreign Language Teaching and Research Press. 2010. • O’Hair, Dan. A Pocket Guide to Public Speaking. Bedford/St. Martins. 2010. • 《立场——辨证思维训练》丛书. 北京：外语教学与研究出版社. 2014. • 樊启青.《与世界辩论冠军零距离：国际知名辩手辩论辞选编》. 杭州：浙江大学出版社. 2013. • 樊启青.《议会制辩论：架构与攻略》. 杭州：浙江大学出版社. 2013. • 曲卫国.《批判与论辩：论辩文写作入门》. 北京：高等教育出版社. 2013. Grading Policy: • Class discussions 40(-50)% • Debate 20% • Term research (30-)40% Websites: • Debate Central: http://debate.uvm.edu • How to Debate Effectively and Rationally: http://www.truthtree.com/debates.shtml • International Debate Education Association: http://www.idebate.org • The English-Speaking Union: http://www.esu.org • Teaching Debate: http://www.teachingdebate.com • Pros and Cons: http://www.procon.org/ • Debatewise: http://debatewise.org/ • Fallacy Files: http://www.fallacyfiles.org/index.html • Argument: http://changingminds.org/disciplines/argument/argument.htm • Research Methods: http://www.socialresearchmethods.net/kb/dedind.php • Fudan Online Resources: http://www.library.fudan.edu.cn/ Elearning Class:
“英语论瓣与思辨athttp:elearning.fudan.edu.cn Ethics and policies onesty can result in failing this course. 2) No late or make-up work is accepted if students are absent without permission on the day when it is due. 3) Since the course depends on step-by-step development of analytic skills and frequent practice, students are expected to attend all class meetings. Excessive class absences may result in a significant reduction in the student's grade in the course. 4)In order to meet objectives, students must always prepare for class by doing reading in advance as is assigned 5)Term paper and regular assignments have to follow the following reference format a)Book illiams, S,& Cooper, L(2002). Ma orkplace stress: a best practice blueprint. New York, NY: Wiley b) ARTICLE IN A REFERENCE WORK: Kazdin, A E (2000). Stress. In Encyclopedia of psychology(Vol 7, pp. 479-489 ). New York, NY: Oxford University Press c)NEWSPAPER ARTICLE Goode,E.(2002,December17).TheheavycostofchronicstressTheNewYorkTimes.Retrievedfromhttp:/www.nvtimes.com d)DOCUMENT FROM A WEBSITE Centers for Disease Control and Prevention. (September 25, 2013). Get Vaccinated. Retrieved December 6, 2015 from Teaching Plan(To be continued on the next page
“英语论辩与思辨”, at http://elearning.fudan.edu.cn. Ethics and Policies: 1) Academic dishonesty can result in failing this course. 2) No late or make-up work is accepted if students are absent without permission on the day when it is due. 3) Since the course depends on step-by-step development of analytic skills and frequent practice, students are expected to attend all class meetings. Excessive class absences may result in a significant reduction in the student's grade in the course. 4) In order to meet objectives, students must always prepare for class by doing reading in advance as is assigned. 5) Term paper and regular assignments have to follow the following reference format: Examples: a) Book: Williams, S., & Cooper, L. (2002). Managing workplace stress: A best practice blueprint. New York, NY: Wiley. b) ARTICLE IN A REFERENCE WORK: Kazdin, A. E. (2000). Stress. In Encyclopedia of psychology (Vol. 7, pp. 479–489). New York, NY: Oxford University Press. c) NEWSPAPER ARTICLE Goode, E. (2002, December 17). The heavy cost of chronic stress. The New York Times. Retrieved from http://www.nytimes.com d) DOCUMENT FROM A WEBSITE Centers for Disease Control and Prevention. (September 25, 2013). Get Vaccinated. Retrieved December 6, 2015 from http://www.cdc.gov/niosh/topics/body_art/vaccinate.html Teaching Plan (To be continued on the next page.)
Teaching Plan Conte Further Reading Assignment Description Week 1 3.02 Introduction to the Course i Read"Toulmin's Theory" Week 2 3.09 Argument& Argumentation Read"Fallacies of Evidence, Reasoning, Language:: Analyze an argument by using Toulmin's Theory Types of Reasoning", Argumentation and Debate Toulmin's Theory Week 3 3.16 Obstacles to Clear Thinking Read"Speaking to Persuade", AP Week 4 3.23 Speaking to Persuade Handouts at elearning Week 5 3.30Debating formats and Read Justice: What's the Right Thing to Do by Adjudication Michael Sandel( Biweek reading assignment Week6406 First Debate&Adjudication Topic selection and outline L Week 7 4.13 First Principles First debate Week84.20Motion Analysis Week9 4.27 First Talk on Term Research Week 10 5.04 Discussion Liberalism Common good Week 11 5.11 Second Debate Adjudication Second debate Week 12 5.18 Questions of Policy, Value, and Questions/Propositions of policy, value, and fact Week 13 5.25 Second Talk on Term Research porting materia I Week 14 6.01 Third Debate& Adjudication Read Stakeholder Analysis Third debate Week.08 Stakeholder Analysis Week 16 6.15 Final Exam(Presentation of term Individual work: 8-10 minute research) presentation ote: This plan is susceptible to changes with different instructors considering ongoing adaptations to students, class progress, holidays, etc
Teaching Plan: Week Content Further Reading Assignment Description Week 1 3.02 Introduction to the Course Read “Toulmin’s Theory” Week 2 3.09 Argument & Argumentation Toulmin’s Theory Read “Fallacies of Evidence, Reasoning, Language; Types of Reasoning”, Argumentation and Debate Analyze an argument by using Toulmin’s Theory Week 3 3.16 Obstacles to Clear Thinking Read “Speaking to Persuade”, APS Week 4 3.23 Speaking to Persuade Handouts at elearning Week 5 3.30 Debating Formats and Adjudication Read Justice: What’s the Right Thing to Do by Michael Sandel (Biweek reading assignment) Week 6 4.06 First Debate & Adjudication Topic selection and outline Week 7 4.13 First Principles First debate Week 8 4.20 Motion Analysis Week 9 4.27 First Talk on Term Research Week 10 5.04 Discussion: Liberalism vs Common Good Week 11 5.11 Second Debate & Adjudication Second debate Week 12 5.18 Questions of Policy, Value, and Fact Questions/Propositions of policy, value, and fact Week 13 5.25 Second Talk on Term Research Supporting materials, reasoning model Week 14 6.01 Third Debate & Adjudication Read Stakeholder Analysis Third debate Week 15 6.08 Stakeholder Analysis Week 16 6.15 Final Exam (Presentation of term research) Individual work; 8-10 minute presentation Note: This plan is susceptible to changes with different instructors considering ongoing adaptations to students, class progress, holidays, etc